Evaluation of the Key Stage 2 Language Learning Pathfinders

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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
Copies of this publication can be obtained from:DfES PublicationsP.O. Box 5050Sherwood ParkAnnesleyNottinghamNG15 0DJTel: 0845 60 222 60Fax: 0845 60 333 60Minicom: 0845 60 555 60Oneline: www.dfespublications.gov.uk© University of Warwick 2005Produced by the Department for Education and SkillsISBN 1 84478 591 2Ref No: RR692www.dfes.go.uk/research
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RESEARCHEvaluation of the Key Stage
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Contents1. Executive summary 32. In
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practice and factors that might imp
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of the experience. Individual feedb
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• The analysis revealed the need
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• Are pupils with SEN and gifted
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Both respondent characteristics and
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Interviews were recorded and a 25%
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2.2. Advantages and disadvantages o
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2.2.2. Languages Delivery by the Pr
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2.2.4. Languages Delivery through a
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Analysing these models, conditions
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• Schools should be encouraged to
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however, instances of schools where
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3.1.3.4. Time allocated to language
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‘French would not be taught now a
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• beneficial for the subject’s
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Many teachers remained very depende
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Table 2: Integration and Communicat
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‘We’ve written a letter and dra
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‘it makes you realise that if acc
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Table 5: Languages and Learning - Q
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3.1.5. Pupils - Learning and Attitu
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• useful for travelling abroad -
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• ‘Comments at the end to help
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‘At times they find it difficult
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teacher who knew our level.’ In t
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In most Pathfinders, however, there
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3.2.2. Recommendations• Primary t
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Effective staffing is essential to
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Martin and Mitchell 1993). In anoth
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Nineteen respondents had specialise
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As revealed in questionnaire 1, in
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However, some teachers were pleasan
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However, there were frequent instan
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• team-teaching on the ground•
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involved external bodies in the del
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Generally, there was a sense that s
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• Methods of recording progressio
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However, there were challenges in a
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In one Pathfinder one school cluste
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One example of assessment included
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trying to evaluate, prior to each u
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Case study: exemplar of a well deve
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In some Pathfinder schools effectiv
Page 91 and 92: ‘Only a very small number (6/7) g
Page 93 and 94: • transfer of more sensitive info
Page 95 and 96: ‘…I know the Year 7 teachers we
Page 97 and 98: 3.4.5. Links to KS3 Framework/Natio
Page 99 and 100: situation was especially difficult
Page 101 and 102: 3.5. Sustainability and Replicabili
Page 103 and 104: develop ‘effective and replicable
Page 105 and 106: 3.5.4. Leadership and managementThe
Page 107 and 108: on one aspect of delivery. This was
Page 109 and 110: 3.5.5. Staff and staff expertiseIn
Page 111 and 112: ‘Usually it is impromptu: 10 or 1
Page 113 and 114: ‘The reason why I have decided to
Page 115 and 116: c) there is obvious progression fro
Page 117 and 118: to be constrained. Methodologies ge
Page 119 and 120: Time spent on the project was gathe
Page 121 and 122: Estimating development costs of res
Page 123 and 124: There were significant differences
Page 125 and 126: on staff costs, with the impact on
Page 127 and 128: 5. CONCLUSIONSOverall, this evaluat
Page 129 and 130: 5.2. Teacher Competence• Primary
Page 131 and 132: o for training secondary teachers i
Page 133 and 134: ReferencesBell, E with Cox, K. (199
Page 135 and 136: Case Study 2Case study 2 is a compa
Page 137 and 138: channelled through this school. At
Page 139 and 140: Case Study 5This LA is a large auth
Page 141: Case Study 7Case study 7 is a joint
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Evaluation of the Key Stage 2 Language Learning Pathfinders

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