KS1/2 MFL – Sharing Skills – Secondary with Primary
What the resource is.
This Teachers TV video shows how Secondary and Primary teachers in Mansfield are sharing skills and knowledge to deliver MFL at KS2. This is a follow-up to a DfES funded Pathfinder initiative which aimed to increase teacher expertise and pupil enjoyment of MFL in the Primary school. Teachers in Nottinghamshire are now building on this to develop relationships between Primary and Secondary schools, based on the idea of clusters or ‘families' of schools. The results for Primary languages are encouraging.
The aim of the video is to show one model of how Secondary and primary schools can work together sharing skills and knowledge to deliver an MFL curriculum at KS2.
Key findings or focus.The video demonstrates how liaison between Secondary and Primary teachers can:
- improve the teaching of language in the Primary school
- help with the transition between Primary and Secondary from the point of view of languages, by providing more uniformity of experience across the Primary schools
- encourage Primary teachers to feel that they can teach a foreign language
- encourage Primary children to feel successful in learning a foreign language
The findings from the resource appear to be very positive:
- The children are well motivated in their language learning
- Excellent links have been established between the Primary and Secondary school teachers shown in the video, and between the schools overall
- Team teaching between a Secondary school linguist (an AST - Advanced Skills Teacher) and a Primary school teacher has been effective, and the Primary school teacher has grown in confidence because of the mentoring she has received from the Secondary school teacher
- The Primary teacher on the video is enthusiastic and shows that a positive attitude to teaching languages, coupled with the ability to take on board constructive criticism from a trained linguist, can lead to success
- Although 90% of the staff in the school initially resisted the idea of teaching languages (echoing a common misconception that children who are not fluent in English will not benefit from foreign language learning), a team teaching approach, demonstrating ‘fun' techniques for learning a language, and how to break down the learning into manageable ‘chunks', have encouraged the Primary teachers to understand the enjoyment and other benefits that children derive from language learning
It is acknowledged at the end of the video that this has enabled and encouraged all teachers at the school to ‘cut the umbilical cord' and continue the teaching confidently on their own. The fact that the AST is a German specialist has most likely helped, as teaching one's second language rather than main specialism means that insecurities, similar to those of non-specialists, are experienced and overcome. Learning has not been one way, as Secondary school teachers in this scheme learn about the Primary school and get to know the children before they arrive in the Secondary school. This helps the children to overcome their possible fears about learning a language before they are on the unfamiliar territory of the Secondary school.
The quality, authority and credibility of the resource.
The resource would be valuable for use with trainee teachers, because it is using the example of a Primary school teacher who had passed GCSE French ‘some time ago' and who was very nervous about her ability to teach French using effective methodology. Many trainee teachers will feel hesitant about their linguistic ability and this technique shows it is possible for all Primary school teachers to engage with language teaching. It also links to the literacy strategy and this connection can be continued into the Secondary school.
However, trainees should be made aware that it is not universal practice that all Primary schools will link with Secondary schools in this way. Also, the children on the video clip seem very articulate and may not convince trainees that languages are appropriate for all children, regardless of their level of ability. The teachers on the video are also very enthusiastic to try - it would have been interesting to interview some more reluctant practitioners to discover how they now felt.
The video would benefit from a follow-up example of children who have left this Primary school and gone to the Secondary school - what is the motivation like there, is it sustained, how does the excellent progress made transfer to the Secondary environment?
The implications for ITE tutors/mentors.
This video clip would have best impact early in the teacher training course, perhaps immediately after students' first teaching practice. They could then compare the experience in Nottinghamshire with what they have found in their placement school. Discussions could centre around what they have discovered and any other strategies they have found in their placement school for supporting Primary school teachers in the teaching of languages.
It would also be extremely beneficial to use the video with Secondary PGCE students whose main subject is a language so that they can engage with the need to liaise with Primary schools. Also, the methodology used in the classroom (pair work, reading from the board, repetition, use of praise to encourage the children, use of translation into English) could be explored, and techniques to optimise the use of target language, for teachers who are not fluent, could be discussed.
To organise sessions where Secondary PGCE linguists worked together with Primary non-specialist student teachers who will teach a language would be an excellent way of reinforcing the message of this video within the training programme. The resources which accompany the video clip on the Teachers TV page could be used as extra material.
This could prompt discussions about:
- Primary student teachers' feelings (fears?) about teaching languages, and their own experiences to date, and how to improve their own language proficiency
- Basic questions of why learn languages at all, and reasons for starting in the Primary school - including the place of languages in the Primary curriculum
- The most appropriate methodologies
Both Primary and Secondary student teachers need to think outside their Key Stage (i.e. to avoid thinking that the child's learning experience begins and ends within the sector in which they will teach). Secondary students should address with care how they build on the children's experience of language in the Primary school to ensure that this experience is valuable and is built on in a constructive and meaningful way.
The relevance to ITE students.
The shift to start languages in the Primary school is not new, as is mentioned on the video. The importance of this video to ITE students is to show a determined and fresh approach which works. It also generally reinforces the ideal of cross key stage working which is essential to break down barriers between Primary and Secondary education.
Reviewed by:
Alison Jackson
Article published to :
Topic Area
Teaching and Learning, Working with Others
QTS Standards
Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy, Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them, S2.1 Secure knowledge and understanding of the subjects trained to teach, S2.3 Aware of expectations, typical curricula and teaching arrangements in other Key Stages or phases, S3.3.13 Work collaboratively with specialist teachers and other colleagues
Type of Resource
Jackson, Dr Alison, Teachers TV, Video
Education
Key Stage 1, Key Stage 2, Modern Foreign Languages
Authors :
Teachers TV
Source :
http://www.teachers.tv/video/3219
Publisher :
Teachers TV
Article Id :
13556
Date Posted:
28/7/2007