Evaluation of the Key Stage 2 Language Learning Pathfinders

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of bias in the selection of their classmates by the teacher. The AST was also aware of therisks:‘There is the tendency... if they don’t put their hands up, they won’t get chosen, will they?Because there are some children who don’t want to.’ (outreach teacher)This unwritten policy – noted during observation – was seriously threatening some pupils’performance. It seemed quite acceptable for some pupils not to contribute to the Frenchlessons.Where a class had been split into two groups for the French assistant’s visits, this settingarrangement enabled the groupings to be differentiated according to pace of learning. Infact, there was a noticeable difference in the rate of participation by pupils in the two groups.While possibly making the lesson planning and delivery easier for the assistant and the classteacher, the implications of this early form of setting by ability had not been considered in thecontext of transfer to secondary school.Several pupils were aware of the need to differentiate:‘Some pupils are at different levels; we need three groups: low, medium, high.’ (pupil)3.1.6.2. Learners with special educational needs (SEN)Teachers’ responses to the questionnaires demonstrate their conviction generally that pupilswith SEN can benefit from languages. From interviews too, the impression was conveyedthat languages can be a real boost for shy or less able pupils. Throughout the two years ofthe Pathfinder, teachers interviewed were often convinced that SEN learners were benefitingfrom languages.Table 7: Pupils with Special Educational Needs - Questionnaire 1 (Questionnaire 2 inbrackets)Agree Agree Neither Disagree Disagree Don’t knowstrongly somewhat agree nordisagreesomewhat stronglyPupils with SENdon’t get a lot out ofMFL1.0 (1.2) 4.5 (4.5) 5.5 (5.1) 19.5 (19.7) 68.5 (67.8) 1.0 (1.7)49
‘At times they find it difficult because they find their own language difficult, but because it’sfun, it doesn’t seem to be the same pressure for them. Their own expectations are that theycan do it, because they are encouraged by other members of the class.’ (languagesteacher)Initially, and for some Pathfinders, throughout the two years, teachers perceived SENchildren as indistinguishable from all other pupils and welcomed this as evidence of a ‘levelplaying field for all’.‘It almost lends itself because they’re back to speaking and listening, which I think is a greatleveller, because they haven’t done it before. A boy who is statemented with SEN in myclass has greater confidence in French – he would not do as much in English. They’re notalways struggling with the written word. Perhaps because it’s a level playing field: no-one’sfluent in French, so they’re ready to have a go. There’s total inclusion.’ (languages teacher)In the second year of the Pathfinder, it was noticeable, however that some children werestruggling to maintain the momentum, as one class teacher commented:‘Already, thinking of one child in Year 3, he has got to the stage where he is really fallingbehind. That is an issue that has to be addressed in the future.’ (outreach teacher)‘They’re just taught along with the rest of the class. It’s great to start with and then after acouple of months they drop off, they can’t cope with the additional demands of vocabulary. Ifyou feel they’re going to struggle you differentiate, so put them with partners that will help.’(languages teacher)Pupils were aware of this issue, and expressed concern for fellow classmates ‘getting leftbehind’. Some teachers were worried about the ability of less able pupils to ‘keep up’ whenall four skills were involved, i.e. when reading and writing were introduced.Oral work was described in one school as popular with all pupils, including the lowerachievers, but there were a few children who found working with the pupil's book difficult,because they had reading difficulties in English. Finding ways to support these children washard. Some schools had utilised specific ICT resources and software for SEN pupils, forexample, Clicker.50
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 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: • ‘Comments at the end to help
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
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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
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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
Page 141 and 142:
Case Study 7Case study 7 is a joint
Page 143:
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