Pennard Primary School
Ysgol Gynradd Pennard
WELSH AS A SECOND LANGUAGE
CYMRAEG FEL AIL IAITH
SCHOOL POLICY
POLISI YSGOL
March 2015
Pennard Primary School
Ysgol Gynradd Pennard
The United Nations Convention of the Rights of the Child (UNCRC) is at the heart of
our school’s Planning, Policies, Practice and Ethos. As a Rights Respecting School
we not only teach about children’s rights but also model rights and respect in all
relationships. Our aspiration is that our values of the school guide the behaviour,
actions and relationships of all members of the school community.
Article 3: Everyone who works with children should always do what is best for each child.
Article 12: The right to say what you think should happen and be listened to.
Article 29: The right to become the best that you can be.
Article 30: Every child has the right to learn and use the language, customs and religion of
their family whether or not these are shared by the majority of the people in the country
where they live.
Article 7: Every child has the right to a legally registered name and nationality, as well as
the right to know and, as far as possible, to be cared for by their parents.
At Pennard Primary we recognise that:

Everyone has rights

Everyone has responsibilities
March 2015
Aims, Values and Principles Statement
Our Mission Statement A supportive community with a focus on
life long learning
Our Values
Relationships
Courtesy
Friendliness
Mutual respect
Tolerance
Trust
Happiness
Responsibility
Attitudes
Learning
Positive
Confidence
Fairness
Mutual Support
Partnership
Self Esteem
Challenges
Self-reflection
Enjoyable
Experiential
Stimulating
Independent Learning
Lifelong Learning
Our Aims
1. To provide a safe, stimulating and challenging learning environment.
2. To inspire good moral conduct and a sense of responsibility.
3. To nurture everyone’s health and well-being.
4. To create independent and autonomous learners.
5. To make school a happy place to learn and play.
March 2015
Introduction
At Pennard Primary School, we believe that all children should be presented with the
opportunity to learn and enjoy the language of Welsh. This is achieved through both
lesson content and incidental approach. All staff recognize that the learning of Welsh
extends beyond the classroom and the school.
This policy document sets out the school’s aims, principles and strategies for the
delivery of Welsh as a second language.
Aims and Objectives

To enable the children of Pennard Primary School to communicate simply and
effectively in the Welsh language with an increasing level of understanding,
confidence and fluency.

To establish a Welsh ethos in the school.

To make Welsh meaningful, reflecting daily events and experiences.

To make the learning of Welsh a pleasurable, interesting and lively experience
through song, dance, drama, games, stories and legends in addition to reflecting
daily events and experiences.

To develop an awareness of the cultural heritage of Wales through stories and
legends.

To ensure progression and continuity of the language throughout the school.

To encourage the learning of Welsh across the curriculum.
Management of Resources
Staff Resources
Name of member
of staff
Mrs V. Eynon
Mrs C. Dardecker
Role in school
Ability in Welsh
Welsh Speaking
Non-Welsh
speaking
Miss S. Bygate
Acting Headteacher
Y6 Teacher / Acting
Deputy
Headteacher
Y5 Teacher
Mrs V. Thomas
Y4 Teacher
Mr O. Price
Y3 Teacher
Miss B. Kennedy
Y2 Teacher
Mrs G. Mabbett
Miss K. Warrington
Y1 Teacher
Welsh Coordinator
Reception Teacher
Mrs C. Bowen
Nursery Teacher
Non-Welsh
speaking
Non-Welsh
speaking
Non-Welsh
speaking
Non-Welsh
speaking
Welsh speaking
Courses attended
Co-ordinators
course
Non - Welsh
speaking
Non-Welsh
speaking
Teaching Resources
 The School’s scheme of work encompasses a variety of support materials.
 Regular use is made of videos, cassette recorders and computers in the
classrooms.
 A supply of audio and video tapes is provided within each key stage.
 Language games and materials are provided to promote differentiated pair
and group work.
 A variety of reading materials is available in every class, including the
Geiriadur Lliwgar, story, class and reference books.
Policy/Welsh
Updated November 2010
Summary of Scheme of Work
Foundation Phase - Work at foundation phase is based on: Everyday Welsh
 Celebrations
 Stories
 Songs
To support these the following are used:
Early Years - Tedi Twt
Year 1 - Paent Gwlyb
Tedi Twt a Doli Glwt
Year 2 - Bili Broga, Dewi Dinosor, Wil Wiwer
Key Stage 2 - Work at Junior level in addition to the above, is supported as follows:



