Evaluation of the Key Stage 2 Language Learning Pathfinders

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2.2.1. Using an Outreach Teacher to Deliver Primary LanguagesAdvantages• Good subject knowledge• Represents a good role model in terms ofpronunciation and accuracy, which is vitalif the aim of primary language learning isto follow a language competence modeland thereby raise attainment in KS3.• Awareness of and ability to correct error• More thorough knowledge of grammarmay enable language as system to bediscussed more fully• Richer language input• Ability to extend pupils linguistically• More likely to have visited target languagecountry and therefore able to developchildren’s intercultural understanding• May use a variety of language teachingstrategies i.e. mime• Repetition and questioning strategies maybe more appropriate and challenging• Pupils experience different teachingstyle(s)• Lessons may have more pace• Has experience of assessment strategies• A longer-term view of foreign languagelearning to inform planning• Potential for continuity into secondaryschool• If class teacher works together withoutreach teacher, two teachers inclassroom can facilitate group workmonitoring and attention to individuals• Pupils might view language lessons with avisiting teacher as a ‘special event’• A timetabled slot helps ensure that thelanguage lesson does take place regularlyDisadvantages• Lack of primary experience• The visiting teacher has outsider status andmay have little understanding of the primarycurriculum and pedagogy• Resources used may not be age appropriate• Visiting teacher does not know class well andmay therefore not be able to differentiateadequately• Less intimate knowledge of pupils may lead touncertainties over class management• Has to teach in the ‘timetabled slot’ so thatlanguage learning may be ‘isolated’ from therest of the primary curriculum• Lack of liaison between SMT and classteacher may make language period an add-on• Therefore less likelihood of integration andcross curricular work• Is more likely to restrict location of teaching towithin classroom, rather than using otherspaces such as hall for PE• May daunt class teacher to the extent ofdiscouraging her from teaching languageherself• If primary teacher is not in the classroomthere may be less impact on the wider schoolcurriculum and no opportunity for the primaryteacher to be trained up or continue withlanguage work in the periods in betweenlessons• Lack of continuity in case of staff/languagechanges• Logistical problems (transport, differenttimetables, school specific events)17
2.2.2. Languages Delivery by the Primary TeacherAdvantages• Knowledge of activities suited to thecognitive development of the agegroup and to the range of learningstyles• In-depth knowledge of pupils’individual needs• Potential to be able to differentiateaccording to pupils’ ability in class• Good existing working relationshipwith pupils• Able to integrate the foreign languageinto other relevant topics and generaldaily routine• Appropriate resources are readilyavailable which can provide a stimulusfor foreign language learning• Flexibility re timetable• Able to harness ‘in-house’ expertise(e.g. pupils with foreign language,parents)• May serve as role model for otherteachers in the school who are lessconfident re language teaching• Also a role model to pupils, aslanguage learners themselvesDisadvantages• Lack of subject specialist knowledge andconfidence• Linguistic repertoire may be severelylimited: this may affect the primaryteacher’s ability to differentiate orchallenge pupils• This may affect ability to integratelanguage into other curriculum areas• Question and answer sequences may beless demanding• May be unaware of pupils’ errors orunable to correct error• May have less first hand knowledge oftarget language culture• Pace may be slower• May be overloaded if asked to teachlanguage in other classes as well• Perception of already crowded curriculum• Where the primary teacher is the onlyprimary languages teacher in her school,she may lack opportunities for supportand sharing ideas with colleagues duringschool day18
Page 1 and 2: RESEARCHEvaluation of the Key Stage
Page 3 and 4: Contents1. Executive summary 32. In
Page 5 and 6: practice and factors that might imp
Page 7 and 8: of the experience. Individual feedb
Page 9 and 10: • The analysis revealed the need
Page 11 and 12: • Are pupils with SEN and gifted
Page 13 and 14: Both respondent characteristics and
Page 15 and 16: Interviews were recorded and a 25%
Page 17: 2.2. Advantages and disadvantages o
Page 21 and 22: 2.2.4. Languages Delivery through a
Page 23 and 24: Analysing these models, conditions
Page 25 and 26: • Schools should be encouraged to
Page 27 and 28: however, instances of schools where
Page 29 and 30: 3.1.3.4. Time allocated to language
Page 31 and 32: ‘French would not be taught now a
Page 33 and 34: • beneficial for the subject’s
Page 35 and 36: Many teachers remained very depende
Page 37 and 38: Table 2: Integration and Communicat
Page 39 and 40: ‘We’ve written a letter and dra
Page 41 and 42: ‘it makes you realise that if acc
Page 43 and 44: Table 5: Languages and Learning - Q
Page 45 and 46: 3.1.5. Pupils - Learning and Attitu
Page 47 and 48: • useful for travelling abroad -
Page 49 and 50: • ‘Comments at the end to help
Page 51 and 52: ‘At times they find it difficult
Page 53 and 54: teacher who knew our level.’ In t
Page 55 and 56: In most Pathfinders, however, there
Page 57 and 58: 3.2.2. Recommendations• Primary t
Page 59 and 60: Effective staffing is essential to
Page 61 and 62: Martin and Mitchell 1993). In anoth
Page 63 and 64: Nineteen respondents had specialise
Page 65 and 66: As revealed in questionnaire 1, in
Page 67 and 68: However, some teachers were pleasan
Page 69 and 70:
However, there were frequent instan
Page 71 and 72:
• team-teaching on the ground•
Page 73 and 74:
involved external bodies in the del
Page 75 and 76:
Generally, there was a sense that s
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• Methods of recording progressio
Page 79 and 80:
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
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‘Only a very small number (6/7) g
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• transfer of more sensitive info
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‘…I know the Year 7 teachers we
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3.4.5. Links to KS3 Framework/Natio
Page 99 and 100:
situation was especially difficult
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3.5. Sustainability and Replicabili
Page 103 and 104:
develop ‘effective and replicable
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3.5.4. Leadership and managementThe
Page 107 and 108:
on one aspect of delivery. This was
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3.5.5. Staff and staff expertiseIn
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‘Usually it is impromptu: 10 or 1
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‘The reason why I have decided to
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c) there is obvious progression fro
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to be constrained. Methodologies ge
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Time spent on the project was gathe
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Estimating development costs of res
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There were significant differences
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on staff costs, with the impact on
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5. CONCLUSIONSOverall, this evaluat
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5.2. Teacher Competence• Primary
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o for training secondary teachers i
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ReferencesBell, E with Cox, K. (199
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Case Study 2Case study 2 is a compa
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channelled through this school. At
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Case Study 5This LA is a large auth
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Case Study 7Case study 7 is a joint
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