Planning with CSC Continuum of Welsh Language Patterns
Cyflwyniad i gynllunio gyda Chontinwwm
Patrymau Iaith Gymraeg
An Introduction to Planning with the CSC
Continuum of Welsh Language Patterns
Mathias Maurer
Ymgynghorydd Cysylltiol ar gyfer ILlCh: Cymraeg mewn Ysgolion Cyfrwng Saesneg
CSC Associate Advisor for LLC Welsh in English medium schools
Mathias.Maurer@cscjes.co.uk
Purpose of this session
To provide participants with information
and practical examples to support
planning with the CSC Continuum of
Welsh Language Patterns
Pwrpas y sesiwn hon
Rhoi gwybodaeth ac enghreifftiau
ymarferol i'r cyfranogwyr i gefnogi
cynllunio gyda Chontinwwm Patrymau
Iaith Gymraeg CCD
Contents
Rationale
In what context should we first introduce
a new language pattern?
How should we plan for transferring
familiar patterns to new contexts and
other AoLEs?
How should we plan for progression?
Cynnwys
Rhesymeg
Ym mha gyd-destun y dylen ni
gyflwyno patrwm iaith newydd am y tro
cyntaf?
Sut dylem gynllunio ar gyfer
trosglwyddo patrymau cyfarwydd i gyd-
destunau newydd ac MDPh eraill?
Sut y dylem gynllunio ar gyfer
cynnydd?
Rationale
1. In what context should
we first introduce a new
language pattern?
2. How should we plan for
transferring familiar
patterns to new contexts
and other AoLEs?
3. How should we plan
for progression?
C
onsider introducing a
new pattern in natural,
frequently occurring
contexts, such as
situations that are
regularly part of the
school day.
C
onsider transferring
patterns to other
contexts once the
learners are well
familiar with them.
This includes transfer
to other AoLEs.
Use the continuum to
plan a coherent
progression of
language patterns and
grammatical depth.
Curriculum for Wales:
Designing your Curriculum
“In what
contexts
do our learners
want to be able to use their
Welsh?”
If we introduce a new language
pattern in a context that occurs during
most school days, then we will be
able to continue using this pattern
in this context, during most days.
1. In what context should we first introduce a new language pattern?
Learning to say every-day phrases in Welsh that we currently say in English will allow us to
practise these Welsh phrases extensively, in authentic situations.
Using patterns in genuine, authentic situations will motivate learners and teachers.
Using the continuum to plan these phrases will ensure we plan for progression and develop
patterns and grammar in a coherent way.
In what context should we first introduce a new language pattern?
“How about introducing a new pattern
first in a cross-curricular context, for
example a humanities lesson?”
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First introduction of a new language pattern: choosing a context
N
a
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l
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t
s
:
G
o
i
n
g
o
u
t
t
o
p
l
a
y
:
“Do you have a coat?”
F
i
r
s
t
t
h
i
n
g
i
n
t
h
e
m
o
r
n
i
n
g
:
“Do you have your homework?”
C
l
a
s
s
r
o
o
m
i
t
e
m
s
:
“I don’t have a pencil!”
First introduction of a new language pattern: choosing a context
Oes
ci
gyda ti?
Do you have
a
dog
?
Oes, mae
pysgodyn aur
gyda fi.
Yes, I have
a
goldfish
.
Nac oes, does dim
brawd
gyda fi.
No, I don’t have
a
brother
.
Oes
pensil
gyda ti?
Do you have
a
pencil
?
Oes, mae
pensil
gyda fi.
Yes, I have
a
pencil
.
Nac oes, does dim
rwber
gyda fi.
No, I don’t have
a rubber
.
Oes
cot
gyda ti?
Do you have
a
coat
?
Oes, mae
cot
gyda fi.
Yes, I have
a
coat
.
Nac oes, does dim
het
gyda fi.
No, I don’t have
a
hat
.