Year 3 – Ben Bwgan Brain/PIP
Year 4 - Stabec, Cantre’r Gwaelod
Year 5 - Tra’d Moch, Blodeuwedd
Year 6 - Bobol Bach, Pecyn Pointio, O Gynradd Gyfun
Policy/Welsh
Updated November 2010
LNF
The LNF sets the skills we expect learners to develop. Within literacy we expect
learners to become accomplished in:



oracy across the curriculum
reading across the curriculum
writing across the curriculum.
Within numeracy we expect learners to become accomplished in:




developing numerical reasoning
using number skills
using measuring skills
using data skills.
Teachers will be able to use the LNF to:






develop curriculum content to ensure that all learners have opportunities to
develop and refine the skills set out in the LNF
integrate literacy and numeracy into their teaching – whatever the subject
matter
inform discussions with parents/carers, learners and other teachers about
learner performance
help learners with their own self-assessment activities and planning for
learning
monitor, assess and report on individual learner performance
identify learners who may benefit from intervention or who are working beyond
age-related expectations.
Skills across the curriculum
At Key Stage 2, learners should be given opportunities to build on acquired and
developed during the Foundation Phase. Learners should continue to develop,
practise, apply and refine these skills whilst learning new skills through group and
individual tasks in a variety of contexts across the curriculum. Progress can be seen
in terms of the refinement of these skills and by their application to tasks that move
from: concrete to abstract; simple to complex; personal to the ‘big picture’; familiar to
unfamiliar; and supported to independent and interdependent.
Developing Thinking
Learners develop their thinking across the curriculum through the processes of
planning, developing and reflecting.
In Welsh, learners explore, plan, develop and consider ideas through speech,
reading and writing, responding to their own work as well as others. They analyze,
Policy/Welsh
Updated November 2010
structure and organize their work; use language creatively; use errors and
unexpected outcomes to develop their learning; use their knowledge of language to
explain and predict; describe links and similarities in language; identify patterns and
formulate rules; discuss how they learn language and evaluate its success.
Developing communication
Learners develop their communication skills across the curriculum through the skills
of oracy, reading, writing and wider communication.
In Welsh, learners communicate through oracy, reading and writing, developing these
skills through evaluating their own work and that of others. In doing so, they learn
how to communicate effectively for a range of purposes and with a range of
audiences. They deal with extended and increasingly complex language in order to
develop as independent and confident users. Their communication skills in Welsh
support and enhance the development of skills in other languages.
Developing ICT
Learners develop their ICT skills across the curriculum by finding, developing,
creating and presenting information and ideas and by using a wide range of
equipment and software.
In Welsh, learners develop their ICT skills by communicating and sharing information
and by using technology to research, develop and present their work.
Developing number
Learners develop their number skills across the curriculum by using mathematical
information, calculating, and interpreting and presenting findings.
In Welsh, learner develop their number skills through activities which include number
rhymes, using ordinal and cardinal numbers, placing events in chronological order,
using measure, gathering information in a variety of ways, including questionnaires;
accessing, selecting, recording and presenting data in a variety of formats.
CCurriculum Cymreig
Learners should be given opportunities to develop and apply knowledge and
understanding of the cultural, economic, environmental, historical and linguistic
characteristics of Wales.
Welsh contributes to the Curriculum Cymreigh by giving learners an awareness of the
literary and cultural heritage through the study of all kinds of texts, and it gives them
the opportunity to use Welsh as a natural means of communication. It gives those
learning Welsh as a second language, a unique opportunity to learn the language of
Wales and to become bilingual.
Policy/Welsh
Updated November 2010
Personal and social Education
Learners should be given opportunities to promote their health, emotional well-being
and moral and spiritual development; to become active citizens and promote
sustainable development and global citizenship and to prepare for life long learning.
Welsh contributes to learners’ personal and social education by developing their
awareness of the role and differing contributions of minority and global languages
within society. By developing their appreciation of the two cultures, they are better
able to appreciate other cultures, and be sympathetic to them. They work
cooperatively and respect the role of others. The exploration and appreciation of
texts dealing with a range of themes can encourage the development of self
knowledge, emotional maturity and empathy with the human condition.
Methodology and time allocation
Welsh is taught in accordance with the National Curriculum.
All work developed in the Welsh language is relevant to the children reflecting
their real and imaginary experiences and daily life in school and at home.
Stimulating topics and interesting materials are used to encourage the children to
communicate with each other through the medium of Welsh in the three
attainment targets - Oral, Reading, Writing.
