Siarter Iaith Cymraeg Campus CSC Secondary School Framework (Pilot)

Background and Context

The Welsh government aims to have a million Welsh speakers by 2050. This is a long-term aim, and the education system has a key role to play in achieving it.

One of the key aims within the 2050 Welsh strategy is to establish positive practices in the use of the language, as well as formal and informal opportunities to use Welsh socially.

The strategy states that there is a need to plan provision for children and young people who not only give them the opportunity to use or practise Welsh, but who are immersed in positive attitudes in terms of the language, which will mean that they decide to use it . That can pay dividends in the long term, helping them to see that it is not just related to the school, but that there is a rich social and cultural world involved.

Cymraeg 2050: A Million Welsh Speakers

We want all our learners to have the opportunity to be bilingual. In order to reach a million speakers, we will need to increase the number of learners in English-medium schools that succeed in acquiring the language’

Curriculum For Wales

The Welsh language sits within the Language, Literacy and Communication AoLE. However, it is paramount that the 'Welsh Dimension' transcends all 6 Areas of Learning.

"There is the expectation that the Welsh language, history, literature and culture will be a cross-cutting theme across all areas of learning and experience”

Katherine Davies (Welsh Government)

One National Framework

The aim is to embed positive habits and attitudes towards the language through purposeful planning within schools and to promote informal use of it among learners inside and outside school, bringing together various partners to implement. Facilitating the use of Welsh, across the curriculum and in wider activities, with planned linguistic progression throughout all phases of education, will offer all children and young people the opportunity to become fully bilingual.

To ensure that we support the development of the Welsh language across all our schools, and to align with the development of the new curriculum, we have created one national framework, which builds on existing projects including the Welsh Language Charter (Siarter Iaith), Cymraeg Campus and the supporting Welsh language practices project.

All schools, regardless of their linguistic nature, will work within the same framework to achieve the aim of ensuring that learners:

are confident in using their Welsh language skills

foster positive attitudes towards the language

increase the use of the language inside and outside the school.

The implementation of this framework will be a core part of offering opportunities to children and young people to enrich their learning experiences and will play an important part in supporting the new curriculum.

This framework will provide guidance for schools not yet involved in the journey by offering clear starting points and objectives. At the same time, it offers guidance and opportunities for schools already involved to develop further, by building on the good work already accomplished, and allowing them to continue with the enthusiasm that the Siarter Iaith and associated programmes have created.

Objectives and Outcomes

Five outcomes have been developed for the implementation of the Siarter Iaith framework. They are based on the Siarter Iaith, Cymraeg Campus, and the supporting language practices project, and are aimed at ensuring that the Welsh language and its informal use, is at the heart of the strategic development and ethos of all schools in Wales. It is important to note that there will be flexibility to the outcomes and objectives within the framework. Not all schools will be expected to work towards each of the outcomes and objectives, and schools can focus on specific outcomes and objectives depending on the school's situation, which will allow them to build on the work over a period of time. The role of regional consortia in identifying and setting priorities with individual schools will be key.

Objectives and Action Plans

A series of objectives have been developed which will be appropriate for schools of all categories in Wales. Each school can develop its own action plan in order to meet the outcomes and reach the objectives, based on the school’s current position. Schools will be encouraged to develop challenging but achievable plans with support from regional consortia officers. Each school will follow its own path in order to achieve the outcomes and meet the objectives, in line with the school's current situation. A monitoring structure will be put in place to measure progress and support schools to continually develop and build on progress. Schools will be encouraged to include their action plans as a core part of schools' overall development plans.

Schools will be encouraged to ensure that they involve the whole school community in the implementation of the framework – learners, the whole workforce, parents/carers, governors and the wider community.

Schools will also be encouraged to make every effort to work in partnership with other schools within their cluster, as well as specific efforts to work between primary and secondary schools to ensure continuity and a seamless pathway of support for learners.

Online Questionnaire

The Gwe Iaith Language Web questionnaire, which is a series of questions for learners about their language use in different situations and their attitudes towards the language, is currently an important part of the work in a number of schools. Readings of the questionnaire are completed at the beginning and end of an implementation period. The findings of the questionnaire are used as a basis for schools' individual action plans. The online questionnaire will be available on Hwb to all schools in Wales so that it can be used as one of the methods of measuring progress within this work.

Outcome 1: Leadership Shown at Whole School Level

  • Senior Management Team
  • School Staff
  • Learners
  • Parents/Carers
  • Governors

Outcome 1: Examples of Possible Actions

• The majority of areas inside and outside of the school have Welsh / Bilingual signage.

