Welsh Apps to support learning at home

Technoleg ac Apiau Cymraeg

rjc7's Blog

Many new apps have been created to support the Welsh language and the use of the language within the home. Many parents and pupils are not aware of the choice that is now available for both learners and fluent speakers/readers of the language. I have chosen a selection that might be of interest to yourselves.

Learning Welsh:

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Cymraeg i’r teulu is Welsh for the family. This is great for parents who want to support their children.

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Learn Welsh is another app that supports the development of the language within the home and it is created by Cardiff University.

Dictionaries:

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Rily publications has created a Welsh pictionary that brings the words to life for a younger audience.

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Ap geiriadur is my preferred choice when the older child or an adult requires a dictionary.

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Education Terms or Termiadur Addysg is brilliant for all pupils and teachers. If you require a specific term…

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Combining Tradition and Innovation

Traddodiadol v Newydd

Pragmatic Education

Teachers who think knowledge, memory and practice have been neglected in schools, tend to be seen as adamant traditionalists – to quote one blogger recently, “the shock-troops of neo-traditionalism!”

Whilst I think it’s important to bring the best of tradition into education, I also think we should try to bring the best of innovation in too. In fact, I think that combining traditional subject knowledge-led instruction with innovative digital online technology has great potential – as long as we are selective, and not seduced by transient vogues.

Here’s how we combine tradition and innovation at Michaela:

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The danger of innovation, as Daisy Christodoulou points out, is that ‘nothing dates so fast as the cutting edge’. Algebra and the alphabet have existed usefully for hundreds of years, and will continue to be useful for hundreds of years to come; iPads and interactive whiteboards have been around…

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Mindset, attitude and behaviour

Growth Mindset – Embedding in changing behaviour.

Class Teaching

mindset mainThe image above, or versions of it, are probably commonplace in a number of schools up and down the country – and understandably so.  It makes perfect sense to be focusing our efforts on fostering a growth mindset in our schools – getting students to realise that their intelligence and achievement is not fixed, but can be developed, is important.  Really important.  Recently I read a blog by Nick Rose that made me think about how we’re going about this in schools.  This extract struck a chord:

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(Read the whole blog here)

This sparked a conversation with a colleague at work – a non-teacher with a background in psychology.  She spoke about how this idea linked to work being done to support alcoholics.  Whilst they may shift their attitude and see why not drinking alcohol is important, without a toolkit of strategies to change their behaviour and help them…

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Evidence based & reflective observations

Arsylwi

Chris Moyse

As I have written in previous posts (here and here) we haven’t judged lesson at Bridgwater College Academy for 5 years. When we do observe a lesson there is always a focus for the observation and this is generally the individual teacher’s negotiated ‘Personal Development Plan’ focus, which I have written previously about here.

Lesson notes are recorded on a blank piece of paper; no tick boxes, no grade boxes, no WWW and EBI. Our blank piece of paper model assumes several things:

  1. There is no preferred methodology in teaching and the observer is not looking for a specific lesson structure.
  2. The observer goes in with an open mind. The observer goes in with no agenda other than to support and develop that teacher.
  3. The agenda for the observation is provided by the teacher and the observer simply records some evidence of this focus to share with the…

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Encouraging Independent Learning

Marcio ac asesu.

MalCPD

So, I’ve been thinking about this for a while. Students have so many stickers in their books, RAG123, connectives, my marking codes…. Then their book finishes and they have none of this stuff in front of them or it gets torn, lost etc. So I created a literacy peer/self assessing key chain.

Kids love it! Last week my yr8s were using it to help them write a paragraph in class. Some of them asked if they could take my key chains home to help them do their homework.

Staff love it! At the Marking Fayre I organised for a twilight CPD session, it was very popular particularly with the more practical subject areas.

It’s still early days of using it but so far a big success.

Here’s my prototype:

Here it is with a carabiner!

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Learning using a Rhythm Mnemonic

Dulliau dysgu.

conceptionofthegood

Last summer I worked with my maths faculty to create our own tailored Mathematics Mastery scheme of work for year 7 specifically. We looked at different scheme of work overviews from different schools and compiled our own. This year it has been really interesting delivering the teaching and learning of it. In this blog post I am going to share an interesting take I took in teaching my bottom Y7 set students the double connection between identifying the number of sides of each 2D regular shape, and identifying the name of a regular 2D shape by stating the number of sides of the shape in question. 

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I used a rhythm mnemonic which was inspired from a visit at Michaela Community School as this is a technique used to embed factual knowledge in students’ long term memory.

So here it goes:

Triangle, Triangle, Triangle(Hold three fingers each time)

Square,(Hold…

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Exclusions… by @ASTSupportAAli

Ymddygiad

NewToThePost

My role is the Director of Inclusion (DOI). I love my job and what I do… I value my team and their commitment to each and every single student. What being a DOI means to me and what I think I do, is explained here in an earlier blog.

I have also written about the fact that I think education is the best therapy that some of our most disadvantaged (<– blog about Pupil Premium students), and vulnerable (<– blog about some difficulties our students face), pupils can receive.

My role coincides with the Deputy Heads role- who is the pastoral lead and in charge of behaviour and safety. He makes the final call on all fixed term exclusions. (FTE.) (This is in accordance to section 579(1) of the Education Act 1996 is under the authority of the Head Teacher.) The procedure in our school is such that any FTE request is discussed

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