Y GROMLECH
ADNODDAU I YSGOLION SIR BENFRO
Embedded Files
Fframwaith Addysgu Cynradd Sylfaen
Foundation Primary Teaching Framework
Fframwaith Addysgu Cynradd Sylfaen
Foundation Primary Teaching Framework
Meithrin a Derbyn
Meithrin a Derbyn
Mrs Sarah Arthur, Ysgol Tafarnsbeit
Daily routine activities
Daily routine activities
Many patterns and phrases from progression step 1 of the Continwwm can be introduced and practiced in routine daily activities. This will support learners to develop their understanding and responses progressively. Practitioners can use Welsh language songs, drills, and activities to support development. All staff within the classroom should also be good language models to develop the learners understanding of Welsh.
Children take responsibility for leading the daily routine ‘amser cofrestru’ in their role as ‘Helpwr Heddiw’. They take great pride in this responsibility and, due to the daily repetition of vocabulary and phrases, their understanding and confidence in speaking Welsh develop quickly.
Caneuon Bob Dydd resource is a collection of simple Welsh routine songs that can be used in PS1 to develop Welsh.
Below you will find a range of activities that fit into the MARS EARS teaching approach for language acquisition that forms part of the statements of what matters. By using this approach, learners will acquire language before applying it to topic work or other areas of the curriculum. MARS EARS is an acronym for a pedagogical cycle created by Gianfranco Conti which arose out of his Ph.D. research into Second Language Acquisition. It stands for the stages seen below, each designed to build up students’ abilities to carry out key communicative functions, as listed by Finocchiaro and Brumfit (1983). Activities will be based on sentence builders which put using sentence patterns at the heart of the teaching. Humans chunk everything into patterns. The larger the chunk, the lighter the load on working memory as we process language.
MARS EARS CYCLE
MARS EARS CYCLE
You do not have to complete all activities within each section. Choose an appropriate selection of activities that cover all 4 skills (oracy, listening, reading and writing) within each section of the cycle.
You do not have to complete all activities within each section. Choose an appropriate selection of activities that cover all 4 skills (oracy, listening, reading and writing) within each section of the cycle.
Modelling and Awareness-raising
Modelling and Awareness-raising
Using chunks in relevant contexts and introducing students to patterns or rules in the chunks
This stage is an opportunity for the learners to hear and repeat the target language multiple times.
This stage is an opportunity for the learners to hear and repeat the target language multiple times.
Modelling and Awareness Raising - Drilio Guidance n and r.pdfHow to Drill Language Patterns
How to Drill Language Patterns
When first introducing the focus language pattern, you will need to spend more time using the drillio method. As you progress, this will need to be done with more pace, so that the beginning of each session starts with a drillio session that is short and sharp, reinforcing the focus language pattern and responses.
DRILIO
DRILIO
DRILLING
Modelling and Awareness Raising - Using Songs to model.pdfHow to Use Songs to Model Language Patterns
How to Use Songs to Model Language Patterns
Songs should be used to introduce and reinforce language patterns, providing a fun and engaging way to model key phrases, but they should not replace the Drilio session or become the focus of the whole lesson.
Songs from the Ffa La La resource can be found on the Teams group.
Songs from the Ffa La La resource can be found on the Teams group.
Modelling and Awareness Raising - Support.pdfHow to Support Learners during MARS activities
How to Support Learners during MARS activities
These are activities and resources that teachers can use to support modelling in the language acquisition process. These suggestions are appropriate for foundation primary classes.
Receptive processing
Receptive processing
Intensive listening and reading practice using the chunks
The aim of this stage is to practise, practise, practise the language without cognitive overload. Don't forget to use drilling techniques to drill patterns from the sentence builders before attempting the activities below. Learners still have access to support materials during this phase if needed.
The aim of this stage is to practise, practise, practise the language without cognitive overload. Don't forget to use drilling techniques to drill patterns from the sentence builders before attempting the activities below. Learners still have access to support materials during this phase if needed.
Receptive Processing - Cylch Cwestiwn ac Ateb.pdfCylch Cwestiwn ac Ateb
Cylch Cwestiwn ac Ateb
Cylch Cwestiwn ac Ateb is an interactive speaking activity that helps pupils develop their listening and comprehension skills by responding to structured questions using visual prompts. Through repetition and turn-taking, pupils gain confidence in recognising and using key language patterns before progressing to independent speaking.
GOFYN AC ATEB
GOFYN AC ATEB
ASKING AND ANSWERING
Meithrin a Derbyn, Mrs S. Arthur, Ysgol Tafarnsbeit
Songs are used to practice previously taught patterns. The practitioner uses the Fflic a Fflac puppets to ask and answer questions so that children can retrieve and practice previously taught patterns. Children can practice asking and answering questions using the puppets in smaller groups.
Focus: Speaking.
