Llythrennedd yng nghyfnod allweddol 3 Literacy in key

Llythrennedd yng nghyfnod allweddol 3 Literacy in key

Llythrennedd yng nghyfnod allweddol 3 Literacy in key stage 3 Cefndir Background First of a series of reports on how schools are developing pupils literacy skills across the curriculum in KS3. Later reports will focus on the implementation and impact of the Bydd adroddiadau diweddarach yn literacy aspect of the National canolbwyntio ar weithrediad ac effaith Literacy and Numeracy Framework. yr agwedd llythrennedd ar y 21 secondary schools visited; Fframwaith Llythrennedd a Rhifedd Cenedlaethol. senior leaders and literacy coordinators interviewed; Year 9 Ymwelwyd 21 o ysgolion humanities or science lesson uwchradd; cafodd uwch arweinwyr a observed; school development chydlynwyr llythrennedd eu cyfweld; plan, schemes of work and pupils arsylwyd ar wersir dyniaethau neu books scrutinised; and inspectors wyddoniaeth Blwyddyn 9; craffwyd ar gynlluniau datblygu ysgol, cynlluniau

listened to a group of Year 8 and gwaith a llyfraur disgyblion; a bu Year 9 pupils. Hwn ywr cyntaf mewn cyfres o adroddiadau ar sut mae ysgolion yn datblygu medrau llythrennedd disgyblion ar draws y cwricwlwm yn CA3. Prif ganfyddiadau Main findings Yn genedlaethol Yn y rhan fwyaf o ysgolion uwchradd, mae safonau llefaredd yn uwch o lawer na safonau darllen ac ysgrifennu. Ar bob lefel or Cwricwlwm Cenedlaethol, mae perfformiad mewn Saesneg yn is nar pynciau craidd eraill, er bod Cymraeg iaith gyntaf yn uwch o lawer. Mae merched yn perfformion llawer gwell na bechgyn ar y lefel ddisgwyliedig ar lefelau uwch mewn Saesneg a Chymraeg.

Nationally In most secondary schools, standards for oracy are much higher than for reading and writing. At all National Curriculum levels, English performance is lower than the other core subjects, although Welsh first language is much higher. Girls perform significantly better than boys at the expected and higher levels in English and Welsh. Prif ganfyddiadau Main findings Oedrannau Darllen Mae tua 40% o ddysgwyr yn dechrau ysgolion uwchradd ym Mlwyddyn 7 gydag oedrannau darllen gryn dipyn islaw eu hoedran cronolegol (o leiaf chwe mis). Nid yw tua 20% or dysgwyr

hyn yn llythrennog weithredol, ac mae eu hoedrannau darllen islaw naw mlwydd a hanner. Reading Ages Around 40% of learners enter secondary schools in Year 7 with reading ages significantly (at least six months) below their chronological age. Around 20% of these learners are not functionally literate, with reading ages of below nine and a half years. Prif ganfyddiadau Main findings Mae asesiadau athrawon y Cwricwlwm Cenedlaethol ar ddiwedd cyfnod allweddol 2 ar profion oedran darllen yn mesur cynnydd yn wahanol. Mae hyn yn ei gwneud yn anodd gwneud cymariaethau rhwng oedrannau darllen a medrau darllen disgyblion.

Hyd nes cyflwyno prawf darllen cenedlaethol yn 2013, ni fydd gan Gymru ddata trylwyr, cymaradwy ar lefelau llythrennedd dysgwyr. Ar hyn o bryd, mae ysgolion ac awdurdodau lleol yn defnyddio profion gwahanol ac yn mesur The National Curriculum teacher assessments at the end of key stage 2 and the reading age tests measure progress differently. This makes it difficult to make comparisons between reading ages and pupils reading skills. Until the introduction of a national reading test in 2013, Wales will not have robust, comparable data on learners literacy levels. Currently, schools and local authorities use different tests and measure literacy levels in different ways. Prif ganfyddiadau Main findings Safonau mewn gwersi a arolygwyd o Fedi 2010 Mae disgyblion yn gwrandon dda mewn gwersi ac yn ymateb yn

rhwydd i gwestiynau ar lafar, ond mae eu hatebion yn rhy fyr ac arwynebol mewn tua un o bob deg ysgol. Mae llawer o ddisgyblion yn darllen gyda dealltwriaeth, ac yn dyfynnu a dehongli gwybodaeth yn dda. Fodd bynnag, mewn ychydig ysgolion, mae medrau darllen lleiafrif o ddisgyblion yn gyfyngedig, ac mae hyn yn effeithio ar eu cynnydd. Yn yr ysgolion hyn, nid yw disgyblion mwy galluog yn aml yn Standards in lessons inspected since September 2010 Pupils listen well in lessons and respond readily to questions orally, although in about one-in-ten schools their responses are too brief and superficial. Many pupils read with understanding, and extract and interpret information well. However, in a few schools, a minority of pupils have limited reading skills and this affects their progress. Often, in these schools, more able pupils do not have enough

