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Step 2
After drilling a pattern and/or vocabulary (Step 1), the learners can move on to practise using the pattern through structured activities. To begin with, the learners will need to complete these activities with support of some kind. We often refer to this support as 'scaffolding'. This support can take a variety of forms as you will see in this section, for example, a resource that a pupil can use independently or with help from a practitioner or peers.
After drilling a pattern and/or vocabulary (Step 1), the learners can move on to practise using the pattern through structured activities. To begin with, the learners will need to complete these activities with support of some kind. We often refer to this support as 'scaffolding'. This support can take a variety of forms as you will see in this section, for example, a resource that a pupil can use independently or with help from a practitioner or peers.
As a learner progresses through the next steps (2 and 3), we can reduce the level of support offered, as the learner works towards building confidence and independence to use the language in their everyday life (step 4).
As a learner progresses through the next steps (2 and 3), we can reduce the level of support offered, as the learner works towards building confidence and independence to use the language in their everyday life (step 4).
It will be necessary to ensure a variety of opportunities and activities at this stage in order to internalise the patterns, before being able to successfully move to the next Step.
It will be necessary to ensure a variety of opportunities and activities at this stage in order to internalise the patterns, before being able to successfully move to the next Step.
Language Mats
Language Mats
One way of giving support to learners is to use 'language mats'. This is a practical guide on planning and preparing language mats for oracy activities.
Cerdyn Clonc Gwyliau Past tense.pdf'Cerdyn Clonc'
'Cerdyn Clonc'
‘Cerdyn Clonc' is an example of an extensional language mat which provides structured practice to extend language in a specific context, such as holidays. It guides the learners through a series of questions and answers which enable them to hold a conversation with relevant details. These elements will, of course, have been drilled and practised before they have a chance to use the 'Cerdyn Clonc'.
Sentence builders.mp4Sentence builders as scaffolding
Sentence builders as scaffolding
This video gives an introduction to Sentence Builders: what they are, and how you can use them as a tool to support teaching and learning Welsh.
Sentence Builders are a type of language mat that displays language patterns and vocabulary in a logical and accessible way. You can use them as scaffolding for many of the activities you see in this section.
Cam 2 Uwchradd.pptxStructured Practice : Secondary
Structured Practice : Secondary
This is an example of how a structured exercise should be planned within the theme of Celebration. The resource was created for the secondary but is suitable for planning activities for primary learners. This is not a collection of resources but a template for planning various opportunities for structured practice.
Do you want to further develop your skills in this area?
Do you want to further develop your skills in this area?
This website gives you a taste of the principles for introducing the Welsh language in the English medium sector, but if you want to develop your own Welsh skills or your ability to introduce the Welsh language to learners further, contact the relevant officer within the local team to support y Gymraeg/ the Welsh language. More information is also available, on this page of this website.
MOVE TO NEXT STEP
STEP 3 USING AND PRODUCING
Purposeful opportunities for the learners to practise using the patterns they have learned. It is important that they have done Steps 1 and 2 with the patterns before being able to successfully carry out Step 3 activities.
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