Addysgu ac asesu / Teaching and assessment

Mewn ysgolion lle mae’r addysgu’n effeithiol, mae athrawon yn atgyfnerthu medrau llythrennedd a rhifedd disgyblion yn dda. Maen nhw’n addysgu medr penodol trwy dasg ffocws, ac yn cynllunio cyfleoedd ymarferol cyffrous a pherthnasol i ddatblygu’r medr hwn.  Maen nhw’n defnyddio adnoddau’n dda i ddarparu darpariaeth barhaus o safon uchel, lle gall disgyblion ymarfer y medrau hyn.  Mae ymarferwyr medrus yn gwneud ychwanegiadau i’r ddarpariaeth barhaus i sicrhau bod disgyblion yn meddwl yn fwy dwys, yn ymarfer medrau newydd neu’n dysgu ffyrdd newydd o weithio.
-	Numeracy and Literacy underpins everything we do so we put a great emphasis on developing physical skills and then the numeracy and literacy through that. So we’ve got programmes like physical literacy, moving with maths and those kind of things really enhance the learning. 
-	Evie, I want you to go and find number 13 the rest of you try and find a different one. Go! Good boy, Daniel, da iawn. What number are you making?
-	Say it, write it. Can you separate it into tens and units for me?
-	In successful schools, staff facilitate, demonstrate and collaborate in learning. They motivate their pupils and use questioning well to stimulate learning. All staff are skilled in knowing when to intervene and knowing when to allow pupils to investigate for themselves. 
-	Mr Jones needs our help, let’s have a little look why. 
-	Our Schools in Bloom competition …
-	Best greenhouse … please let us know which competition you’d like to take part in
-	Read the email as a group
-	Darllenwch e.
-	Argyfwng!
-	O na! Argyfwng! Beth yn y byd sydd wedi digwydd?
-	Ni’n gwneud Iau nawr. Y blaned fwyaf.
-	Na chi’n iawn, mae’n blaned stormus, ond pa ffeithiau ni angen rhoi? Beth yw’r cwestiwn cyntaf? 
-	Sawl lliw?
-	Ydych chi’n gallu ffeindio’r gwybodaeth fan ‘na?
-	Cyngor fydden ni’n rhoi i ysgolion eraill yw cysondeb reit ar draws yr ysgol. Dyn ni’n siarad yn gyson fel staff ar beth yw safonau, beth yw dysgu da, y systemau yn eu lle o hyd, a’r strategaethau sy’n mynd gyda y monitro a hunan arfarnu’r ysgol. Mae pawb yn atebol, ac mae pawb yn gwybod safonau’r ysgol a dysgu da trwy trafodaethau gyda staff a tîm a trafod beth yw da, sut mae da yn edrych i chi, a hefyd rhannu’r arfer. Dyn ni’n dda yma yn mynd i ddosbarthiadau ein gilydd ac i edrych ac arsylwi ar ein gilydd.
-	9, 10 and a half.
-	The sides got a bit short when we tried to put all the yellow bits in so we built it a bit higher and then we measured it again and it was about 10 and a half. 
-	Make sure everyone can see it. I found something that was metal there. Can you hear that noise that it’s making? So if you’re using the metal detector … 
-	We’ve been estimating how high the sea’s going to come in when we come back over there. I like making rock towers.
-	We have no issue with a teaching assistant asking a teacher why they’re doing something a certain way and a real understanding of the pedagogy in why you’re doing it and why you’re using effective questioning. And also over time really evolving those skills so we can go down to how practitioners use language, why are we doing things a certain way. Why is it better sometimes to let a child make mistakes and start with themselves than stop them. We really encourage people to monitor each other. I think also you can’t underplay the importance of the children monitoring what we’re doing and them saying what they’re enjoying and what they’re not enjoying. What do they need to get better at? Quite often now in a really good session the children will say what they’re going to learn, how they’re going to learn it and if they have a problem, how they’re going to overcome it.  And some of the best lessons are when the practitioner can step back and the children can lead and they’re doing the marking and you can say to them “How do you spell that word?” and they say “don’t ask me” and they can ask a friend or they’ve got a strategy from a different session so it’s leadership at all levels including the children.
-	The school’s approach at Borras Park Primary School to delivering the Foundation Phase is one of experiential learning. We go from the pupils’ interests and their needs we change our topics every term based on what they ccome back with, their feedback and their gaps in skills and knowledge, so we plan our curriculum to be practical, to be exciting and to be engaging, it comes from them what do they want to learn about? There are a few things I think we do particularly well, the first one is using outside. We find that our children like to be outside they want to be outside, we’ve made our environment and environment where they can interact entirely. They plant things, they grow things, they care for animals. The other thing I think we do very well is, building on from their needs and interests, we don’t have these fixed topics that we regurgitate every term. We want to know what do they want to learn about this term and we go with that and that’s why we get passionate learners really. 
-	Last week the children were practicing the skill of doing a tally chart and this week they then independently used the tally chart to do it in a different situation so they’re counting how many hops they might do in a minute or how many runs, or how many times they can write their name. 
-	15, 16, 17, 18, 19, 20
-	One of the good things I think from our teaching practice is that the children are allowed to plan the curriculum so we encourage the children to talk first to their parents about a particular topic. So say for example we’re covering water, they go home, discuss things they already know, ask questions about things they want to find out and then they come together and this then leads the planning for the teachers so we look at their ideas. So from the instance then they’re very engaged in the curriculum, engaged in what they want to do therefore that comes out in the work and their ability to work together as a little group. 
-	We’ve always passionately believed that experiential learning is what brings children on and helps with child development. Our curriculum will always be first-hand based because we believe that’s the way the children learn best. They learn through play, active learning, and their involvement. You see huge gains in levels of involvement because they are having fun so we’ve also not ever gone down the route of being a formal school, we’ve decided that in order to address these issues we introduce elements of a discrete lesson at the beginning of the carousel where the children will learn the skills that you will also then see embedded in the carousel and for example when we decided we needed to do more work on comprehension in school we decided we didn’t want to see comprehension sheets in class so we have activities where children are outside and having fun but learning the important skills you need for literacy and numeracy at the same time. 
-	The advice I would give to other schools is to embrace creativity across the curriculum. It’s embedded in our school but creativity to us is across the whole curriculum. We are creative with our mathematics projects, we are creative with our musical projects, the children’s skills are transferred across the learning landscape and it opens up so many areas for the children to explore, to problem-solve to think outside the box it’s a wonderful way forward for schools. 
-	Ni wedi bod yn ysgrifennu beth o fi wedi bod yn gweld a oedd pedwar mwnci, gwr oedd dau a mewn i graff.
-	Ni’n datblygu’r gwaith ffocws mewn i’r heriau, felly mae’r plant yn ymarfer yr un sgiliau o ni di cyflwyno yn y gwaith ffocws yn ystod yr heriau y pythefnos wedyn, felly mae disgwyliadau ar gyfer yr heriau yr un fath o disgwyliadau sydd gyda ni ar gyfer y ffocws yn y dosbarth. Ni’n gorfod ôl 200 dwr, a wedyn ni’n rhoi tamaid bach o coffi mewn a wedyn ni’n cymeriad gyda’r rhifau hwn, pa un yw’r un sy’n edrych fel yr un. So o ti di rhoi dwy llwyau a fi di rhoi tri, i cymeriad i’r rhif tri. So ‘na fel ni’n mynd i neud e. Ni’n hoffi fod yn mas achos mae lot o pethau i wneud a mae lot o hwyl.