Evaluation of the Key Stage 2 Language Learning Pathfinders

which went out to all primaries as an extended story board. This is a resource which couldbe used with the interactive whiteboard like a huge book.In several instances, schools had received a single ‘free’ copy of a CD-ROM or video, buthad to supplement these out of their own budgets in order to provide enough resources foreach class.Furthermore, availability of suitable materials for primary level appeared to vary according tolanguage: the dearth of materials for Spanish, for example, was deplored in some cases.In some Pathfinders, a positive spin-off from the production of materials and schemes ofwork as well as ICT resources had been the sharing of such items with other (not alwaysneighbouring) local authorities.In other cases, teachers were increasingly having recourse to the internet in order togenerate their own worksheets and materials. As one headteacher said:‘All the teachers now have laptops and they do use them well and they do now, quitecreatively, download things, adjust, and adapt, and adopt and modify.’ (headteacher)There were several examples of both headteachers and teachers spending time additional totheir paid hours in order to either investigate resources or to create materials. A number ofteachers admitted funding materials out of their own pockets. This added time and expenseshould be allowed for.In one well resourced Pathfinder, a headteacher commented:‘Teachers feel comfortable with it [the LA scheme] because the beauty of it is that you don’thave to be a French specialist to use it.’ (headteacher)3.2.7. Training—needs and provision/CPD3.2.7.1. Developing Primary TeachersIn many Pathfinders, central training was provided mainly by the local authority. Thisincluded (not all represented in all local authorities):• demonstration lessons69