It is undeniably the eleventh hour for Welsh second language. Although there are many wonderful teachers working in the field, and some individual examples of exemplary teaching, Estyn reports show that the overall standard has fallen annually; in fact, pupil attainment levels are lower than in any other subject. Had this been said of Mathematics, or English, a revolution would undoubtedly have ensued. But low attainment in Welsh second language has been accepted as the norm.
If we are serious about developing Welsh speakers, and about seeing the Welsh language thrive, a change of direction is urgently required before it is too late. Aside from developing future Welsh speakers, we also have an obligation to the young people in our schools who are trying to learn the language. According to the evidence, this is a very tedious experience for large numbers of them – they do not regard the subject as being relevant or of any value to them. They are not confident enough to use Welsh outside the classroom – the opportunities to do so are actually very limited – and there is no incentive therefore to learn the language.
Welsh second language is a statutory subject in the National Curriculum. It became a compulsory subject for all pupils at Key Stages 1, 2 and 3 in 1990, and compulsory at Key Stage 4 nine years later. However, it is not a core subject and does not therefore have the same status as subjects such as Welsh first language and English. At Key Stage 4, schools register pupils for the full course or short course GCSE examination (or an equivalent NVQ qualification); register pupils for an entry level qualification; or chose not to register pupils for any Welsh language examination. The statistics reveal all: in 2012, 27.4% of pupils were entered for the full course second language GCSE, 35.3% for the short course second language GCSE, and 15.4% for the first language GCSE; but 21.9% of pupils in Wales did not sit any Welsh language examination. We are totally convinced that fundamental changes have to be made to increase the number of Welsh speakers and develop a bilingual workforce for the future, but most importantly to give every child in Wales a real opportunity to become fluent in Welsh and to reap all the benefits of fluency.
The Group has reviewed the provision and received evidence verbally and in writing from institutions, teachers, parents and, more importantly, from pupils themselves. There was also an opportunity to question and talk to experts in the field. Evidence was received regarding good practice, along with examples of notable success in several schools and of teachers’ commitment to the subject. The picture is certainly not bleak in every respect. Wales has some extremely effective second language teachers, who are thoroughly conscientious and always go the extra mile – they are champions of Welsh within their schools who lead on all matters relating to the Welsh language. However, evidence was also received on how to improve the provision.
Some specific themes emerged which we have used as a basis for our recommendations: the status of the subject; the nature of the curriculum and progression; assessment; teaching and learning; resources; the workforce, and informal learning. We addressed the controversial idea of a language continuum, and this led us to suggest that the Literacy Framework for 2 Welsh be developed as a basis for one continuum of learning Welsh in all schools – this would result in the term ‘second language’ itself being removed. The importance of developing the use of Welsh as a medium in English-medium secondary schools was also discussed.
However, the most important recommendation of all is the necessity for the subject to be accorded the same status as core subjects in schools; with equal status in the National Curriculum and the same prominence in performance measures, we can bring about the change that is essential if we are serious about creating Welsh speakers. It is important, of course, that Welsh second language is not discussed in isolation and that it is seen in a wider context that includes learning the language in Welshmedium and bilingual schools, and the Welsh for Adults sector. Key Stages 3 and 4 do not take place in isolation either – they are founded on Key Stage 2 and the Foundation Phase and we must ensure that these foundations are solid.
The success of the subject at Key Stage 4 in turn affects the number of pupils studying A level Welsh and Welsh as a degree subject, and those numbers are crucial if we want to develop teachers who have the appropriate linguistic and academic skills. The future of Welsh and Welsh culture is wholly dependent on transmitting the language to our young people. And not only that: they have to want to use the language every day if it is to be a viable language, a language that is spoken confidently at the end of the twenty first century. If this review’s recommendations are implemented, the years ahead will undoubtedly be challenging. But they will also be very exciting as we meet that challenge and realise the vision of putting Welsh at the core of the educational and personal development of every pupil in Wales.
(Professor Sioned Davies )
To cheer you up a bit, here's the legendary Half Man Half Biscuit ( happy days!) doing, rather incongruously, a medley of "Calon Lân" and "Help Me Rhonda" ( Beach Boys) in their own inimitable way ... parch !!
She's doing all the work.
She talks and talks and talks and talks.
She isn't reinforcing anything... it all whizzes past them.
Get them doing something for God's sake !
They can't even see the number on Beckham's arm
Her gladiator pictures are far too small.
She's trying too hard to be liked.
She's only interacting with a few of the students.. the rest aren't engaging at all.
She keeps telling them that it's complicated. Don't do that!
Her writing on the board is crap. It's far too faint as well.
She keeps looking down at her notes.
She misses lots of opportunities ... why didn't she expand on the word gladiator?
She's just not used to this style of teaching, or that type of pupil.
Ofsted would want to see her stating her"Learning Objectives" right up front .. and on the board.