Rhian Griffiths and Nia Rowlands Ysgol Gyfun Bro Morgannwg

Ysgol Gyfun Bro Morgannwg

 School opened in 2000 with 123 pupils  835 pupils today  5 feeder primaries – 3 in Barry, Penarth and Cowbridge.

 91% from homes where English is the main language  58% from Barry town  7% FMS  March 2012 –Won the NACE Challenge award

Effective classroom observation can improve teaching and learning. ESTYN October, 2014.

 “Some have questioned whether classroom observation is helpful in improving the quality of teaching. The visits we made to successful and improving schools confirm that effective observation can both improve teaching and raise levels of attainment.

 “Classroom observation, underpinned by a well-established culture of improvement, is at its most effective when combined with other types of evaluation that involve scrutinising the work of learners and listening to the learner voice. In this context, observation can contribute to building up a rounded picture of teaching and learning, rather than being just a snap-shot of one lesson.

 “I encourage all schools to review the use they make of classroom observation as part of self-evaluation in support of teachers’ professional development. Schools should develop a clear policy for classroom observation with the aim of raising standards of teaching in schools”.

Secondment for 14 months to Estyn

 CPD  Disseminate good practice  Support the school to retain it’s good record of good and excellent teaching. How?

2.2 Addysgu.

 Cryfderau - Her a disgwyliadau uchel.

   Gwahaniaethu.

Cwestiynau treiddgar.

Asesu ar gyfer dysgu pwrpasol sy’n atgyfnerthu’r dysgu.

  Cyflymder y gwersi.

Sesiynau cyson i wirio dealltwrieth.

  Cymryd risg.

Hiwmor a mwynhad.

Teaching.

 Strengths- High expectations and challenge.

 Differentiation.

 Probing questioning.

 Assessment for learning which is purposeful and strengthens the learning.

 Pace of lessons.

 Mini plenaries  Risk taking.

 Humour and enjoyment.

Meysydd i’w datblygu.

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Rhy athro ganolog.

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Cwestynau caëdig.

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Dim gwahaniaethu.

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Dim cyflymder i’r wers.

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Diffyg her a disgwyliadau isel.

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Llyfrau heb eu marcio.

Areas for improvement.

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Too teacher led.

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Closed questioning.

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No differentiation.

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Pace of lesson to slow.

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Lack of challenge and low expectations set.

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Books not marked.

2.2 Asesu ar gyfer dysgu.

     Cryfderau - Polisi ysgol gweithredol SPTAG gweithredol.

Sylwadau deiagnostig ac adeiladol.

Cyfle i ymateb i dargedau.

 Disgyblion yn ymwybodol o’u targedau  Targedau yn weladwy ac yn glir mewn llyfrau.

Disgyblion yn gwella cywiriadau ieithyddol.

 Y sampl o lyfrau yn cyd-fynd gydag argraffiadau yn yr ystafell ddosbarth pan fo gwersi  Targedau diagnostig yn dasg.

seiliedig ar feini prawf llwyddiant a medrau’r

Assessment for learning.

         Strengths- school policy adhered to Consistent approach to Marking policy Diagnostic and constructive comments Opportunity to respond to targets Pupils fully aware of their targets Targets communicated clearly and visible in books Opportunity to go back to correct common errors Marking in sample is a true reflection of the marking in the classroom [ not glossed for inspectors] Targets at the end of work refer back to clear success criteria

Meysydd i’w datblygu.

 Dim cydymffurfiaeth â pholisi asesu’r ysgol.

 Dim dilyniant ar ôl nodi bod gwallau yn y gwaith.

 Dim cofnod o dargedau disgyblion.

 Disgyblion ddim yn ymwybodol o’u targedau.

 Dim hunan-asesu ac asesu cymheiriaid pwrpasol sy’n gwneud gwahaniaeth i gynnydd y disgybl.

 Targedau ar destun y gwaith ddim yn cysylltu â meini prawf llwyddiant y dasg.

Areas for development.

 School assessment policy not adhered to.

 No follow- up to errors noted in the work.

 No record of pupil targets.

 No purposeful self assessment and peer assessment which deepens the learning.

 No link between targets and success criteria.

