Evaluation of the Key Stage 2 Language Learning Pathfinders

Case Study 8This is an Associate Pathfinder based on a cluster including a Language College and sevenprimary feeder schools. This cluster was already part of the DfES ICT Test Bed project withthe aim to invest in ICT as a means of improving learning and seeing its impact onmanagement. The Language College was one of eighteen schools selected to be part of theDfES/CILT Good Practice Project (GPP) and became a hub for primary languages.The curriculum model used in this pathfinder involved a range of languages. In Year 3 workwas based on story telling and songs. Each story was presented in English although fromFrench, German, Mandarin Chinese, Punjabi background, but with foreign languageelements, for example, phrases for repetition. In Year 4 there were language tasters inthese languages, based on an ‘all our languages’ programme developed under the GPPwhich was taught in three of the feeder schools alongside the literacy hour with the explicitaim of developing transferable language learning skills and introducing pupils to the keyskills and concepts of language learning. In years 5 and 6 pupils learnt French or Germanfollowing a scheme of work devised by the language college adapted from the Year 7scheme of work. They have also developed some very good resources, making excellentuse of ICT; all primary classrooms had an interactive whiteboard and had access tostimulating languages materials. Objectives were clear and assessment was built in.There were regular meetings between the language college staff and primaries and somejoint inset where all year 6 primary teachers from the cluster schools met at the languagecollege for training. Initially primary languages was delivered mainly by the secondaryteachers co-ordinated by the Advanced Skills Teacher, and by FLAs. By the end of theevaluation there was a primary languages co-ordinator in each primary school. There hasbeen heavy reliance on the language college not only for the programme of work, lessonplans and resources, but also for the delivery of lessons. It is questionable how well schoolswill be able to continue without the high level of support received during the Pathfinderfunding. It was encouraging, however, to see non-specialists teaching on the second roundof visits.Pupils have developed a positive attitude to language learning, although there is someconcern over long-term motivation: ‘I don’t think I want to do any more French: when you doit for a while you get tired of it. I would like to do Spanish: 2 years French is enough’ (pupil).Transition was a major concern, as there was considerable inconsistency of languagesprovision within the LA and adjoining LAs. Whilst the SLC had established a process forhelping pupils who are not part of the Pathfinder cluster to reach a similar level as others intheir cohort, other schools will be receiving some pupils who will have done two years ofFrench and provision for these was unknown.141