Varied foreign language skills in primary pupils cause key stage 3 headache

Secondary schools are struggling to cope with the mismatch in foreign language knowledge and ability between pupils coming from different feeder primary schools, according to a new report.

The annual Language Trends report, published by CfBT Education Trust, found that both primary and secondary schools were facing a “demanding agenda” in language teaching and learning ahead of the new national curriculum implementation in England.

It revealed that in primary schools, there was a “very wide spectrum” of practice and a lack of consistency in approach and outcomes which left some secondary teachers struggling to cope.

The study said it was not “on the agenda” of secondary schools to have to cater for the diversity of knowledge and ability among year 7 pupils. “The vast majority of pupils do not experience continuity and progression as they move from key stage 2 to key stage 3”, the report said. This made planning for teaching difficult at key stage 3 and led some teachers to disregard what pupils had already learned at primary school.