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Welsh-medium Education Strategy

InformationInformation document No: 083/2010 Date of issue: April 2010

Audience All bodies concerned with education and training in Wales, headteachers and governing bodies of maintained schools, local authorities, Welsh Language Board, Higher Education Funding Council for Wales, higher education institutions, further education institutions, CollegesWales, work-based learning providers, employer organisations and forums, Estyn, trade unions, Welsh for Adults centres, Funky Dragon, Sector Skills Councils/standard-setting bodies, Careers Wales, National Institute of Adult Continuing Education, Welsh Local Government Association, Rhieni dros Addysg Gymraeg, Children and Young People’s Partnerships, Mentrau Iaith, voluntary and community organisations.

Overview This document sets out the Welsh Assembly Government’s Strategy and Implementation Programme for Welsh-medium education.

Further Ceinwen Jonesinformation Welsh Assembly Government Ty’r Afon Bedwas Road Bedwas Caerphilly CF83 8WT

Tel: 01443 663754 Fax: 01443 663653 e-mail: [email protected]

Additional Additional copies can be obtained by contacting Rhiannon Jenkinscopies at the address above. This document is also available on the internet at www.wales.gov.uk/educationandskills

Related One Wales: A progressive agenda for the government of Wales; documents Iaith Pawb: A National Action Plan for a Bilingual Wales; The Learning Country: Vision Into Action; Skills That Work for Wales: A Skills and Employment Strategy and Action Plan; Welsh-medium Education Strategy – Consultation


ISBN 978 0 7504 5568 8

© Crown copyright April 2010

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Information document No: 083/2010

Contents

Ministerial foreword 2

1. Our vision 4

2. Introduction 4

3. Principles 10

4. Strategic aims and objectives 12

5. Monitoring 19

Annex: Outcomes and targets 21

Implementation Programme 27

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The vision of Iaith Pawb in 2003 was to create a bilingual Wales, that is, a Wales where ‘people may choose to live their lives through the medium of either or both Welsh or English and where the presence of the two languages is a source of pride and strength to us all’. This Strategy builds on the overview provided in Iaith Pawb, by focusing on developing Welsh-medium education and training for the future. It will also now be taken forward alongside the Welsh Assembly Government proposed forthcoming Measure and Strategy on the Welsh language.

When the responses to the public consultation on the draft Welsh-medium Education Strategy were analysed and published in November 2009, I was happy to see that the overwhelming reaction was supportive of the general direction of the draft Strategy. A number of changes and refinements have now been made as a result of both critical and supportive comments on details of the Strategy and its implementation. Many of these concern prioritising, strengthening and adding detail to aspects of the Implementation Programme in particular.

Our vision of continuing growth of Welsh-medium education and training in all sectors and age ranges is a long-term agenda. Some elements can be worked on immediately, but other changes will take some time to achieve clear progress. Our targets reflect this gradual process by setting five-year and ten-year targets – the targets for 2020 to be reviewed in 2015. Monitoring of these targets will be a key element in ensuring the Strategy’s success.

This Strategy sets the Welsh Assembly Government’s national strategic direction. The accompanying Implementation Programme details the expectations that we will have of all partners and stakeholders in all sectors and phases of education and training from nursery to higher education and beyond.

Ministerial foreword

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I am pleased to present this document in fulfilment of our One Wales commitment to a Welsh-medium Education Strategy. I am personally committed to the successful implementation of this Strategy. I look forward to working with all partners, so that we can together achieve an education and training system that responds to the growing demand for Welsh-medium education and increase the numbers of learners able to reach fluency and use the language in their communities, families and the workplace.

Leighton Andrews AM Minister for Children, Education and Lifelong Learning

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To have an education and training system that responds in a planned way to the growing demand for Welsh-medium education, reaches out to and reflects our diverse communities and enables an increase in the number of people of all ages and backgrounds who are fluent in Welsh and able to use the language with their families, in their communities and in the workplace.

2. Introduction

2.1 This Strategy sets out the ambition of the Welsh Assembly Government for a country where Welsh-medium education and training are integral parts of the education infrastructure. We want to ensure that our education system makes it possible for more learners of all ages to acquire a wider range of language skills in Welsh. This will enable them to use the language in their personal lives, socially and in the workplace. We want to see a system which is responsive to public demand for an increase in Welsh-medium provision.

2.2 This Strategy benefits from the sound foundations already laid, the growth of Welsh-medium education being one of the most remarkable developments in Wales’ education system during the second half of the twentieth century. Following the establishment of the first state Welsh-medium primary school in 1947, the sector has grown rapidly across Wales, led primarily by parental demand and some education policy-makers. By 2009, 438 primary schools (29%) were classified as being Welsh-medium, with 21% of primary-age learners being in classes where Welsh is the main medium of instruction. Since the establishment of the Welsh Assembly, the percentage of learners has increased from the 1999 figure of 17.7%. By adapting the immersion techniques of countries like Canada in the 1960s and 1970s, Wales developed its own methods of using Welsh as a medium of learning. Today, bilingual and multilingual communities throughout Europe and the world recognise our success, and look to the Welsh-medium education system as an example of best practice to emulate.

2.3 Welsh-medium provision at secondary and post-16 level has also increased, albeit at a slower rate, from the first Welsh-medium secondary school opened in 1956 to the 55 secondary schools (25%) in 2009 that provide Welsh-medium lessons in more than half the curriculum subjects. The first Welsh-medium qualifications were

1. Our vision

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provided by the WJEC in the early 1960s in a limited number of O level subjects to learners lacking the support of published textbooks. By 2009, over 400 qualifications were available through the medium of Welsh from 19 awarding organisations, with learners of all ages also being supported by the publication each year of around 200–250 Welsh-language educational resources. Since the 1970s, support for this necessary infrastructure has been provided by Government, with the Welsh Assembly and more recently the Welsh Assembly Government increasing its investment in the sector. This Strategy clarifies and formalises our aim of continuing to be a world leader in education in and through a minority language, by ensuring that Welsh-medium education further develops and flourishes into the future. These developments are described and discussed in greater detail in the ‘Context and Considerations’ section of the consultation document that preceded this Strategy, Welsh-medium Education Strategy (Consultation document, May 2009).

2.4 We want the successes of the last half century to provide the basis for further development. We will ensure that a stronger framework and policy infrastructure is established and developed to sustain the strengths of the current system. We wish to see a Welsh-medium system that benefits from effective forward planning across all phases of education and training. Accurate assessment of demand, and the commitment and capacity to respond to that demand, are key principles of the process, at all stages from the early years through to higher education and lifelong learning.

2.5 In tracing the growth of Welsh-medium education, we see that some local authorities have shown a proactive approach to increasing opportunities for learners to access Welsh-medium education. They have sought to strengthen their Welsh-language policies with regards to education. Others, however, may need to improve on strategic planning to facilitate Welsh-medium growth as part of coherent and coordinated policy development.

2.6 In several areas of Wales, pressure from parents/carers and others has been the main driver in persuading education policy-makers to plan ahead in order to meet demand for Welsh-medium education. Speed of response to that demand is still an issue in some local authority areas. Such a situation is fragile, and tends to give rise to a number of inconsistencies. We therefore expect local authorities in which there is a choice between Welsh-medium and English-medium provision to identify how they will provide sufficient and appropriate places for children whose

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parents/carers desire them to have Welsh-medium education. In order to do this, they will need to carry out early assessment of demand so that they can plan accordingly. We will encourage the use of standardised methods of measuring parental demand based on those developed by the Welsh Language Board. Planners need a clear understanding of both the terminology and the nature of the demand. We expect local authorities to present accurate information to parents/carers about the linguistic nature of different schools. Local authorities and partners will be encouraged to work together where appropriate, and professional support may be provided for consortium working. This Strategy makes clear that if local authorities do not cooperate on a voluntary basis in assessing and responding effectively to parental demand, then further levers, including legislation, will be considered.

2.7 Welsh-medium provision in the post-14 phase, and the structures that support the provision, are still underdeveloped. There has been some progress in the 14–19 phase in developing a broader range of learning opportunities, including vocational education. Numerous models of delivery and best practice have been developed in recent years, either through partnership working within the schools sector or through cooperation between schools and other providers. However, the 14–19 Learning Pathways programme still needs significant development of the range of options to meet the requirements of the Learning and Skills (Wales) Measure 2009, and of the infrastructure to sustain them. Linguistic progression in Welsh first language and in opportunities to study Welsh-medium options from age 14 through to higher education is a priority. In higher education, while there have been some significant developments in recent years, there is considerable variation in the Welsh-medium provision offered both between institutions and across subjects. In some cases, there is the opportunity to undertake all or substantial parts of a course through the medium of Welsh, and in others it may be limited to part of a module, such as seminars or tutorial support.

2.8 This Strategy is directly aligned with the School Effectiveness Framework (SEF) and the National Purpose for Schools. The SEF is the overarching policy framework that seeks to transform educational standards and provision in the Welsh Assembly Government, local authorities and schools over the next decade. The principal aims of the SEF are achieving better learning outcomes and well-being for all children and young people regardless of their socio-economic

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background; and reducing the variation in learning outcomes within and between classrooms, schools and local authorities. The objectives are a focus on improvements in the quality of teaching and of leadership, extending good practice undertaken by schools and local authorities including collaborative consortium working, aligning self-evaluation systems with Estyn’s inspection framework, and providing better value for money with more education resources getting to the frontline in classrooms across Wales. The Welsh-medium Education Strategy supports the developmental work on the National Model for School Improvement.

2.9 Transforming Education and Training Provision in Wales (Welsh Assembly Government, 2008) is a national framework that supports the transformation of the way in which schools, further education colleges and other learning providers work in Wales. The transformation framework encourages each part of Wales to develop proposals that drive forward the changes required to improve choice for all learners, but it does this in a way that responds to local circumstances. Improved opportunities to take courses taught in Welsh are a priority in implementing the transformation framework, which is intended to work alongside this Strategy. We expect proposals for change to describe how opportunities for learners to take courses taught in Welsh will be improved and, where appropriate, ensure that learners can access a school or college where the Welsh language is used for all activities. Local authorities will be expected to produce proposals which maintain Welsh-medium provision post-16 for those who want it.

2.10 Our vision of continuing growth of Welsh-medium education in response to demand and provision of linguistic continuity is a long-term agenda. There are some elements that will be implemented in the near future, but there are others that will take time to embed in our education infrastructure. This is not a short-term Strategy. It is aimed at shaping the strategic direction for Welsh-medium and bilingual education and training for the next twenty years and more, building on the vision expressed in the policy document Iaith Pawb: A National Action Plan for a Bilingual Wales (Welsh Assembly Government, 2003).

2.11 Welsh-medium education from the early years, with robust linguistic progression through every phase of education, offers the best conditions for developing future bilingual citizens. Developing language skills is a process that happens over a period of time. It is important that children and young people are able to build on their competence

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as they mature. Ensuring that there are opportunities for suitable linguistic progression is one of the cornerstones of the Strategy, and is relevant to all phases from the early years onwards. We wish to establish a framework that will ensure the momentum of the learning process as learners move through the system. This does not currently happen in all cases, and as a result, we do not always succeed in deriving maximum benefit from the initial investment that is made.

2.12 A key focus of the Strategy, therefore, is on supporting learners to achieve fluency in Welsh and English through Welsh-medium education, from the early years onwards. In Welsh-medium settings, for children from Welsh-speaking homes, Welsh-medium education involves reinforcing and developing their Welsh-language skills through a broad range of curricular experiences. For children from non-Welsh-speaking backgrounds, whose initial and main contact with Welsh is through school, this intensive Welsh-medium provision is through a process of linguistic immersion. The Strategy also allows for the possibility that some learners will access Welsh-medium education at a stage after the age of three. This may occur through later entry points (late immersion opportunities). In other cases, initial experiences of Welsh-language provision through the Foundation Phase may, over time, provide the basis and impetus for children to transfer to the Welsh-medium sector before the age of seven.

2.13 Welsh-medium education between the ages of three or four and approximately seven usually means delivering provision primarily through the medium of Welsh. From seven to eleven years of age (Key Stage 2 of the national curriculum), English-language skills are also developed through appropriate use of the language as a subject and medium. A key consideration is the nature of the linguistic balance between Welsh and English, and the intensity of Welsh-medium input required in order for learners to reach fluency in both Welsh and English over time. It is generally accepted that at least around 70% of curricular time should be through the medium of Welsh if learners are to acquire a sufficiently sound command of the language to enable them to use it across a broad range of contexts with confidence and fluency. The Welsh Assembly Government accepts this guiding principle for Welsh-medium schools at primary and secondary level. Defining schools according to Welsh-medium provision (Welsh Assembly Government, 2007) supports this principle.

2.14 The term ‘bilingual provision’ is used to refer to a wide range of teaching and learning settings which include varying amounts of Welsh language in the delivery. Bilingual schools can include those

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where a large proportion of the curriculum is delivered through the medium of Welsh, those where there are two streams – Welsh-medium and English-medium – taught separately (sometimes called ‘dual stream’ schools), and those where only a few elements of the curriculum or only a small number are taught through the medium of Welsh. In further education colleges in particular, bilingual provision can refer to situations where classes are taught simultaneously in the two languages, or where courses contain Welsh-medium modules.

2.15 The linguistic outcomes of these different types of provision will vary significantly. Where a pupil from a Welsh-speaking background attends a bilingual school, a balanced curriculum through the medium of Welsh and English can be effective in ensuring fluency in both languages. This is the case in some areas of Wales. However, where learners’ linguistic skills in Welsh are not reinforced by family or community, they are unlikely to achieve full fluency and confidence in Welsh when learning in a bilingual setting. Bilingual provision, therefore, does not always ensure that an individual becomes a bilingual speaker. It is important that all policy developments are planned on the basis of a detailed understanding of the wide variety of outcomes for learners from bilingual provision. Bilingual settings should aim to provide as much provision through the medium of Welsh as is necessary for learners to achieve fluency in two languages.