Classroom
items
Going out
to play
First introduction of a new language pattern
Classroom items
First introduction of a new language pattern:
Classroom items
First introduction of a new language pattern
Going out to play
First introduction of a new language pattern
Going out to play
2. How should we plan for transferring familiar patterns to new contexts
and other AoLEs?
Step 1:
Identify patterns
the learners are
already familiar
with and that lend
themselves to the
new context.
Step 3:
Identify the new
vocabulary
learners will need
to use together
with the familiar
patterns.
Step 2:
Plan a meaningful
experience / task
the learners will
work towards over
a number of
sessions.
Step 4:
Plan a sequence
of lessons that
builds up to the
meaningful
experience/task.
Curriculum for Wales:
“They also need to be supported to
apply their learning
and use their Welsh in new contexts.”
Expressive Arts focus – Welsh artists
Step 1:
Identify patterns
the learners are
already familiar
with and that lend
themselves to the
new context.
Expressive Arts focus – Welsh artists
Step 2:
Plan a meaningful
experience / task
the learners will
work towards over
a number of
sessions.
Example 1:
Be a reporter! Interview your friends
and ask them about their views.
Oracy - dialogue
Example 2:
Create a narrated presentation featuring
Welsh artists’ work.
Writing + recording voice over
Step 3:
Identify the new
vocabulary
learners will need
to use together
with the familiar
patterns.
Create a narrated presentation featuring Welsh artists’ work
First introduction (familiar)
Cross-curricular context (new)
Step 3:
Identify the new
vocabulary
learners will need
to use together
with the familiar
patterns.
Create a narrated presentation featuring Welsh artists’ work
.
Cross-curricular context (new)
First introduction (familiar)
Step 3:
Identify the new
vocabulary
learners will need
to use together
with the familiar
patterns.
Create a narrated presentation featuring Welsh artists’ work
Cross-curricular context (new)
First introduction (familiar)
Step 3:
Identify the new
vocabulary
learners will need
to use together
with the familiar
patterns.
Create a narrated presentation featuring Welsh artists’ work
Cross-curricular context (new)
First introduction (familiar)
Create a narrated presentation featuring Welsh artists’ work.
A suggested teaching sequence
Step 4:
Plan a sequence
of lessons that
build up to this
meaningful
experience/task.
Drilling new vocabulary with the chosen patterns
Oracy activities developing the target language
Reading activities, using model texts with target
patterns and vocabulary.
Focused writing practice, practising target
patterns and vocabulary, with scaffolding
Gradually withdraw scaffoldin
g and create digital
presentation.
Beth mae
e’n
/
hi’n
wneud?
What is
he
/
she
doing?
Mae
e’n
/
hi’n darllen
.
He
/
She
is
reading
.
Dydy
e
/
hi
ddim yn
ysgrifennu
.
He
/
She
is not
writing
.
Beth wyt ti’n
wneud
?
What are you
doing
?
Dw i’n
darllen
.
I am
reading
.
Dw i ddim yn
ysgrifennu
.
I am not
writing
.
Beth mae
Sam
yn wneud?
What is
Sam
doing?
Mae
Sam
yn
darllen
.
Sam
is
reading
.
Dydy
Ffion
ddim yn
ysgrifennu
.
Ffion
is not
writing
.
Progression Step 2
First person
Progression Step 2
Third person: names
Progression Step 3
Third person: pronouns
3. How should we plan for progression?
Use the continuum to plan a coherent progression of language patterns
How should we plan for progression?
How should we plan for progression?
P
r
o
g
r
e
s
s
i
o
n
S
t
e
p
1
Beth wyt ti’n fwyta?
P
r
o
g
r
e
s
s
i
o
n
S
t
e
p
3
Beth wyt ti’n wneud?
Wyt ti’n … ?
Beth mae Sam yn wneud?
Ydy Sam yn … ?
Beth mae e’n / hi’n wneud?
Ydy e’n / hi’n …?
P
r
o
g
r
e
s
s
i
o
n
S
t
e
p
2
Beth wyt ti’n wneud?
Wyt ti’n … ?
