Evaluation of the Key Stage 2 Language Learning Pathfinders

Case Study 1This Pathfinder is one of the largest LAs in the country with over 400 primary schoolsstarting Primary Languages generally from a fairly low base line, although some retainprovision from an earlier period. Delivery was based on the principle of several specialistcolleges, either language or technology colleges, and their partner secondary schools,working with their feeder primaries in clusters. These schools covered a range of types,circumstances and geographical spread from small rural schools to affluent urban andsuburban districts. The overall aim was language competence, with an immersion project inone cluster, and a cross-curricular project in another non-case study site. In line withsecondary MFL provision, languages were French, German and Spanish, although Frenchwas the main language and the one being delivered in the five case study schools. Acrossthe Pathfinder, some schools had started in Year 6 and were working down Key Stage 2,and in others, schools were building up from Year 3, as was happening in the case studyschools. In some schools there were tasters of languages other than French, or otheradditional provision at the top of Key Stage 2.Delivery typically involved mainly secondary ASTs (and some non-AST secondary teachers),going out into several of their cluster primaries as outreach teachers. In one of the casestudy schools, with an already long established and continuing tradition of primary French,delivery was by a part time primary teacher supported by a secondary AST. In another,native speakers offered discrete teaching, as well as supporting an immersion project in bothKey Stages 1 and 2. In the other three schools, secondary outreach teachers undertook thelanguage teaching with the intention of training primary teachers This was working mosteffectively, where there was continuity of staffing at both primary and secondary level,although staff turnover was having implications for the training model. Maternity leave hadmeant the loss of some expert teachers. Some schools were planning to use the languagelessons as an opportunity for primary teachers to have their PPA time. Nonetheless, visitingteachers considered that primary teachers were very supportive of the language work.Coverage in terms of classes and year groups being taught increased in the course of thePathfinder. In schools where language teachers, whether primary or secondary, came in tothe school from outside, the staffing model resulted in little integration with the rest of thecurriculum. Some schools were following schemes of work created jointly with theirassociated secondary colleagues, and in others, teachers were working to their own plans.Schools enjoyed autonomy in their choice of resources, and teaching was not based oncentrally provided Pathfinder-wide materials. Some teachers were spending a good deal oftime producing appealing materials, and in the second year of the Pathfinder these weremore likely to involve increased and imaginative use of the interactive whiteboard. One casestudy school had used Pathfinder funding to purchase tablet PCs for pupil use. Languageteaching, which was predominantly oral, consisting of songs and games thoroughly enjoyedby pupils, and was supported by generous funding for teachers to attend CILT conferencesand other CPD events. There was as yet little evidence of assessment or transitiondocuments, which was perhaps a consequence of the energy the Pathfinder wasconcentrating on starting up and initial delivery in the early years of Key Stage 2. Theadditional input offered by young native speakers had served to bring language learningalive for several teachers and their pupils, who generally found Primary Languages exciting.Overall, teachers saw little need for differentiation as teaching was still in the beginnerstages. In contrast, some pupils were keen to have their prior learning, whether in KeyStage 1 or as part of clubs, recognised and built upon.There were particular challenges for small rural schools with vertically grouped classes, andprimary teachers with multiple responsibilities. Lack of time for the often sole member ofstaff to attend Primary Languages meetings or to disseminate training could be an issue.Despite the complexities, this was a Pathfinder in good heart, and one head teacher’srecommendation to other schools was ‘Go for it!’133