Evaluation of the Key Stage 2 Language Learning Pathfinders

‘French would not be taught now at Year 5 and 6 without the Pathfinder.’ (headteacher)However, in other local authorities, languages existed to a great extent already. As oneheadteacher expressed it:‘There is no point in playing around with MFL (Modern Foreign Languages); it has to be partof your school vision so that everyone has to believe in it and want to do it.’ (headteacher)In the first year, headteachers were very enthusiastic about the Pathfinders and languagesgenerally, describing its impact positively, as ‘dynamic’, for example. The impact on pupilswas described as‘Astonishing; a lot have discovered something new: enthusiasm and ability in a new area.Inspirational.’ (headteacher)By the second year of the Pathfinder, many schools were incorporating languages into theirprospectus and report to governors. Some schools had linked languages with internationalpartnerships more generally:‘Parents are proud of what the school is doing in terms of MFL and global awareness. Theculture is important for our parents and it’s fantastic that the children are aware.’(headteacher)The methodology and approach adopted for languages had, in some cases, had a widerimpact:‘They’re very well motivated. It makes a lovely change for them, a different type of lesson.They have responded so well because it’s got such a multi-sensory approach. I havethought I could use the same techniques in other lessons, for example, mimes for weatherexpressions. There are some really good teaching methods in here, they’re keen forstickers....’ (languages teacher)‘The Pathfinder in MFL has a big input in enjoyment and excellence in education – thecreativity side, being able to plan around a topic. It has given people the opportunity tostretch themselves and look outside the box and for pupils it has given them the notion thatthere is a greater world out there to be explored.’ (Pathfinder co-ordinator)30