KS2/3 Transition

[Jayne Jackson]

Towards the end of June I attended a whole day conference within my LEA dedicated to celebrating achievement in the domain of primary language teaching. This conference was different however, because colleagues from KS3 departments of all the borough's high schools were also invited to attend. The objectives were to raise awareness of how foreign language learning is delivered in the primary sector, improve collaboration across the key stages and hopefully find solutions to the problem of transition.

Our LEA advisor had spent months organising the event which included inspirational workshops provided by Steven Fawkes (Independent Consultant) and ASTs from neighbouring authorities.

Dr Lid King, National Director for Languages, opened as keynote speaker, discussing how the stark decline in pupils pursuing study of foreign languages had prompted the Dearing report and how we, as primary practitioners, face challenges which he referred to as 'the four C's' : Curriculum (guidelines, agreed good practice, progression, framework), Continuity (transfer, progression, accreditation, diversification), Competence (teacher training, CPD, language training) and Collaboration (networking, regional groups, support, ICT). He went on to emphasise the fact that "Key Stage 3 is a critical time to build on pupils' skills and plan for post 14 continuity and improved uptake of languages." He urged secondary colleagues to "support coherence" which I interpreted to mean assess the needs of the pupils and therby plan and differentiate accordingly.

The afternoon was, quite frankly, discouraging and demotivating as primary and secondary practitioners alike were grouped into clusters to discuss issues surrounding transition. Since only 6 out of 13 high schools were represented (the Specialist Language College didn't even bother to send a delegate!), it felt from the outset as if the secondary MFL departments weren't interested. Primary practitioners fell over themselves backwards to suggest ways to inform their high school colleagues of pupil progress (e.g. Languages Ladder, Asset Languages Certification, Provision of NC Levels on transition documentation, Shared Y6 lessons post SATs, Sharing of pupils' sound files etc) but the bottom line was that they start from scratch with numbers to 10 in the first lesson, ça va during the second!

This whole attitude impinges on the progression of our pupils and will, in my opinion, lead to disaffected learners. How can the MFL department of a high school justify their refusal to differentiate according to learners' needs? No other subject department would get away with this! I asked one high school colleague how she envisaged her school's approach to a mixed-ability intake might change post 2010 and she said it would more than likely carry on the way it is now!

Is there any point teaching a language that is offered at Y7 when there doesn't seem to be the continuity I envisaged? Would it be better to offer 'taster sessions' in a variety of languages even though this then prevents pupils from showing progression outlined in the framework?

I know I've 'spouted on' somewhat... I'm hoping somebody out there can offer me a more optimistic picture of what's going on in their borough regarding transition. Perhaps those of you who were/are secondary trained might like to put forward your views too.

I'll be waiting for responses...

[Isabelle Jones]

Dear Jayne

I am very saddened by the lack of primary-secondary co-operation-let alone-co-ordination-you describe here. I feel, like you, that the transition issue needs to be taken very seriously by primary and secondary alike. However, in the case of a large secondary school with more than 40 feeder primaries like ours, it has to be a case of trying our best to accommodate previous language learning rather than aiming for seamless transition. Before differentiating, the transfer of information between KS2/ KS3 is often the issue. If your secondary schools are not interested in your suggestions to share attainment and previous learning, there is something seriously wrong in those Languages Faculties...As I found that the usual people in charge of wholeschool transition are not always aware of the specific issues for languages, I have put together a letter to collect directly information about the languages done at primary as well as a student questionnaire . We are also planning a short "induction " programme to try to gauge our new Y7 students' motivation and the extent of their previous language experiences. Continuity is not something I feel a lot of secondaries can offer in the way that some things will have to be revisited sometimes even in a different language!- but not re-taught. Our new PoS does provide us with opportunities to re-visit many topics in a creative manner with built-in differentiation.
There is a case for language tasters at Primary and I would also support Language awareness courses like the one run in Coventry. If the enthusiasm and basic skills are there, we can do anything!!!

Isabelle
http://isabellejones.blogspot.com

[Jayne Jackson]

Thanks Isabelle for your contribution - it has made me re-evaluate somewhat the idea of continuity given your school's circumstances of having over 40 feeder primaries with whom to communicate. It must be fraught with difficulties and I fear I was possibly over-simplifying the issue of transition since my LEA is much smaller (63 primaries, 13 secondaries) and since, of course, every primary school's provision may be entirely different depending on the expertise of their staff. Some have the good fortune to access the skills of FLAs; some have secondary trained linguists who have migrated into the primary field; others have non-specialists who will admit to being 'just one step ahead of the pupils' in their learning - my hat goes off to them for their 'gusto'. I know I would be less than enthusiastic if I was asked to try to deliver a subject I wasn't confident with. Each of the secondaries in my LEA probably receives pupils from less than 10 feeder schools so I definitely think that a more productive communication is well within the realms of possibility. I know it has been suggested to the LEA advisor that he devises a pro-forma that primary schools can use to forward information on pupils' attainment to their secondary colleagues... but in light of their reaction at the conference, I am sceptical about how it will be used - I believe more 'face-to face' dialogue is what is needed along with the kind of 'induction' programme you mention above.

Many Thanks

[Jo Rhys-Jones]

I know how you feel Jayne. It sounds like a great opportunity missed sadly. But hang in there I really do feel that things will get better.

