Evaluation of the Key Stage 2 Language Learning Pathfinders

o for training secondary teachers in developing effective differentiationstrategies to cater for the range of different experiences where settingpotential is not available.• Secondary PGCE courses need to be modified so that secondary languagestrainees are better prepared to support/work with primary colleagues in thedelivery of languages, as well as being better equipped to meet the developingneeds at KS3 and particularly in Year 7.• Further national research should be conducted to examine particular key issuessuch as transition, in a limited number of case study schools.5.5. Sustainability and Replicability• Primary headteachers need more information about the value of foreign languagelearning.• Similarly, a concerted campaign needs to take place targeting secondaryheadteachers so that the status of primary languages can be raised and stepscan be taken to take account of the impact of primary provision on secondaryschools.• There is need for better dissemination of good practice within and across localauthorities, especially involving headteachers, in order to support the integrationof languages in the curriculum.• While initiatives to introduce children to foreign language learning in KS1 arewelcome, these should not distract schools from building a coherent andprogressive programme throughout KS2.• If further funding becomes available, time should be allowed for keyappointments to be made so that developments can take place in a moreorganised way.• Local authorities should appoint specialist primary language advisors or advisoryteachers to oversee training and co-ordination of resources.• Training courses should be provided at national and local level, not only fordeveloping language skills of primary teachers but also to support the mentoringskills of secondary outreach teachers.130