Transition in MFL from KS2- KS3 (Primary to Secondary)

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Transition in MFL from KS2- KS3 (Primary to Secondary)

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    I am a Primary Education student specialising in the teaching of modern foreign languages. As part of my specialism I am looking into transition in MFL between primary and secondary schools. Whether you are a secondary school languages teacher or a primary school teacher who teaches languages please can you answer the following question: How can we ensure transition between KS2 and KS3 in the teaching of modern foreign languages? (Please answer with your own opinions and any explanations as to what your school does in order to ensure transition). Thank you so much!
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    For the best transition every primary feeder school would need to be doing the same language and the same programme. There would need to be built-in progression so secondaries could carry on seemlessly.

    We have had pretty good French coverage in local primaries in my area, but even so, pupils had been taught different things at different rates, so as a secondary teacher I had to assume "start from scratch". However, we gave each pupil a sheet to do to show off what they already knew and for us to get an idea of those who had done very little or a great deal.

    We also sometimes gave supplementary work to pupils who were significantly ahead. It is easy to make extra work booklets.

    There was usually some knowledge of vocabulary, but little written skill and no grammar.

    As a HoD I once did a survey of all the primary schools to find out what they were doing. There was a lot of variation.

    I think this will remain a very unsatisfactory and messy situation for years to come.

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    Since it's impossible to ensure that every primary pupil can go to a high school which teaches the same language(s) they did at primary, I think it would be better if every primary pupil had a general 'language experience' over the course of KS2, doing a bit of French, a bit of Spanish, a bit of German, hey why not even a bit of Italian or Mandarin, with the idea being not that they go to secondary being able to speak 5 languages, but rather than they go to secondary understanding key concepts such as that every language is different, what makes a culture, respecting other cultures, taking an interest in the world, and most importantly that language learning is fun!

    Just because they may not remember any of the words they learnt beyond 'bonjour' does not mean they learnt nothing. After all, we don't expect people to remember what they learnt about the Egyptians in primary school, nor are they ever tested on it - primary history is very much about giving pupils a sense of time, a sense of historical curiosity, a sense of enquiry - vital skills they take with them to secondary.

    Primary MFL should do the same, so that pupils come to secondary with a positive view of the subject, are culturally open to new ideas, are confident in speaking aloud, taking risks, and making mistakes. As it is, these are skills we have to teach from scratch in year 7 and which it is often too late to instil in many pupils by that point.

    So long as primary MFL is getting pupils to engage with languages (any language) from the age of 7 that can only have a positive impact on attitude towards our subject at secondary level.

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    Lots of practical ideas from spsmith45. We really really need a tight PoS for KS2 to give Y7 teachers a fighting chance. About half my Y6s will be going to the local secondary, where Spanish is the main language. Just as well, as Y6 have done Spanish for 4 years. Shortly I will be sending to the HoD at the school a list of everything that they have covered, along with some basic info about each child's aptitude and effort. I'll send the same list to the HoDs in the schools where the rest will be going, and most of them will end up doing French.
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