• Welsh is prominently displayed around the classroom e.g.welcome poster on the door - the majority of areas are named in Welsh.

• A general Welsh display in the classroom and outside the classrooms.

• An element of Welsh at an appropriate level is visible on other classroom subject displays.

• The reception area reflects the current vision for Wales.

• Welsh is prominent on the school website e.g.Welsh signage on school website, Links to online activities for parents and children.

• The questionnaire demonstrates that the majority of pupils enjoy using Welsh informally.

• Cwricwlwm Cymreig is planned for and can be seen in the School Development Plan.

• Phone calls are answered in Welsh and answerphone message is bilingual.

• There’s a Welsh ethos to the morning assemblies – including Welsh songs.

• The school has set up a Criw Cymraeg which leads on developing Welsh in the school.

• Use television screens around the school to advertise and promote Welshness and the Welsh language.

• All members of staff have been part of the Welsh HMS and understands the aim of the Welsh Charter.

• Session for new staff to introduce the Welsh Charter and to explain what the school’s expectations.

• Timetable available for local Welsh classes in the school.

• Distribute pamphlets explaining the value of bilingualism and the purpose of the Welsh Charter to new parents.

• Ensure that the whole workforce follow the vision concerning Siarter Iaith.

• Every member of staff is conscious of the responsibility to promote the use of Welsh at all times.

• A presentation is given to parents on the advantages of bilingualism and of learning Welsh.

• The position of the school's website Twitter/ Facebook correspondences promote and celebrate the success of Siarter Iaith

• An introduction by Criw Cymraeg to the full Governors e.g. introduce the Welsh Charter and targets needed to be for completed for the next award.

• Governor appointed to be responsible for the Siarter Iaith.

• Governors receive reports on the activities/tasks of Siarter Iaith by the representative of the school council.

• The school's policy concerning the development of Welsh as a subject and as a means of education is a response to the authority's policy and the aims and objectives of the |Welsh government effectively acted upon by the workforce.

Outcome 2: Learners take ownership of the Welsh language and understand its relevance to everyday life.

  • Criw Cymraeg
  • Relevance of Welsh to everyday life

Outcome 2: Examples of Possible Actions

• Criw Cymraeg contribute to the school’s newsletter reporting on the school’s progress with the Language Charter

• Pupils create posters to encourage other people to speak Welsh e.g. ‘Siaradwch Gymraeg gyda ffrindiau.’ ‘Mae Cymraeg yn wych.’

• Pupils to create a display in a communal area within the school that promotes the advantages of learning Welsh.

• Pupils use Welsh incidentally when expressing basic needs e.g. Ga i fynd i'r tŷ bach os gwelwch yn dda? Ga i bensil os gwelwch yn dda?

• Pupils understand and respond to basic Welsh questions and commands.

• Pupils are taught the benefits of learning Welsh.

• Pupils feel pride by connecting the language, culture and Welsh traditions with positive and affirmative experiences.

Outcome 3: Schools encourage learners’ use of the language outside the classroom and offer Welsh-language experiences across the curriculum.

  • Welsh across the curriculum
  • Enrichment activities and experiences
  • Welsh outside the classroom

Outcome 3: Examples of Possible Actions

• Pupils learn a variety of welsh songs that include the Welsh National Anthem ‘Hen Wlad fy Nhadau’..

• Criw Cymraeg to work on one project to promote use of Welsh outside of the classroom e.g.

• Pupils use Welsh incidentally when expressing basic needs. e.g. in the dinner hall.

• Projects are conducted to facilitate welsh/welshness.

• Pupils greet staff in Welsh.

• The Criw Cymraeg help organise events to celebrate Dydd Gwyl Dewi, Diwrnod Shwmae, Eisteddfod and take part in Urdd sport activities etc.

• Pupils have access and make good use of Welsh apps, iBooks on an iPad, use word processing programs to refine the teaching, enjoyment and understanding of Welsh and Welshness.

• The school holds a lunchtime or after school Welsh club with a variety of activities.

• Some of the KS3 pupils are members of the Urdd.

• The school organises an annual school Eisteddfod where all singing, recitation and homework competitions are through the medium of Welsh.

• Pupils have a good grasp of subject terminology in Welsh in a few subjects across the curriculum.

• Pupils are provided with a range of audio / audio visual Welsh stimuli and are able to participate in a range of exciting activities through the medium of Welsh.