opportunities to analyse complex reading texts. Prif ganfyddiadau Main findings Safonau mewn gwersi a arolygwyd o Fedi 2010 Mewn tua thri chwarter o ysgolion uwchradd, maer rhan fwyaf o ddisgyblion yn ysgrifennun glir at ystod briodol o wahanol ddibenion a chynulleidfaoedd. Mewn tua chwarter o ysgolion, nid yw safonau ysgrifennu disgyblion cystal u darllen neuu llafaredd. Nid yw disgyblion yn cynhyrchu digon o ysgrifennu estynedig ar draws y cwricwlwm ac maent yn gwneud camgymeriadau sylfaenol mewn sillafu, atalnodi a Standards in lessons inspected since September 2010 In about three-quarters of secondary schools, most pupils write clearly for an appropriate range of different purposes and audiences. In about a quarter of schools,

standards of pupils writing are not as good as their reading or oracy. Pupils do not produce enough extended writing across the curriculum and make basic errors in spelling, punctuation and grammar. Prif ganfyddiadau Main findings Yn yr ysgolion y gwnaed arolwg ohonynt Mae mwy o ysgolion uwchradd yn cynllunio cyfleoedd i ddisgyblion ennill cymwysterau cyfathrebu Sgiliau Hanfodol Cymru. Fodd bynnag, nid yw ennill y cymwysterau hyn o reidrwydd yn golygu bod disgyblion yn cymhwysor medrau hyn yn gyson ar draws y cwricwlwm. Mae lleiafrif o ysgolion yn cynnal archwiliad o fedrau llythrennedd disgyblion i weld a yw pynciaun nodi ac yn cynnig cyfleoedd i ddisgyblion ddatblygur medrau In the surveyed schools More secondary schools plan opportunities for pupils to gain

Essential Skills Wales communication qualifications. However, gaining these qualifications does not necessarily mean that pupils are applying these skills consistently across the curriculum. A minority of schools audit pupils literacy skills to see whether subjects identify and provide opportunities for pupils to develop these skills. Prif ganfyddiadau Main findings Pan fydd ysgolion wedi datblygu Where schools have developed hyfforddiant ar strategaethau training on literacy strategies, llythrennedd, mae cynlluniau subject schemes of work are more gwaith yn fwy cyson o ran amlygur consistent in highlighting the union fedrau llythrennedd fydd yn precise literacy skills to be taught. cael eu haddysgu. Many schools have well-defined Mae gan lawer o ysgolion weithdrefnau diffiniedig ar gyfer procedures for assessing pupils asesu galluoedd darllen

reading abilities and arrangements disgyblion, a threfniadau i gefnogir to support those with weaker skills. rhai y mae eu medraun wannach. However, only a minority record Fodd bynnag, dim ond lleiafrif syn cofnodi cynnydd y disgyblion these pupils progress at the end hyn ar ddiwedd cyfnod allweddol 3 of key stage 3 or monitor more neun monitror dysgwyr mwy able readers well enough. galluog yn ddigon da. Prif ganfyddiadau Main findings Mae cydlynwyr llythrennedd syn gyfrifol am gydlynu dulliau ysgol gyfan, a gweithgorau syn canolbwyntio ar lythrennedd, ym mhob ysgol y gwnaed arolwg ohoni. All schools surveyed have literacy coordinators who are responsible for coordinating whole-school approaches and working groups which focus on literacy.

Fodd bynnag, maen rhy gynnar i farnu eu heffeithiolrwydd o ran gwella safonau. However, it is too early to judge their effectiveness on improving standards. Er bod gwella llythrennedd yn flaenoriaeth mewn llawer o gynlluniau datblygu, mewn lleiafrif o ysgolion yn unig y mae ffocws clir ar lythrennedd mewn gweithdrefnau monitro ac arfarnu. While improving literacy is a priority in many development plans, only a minority of schools have a clear literacy focus in monitoring and evaluation procedures. Argymhellion Recommendations Dylai ysgolion: roi blaenoriaeth i ddatblygu

medrau llythrennedd mewn cynlluniau gwella a chynlluniau gwaith; Schools should: make developing literacy skills a priority in improvement plans and schemes of work; olrhain a monitro cynnydd pob disgybl, yn enwedig y rhai ar raglenni ymyrraeth a dysgwyr mwy galluog, i wneud yn sir eu bod yn gwneud cynnydd da ar draws pob cyfnod allweddol; track and monitor the progress of all pupils, particularly those on intervention programmes and more able learners, to make sure that they make good progress across all key stages; map opportunities for oracy, reading and writing across the curriculum, particularly in improving

