Transcript Document

Y Fframwaith Sgiliau yng nghyfnod
allweddol 3
Arfarniad o effaith y Fframwaith Sgiliau ansatudol ar
gyfer dysgwyr 3 i 19 oed yng Nghymru yng nghyfnod
allweddol 3
The Skills Framework at key stage 3
An evaluation of the impact of the non-statutory
Skills framework for 3 to 19-year-olds in Wales at key
stage 3
Cefndir
Background
Yn 2008, cyhoeddodd yr Adran Plant,
Addysg, Dysgu Gydol Oes a Sgiliau
Orchmynion Pwnc statudol diwygiedig
y Cwricwlwm Cenedlaethol a nifer o
fframweithiau anstatudol a oedd yn
cynnwys y Fframwaith Sgiliau. Mae’r
Fframwaith Sgiliau yn nodi pedwar prif
faes ar gyfer datblygu medrau, gan
gynnwys :
• cyfathrebu, gan gynnwys darllen,
ysgrifennu, siarad a gwrando;
• rhif;
• meddwl; a
• thechnoleg gwybodaeth a
chyfathrebu.
In 2008, the Department for Children,
Education, Lifelong Learning and
Skills published the revised statutory
National Curriculum Subject Orders
and a number of non-statutory
frameworks that included the Skills
framework. The Skills Framework
identifies four main areas for skill
development including:
• communication, including reading,
writing, speaking and listening;
• number;
• thinking; and
• information and communication
technology.
Prif ganfyddiadau
Main findings
• Prif effaith y Fframwaith Sgiliau
fu codi ymwybyddiaeth am yr
angen i ddatblygu medrau
disgyblion, yn enwedig
llythrennedd a rhifedd.
• The Skills Framework’s main
effect has been to raise
awareness of the need to
develop pupils’ skills,
particularly literacy and
numeracy.
• O Fedi 2013, bydd y
Fframwaith Llythrennedd a
Rhifedd yn adeiladu ar y
disgwyliadau a nodir yn y
Fframwaith Sgiliau. Bydd yn
ofyniad cwricwlaidd statudol, ac
yn cynnig mwy o fanylder ar
gyfer cynllunio’r cwricwlwm
cyfan.
• From September 2013, the
Literacy and Numeracy
Framework will build on the
expectations set out in the
Skills Framework. It will be a
statutory curricular
requirement, providing more
precision on which to plan the
whole curriculum.
Prif ganfyddiadau
Main findings
Cynllunio yng nghyfnod allweddol 3
•Lleiafrif o ysgolion yn unig sy’n cynllunio
datblygiad medrau ar draws y
cwricwlwm. Maent yn sicrhau
ymdriniaeth dda a bod medrau generig
yn cael eu datblygu’n gydlynus ar draws
yr holl bynciau.
Planning in key stage 3
• Only a minority of schools map
skills development across the
curriculum. They ensure good
coverage and coherent
development of generic skills
across all subjects.
•Ychydig o ysgolion yn unig sy’n cynllunio • Only a few schools plan a cocwricwlwm cydlynus gyda lefel gynyddol,
ordinated curriculum with an everbarhaus o her mewn medrau generig.
increasing level of challenge in
generic skills.
•Mae’n ddyddiau cynnar iawn bron ym
• Planning for numeracy and
mhob ysgol o ran cynllunio ar gyfer
information and communication
medrau technoleg gwybodaeth a
technology skills across all subject
chyfathrebu ar draws yr holl feysydd
areas is at a very early stage in
pwnc.
nearly all schools.
Prif ganfyddiadau
Main findings
Cynllunio yng nghyfnod
allweddol 3
Planning in key stage 3
•Mae gan bron bob ysgol aelod o
staff sydd â chyfrifoldeb cyffredinol
am ddatblygu a gweithredu
strategaeth ar gyfer datblygu
medrau generig.
• Nearly all schools have a
member of staff with overall
responsibility for the
development and
implementation of a strategy for
the development of generic
skills.
• In the few examples where
schools co-ordinate generic
skills development well, senior
leaders communicate a clear
vision of how to improve pupils’
generic skills in all subjects
across the curriculum.
