A collection of resources suitible for lecturers and trainees to facilitate the teaching and learning of Welsh second language across the primary education sector. The range of language mats can be used as a basis for lectures, as a practical guide to using every day language, and as an aid to ensure accuracy when preparing worksheets, murals and writing modelling. 

Cynllun Colegau Cymru no longer exists. It was replaced by the Language Competency Framework for Education Practitioners in 2018. This is the Framework that will has been adopted to measure the language skills of all trainees on Initial Teacher Education courses. The language tasks and activities in the material below are still relevant, but the specific references to the levels and steps of the Cynllun Colegau Cymru are not. 

This workshop will be useful for anyone wishing to use fun online platforms in their teaching.  Through this resource, you will learn about different platforms to create varied and useful learning experiences for your students. 

In this resource, you will be introduced to the following platforms: 

1. Kahoot 
2. Padlet 
3. Quizzizz 
4. Quizlet 

Presenter: Dr Nia Cole Jones

Dr Nia Cole Jones is a senior lecturer with the Open University. She graduated with a first class degree in Welsh from Aberystwyth University, and went on to study an M.Phil and PhD on the development of the Welsh language in sport and the news. She has worked in higher education for over a decade, focusing on developing students' language skills across all levels.  

Workshop objectives 

• Professional knowledge – developing your knowledge of the subject you will teach 
• Methodological information – an introduction to theory that underpins learning and teaching practices (learning styles) 
• Group-specific dynamics skills – group dynamics, strategies for different situations 
• Organizational knowledge – standards and regulations, rules and practices, norms and values. 

Content 

The online workshop will be split into four parts; 

• Part 1:  Understanding the personal traits of a high-quality tutor 
• Part 2: Learning the key skills involved in planning teaching 
• Part 3: Getting involved in a variety of teaching methods with smaller groups                                                    
• Part 4: Understanding some key principles relating to assessment. 

Presenter:

Dyddgu Hywel 

Background 

Dyddgu studied a BSc (Hons) Design and Technology Secondary Education leading to Qualified Teacher Status' at Bangor University and she graduated with a first-class honors degree. 

She was a lecturer and A Level Design and Technology subject tutor at Coleg Meirion Dwyfor, before being appointed as a Design and Technology teacher at Ysgol Gyfun Rhydywaun. 

She is now working as a senior lecturer in Education at Cardiff Metropolitan University and has been there for over seven years. Her expertise lies in the effective use of teaching methods, student engagement and the use of technology enhanced learning. 

This workshop will benefit postgraduate students who are stepping into teaching for the first time and want to develop their teaching skills in front of a classroom and online teaching. This workshop will offer innovative teaching methods and boost their confidence in teaching. 

Free online conference on possible career options for those wishing to work with children or young people (not including teaching). The conference was held on Wednesday 16 February 2022 through the medium of Welsh with no simultaneous translation. 

• 1.00: Keynote Speaker – Gwenllian Lansdown Davies, Chief Executive of Mudiad Meithrin  
• 2.00: Employability Panel – The Urdd (Aled Pickard), Academy Arts Performing School and actress (Jalisa Andrews), GISDA (Siân Elen Tomos), Play Wales (Matthew Jenkins)
• 2.50: BREAK
• 3.00: Enterprise – a talk with Gwenllian Stephens who set up Cwtch Nursery in Carmarthenshire  
• 3.30: Further Qualification Panel – learn about pursuing other courses after leaving college;  speech therapy (Catrin Phillips), probation (Eirian Evans), social work (Gwenan Prysor, Bangor University) and university research (Cadi Siôn, Bangor University)
• 4.15: Open discussion
• 4.30: Finish

Recordings of the individual sessions can be veiwed below:

A conference for undergraduate and postgraduate Psychology students and those studying related subjects such as health and education. 17-18 year old learners were invited to join. 

The morning presentations followed the themes of:

• Health & Wellbeing
• Language, Development and Education.

A Careers Panel was held in the afternoon with people representing the following careers:

• Educational Psychologist      
• Clinical Psychologist
• Applied Behaviour Analysis Psychologist  
• Speech & Language Therapist
• Higher Education lecturer

There was also an opportunity to ask questions. The conference was held online, through the medium of Welsh

Attention-Deficit Hyperactivity Disorder (ADHD) rates in classrooms have increased in recent years. Literature has acknowledged the significance of teachers’ attitudes towards ADHD when making referral and intervention decisions (Anderson et al., 2012) and how teachers’ attitudes affect pupil behaviours and outcomes (Rush and Harrison 2008). Teachers need to provide support for these children, yet they often feel ambivalent towards ADHD due to a lack of sufficient knowledge (Alkahtani 2013), conflicting information surrounding the disorder (Dryer, Kiernan a Tyson 2013), different cultural expectations (Moon 2012) and educational systems (Timimi and Radcliffe 2005). This paper provides a review of the literature regarding teacher attitudes towards ADHD, explores limitations in the current literature and the concerns surrounding the measurement of teachers’ attitudes towards ADHD. The paper ends with recommendations for the future.