Beth mae Sam yn wneud?
Ydy Sam yn … ?
P
r
o
g
r
e
s
s
i
o
n
S
t
e
p
2
Beth wyt ti’n
wneud?
Wyt ti’n … ?
Beth mae Sam yn
wneud?
Ydy Sam yn … ?
Pwy sy’n … ?
P
r
o
g
r
e
s
s
i
o
n
S
t
e
p
3
Beth wyt ti’n
wneud?
Wyt ti’n … ?
Beth mae Sam yn
wneud?
Pwy sy’n … ?
Beth mae e’n /
hi’n wneud?
Ydy e’n / hi’n … ?
Gyda phwy wyt
ti’n… ?
Gyda phwy mae
Sam yn… ?
Ydy Sam yn … ?
A coherent and rigorous
progression of sentence builders
for natural, frequently occurring
contexts
Example A: Classroom items
Dilyniant cydlynol a thrylwyr o
adeiladwyr brawddegau ar gyfer
cyd-destunau naturiol, sy'n
digwydd yn aml
Enghraifft A: Eitemau ystafell
ddosbarth
A coherent and rigorous
progression of sentence builders
for natural, frequently occurring
contexts
Example B: Expressing feelings
Dilyniant cydlynol a thrylwyr o
adeiladwyr brawddegau ar gyfer
cyd-destunau naturiol, sy'n
digwydd yn aml
Enghraifft B: Mynegi Teimladau
L
e
a
r
n
i
n
g
t
o
g
e
t
h
e
r
Introducing and practising language
patterns in contexts that occur throughout the
school day will allow adults and learners
together to practise the Welsh they need to
communicate in a meaningful and authentic way.
Dysgu gyda’n gilydd
Learning together
This session by Mathias Maurer provides information and examples to support planning with the CSC Continuum of Welsh Language Patterns. It covers introducing new language patterns, transferring familiar patterns to new contexts, planning for progression, and utilizing the continuum for coherent development of language patterns and grammar.
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Cyflwyniad i gynllunio gyda Chontinwwm Patrymau Iaith Gymraeg An Introduction to Planning with the CSC Continuum of Welsh Language Patterns Mathias Maurer Ymgynghorydd Cysylltiol ar gyfer ILlCh: Cymraeg mewn Ysgolion Cyfrwng Saesneg CSC Associate Advisor for LLC Welsh in English medium schools Mathias.Maurer@cscjes.co.uk
Purpose of this session Pwrpas y sesiwn hon To provide participants with information and practical examples to support planning with the CSC Continuum of Welsh Language Patterns Rhoi gwybodaeth ac enghreifftiau ymarferol i'r cyfranogwyr i gefnogi cynllunio gyda Chontinwwm Patrymau Iaith Gymraeg CCD
Cynnwys Contents Rhesymeg Rationale Ym mha gyd-destun y dylen ni gyflwyno patrwm iaith newydd am y tro cyntaf? In what context should we first introduce a new language pattern? How should we plan for transferring familiar patterns to new contexts and other AoLEs? Sut dylem gynllunio ar gyfer trosglwyddo patrymau cyfarwydd i gyd- destunau newydd ac MDPh eraill? How should we plan for progression? Sut y dylem gynllunio ar gyfer cynnydd?
2. How should we plan for transferring familiar patterns to new contexts and other AoLEs? 1. In what context should we first introduce a new language pattern? 3. How should we plan for progression? Consider transferring patterns to other contexts once the learners are well familiar with them. This includes transfer to other AoLEs. Consider introducing a new pattern in natural, frequently occurring contexts, such as situations that are regularly part of the school day. Use the continuum to plan a coherent progression of language patterns and grammatical depth.
1. In what context should we first introduce a new language pattern? If we introduce a new language pattern in a context that occurs during most school days, then we will be able to continue using this pattern in this context, during most days. Curriculum for Wales: Designing your Curriculum In what contexts do our learners want to be able to use their Welsh? Learning to say every-day phrases in Welsh that we currently say in English will allow us to practise these Welsh phrases extensively, in authentic situations. Using patterns in genuine, authentic situations will motivate learners and teachers. Using the continuum to plan these phrases will ensure we plan for progression and develop patterns and grammar in a coherent way.
