Evaluation of the Key Stage 2 Language Learning Pathfinders

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esources helpful in ascertaining correct pronunciation and intonation, thereby increasingtheir confidence in acting as the linguistic model for the pupils.‘Now they work really hard to incorporate lessons into the timetable. They find the resourcesuseful and see the value of reinforcement of literacy skills, speaking and listening skills.’(headteacher)Nonetheless, in some schools, headteachers favoured appointing a specialist teacher. ‘I dofeel with languages, it is important that some should have more than just the basic skills,more than just a rusty O level.’ (headteacher)Some schools reported considering languages skills and qualifications when recruiting newstaff, and by the second year of the Pathfinder, headteachers were certainly more aware ofapplicants’ language qualifications and experience when making new appointments, clearlywith sustainability of languages in mind.Primary teachers were generally very aware of the need to improve their linguisticcompetence:‘I could count to 100 three weeks ago but it is coming down now so I need to revise againnow. I can confidently count up to 40 – 50. But the children enjoy it so I shall keep on doingit.’ (languages teacher)Indeed, some class teachers were daunted by seeing specialist or newly qualified languagesteachers teach and felt discouraged rather than inspired about teaching languagesthemselves.‘I think words like frog are quite difficult to pronounce.’ (languages teacher)Similarly, even attending meetings at which language ‘specialists’ are present, could requirea certain amount of courage. As one primary teacher expressed it:‘I found it [the networking group] a little bit daunting at first. It was daunting because I feltthey were specialists in their field and I wasn’t. … I didn’t feel qualified to speak withconviction really, having not experienced teaching it [the foreign language] in the same wayas the other subjects.’ (languages teacher)65
However, some teachers were pleasantly surprised by the French required:‘When I came to do French I thought it would be all je suis, tu es, il est, etc. but it is not likethat at all. I am quite confident with colours, numbers, days of the week and all that.’(languages teacher)Where good (comprehensive) materials were provided centrally, even teachers withrelatively few qualifications or little experience of the language felt more confident.‘The plans written by [the LA] are superb: for teachers starting to teach French, they can beself-sufficient with no extra work.’ (languages teacher)In some Pathfinders, FLAs had been very helpful in linguistic training, providing ideal modelsfor pronunciation and intonation.3.2.5. Pedagogy/methodologyThe quality of the teaching observed was mixed. Sometimes the linguistic model presentedwas far from adequate and lessons consisted almost entirely of repetitive games or songs.Pupils appeared to be very aware of the difference between learning and just repeating:‘If we get them wrong, she just keeps saying the same words, répétez – usually we get itright, but then she just reminds us again – and reminds us again after that…’ (pupil)There is a clear difference in this context between merely repeating language (i.e. utilisingpoor and demotivating presentation and practice techniques) and recycling languageeffectively so pupils feel confident, competent and engaged.One French national considered that the involvement of the class teacher in her languagelessons affected what she was able to do with the children. ‘I think it is interesting for thechildren to see the teacher learning something with them.’ She felt she was able to be moreeffective when the teacher joined in and offered a good example to the pupils, but when theteacher was not involved, it was harder work.A co-ordinator in one Pathfinder saw a challenge in the need for primary teachers to engagemore with the language work and, indeed:66
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RESEARCHEvaluation of the Key Stage
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Contents1. Executive summary 32. In
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practice and factors that might imp
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of the experience. Individual feedb
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• The analysis revealed the need
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• Are pupils with SEN and gifted
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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 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: As revealed in questionnaire 1, in
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
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
Page 115 and 116: c) there is obvious progression fro
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to be constrained. Methodologies ge
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Time spent on the project was gathe
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Estimating development costs of res
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There were significant differences
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on staff costs, with the impact on
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5. CONCLUSIONSOverall, this evaluat
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5.2. Teacher Competence• Primary
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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
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