Cefndir Background

1. Y Fframwaith Sgiliau yng nghyfnod allweddol 3Arfarniad o effaith y Fframwaith Sgiliau ansatudol ar gyfer dysgwyr 3 i 19 oed yng Nghymru yng nghyfnod allweddol 3The Skills Framework at key stage 3An evaluation of the impact of thenon-statutory Skills frameworkfor 3 to 19-year-olds in Walesat key stage 3

2. 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.

3. Prif ganfyddiadau Main findings • The Skills Framework’s main effect has been to raise awareness of the need to develop pupils’ skills, particularly literacy and numeracy. • 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. • Prifeffaith y FframwaithSgiliau fu codiymwybyddiaeth am yr angen i ddatblygumedraudisgyblion, ynenwedigllythrennedd a rhifedd. • O Fedi 2013, bydd y FframwaithLlythrennedd a Rhifeddynadeiladuar y disgwyliadau a nodiryn y FframwaithSgiliau. Byddynofyniadcwricwlaiddstatudol, ac yncynnigmwy o fanylderargyfercynllunio’rcwricwlwmcyfan.

4. Prif ganfyddiadau Main findings Cynllunioyngnghyfnodallweddol 3 • Lleiafrif o ysgolionynunigsy’ncynlluniodatblygiadmedrauar draws y cwricwlwm. Maentynsicrhauymdriniaethdda a bod medraugenerigyncaeleudatblygu’ngydlynusar draws yrhollbynciau. • Ychydigo ysgolionynunigsy’ncynlluniocwricwlwmcydlynusgydalefelgynyddol, barhaus o her mewnmedraugenerig. • Mae’nddyddiaucynnariawnbronymmhobysgol o ran cynllunioargyfermedrautechnoleggwybodaeth a chyfathrebuar draws yrhollfeysyddpwnc. 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. • Only a few schools plan a co-ordinated curriculum with an ever-increasing level of challenge in generic skills. • Planning for numeracy and information and communication technology skills across all subject areas is at a very early stage in nearly all schools.

5. Prif ganfyddiadau Main findings Cynllunioyngnghyfnodallweddol 3 • Mae ganbron bob ysgolaelod o staff sydd â chyfrifoldebcyffredinol am ddatblygu a gweithredustrategaethargyferdatblygumedraugenerig. • Ynyrychydigenghreifftiaullemaeysgolionyncydlynudatblygiadmedraugenerigyndda, maeuwcharweinwyryncyfleugweledigaethglir o ran sut i wellamedraugenerigdisgyblionymmhobpwncar draws y cwricwlwm. Planning in key stage 3 • 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.

6. Prif ganfyddiadau Main findings Curriculum planning • 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. • 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. Cynllunio’rcwricwlwm • Ychydigiawn o adrannausy’ngweithiogyda’igilyddigydlynuagweddauareugwaith. O ganlyniad, nidydyntyncynlluniocwricwlwmsy’ndatblygumedraugenerigynraddolar draws yr hollbynciau. • Ychydig o ysgolionynunigsy’ngweithio’nagosgyda’uhysgolioncynradd partner igynlluniocwricwlwmsy’nadeiladu’nbriodolarfedraudisgyblion pan fyddantynsymud o gyfnodallweddol 2 igyfnodallweddol 3.

7. Teaching and assessment • Where subject teachers develop pupils’ writing skills effectively, they provide pupils with opportunities to attempt open-ended questions and structure these carefully to challenge pupils at the appropriate level. They share and clearly explain assessment criteria with pupils. • In a minority of cases, over-reliance on worksheets means that there are few opportunities for writing at length. This restricts pupils’ progress in writing. Prif ganfyddiadau Main findings Addysgu ac asesu • Pan maeathrawonpwncyndatblygumedrauysgrifennudisgyblionyneffeithiol, maentynrhoicyfleoeddiddisgyblionroicynnigargwestiynaupenagored ac maentynstrwythuro’rrhainynofalusiheriodisgyblionar y lefelbriodol. Maentynrhannu ac ynesboniomeiniprawfasesuynglirgydadisgyblion. • Mewnlleiafrif o achosion, maegor-ddibyniaethardaflennigwaithyngolygumaiprinyw’rcyfleoeddiysgrifennu’nestynedig. Mae hynyncyfyngucynnydddisgyblionmewnysgrifennu.

8. Prif ganfyddiadau Main findings Assessment of generic skills • 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 whole-school strategy that aims at co-ordinating 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. Asesu medrau generig • 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.

9. Prif ganfyddiadau Main findings Tracking of pupils’ progress in generic skills • A few schools use externally-produced 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. • In 2013, the Welsh Government are introducing national tests of reading and numeracy for all pupils from Year to Year 9. Olrhaincynnydddisgyblionmewnmedraugenerig • Mae ychydigo ysgolionyndefnyddioprofiondarllen, mathemateg a rhesymu a luniwydynallanolarddechrau a diweddcyfnodallweddol 3. Foddbynnag, nidyw’rprofionhynynmesurgalluoedddisgyblionmewnmedraugenerigyn y ffordd y mae’rFframwaithSgiliauyneudiffinio. • Yn 2013, maeLlywodraethCymruyncyflwynoprofiondarllen a rhifeddcenedlaetholargyferpobdisgybl o Flwyddyn 2 i Flwyddyn 9.