In what context should we first introduce a new language pattern? How about introducing a new pattern first in a cross-curricular context, for example a humanities lesson? If we do not choose a natural, frequently occurring context for the first introduction, then we will not have the same immediate and frequent practice opportunities in authentic situations. We must not assume teachers and learners will be able to transfer patterns without additional explicit teaching.
First introduction of a new language pattern: choosing a context Natural, frequently occurring contexts: Going out to play: Do you have a coat? First thing in the morning: Do you have your homework? Classroom items: I don t have a pencil!
First introduction of a new language pattern: choosing a context Oes pensil gyda ti? Do you have a pencil? Oes, mae pensil gyda fi. Yes, I have a pencil. Oes ci gyda ti? Do you have a dog? Classroom items Nac oes, does dim rwber gyda fi. No, I don t have a rubber. Oes, mae pysgodyn aur gyda fi. Yes, I have a goldfish. Nac oes, does dim brawd gyda fi. No, I don t have a brother. Going out to play Oes cot gyda ti? Do you have a coat? Oes, mae cot gyda fi. Yes, I have a coat. Nac oes, does dim het gyda fi. No, I don t have a hat.
First introduction of a new language pattern Classroom items Classroom items PS2 Oes gyda ti? Oes, mae pensil rwber naddwr glud pren mesur diod snac gyda fi Nac oes, does dim
First introduction of a new language pattern: Classroom items Classroom items PS2 Beth sydd gyda ti? Mae pensil rwber naddwr glud pren mesur diod snac gyda fi Does dim
First introduction of a new language pattern Going out to play Going out to play PS2 Oes gyda ti? Oes, mae cot snac diod siwmper het p l eli haul gyda fi Nac oes, does dim
First introduction of a new language pattern Going out to play Going out to play PS2 Beth sydd gyda ti? Mae cot snac diod siwmper het p l eli haul gyda fi Does dim
2. How should we plan for transferring familiar patterns to new contexts and other AoLEs? Curriculum for Wales: They also need to be supported to apply their learning and use their Welsh in new contexts. Step 2: Step 3: Step 4: Step 1: Plan a meaningful experience / task the learners will work towards over a number of sessions. Identify the new vocabulary learners will need to use together with the familiar patterns. Plan a sequence of lessons that builds up to the meaningful experience/task. Identify patterns the learners are already familiar with and that lend themselves to the new context.
Expressive Arts focus Welsh artists Step 1: Identify patterns the learners are already familiar with and that lend themselves to the new context.
Expressive Arts focus Welsh artists Example 1: Be a reporter! Interview your friends and ask them about their views. Step 2: Oracy - dialogue Plan a meaningful experience / task the learners will work towards over a number of sessions. Example 2: Create a narrated presentation featuring Welsh artists work. Writing + recording voice over
Create a narrated presentation featuring Welsh artists work Cross-curricular context (new) First introduction (familiar) Step 3: Talking about which art or artists I like PS2 Pa artist/lun wyt ti n hoffi? Talking about what fruit I like PS2 Pa ffrwythau wyt ti n hoffi? Identify the new vocabulary learners will need to use together with the familiar patterns. Dw i n hoffi Dw i ddim yn hoffi Kyffin Williams Rhiannon Gwilym Prichard Shani Rhys James Dw i n hoffi Dw i ddim yn hoffi afal mefus oren grawnwin banana peren Names of paintings/artwork