2.16 Not all parents will wish their children to receive Welsh-medium education, however. An additional aim of this Strategy is to see all learners in English-medium settings benefiting from opportunities to develop language skills which enrich their experience of living in a bilingual country. According to Estyn inspection reports, in order for this to be achieved gradual but purposeful changes will need to be introduced to raise standards in the teaching and learning of Welsh second language. There is a need for more effective step-by-step acquisition of Welsh-language skills throughout statutory education, so that we can raise achievement and skill levels for all learners. We will also extend and improve opportunities for adults wishing to learn the language and achieve higher fluency levels.

2.17 Developing skills in Welsh and in English are not mutually exclusive. Learners in Welsh-medium settings achieve comparable outcomes in both Welsh and English first language, which suggests the success of the sector in developing natural bilingualism. Assessment data at the end of Year 6 show that 98.5% of learners

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in Welsh-medium schools achieve a level in English at age 11 that is the same as, or within one level of, their performance in Welsh. Using more than one language is a normal feature of life for children and young people across Europe and the world. There are numerous examples of education and training systems that successfully integrate bilingualism or multilingualism into their provision. It is important that we are aware of the patterns and models available in other communities and understand their relevance to our particular situation in Wales. This Strategy takes account of the international, multilingual context, and the importance of ensuring standards in the learning of English and modern foreign languages as well as in Welsh, in line with the Welsh Assembly Government’s national modern foreign languages strategy, Making Languages Count (2009).

2.18 The advantages that bilingualism can bring are well documented. These range from the direct advantages of being able to use particular languages (for example to communicate with family members and wider social networks or to enhance career opportunities) to the more general advantages of promoting cognitive skills, increasing mental agility and broadening speakers’ range of cultural experiences. Research in Canada reveals that bilingualism enhances attention and cognitive control in children and older adults, and in 2007 highlighted the impact of bilingualism on delaying the onset of dementia symptoms. Research findings published by the University of Edinburgh in 2009 revealed that speakers of two languages found it easier to focus on a range of tasks, blocking out potential distractions. Providing opportunities for speakers to develop their bilingual skills through education therefore makes a valuable contribution to a broad range of social and cultural experiences.

3. Principles

This Strategy is based on the following principles.

National direction

3.1 The Welsh Assembly Government is responsible for determining and leading national policy for Welsh-medium education and training. It will set the national strategic direction and establish and maintain the supporting structures.

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Shared responsibilities

3.2 Improving effective planning for Welsh-medium provision and strengthening the infrastructure to support the provision requires the cooperation of several partners. Local authorities are expected to plan comprehensively for Welsh-medium education across their areas of responsibility, and to work with other partners across regions and sectors, including voluntary organisations, to recognise and respond to local needs of learners and to implement policies to fulfil the national aims.

Integrated planning

3.3 The Welsh Assembly Government expects that the characteristics and contribution of Welsh-medium education will receive early and thorough attention in all policy developments at national, regional and local level. We expect to see local authorities and their regional consortia developing effective methods of cooperating on planning, training and resources with each other and with all relevant partners and providers. The Twenty-First Century Schools programme is being developed by the Welsh Assembly Government and its key stakeholders to support coherent planning by local authorities and their partners. Welsh-medium education will be viewed as an integral part of such planning.

Quality

3.4 This Strategy aims to support consistent improvements in the quality of Welsh-medium and bilingual provision and the way in which the language is taught (Welsh-language provision). We will strengthen a coherent approach to promoting and developing effective methods of delivery, in line with the policy on promoting best practice in teaching skills. Improvements in the training of practitioners at all levels to operate through the medium of Welsh will be essential in raising standards. Welsh-medium, bilingual and Welsh-language provision will be incorporated within the Estyn Common Inspection Framework from 2010. Welsh-medium and Welsh-language provision will form an integral part of the School Effectiveness Framework (SEF). The Quality and Effectiveness Framework for post-16 learning includes consideration of Welsh-medium and bilingual provision, with specific requirements integrated into self-assessment guidance to providers and included in the contracting process for work-based learning providers. Within higher education, expectations on quality assurance, standards and enhancement apply equally to Welsh-medium and English-medium provision.

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Sustainability

3.5 This Strategy will bring about enduring change in the education infrastructure to ensure the sustainability of Welsh-medium education and the progression of learners from one stage to the next. In addition, it will address the principle of planning for sustainability by ensuring that the workforce of the future has the necessary Welsh-language and Welsh-medium vocational skills to maintain and develop the education system.

Equality of opportunity

3.6 Equality of opportunity is a cross-cutting theme integral to this Strategy and all policies of the Welsh Assembly Government. No one should be denied opportunities to access Welsh-medium education or learning Welsh as a language because of their race, ethnicity, disability, gender, sexual orientation, age or religion in any part of Wales. Welsh-medium education should reflect the composition of the Welsh population as a whole, and should be available to, and accessed by, all communities, including those characterised by disadvantage and ethnic diversity. We will expect our partners, providers and stakeholders to recognise this principle and take steps to make it a reality. This Strategy will contribute to the Welsh Assembly Government’s Mainstreaming Equality Strategy.

4. Strategic aims and objectives

Strategic aim 1: To improve the planning of Welsh-medium provision in the pre-statutory and statutory phases of education, on the basis of proactive response to informed parental demand

Supporting and building on the bilingualism theme of the School Effectiveness Framework, the purpose of this strategic aim is to provide a national strategic direction for the planning of Welsh-medium and bilingual provision, while allowing flexibility to reflect regional or local differences and needs. Local authorities will be expected to embed Welsh-medium, bilingual and Welsh-language provision in all policy developments and planning of provision.

Ensuring the availability of Welsh-medium provision is dependent on strategic planning, effective joint working, systematic analysis of demand and a commitment to act on the evidence of demand where appropriate. This applies to all phases of education, from the early years and throughout primary and secondary provision.

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This means addressing the urgent need in some local authority areas where there are insufficient places to meet current demand for Welsh-medium provision, and planning proactively to meet future growth in demand. This includes factoring in the additional demand which often appears when a new and convenient Welsh-medium school is opened. However, increasing access to Welsh-medium education involves several other factors, such as appropriate training of a suitably qualified workforce, and, in bilingual settings, ensuring that planning for linguistic balance promotes the necessary progress in Welsh-language skills through adequate Welsh-medium provision.

Strategic objectives

SO1.1 To expect local authorities to plan effectively for Welsh-medium provision in conjunction with their Children and Young People’s Partnerships, to report on their Welsh-medium, bilingual and Welsh-language education strategy and planning to the Welsh Assembly Government, and to achieve specific outcomes

SO1.2 To encourage and support partnership and joint working through consortia between local authorities and across and between regions in order to strengthen the planning and delivery of services which support Welsh-medium and bilingual provision, in line with the Transformation agenda and the School Effectiveness Framework

SO1.3 To expect Welsh-medium and bilingual schools, in their own planning and self-evaluation processes, to reflect the direction of national and local authority targets to safeguard and strengthen Welsh-medium and, in some areas, bilingual provision

SO1.4 To expect improved assessment of parental preference for language medium of childcare, early years provision and provision in the statutory sector in those local authorities in which a choice between Welsh-medium and English-medium provision is offered, and to expect local authorities to act on the findings in planning provision in line with national guidelines

SO1.5 To expect improved planning of Welsh-medium education provision and services for learners with additional learning needs (ALN) as an integral part of education provision at national, regional and local levels

SO1.6 To encourage increased access to Welsh-medium early years and primary statutory provision within the child’s community

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SO1.7 To maintain and develop opportunities for latecomers to access Welsh-medium provision and increase access to Welsh-medium education through late-immersion programmes where appropriate

SO1.8 To require local authorities to consider demand for, and access to, Welsh-medium provision when planning and bringing forward statutory proposals to change school provision

SO1.9 To promote access to Welsh-medium statutory primary and secondary provision, and to institutions providing further education and nursery education, when exercising functions under the Learner Travel (Wales) Measure 2008

SO1.10 To improve the communication of clear information to parents and carers about the nature of both the language provision and the language ethos of settings and schools, including presenting options in a fair and reasonable way

SO1.11 To keep in view further levers for influencing strategic direction for Welsh-medium education, including possible legislation

Strategic aim 2: To improve the planning of Welsh-medium provision in the post-14 phases of education and training, to take account of linguistic progression and continued development of skills

The purpose of this strategic aim is to focus on Welsh-medium provision as an integral element of cooperative planning and delivery of provision in the post-14 phases.

This involves prioritisation of course options to ensure a range of Welsh-medium opportunities for learners in line with the Learning and Skills (Wales) Measure 2009. For Welsh-medium provision it also entails the creation of wider networks than those based on local authority boundaries, and an increased contribution from the further education, work-based learning, youth service and adult community learning sectors. There needs to be effective progression into, and further development of, Welsh-medium course options in higher education as well as lifelong learning of all types. Proactive planning on the basis of improving access to Welsh-medium and bilingual provision should be a guiding principle.

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SO2.1 To ensure more high-quality opportunities to study or train through the medium of Welsh under the 14–19 Learning Pathways, in line with the Learning and Skills (Wales) Measure 2009 and related guidance

SO2.2 To establish and develop Welsh-medium 14–19 area partnerships that plan and develop delivery across local authority boundaries

SO2.3 To increase Welsh-medium and bilingual provision in further education and work-based learning and training in partnership through area networks

SO2.4 To plan provision which enables linguistic progression from the statutory education phase into the post-16 and post-19 phases with course options that maintain and strengthen linguistic skills in Welsh

SO2.5 To expect that proposals for change under the transforming education and training agenda improve opportunities for learners to take courses taught in Welsh and, where appropriate, ensure that learners can access a school or college where the Welsh language is used for all activities

SO2.6 To encourage partnership working between the higher education sector (including the planned Coleg Ffederal) and the post-16 sector on effective progression pathways for learners from post-16 provision into Welsh-medium higher education

SO2.7 To improve the planning of pathways for Welsh-medium progression into and within higher education, both in academic subject areas and in priority vocational areas

SO2.8 To increase adult and community learning provision through the medium of Welsh in line with the aspirations of adult and community learning transformation

Strategic aim 3: To ensure that all learners develop their Welsh-language skills to their full potential and encourage sound linguistic progression from one phase of education and training to the next

Welsh-medium education from the early years, with robust linguistic progression through every phase of education, offers the best conditions for developing young people who are truly bilingual.

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Schools, local authorities and other providers need to plan strategically to facilitate linguistic continuity in order to increase the numbers achieving fluency in a broad range of Welsh-language skills. Those not opting for Welsh-medium education should also have better opportunities to develop Welsh-language skills which enrich their experience of living in a bilingual country. Increasing the use of Welsh as a medium of learning across the curriculum may be one way of doing this. Welsh also needs to be recognised as a skill in the workplace, and improved methods of recognising and achieving skill levels developed.


SO3.1 To improve linguistic progression as a national, regional and local authority priority in all phases of education and training

SO3.2 To develop further opportunities for post-16 learners to maintain and improve their language skills in Welsh to provide linguistic progression

SO3.3 To raise standards in the teaching and learning of Welsh (first language)

SO3.4 To raise standards in the teaching and learning of Welsh (second language)

SO3.5 To consider the options for developing and assessing skills in Welsh along a language continuum across all phases of education

SO3.6 To raise standards in the teaching and learning of Welsh to adults so as to increase the numbers able to contribute to their communities and workplaces in Welsh

SO3.7 To promote recognition of Welsh as a skill in the workplace, and to develop opportunities for learning Welsh in the workplace

SO3.8 To work with partners to promote the benefits of Welsh-medium and Welsh-language learning

SO3.9 To expect that careers education, advice and guidance recognises and promotes the benefits of Welsh-medium and Welsh-language study and the opportunities to use Welsh in further study or training and in the workplace

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Strategic aim 4: To ensure a planned Welsh-medium education workforce that provides sufficient numbers of practitioners for all phases of education and training, with high-quality Welsh-language skills and competence in teaching methodologies

Ensuring an appropriate workforce for Welsh-medium education and training is fundamental to the success of this Strategy. The workforce must be sufficient in quality and in number to meet the growing needs of Welsh-medium provision in all sectors. Workforce training should also address the specific needs of the Welsh-medium sector in terms of language and methodological skills, and support the aim of improving standards in Welsh second language. The needs of all practitioners and staff working in education and training are considered in these objectives.


SO4.1 To develop workforce planning for Welsh-medium and Welsh-language practitioners in all sectors, including those working bilingually, and ensure that targets for initial training are based on detailed analyses of supply and demand

SO4.2 To develop initial training or Early Professional Development for practitioners at all levels and for all sectors that includes language awareness, Welsh-language skills, and Welsh-medium and bilingual teaching and learning methodologies where appropriate

SO4.3 To develop the national and regional infrastructure and capacity for delivering high-quality Continuing Professional Development (accredited and non-accredited training) in Welsh-medium methodologies and Welsh-language skills for practitioners in all education and training sectors, within the wider context of the pending review of all professional development in Wales

SO4.4 To improve skills of Welsh for Adults tutors through Continuing Professional Development training opportunities and the National Qualification for Welsh for Adults practitioners

SO4.5 To develop further research and scholarship in Wales across a broad range of areas relating to the Welsh language in education, including teaching and learning methodologies, and link research with training and best practice

SO4.6 To share and develop best practice through the medium of Welsh and in bilingual settings in all education and training sectors and informal and non-formal contexts

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Strategic aim 5: To improve the central support mechanisms for Welsh-medium education and training

Education and training through the medium of Welsh cannot function properly without mechanisms to ensure that learners are fully supported by Welsh-medium assessment and Welsh-medium classroom resources that are not provided by the commercial market. There needs to be improved access to a sufficient range of Welsh-medium qualifications. A continuous supply of high-quality Welsh-medium classroom resources, keeping pace with changes in the curriculum, sector requirements and new technologies, is essential to support learners of all ages. Standardised Welsh-language terminology is needed to ensure consistency across all assessments, qualifications and resources.