Receptive Processing - Taro'r Targed.pdfTaro'r Targed
Taro'r Targed
This game helps pupils recognise and process key language patterns by listening to questions linked to visual prompts, strengthening comprehension before speaking. Pupils take turns aiming at a target, asking a question based on the picture, and responding, making learning interactive, low-pressure, and engaging.
Receptive - Gem y Bagiau Ffa.pdfGêm y Bagiau Ffa
Gêm y Bagiau Ffa
Gêm y Bagiau Ffa helps pupils process and recognise key language patterns by linking spoken phrases to visual prompts before speaking independently. Pupils take turns throwing a beanbag at a target, then use the focus language pattern aloud or ask their partner a question, making learning active and engaging.
YMESTYN BRAWDDEGAU
YMESTYN BRAWDDEGAU
EXTENDING SENTENCES
Meithrin a Derbyn, Mrs S. Arthur, Ysgol Tafarnsbeit
In this activity children are asked to recall previous knowledge to talk about the weather and are taught to extend these sentences by using the negative.
Focus: Speaking.
Receptive Processing - Piff Paff.pdfPiff Paff
Piff Paff
Piff Paff is a fast-paced vocabulary game that helps pupils develop listening skills and quick recognition of key language patterns. The teacher calls out a word, and pupils race to dab the correct picture or word before their partner, reinforcing comprehension through repeated exposure and active engagement.
Receptive Processing - Gem y Parasiwt.pdfGêm y Parasiwt
Gêm y Parasiwt
Gêm y Parasiwt is a dynamic listening and response game that helps pupils recognize and process key language patterns before speaking. Pupils hold the parachute in a circle, listen for their assigned word or phrase, and run underneath to swap places when they hear it, reinforcing comprehension through movement and repetition.
Receptive Processing - Gem y Lolipop.pdfGêm y Lolipop
Gêm y Lolipop
Gêm y Lolipop is an interactive game that helps pupils develop listening and comprehension skills by linking spoken words to actions and responses. Pupils pick a lollipop stick, read the word or phrase aloud, and respond by acting it out and repeating the phrase.
Receptive Processing - Sownd yn y Mwd.pdfSownd yn y Mwd
Sownd yn y Mwd
(Stuck in the Mud)
Sownd yn y Mwd is an interactive listening and speaking game that helps pupils reinforce key language patterns through movement and repetition. One pupil is the tagger, and when others are caught, they freeze until a classmate runs under their arms or through their legs while saying a key phrase, encouraging active recall and supported language use.
Receptive Processing - Gêm Gwrando a Ymateb.pdfGêm Gwrando ac Ymateb
Gêm Gwrando ac Ymateb
(Listen and Respond Game)
Gêm Gwrando ac Ymateb helps pupils develop listening skills by identifying key words or phrases. Pupils respond with an action each time they hear the target language, reinforcing comprehension through movement and active engagement.
Receptive Processing - Bingo Rhwygo.pdfBingo Rhwygo
Bingo Rhwygo
(Rip Bingo)
Bingo Rhwygo is a fun listening and response game that helps pupils develop word recognition and comprehension skills. Pupils listen carefully as the teacher calls out a word or phrase, then rip their paper strip at the correct place, reinforcing their understanding of key vocabulary in an interactive way.
SBLAT
SBLAT
SPLAT
Meithrin a Derbyn, Mrs S. Arthur, Ysgol Tafarnsbeit
Children are given splat boards which have pictures to match the language chunks taught. The teacher says a language chunk and children are asked to 'splat' the corresponding picture and repeat the language chunk. This is an opportunity for the teacher to correct pronunciation.
Focus: Understanding and pronunciation.
DIM PIPO!
DIM PIPO!
NO PEEKING!
Meithrin a Derbyn, Mrs S. Arthur, Ysgol Tafarnsbeit
A picture flashcard is held on a child's head. The child must guess the chunk of language that matches the flashcard.
"Dim pipo" - "No peeking"
"Beth wyt ti'n feddwl?" - "What do you think?"
"Tria eto" - "Try again"
"Ie, da iawn" - "Yes, very good"
Children can practice this activity with partners or in small groups.
Focus: Speaking.
Structured production
Structured production
Scaffolded speaking and writing practice
In this stage, learners are given plentiful opportunities to produce the language in structured and safe contexts and become far less reliant on the sentence builders. This intensive retrieval practice phase is key if you want to attain fluency and spontaneity.
In this stage, learners are given plentiful opportunities to produce the language in structured and safe contexts and become far less reliant on the sentence builders. This intensive retrieval practice phase is key if you want to attain fluency and spontaneity.
3. PRACTISE WITHOUT SUPPORT
3. PRACTISE WITHOUT SUPPORT
In this stage, learners are given plentiful opportunities to produce the language in structured and safe contexts and become far less reliant on the sentence builders. This intensive retrieval practice phase is key if you want to attain fluency and spontaneity.
