Rhian Griffiths and Nia RowlandsYsgol Gyfun Bro Morgannwg

Ysgol Gyfun Bro MorgannwgSchool opened in 2000 with 123 pupils835 pupils today5 feeder primaries – 3 in Barry, Penarth and

Cowbridge.91% from homes where English is the main

language58% from Barry town7% FMSMarch 2012 –Won the NACE Challenge

award

Effective classroom observation can improve teaching and learning. ESTYN October, 2014.

“Some have questioned whether classroom observation is helpful in improving the quality of teaching. The visits we made to successful and improving schools confirm that effective observation can both improve teaching and raise levels of attainment.

“Classroom observation, underpinned by a well-established culture of improvement, is at its most effective when combined with other types of evaluation that involve scrutinising the work of learners and listening to the learner voice. In this context, observation can contribute to building up a rounded picture of teaching and learning, rather than being just a snap-shot of one lesson.

“I encourage all schools to review the use they make of classroom observation as part of self-evaluation in support of teachers’ professional development. Schools should develop a clear policy for classroom observation with the aim of raising standards of teaching in schools”.

Secondment for 14 months to EstynCPDDisseminate good practiceSupport the school to retain it’s good record

of good and excellent teaching. How?

2.2 Addysgu. Cryfderau - Her a

disgwyliadau uchel.Gwahaniaethu.Cwestiynau treiddgar.Asesu ar gyfer dysgu

pwrpasol sy’n atgyfnerthu’r dysgu.

Cyflymder y gwersi.Sesiynau cyson i wirio

dealltwrieth.Cymryd risg.Hiwmor a mwynhad.

Strengths- High expectations and challenge.

Differentiation. Probing questioning. Assessment for learning

which is purposeful and strengthens the learning.

Pace of lessons. Mini plenaries Risk taking. Humour and enjoyment.

Teaching.

Meysydd i’w datblygu.

Rhy athro ganolog.Cwestynau caëdig.Dim gwahaniaethu.Dim cyflymder i’r

wers.Diffyg her a

disgwyliadau isel.Llyfrau heb eu

marcio.

Too teacher led.Closed questioning.No differentiation.Pace of lesson to

slow.Lack of challenge

and low expectations set.

Books not marked.

Areas for improvement.

2.2 Asesu ar gyfer dysgu.

Cryfderau - Polisi ysgol gweithredol

SPTAG gweithredol. Sylwadau deiagnostig ac

adeiladol. Cyfle i ymateb i dargedau. Disgyblion yn ymwybodol o’u

targedau Targedau yn weladwy ac yn glir

mewn llyfrau. Disgyblion yn gwella cywiriadau

ieithyddol. Y sampl o lyfrau yn cyd-fynd

gydag argraffiadau yn yr ystafell ddosbarth pan fo gwersi

Targedau diagnostig yn seiliedig ar feini prawf llwyddiant a medrau’r dasg.

Strengths- school policy adhered to Consistent approach to Marking

policy Diagnostic and constructive

comments Opportunity to respond to targets Pupils fully aware of their targets Targets communicated clearly and

visible in books Opportunity to go back to correct

common errors Marking in sample is a true

reflection of the marking in the classroom [ not glossed for inspectors]

Targets at the end of work refer back to clear success criteria

Assessment for learning.

Meysydd i’w datblygu. Dim cydymffurfiaeth â

pholisi asesu’r ysgol. Dim dilyniant ar ôl nodi

bod gwallau yn y gwaith. Dim cofnod o dargedau

disgyblion. Disgyblion ddim yn

ymwybodol o’u targedau. Dim hunan-asesu ac asesu

cymheiriaid pwrpasol sy’n gwneud gwahaniaeth i gynnydd y disgybl.

Targedau ar destun y gwaith ddim yn cysylltu â meini prawf llwyddiant y dasg.

School assessment policy not adhered to.

No follow- up to errors noted in the work.

No record of pupil targets.

No purposeful self- assessment and peer assessment which deepens the learning.

No link between targets and success criteria.

Areas for development.

Arsylwadau gwersi Ffurflen arsylwi gwersi wedi

ei haddasu Ffocws ar gynnydd y dysgwr Canrannau meintiol Estyn Meini prawf cytûn o ran beth

a arsylwir o ran cynnydd y disgyblion a’r addysgu

Hyfforddi UDA/UDAE/ Arweinwyr pwnc/staff cyfan/Llywodraethwyr

Ffocws ar beth sy’n gwarantu rhagoriaeth drwy rannu enghreifftiau

Cyd- arsylwi i warantu ansawdd a chysoni graddau arsylwadau

Lesson observations

Adapted lesson observation form

Focus on learner progress

Estyn quantitative percentages

Agreed criteria of what is observed in terms of pupil progress and teaching

SLT/ESLT/Subject leaders/whole staff/Governors

Focus on what guarantees excellence by sharing examples

Joint observation to guarantee quality and moderate observation grades

Craffu ar waith disgyblion Hyfforddi drwy rannu

enghreifftiau gan ganolbwyntio’n benodol ar lythrennedd a rhifedd

Cyd graffu ar lyfrau a gwaith disgyblion rhwng rheolwr llinell ac arweinwyr pwnc

Canolbwyntio ar gynnydd yr holl ystod gallu [top/ canol a gwaelod]

