Key Stage 2 Primary Project

PHASE 1: 2003 - 2006
PHASE 2: 2006 - 2008

What is this Pilot?
Initially a 3-year pilot programme for modern foreign languages in primary schools in Wales, this Pilot has now been extended for a further 2 years. It is funded by the Welsh Assembly Government led by CILT Cymru – the National Centre for Languages in Wales. It forms part of the Assembly's strategy "Languages Count" - the aim of which is to increase participation in language learning across Wales.

What is the intention of the MFL initiative as a whole?

• To support schools that want to teach a foreign language at Key Stage 2
• For the Assembly to gather an evidence base for future decision-making of how teaching and learning a foreign language at KS2 can complement and enrich the primary curriculum and benefit pupils when they move on to secondary school.

Who is involved in the KS2 Project?
Phase1 of the Project (2003-06) involved 22 secondary schools across Wales and the 105 primary schools that feed into them. Phase 2 has allowed for completion of previously incomplete clusters thus maximising the effect upon transfer to the Secondary school. There are currently 118 primary schools involved.

The Initiative offers a range of modern foreign languages and modes of delivery. Approximately half the schools involved are Welsh-medium schools. The pilot involves mainly years 5 and 6, but some clusters have cascaded the teaching down to years 3 and 4. The main language chosen was French, but there are also instances of Spanish, German and Italian.

Phase1 gathered a comprehensive evidence base of how to introduce MFL at KS2 and looked at the benefits to the curriculum. Phase 1 was evaluated independently and the report was very encouraging.

Phase 2 will continue to support the primary sector but a greater emphasis will be placed on Transition arrangements and the tracking of Project pupils as they move up through Key Stage 3. Post-pilot, when the Welsh Assembly has had time to consider all the findings, we will await a decision about the future of primary languages in Wales.

How is it organised?
Schools receive a small grant to enable them to work as 'Clusters' ie one secondary school working closely with its associate primaries. Whatever the mode of delivery, clusters collaborate on an agreed programme of study and an agreed rationale behind the language provision. Clusters decide on the best teaching arrangements to suit them:

A . Comprehensive teachers visit primaries to provide weekly lessons, with primary class-teachers watching, reinforcing and providing support.

B . Primary teachers with expertise teach classes within the school, with support from Secondary colleagues.

C . Clusters employ a peripatetic teacher to provide language lessons.

OR clusters employ a mixture of the 3 models to suit their individual needs.

Clusters meet on a regular basis to review progress and plan ahead.
Teachers share individual expertise - primary colleagues provide the KS2 methodology, KS3 colleagues the specialist language knowledge.

We have now gathered 3 years of evidence to suggest each model has its own benefits. The findings in the Assembly's Interim Report (2005) were overwhelmingly positive and found concrete examples to support the aims put forward at the outset of the Project.

What are the aims of this Initiative?

• To give pupils an enjoyable and rewarding experience of foreign language learning.
• To encourage enthusiasm for languages at an early age whilst fostering positive attitudes
towards other cultures.
• To develop pupils’ language and literacy skills whilst building on the bilingual nature of primary
schools in Wales.
• To motivate pupils of all abilities using an active, multi-sensory teaching approach.
• To foster effective primary-secondary cooperation and promote a sense of common purpose
through the sharing of good practice.
• To develop the role of the class teacher with a view to long term sustainability of the
Project.

Why is it good to start languages early?

• Language learning is a fun, stimulating experience. It provides a chance to be
playful and uninhibited within a secure primary environment where children
learn best.
• Children are keen and receptive at a young age. They have a natural
curiosity and a greater capacity to absorb new language and ideas.
• It offers a new context in which to develop existing skills and make the link
between languages.
• It improves long-term performance in any subsequent language.
• It reinforces a child's concept of grammar and small details of
language – sounds, rhythms and intonation.
• Our economy needs linguists.

All the above information is available as a colour flyer in pdf format KS2 Project Information