pupils extended writing and the accuracy of their written work; amlinellu cyfleoedd ar gyfer llefaredd, darllen ac ysgrifennu ar draws y cwricwlwm, yn enwedig o ran gwella ysgrifennu estynedig disgyblion a chywirdeb Argymhellion Recommendations Dylai ysgolion: fonitro ac arfarnu effaith y strategaethau ar gyfer gwella llythrennedd; a Schools should: monitor and evaluate the impact of strategies for improving literacy; and train teachers to plan more challenging opportunities in all subjects to develop pupils higherorder reading and writing skills. hyfforddi athrawon i gynllunio mwy o gyfleoedd heriol ym mhob pwnc i

ddatblygu medrau darllen ac ysgrifennu lefel uwch disgyblion. Argymhellion Recommendations Dylai Llywodraeth Cymru: roi arweiniad a chymorth i athrawon iw helpu i roir Fframwaith Llythrennedd a Rhifedd Cenedlaethol ar waith a datblygu medrau llythrennedd ar draws y cwricwlwm. Dylai awdurdodau lleol: lunio strategaeth llythrennedd ddatblygedig a mecanweithiau i wella safonau ar draws y cwricwlwm; a chefnogi ysgolion i hyfforddi pob aelod o staff i ddefnyddio strategaethau llythrennedd effeithiol, yn cynnwys rhannu arfer orau rhwng ysgolion. The Welsh Government should: provide guidance and support for teachers to help them to implement the National Literacy and Numeracy Framework and develop literacy skills across the curriculum.

Local authorities should: produce a well-developed literacy strategy and mechanisms to improve standards across the curriculum; and support schools in training all staff to use effective literacy strategies, including sharing best practice between schools. Arfer orau Best practice Mae Pecyn Cymorth Llythrennedd Merthyr yn cynnwys ystod o strategaethau ar gyfer darllen, ysgrifennu a llefaredd syn cael eu haddysgu mewn gwersi ar draws y cwricwlwm yn raddol. Mae ffocws penodol ar ddarllen, ysgrifennu a llefaredd bob tymor, a datblygir tair strategaeth ym mhob blwyddyn. The Merthyr Literacy Toolkit consists of a range of strategies for reading, writing and oracy, taught in lessons across the curriculum progressively. Each term has a specific focus on reading, writing and oracy and

three strategies are developed in each year. Arfer orau Best practice Maer pecyn cymorth yn darparu adnoddau a gwybodaeth am bob strategaeth. Rhoddir hyfforddiant ysgol gyfan ar sut i ddefnyddior pecyn cymorth. Caiff athrawon eu hannog i ddefnyddior strategaethau hyn, yn enwedig yng nghyfnod allweddol 3, ac mae uwch arweinwyr wedi trefnu gweithgareddau monitro ac adolygu i arfarnu effaith y strategaethau ar fedrau llythrennedd disgyblion. Megis dechrau cael ei datblygu y maer fenter. Maer dull camau cryno ar gyfer datblygu strategaethau llythrennedd dros gyfnod o dair blynedd yn ddefnyddiol wrth hyfforddi pob athro i ddefnyddior strategaethau wrth gynllunio gwersi ac asesiadau.

The toolkit provides resources and information on each strategy. Whole-school training is given on how to use the toolkit. Teachers are encouraged to use these strategies, particularly at key stage 3, and senior leaders have arranged monitoring and review activities to evaluate the impact of the strategies on pupils literacy skills. The initiative is at an early stage of development. The bite size approach to developing literacy strategies over a three-year period is helpful in training all teachers to use the strategies in planning lessons and assessments. 10 cwestiwn i ddarparwyr 10 questions for providers Faint o flaenoriaeth syn cael ei rhoi i lythrennedd yn ein cynllun gwella? A yw cynlluniau gwaith yn amlygu medrau darllen ac ysgrifennu penodol iw haddysgu? A ydyn ni wedi amlinellu cyfleoedd ar gyfer darllen, ysgrifennu a llefaredd ar draws pynciau?