Ffocws cytûn ar gysondeb adborth i ddisgyblion drwy addasu polisi asesu ar gyfer dysgu’r ysgol- Dwy seren* a dymuniad

Scrutiny of pupils’ work Training by sharing

examples, concentrating specifically on literacy and numeracy

Joint scrutiny of pupils’ workbooks and work between line manager and subject leaders

Focus on progress across all ability ranges [top/middle and bottom]

Agreed focus on consistency of feedback to pupils by adapting assessment policy for the school’s learning – Two stars* and a wish

Sut?Treialu gyda grŵp bychan o staff yn ystod arsylwdau rheoli perfformiadY prif newid yw edrych yn benodol ar yr hyn mae’r disgyblon yn ei wneud yn ystod y wers yn hytrach na gweithgareddau’r athro yn unigGwers 4 camPlethu a gwreiddio beth sydd wedi eu nodi fel meysydd datblygu yn ystod monitro h.y gwahaniaethu a rôl y cymorthyddionY fframwaith llythrennedd a rhifedd

How?Piloting with a small group of staff during performance management observationsThe main change is looking directly at what pupils do during the lesson, rather than just the teacher’s activities.4 step lessonCombine and embed aspects of what has been identified as areas for development during monitoring i.e. differentiation and the role of assistantsThe literacy and numeracy framework

Gareth Coombes –ContinuaLlais yr adrannauLlais y disgyblDiwygio polisi dysgu ac addysgu’r YsgolRhannu’r canfyddiadau gyda’r staff, cyngor Ysgol a’r LlywodraethwyrHyfforddiant arbenigol digidol wedi ei deilwra i gyd fynd gyda gofynion unigol

Gareth Coombes –ContinuaDepartments’ voicesPupil’s voiceRevise the School’s learning and teaching policyShare findings with staff, School council and GovernorsSpecialist digital training has been tailored to meet individual requirements

Adran Y Gymraeg /DaearyddiaethDechrau’r wers. Lesson starters.  Bachyn / Sbardun i atgyfnerthu’r dysgu blaenorol a gosod

nod/amcan y wers- Lesson objective set which recaps previous learning

Gosod Her—Cwestiwn mawr, llun, sbardun ar gyfer trafodaeth- The big question, picture, stimulus to encourage debate

Chwilfrydedd—awydd i ddod i’r wers – Make pupils curious and keen to come to the lesson

Ysgogi emosiwn—cofio profiadau emosiynol / defnyddio delwedd i ysgogi emosiwn – use of images to promote emotional learning

Datrys nod y wers gan y plant – Pupils solve the lesson objective Pob unigolyn i gyfrannu—pâr yn hytrach nag unigol- all pupils

contribute in pairs Y disgyblion yn weithredol o’r dechrau (nid yr athro) drwy osod

her pos, cwis, datrys problemau- pupils actively involved in their learning from the start through a range of activities [ set by the teacher]

 

Llais y Disgybl -Agoriad Gwers.Pupil voice. Lesson starters. Posau i’w datrys – A prolem to solveAnagramau - Anagrams Ail ymweld â’r wers flaenorol- Recap of

previous lesson Brwdfrydedd yr athrawon o’r dechrau-

Teacher’s enthusiasm right from the startDechrau positif –Positive start Sbardun / Cwestiwn i brocio – A question to

enthuse and engage 

Ar sail hyfforddiant mewnol ac allanol cynhwysir meini prawf i brocio’r cof fesul adran o’r templad cynllun gwers fel cymorth a gwarantu bod y rhan fwayaf o’n gwersi yn dda neu’n well

Based on internal and external training, criteria is included to simulate memory in each section of the lesson plan template. This provides support and guarantees that most of our lessons are good or better