SO5.1 To encourage awarding organisations to develop the range, number and availability of Welsh-medium and Welsh-language qualifications of all types, in response to learner and sector needs and national strategic priorities

SO5.2 To increase and improve the range of teaching and learning resources to meet the needs of Welsh-medium and Welsh-language learners, in the context of national strategic priorities

SO5.3 To keep new technological developments and their impact on Welsh-medium and Welsh-language education under review, and seek to increase opportunities for Welsh-medium access

SO5.4 To raise awareness and promote the use of Welsh-medium and Welsh-language resources and qualifications

SO5.5 To ensure that up-to-date, standardised Welsh-language terminology is available to support all aspects of Welsh-medium provision

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Strategic aim 6: To contribute to the acquisition and reinforcement of Welsh-language skills in families and in the community

Education and training alone cannot guarantee that speakers become fluent in Welsh, or choose to use the language in their everyday lives. This Strategy concludes by outlining informal learning activities which support and complement the formal process of developing Welsh-language skills, and identifies opportunities for collaborative working across Welsh Assembly Government departments and with other agencies. A fundamental part of this is reaching across our diverse communities and to disadvantaged areas.


SO6.1 To increase provision of the teaching of Welsh to families

SO6.2 To expect partner bodies of the Children and Young People’s Partnerships to provide informal opportunities for learners to reinforce and embed their Welsh-language skills within education settings

SO6.3 To expect partner bodies of the Children and Young People’s Partnerships to increase and facilitate opportunities for young people to participate in activities through the medium of Welsh outside formal education settings

SO6.4 To encourage understanding that Welsh-language skills are relevant across culturally diverse communities and different socio-economic backgrounds

5. Monitoring

5.1 Although in our vision we recognise that some of the changes required will take some time to come to fruition, the Welsh Assembly Government will monitor and review the outcomes and targets in regular cycles from 2010. The targets in the Annex are based on data sources provided by the Welsh Assembly Government Statistical Directorate based on returns to the PLASC and LLWR. Future data will be collated and published in Statistical Bulletins by the Statistical Directorate. The Implementation Programme will include actions in cycles of five years in a rolling programme.

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5.2 Monitoring of the targets and outcomes in the Strategy (Annex) will be established through internal Department for Children, Education, Lifelong Learning and Skills (DCELLS) processes, and progress will be monitored regularly with annual reports to the Minister for Children, Education and Lifelong Learning (CELL), which will be made publicly available. The Strategy will be reviewed in 2015 and a revised Implementation Programme prepared at that time.

5.3 A Strategy Advisory Group will also be established with representation from major stakeholders. This body will meet annually, and will be chaired by the CELL Minister. Its purpose will be to advise on progress with the Strategy, in particular the coordination of planning of Welsh-medium provision.

5.4 Progress on the Strategy will also be reviewed regularly by the Council of Europe’s Committee of Experts (COMEX) under the European Charter for Regional and Minority Languages.

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Annex: Outcomes and targets

In order to monitor progress in implementing the Strategy, fixed five-year and indicative ten-year targets have been set based on outcomes that are central to its success. The Welsh Assembly Government will use this evidence as a contribution to a comprehensive review of the Strategy after the initial five-year period.

The indicators linked to each outcome are measurable using reliable data sets that are already available. They are applicable to the three levels of the education system – provider, local authority and national – and will be monitored at these different levels. Local authorities already report on performance through the National Performance Indicators. EDU/006 NS13 represents an important element of this Strategy: this requires authorities to report on the percentage of pupils assessed, in schools maintained by the local authority, receiving a teacher assessment in Welsh (first language) at the end of Key Stage 2 and at the end of Key Stage 3.

There are also areas where further work will be carried out to establish firmer benchmarking data. These lie mainly outside the statutory sector, relating in particular to early years and post-16 provision.

* in 2015, as assessed in Welsh in the Foundation Phase Language, Literacy and Communication Skills Area of Learning

Outcome 1More seven-year-old children being taught through the medium of Welsh

Indicator Targets

The percentage of Year 2 learners, assessed in Welsh (first language)*

2009 2015 2020

21% 25% 30%

22


April 2010


Outcome 1 at local authority level

Evidence from parental surveys in a number of local authorities where Welsh-medium provision is an option suggests that the current provision does not fully meet with parental demand in all areas. It is expected that the implementation of the Strategy will address this issue, leading to an increase in provision. In areas where bilingual provision is the norm, it is also expected that the Strategy will lead to an increase in the number of learners assessed in Welsh at Year 2. These national target figures have therefore been set in the context of the historical trend in the data and the impact of implementing the Strategy.

We have modelled the increases needed at local authority level to reach the national 2015 target, taking into consideration the wide range of current provision. In this model, a local authority with a 2009 figure of 10% would need to increase to around 13% (a 30% increase), whilst one with a 2009 figure of 80% would need to increase to around 84% (a 5% increase). The table below provides further examples in relation to current provision.

Local authorities will be expected to agree targets for Welsh-medium education, to be submitted as part of their Welsh in Education Strategic Plans to DCELLS for annual monitoring from 2011 (see Strategic aim 1). These exemplar figures will form the basis on which such targets are formulated.

Percentage Welsh first language in Year 2 (2009)

Percentage increase needed to meet 2015 target

0–10% +32–40%

10–20% +27–32%

20–30% +23–27%

30–40% +19–23%

40–50% +15–19%

50–60% +12–15%

60–70% +8–12%

70–80% +5–8%

80–90% +2–5%

90+% +0–2%

23


April 2010



Analysis of the linguistic data following through cohorts of learners over the last ten years clearly indicates that there is a discontinuity in linguistic progression between Key Stage 2 and Key Stage 3. Currently 15% of learners across Wales do not progress in their study of Welsh (first language) from Key Stage 2 to Key Stage 3. Strategic aim 3 outlines the objectives and actions that will be taken to improve this situation. These national target figures have been set on the basis of closing the Key Stage 2–Key Stage 3 gap to 10% by 2015 and to 5% by 2020.

There is currently considerable variation in the Key Stage 2–Key Stage 3 discontinuity rates across local authorities, most authorities already having a figure of less than 10%. The national target will therefore only be met through improvements in those authorities currently showing rates significantly greater than 10%.

Local authorities will be expected to agree targets for Welsh-medium education to be submitted as part of their Welsh in Education Strategic Plans, to DCELLS for annual monitoring from 2011 (see Strategic aim 1). These expectations will form the basis on which such targets are formulated.

Outcome 2More learners continuing to improve their language skills on transfer from primary to secondary school

Indicator Targets

The percentage of Year 9 learners assessed in Welsh (first language)

2009 2015 2020

16% 19% 23%

24


April 2010


* excluding Welsh literature; applied GCSEs, double science count two subjects; short courses count one subject ** based on WJEC data


Analysis of the linguistic data relating to annual cohorts of learners clearly indicates that there is a further drop in linguistic progression between Key Stage 3 and Key Stage 4. Overall, it appears that around 30% of the learners who followed a Welsh (first language) course at primary school level did not progress to taking any GCSE qualifications through the medium of Welsh in 2009. There is currently considerable variation in this linguistic Key Stage 3–Key Stage 4 progression across schools and local authorities. Two targets are set so as to be relevant to as many schools as possible.

Local authorities will be expected to agree targets for Welsh-medium education to be submitted as part of their Welsh in Education Strategic Plans, to DCELLS for annual monitoring from 2011 (see Strategic aim 1). These expectations will form the basis on which such targets are formulated.

Outcome 3More learners studying for qualifications through the medium of Welsh

Indicators Targets

3a. Percentage of learners entered for GCSE Welsh (first language) entered for at least two further Level 1/2 qualifications through the medium of Welsh*

2009 2015 2020

81%** 84% 88%

3b. Percentage of learners entered for GCSE Welsh (first language) being entered for at least five further Level 1/2 qualifications through the medium of Welsh*

58%** 62% 68%

25


April 2010


* excluding Welsh-language learning (LLWR, LA 26) ** WM = Welsh-medium; B = Bilingual

The data clearly show that it is school sixth forms that form the mainstay of Welsh-medium provision in the 16–19 age range. The success of our Coleg Ffederal initiative is dependent on having a sustainable supply of Welsh-medium students from a wide range of subject areas. The targets for sixth form provision in schools are therefore set in the context of building on the targets of Outcome 3, so as to provide such a base of potential Coleg Ffederal students.

Despite significant initiatives over a number of years, Welsh-medium provision in further education institutions and work-based learning remains low. The targets are set with a view to making progress in the future.

Outcome 4More learners aged 16–19 studying subjects through the medium of Welsh, in schools, colleges and work-based learning

Indicators Targets

Learners learning activities by medium of delivery*

2007/08 2015 2020

WM** B** WM B WM B

Schools 9.6% 5.3% 12% 6% 14% 6%

Further education institutions

0.2% 4.5% 1% 6% 2% 8%

Work-based learning

0.2% 1.2% 0.5% 2% 1% 3%

26


April 2010


* based on WJEC data

The successful implementation of the Strategy needs a sufficient supply of university graduates in Welsh, coming from a pool of learners who have studied A level Welsh. The choice of subjects available in post-16 provision has increased considerably in recent years, and this trend will continue with the implementation of the Learning and Skills (Wales) Measure 2009. As a consequence, the percentage of first language GCSE learners moving on to study A level Welsh has decreased from 7.9% to 6.7% during the past five years. Objectives in the Strategy are initially aimed at stabilising this figure and at an eventual reversal of the trend. Achieving the targets of both Outcome 2 and Outcome 5 will lead to a significant increase in the number of learners with higher-level Welsh-language skills.

Outcome 5More learners with higher-level Welsh-language skills

Indicators Targets

5a Total A level Welsh (first language) entries as a percentage of GCSE Welsh (first language) entries, two years earlier

2009 2015 2020

6.7%* 7% 8%

5b Total A level Welsh (second language) entries as a percentage of full and short course GCSE Welsh (second language) entries, two years earlier

3%* 3.5% 4%

27

Impl

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coor

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28

Stra

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Stag

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2Im

prov

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gion

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natio

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the

fou

r A

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irect

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of

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atio

n in

W

ales

(AD

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regi

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co

nsor

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blis

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natio

nal s

uppo

rt u

nit

to a

ssis

t co

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nd L

As

and

to c

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e th

e m

easu

ring

of d

eman

d fo

r an

d pl

anni

ng o

f W

elsh

-med

ium

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visi

on a

cros

s re

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s. A

lso

to c

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e tr

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atio

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actic

e.

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ove

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of

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ider

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pera

te w

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onal

con

sort

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lann

ing

in o

rder

to

impl

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t ag

reed

out

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es.

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e 2

Stag

e 3

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prov

e pl

anni

ng

and

spre

ad b

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tice

for

all

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sh-m

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m

and

bilin

gual

pr

ovis

ion

at

prov

ider

leve

l.

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re e

ffec

tive

inte

grat

ion

of

Wel

sh-m

ediu

m a

nd b

iling

ual

prov

isio

n in

the

impl

emen

tatio

n of

the

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ool E

ffec

tiven

ess

Fram

ewor

k (S

EF).

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grat

e W

elsh

-med

ium

and

bili

ngua

l co

nsid

erat

ions

in a

ll as

pect

s of

the

SEF

ac

ross

LA

s an

d co

nsor

tia.

Scho

ols

to im

prov

e pl

anni

ng a

nd

lear

n fr

om b

est

prac

tice

as p

art

of

thei

r se

lf-ev

alua

tion

and

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ovem

ent

proc

esse

s to

ach

ieve

th

e ou

tcom

es o

f th

e St

rate

gy.

Stag

e 2

Stag

e 3

Stra

teg

ic a

im 1

: To

imp

rove

th

e p

lan

nin

g o

f W

elsh

-med

ium

pro

visi

on

in t

he

pre

-sta

tuto

ry a

nd

sta

tuto

ry p

has

es o

f ed

uca

tio

n, o

n t

he

bas

is o

f p

roac

tive

res

po

nse

to

info

rmed

par

enta

l dem

and

29

SO1.

4Im

prov

e pl

anni

ng

on t

he b

asis

of

sur

veys

to

mea

sure

par

enta

l de

man

d fo

r W

elsh

-med

ium

ed

ucat

ion

at L

A

and

regi

onal

le

vel.

Wor

k w

ith L

As

in w

hich

a c

hoic

e be

twee

n W

elsh

-med

ium

and

En

glis

h-m

ediu

m p

rovi

sion

is o

ffer

ed

with

a v

iew

to

adop

ting

robu

st

met

hods

of

mea

surin

g de

man

d fo

r W

elsh

-med

ium

chi

ldca

re a

nd

educ

atio

n pr

ovis

ion.

Pro

mot

e co

nsis

tenc

y in

sur

vey

met

hodo

logy

by

pro

vidi

ng c

lear

gui

delin

es, a

nd

supp

ort

reso

lutio

n of

pra

ctic

al

and

tech

nica

l iss

ues

surr

ound

ing

pare

ntal

sur

veys

.

For

LAs

in w

hich

a c

hoic

e be

twee

n

Wel

sh-m

ediu

m a

nd E

nglis

h-m

ediu

m

prov

isio

n is

off

ered

, ado

pt r

obus

t m

etho

ds

of m

easu

ring

dem

and

for,

and

supp

ly o

f,

Wel

sh-m

ediu

m c

hild

care

and

sta

tuto

ry

educ

atio

n pr

ovis

ion,

acc

ordi

ng t

o na

tiona

l gu

idel

ines

.

