Evaluation of the Key Stage 2 Language Learning Pathfinders

Case Study 2Case study 2 is a compact Urban LA, whose primary schools are amongst the highestachieving in the country. All primary, secondary and special schools in the LA were involvedin the Pathfinder, which built on well established Primary Languages provision. At theforefront of developments in Primary Languages, this Pathfinder had long experience ofEuropean funded projects as well as strong links with an HEI. The Pathfinder project aimedto achieve the LA target of Key Stage 2 entitlement to Primary Languages in 66 % of primaryschools by 2005/06 and in all schools by 2007/08.In some schools, participation in the Pathfinder consolidated existing provision anddeveloped it in others, which were starting from a lower base. All primary schools hadlanguage work within curriculum time in Years 5 and 6, increasing numbers in Years 3 and 4and about a third throughout from Year 1. The model developed in this LA was largely oneof language competence, although there was some language awareness.The main deliverers in this Pathfinder were the class teachers in an exchange of expertisewithin a school. A service level agreement enabled schools to have additional blocks ofinput from a team of FLAs, who worked on a peripatetic basis, moving round schools in acarousel and for whom a well administered programme was in place. These nativespeakers, as well as teacher trainees and newly qualified teachers from France and Spain,contributed to the international dimension, and supplemented class teacher, AST and in2004/05, delivery and support by three Pathfinder Consultants appointed with Pathfinderfunding. Pathfinder funding enabled the employment of private providers to support inschoolprovision in targeted schools, both within and outwith the curriculum, including FamilyLearning classes. This Pathfinder was also involved in the creation of a course for teachingassistants and higher level teaching assistants.French was taught in 90% of schools, based on pre-Pathfinder materials, and an existingLA-wide scheme of work, which was being updated and extended in the course of thePathfinder to cover all four years within Key Stage 2. This already drew on the QCASchemes of Work for Key Stage 2 and was being adapted in the light of the draft Key Stage2 Framework, which the LA had trialled. Other languages included Spanish, Italian, andJapanese. Family Learning classes were available in a few schools, and were a popularmeans of enabling parents to learn alongside their children. The LA already hosted anextensive collection of Primary Languages resources and Pathfinder funding was used toadd to these and create a dedicated website and on-line database, available on schools’intranet. Teachers appreciated the availability of these materials and the high qualitytraining and support provided by the ASTs and Pathfinder Consultants, who each workedwith clusters of schools, sometimes delivering lessons and acting as role models, and inothers providing detailed lesson plans for primary teachers. There were examples in thecase study schools of highly skilled, energetic and enterprising teachers able to take the leadin heading up teams of class teachers. The latter continued, in some instances, to lackconfidence and school and staff development will therefore continue to be required. Therewas some indication that the on-site training model of class teachers watching and copyingan ‘expert’ might be at risk, owing to the possibility of using language specialists to providePPA time in some schools. Assessment practice varied, with an LA award and theEuropean Languages Portfolio in increasing use across schools, particularly in Years 5 and6. Transfer to the secondary sector was a key area for exploration for this Pathfinder, andmutual observation of classes by primary and secondary teachers had taken place in severalschools. Pupils were generally enthusiastic about their language lessons: ‘French is myfavourite lesson.’ Several wanted feedback on how to improve and make progress. All thecase study schools stated that Primary Languages would continue beyond the Pathfinder.Sustainability was not anticipated to be a major issue, on account of the long history ofPrimary Languages, supporting structures, and strong lead in strategic planning and coordination.134