Evaluation of the Key Stage 2 Language Learning Pathfinders

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2.2.5. Languages Delivery through Language Sensitisation ProgrammesAdvantages• Initiates children into foreign languagelearning by developing anunderstanding of languages throughencounters with one or more foreignlanguages• Suitable for delivery by the primaryclass teacher, who may be a nonspecialistlinguist, lacking inconfidence and training.• Sensitisation programmes can bestarted in foundation and early yearssettings as well as KS2Disadvantages• More restricted content of language itemswhere pupils develop some basiccompetence in a limited range ofvocabulary and formulaic phrases withoutthe emphasis on progression andperformance found in languagecompetence programmes• May tend to place more emphasis onlistening and speaking rather than readingand writing skills2.2.6. Languages Delivery through a Language Awareness/Multilingual ApproachAdvantages• Multilingual approach might be asolution to the obstacles to linearlanguage learning at primary level• Could support cross curricular delivery• Could use and develop languageskills available within a school• Reduces the problems associatedwith transition to secondary school,whilst laying strong foundations forlanguage learning• Avoids the reduction in languagediversity.• Enhanced ability to learn otherlanguages at a later stage.Disadvantages• Lack of linguistic attainment in a singlelanguage• More use of English as a medium ofteaching rather than the target languages21
Analysing these models, conditions for successful practice include:• active support from the Headteacher and the whole staff• clear linguistic and communicative aims• knowledge and inclusion of aspects of the target language culture• planning based on a scheme of work• sharing of resources and collaborative work with the foreign language department inthe local secondary school• active teaching methods with extensive use of songs and games• links with literacy• ICT, for example, the use of PowerPoint and an interactive whiteboard, integratedinto the teaching• reliable transfer records• emphasis on enjoyment and enthusiasm• extensive training and support• links with foreign countries; e-mail or video-conferencing links22
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 and 18: 2.2. Advantages and disadvantages o
Page 19 and 20: 2.2.2. Languages Delivery by the Pr
Page 21: 2.2.4. Languages Delivery through a
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
Page 77 and 78:
• Methods of recording progressio
Page 79 and 80:
However, there were challenges in a
Page 81 and 82:
In one Pathfinder one school cluste
Page 83 and 84:
One example of assessment included
Page 85 and 86:
trying to evaluate, prior to each u
Page 87 and 88:
Case study: exemplar of a well deve
Page 89 and 90:
In some Pathfinder schools effectiv
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‘Only a very small number (6/7) g
Page 93 and 94:
• transfer of more sensitive info
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‘…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
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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
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
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c) there is obvious progression fro
Page 117 and 118:
to be constrained. Methodologies ge
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Time spent on the project was gathe
Page 121 and 122:
Estimating development costs of res
Page 123 and 124:
There were significant differences
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on staff costs, with the impact on
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5. CONCLUSIONSOverall, this evaluat
Page 129 and 130:
5.2. Teacher Competence• Primary
Page 131 and 132:
o for training secondary teachers i
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ReferencesBell, E with Cox, K. (199
Page 135 and 136:
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
Page 141 and 142:
Case Study 7Case study 7 is a joint
Page 143:
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