•Yn yr ychydig enghreifftiau lle mae
ysgolion yn cydlynu datblygiad
medrau generig yn dda, mae uwch
arweinwyr yn cyfleu gweledigaeth
glir o ran sut i wella medrau generig
disgyblion ym mhob pwnc ar draws
y cwricwlwm.
Prif ganfyddiadau
Main findings
Cynllunio’r cwricwlwm
Curriculum planning
• Ychydig iawn o adrannau sy’n
gweithio gyda’i gilydd i gydlynu
agweddau ar eu gwaith. O
ganlyniad, nid ydynt yn cynllunio
cwricwlwm sy’n datblygu medrau
generig yn raddol ar draws yr holl
bynciau.
• Very few departments work
together to co-ordinate aspects of
their work. As a result, they do
not plan a curriculum that
develops generic skills
progressively across all subjects.
• Ychydig o ysgolion yn unig sy’n
gweithio’n agos gyda’u hysgolion
cynradd partner i gynllunio
cwricwlwm sy’n adeiladu’n briodol
ar fedrau disgyblion pan fyddant
yn symud o gyfnod allweddol 2 i
gyfnod allweddol 3.
• Only a few schools work closely
with their partner primaries to plan
a curriculum that suitably builds
on pupils’ skills when they move
from key stage 2 to key stage 3.
Prif ganfyddiadau
Main findings
Addysgu ac asesu
Teaching and assessment
•
Pan mae athrawon pwnc yn datblygu
medrau ysgrifennu disgyblion yn
effeithiol, maent yn rhoi cyfleoedd i
ddisgyblion roi cynnig ar gwestiynau
penagored ac maent yn strwythuro’r
rhain yn ofalus i herio disgyblion ar y
lefel briodol. Maent yn rhannu ac yn
esbonio meini prawf asesu yn glir
gyda disgyblion.
• Where subject teachers develop
pupils’ writing skills effectively,
they provide pupils with
opportunities to attempt openended questions and structure
these carefully to challenge pupils
at the appropriate level. They
share and clearly explain
assessment criteria with pupils.
•
Mewn lleiafrif o achosion, mae gorddibyniaeth ar daflenni gwaith yn
golygu mai prin yw’r cyfleoedd i
ysgrifennu’n estynedig. Mae hyn yn
cyfyngu cynnydd disgyblion mewn
ysgrifennu.
• In a minority of cases, overreliance on worksheets means
that there are few opportunities for
writing at length. This restricts
pupils’ progress in writing.
Prif ganfyddiadau
Main findings
Asesu medrau generig
Assessment of generic skills
•Dim ond hanner o’r athrawon y
gwnaed arolwg ohonynt sy’n
gwneud sylwadau defnyddiol ar
gynnydd disgyblion mewn darnau
ysgrifennu estynedig.
•Yn yr arfer orau, mae athrawon yn
defnyddio meini prawf a
ddatblygwyd o strategaeth ysgol
gyfan sy’n anelu at gydlynu
gwelliannau mewn llythrennedd ar
draws yr holl bynciau.
•Mae’n ddyddiau cynnar iawn yn yr
holl ysgolion o ran datblygu
technegau i roi adborth ar fedrau
rhifedd, meddwl neu dechnoleg
gwybodaeth a chyfathrebu.
• Only half of teachers surveyed
make useful comments on pupils’
progress in extended pieces of
writing.
• In the best practice, teachers use
criteria developed from a wholeschool strategy that aims at coordinating improvements in literacy
across all subjects.
• The development of techniques to
give feedback in the skills of
numeracy, thinking or information
and communication technology is
at a very early stage in all schools.
Prif ganfyddiadau
Main findings
Olrhain cynnydd disgyblion
mewn medrau generig
Tracking of pupils’ progress in
generic skills
•Mae ychydig o ysgolion yn
defnyddio profion darllen,
mathemateg a rhesymu a luniwyd
yn allanol ar ddechrau a diwedd
cyfnod allweddol 3. Fodd bynnag,
nid yw’r profion hyn yn mesur
galluoedd disgyblion mewn medrau
generig yn y ffordd y mae’r
Fframwaith Sgiliau yn eu diffinio.
