Cymraeg yn yr Ysgol/Welsh in the School
Guilsfield School is an English medium school and follows the Welsh Language Development programme in the Foundation Phase and the Welsh Language programme of study in Key Stage 2 as per below.
Welsh Language Development in the Foundation Phase
During the Foundation Phase, children will learn to use and communicate in Welsh to the best of their ability. Children listen to Welsh being spoken and taught to respond appropriately in familiar situations, using a range of patterns. They are encouraged to communicate their needs in Welsh and will be increasingly exposed to Welsh. Skills are developed through communicating in a range of enjoyable, practical planned activities, and using a range of stimuli that build on and increase children’s previous knowledge and experiences, in safe and stimulating indoor and outdoor learning environments. The children’s oral experiences are used to develop their reading skills and they are encouraged to choose and use Welsh reading materials. They listen to a range of stimuli, including audio-visual material and ICT interactive software in Welsh. Children are given a range of opportunities to enjoy mark-making and develop their writing skills in Welsh. Language skills learned in one language support the development of knowledge and skills in another.
Welsh second language at Key Stage 2 At Key Stage 2
Learners build on the skills, knowledge and understanding acquired during the Foundation Phase. This progress is achieved through an integrated programme of oracy, reading and writing. Learners are presented with experiences and opportunities that interrelate the requirements of the Skills and Range sections of the programmes of study.
Learners speak with confidence, working as individuals and as members of a group and using a range of vocabulary, phrases, sentences and questions. The experiences presented to them include opportunities to take part in drama and role-play activities. They develop as active and responsive listeners, and experience a wide range of texts, including authentic materials, as they develop as independent and effective readers. They write in response to a range of stimuli with a growing understanding of the need to speak and write in a way that is appropriate to the purpose and audience. They work with increasing accuracy and they become reflective and evaluative in relation to their own and others’ achievements.