Firstly - remember there a significant number of Primaries (an estimated 25% if last DfES survey is to be believed) who so far have made no preparations whatsoever for Primary Languages provision - who will therefore struggle to meet the 2010 entitlement and will really need support when it becomes a legal requirement in 2011. So at the moment Secondaries still have no idea what is about to hit them over the next few years.

Primaries which are well ahead already, meeting the KS2 Framework targets for yr 6 and even extending language learning to whole schools, will be sending their children with up to 6 yrs of quality language learning to the same Secondaries as those Primaries where only 'taster' sessions have been offered in numerous languages. And they wonder why these same kids are volunteering in droves to drop languages at the end of KS3...!

Differentiation in these circumstances is not impossible but does involve a lot of preparation and forgetting about text books. This is where many Secondary Language teachers could learn a huge amount from the techniques used by Primary colleagues who are experienced with mixed age groups (let alone mixed ability!)

I agree more mixed Primary/Secondary conferences are absolutely key. A dialogue can only begin to work if it is two-way. Secondaries can not expect to dictate a curriculum to Primaries, and Primaries need to get together fast and share what they are doing with each other so that they ARE providing comparable experiences for the children approaching transition.

Surely the obvious time to start doing this is at a mixed conference like you have described - and then some schools don't even bother to show! Frankly as a parent that would tell me a LOT about how seriously that school took languages and I would vote with my feet. Meanwhile console yourself that most LA's haven't even got round to running any joint Primary/Secondary MFL conferences yet and are still running them separately - so you are ahead of things already. The clock is ticking though...

[Jayne Jackson]

Hi Jo & Isabelle,
Just thought I'd let you know about the latest development in my borough (which, as you've pointed out Jo, is actually ahead of the game in actually attempting to address the issues regarding transition). With the 'entitlement' to language learning in KS2 hot on our heels, our LEA AST has now organised a termly meeting for all the primary language co-ordinators at the borough's training and development centre. I'll be attending the first of these next week. They'll certainly provide the perfect opportunity for collaboration between primary practitioners as we approch 2010, but hopefully, as more pupils transfer to KS3 having had the benefit of 4 years of language learning, perhaps they'll also prove to be the ideal forum to which KS3 colleagues could be invited back to liaise with their primary counterparts with the aim of improving the level of communication, which so far has been lacking.

[Isabelle Jones]

Hi Jayne
Your message is so timely for me! I had a great meeting with our borough-wide PMFL co-ordinator today, discussing how to improve communication between primaries and secondaries and even -gasp- develop networking. As part of our Secondary Strategic Learning Network, I have set up a "private" Ning and Diigo group and I have just opened them up to any primaries-they just need to send me an email to get an invite. As our PMFL co-ordinator has just joined after our meeting (!), I am hoping that other co-ordinators/ interested teachers will follow suit! We will also have our first joint conference on 26th November, where I fully intend to promote our private Ning as well as our wonderful Talkabout Primary Ning. Watch this space...

Isabelle

[Jayne Jackson]

Seems as though it's 'full steam ahead' at the moment! Great news that cross-phase collaboration is on the agenda in your area. Look forward to hearing more about the joint conference.

[Jo Rhys-Jones]

Thanks for the update Jayne. Do keep us up-to-date with how things progress because I think we all have so much to learn from each other.
Since moving LA's have discovered that here everything is arranged around 'networks' - so a primary will only get it's extra MFL funding if it clubs together with other nearby primaries and one secondary, then the funds go to the whole network to share. The idea is that this means the secondaries are involved. Some networks are really running with the ball and doing some great collaborative work. Of course there are always exceptions - the Secondary which had been very well-meaning but enthusiastically lead a group off in strange directions (never having looked at a copy of the Framework or just randomly sticking O3.1 onto existing schemes of work that are little more than lists of nouns), or another where the Secondary was in danger of being ignored completely. Another had even spent the money on paying a visiting specialist to teach languages in all the primaries and then somehow been caught short when the funding ended. So now the networks apply & plan their intentions well in advance. It also seems a nice 'personal' way of doing things as different primaries, secondaries, teachers and childrens will need different approaches. The system seems to be working really well and it's great that there are signs that we are moving in the right direction and finally talking to each other.
I know it's hard for people though - it's hard enough to find time in the day for people in the same school to meet, let alone across several. I am convinced it's the way forward though, and in everyone's interests - Primaries don't want their hard work ignored, Secondaries need to increase take-up of their subject, together we can learn a lot from each other.

[Jo Rhys-Jones]

Great news Isabelle - let us know how you get on - been trying similar here but struggling big time to get GfL to unblock the anti-ning filtering in schools. Each time one school gets it unblocked another reports it has been reblocked in their area/school! A lot of misunderstanding about how much you can do with a vle/vlp too...

[Jayne Jackson]

Just a very quick update... attended a training session within my LA yesterday and the primary languages advisor announced the date for our second KS2/3 annual conference despite the disappointing level of support from secondary practitioners last year. Undeterred, arrangements have already been made for Nigel Pearson, advisory teacher from CILT to lead a session whilst a return visit by Stephen Fawkes (independent consultant) is also on the agenda. Will report back after the event - 2nd July.

[marta bayo]

Dear Isabelle,

I teach in a large secondary school were unfortunately languages are not taking very seriously, we do not have any body in my department liaising with our feeder primary schools, I like the idea of planning a “induction " programme with our new year 7 students' as most of my past year seven student even thought they studied Spanish at their primary school, didn't seem motivate about the subject.
If you could share with us any of the work that you have been doing will be very much appreciate it.

Many thanks

Marta