Arsylwadau gwersi

       Ffurflen arsylwi gwersi wedi ei haddasu Ffocws ar gynnydd y dysgwr Canrannau meintiol Estyn Meini prawf cytûn o ran beth a arsylwir o ran cynnydd y disgyblion a’r addysgu Hyfforddi UDA/UDAE/ Arweinwyr pwnc/staff cyfan/Llywodraethwyr Ffocws ar beth sy’n gwarantu rhagoriaeth drwy rannu enghreifftiau Cyd- arsylwi i warantu ansawdd a chysoni graddau arsylwadau

Lesson observations

       Adapted lesson observation form Focus on learner progress Estyn quantitative percentages Agreed criteria of what is observed in terms of pupil progress and teaching SLT/ESLT/Subject leaders/whole staff/Governors Focus on what guarantees excellence by sharing examples Joint observation to guarantee quality and moderate observation grades

Craffu ar waith disgyblion

 Hyfforddi drwy rannu enghreifftiau gan ganolbwyntio’n benodol ar lythrennedd a rhifedd  Cyd graffu ar lyfrau a gwaith disgyblion rhwng rheolwr llinell ac arweinwyr pwnc  Canolbwyntio ar gynnydd yr holl ystod gallu [top/ canol a gwaelod]  Ffocws cytûn ar gysondeb adborth i ddisgyblion drwy addasu polisi asesu ar gyfer dysgu’r ysgol- Dwy seren* a dymuniad

Scrutiny of pupils’ work

 Training by sharing examples, concentrating specifically on literacy and numeracy  Joint scrutiny of pupils’ workbooks and work between line manager and subject leaders  Focus on progress across all ability ranges [top/middle and bottom]  Agreed focus on consistency of feedback to pupils by adapting assessment policy for the school’s learning – Two stars* and a wish

 Sut?

 Treialu gyda grŵp bychan o staff yn ystod arsylwdau rheoli perfformiad  Y prif newid yw edrych yn benodol ar yr hyn mae’r disgyblon yn ei wneud yn ystod y wers yn hytrach na gweithgareddau’r athro yn unig  Gwers 4 cam  Plethu a gwreiddio beth sydd wedi eu nodi fel meysydd datblygu yn ystod monitro h.y gwahaniaethu a rôl y cymorthyddion  Y fframwaith llythrennedd a rhifedd  How?

 Piloting with a small group of staff during performance management observations  The main change is looking directly at what pupils do during the lesson, rather than just the teacher’s activities.

 4 step lesson  Combine and embed aspects of what has been identified as areas for development during monitoring i.e. differentiation and the role of assistants  The literacy and numeracy framework

 Gareth Coombes –Continua  Llais yr adrannau  Llais y disgybl  Diwygio polisi dysgu ac addysgu’r Ysgol  Rhannu’r canfyddiadau gyda’r staff, cyngor Ysgol a’r Llywodraethwyr  Hyfforddiant arbenigol digidol wedi ei deilwra i gyd fynd gyda gofynion unigol  Gareth Coombes – Continua  Departments’ voices  Pupil’s voice  Revise the School’s learning and teaching policy  Share findings with staff, School council and Governors  Specialist digital training has been tailored to meet individual requirements

Adran Y Gymraeg /Daearyddiaeth Dechrau’r wers. Lesson starters.

       Bachyn / Sbardun i atgyfnerthu’r dysgu blaenorol a gosod nod/amcan y wers Lesson objective set which recaps previous learning Gosod Her—Cwestiwn mawr, llun, sbardun ar gyfer trafodaeth question, picture, stimulus to encourage debate The big Chwilfrydedd—awydd i ddod i’r wers – to the lesson Make pupils curious and keen to come Ysgogi emosiwn—cofio profiadau emosiynol / defnyddio delwedd i ysgogi emosiwn – use of images to promote emotional learning Datrys nod y wers gan y plant – Pupils solve the lesson objective Pob unigolyn i gyfrannu—pâr yn hytrach nag unigol pairs all pupils contribute in Y disgyblion yn weithredol o’r dechrau (nid yr athro) drwy osod her pos, cwis, datrys problemau pupils actively involved in their learning from the start through a range of activities [ set by the teacher]

Llais y Disgybl -Agoriad Gwers.

Pupil voice. Lesson starters.

 Posau i’w datrys – A prolem to solve  Anagramau Anagrams  Ail ymweld â’r wers flaenorol lesson Recap of previous  Brwdfrydedd yr athrawon o’r dechrau enthusiasm right from the start Teacher’s  Dechrau positif – Positive start  Sbardun / Cwestiwn i brocio – and engage A question to enthuse

 Ar sail hyfforddiant mewnol ac allanol cynhwysir meini prawf i brocio’r cof fesul adran o’r templad cynllun gwers fel cymorth a gwarantu bod y rhan fwayaf o’n gwersi yn dda neu’n well  Based on internal and external training, criteria is included to simulate memory in each section of the lesson plan template. This provides support and guarantees that most of our lessons are good or better

Teithiau dysgu

       Rhannu arfer dda Trafodaethau adrannol Deialog broffesiynol Camu o’r ystafell ddosbarth a gweld ymateb disgyblion mewn cyd destunau gwahanol Y cam nesaf? Pynciau o anian debyg yn cael y cyfle i arsylwi ei gilydd Dysgu oddi wrth ein gilydd

Learning journeys

       Sharing good practice Departmental discussions Professional dialogue Stepping out of the classroom and seeing pupils’ responses in different contexts The next step? Similar subjects given the opportunity to observe each other Learn from each other