Stag

e 2

Stag

e 3

Esta

blis

h cl

ear

guid

elin

es o

n ho

w

LAs

are

expe

cted

to

act

prom

ptly

on

the

find

ings

of

surv

eys.

Act

pro

mpt

ly o

n th

e fin

ding

s of

par

enta

l su

rvey

s, a

ccor

ding

to

WA

G g

uide

lines

.St

age

2St

age

3

SO1.

5Re

view

W

elsh

-med

ium

pr

ovis

ion

and

serv

ices

for

pup

ils

with

add

ition

al

lear

ning

nee

ds

(ALN

), an

d m

onito

r pr

ogre

ss.

Com

mis

sion

an

upda

te o

f th

e re

view

Ack

now

ledg

ing

Nee

d (W

AG

, 200

2), i

dent

ify a

reas

of

best

pra

ctic

e, a

sses

s pr

ogre

ss a

nd

cons

ider

opt

ions

for

fur

ther

act

ion.

Ensu

re a

dequ

ate

cons

ider

atio

n of

ALN

in

plan

ning

pro

visi

on, a

nd e

ncou

rage

clo

ser

colla

bora

tion

betw

een

LAs

to p

rovi

de f

or

lear

ners

with

low

inci

denc

e ne

eds

and

thos

e re

quiri

ng s

peci

alis

t pr

ovis

ion.

Stag

e 1

Stag

e 2

SO1.

6En

cour

age

incr

ease

d ac

cess

to

Wel

sh-m

ediu

m

prov

isio

n fo

r ea

rly y

ears

and

pr

imar

y st

atut

ory

prov

isio

n.

Con

side

r op

tions

for

aud

iting

pr

e-st

atut

ory

lang

uage

pro

visi

on.

Best

pra

ctic

e on

join

t pl

anni

ng a

nd

data

-sha

ring

for

Wel

sh-m

ediu

m

and

bilin

gual

pro

visi

on t

o be

ag

reed

and

sha

red

with

LA

s an

d th

e no

n-m

aint

aine

d se

ctor

.

Impl

emen

t be

st p

ract

ice

in e

ffec

tive

colle

ctio

n of

dat

a an

d tr

acki

ng o

f pr

ogre

ssio

n fr

om t

he v

olun

tary

and

priv

ate

sect

ors

into

Wel

sh-m

ediu

m a

nd b

iling

ual

stat

utor

y pr

ovis

ion,

sha

ring

the

data

and

st

rate

gic

map

ping

with

vol

unta

ry s

ecto

r pr

ovid

ers.

Prov

ider

s fr

om t

he v

olun

tary

and

pr

ivat

e se

ctor

to

prov

ide

cons

iste

nt

data

and

tra

ck p

rogr

essi

on.

Stag

e 1

Stag

e 2

Enco

urag

e gr

eate

r acc

ess

to

Wel

sh-m

ediu

m e

arly

yea

rs e

duca

tion

prov

ision

with

in th

e ch

ild’s

loca

l co

mm

unity

. Ens

ure

suffi

cien

t W

elsh

-med

ium

chi

ldca

re

oppo

rtun

ities

with

in th

e Fl

ying

Sta

rt

Prog

ram

me.

Con

sider

opt

ions

for

appr

opria

te s

uppo

rt to

the

no

n-m

aint

aine

d se

ctor

whe

re th

ere

are

pote

ntia

l gap

s.

Wel

sh-la

ngua

ge is

sues

incl

udin

g ca

paci

ty

and

fund

ing

to b

e pa

rt o

f th

e w

ork

of

CY

PPs

or E

arly

Yea

rs D

evel

opm

ent

and

Chi

ldca

re P

artn

ersh

ips.

Incl

ude

the

no

n-m

aint

aine

d se

ctor

in e

arly

yea

rs

plan

ning

.

Non

-mai

ntai

ned

sect

or p

rovi

ders

of

Wel

sh-m

ediu

m c

hild

care

and

ea

rly y

ears

pro

visi

on t

o w

ork

with

LA

s an

d W

AG

to

iden

tify

issu

es

of d

ifficu

lty a

nd p

oten

tial g

aps

in

prov

isio

n.

Stag

e 2

Stag

e 3

30

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO1.

7Re

view

and

de

velo

p th

e Im

mer

sion

Pr

ogra

mm

e an

d ce

ntre

s fo

r la

te e

ntry

to

Wel

sh-m

ediu

m

educ

atio

n.

Furt

her

deve

lop

the

exis

ting

Imm

ersi

on P

rogr

amm

e pr

ovid

ing

inte

nsiv

e W

elsh

-lang

uage

im

mer

sion

tea

chin

g, f

acili

tatin

g la

te a

cces

s to

Wel

sh-m

ediu

m

educ

atio

n.

Take

acc

ount

of

curr

ent

imm

ersi

on p

ilots

an

d co

nsid

er c

oher

ent

prog

ram

mes

fo

r la

te e

ntry

imm

ersi

on w

ith a

vie

w

to in

crea

sing

acc

ess

to W

elsh

-med

ium

pr

ovis

ion.

Mor

e W

elsh

-med

ium

sec

onda

ry

scho

ols

to p

artic

ipat

e in

set

ting

up

sche

mes

for

late

ent

ry f

ollo

win

g th

e Im

mer

sion

Pro

gram

me

guid

ance

.

Stag

e 3

Stag

e 3

Con

tinue

to

deve

lop

Lang

uage

Im

mer

sion

Cen

tres

for

Lat

ecom

ers

in p

artn

ersh

ip w

ith W

elsh

La

ngua

ge B

oard

(WLB

) and

LA

s an

d co

nsid

er o

ptio

ns f

or t

he

futu

re.

Wor

k w

ith W

AG

/WLB

to

keep

und

er

revi

ew t

he d

eman

d fo

r, pu

rpos

e, v

iabi

lity,

fu

ndin

g an

d ty

pes

of p

rovi

sion

ava

ilabl

e in

C

entr

es f

or L

atec

omer

s.

Scho

ols

to e

nsur

e th

at la

teco

mer

s re

ceiv

e su

ppor

t an

d m

ento

ring

afte

r in

itial

lear

ning

in L

atec

omer

s’

Cen

tres

.

Stag

e 3

Stag

e 3

SO1.

8C

onsi

der

W

elsh

-med

ium

pr

ovis

ion

whe

n pl

anni

ng c

hang

es

to s

choo

l pr

ovis

ion.

Con

side

r op

tions

for

fur

ther

gu

idan

ce t

o LA

s in

rel

atio

n to

W

elsh

-med

ium

pro

visi

on w

hen

brin

ging

for

war

d st

atut

ory

prop

osal

s to

cha

nge

scho

ol

prov

isio

n.

LAs

to c

onsi

der

futu

re d

eman

d fo

r, an

d ac

cess

to,

Wel

sh-m

ediu

m p

rovi

sion

whe

n pl

anni

ng t

o ch

ange

sch

ool p

rovi

sion

, and

m

akin

g pr

opos

als

for

the

Twen

ty-fi

rst

Cen

tury

Sch

ools

Pro

gram

me.

Stag

e 1

Stag

e 2

SO1.

9Pr

omot

e ac

cess

to

Wel

sh-m

ediu

m

educ

atio

n un

der

the

Lear

ner

Trav

el

(Wal

es) M

easu

re

2008

.

Kee

p tr

avel

arr

ange

men

ts m

ade

by

LAs

for

lear

ners

und

er r

evie

w.

Con

side

r th

e im

pact

on

Wel

sh-m

ediu

m

educ

atio

n an

d tr

aini

ng w

hen

exer

cisi

ng

func

tions

und

er t

he L

earn

er T

rave

l (W

ales

) M

easu

re 2

008.

Stag

e 2

Stag

e 3

31

SO1.

10Pr

ovid

e cl

eare

r in

form

atio

n ab

out

W

elsh

-med

ium

an

d bi

lingu

al

educ

atio

n to

pa

rent

s an

d ca

rers

.

Wor

k w

ith s

take

hold

ers

to p

rovi

de

guid

elin

es f

or t

he d

isse

min

atio

n of

cl

ear

and

fair

info

rmat

ion

abou

t th

e lin

guis

tic o

utco

mes

of

diff

eren

t se

ttin

gs.

Prov

ide

clea

r an

d fa

ir in

form

atio

n to

pa

rent

s an

d ca

rers

abo

ut t

he li

ngui

stic

ou

tcom

es a

risin

g fr

om d

iffer

ent

type

s of

sc

hool

set

tings

.

Chi

ldca

re/e

arly

yea

rs p

rovi

ders

and

sc

hool

pro

spec

tuse

s to

incl

ude

clea

r in

form

atio

n ab

out

the

lingu

istic

na

ture

and

con

tent

of

prov

isio

n,

incl

udin

g in

form

atio

n ab

out

prog

ress

ion.

Stag

e 2

Stag

e 3

Revi

ew t

he e

ffec

tiven

ess

of t

he

WA

G g

uide

lines

Defi

ning

Sch

ools

ac

cord

ing

to W

elsh

-med

ium

Pr

ovis

ion

(200

7).

Wor

k w

ith W

AG

to

cons

ider

how

bes

t to

pr

esen

t in

form

atio

n to

par

ents

and

car

ers

acco

rdin

g to

the

defi

nitio

ns in

Defi

ning

Sc

hool

s ac

cord

ing

to W

elsh

-med

ium

Pr

ovis

ion.

Scho

ols

to w

ork

with

LA

s to

ens

ure

that

the

pro

visi

on m

eets

the

de

finiti

ons

as a

gree

d.

Stag

e 1

SO1.

11C

onsi

der

optio

ns

for

influ

enci

ng

stra

tegi

c di

rect

ion

for

Wel

sh-m

ediu

m

educ

atio

n.

Revi

ew e

ffec

tiven

ess

of W

elsh

in

Edu

catio

n St

rate

gic

Plan

s,

and

cons

ider

opt

ions

for

fut

ure

legi

slat

ion

on im

prov

ing

plan

ning

fo

r W

elsh

-med

ium

and

bili

ngua

l ed

ucat

ion.

Stag

e 1

Stag

e 2

32

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO2.

1En

sure

co

mpl

ianc

e w

ith

the

Lear

ning

and

Sk

ills

(Wal

es)

Mea

sure

(200

9).

Mon

itor

all A

nnua

l Net

wor

k D

evel

opm

ent

Plan

s fo

r

Wel

sh-m

ediu

m p

rovi

sion

for

co

mpl

ianc

e w

ith t

he M

easu

re a

nd

asso

ciat

ed g

uida

nce.

Ensu

re c

ompl

ianc

e w

ith t

he M

easu

re f

or

prov

isio

n fo

r 14

–16-

year

-old

s.A

rea

netw

orks

, sch

ools

, fur

ther

ed

ucat

ion

inst

itutio

ns (F

EIs)

, w

ork-

base

d le

arni

ng (W

BL)

prov

ider

s to

ens

ure

com

plia

nce

with

the

Mea

sure

for

pos

t-16

pr

ovis

ion.

Stag

e 2

Stag

e 3

Con

tinue

to

fund

dev

elop

men

t of

new

voc

atio

nal p

rovi

sion

and

in

nova

tive

appr

oach

es t

hrou

gh

area

net

wor

ks, i

n lin

e w

ith t

he

Mea

sure

, and

reg

ular

ly r

evie

w

the

key

subj

ect

area

prio

ritie

s fo

r de

velo

pmen

t.

Wor

k th

roug

h 14

–19

area

net

wor

ks a

nd

Wel

sh-m

ediu

m 1

4–19

for

ums

to m

ake

effe

ctiv

e us

e of

fun

ding

and

sha

ring

of

best

pra

ctic

e, a

nd t

o en

sure

tha

t pr

iorit

y su

bjec

t ar

eas,

par

ticul

arly

voc

atio

nal,

are

prov

ided

thr

ough

the

med

ium

of

Wel

sh.

LAs,

are

a ne

twor

ks, s

choo

ls, F

EIs

and

WBL

pro

vide

rs t

o co

oper

ate

to m

ake

effe

ctiv

e us

e of

fun

ding

, an

d to

pro

vide

cou

rses

in p

riorit

y su

bjec

t ar

eas,

esp

ecia

lly v

ocat

iona

l, th

roug

h th

e m

ediu

m o

f W

elsh

or

bilin

gual

ly.

Stag

e 3

Stag

e 3

Revi

ew t

he d

ata

colle

cted

on

Wel

sh-m

ediu

m a

nd b

iling

ual

prov

isio

n in

14–

19 d

ata

colle

ctio

n sy

stem

s, a

nd e

xplo

re t

he u

se o

f be

nchm

arki

ng t

ools

for

pos

t-16

le

arni

ng.

Col

lect

and

mak

e go

od u

se o

f ac

cura

te

data

on

Wel

sh-m

ediu

m a

nd b

iling

ual

prov

isio

n th

roug

h ap

prop

riate

sys

tem

s.

Prov

ider

s to

ens

ure

the

prov

isio

n an

d go

od u

se o

f ac

cura

te d

ata.

Stag

e 1

Stag

e 2

SO2.

2D

evel

op e

ffec

tive

plan

ning

for

W

elsh

-med

ium

14

–19

prov

isio

n th

roug

h re

gion

al

Wel

sh-m

ediu

m

foru

ms.

Con

tinue

to

wor

k w

ith r

egio

nal

Wel

sh-m

ediu

m f

orum

s to

aid

pl

anni

ng a

cros

s LA

bou

ndar

ies.