Create a narrated presentation featuring Welsh artists work. Cross-curricular context (new) First introduction (familiar) Step 3: Talking about what fruit I like PS2 Wyt ti n hoffi ? Talking about which art or artists I like PS2 Wyt ti n hoffi ? Identify the new vocabulary learners will need to use together with the familiar patterns. Ydw, dw i n hoffi afal mefus oren grawnwin banana peren Ydw, dw i n hoffi Kyffin Williams Rhiannon Gwilym Prichard Shani Rhys James Nac ydw, i ddim yn hoffi Nac ydw, i ddim yn hoffi Names of paintings/artwork
Create a narrated presentation featuring Welsh artists work Cross-curricular context (new) First introduction (familiar) Step 3: Talking about what fruit I like PS2 Beth ydy dy hoff fwyd? Talking about which art or artists I like PS2 Beth ydy dy hoff lun? Identify the new vocabulary learners will need to use together with the familiar patterns. Fy hoff fwyd ydy pysgod a sglodion pasta pista cinio rhost spaghetti cawl Fy hoff lun ydy (+ names of paintings you study)
Create a narrated presentation featuring Welsh artists work Cross-curricular context (new) First introduction (familiar) Step 3: Giving reasons why I like/dislike fruit PS2 Pam? Giving reasons why I like/dislike a painting PS2 Pam? Identify the new vocabulary learners will need to use together with the familiar patterns. achos mae n flasus felys fendigedig wych sur ych-a-fi achos mae n hardd lliwgar fywiog fendigedig wych ddiflas
Create a narrated presentation featuring Welsh artists work. A suggested teaching sequence Step 4: Drilling new vocabulary with the chosen patterns Oracy activities developing the target language Plan a sequence of lessons that build up to this meaningful experience/task. Reading activities, using model texts with target patterns and vocabulary. Focused writing practice, practising target patterns and vocabulary, with scaffolding Gradually withdraw scaffolding and create digital presentation.
3. How should we plan for progression? Use the continuum to plan a coherent progression of language patterns Progression Step 2 First person Progression Step 2 Third person: names Progression Step 3 Third person: pronouns Beth wyt ti n wneud? What are you doing? Beth mae Sam yn wneud? What is Sam doing? Beth mae e n/hi n wneud? What is he/she doing? Dw i n darllen. I am reading. Mae Sam yn darllen. Sam is reading. Mae e n/hi n darllen. He/She is reading. Dw i ddim yn ysgrifennu. I am not writing. Dydy Ffion ddim yn ysgrifennu. Ffion is not writing. Dydy e/hi ddim yn ysgrifennu. He/She is not writing.
How should we plan for progression? Activities in the classroom PS2 Beth wyt ti n wneud? Dw i n Dw i ddim yn darllen ysgrifennu canu siarad lliwio arlunio gweithio
How should we plan for progression? Activities in the classroom PS2 Wyt ti n ? Ydw, dw i n Nac ydw, dw i ddim yn darllen ysgrifennu canu siarad lliwio arlunio gweithio
Progression Step 1 Progression Step 2 Progression Step 3 Beth wyt ti n fwyta? Beth wyt ti n wneud? Beth wyt ti n wneud? Wyt ti n ? Wyt ti n ? Beth mae Sam yn wneud? Beth mae Sam yn wneud? Ydy Sam yn ? Ydy Sam yn ? Beth mae e n / hi n wneud? Ydy e n / hi n ?