• The school has a graffiti wall where pupils can respond in Welsh to questions asked by teachers or the Criw Cymraeg.

• Increasing the use of the Cwricwlwm Cymreig in order to develop Welsh ethos that encourages pride in their identity and enthusiasm for the language and it’s use.

• The workforce stress and promote the knowledge and understanding of pupils of Welsh history by introducing aspects such as; Welsh pirates, Hywel Dda, Mining, Age of Saints, Age of the Welsh Princess, Owain Glyn Dŵr, Griffth Jones Llanddowror, Cynghanedd, Aneurin Bevan, Protests (Rebecca Riots, Merthyr Riots, Chartists, Greenham Common, Penrhyn, Tryweryn, Penyberth, Aberfan, Eileen Beasley, Greenham Common, Suffragettes, Cadwaladr Morgan etc.) Patagonia, William Morgan and Translation of the Bible, Missionaries, The Industrial Revolution, Treason of the Blue Books, John Hughes from Merthyr, Aneurin Bevan, David Lloyd George Sir Ifan ap Owen Edwards and the Urdd.

• Invite heroes (popular culture) /business people/ council / past pupils / representatives from health board to visit the school to discuss the value of Welsh.

• A firm consciousness and understanding by the pupils of the cultural, economic, environmental, historical and linguistic characteristics of Wales.

• Pupils profit from out of school experiences that strengthen their use of Welsh.

• Workforce stress the promotion of champions of sport from Wales, promote Welsh teams etc...

• Pupils being steeped in Welsh traditions in the context of 'Y calendr Cymraeg'.

• To increase the use of Welsh in informal situations in school and in the community eg. the yard, sporting facilities (this is essential to the growth of Welsh in the school).

• Increasing the use of the Cwricwlwm Cymreig in order to develop Welsh ethos that encourages pride in their identity and enthusiasm for the language and it’s use.

Outcome 4: The school workforce develops their Welsh language skills and uses Welsh with each other and with the learners.

  • School Development Plan
  • Professional Development
  • Wider school workforce

Outcome 4: Examples of Possible Actions

  • Staff attend all designated Welsh courses ranging from beginners to more advanced ones run by Central South Consortium (including sabbaticals)
  • Raise awareness of the use of Welsh amongst staff in school by effective use of displays in staffrooms
  • More opportunities in the majority of lesson plans for bilingualism
  • Teachers and pupils greet each other in Welsh
  • The date is written in Welsh on the whiteboard and in pupils’ workbooks in most subjects
  • Teachers write a general marking comment in Welsh in pupils’ workbooks in most subjects
  • The register is taken in Welsh
  • Teaching staff and Support staff use incidental Welsh to give basic commands throughout the day
  • Ensure that the workforce take advantage of Welsh learning classes/ improving language
  • The support staff use Welsh occasionally throughout the day
  • School ensures that all members of workforce have opportunity to develop their skills and proficiency in Welsh (teaching standards)

Outcome 5: Work in partnership with the wider school community to support learners’ use of Welsh outside school.

  • Opportunities
  • Outside Agencies - Urdd, WRU, Mentrau Iaith, Careers Wales
  • Technology / Social Media
  • Music / Television
  • Local community

Outcome 4: Examples of Possible Actions

• The school occasionally invites Welsh speakers into the school.

• The school annually takes part in Urdd sport activities.

• The school annually takes part in the Urdd Eisteddfod stage and / or literary competitions for Welsh learners.

• There is an emphasis on Welsh when creating and selling products for enterprise activities e.g. bilingual Christmas cards, calendars, decorated cakes, decorations.

• Visit Primary schools in the cluster to share good practice.

• The school establishes a link with a local school so that the pupils can converse in Welsh via email or video link on a familiar topic e.g. news.

• The school organises Welsh trips e.g. to Llangrannog, Caerdydd, Glanllyn, Sain Ffagan etc to develop pupils use and enjoyment of Welsh.

• Establish a Professional learning community to share good practice between schools.

• Digital projects organized with the Primaries e.g. where year 6 children blog their feelings and fears of moving into the Secondary sector (in welsh).

There is need to determine short, medium and long term targets in order to ensure increase in Welsh teaching across the curriculum in the school and cluster in the future. Cooperation at all levels within the school community is essential and must ensure that all the parties work together towards ambitious and objectives.

Schools should ensure that they involve the full school community by implementing the Welsh charter including pupils, workforce, parents, governors and the larger community. Schools should also make every effort to work together with other schools, including feeder primary coordinators to promote progression for all the pupils.




Created By
Bethan Davies