Coo

pera

te w

ith W

elsh

-med

ium

for

ums

to

cont

inue

to

deve

lop

regi

onal

app

roac

hes

to W

elsh

-med

ium

sho

rtag

es in

14–

19

prov

isio

n.

Stak

ehol

ders

and

pro

vide

rs t

o co

oper

ate

thro

ugh

regi

onal

W

elsh

-med

ium

for

ums

to s

ecur

e su

stai

nabl

e de

velo

pmen

t of

W

elsh

-med

ium

and

bili

ngua

l 14–

19

cour

ses.

Stag

e 3

Stag

e 3

Stra

teg

ic a

im 2

: To

imp

rove

th

e p

lan

nin

g o

f W

elsh

-med

ium

pro

visi

on

in t

he

po

st-1

4 p

has

es o

f ed

uca

tio

n a

nd

tr

ain

ing

, to

tak

e ac

cou

nt

of

ling

uis

tic

pro

gre

ssio

n a

nd

co

nti

nu

ed d

evel

op

men

t o

f sk

ills

33

SO2.

3In

crea

se

Wel

sh-m

ediu

m

and

bilin

gual

pr

ovis

ion

in

furt

her

educ

atio

n (F

E) a

nd W

BL.

Supp

ort

Col

lege

sWal

es t

o im

plem

ent

thei

r Bi

lingu

alis

m

Stra

tegy

. Eva

luat

e se

lf-as

sess

men

t re

port

s of

FEI

s th

roug

h th

e Q

ualit

y Ef

fect

iven

ess

Fram

ewor

k (Q

EF)

with

reg

ard

to t

heir

effe

ctiv

enes

s in

re

latio

n to

Wel

sh e

thos

and

W

elsh

-med

ium

/bili

ngua

l pro

visi

on.

FEIs

to

incr

ease

Wel

sh-m

ediu

m

and

bilin

gual

pro

visi

on in

line

w

ith C

olle

gesW

ales

’ Bili

ngua

lism

St

rate

gy, F

EIs’

Wel

sh L

angu

age

Sche

mes

and

QEF

sel

f-as

sess

men

t re

port

s.

Stag

e 2

Stag

e 3

Inco

rpor

ate

spec

ific

requ

irem

ents

fo

r W

elsh

-med

ium

pol

icie

s an

d de

liver

y in

to t

he p

rogr

amm

e sp

ecifi

catio

n fo

r W

BL f

rom

Aug

ust

2011

, and

mon

itor

acco

rdin

gly.

WBL

pro

vide

rs t

o in

crea

se

Wel

sh-m

ediu

m a

nd/o

r bi

lingu

al

prov

isio

n ac

cord

ing

to t

he t

erm

s of

con

trac

t fr

om 2

011

and

in

coop

erat

ion

with

14–

19 a

rea

netw

orks

for

und

er-1

9 le

arne

rs.

Stag

e 2

Stag

e 3

SO2.

4Im

prov

e pl

anni

ng

of li

ngui

stic

pr

ogre

ssio

n in

to

the

post

-16

and

post

-19

phas

es.

Enco

urag

e de

velo

pmen

t of

cou

rses

an

d qu

alifi

catio

ns w

hich

sup

port

an

d im

prov

e W

elsh

-lang

uage

ski

lls

for

post

-16

lear

ners

.

LAs

to p

lan

effe

ctiv

ely

for

post

-16

W

elsh

-med

ium

and

bili

ngua

l pro

visi

on

with

in p

artn

ersh

ips.

Scho

ols,

FEI

s an

d W

BL p

rovi

ders

to

wor

k to

geth

er in

ord

er t

o de

velo

p op

tions

for

impr

ovin

g

Wel

sh-la

ngua

ge s

kills

pos

t-16

.

Stag

e 1

Stag

e 2

Con

side

r vi

ews

of c

hild

ren

and

youn

g pe

ople

w

ith r

egar

d to

W

elsh

-med

ium

an

d bi

lingu

al

prov

isio

n.

Mon

itor

effe

ctiv

e re

spon

se t

o Le

arne

r Vo

ice

surv

eys

with

reg

ard

to W

elsh

-med

ium

and

bili

ngua

l op

port

uniti

es.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

giv

e du

e co

nsid

erat

ion

to

dem

and

from

lear

ners

for

gre

ater

W

elsh

-med

ium

and

bili

ngua

l op

port

uniti

es.

Stag

e 2

Stag

e 3

SO2.

5En

sure

crit

eria

an

d ou

tcom

es f

or

Tran

sfor

mat

ion

prop

osal

s de

mon

stra

te

enha

ncem

ent

of

Wel

sh-m

ediu

m

oppo

rtun

ities

.

Ensu

re t

hat

deve

lopm

ent

and

eval

uatio

n of

all

Tran

sfor

min

g Ed

ucat

ion

and

Trai

ning

Pr

ovis

ion

prop

osal

s de

mon

stra

te

mai

nten

ance

and

enh

ance

men

t of

W

elsh

-med

ium

pro

visi

on.

Ensu

re t

hat

Tran

sfor

mat

ion

prop

osal

s de

mon

stra

te m

aint

enan

ce a

nd

enha

ncem

ent

of W

elsh

-med

ium

pro

visi

on,

and

due

cons

ider

atio

n to

hav

ing

a po

sitiv

e ef

fect

on

the

rang

e an

d qu

ality

of

W

elsh

-med

ium

opp

ortu

nitie

s fo

r le

arne

rs.

Stag

e 2

Stag

e 3

34

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO2.

6D

evel

op a

fr

amew

ork

for

coop

erat

ion

betw

een

W

elsh

-med

ium

hi

gher

edu

catio

n (H

E) a

nd p

ost-

16

prov

isio

n.

Wor

k w

ith a

ll in

tere

sted

par

tner

s to

cr

eate

a f

ram

ewor

k fo

r jo

int

wor

k on

eff

ectiv

e pr

ogre

ssio

n pa

thw

ays

for

lear

ners

fro

m p

ost-

16 p

rovi

sion

in

to W

elsh

-med

ium

HE

stud

y.

HE

sect

or, a

nd in

due

cou

rse

the

Col

eg

Ffed

eral

, to

wor

k w

ith p

ost-

16 p

rovi

ders

to

pla

n fu

ture

Wel

sh-m

ediu

m p

rovi

sion

w

ith e

ffec

tive

prog

ress

ion

from

pos

t-16

le

arni

ng.

Hig

her

educ

atio

n in

stitu

tes

(HEI

s)

and

post

-16

prov

ider

s to

co

oper

ate

on p

lann

ing

for

effe

ctiv

e pr

ogre

ssio

n th

roug

h th

e m

ediu

m o

f W

elsh

fro

m p

ost-

16 p

rovi

sion

in

to H

E.

Stag

e 1

Stag

e 2

SO2.

7Pr

iorit

ise

cour

ses

and

optio

ns

whi

ch m

axim

ise

oppo

rtun

ities

for

W

elsh

-med

ium

pr

ogre

ssio

n in

to

HE.

Wor

k w

ith a

ll in

tere

sted

par

tner

s to

ag

ree

prio

rity

area

s w

here

lear

ners

ca

n pr

ogre

ss f

rom

Wel

sh-m

ediu

m

or b

iling

ual c

ours

es p

ost-

16 in

to

post

-19

HE

cour

ses.

HE

sect

or/C

oleg

Ffe

dera

l to

wor

k w

ith W

AG

and

pro

vide

rs t

o pr

iorit

ise

prog

ress

ion

path

way

s.

HEI

s to

coo

rdin

ate

with

Hig

her

Educ

atio

n Fu

ndin

g C

ounc

il fo

r W

ales

(HEF

CW

)/Col

eg F

fede

ral

and

post

-16

prov

ider

s to

prio

ritis

e pr

ogre

ssio

n pa

thw

ays

in li

ne w

ith

HEI

s W

elsh

Lan

guag

e Sc

hem

es.

Stag

e 2

Stag

e 3

Enco

urag

e de

velo

pmen

t of

re

sear

ch t

hrou

gh

the

med

ium

of

Wel

sh.

Enco

urag

e re

sear

ch f

undi

ng

bodi

es t

o co

nsid

er W

elsh

-med

ium

re

sear

ch.

HE

sect

or a

nd t

he C

oleg

Ffe

dera

l to

enco

urag

e H

E re

sear

ch t

hrou

gh t

he

med

ium

of

Wel

sh in

ord

er t

o ra

ise

the

stat

us o

f W

elsh

as

an a

cade

mic

lang

uage

.

HEI

s to

enc

oura

ge H

E re

sear

ch

thro

ugh

the

med

ium

of

Wel

sh.

Stag

e 1

Stag

e 3

SO2.

8Ex

pand

op

port

uniti

es f

or

Wel

sh-m

ediu

m

lear

ning

in A

dult

and

Com

mun

ity

Lear

ning

(AC

L).

Expe

ct t

hat

Wel

sh-m

ediu

m

prov

isio

n is

ful

ly m

ains

trea

med

in

wid

er A

CL

prov

isio

n.

Ensu

re W

elsh

-med

ium

pro

visi

on is

ful

ly

cons

ider

ed in

pla

nnin

g fo

r A

CL

(LA

s an

d ot

her

prov

ider

s).

Ensu

re W

elsh

-med

ium

pro

visi

on is

fu

lly c

onsi

dere

d in

pla

nnin

g fo

r A

CL

(LA

s an

d ot

her

prov

ider

s).

Stag

e 1

Stag

e 2

Und

erta

ke a

sur

vey

of

Wel

sh-s

peak

ers

to e

stab

lish

the

need

for

Wel

sh-m

ediu

m B

asic

Ski

lls

prov

isio

n. C

ontin

ue t

o ex

pand

Ba

sic

Skill

s pr

ovis

ion

in a

dult

lear

ning

thr

ough

the

med

ium

of

Wel

sh.

Supp

ort

the

deliv

ery

of B

asic

Ski

lls t

hrou

gh

the

med

ium

of

Wel

sh t

hrou

gh s

igni

ng u

p to

the

Em

ploy

er P

ledg

e an

d en

ablin

g Ba

sic

Skill

s le

arni

ng in

the

wor

kpla

ce.

Incr

ease

cap

acity

to

deliv

er B

asic

Sk

ills

lear

ning

thr

ough

the

med

ium

of

Wel

sh.

Stag

e 2

Stag

e 3

35

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO3.

1Im

prov

e lin

guis

tic

prog

ress

ion

in a

ll ph

ases

.

Furt

her

deve

lop

the

WLB

Lin

guis

tic

Con

tinui

ty p

roje

ct f

or im

prov

ed

lingu

istic

pro

gres

sion

bet

wee

n K

ey S

tage

s 2

and

3, a

nd p

rovi

de

best

pra

ctic

e gu

idan

ce. C

onsi

der

optio

ns f

or K

ey S

tage

s 3–

4 an

d in

to p

ost-

16 le

arni

ng.

Mai

nstr

eam

bes

t pr

actic

e in

ens

urin

g lin

guis

tic p

rogr

essi

on in

line

with

Wel

sh

in E

duca

tion

Stra

tegi

c Pl

ans

(WES

Ps) (

see

1.1)

. Pro

mot

e m

ore

effe

ctiv

e tr

ansf

er

betw

een

Key

Sta

ges

2 an

d 3,

and

Key

St

ages

3 a

nd 4

.

Eval

uate

cur

rent

pro

visi

on w

ith

a vi

ew t

o im

prov

ing

lingu

istic

pr

ogre

ssio

n pa

rtic

ular

ly b

etw

een

Key

Sta

ges

2 an

d 3,

and

Key

Sta

ges

3 an

d 4.

Ens

ure

invo

lvem

ent

of

gove

rnor

s, p

aren

ts, c

arer

s an

d le

arne

rs.

Stag

e 2

Stag

e 3

SO3.

2Im

prov

e

Wel

sh-la

ngua

ge

skill

s in

the

po

st-1

6 se

ctor

, in

clud

ing

scho

ol

sixt

h fo

rms,

FE,

W

BL a

nd H

E.

Build

on

the

curr

ent

Voca

tiona

l W

elsh

pilo

ts t

o de

velo

p pr

ovis

ion

for

lang

uage

cou

rses

or

mod

ules

su

itabl

e fo

r po

st-1

6 le

arne

rs t

akin

g vo

catio

nal c

ours

es, a

nd e

xplo

re

furt

her

oppo

rtun

ities

for

pos

t-16

W

elsh

lear

ning

in g

ener

al.

Sect

or b

odie

s (S

ecto

r Sk

ills

Cou

ncils

(SSC

s)

and

stan

dard

-set

ting

bodi

es) t

o pr

ovid

e op

tions

for

impr

ovin

g W

elsh

lang

uage

sk

ills

as p

art

of a

ppre

ntic

eshi

p fr

amew

orks

an

d Sk

illbu

ild f

ram

ewor

ks d

eliv

ered

in

FE a

nd W

BL. H

E se

ctor

/Col

eg F

fede

ral

to c

onsi

der

optio

ns f

or W

elsh

-lang

uage

le

arni

ng a

t H

E le

vel.

FE a

nd W

BL p

rovi

ders

to o

ffer

su

itabl

e W

elsh

-lang

uage

sup

port

an

d co

urse

s ap

prop

riate

for p

ost-

16

Wel

sh-s

peak

ing

lear

ners

. HEI

s to

pr

ovid

e op

port

uniti

es fo

r lea

rner

s to

im

prov

e th

eir W

elsh

-lang

uage

ski

lls,

incl

udin

g th

roug

h W

elsh

for A

dults

(W

fA) c

entr

es.

Stag

e 2

Stag

e 3

SO3.

3Ra

ise

stan

dard

s in

tea

chin

g an

d le

arni

ng o

f W

elsh

fir

st la

ngua

ge (f

or

Wel

sh-m

ediu

m

and

bilin

gual

se

ttin

gs).

