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Evaluation of the Welsh-medium education strategy

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  • Release date: 19 January 2016
These reports encompass a range of evaluations that will contribute to an overarching evaluation of the Welsh-medium Education Strategy in 2015.

Latest reports

Review of the Everyday Welsh project

The report presents the findings of a review undertaken between March and July 2014.

The aim of the project, delivered with the support of Urdd Gobaith Cymru, is to extend the use of Welsh outside the classroom in English-medium schools. The first element of the project supports activities organised through the schools, and its expected outcomes include increased confidence of GCSE, AS and A level Welsh second language learners and an increase in take-up at GCSE full course, AS and A level. The second element of the project offers residential courses for learners.

The findings of the review indicate that the project has provided a valuable opportunity for pupils to hear and use the language outside school. Evidence also suggests that the project supports school policies which aim to increase the use of Welsh across the school. However, it was not clear that the project had much influence, it at all, in those schools where there was limited support for the Welsh language amongst the senior management team. It was also noted that the scale of the interventions (in terms of hours and the number of activities) was small compared to the other factors influencing learners and their decisions to study Welsh and other subjects.

Review of a project to encourage Welsh-medium teaching in English-medium primary schools

The report presents the findings of a review carried out during the summer and autumn of 2014.

The aim of the project, held in two areas (Llanishen, Cardiff and Hawarden, Flintshire) has been to improve standards of Welsh as a second language in English-medium schools by increasing the use of Welsh in classroom teaching.

The findings suggest that the project has been successful in its aim of increasing the use of Welsh in teaching. Teachers reported a positive effect on their linguistic confidence, and in every school visited teachers stated that more use was being made of incidental Welsh. Teachers also reported that they had observed a positive effect on the written and oral work of the pupils who had been involved in the project, but no reliable data was available for an analysis of the impact of the project on learners’ Welsh language skills. Some teachers raised questions about the sustainability of the perceived improvements brought about by the project, referring to the challenges of maintaining Welsh second language as a school strategic priority, and sustaining improvements beyond Key Stage 2.


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