ABSTRACT
THE VAST LITERATURE on change management indicates clearly that any curriculum change or innovation needs the active support from the headteacher to be successful. Although the role of the head is central, it is insufficient in itself. If such change, specifically in the case of primary MFL, is to become embedded in the curricular fabric of the school and to be a sustainable option that will endure and continue to develop, the support of a leadership in the broadest sense is required. Alongside the headteacher, the role of the subject leader and other parties interested in primary MFL is central. Success needs to be sustained and we need to explore issues of sustainability and the nature of a school culture that can nurture a whole-school perspective on primary MFL to this end. This chapter identifies what seem to be the key supportive factors for primary MFL in the school culture.
