Safonau mewn llythrennedd a rhifedd / Standards in literacy and numeracy

Rydym wedi cynhyrchu’r ffilm hon i ddangos enghreifftiau o arfer effeithiol y cyfnod sylfaen wrth gyflwyno llythrennedd a rhifedd ym Mlwyddyn 1 a Blwyddyn 2 trwy ddefnyddio profiadau dysgu rhyngweithiol a llawn hwyl.  Y nod yw ysgogi trafodaethau mewn ysgolion a rhwng ysgolion, i hybu arfer effeithiol mewn addysgu a dysgu ar draws Cymru.
-	Around a quarter of schools deliver the Foundation Phase well. In these schools staff understand and implement active learning approaches and use the outdoor learning environment to encourage pupils to be more engaged in their learning. Staff plan in a creative and imaginative way making learning active and fun. Where this is not done well, pupils do not have enough opportunities to practice their literacy and numeracy skills independently and reply too heavily on adult direction. 
-	There’s the teaching of the skills, particularly in English and Maths and there’s the opportunity for the children to apply those skills in ways that they’re interested in. We’re quite clear that our focus is certainly on high standards of English and Maths and then allowing children opportunity to apply that and we’re quite keen that when we do something we do it really well. So when it’s a directed task so for example when teaching reading that we do that really, really well and we’re very clear that all our children will learn to read and will get to the best they can do by the time they leave the Foundation Phase. 
-	The safety net to that is checking balance is there, because balance is critical. But the balance for us is unique to our children and I think it’s unique in every setting. Because you need to make sure that formal bit is done very well and can then be applied but maintaining the balance between the two is critical as well. 
-	When we first did Foundation Phase, we did go too informal and the children were doing their own learning but standards weren’t what they could have been. Then we went quite formal where there was an improvement in standards but there was definitely an impact on wellbeing and engagement, particularly with our boys. Now we feel we’re quite balanced where we do teach the skills but there’s also plenty of opportunities for the children to follow their own learning and apply those skills in their own ways. 
-	Pan gaiff disgyblion resymau ystyrlon i ysgrifennu mewn gweithgareddau annibynnol, mae’r rhan fwyaf o ddisgyblion yn trosglwyddo’r hyn ddysgon nhw wrth weithio gyda’r athro i weithgareddau annibynnol ar draws feysydd dysgu. Lle caiff hyn ei wneud yn dda, mae gan ddisgyblion ymdeimlad clir o’r hyn maen nhw eisiau ysgrifennu amdano a’r fformat cywir ar gyfer y math arbennig o ysgrifennu.  
-	We’re making a football book and we’re going to make a Team of the Year. Then after we’ve done the book we’re going to film it on green screen. 
-	We’re just going to pick our favourite players in it and our favourite team. 
-	It’s one of my best lessons. Fun!
-	Amazing.
-	I think what we’ve really focussed upon is being very, very clear with our aims and objectives and our aims and objectives have been to ensure our children, who sometimes come in with some quite low-level skills, actually do learn to read and write to a high standard and their numeracy is at a high standard too and when we are doing that we really push them and ensure with our systems in school that no child falls through the net and when they do start to struggle we catch them early and push them on.
-	“And your mum of course and three nice friends. When Grandma blew her candles out everybody went clap, clap except that naughty crocodile and the crocodile went snap, snap!”
-	We have a duty with these children and we have that marker in the sand as to where we need to get them to we’ve got that marker in their lives of where we’ve got to drive to get to so that every aspect of what they do in school has real passion and real drive behind it to give the children in our care the best possible chance they can get but we also have many other skills to build into the psyche behind education, the problem-solving, the resilience, the fun, the enjoyment of education. The fun of solving a problem, the fun of succeeding is critical as well and feeling that success.
-	“Turn to face North and go to the chickens”.
-	When pupils are immersed in a learning environment that gives them numerous opportunities to read a variety of texts, to practice their reading skills, and to read for enjoyment they make good progress in developing their reading skills. 
-	So what we’re doing is we wrote a play script about Fantastic Beasts and now we are videoing it on green screen. What you have to do is press this wheel and then you have to turn it to what colour it is, so yeah that’s it! Action!
-	“There’s breaking news: magic monsters have arrived at Earth all the way from Saturn. They are here to invade. Don’t forget to check under your bed in case a monster is lurking in your bed. That is our news for today”.  
-	We use experiential learning to develop literacy and numeracy skills across the curriculum for example children are at the moment studying water and from the nursery up to Year 6 children are looking at sea objects, we’ve seen children looking at the rainbow trout, they have opportunities to do observational drawings, they measure the fish they look at the source of the object, they have opportunities to write poetry based on the rivers that the fish might be in and that’s the way we develop literacy and numeracy skills across the curriculum.
-	What does it say, shall we read it together?
-	Mae athrawon mewn tua hanner o ysgolion yn cydnabod pwysigrwydd ‘siarad i ddysgu’. Yn yr ysgolion hyn, mae’r rhan fwyaf o ddisgyblion yn dangos dealltwriaeth gynyddol o iaith, mae ganddyn nhw ddychymyg byw ac maen nhw’n gallu defnyddio iaith i archwilio’u profiadau a’u byd dychmygus eu hunain.  
-	 “The jail needs one fish each for the prisioners. Last week they had 7 prisioners. Yesterday 5 of them left. How many fish will they need?”
-	7 take away 5 equals 2 – you were right then!
-	Most pupils achieve well in Mathematics when they have interesting opportunities to use their skills both indoors and outdoors. They make good use of the Maths they have learnt in independent activities. 
-	Un o’r brîf effeithiau y dull yma o weithredu yw bod gan yr athrawon a’r staff yn gyffredinol gwell ddealltwriaeth a adnabyddiaeth o’r disgyblion sydd yn eu dosbarthiadau nhw. 
-	Os ni’n agor pob allweddydd ni’n cael sticker o mewn tu fewn y ces. 
-	Rydyn ni’n teimlo hefyd bod y plant wedi magi llawer mwy o ddiddordeb a brwdfrydig yn ei waith bob dydd, oherwydd eu bod nhw yn gweithio yn annibynnol. Maen nhw’n cael y cyfleoedd i fynd ati i gyflawni eu heriau yn hollol annibynnol a cwblhau tasgau sydd o fewn eu diddordeb nhw. Yn sgil hyn wedyn mae eu brwdfrydedd nhw a’i diddordeb nhw at eu gwaith nhw yn tyfu ac o ganlyniad hynny, ni’n gweld bod e’n gael effaith eto ar safon gwaith sydd yn cael eu gyflawni achos bod eu dealltwriaeth gyda nhw o’r hyn sydd yn digwydd.
-	The advice I’d give to other schools is really not to be frightened about making that jump into trying new things, getting out there, listening to the learners really. What do they want to learn about? You can teach the skills through a variety of vehicles and you can do it outside and they want to learn and you’ll get better results from their increased engagement really.
-	Put the thing on the 6!
-	No, put two hands on the 6. Then put another hand there.
-	So my advice is don’t be frightened, don’t regurgitate, don’t stick to the “Oh well we always do this topic!”. Just do it, go with what they want, go outside and make it practical, make it fun and make it purposeful. If they know why they’re doing it you’ll get better end results.