Evaluation of the Key Stage 2 Language Learning Pathfinders

The impact on the curriculum also varied according to the goals schools had in mind, andwhether schools were focusing particularly on a language competence model in a singlelanguage, on taster sessions in one or more languages, on raising awareness of otherlanguages and cultures, or simply promoting positive attitudes, or in some cases, acombination of all of these.So, for example, goals cited by headteachers were• language competence alongside some language awareness• cultural awareness and positive attitudes rather than competence• that children should be exposed to the fact that there are other languages and that theymake as much sense as English• to ensure that children are motivated, enthusiastic and confident by the time theytransfer.There were still tensions, however, with the range of demands on the primary curriculum. Asone headteacher put it:‘I really feel the primary curriculum as it is at the moment is pretty squashed and to putanother subject in is tough, when the agenda is still about raising attainment in the coresubjects, … essentially SATs results are still what you are judged on and I think it takes a lotof courage to say, “We’re not worried abut our SATs”, because you are still getting thesetargets coming down and the pressure is on.’ (headteacher)3.1.4.2. Schemes of work (including QCA)/Key Stage 2 FrameworkIn order to provide consistent and effective languages provision, coherent schemes of workshould be available, at least at school or local level. These schemes of work can beunderpinned or can evolve from a coherent national framework and scheme of work. Theavailability and effective use of such a scheme of work contributes both to learners’progression in the subject and to teachers’ confidence when faced with, for example, staffingchanges or illness. In the specific case of primary languages, a scheme of work isparticularly beneficial for a number of reasons:• helpful developmentally, to counter to some degree a teacher’s perceived or actuallack of subject competence• important for pupils’ progression and assessment (between years and key stages,across schools and across authorities)31