Progression Step 2 1st person 3rd person Beth wyt ti n wneud? Ydw Nac ydw Ydy Nac ydy Wyt ti n ? Dw i n Dw i ddim yn Mae Sam yn Dydy Sam ddim yn Beth mae Sam yn wneud? darllen ysgrifennu canu Ydy Sam yn ? siarad lliwio Pwy sy n ? arlunio gweithio
Progression Step 3 1st person 3rd person Beth mae e n / hi n wneud? Beth wyt ti n wneud? Ydw Nac ydw Ydy Nac ydy Ydy e n / hi n ? Mae Sam yn Dydy Sam ddim yn Wyt ti n ? Dw i n Dw i ddim yn Mae e n/hi n Dydy e/hi dim yn Gyda phwy wyt ti n ? Beth mae Sam yn wneud? darllen ysgrifennu Gyda phwy mae Sam yn ? Ydy Sam yn ? canu siarad lliwio Pwy sy n ? arlunio gweithio
Dilyniant cydlynol a thrylwyr o adeiladwyr brawddegau ar gyfer cyd-destunau naturiol, sy'n digwydd yn aml A coherent and rigorous progression of sentence builders for natural, frequently occurring contexts Enghraifft A: Eitemau ystafell ddosbarth Example A: Classroom items
Classroom items PS2 Oes gyda ti? Oes, mae pensil rwber naddwr glud pren mesur diod snac gyda fi Nac oes, does dim
Classroom items PS2 Beth sydd gyda ti? Mae pensil rwber naddwr glud pren mesur diod snac gyda fi Does dim
Classroom items PS2 Oes gyda Sam? Oes, mae pensil rwber naddwr glud pren mesur diod snac gyda Sam Nac oes, does dim
Classroom items PS2 Beth sydd gyda Sam? Mae pensil rwber naddwr glud pren mesur diod snac gyda Sam Does dim
Classroom items PS3 Oes gyda Sam/fe/hi? Oes, mae pensil rwber naddwr glud pren mesur diod snac gyda Sam/fe/hi Nac oes, does dim
Classroom items PS3 Beth sydd gyda Sam/fe/hi? Mae pensil rwber naddwr glud pren mesur diod snac gyda Sam/fe/hi Does dim
Dilyniant cydlynol a thrylwyr o adeiladwyr brawddegau ar gyfer cyd-destunau naturiol, sy'n digwydd yn aml A coherent and rigorous progression of sentence builders for natural, frequently occurring contexts Enghraifft B: Mynegi Teimladau Example B: Expressing feelings
Expressing feelings PS1 Sut wyt ti? Dw i n hapus drist grac dda iawn gyffrous Dw i ar ben y byd. Dw i wedi blino.
Expressing feelings PS2 Sut wyt ti n teimlo? Dw i n Dw i ddim yn hapus drist grac dda iawn gyffrous flinedig fendigedig ffantasteg ofnadwy weddol Dw i ar ben y byd. Dw i wedi blino.
Expressing feelings PS2 Wyt ti n ? Ydw, dw i n Nac ydw, dw i ddim yn hapus drist grac dda iawn gyffrous flinedig fendigedig ffantastig ofnadwy weddol Wyt ti ? Ydw, dw i Nac ydw, dw i ddim ar ben y byd wedi blino
Expressing feelings PS2 Sut mae Sam yn teimlo? Mae Sam yn Dydy Sam ddim yn* hapus drist grac dda iawn gyffrous flinedig fendigedig ffantastig ofnadwy weddol Mae Sam Dydy Sam ddim ar ben y byd. wedi blino.
Expressing feelings PS2 Ydy Sam yn ?* Ydy, mae Sam yn* Nac ydy, dydy Sam ddim yn* hapus drist grac dda iawn gyffrous flinedig fendigedig ffantastig ofnadwy weddol Ydy Sam ? Ydy, mae Sam Nac ydy, dydy Sam ddim ar ben y byd wedi blino
Expressing feelings PS3 Sut mae e n/hi n teimlo? Mae e n/hi n Dydy e/hi ddim yn* hapus drist grac dda iawn gyffrous flinedig fendigedig ffantastig ofnadwy weddol Mae e/hi Dydy e/hi ddim ar ben y byd. wedi blino.
Expressing feelings PS3 Ydy e n/hi n ? Ydy, mae e n/hi n Nac ydy, dydy e/hi ddim yn* hapus drist grac dda iawn gyffrous flinedig fendigedig ffantastig ofnadwy weddol Ydy e/hi ? Ydy, mae e/hi Nac ydy, dydy e/hi ddim ar ben y byd wedi blino
Dysgu gydan gilydd Learning together Learning together Introducing and practising language patterns in contexts that occur throughout the school day will allow adults and learners together to practise the Welsh they need to communicate in a meaningful and authentic way.