Children are given opportunities to work as a class, in groups, in pairs and with
adults.
Children extend their linguistic ability in Welsh as they progress through the
school. They are encouraged to develop new sentence patterns, extend their
vocabulary, use different tenses and persons of the verb in a variety of situation.
Opportunities are provided for the children to listen to Welsh through stories read
by the teacher, story cassettes and videos.
Appropriate published material, picture and story books, information books,
magazines and dictionaries in the Welsh medium is available for the children’s
use.
The children hear a variety of stories and legends concerning the Welsh people
and their cultural and historical heritage in accordance with the “Cwricwlwm
Cymreig”.
Every opportunity is taken to use Welsh in everyday school life and a prominent
place is given to Welsh in visual forms e.g. labels in the classroom, Welsh books
on display.
Policy/Welsh
Updated November 2010
Everyday Welsh
All teachers use Welsh to address children at appropriate opportunities e.g.
greetings, commands.
A Welsh Ethos
The pupils are made aware that Wales has its own language and culture in
accordance with the “Cwricwlwm Cymreig”.
Welsh can be seen as a visual form around the school.
Welsh is incorporated into school activities e.g. PE. Particular prominence is given to
St David’s Day concerts and Friday Celebration Assemblies.
Every opportunity is taken to use ‘Everyday Welsh’ with the children.
Every Friday during our celebration assembly, “Cymraeg Cwl” certificates are
awarded to those children who are speaking the most Welsh in class, in the hall, in
the yard or in the canteen. These are all used to help to promote good use of Welsh
in our school.
Special Educational Needs, Inclusion and Equal Opportunities
All pupils will have access to the Mathematics curriculum regardless of gender, race
or any disability. Appropriate provisions will be made to ensure that children with
disabilities are able to participate in the work and experience success. (Please refer
to Equal Opportunities Policy.)
Work is differentiated according to the needs of the pupil by modification of language,
instructions and resources, by task given and expectation of teacher and child.
Special Needs provision is consistent with the school policy as special needs (please
refer to policy).
Teachers have support of an L.S.A. at times to work with groups of pupils or an
individual pupil to give extra support.
All children have the right to inclusion and the National Curriculum.
More Able and Talented Pupils
The term 'more able and talented' encompasses pupils who are more able across
the curriculum, as well as those who show talent in one or more specific areas.
The identification of more able and talented pupils is linked to context and in every
Policy/Welsh
Updated November 2010
school there will be a group of pupils who require extended educational
opportunities, regardless of how they compare to more able and talented pupils in
other schools.
For more able and talented learners working at significantly higher levels, greater
challenge should be incorporated by using material in ways that extend breadth
and depth of study and opportunities for independent learning. The level of
demand may also be increased through the development and application of
Thinking, Communication, Number, and Information Communication Technology
(ICT) Skills across the curriculum. More able and talented' pupils require
opportunities for enrichment and extension that go beyond those provided for the
general cohort of pupils.
More able pupils should be given extended opportunities, to not only discover but
also develop their talents.
At Pennard Primary School we aim to develop an inclusive and supportive ethos
and meet the needs of all pupils, regardless of emotional, social, linguistic,
cultural, physical or intellectual differences. All pupils must be allowed to discover
their potential through a curriculum of opportunity. All abilities and talents can then
be nurtured through an enriched curriculum and extended learning experiences.
Opportunities to further extend the learning of exceptionally able pupils will be
detailed on an Individual Action Plan.
Assessment and Recording
Assessment and recording will be an on-going process, carried out in the same
manner as with other foundation subjects, in line with the School Assessment,
Recording and Reporting policy.
Links with parents and the community
Parents who are enthusiastic to learn the language can be offered information about
Welsh classes in the area.
Where possible, bilingual visitors are invited to school.
The use of Welsh in the community is highlighted to the children e.g. bilingual signs.
Role of the teacher
 To teach Welsh in accordance with the National Curriculum.
 To teach Welsh enthusiastically.
 To make the learning of Welsh relevant to the children.
Policy/Welsh
Updated November 2010
 To encourage the children to converse in Welsh using words, phrases, asking
questions.
 To display the written word around the classroom e.g. labels, weather charts,
children’s work, books.
 To assess and record the progress of the children.
 To work with colleagues to ensure continuity and progression throughout the
school.
 To attend suitable courses.
 To nurture a cross-curricular approach to the teaching of Welsh.
 To make Welsh enjoyable through games, songs, poems, stories, television,
etc.
 To advise the coordinator of any difficulties or problems that may arise.
 To seek advice and help from the advisory teacher whenever necessary,
making time for her visits and following up the work she may have given.
Role of the Headteacher

