Evaluation of the Key Stage 2 Language Learning Pathfinders

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Research ReportNo 692Evaluation of the Key Stage 2 LanguageLearning PathfindersUniversity of WarwickDaniel Muijs, Ann Barnes, Marilyn Hunt, Bob Powell,Elizabeth Arweck and Geoff Lindsaywith support from Cynthia Martin, University of ReadingThe views expressed in this report are the authors’ and do not necessarily reflect those of the Department forEducation and Skills.© University of Warwick 2005ISBN 1 84478 591 2
Contents1. Executive summary 32. Introduction 92.1. Methodology 102.2. Advantages and disadvantages of different delivery models 163. Findings [Process/Effects] 233.1. Content and delivery 233.2. Teacher competence 553.3. Progression and assessment within KS2 753.4. Transition and transfer 873.5. Sustainability and replicability 1003.6. Cost effectiveness 1154. Conclusion 1265. Recommendations 1276. References 132Appendices2
Page 1: RESEARCHEvaluation of the Key Stage
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 and 18: 2.2. Advantages and disadvantages o
Page 19 and 20: 2.2.2. Languages Delivery by the Pr
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
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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
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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
Page 105 and 106:
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
Page 111 and 112:
‘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
Page 143:
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