Evaluation of the Key Stage 2 Language Learning Pathfinders

‘Only a very small number (6/7) go to the SLC, 55 others have 2 years’ French and possiblywill not do French when they transfer because the high school may do Spanish or German inthe first year or go back to basics.’ (headteacher)In another Pathfinder many children transferred to the independent sector or to schools inneighbouring local authorities.‘They go to so many different secondary schools, it’s difficult to consolidate what you’redoing to make sure that continuity and progression happens’ (headteacher)Lack of continuity in a language was a concern voiced by many, especially where thesecondary school changed its Year 7 language from year to year:‘I did speak to the secondary teacher, and she was explaining that sometimes Year 7 beginwith German and then it’s French, and then it’s German, and so on. So, it’s difficult, and itwas quite an issue on one of the Pathfinder courses—if you’re going to encourage KS2French or whatever, it’s so difficult, if then a year is lost, when they go to secondary,because it’s a different language that’s being taught. I understand the children can pick it upa year after, but the input, the amount of input ....that a KS2 school has got to give, it seemsa shame not to pick it up immediately.’ (primary teacher)In one Pathfinder some parents queried why their children were studying German instead ofanother language since there was less German taught at secondary school in that area. TheSLC becoming a ‘partner’ secondary school had helped to alleviate fears in this case.Transition was perceived to be a problem because of the number of secondary schools towhich pupils go, some outside the local authority. Those doing German who went on to theSLC were well catered for. ‘It is useful for them to be ahead.’ There was an awareness thatat secondary school some pupils would not continue with French. However, one coordinatorwondered whether having learned one language, the children might find it easier tolearn another.Some teachers were not concerned about the change of language:‘I don’t think it matters, I think it more important that they’ve actually tried a differentlanguage, whichever language it is, than to have made it all the same. In fact, I think it givesyou a much broader perspective, as I’ve known several children in the past who leant a littlebit of French, not got on particularly well with it, then a little bit of Spanish, loved it and then90