Evaluation of the Key Stage 2 Language Learning Pathfinders

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‘is very much a consequence of seeing the Key Stage 2 Framework draft and attending apractical session by a key CILT Language Teaching Advisor.’ (outreach teacher)Case study: Exemplar good practice of Key Stage 2 Framework/literacy and ICT linkedworkThe lesson was conducted by an outreach teacher supported by a native speaker assistant.The primary teacher observed and participated. Based around the interactive whiteboard,accompanied by picture and text/sound/symbol flash cards, and a song CD, a key focus waswords in context incorporating the on sound. A previously introduced little text about a pig:un cochon, Léon, qui habite à Lyon, was quickly recapped, followed by a new screen withtwelve hidden food items (jambon, cornichons,). The lesson was characterised by a highlevel of appropriate, planned target language. Il aime manger – qu’est-ce qu’il aimemanger? Vous avez une bonne mémoire? Où sont les citrons? Viens chercher. Pupilswent to the front and dragged coloured squares to one side, to reveal food hidden behind.Praise was given in French: très bien, excellent. Comment dit-on ‘I like? I don’t like?’Ecoutez, répétez. Children practised j’aime, je n’aime pas using a variety of repetitionstrategies including modelling by the native speaker. Work on individual syllables within pretaughtvocabulary items followed. Food items such as jambon were split into JAM BON/BON BON, firstly whole class, then as pairs with smaller syllable cards at tables toreconstitute the familiar words. The lesson was characterised by pace and encouragement.vite, vite, vite. As pupils were doing the task, the FLA, the primary class teacher and thelanguage teacher circulated: Formidable. Parfait. Vous n’avez que 2 minutes. Tout lemonde – ils ont déjà fini – signalling the quickest group. Rangez les choses dans lesenveloppes. Tournez les chaises. A new screen presented words plus heart symbols withcrosses for j’aime, je n’aime pas. Il faut regarder et corriger. Pupils came to the whiteboardand dragged phrases and symbols to match. Everyone stood to carry out bold physicalactions to indicate preferences. Finally an information gap pair work activity was set up,using the FLA to demonstrate with the French teacher. Pupils drew four symbols of fooditems they either liked or disliked and worked with a partner. As a plenary, the teacherreminded pupils of the on sound, which they had been practising. Il était une bergère, et ronet ron petit patapon was sung with gusto, first with the music and then twice without.Children were fully engaged during the whole of this energetically and expertly presentedsequence.33
Many teachers remained very dependent on visiting teachers or the plans and resourcesdevised by the Pathfinder and relied on these conforming to the QCA Schemes of Work andthe Key Stage 2 Framework.It is crucial that primary schools and teachers receive support through schemes of work, KeyStage 2 Framework etc. in order for both primary and some secondary teachers working forthe first time in a primary setting to feel confident to deliver languages. One outreachteacher expressed the following wish:‘I still feel there needs to be more contact in terms of what we’re planning, what we’re using.’(outreach teacher)3.1.4.3. Integration of languages into the curriculumTable 1: Language and the Curriculum. Questionnaire 1 (Questionnaire 2 in brackets)Doing MFL meanssacrificing otherareas of thecurriculumLearning anotherlanguage is avaluable skill in itsown rightAgreestronglyAgreesomewhatNeitheragreenordisagreeDisagreesomewhatDisagreestronglyDon’t know10.1 (10.0) 36.2 (35.6) 9.5 (9.0) 20.1 (20.2) 22.1 (21.6) 2.0 (3.6)82.0 (80.5) 17.0 (17.6) 1.0 (1.2) 0.0 (0.3) 0.0 (0.0) 0.0 (0.4)It is evident from the questionnaires that teachers valued the learning of a language highly,yet were also of the view that curriculum sacrifice is inevitable in order to accommodate this.Some schools had adjusted the timetable to fit languages in. However, there werefrequently practical difficulties to overcome, as encountered in one Pathfinder, where it wasdiscovered that not all designated outreach teachers could drive, resulting in logisticalproblems in organising taxis and inevitable cost increases, as well as the fact that most ofthe primary schools’ morning timetables were fully ‘booked’ so that language lessons tendedto be scheduled for the afternoons. It was not possible always to timetable outreach34
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 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: • beneficial for the subject’s
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
Page 91 and 92:
‘Only a very small number (6/7) g
Page 93 and 94:
• transfer of more sensitive info
Page 95 and 96:
‘…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
Page 101 and 102:
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
Page 113 and 114:
‘The reason why I have decided to
Page 115 and 116:
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
Page 127 and 128:
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
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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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