A ywr cyfleoedd hyn yn dangos dilyniant ar draws y cyfnod allweddol? How high a priority is literacy in our improvement plan? Do schemes of work highlight specific reading and writing skills to be taught? Have we mapped opportunities for reading, writing and oracy across subjects? Do these opportunities show progression across the key stage? 10 cwestiwn i ddarparwyr 10 questions for providers Sut ydyn nin mynd ati i olrhain a monitro cynnydd disgyblion, yn enwedig y rhai ar raglenni ymyrraeth a dysgwyr mwy galluog? A ydyn nin gwybod a yw pob disgybl yn gwneud cynnydd da mewn llythrennedd ar draws y cyfnodau allweddol? Pa mor sicr a chyson yw ein polisi marcio ac asesu o ran gwirio cywirdeb gwaith ysgrifenedig

disgyblion, ac o ran gwella cyfleoedd ar gyfer ysgrifennu estynedig mewn pynciau heblaw am Saesneg/ Cymraeg? How do we track and monitor the progress of pupils, particularly those on intervention programmes and more able pupils? Do we know whether all pupils make good progress in literacy across key stages? How secure and consistent is our marking and assessment policy in checking the accuracy of pupils written work and in improving opportunities for extended writing in subjects other than English/Welsh? 10 cwestiwn i ddarparwyr 10 questions for providers Pa strategaethau llythrennedd ydyn nin eu datblygu ar hyn o bryd? Sut ydyn nin mynd ati i fonitro ac arfarnu effaith y strategaethau hyn er mwyn dangos gwelliant? Pa hyfforddiant ysgol gyfan

ydyn ni wedii drefnu er mwyn cynllunio mwy o dasgau heriol ac i ddatblygu medrau darllen ac ysgrifennu lefel uwch y disgyblion. What literacy strategies are we currently developing? How do we monitor and evaluate the impact of these strategies to show improvement? What whole-school training have we organised to plan more challenging tasks and develop pupils higher-order reading and writing skills? http://www.estyn.gov.uk/download/publication/ 249003.3/llythrennedd-yng-nghyfnodallweddol-3-mehefin-2012/ http://www.estyn.gov.uk/download/publication/ 248976/literacy-in-key-stage-3-june-2012/ Cwestiynau... Questions

Recently Viewed Presentations

  • Geographers and Religion

    Geographers and Religion

    Where did the world religions originate? To what extent does religion affect the relationships among various groups of people? Religion Religion distinguishes itself from other belief systems by its emphasis on the sacred and divine. Religions usually explain the relationship...
  • Syrian Culture Resource - University of Florida

    Syrian Culture Resource - University of Florida

    Syrian Culture Resource Heather Franks Cohort 34 Spring 2005 Topic References Religions Holidays Education Family Life What Teachers Should Understand Literature Teacher Guidelines The Katreeb Family: Journey to America Religions Majority religion: Sunnite Muslim Other Muslim religions: Alawites, Ismailis, and...
  • The SADC Gender Protocol Summit 2014 Advancing Gender

    The SADC Gender Protocol Summit 2014 Advancing Gender

    Awareness Clinic, courtesy of Cllr Mabhanga, manned by qualified health counselling personnel - I now know I still can live, move on and more-so, I will make it!!. With such leaders as Cllr Mabhanga, the world would be a better...
  • IAB QCF - Bookkeeping

    IAB QCF - Bookkeeping

    Incorrectly transferring totals from the books of prime entry into appropriate ledger accounts. Posting from an analysed Cash Book into ledger accounts is a particular problem. Incorrectly balancing off ledger accounts and entering balances on the Trial Balance. IAB QCF...
  • Briefing on DoD-IG and GAO Audit Reports for DoD fleet ...

    Briefing on DoD-IG and GAO Audit Reports for DoD fleet ...

    Briefing on DoD-IG and GAO Audit Reports for the DoD fleet Management workshop. Mercury Associates. Gary R Hatfield. 941-685-6907. [email protected]
  • Beredskap, konsekvenser och tvärgående aktiviteter

    Beredskap, konsekvenser och tvärgående aktiviteter

    Times New Roman Arial Symbol Default Design Microsoft Excel Worksheet Microsoft Graph 97 Chart Microsoft Word -kuva Utvärdering av NKS-programmet 1998 - 2002 Beredskap, konsekvenser och tvärgående aktiviteter BOK-1 Beredskap BOK-1 Beredskap mot kärntekniska olyckor Varför QA-samarbetet borde fortsättas?
  • Future Tenses: Will/Be Going To

    Future Tenses: Will/Be Going To

    Introduce Latin root words "manu" and "flu" ... 128 Complete Work Sheet on Vocabulary/Graphic Organizer and Grammar This Latin root word means "to flow" This Latin root word means "hand" The prefix "dis" means apart, away, or the reverse of...
  • Hematopoietic System - Yola

    Hematopoietic System - Yola

    Whole Blood is a viscous substance (fluid) that contains a:1. fluid portion (plasma)2. cellular portion *Depending on the species, plasma makes up 45% - 78% of the total blood volume.