• A few schools use externallyproduced reading, mathematics
and reasoning tests at the
beginning and end of key stage 3.
However, these tests do not
measure pupils’ abilities in generic
skills in the way that Skills
Framework defines them.
•Yn 2013, mae Llywodraeth Cymru • In 2013, the Welsh Government are
yn cyflwyno profion darllen a rhifedd introducing national tests of reading
and numeracy for all pupils from
cenedlaethol ar gyfer pob disgybl o
Year to Year 9.
Flwyddyn 2 i Flwyddyn 9.
Argymhellion
Recommendations
Dylai ysgolion uwchradd:
Secondary schools should:
•sicrhau ymdriniaeth briodol a
graddol yng nghyfnod allweddol 3 i
ddatblygu medrau meddwl,
cyfathrebu, technoleg gwybodaeth a
chyfathrebu a medrau rhifedd
disgyblion;
• ensure appropriate and progressive
coverage in key stage 3 to develop
pupils’ skills in thinking,
communication, information and
communication technology and
numeracy skills;
•gweithio gyda’u hysgolion cynradd
partner i sicrhau parhad a dilyniant
addas o ran datblygu medrau
generig;
• work with their partner primary
schools to ensure suitable continuity
and progression in the development
of generic skills;
Argymhellion
Recommendations
Dylai ysgolion uwchradd:
Secondary schools should:
• gydlynu’r dull ar gyfer addysgu,
cyfathrebu, meddwl, technoleg
gwybodaeth a chyfathrebu a
medrau rhifedd yng nghyfnod
allweddol 3; a
•
co-ordinate the approach to teaching,
communication, thinking, information
and communication technology and
numeracy skills in key stage 3; and
• datblygu systemau effeithiol ar
gyfer olrhain cynnydd disgyblion
wrth ddatblygu medrau generig i
lywio cynllunio yn y dyfodol.
•
develop effective systems for tracking
pupils’ progress in developing generic
skills to inform future planning.
Argymhellion
Recommendations
Dylai awdurdodau lleol gefnogi
ysgolion o ran:
Local authorities should support
schools in:
• cynllunio cwricwlwm sy’n
datblygu medrau llythrennedd a
rhifedd disgyblion yn raddol ar
draws yr holl bynciau yng
nghyfnod allweddol 3; ac
• planning a curriculum that
develops pupils’ literacy and
numeracy skills progressively
across all subjects in key stage 3;
and
• asesu ac olrhain medrau generig • assessing and tracking pupils’
disgyblion rhwng cyfnod
generic skills development
allweddol 2 a chyfnod allweddol
between key stage 2 and key
3, a thrwy gydol cyfnod allweddol
stage 3, and throughout key
3.
stage 3.
Arfer orau
Best practice
Mae disgyblion yn Ysgol Uwchradd
Eirias, Conwy yn datblygu eu medrau
generig yn yr holl bynciau ac maent yn
adeiladu ar y rhain yn ystod prosiectau
estynedig.
Ym Mlwyddyn 7, mae Saesneg,
mathemateg, iaith dramor fodern,
Cymraeg ac addysg gorfforol yn cyfrif
am ryw draean o amser y cwricwlwm.
Yn ystod gweddill yr amser, mae
disgyblion yn datblygu eu medrau yn
effeithiol mewn prosiectau estynedig
ysgogol sy’n dwyn teitlau fel
‘gwyddoniaeth a moeseg’, ‘gwrthdaro
mewn celf’ a ‘Pi in the sky’. Ym
Mlwyddyn 8, mae disgyblion yn dilyn
cwricwlwm mwy traddodiadol ond cânt
gyfle hefyd i wella medrau mewn gwersi
‘medrau’ ar wahân.
Pupils in Eirias High School, Conwy
develop their generic skills in all
subjects and build on these during
extended projects.
In Year 7, English, mathematics, a
modern foreign language, Welsh and
physical education take up around a
third of the curriculum time. During
the rest of the time, pupils develop
their skills effectively in stimulating
extended projects with titles such as
‘science and ethics’, ‘conflict in art’
and ‘Pi in the sky’. In Year 8, pupils
follow a more traditional curriculum
but also have the opportunity to
improve skills in discrete ‘skills’
lessons.