10. ArgymhellionRecommendations Secondary schools should: • ensure appropriate and progressive coverage in key stage 3 to develop pupils’ skills in thinking, communication, information and communication technology and numeracy skills; • work with their partner primary schools to ensure suitable continuity and progression in the development of generic skills; Dylai ysgolion uwchradd: • sicrhau ymdriniaeth briodol a graddol yng nghyfnod allweddol 3 i ddatblygu medrau meddwl, cyfathrebu, technoleg gwybodaeth a chyfathrebu a medrau rhifedd disgyblion; • gweithio gyda’u hysgolion cynradd partner i sicrhau parhad a dilyniant addas o ran datblygu medrau generig;

11. ArgymhellionRecommendations Dylaiysgolionuwchradd: • gydlynu’r dull argyferaddysgu, cyfathrebu, meddwl, technoleggwybodaeth a chyfathrebu a medraurhifeddyngnghyfnodallweddol 3; a • datblygusystemaueffeithiolargyferolrhaincynnydddisgyblionwrthddatblygumedraugenerigilywiocynllunioyn y dyfodol. Secondary schools should: • co-ordinate the approach to teaching, communication, thinking, information and communication technology and numeracy skills in key stage 3; and • develop effective systems for tracking pupils’ progress in developing generic skills to inform future planning.

12. ArgymhellionRecommendations Local authorities should support schools in: • planning a curriculum that develops pupils’ literacy and numeracy skills progressively across all subjects in key stage 3; and • assessing and tracking pupils’ generic skills development between key stage 2 and key stage 3, and throughout key stage 3. Dylaiawdurdodaulleolgefnogiysgolion o ran: • cynlluniocwricwlwmsy’ndatblygumedraullythrennedd a rhifedddisgyblionynraddolar draws yr hollbynciauyngnghyfnodallweddol 3; ac • asesu ac olrhainmedraugenerigdisgyblionrhwngcyfnodallweddol 2 a chyfnodallweddol 3, a thrwygydolcyfnodallweddol 3.

13. Arfer orau Best practice 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. 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.

14. Arfer orau Best practice • Deilliannau • Mae disgyblion yn deall pa mor dda • y maent yn gwneud cynnydd mewn • meysydd medrau gwahanol ac yn gallu • gosod targedau priodol ar gyfer gwella • iddyn nhw eu hunain. • Mae disgyblion yn cynllunio prosiectau • cynyddol gymhleth sy’n datblygu eu • medrau mewn cyd-destunau ysgogol. • Mae disgyblion yn datblygu eu gallu • i weithio yn annibynnol, arfarnu eu • gwaith eu hunain a gosod targedau • priodol ar gyfer gwella. • Mae disgyblion yn gwneud cynnydd • amlwg mewn llythrennedd, rhifedd • meddwl a thechnoleg gwybodaeth a chyfathrebu. Outcomes • Pupils understand how well they are progressing in different skill areas and are able to set themselves appropriate targets for improvement. • Pupils plan increasingly complex projects that develop their skills in stimulating contexts. • Pupils develop their ability to work independently, evaluate their own work and set appropriate targets for improvement. • Pupils make clear progress in literacy, numeracy, thinking and information and communication technology.

15. 10 cwestiwn i ddarparwyr 10 questions for providers • 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? • 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?

16. 10 cwestiwn i ddarparwyr 10 questions for providers • 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? • A yweindisgyblionynymwybodolo’ucynnyddmewnmedrauamrywiol? • A yweinhuwcharweinwyryncyfleugweledigaethglir o ran sutiwellamedraudisgyblionynyrhollbynciauar draws y cwricwlwm? • A ydymni’nmonitro pa mordda y maeathrawonyndatblygumedraudisgyblion? • A ydymni’ngweithiogydagysgolion partner igynlluniocwricwlwmsy’nadeiladu’nbriodolarfedraudisgyblion pan fyddantynsymud o gyfnodallweddol 2 igyfnodallweddol 3? • Pa hyfforddiant a chymorth y maepob un o’n staff wedi’igaeliwellallythrennedd a rhifedd?

17. http://www.estyn.gov.uk/download/publication/245263.2/arfarniad-o-effaith-y-fframwaith-sgiliau-anstatudol-i-ddysgwyr-3-i-19-oed-yng-nghymru-yng-nghyfnod-allweddol-3-mai-2012/http://www.estyn.gov.uk/download/publication/245263.2/arfarniad-o-effaith-y-fframwaith-sgiliau-anstatudol-i-ddysgwyr-3-i-19-oed-yng-nghymru-yng-nghyfnod-allweddol-3-mai-2012/ http://www.estyn.gov.uk/download/publication/245235.9/an-evaluation-of-the-impact-of-the-non-statutory-skills-framework-for-3-to-19-year-olds-in-wales-at-key-stage-3-may-2012/

18. Cwestiynau... Questions…