Kee

p un

der

revi

ew a

ll cu

rric

ulum

an

d qu

alifi

catio

n re

quire

men

ts.

Ensu

re t

hat

all l

itera

cy in

itiat

ives

in

clud

e W

elsh

-lang

uage

lite

racy

, an

d co

ntin

ue t

o ex

pand

Bas

ic S

kills

pr

ovis

ion

thro

ugh

the

med

ium

of

Wel

sh a

s re

quire

d. W

ork

with

Est

yn

to c

ontin

ue t

o m

onito

r st

anda

rds

in

Wel

sh.

LAs

to t

ake

mea

sure

s to

impr

ove

stan

dard

s of

lear

ning

and

tea

chin

g, c

losi

ng t

he g

ap

betw

een

scho

ols

and

with

in s

choo

ls.

Scho

ols

to s

elf-

eval

uate

thr

ough

th

e SE

F an

d se

t ta

rget

s fo

r im

prov

emen

t.

Stag

e 2

Stag

e 3

Wor

k w

ith L

As

to c

onsi

der

optio

ns

for

incr

easi

ng W

elsh

-lang

uage

an

d W

elsh

-med

ium

ele

men

ts o

f th

e cu

rric

ulum

in e

xist

ing

bilin

gual

sc

hool

s in

ord

er t

o im

prov

e le

arne

rs’ fl

uenc

y in

Wel

sh.

Enco

urag

e a

grea

ter

prop

ortio

n of

W

elsh

-med

ium

pro

visi

on in

bili

ngua

l sc

hool

s, w

here

app

ropr

iate

.

Bilin

gual

sch

ools

to

revi

ew t

he

natu

re o

f th

e cu

rric

ulum

pro

vide

d an

d w

ork

with

the

LA

to

incr

ease

an

d im

prov

e th

e W

elsh

-med

ium

an

d W

elsh

-lang

uage

con

tent

whe

re

appr

opria

te.

Stag

e 2

Stag

e 3

Stra

teg

ic a

im 3

: To

en

sure

th

at a

ll le

arn

ers

dev

elo

p t

hei

r W

elsh

-lan

gu

age

skill

s to

th

eir

full

po

ten

tial

an

d e

nco

ura

ge

sou

nd

lin

gu

isti

c p

rog

ress

ion

fro

m o

ne

ph

ase

of

edu

cati

on

an

d t

rain

ing

to

th

e n

ext

36

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO3.

4Ra

ise

stan

dard

s in

le

arni

ng a

nd

teac

hing

of

Wel

sh

and

seco

nd

lang

uage

(for

En

glis

h-m

ediu

m

sett

ings

).

As

part

of

the

Min

iste

rial r

emit,

re

ques

t Es

tyn

to u

nder

take

rev

iew

s of

Wel

sh L

angu

age

Dev

elop

men

t A

rea

of L

earn

ing

in t

he F

ound

atio

n Ph

ase,

and

Wel

sh s

econ

d la

ngua

ge

stan

dard

s at

Key

Sta

ge 2

, fol

low

ing

the

intr

oduc

tion

of t

he s

tatu

tory

te

ache

r as

sess

men

t.

Mon

itor

the

effe

ct o

f th

e st

atut

ory

teac

her

asse

ssm

ents

and

the

req

uire

men

t to

rep

ort

to p

aren

ts a

nd c

arer

s at

Key

Sta

ge 2

.

Scho

ols

to s

elf-

eval

uate

thr

ough

th

e SE

F an

d se

t ta

rget

s fo

r im

prov

emen

t in

Wel

sh s

econ

d la

ngua

ge.

Stag

e 2

Stag

e 3

Kee

p un

der

revi

ew t

he g

uida

nce

and

trai

ning

mat

eria

ls a

vaila

ble

for

use

with

lear

ners

age

d 3–

16

in o

rder

to

prom

ote

good

pra

ctic

e an

d tr

aini

ng, w

ith a

vie

w t

o in

crea

sing

the

num

bers

fol

low

ing

the

full

GC

SE c

ours

e or

equ

ival

ent

in W

elsh

sec

ond

lang

uage

, in

line

with

Est

yn r

ecom

men

datio

ns.

Shar

e go

od p

ract

ice

and

trai

ning

fo

r Fo

unda

tion

Phas

e on

an

LA a

nd

regi

onal

con

sort

ium

bas

is. I

dent

ify

area

s of

und

erac

hiev

emen

t in

Wel

sh

seco

nd la

ngua

ge a

nd w

ork

thro

ugh

the

SEF

to e

nabl

e sc

hool

s to

set

goa

ls f

or

impr

ovem

ent.

Shar

e go

od p

ract

ice

and

iden

tify

trai

ning

thr

ough

the

SEF

. Set

goa

ls

for

impr

ovem

ent

in a

chie

vem

ent

in W

elsh

for

all

ages

, ens

urin

g su

ffici

ent

curr

icul

um t

ime,

re

sour

ces

and

adeq

uate

tra

inin

g fo

r te

ache

rs.

Stag

e 3

Stag

e 3

Iden

tify

best

pra

ctic

e, e

spec

ially

at

Key

Sta

ges

2 an

d 3,

and

con

side

r op

tions

for

pilo

t pr

ogra

mm

es f

or

impr

ovin

g st

anda

rds

in W

elsh

se

cond

lang

uage

.

Coo

pera

te w

ith W

AG

in id

entif

ying

bes

t pr

actic

e an

d se

ttin

g up

pilo

ts.

Scho

ols

to s

eek

impr

ovem

ent

in

stan

dard

s by

lear

ning

fro

m t

he

WA

G/L

A p

ilots

and

find

ings

on

best

pr

actic

e.

Stag

e 2

Stag

e 3

Con

side

r op

tions

for

enc

oura

ging

de

velo

pmen

t of

alte

rnat

ive

Wel

sh

seco

nd la

ngua

ge s

kills

ass

essm

ents

at

Key

Sta

ge 4

and

pos

t-16

, to

assi

st w

ith im

prov

ing

skill

s in

Wel

sh

lang

uage

.

Aw

ardi

ng o

rgan

isat

ions

(AO

s) t

o w

ork

with

SSC

s/st

anda

rd-s

ettin

g bo

dies

and

W

AG

to

cons

ider

alte

rnat

ive

asse

ssm

ents

.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

ass

ess

dem

and

and

prom

ote

avai

labi

lity

of a

ltern

ativ

e as

sess

men

ts a

s ap

prop

riate

.

Stag

e 2

Stag

e 3

37

SO3.

5Re

sear

ch t

he

feas

ibili

ty o

f in

trod

ucin

g a

lang

uage

co

ntin

uum

.

Con

side

r th

e fe

asib

ility

of

intr

oduc

ing

a la

ngua

ge c

ontin

uum

. A

sses

s th

e po

ssib

ilitie

s of

a s

ingl

e as

sess

men

t an

d qu

alifi

catio

ns

fram

ewor

k, w

ith t

rialli

ng o

f po

ssib

le m

odel

s.

Stag

e 2

Stag

e 3

SO3.

6C

ontin

ue

to im

prov

e op

port

uniti

es f

or

adul

ts t

o le

arn

Wel

sh.

Con

tinue

to

deve

lop

the

WfA

ce

ntre

s, t

hrou

gh a

gree

d pe

rfor

man

ce m

easu

res.

WfA

cen

tres

to

plan

the

del

iver

y of

ne

w a

nd im

prov

ed p

rovi

sion

and

to

incr

ease

the

num

bers

of

lear

ners

pr

ogre

ssin

g to

flue

ncy.

Stag

e 2

Stag

e 2

Ensu

re a

ccur

ate

benc

hmar

king

and

se

t ta

rget

s fo

r W

fA p

rovi

sion

bas

ed

on a

rev

iew

of

data

col

lect

ion

syst

ems.

WfA

cen

tres

to

enco

urag

e gr

eate

r pa

rtic

ipat

ion

in W

fA c

ours

es,

part

icul

arly

inte

nsiv

e co

urse

s. O

nce

benc

hmar

king

est

ablis

hed,

res

pond

to

tar

gets

set

.

Stag

e 2

Stag

e 2

SO3.

7Im

prov

e an

d ex

pand

the

op

port

uniti

es

for

lear

ning

, as

sess

ing

and

impr

ovin

g

Wel

sh-la

ngua

ge

skill

s in

the

w

orkp

lace

.

Wor

k w

ith a

ll pa

rtne

rs t

o pr

omot

e th

e un

ders

tand

ing

and

reco

gniti

on

of t

he v

alue

of

Wel

sh a

s a

skill

in

the

wor

kpla

ce. D

evel

op a

n on

line

met

hod

for

asse

ssin

g

Wel

sh-la

ngua

ge s

kills

of

empl

oyee

s w

ithin

the

wor

kpla

ce.

HE

sect

or T

ask

and

Fini

sh G

roup

to

repo

rt

on r

ecog

nisi

ng H

E W

elsh

-lang

uage

ski

lls.

SSC

s/st

anda

rd-s

ettin

g bo

dies

to

unde

rtak

e W

elsh

-lang

uage

ski

lls n

eeds

ana

lysi

s in

line

w

ith W

elsh

Lan

guag

e Sc

hem

es.

Empl

oyer

s to

con

side

r an

d re

cogn

ise

the

bene

fits

of im

prov

ing

cust

omer

ser

vice

and

oth

er

func

tions

thr

ough

hav

ing

W

elsh

-lang

uage

ski

lls in

the

w

orkf

orce

.

Stag

e 1

Stag

e 2

Wor

k w

ith p

artn

ers

to d

evel

op

Wel

sh-la

ngua

ge c

ours

es f

or

spec

ific

wor

kpla

ces

havi

ng

lang

uage

tra

inin

g re

quire

men

ts.

AO

s to

wor

k w

ith W

AG

to

deve

lop

appr

opria

te W

elsh

-lang

uage

qua

lifica

tions

fo

r th

e w

orkp

lace

.

WfA

cen

tres

to

deliv

er a

n in

crea

se

in t

ailo

red

Wel

sh-la

ngua

ge c

ours

es

for

the

wor

kpla

ce.

Stag

e 2

Stag

e 3

SO3.

8Ra

ise

awar

enes

s of

the

ben

efits

of

Wel

sh-m

ediu

m

and

Wel

sh

lang

uage

le

arni

ng a

mon

gst

stak

ehol

ders

.

Wor

k w

ith p

artn

ers

to r

aise

aw

aren

ess

of t

he b

enefi

ts a

nd t

he

valu

e of

Wel

sh-la

ngua

ge s

kills

in

the

wor

kpla

ce, t

arge

ting

pare

nts,

ca

rers

, lea

rner

s an

d em

ploy

ers

in

part

icul

ar.

Part

ner

bodi

es t

o ra

ise

awar

enes

s of

th

e va

lue

of W

elsh

-lang

uage

ski

lls w

ith

pare

nts,

car

ers

and

lear

ners

, so

that

the

y co

nsid

er t

hese

ben

efits

whe

n ch

oosi

ng

educ

atio

n an

d tr

aini

ng o

ptio

ns.

Empl

oyer

s to

con

side

r th

e be

nefit

s of

hav

ing

Wel

sh-la

ngua

ge s

kills

in

the

wor

kfor

ce, a

nd r

eflec

t th

is

in t

heir

trai

ning

and

rec

ruitm

ent

polic

ies.

Stag

e 2

Stag

e 3

38

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO3.

9Im

prov

e ca

reer

s ed

ucat

ion,

adv

ice

and

guid

ance

in

rela

tion

to

Wel

sh-m

ediu

m

and

W

elsh

-lang

uage

ed

ucat

ion

and

empl

oym

ent

oppo

rtun

ities

.

Ensu

re t

hat

thos

e ad

visi

ng

on s

ubje

ct c

hoic

es, c

aree

rs

info

rmat

ion,

and

wor

k

expe

rienc

e/pl

acem

ents

giv

e co

nsis

tent

pos

itive

mes

sage

s ab

out

the

valu

e of

Wel

sh-la

ngua

ge

skill

s, W

elsh

-med

ium

stu

dy a

nd

empl

oym

ent

oppo

rtun

ities

.

Car

eers

Wal

es a

nd o

ther

adv

isor

y se

rvic

es

to p

oint

con

sist

ently

to

the

valu

e of

W

elsh

-lang

uage

ski

lls.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

prom

ote

com

preh

ensi

ve a

war

enes

s by

all

staf

f of

wor

k-re

late

d an

d st

udy-

rela

ted

oppo

rtun

ities

in

volv

ing

Wel

sh-la

ngua

ge s

kills

, an

d to

fac

ilita

te W

elsh

-med

ium

w

ork

expe

rienc

e an

d pl

acem

ents

w

here

ver

poss

ible

.

Stag

e 2

Stag

e 2

Dev

elop

the

fut

ure

W

elsh

-spe

akin

g te

achi

ng

wor

kfor

ce t

hrou

gh, f

or e

xam

ple,

pr

omot

ing

stud

y of

Wel

sh a

s a

subj

ect

at L

evel

3 (A

leve

l) an

d de

gree

leve

l.

HE

sect

or/C

oleg

Ffe

dera

l to

cons

ider

ap

prop

riate

act

ion

to in

crea

se n

umbe

rs

stud

ying

Wel

sh a

t de

gree

leve

l.

14–1

9 ar

ea n

etw

orks

to

ensu

re

lear

ning

pat

hway

s th

at e

ncou

rage

hi

gher

-leve

l stu

dy o

f W

elsh

.

Stag

e 1

Stag

e 2

39

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO4.

1Pl

an f

or s

uffic

ient

nu

mbe

rs o

f su

itabl

e

Wel

sh-m

ediu

m

and

W

elsh

-lang

uage

pr

actit

ione

rs

ente

ring

the

wor

kfor

ce.

