Promoting effective transition in languages between Key Stages 2 and 3

Successful transition in languages can only happen when primary and secondary colleagues come together from the outset and establish a shared understanding of overall aims and common goals, and how those aims and goals can be achieved.

For this reason, the need to promote effective transition in languages between Key Stages 2 and 3 has always been high on my agenda since I became involved in teaching primary languages in 2003.

The introduction of compulsory language learning in September 2014 has now stimulated the need for increased contact between all primary and secondary language teachers.

I currently teach languages in six primary schools.  Three of these schools feed into the high school where I previously taught as a secondary specialist and strong links have been established and maintained for over a decade.  The Head of Modern Foreign Languages at the school firmly agrees that enabling children to make a smooth transition between KS2 and KS3 is of great importance and last year we made a pact to explore new ways of working together more closely.  

The other three primary schools that I currently teach in also all feed into the same high school.  I began teaching in two of them when statutory languages came into effect last September and have just started teaching in a third primary school within the same cluster.  When I heard that a new Head of Modern Foreign Languages had been appointed at the high school, I initiated contact with her at the start of the academic year.  I really hoped to foster a positive working relationship.   This week, I met up with the Head of MFL and the Second in Department to discuss some of these key transition issues.  

It was an extremely positive experience.

We began by ensuring that we were all aware of the new statutory Programme of Study at both KS2 and KS3.  This is a national framework that lays out the expectations for language learning outcomes over seven years from Y3 – Y9.  Explicit statements have also been made that the GCSE examination will build on prior programmes of study at KS2 and KS3.

We then shared our professional concerns about MFL transition.

I emphasized that I care deeply about my pupils’ future education and have a strong relationship with my pupils.  I don’t want their work to be repeated or discounted when they move on to secondary school.  Unfortunately, far too many secondary schools are still assuming a ‘from zero’ approach.  If the secondary teachers welcome their previous skills and knowledge and make it clear that it is valued and that it all counts, this will enable the pupils to quickly consolidate and build on prior learning, avoiding as far as possible any downturn in either achievement or motivation.  

I was reassured that my secondary MFL colleagues share these same concerns.  Whilst they are faced with the challenge of pupils arriving with very diverse prior experience and huge variations in knowledge, they also have a direct interest in getting transition right because progress and ultimately, attainment depend on it.  The high school has been rated as an “outstanding” school by Ofsted and the MFL department has high expectations of their pupils.  There is a strong emphasis on grammar early on in KS3 so it is crucial that the foundation for future language learning is firmly laid down during KS2.  A smooth continuation in learning is vital, and this includes an awareness of the topics, vocabulary, grammar, progress, skills and interest pupils have developed.  They need to know about the learning experiences KS2 pupils have, for example, if they have written short stories in French, filmed presentations, learned songs, conjugated verbs, used skype etc…

I provided the Head of Department with a copy of the current primary languages policy from each of the schools I am currently working in, along with the assessment materials that I am piloting this year, transfer documentation that I am planning on providing them with at the end of KS2 and perhaps most importantly, some examples of pupil work from Y3 through to Y6.

I also issued her with a detailed overview of the scheme of work that I have created for KS2 and she showed me the newly developed course that the department have bought into and brought out a copy of the text books that they follow in Y7.  I was delighted to see that it is an engaging and challenging scheme which assumes some prior knowledge at primary level !  I now feel much more confident that my Y6 linguists will continue to enjoy languages at KS3 and make significant progress.

Perhaps the next step would be to conduct partnership meetings on a regular basis, ideally with the teachers who deliver languages from other primary schools that feed into the high school.  We could:

• inform each other about the national and local picture,
• agree aims and objectives,
• agree a sustainable model of provision, 
• plan schemes of work which ensure continuity with key stage 3, 
• assess and respond to implications for future Y7 groupings and scheme of work, 
• share available resources, 
• follow each other on twitter, subscribe to each other’s blogs or visit each other’s website pages, 
• visit each other’s classrooms and observe learning first-hand,
• create a transition ‘Passport to High School’ booklet for pupils to complete in Y6, 
• plan shared events for European Day of Languages & International Day,
• organise a fun French day where pupils could do some French cooking, play a game of boules etc...,
• invite the Y9 Language Ambassadors to come and visit their former primary schools to champion the languages cause, 
• set up a shared folder on Google Drive between KS2 and KS3 language teaching colleagues to enable teachers to see what pupils are doing and share good practice,
• share assessment documentation,
• share transfer documentation.

 
It’s an exciting time.  After all, we are both working together towards an important common end goal – that of helping our young language learners to become the future generation of confident UK linguists !