Arfer orau
Best practice
Deilliannau
Outcomes
•Mae disgyblion yn deall pa mor dda
y maent yn gwneud cynnydd mewn • Pupils understand how well they are
meysydd medrau gwahanol ac yn gallu progressing in different skill areas
gosod targedau priodol ar gyfer gwella and are able to set themselves
appropriate targets for improvement.
iddyn nhw eu hunain.
•Mae disgyblion yn cynllunio prosiectau • Pupils plan increasingly complex
projects that develop their skills in
cynyddol gymhleth sy’n datblygu eu
medrau mewn cyd-destunau ysgogol. stimulating contexts.
•Mae disgyblion yn datblygu eu gallu • Pupils develop their ability to work
i weithio yn annibynnol, arfarnu eu
independently, evaluate their own
gwaith eu hunain a gosod targedau
work and set appropriate targets for
priodol ar gyfer gwella.
improvement.
•Mae disgyblion yn gwneud cynnydd • Pupils make clear progress in
amlwg mewn llythrennedd, rhifedd
literacy, numeracy, thinking and
meddwl a thechnoleg gwybodaeth a
information and communication
chyfathrebu.
technology.
10 cwestiwn i ddarparwyr
10 questions for providers
• A ydym ni wedi archwilio’r
cwricwlwm i sicrhau ymdriniaeth
briodol a graddol i ddatblygu
medrau disgyblion?
• Sut ydym ni’n hyrwyddo
datblygiad llythrennedd a rhifedd
ar draws yr ysgol?
• A oes dull cyffredin o addysgu
llythrennedd a rhifedd ar draws
meysydd pwnc yn ein hysgol?
• A yw athrawon yn rhoi adborth
adeiladol i’n disgyblion i gefnogi
datblygiad eu medrau?
• A ydym ni’n olrhain ac yn monitro
cynnydd disgyblion mewn medrau
fel llythrennedd a rhifedd?
• Have we audited the curriculum to
ensure appropriate and
progressive coverage to develop
pupils’ skills?
• How do we promote the
development of literacy and
numeracy throughout the school?
• Is there a common approach in
our school to teaching literacy and
numeracy across subject areas?
• Do teachers provide constructive
feedback to our pupils to support
their skills development?
• Do we track and monitor pupils’
progress in skills such as literacy
and numeracy?
10 cwestiwn i ddarparwyr
10 questions for providers
•
•
•
•
•
A yw ein disgyblion yn ymwybodol o’u
cynnydd mewn medrau amrywiol?
A yw ein huwch arweinwyr yn cyfleu
gweledigaeth glir o ran sut i wella
medrau disgyblion yn yr holl bynciau
ar draws y cwricwlwm?
A ydym ni’n monitro pa mor dda y mae
athrawon yn datblygu medrau
disgyblion?
A ydym ni’n gweithio gydag ysgolion
partner i gynllunio cwricwlwm sy’n
adeiladu’n briodol ar fedrau disgyblion
pan fyddant yn symud o gyfnod
allweddol 2 i gyfnod allweddol 3?
Pa hyfforddiant a chymorth y mae pob
un o’n staff wedi’i gael i wella
llythrennedd a rhifedd?
• Are our pupils aware of their
progress in various skills?
• Do our senior leaders
communicate a clear vision of how
to improve pupils’ skills in all
subjects across the curriculum?
• Do we monitor how well teachers
are developing pupils’ skills?
• Do we work with partner schools to
plan a curriculum that suitably
builds on pupils’ skills when they
move from key stage 2 to key
stage 3?
• What training and support have all
our staff received to improve
literacy and numeracy?
http://www.estyn.gov.uk/download/publication/245263.2/arfarni
ad-o-effaith-y-fframwaith-sgiliau-anstatudol-i-ddysgwyr-3-i-19oed-yng-nghymru-yng-nghyfnod-allweddol-3-mai-2012/
http://www.estyn.gov.uk/download/publication/245235.9/anevaluation-of-the-impact-of-the-non-statutory-skills-frameworkfor-3-to-19-year-olds-in-wales-at-key-stage-3-may-2012/
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