2014-2015

 Rheoli perfformiad- Targed cytûn  Holiadur unigol  Deialog ag arweinydd pwnc  Adnabod anghenion  Diwallu anghenion  DPP drwy amryfal ffyrdd  Ymweliadau ag ysgolion eraill / cyrsiau/ datblygu adnoddau/arsylwi mewnol  Performance management – Agreed target  Individual questionnaire  Dialogue with subject leader  Identifying needs  Meeting needs  CPD organised in a range of ways  Visits to other schools/courses/resource development/internal observation

IEITHOEDD YM MRO MORGANNWG LANGUAGES AT BRO MORGANNWG

HERIAU’R BLYNYDDOEDD DIWETHAF CHALLENGES OF THE PAST YEARS

  Niferoedd isel o ddisgyblion yn dewis ieithoedd yn genedlaethol.

Low uptake of MFL nationally.

  Sicrhau gwersi cyson dda ar draws yr Adran.

Ensuring consistently good lessons across the department.

  Anelu at y wers ragorol.

Aiming for the outstanding lesson.

TACLO’R NIFEROEDD THE UPTAKE ISSUE

• • • • •

Spelling Bee Teithiau tramor / School trips abroad Prosiect llythrennedd triphlyg / Triple literacy project Twitter Y gwersi / The lessons

            Nodau ac amcanion clir.

Camau clir i’r wers.

Ymwybyddiaeth o gynnydd disgyblion.

Starters sy’n symbylu disgyblion.

Amrywiaeth o dasgau ar gyflymder addas.

Methodoleg amrywiol.

Adeiladu ar ddysgu blaenorol.

Gwerthuso cynnydd.

Disgwyliadau uchel o ran ymddygiad.

Diweddglo addas.

Pace.

Gwahaniaethu pwrpasol.

 Cwestiynu da.

Beth sy’n gwneud gwers dda?

What makes a good lesson?

             Clear aims and objectives.

Clear stages to the lesson.

Awareness of pupil progress.

Engaging starters.

Variety of tasks.

Variety of methodology.

Link to prior learning.

Evaluation of progress.

High behavioural expectations.

Plenaries.

Pace.

Differentiation.

Effective questioning.

Beth sy’n gweithio i ni?

What works for us?

          Starters cyfredol.

Y gadair Goch .

Darllen a deall ar daith.

Amser cylch.

Ysgrifennu Grymus.

Gweithgareddau cinesthetig.

Uwch lefelu gwaith.

Categoreiddio geiriau.

Technoleg.

Canu  Contemporary   starters Hot seat Comprehension tasks        Circle time Power Writing Kinaesthetic activities Up levelling work Word sorting Technology Song

AMSER CYLCH / CIRCLE TIME

Y GADAIR GOCH / HOT SEAT

CATEGOREIDDIO GEIRIAU WORD SORTING

GWEITHGAREDDAU CINESTHETIG KINESTHETIC LEARNING

TECHNOLEG / TECHNOLOGY

YSGRIFENNU GRYMUS POWER WRITING

ARSYLWAD GWERS LESSON OBSERVATION Standards and progress

Many pupils recall previous knowledge well – differences of je/il and subject vocabulary to do with the topic of the home /family background.

Many pupils are very enthusiastic and willingly volunteer to complete tasks Many people speak with a very good, accurate pronunciation and many show confidence in experimenting with the masculine and feminine forms.

All pupils behave exceptionally well and are highly-motivated to complete activities.

Many pupils accurately read masculine and feminine structures and apply their knowledge well to more demanding tasks, including written exercises.

A few pupils, many of lower ability, struggle to construct phrases, however most are wiling to persevere.

Pupils’ work in exercise books shows a good understanding of sentence structures and is generally accurate, with good spelling of French words.

Overall, many pupils make very good progress, particularly from a wide range of ability.

ARSYLWAD GWERS LESSON OBSERVATION Teaching

Excellent language model – encouraging and challenging in the target language effectively throughout the lesson.

Very good probing in questioning to check and correct pronunciation and to draw out prior learning.

High challenge and high expectations – all pupils rise to the challenge making very good progress.

Very good humour and strong relationships established with pupils.

Good pace and well-timed activities to reinforce understanding and introduce new knowledge effectively.

Very good oral rehearsal and encouragement of accurate pronunciation.

Differentiated homework given according to ability – higher challenge to more able pupils.

Effective use of LSA – well-planned lesson, with separate sheet organising LAS’s work with a group of less able pupils. LSA provides effective support.

Estyn Proportions

 Nearly all = with very few exceptions  Most = 90% or more  Many = 70% or more  A majority = over 60%  Half = 50%  Around half = close to 50%  A minority = below 40%  Few = below 20%  Very few = less than 10%

Diolch am eich gwrandawiad!

Thank you for listening!

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