Evaluation of the Key Stage 2 Language Learning Pathfinders

‘to step up their efforts and skills to be able to teach a proper form of language syllabus –one based on the national curriculum, not just the fun-like, basic level as at present.’(Pathfinder co-ordinator)As one headteacher pointed out:The structure of the lessons is largely determined by the teachers’ personal confidence andknowledge.’ (headteacher)This was also seen as a need to ensure there is real challenge in the work so that asteachers become more confident, they can demand more of the children.‘There’s no point in having worksheets for worksheets’ sake. There must be purpose to theactivities. What’s the point of colouring in animals, just because they have French namesinstead of English?’ (languages teacher)3.2.6. ResourcesThere is no doubt that good resources (and schemes of work) are contributory to thesuccess of primary languages. One Pathfinder used the slogan ‘everything a busy primaryteacher needs’. This does not of course necessitate commercially produced resources,although these can be very effective. It does not preclude either the individual teacher’screativity in supplementing or replacing resources and ideas. What is important is that theresources address three vital aspects of languages:• The linguistic competence of the (class) teacher (through providing an aural andwritten linguistic model).• The methodology and approach to be adopted.• By the first two points, the confidence of the (class) teacher.In one Pathfinder, which supplied videos and CD-ROMs with taped sections designedespecially for teachers to practise, these were a source of reassurance to class teachers. Inthe words of one teacher:‘The children aren’t actually learning from you, the onus is taken away from you, becausethey are learning from the tape and they always have French natives on the tape. Thattakes away some of the self-consciousness…’ (languages teacher)67