Y GROMLECH
ADNODDAU I YSGOLION SIR BENFRO
Fframwaith Addysgu Cam Cynnydd 1
Progression Step 1 Teaching Framework
Progression Step 1 Teaching Framework
Meithrin a Derbyn
Mrs Sarah Arthur, Ysgol Tafarnsbeit
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.
In Progression Step 1 and the beginning of Progression Step 2, we will use a simplified version of the MARS EARS pedagogical cycle as seen below.
1. MODELLING
This stage is an opportunity for the learners to hear and repeat the target language multiple times.
Ffa La La:
- Songs from the Ffa La La resource or other songs can be used to introduce the focus pattern.
Drilio:
2. Use a sentence builder below to model and drill the pattern and connected vocabulary. A video to explain how to drill can be found on the right.
Adapt the sentence builder(s) for differentiation and any topic-based vocabulary needed.
DRILIO
DRILLING
2. PRACTISE WITH SUPPORT
The aim of this stage is to practise, practise, practise the language without cognitive overload. Learners still refer to the sentence builders during activities in this phase if needed.
Plan an appropriate selection of adult-led activities to facilitate learning that suits the needs of your class.
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.
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.
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.
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.
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.
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.
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.
4. USE WITHOUT SUPPORT
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.
An example of a role-play activities can be found in the Fflic a Fflac videos.
5. SPONTANEOUS SPEAKING
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:
- 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.
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
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.