Mod

el t

he w

orkf

orce

for

W

elsh

-med

ium

num

bers

as

part

of

the

Initi

al T

each

er T

rain

ing

(ITT)

C

hang

e Pl

an a

nd c

onsi

der

optio

ns

for

othe

r pr

actit

ione

rs.

HE

sect

or/H

EFC

W/C

oleg

Ffe

dera

l to

resp

ond

to t

he IT

T C

hang

e Pl

an b

ased

on

wor

kfor

ce m

odel

ling.

HE

prov

ider

s of

ITT

to h

elp

take

fo

rwar

d an

y w

orkf

orce

mod

ellin

g ch

ange

s.

Stag

e 1

Stag

e 2

Con

tinue

the

prov

ision

of c

urre

nt

Wel

sh/W

elsh

-med

ium

recr

uitm

ent

ince

ntiv

es a

nd c

onsid

er fu

rthe

r op

tions

. Con

tinue

to e

nsur

e th

at

any

agre

emen

t on

the

prom

otio

n of

teac

hing

as

a ca

reer

by

the

Trai

ning

and

Dev

elop

men

t Age

ncy

for S

choo

ls co

verin

g W

ales

take

s fu

ll ac

coun

t of W

elsh

-med

ium

pro

visio

n.

HE

sect

or/C

oleg

Ffe

dera

l: C

ontin

ue t

o su

ppor

t th

e H

E Po

stgr

adua

te S

chol

arsh

ips

Sche

me

and

the

Wel

sh-m

ediu

m T

each

ing

Fello

wsh

ips

sche

me

or s

ucce

ssor

sch

emes

.

All

trai

ning

pro

vide

rs t

o co

nsid

er

plan

ned

recr

uitm

ent

polic

y fo

r W

elsh

-med

ium

/bili

ngua

l pr

actit

ione

rs a

nd W

elsh

-lang

uage

sp

ecia

lists

.

Stag

e 3

Stag

e 3

SO4.

2D

evel

op

appr

opria

te in

itial

an

d Ea

rly

Prof

essio

nal

Dev

elop

men

t (E

PD) t

rain

ing

for

all p

ract

ition

ers

usin

g th

e W

elsh

la

ngua

ge in

ed

ucat

ion.

Driv

e im

prov

emen

ts in

W

elsh

-lang

uage

ski

lls o

f pr

actit

ione

rs in

tend

ing

to w

ork

in

Wal

es a

t pr

imar

y le

vel d

urin

g th

eir

initi

al t

rain

ing

or E

PD.

HE

sect

or t

o en

sure

cap

acity

and

ac

cred

itatio

n of

app

ropr

iate

mod

ules

ac

cord

ing

to n

atio

nal s

tand

ards

.

HEI

s, p

artic

ular

ly IT

T ce

ntre

s,

to d

eliv

er t

uitio

n in

lang

uage

aw

aren

ess,

Wel

sh-la

ngua

ge s

kills

an

d W

elsh

-med

ium

/bili

ngua

l m

etho

dolo

gies

to

the

appr

opria

te

cate

gorie

s of

tra

inee

pra

ctiti

oner

s.

Stag

e 1

Stag

e 2

Driv

e im

prov

emen

ts in

W

elsh

-med

ium

/bili

ngua

l tea

chin

g m

etho

dolo

gies

with

in in

itial

tr

aini

ng a

nd E

PD f

or a

ll ph

ases

and

se

ctor

s as

app

ropr

iate

.

Stag

e 1

Stag

e 2

Stra

teg

ic a

im 4

: To

en

sure

a p

lan

ned

Wel

sh-m

ediu

m e

du

cati

on

wo

rkfo

rce

that

pro

vid

es s

uffi

cien

t n

um

ber

s o

f p

ract

itio

ner

s fo

r al

l ph

ases

of

edu

cati

on

an

d t

rain

ing

, wit

h h

igh

-qu

alit

y W

elsh

-lan

gu

age

skill

s an

d c

om

pet

ence

in

teac

hin

g m

eth

od

olo

gie

s

40

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

Wor

k w

ith p

artn

ers

tow

ards

es

tabl

ishi

ng a

min

imum

ling

uist

ic

stan

dard

for

tho

se w

ishi

ng t

o w

ork

in W

elsh

-med

ium

set

tings

.

Stag

e 1

Stag

e 2

SO4.

3D

evel

op a

nat

iona

l in

fras

truc

ture

for

regi

onal

del

iver

y of

in-s

ervi

ce

Con

tinui

ng

Prof

essio

nal

Dev

elop

men

t (C

PD) t

rain

ing

for

Wel

sh-m

ediu

m/

bilin

gual

and

W

elsh

-lang

uage

sk

ills

for a

ll se

ctor

s.

Impr

ove

deliv

ery

of in

-ser

vice

tr

aini

ng t

hrou

gh t

he m

ediu

m o

f W

elsh

/bili

ngua

lly a

nd f

or W

elsh

as

a s

ubje

ct t

hrou

gh d

evel

opm

ent

of a

coh

eren

t in

fras

truc

ture

at

natio

nal a

nd r

egio

nal l

evel

s, w

ithin

th

e co

ntex

t of

the

WA

G r

evie

w o

f C

PD.

All

prov

ider

s of

CPD

tra

inin

g to

co

oper

ate

and

avoi

d du

plic

atio

n on

a n

atio

nal a

nd r

egio

nal b

asis

, th

roug

h w

orki

ng t

o re

spon

d to

W

elsh

-med

ium

and

W

elsh

-lang

uage

nee

ds.

Stag

e 2

Stag

e 3

Impr

ove

the

lingu

istic

ski

lls o

f pr

actit

ione

rs in

all

sect

ors

by

prov

idin

g op

port

uniti

es f

or t

rain

ing

thro

ugh

diff

eren

t m

odel

s of

the

Sa

bbat

ical

s Sc

hem

e in

a n

atio

nal

fram

ewor

k.

LAs

to im

prov

e th

e lin

guis

tic s

kills

of

prac

titio

ners

by

iden

tifyi

ng p

riorit

ies

for

trai

ning

, cor

rela

ting

with

pla

nnin

g pr

oces

ses

at lo

cal a

nd r

egio

nal l

evel

.

All

prov

ider

s to

impr

ove

the

lingu

istic

sk

ills

of th

eir p

ract

ition

ers

by ta

king

up

ava

ilabl

e tr

aini

ng o

ppor

tuni

ties

in

line

with

inst

itutio

nal d

evel

opm

ent

plan

s, L

A g

uida

nce

and,

for s

choo

ls,

in li

ne w

ith th

e SE

F.

Stag

e 3

Stag

e 3

Impr

ove

skill

s of

chi

ldca

re a

nd

Early

Yea

rs p

ract

ition

ers

to e

nsur

e ef

fect

ive

deliv

ery

of t

he F

ound

atio

n Ph

ase

in a

ll pa

rts

of W

ales

.

Stag

e 1

Stag

e 2

Impr

ove

in-s

ervi

ce t

rain

ing

and

supp

ort

for

scho

ol p

ract

ition

ers

with

in L

As

and

acro

ss c

onso

rtia

by

bui

ldin

g on

the

wor

k of

the

at

hraw

on b

ro.

Stag

e 1

Stag

e 2

41

SO4.

4C

ontin

ue t

o im

prov

e th

e tr

aini

ng a

nd

accr

edita

tion

of

WfA

tut

ors.

Con

tinue

the

foc

us o

n de

velo

ping

an

acc

redi

ted

fram

ewor

k of

CPD

for

WfA

tut

ors,

and

pr

ovid

e su

ppor

t fo

r th

e N

atio

nal

Qua

lifica

tion

for

WfA

tut

ors.

WfA

cen

tres

to

ensu

re a

dequ

ate

trai

ning

for

the

ir ow

n tu

tors

and

th

ird-p

arty

tut

ors.

Stag

e 3

Stag

e 3

SO4.

5In

crea

se r

esea

rch

and

scho

lars

hip

on

Wel

sh-m

ediu

m

and

W

elsh

-lang

uage

te

achi

ng

met

hodo

logi

es in

ed

ucat

ion.

Wor

k w

ith p

artn

ers

to id

entif

y an

d co

mm

issi

on p

riorit

y ar

eas

for

HE

rese

arch

and

sch

olar

ship

into

W

elsh

-med

ium

and

W

elsh

-lang

uage

tea

chin

g m

etho

dolo

gies

in e

duca

tion,

in

clud

ing

rela

ted

inte

rnat

iona

l re

sear

ch, a

nd id

entif

y m

etho

ds o

f fu

ndin

g.

HE

sect

or, i

nclu

ding

the

pla

nned

Col

eg

Ffed

eral

, to

cons

ider

opt

ions

for

res

earc

h an

d sc

hola

rshi

p on

Wel

sh-m

ediu

m a

nd

Wel

sh-la

ngua

ge t

each

ing

met

hodo

logi

es

in e

duca

tion,

and

iden

tify

met

hods

of

fund

ing.

HEI

s to

ass

ist

in id

entif

ying

op

port

uniti

es f

or r

esea

rch.

In

stitu

tions

pro

vidi

ng t

rain

ing

for

prac

titio

ners

to

link

rese

arch

with

tr

aini

ng a

nd b

est

prac

tice.

Stag

e 1

Stag

e 2

SO4.

6Sh

are

and

deve

lop

good

pr

actit

ione

r pr

actic

e, b

ased

on

evi

denc

e an

d re

sear

ch.

Thro

ugh

the

SEF

and

QEF

, ide

ntify

an

d sh

are

good

pro

fess

iona

l pr

actic

e in

Wel

sh-m

ediu

m,

bilin

gual

and

Wel

sh-la

ngua

ge

prov

isio

n as

a r

esul

t of

mon

itorin

g of

sel

f-as

sess

men

t.

LAs

to s

hare

bes

t pr

actic

e on

an

LA a

nd

regi

onal

con

sort

ia b

asis

, wor

king

with

sc

hool

s th

roug

h th

e SE

F.

All

prov

ider

s to

par

ticip

ate

in

self-

asse

ssm

ent

proc

edur

es u

nder

th

e SE

F an

d Q

EF, w

ith a

vie

w t

o im

prov

ing

Wel

sh-m

ediu

m/b

iling

ual

and

Wel

sh-la

ngua

ge p

rovi

sion

th

roug

h sh

arin

g of

bes

t pr

actic

e.

Stag

e 2

Stag

e 3

42

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO5.

1En

cour

age

AO

s

to d

evel

op

furt

her

the

rang

e,

num

ber

and

avai

labi

lity

of

Wel

sh-m

ediu

m

qual

ifica

tions

of

all t

ypes

, and

of

qual

ifica

tions

for

le

arni

ng W

elsh

.

Enco

urag

e A

Os

to in

crea

se t

he

num

ber

and

rang

e of

W

elsh

-med

ium

qua

lifica

tions

(b

elow

HE

leve

l), in

res

pons

e to

le

arne

r an

d se

ctor

nee

ds a

nd

natio

nal s

trat

egic

obj

ectiv

es. W

ork

with

SSC

s/st

anda

rd-s

ettin

g bo

dies

to

mea

sure

and

mee

t se

ctor

nee

ds

for

Wel

sh la

ngua

ge s

kills

.

AO

s an

d SS

Cs/

stan

dard

-set

ting

bodi

es t

o w

ork

colla

bora

tivel

y an

d w

ith W

AG

to

deve

lop/

appr

ove

qual

ifica

tions

in r

espo

nse

to le

arne

r an

d se

ctor

nee

ds a

nd n

atio

nal

stra

tegi

c ob

ject

ives

.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

asse

ss d

eman

d an

d pr

ovid

e ea

rly

notifi

catio

n to

WA

G a

nd A

Os.

Stag

e 3

Stag

e 3

Con

sider

opt

ions

for i

ncre

asin

g th

e nu

mbe

r of W

elsh

-med

ium

ass

esso

rs,

verifi

ers

and

mod

erat

ors.

AO

s to

wor

k w

ith W

AG

to

iden

tify

and

depl

oy m

ore

effe

ctiv

e m

odel

s fo

r at

trac

ting

and

reta

inin

g as

sess

ors,

ver

ifier

s an

d m

oder

ator

s.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

coo

pera

te w

ith A

Os

whe

re

appr

opria

te o

n id

entif

ying

sui

tabl

e W

elsh

-med

ium

exp

ertis

e fo

r as

sess

men

t an

d m

oder

atio

n.

Stag

e 2

Stag

e 3

Mai

ntai

n th

e na

tiona

l fra

mew

ork

for

asse

ssm

ent

for

WfA

and

de

velo

p be

spok

e qu

alifi

catio

ns f

or

the

wor

kpla

ce a

nd f

amily

.

AO

s to

wor

k w

ith W

AG

and

WfA

ce

ntre

s to

mai

ntai

n an

d de

velo

p su

itabl

e qu

alifi

catio

ns.

WfA

cen

tres

to

asse

ss d

eman

d an

d pr

omot

e av

aila

bilit

y of

qu

alifi

catio

ns in

ord

er t

o in

crea

se

num

ber

of c

andi

date

s.

Stag

e 1

Stag

e 2

SO5.

2In

crea

se a

nd

impr

ove

the

rang

e of

tea

chin

g an

d le

arni

ng

reso

urce

s fo

r le

arni

ng W

elsh

an

d su

bjec

ts

thro

ugh

the

med

ium

of

Wel

sh.

Exte

nd t

he s

uppo

rt f

or p

rovi

ding

te

achi

ng a

nd le

arni

ng r

esou

rces

of

all

type

s to

incl

ude

mor

e co

mpr

ehen

sive

cov

erag

e of

all

curr

icul

um s

ubje

cts

3–19

and

WfA

, ac

ross

all

abili

ties.