Teithiau dysguRhannu arfer ddaTrafodaethau adrannolDeialog broffesiynolCamu o’r ystafell

ddosbarth a gweld ymateb disgyblion mewn cyd destunau gwahanol

Y cam nesaf? Pynciau o anian debyg

yn cael y cyfle i arsylwi ei gilydd

Dysgu oddi wrth ein gilydd

Learning journeysSharing good practiceDepartmental discussionsProfessional dialogueStepping out of the

classroom and seeing pupils’ responses in different contexts

The next step? Similar subjects given the

opportunity to observe each other

Learn from each other

2014-2015 Rheoli perfformiad-

Targed cytûn Holiadur unigol Deialog ag arweinydd

pwnc Adnabod anghenion Diwallu anghenion DPP drwy amryfal ffyrdd Ymweliadau ag ysgolion

eraill / cyrsiau/ datblygu adnoddau/arsylwi mewnol

Performance management – Agreed target

Individual questionnaire Dialogue with subject

leader Identifying needs Meeting needs CPD organised in a range

of ways Visits to other

schools/courses/resource development/internal observation

IEITHOEDD YM MRO MORGANNWGLANGUAGES AT BRO MORGANNWG

HERIAU’R BLYNYDDOEDD DIWETHAFCHALLENGES OF THE PAST YEARS

Niferoedd isel o ddisgyblion yn dewis ieithoedd yn genedlaethol.

Low uptake of MFL nationally.

Sicrhau gwersi cyson dda ar draws yr Adran. Ensuring consistently good lessons across the

department. Anelu at y wers ragorol. Aiming for the outstanding lesson.

TACLO’R NIFEROEDDTHE UPTAKE ISSUE

•Spelling Bee•Teithiau tramor / School trips abroad•Prosiect llythrennedd triphlyg / Triple literacy project•Twitter•Y gwersi / The lessons

Nodau ac amcanion clir. Camau clir i’r wers. Ymwybyddiaeth o gynnydd disgyblion. Starters sy’n symbylu disgyblion. Amrywiaeth o dasgau ar gyflymder

addas. Methodoleg amrywiol. Adeiladu ar ddysgu blaenorol. Gwerthuso cynnydd. Disgwyliadau uchel o ran ymddygiad. Diweddglo addas. Pace. Gwahaniaethu pwrpasol. Cwestiynu da.

Beth sy’n gwneud gwers dda?What makes a good lesson?

Clear aims and objectives. Clear stages to the lesson. Awareness of pupil progress. Engaging starters. Variety of tasks. Variety of methodology. Link to prior learning. Evaluation of progress. High behavioural

expectations. Plenaries. Pace. Differentiation. Effective questioning.

Starters cyfredol. Y gadair Goch . Darllen a deall ar daith. Amser cylch. Ysgrifennu Grymus. Gweithgareddau cinesthetig. Uwch lefelu gwaith. Categoreiddio geiriau. Technoleg. Canu

Beth sy’n gweithio i ni?

What works for us?

Contemporary starters

Hot seat Comprehension

tasks Circle time Power Writing Kinaesthetic activities Up levelling work Word sorting Technology Song

AMSER CYLCH / CIRCLE TIME

Y GADAIR GOCH / HOT SEAT

CATEGOREIDDIO GEIRIAUWORD SORTING

GWEITHGAREDDAU CINESTHETIG

KINESTHETIC LEARNING

TECHNOLEG / TECHNOLOGY

YSGRIFENNU GRYMUSPOWER WRITING

ARSYLWAD GWERSLESSON OBSERVATION

Standards and progress

Many pupils recall previous knowledge well – differences of je/il and subject vocabulary to do with the topic of the home /family background.Many pupils are very enthusiastic and willingly volunteer to complete tasksMany people speak with a very good, accurate pronunciation and many show confidence in experimenting with the masculine and feminine forms.All pupils behave exceptionally well and are highly-motivated to complete activities.Many pupils accurately read masculine and feminine structures and apply their knowledge well to more demanding tasks, including written exercises.A few pupils, many of lower ability, struggle to construct phrases, however most are wiling to persevere.Pupils’ work in exercise books shows a good understanding of sentence structures and is generally accurate, with good spelling of French words.Overall, many pupils make very good progress, particularly from a wide range of ability.

ARSYLWAD GWERSLESSON OBSERVATION

Teaching

Excellent language model – encouraging and challenging in the target language effectively throughout the lesson.Very good probing in questioning to check and correct pronunciation and to draw out prior learning.High challenge and high expectations – all pupils rise to the challenge making very good progress.Very good humour and strong relationships established with pupils.Good pace and well-timed activities to reinforce understanding and introduce new knowledge effectively.Very good oral rehearsal and encouragement of accurate pronunciation.Differentiated homework given according to ability – higher challenge to more able pupils.Effective use of LSA – well-planned lesson, with separate sheet organising LAS’s work with a group of less able pupils. LSA provides effective support.

Estyn Proportions Nearly all = with very few exceptions Most = 90% or more Many = 70% or more A majority = over 60% Half = 50% Around half = close to 50% A minority = below 40% Few = below 20% Very few = less than 10%

Diolch am eich gwrandawiad!

Thank you for listening!

Danke schön

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