To help create a Welsh ethos in the school.

To support and encourage teachers in their teaching of Welsh and to ensure
the provision of adequate resources.

To encourage class teachers’ attendance of suitable courses.

To discuss future developments with the Welsh coordinator and teacher
adviser
Role of the Coordinator

Have an in-depth knowledge and understanding of the Foundation Phase and
National Curriculum documents for Welsh.

Have an informed knowledge of standards of Welsh throughout the school.

Liaise with the Teacher Advisory for Welsh.

Organise effective resource storage and upkeep, including the purchase and
loan of resources for Welsh.
Policy/Welsh
Updated November 2010

Ensure staff know where to find the relevant information and resources in the
designated areas.

Keep up to date with current thinking and literature on Welsh.

Ensure there is continuity of Welsh within the school.

Attend meetings/courses and share the knowledge and information gained
amongst other staff.

Lead INSET/meetings as appropriate.

Encourage and support the staff to increase their knowledge and expertise.

Maintain a Welsh Subject Leader File.

Monitor, evaluate and review standards in teaching and learning through class
swaps, and act upon findings.

Analyse data and information on pupil progress.

Establish home and school links through activities such as celebrating St
David’s Day and arranging visits e.g. to St Fagans.
Role of the Teacher Adviser
 To give help, encouragement and support to all members of staff at the
school.
 To advise teachers, headteacher and coordinator of any new material.
 To update school on the latest developments or changes in the teaching of
Welsh.
 To advise on curriculum and policy matters, as and when requested.
 To liaise with the coordinator giving ideas for developing cross-curricular links.
 To arrange and deliver INSET courses when required.
 To encourage teachers to teach their own classes where possible by giving
occasional exemplar lessons to help ensure progression.
 To provide each school with 12 visits annually.
Policy/Welsh
Updated November 2010
REVIEW
The Headteacher and staff will review this policy and amend as appropriate.
Staff Signature_______________________________________________
Governor Signature_________________________________________________
Pupil Signature____________________________________________________
Parent Signature___________________________________________________
Policy/Welsh
Updated November 2010
Policy/Welsh
Updated November 2010