In this stage, learners are given plentiful opportunities to produce the language in structured and safe contexts and become far less reliant on the sentence builders. This intensive retrieval practice phase is key if you want to attain fluency and spontaneity.
Don't forget to use drilling techniques to drill patterns from the sentence builders before facilitating activities.
Don't forget to use drilling techniques to drill patterns from the sentence builders before facilitating activities.
Choose an appropriate selection of activities to facilitate learning and support recall that suit the needs of your class.
Choose an appropriate selection of activities to facilitate learning and support recall that suit the needs of your class.
GEMAU GRŴP BACH
GEMAU GRŴP BACH
SMALL GROUP GAMES
Meithrin a Derbyn, Mrs S. Arthur, Ysgol Tafarnsbeit
In these small group activities - no snakes no ladders and roll the dice, children are asked to produce the language taught in a safe context.
Focus: Speaking.
Expansion, Autonomy and Routinisation
Expansion, Autonomy and Routinisation
Recycling old chunks alongside new to provide a great depth of understanding and wider context. Intensive practice with the scaffolding slowly removed, intense retrieval practice.
In this stage we will look at how we can expand on the target structures taught by bringing the knowledge together. This will include recylcing old chunks that you have previously studied and look at grammar e.g. changing from 1st person to 3rd person and also the use of idioms, connectives etc. In this stage, learners will gradually step away from using the sentence builders as support.
During this stage you will be checking if your learners can retrieve the target language without using the sentence builders. You are also looking at routinisation where learners increase the speed that they can retreive the structures. Regular recylcing of the langauge is key during this stage so that the language becomes routinely used.
In this stage we will look at how we can expand on the target structures taught by bringing the knowledge together. This will include recylcing old chunks that you have previously studied and look at grammar e.g. changing from 1st person to 3rd person and also the use of idioms, connectives etc. In this stage, learners will gradually step away from using the sentence builders as support.
During this stage you will be checking if your learners can retrieve the target language without using the sentence builders. You are also looking at routinisation where learners increase the speed that they can retreive the structures. Regular recylcing of the langauge is key during this stage so that the language becomes routinely used.
4. USE WITHOUT SUPPORT
4. USE WITHOUT SUPPORT
Plan provision for your learners to use the patterns independently e.g. role-play activities, set tasks, challenges etc.
Plan provision for your learners to use the patterns independently e.g. role-play activities, set tasks, challenges etc.
Evidence of these activities can be uploaded to digital platforms as a record of progress.
Evidence of these activities can be uploaded to digital platforms as a record of progress.
An example of a role-play activities can be found in the Fflic a Fflac videos.
An example of a role-play activities can be found in the Fflic a Fflac videos.
Spontaneity
Spontaneity
Unplanned responses to unseen stimuli with little to no scaffolding
In this final stage, the learners have a go at using language for real life communication. The language can also be applied to contexts within your current topic. The task-based activities that you choose will ask your learners to use the language learnt over the unit in real-life scenarios - oral and written. Oracy tasks should be uploaded to learners e-portfolio to self-reflect and track progress.
In this final stage, the learners have a go at using language for real life communication. The language can also be applied to contexts within your current topic. The task-based activities that you choose will ask your learners to use the language learnt over the unit in real-life scenarios - oral and written. Oracy tasks should be uploaded to learners e-portfolio to self-reflect and track progress.
After introducing the language, ensure that learners have opportunities to recycle the language multiple times. The target items taught should be recycled in day-to-day use, in a range of different activities, and within other areas of the curriculum. The aim is for learners to be able to produce the language autonomously and that the language is stored in their long-term memory.
After introducing the language, ensure that learners have opportunities to recycle the language multiple times. The target items taught should be recycled in day-to-day use, in a range of different activities, and within other areas of the curriculum. The aim is for learners to be able to produce the language autonomously and that the language is stored in their long-term memory.
Considerations:
Considerations:
- How will you continue to incorporate the key language taught as often as possible in new contexts from week to week after the completion of this unit? Repetition within different activities will give the learners' brains more chances to retain the knowledge in readiness to progress to the next progression step within the communicative functions of the Continwwm.
- How will you use these patterns in routine daily activities?
Evidence of these activities can also be uploaded to digital platforms as a record of progress.
Evidence of these activities can also be uploaded to digital platforms as a record of progress.
Example Activities
Example Activities
- In some units, you will find set examples of how you can develop Welsh in other AoLEs as well as planning for recycling in your own planning.
Planning for Foundation Learning.pptxPlanning
Planning
This planning document is not statutory but can be downloaded and edited to bolster your planning process for a unit of work. It serves as a resource to ensure comprehensive coverage and effective teaching of the target language. By utilising this tool, you'll find support in structuring your lessons, daily routines and activities, to optimise learning and engagement.
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