With the publication of its Welsh-medium Education Strategy in April 2010, the Welsh Assembly Government recognised the leading role of Welsh-medium education in the field of bilingual education throughout Europe and the world during the last fifty years. As the system further develops with increasing numbers of pupils choosing bilingual education in Wales, it is emphasised that it is important to be aware of the patterns and models available in other bilingual communities that successfully integrate bilingualism or multilingualism into their provision so that we can understand their relevance to our particular situation in Wales. This article gives an overview of the most recent developments in bilingual education in an international context and considers the important issues that emerge as this type of education continues to develop to cater for the needs of pupils in bilingual and multilingual communities throughout the world in the twenty-first century.

Welsh Language Development in the Foundation Phase in Wales is an area of some significance and thus this article focuses on the perspectives of practitioners who speak Welsh as a second language and who teach Welsh as a second language in the Foundation Phase. The depth of challenge of teaching a language in which they are not entirely confident is evaluated, considering some of the implications of their perspectives. The confidence of the practitioners is considered in the context of Welsh policy and curriculum, which suggests that this phase and area of education may be rather invisible in terms of the development of Welsh, but that it impacts a significant number of Foundation Phase pupils in Wales. It is suggested that this element of the Foundation Phase requires consideration and attention in the very near future.

Welsh-medium education has long been seen as an effective language planning tool in order to transmit the Welsh language in Wales. According to the 2001 Census, there has been a substantial increase in the numbers of Welsh speakers 3–15 years old, especially in south–east Wales, since the 1991 Census. The aim of this paper is to elaborate upon this quantitative data by providing qualitative data with regard to the main reasons and incentives for parents to choose this educational option for their children. The study location is Cwm Rhymni, Caerffili county. A combination of quantitative questionnaires and qualitative in-depth interviews were administered amongst parents from the meithrin, primary and secondary school sectors in Cwm Rhymni. The reasons why parents choose this educational system for their children were cultural, educational, economic and personal. However, it is pertinent to note from the outset, that the parents chose Welsh-medium education for their children in this area for mainly cultural reasons, rather than economic reasons which featured heavily in past studies such as research by Williams et al. (1978) on bilingual education in the Rhondda. This study is the first in a larger corpus of work and one that hopes to address the existing lacunae in the Sociology of Language in Wales, especially as there is a lack of Sociology of Language studies through the medium of Welsh in Wales.

This article reports on the findings of initial work undertaken to assess the contribution of service users / carers to social work education at a higher education institution in Wales and also critically discusses the contribution of service users / carers to social work education. The role of service users / carers in this context continues to be unclear. We suggest that this is reflected in the comments of service users / carers, who often talk about the value of their contribution to social work education in terms of personal benefits - often therapeutic – which they experience from taking part. Social work students are enthusiastic about the contribution of service users / carers to their education, and believe it is useful, but they have varying ideas on how and what the contribution of service users / carers could and should be.

The development of Welsh medium early years education has been a story of singular success over the last century. With the establishment of the National Assembly in 2000, Wales further forged its own vision for its young children. One of its first priorities, for example, was the Foundation Phase with its radical approach. This paper offers an overview of the historic development of nursery education in Wales, before and post devolution. Welsh language and Wales policies are set in the context of wider influences, both research and pedagogic, on early childhood care and education, for example the evidence on good practice from the EPPE (The Effective Provision of Pre-School Education Project) study. Focus will be on Welsh language provision, highlighting the role and contribution of Mudiad Meithrin. The paper will consider issues, research and theoretic, relating to early bilingualism. It concludes with a critical analysis of the challenges facing the field of early childhood services in Welsh in light of current political and policy developments.

For the purposes of this paper, addysg feithrin (nursery education) is defined as the care and education provision for children 3–5+ years, and the term blynyddoedd cynnar (early years) is used for the same group.

In a report in 2013, the Welsh Government suggested that raising the status of Physical Education (PE) to become a core subject, similar to Welsh and Mathematics, is an essential element in tackling the current obesity epidemic. However, PE lessons must be of a high quality in order to have a positive effect on pupils. PE teachers play a crucial role in delivering high-quality PE lessons; therefore, gaining an understanding of their perceptions about high-quality PE is essential. Interviews were held with ten PE teachers (seven males and three females) from Welsh-medium schools across south Wales. Similarities between the theory and teachers’ perceptions were evident, for example the importance of creating a positive learning environment. However, there were differences between the theory and practice, including lack of clarity about the term physical literacy. One implication of the study is the need to consult with PE teachers to design policies for high-quality PE. In the future, action research should be undertaken to promote the term physical literacy.