Publ

ishe

rs t

o en

sure

hig

h-qu

ality

m

ater

ials

of

all t

ypes

pro

duce

d in

a

timel

y fa

shio

n.

Stag

e 1

Stag

e 2

Con

sult

with

pra

ctiti

oner

s ac

ross

al

l age

ran

ges

and

subj

ect

area

s in

ord

er t

o id

entif

y pr

iorit

ies

for

mat

eria

ls b

ased

on

lear

ner

and

prac

titio

ner

need

s, in

the

con

text

of

nat

iona

l prio

ritie

s.

All

inte

rest

ed p

artie

s to

ass

ist

in id

entif

ying

pr

iorit

ies.

Prov

ider

s to

rel

ease

pra

ctiti

oner

s to

par

ticip

ate

in t

he p

roce

ss o

f id

entif

ying

nee

ds.

Stag

e 3

Stag

e 3

Stra

teg

ic a

im 5

: To

imp

rove

th

e ce

ntr

al s

up

po

rt m

ech

anis

ms

for

Wel

sh-m

ediu

m e

du

cati

on

an

d t

rain

ing

43

Impr

ove

com

mis

sion

ing

proc

esse

s to

sho

rten

tim

esca

les

in o

rder

to

resp

ond

to n

ew c

urric

ulum

and

qu

alifi

catio

ns d

evel

opm

ents

.

AO

s, S

SCs/

stan

dard

-set

ting

bodi

es a

nd

publ

ishe

rs t

o w

ork

with

WA

G t

o m

eet

new

ne

eds

for

lear

ning

and

tea

chin

g re

sour

ces.

Prac

titio

ners

to

info

rm o

f ne

eds.

Stag

e 2

Stag

e 3

Mai

ntai

n qu

ality

con

trol

pro

cess

es

and

cons

ider

opt

ions

for

impr

ovin

g pr

oces

ses

to e

nsur

e co

nsis

tent

ly

high

-qua

lity

mat

eria

ls.

Publ

ishe

rs a

nd o

ther

inte

rest

ed p

artn

ers

to

wor

k w

ith W

AG

.U

sers

and

pub

lishe

rs t

o hi

ghlig

ht

poss

ible

impr

ovem

ents

.St

age

2St

age

2

SO5.

3C

ontin

ue t

o su

ppor

t an

d ke

ep

unde

r re

view

W

elsh

-med

ium

ne

eds

aris

ing

from

new

te

chno

logi

cal

deve

lopm

ents

.

Add

ress

Wel

sh-la

ngua

ge r

esou

rce

need

s ar

isin

g fr

om o

ngoi

ng

tech

nolo

gica

l dev

elop

men

ts

and

keep

fut

ure

tech

nolo

gica

l de

velo

pmen

ts a

nd im

pact

on

the

Wel

sh-m

ediu

m s

ecto

r un

der

revi

ew.

All

inte

rest

ed p

artn

ers

incl

udin

g N

atio

nal

Grid

for

Lea

rnin

g (N

GfL

) and

HE

sect

or

to w

ork

with

WA

G o

n sh

arin

g an

d be

st

prac

tice.

AO

s an

d ot

her

bodi

es t

o ke

ep

WA

G in

form

ed o

f ne

w d

evel

opm

ents

.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

high

light

pos

sibl

e im

prov

emen

ts.

Stag

e 3

Stag

e 3

SO5.

4Ra

ise

awar

enes

s an

d pr

omot

e th

e us

e of

W

elsh

-med

ium

an

d

Wel

sh-la

ngua

ge

reso

urce

s an

d qu

alifi

catio

ns.

Con

side

r op

tions

for

impr

ovin

g th

e m

arke

ting

of W

elsh

-med

ium

re

sour

ces

and

qual

ifica

tions

, and

op

tions

for

mar

ketin

g re

sour

ces

and

qual

ifica

tions

join

tly.

Wel

sh B

ooks

Cou

ncil,

pub

lishe

rs, A

Os,

SS

Cs/

stan

dard

-set

ting

bodi

es t

o w

ork

with

WA

G t

o su

gges

t op

tions

for

rai

sing

aw

aren

ess

and

prom

otin

g av

aila

bilit

y.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

high

light

pos

sibl

e im

prov

emen

ts.

Stag

e 1

Stag

e 2

SO5.

5En

sure

tha

t up

-to-

date

st

anda

rdis

ed

Wel

sh-la

ngua

ge

term

inol

ogy

is a

vaila

ble

to s

uppo

rt

all a

spec

ts o

f W

elsh

-med

ium

ed

ucat

ion

prov

isio

n.

Esta

blis

h ef

fect

ive

join

t w

orki

ng

arra

ngem

ents

for

the

dev

elop

men

t an

d st

anda

rdis

atio

n of

ter

min

olog

y fo

r ed

ucat

ion,

tra

inin

g an

d qu

alifi

catio

n us

e in

all

subj

ect

area

s.

WLB

, HE

sect

or, A

Os

and

stan

dard

-set

ting

bodi

es t

o co

ntrib

ute

to jo

int

wor

king

ar

rang

emen

ts.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

info

rm o

f ne

eds

and

assi

st in

the

st

anda

rdis

atio

n pr

oces

s.

Stag

e 1

Stag

e 2

44

Stra

teg

ic

ob

ject

ive

Sum

mar

y o

f

acti

on

To b

e im

ple

men

ted

by

Wel

sh

Ass

emb

ly G

ove

rnm

ent

(WA

G)

To b

e im

ple

men

ted

by

oth

er le

ad

bo

die

s in

par

tner

ship

wit

h W

AG

(lo

cal

auth

ori

ties

(LA

s) u

nle

ss o

ther

wis

e in

dic

ated

)

To b

e im

ple

men

ted

by

pro

vid

ers

or

oth

ers

in p

artn

ersh

ip w

ith

le

ad b

od

ies

By

20

12B

y

2015

SO6.

1Ta

rget

la

ngua

ge-le

arni

ng

cour

ses

and

W

elsh

-med

ium

co

urse

s fo

r pa

rent

s, c

arer

s an

d fa

mili

es,

espe

cial

ly p

aren

ts

and

care

rs w

ith

youn

g ch

ildre

n.

Enco

urag

e ke

y st

akeh

olde

rs,

prov

ider

s an

d A

Os

to d

evel

op

besp

oke

cour

ses

and

qual

ifica

tions

.

LAs

to e

nsur

e th

at c

hild

ren

and

pare

nts

and

care

rs in

Wel

sh-m

ediu

m s

ettin

gs

have

opp

ortu

nitie

s fo

r in

terg

ener

atio

nal

com

mun

ity e

duca

tion.

WfA

cen

tres

to

deliv

er

Wel

sh-la

ngua

ge c

ours

es t

o pa

rent

s an

d ca

rers

and

fam

ilies

in li

ne w

ith

set

targ

ets.

Stag

e 2

Stag

e 3

SO6.

2Id

entif

y op

port

uniti

es

for

colla

bora

tion

on in

itiat

ives

to

incr

ease

info

rmal

/ no

n-fo

rmal

le

arni

ng

oppo

rtun

ities

w

ithin

edu

catio

n se

ttin

gs.

Enco

urag

e av

aila

bilit

y of

info

rmal

an

d no

n-fo

rmal

lear

ning

op

port

uniti

es t

hrou

gh t

he m

ediu

m

of W

elsh

with

in a

ll ed

ucat

ion

sett

ings

by

wor

king

with

ext

erna

l bo

dies

.

CY

PPs

to s

uppo

rt a

n in

crea

se in

info

rmal

an

d no

n-fo

rmal

use

of

Wel

sh in

ed

ucat

ion

sett

ings

to

rein

forc

e lin

guis

tic

deve

lopm

ent.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

prom

ote

the

avai

labi

lity

of

Wel

sh-m

ediu

m in

form

al a

nd

non-

form

al le

arni

ng o

ppor

tuni

ties.

Stag

e 1

Stag

e 2

Wor

k w

ith t

he W

LB t

o en

sure

th

at W

fA c

entr

es p

lan

and

deliv

er

impr

oved

info

rmal

lear

ning

op

port

uniti

es f

or a

dult

lear

ners

of

Wel

sh.

WfA

cen

tres

to

plan

and

del

iver

in

form

al le

arni

ng o

ppor

tuni

ties.

Stag

e 2

Stag

e 2

Stra

teg

ic a

im 6

: To

co

ntr

ibu

te t

o t

he

acq

uis

itio

n a

nd

rei

nfo

rcem

ent

of

Wel

sh-l

ang

uag

e sk

ills

in f

amili

es a

nd

in t

he

com

mu

nit

y

45

SO6.

3In

crea

se

oppo

rtun

ities

for

yo

ung

peop

le

to p

artic

ipat

e in

W

elsh

-med

ium

ac

tiviti

es in

the

co

mm

unity

.

Expe

ct C

YPP

s in

eac

h LA

to

prov

ide

equa

lity

of o

ppor

tuni

ty f

or y

oung

pe

ople

to

have

acc

ess

to

Wel

sh-m

ediu

m a

ctiv

ities

whe

reve

r th

ey li

ve in

Wal

es.

CY

PPs

to p

lan

and

prov

ide

Wel

sh-m

ediu

m

info

rmal

and

non

-for

mal

lear

ning

op

port

uniti

es in

the

com

mun

ity, w

orki

ng

effe

ctiv

ely

in p

artn

ersh

ip w

ith

Wel

sh-m

ediu

m v

olun

tary

org

anis

atio

ns.

Com

mun

ity o

rgan

isat

ions

and

pr

ovid

ers

to p

rom

ote

the

avai

labi

lity

of W

elsh

-med

ium

info

rmal

and

no

n-fo

rmal

lear

ning

opp

ortu

nitie

s.

Stag

e 2

Stag

e 3

Incl

ude

Wel

sh-la

ngua

ge

oppo

rtun

ities

in n

atio

nal s

tand

ards

fo

r th

e Yo

uth

Serv

ice,

with

key

pe

rfor

man

ce in

dica

tors

.

Yout

h Se

rvic

es t

o pl

an a

nd p

rovi

de

Wel

sh-m

ediu

m in

form

al a

nd n

on-f

orm

al

lear

ning

opp

ortu

nitie

s an

d ex

perie

nces

, in

line

with

Ago

r D

au D

drw

s/O

peni

ng B

oth

Doo

rs.

Stag

e 2

Stag

e 3

Wor

k w

ith a

ll in

tere

sted

bod

ies

to

cons

ider

and

impl

emen

t op

tions

fo

r sp

ecifi

c pr

ojec

ts t

o ex

pand

W

elsh

-lang

uage

non

-for

mal

and

in

form

al le

arni

ng t

hrou

gh n

atio

nal

and

com

mun

ity o

rgan

isat

ions

.

Stag

e 1

Stag

e 2

Impr

ove

wor

kfor

ce p

lann

ing

for

bilin

gual

ski

lls f

or t

he Y

outh

Ser

vice

an

d ot

her

yout

h su

ppor

t se

rvic

es,

and

deve

lop

mor

e w

idel

y av

aila

ble

trai

ning

for

you

th s

ervi

ces

thro

ugh

the

med

ium

of

Wel

sh.

All

14–1

9 an

d H

E pr

ovid

ers

to

seek

to

expa

nd t

he n

umbe

r of

W

elsh

-med

ium

pla

ces

avai

labl

e fo

r tr

aini

ng o

f yo

uth

wor

kers

at

all

leve

ls.

Stag

e 2

Stag

e 2

SO6.

4Im

prov

e un

ders

tand

ing

of

the

rele

vanc

e of

W

elsh

-lang

uage

sk

ills

acro

ss

cultu

rally

div

erse

co

mm

uniti

es

and

diff

eren

t so

cio-

econ

omic

ba

ckgr

ound

s.

Wor

k w

ith p

artn

ers

to p

rom

ote

lang

uage

aw

aren

ess

in t

he

com

mun

ity. E

ncou

rage

WfA

ce

ntre

s to

del

iver

Wel

sh-la

ngua

ge

tast

er s

essi

ons

as p

art

of t

heir

wid

enin

g pa

rtic

ipat

ion

stra

tegi

es.

Educ

atio

n an

d tr

aini

ng p

rovi

ders

to

del

iver

lang

uage

aw

aren

ess

trai

ning

. WfA

cen

tres

to

deliv

er

Wel

sh-la

ngua

ge t

aste

r se

ssio

ns in

cu

ltura

lly d

iver

se c

omm

uniti

es.

Stag

e 1

Stag

e 2

Con

side

r op

tions

for

dev

elop

ing

Wel

sh a

s an

Add

ition

al L

angu

age

and

Wel

sh f

or S

peak

ers

of O

ther

La

ngua

ges.

Stag

e 1

Stag

e 2

46

List

of

abb

revi

atio

ns

AC

L

adul

t co

mm

unity

lear

ning

ALN

ad

ditio

nal l

earn

ing

need

sA

Os

aw

ardi

ng o

rgan

isat

ions

CPD

C

ontin

uing

Pro

fess

iona

l Dev

elop

men

tC

YPP

s

Chi

ldre

n an

d Yo

ung

Peop

le’s

Part

ners

hips

DC

ELLS

D

epar

tmen

t fo

r C

hild

ren,

Edu

catio

n, L

ifelo

ng L

earn

ing

and

Skill

s FE

fu

rthe

r ed

ucat

ion

FEI

fu

rthe

r ed

ucat

ion

inst

itutio

nH

E

high

er e

duca

tion

HEF

CW

H

ighe

r Ed

ucat

ion

Fund

ing

Cou

ncil

for

Wal

es

HEI

hi

gher

edu

catio

n in

stitu

tion

ITT

initi

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Welsh-medium Education Strategy - Archive · Welsh-medium Education Strategy April 2010 Information...

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