1. Cynorthwyo disgyblion mwy galluog a dawnus mewn ysgolion uwchradd Supporting more able and talented pupils in secondary schools

2. Cefndir Background Challenging more able and talented pupils is a national priority 2008 WG report “Meeting the challenge: Quality Standards in Education for More Able and Talented Pupils” All schools are encouraged to meet the needs of all learners. Mae herio disgyblion mwy galluog a dawnus yn flaenoriaeth genedlaethol Adroddiad 2008 LlC “Cyflawni’r her: Safonau Ansawdd mewn Addysg ar gyfer Disgyblion Mwy Galluog a Thalentog” Caiff pob ysgol ei hannog i ddiwallu anghenion pob dysgwr.

3. Prif ganfyddiadau Main findings Standards achieved by MAT pupils: At the end of KS3 too few pupils gain level 5 and KS4 too few A/A* grades in core subjects compared to England. PISA (2010) – suggests Wales has few high achievers compared to other top performing countries. In the few schools where more able and talented pupils achieve their full potential, all groups of learners are challenged appropriately. Safonau a gyflawnir gan ddisgyblion mwy galluog a dawnus: Ar ddiwedd CA3 nid oes digon o ddisgyblion yn cyrraedd lefel 5, ac yn CA4 nid oes digon o raddau A/A* yn y pynciau craidd o gymharu â Lloegr. PISA (2010) – yn awgrymu bod llai o ddisgyblion yng Nghymru yn cyflawni’n dda o gymharu â gwledydd eraill sy’n cyflawni’n dda. Yn yr ychydig ysgolion lle mae disgyblion mwy galluog a dawnus yn cyflawni’u potensial llawn, mae pob grŵp o ddysgwyr yn cael ei herio’n briodol.

4. Provision for more able and talented pupils: In the majority of secondary schools more able and talented pupils are not identified early or challenged well enough. The curriculum should promote individual approaches to learning and access to specialist teachers/mentoring sessions. Few schools actively and rationally identify more able and talented pupils on transition from primary; Darpariaeth ar gyfer disgyblion mwy galluog a dawnus: Ym mwyafrif yr ysgolion uwchradd, nid yw disgyblion mwy galluog a dawnus yn cael eu hadnabod yn gynnar nac yn cael eu herio’n ddigon da. Dylai’r cwricwlwm hyrwyddo dulliau unigol o ddysgu, a defnyddio athrawon arbenigol/sesiynau mentora. Nifer fach o ysgolion sy’n mynd ati’n weithredol ac yn rhesymegol i nodi disgyblion mwy galluog a dawnus pan fyddant yn trosglwyddo o’r ysgol gynradd; Prif ganfyddiadau Main findings

5. Darpariaeth ar gyfer disgyblion mwy galluog a dawnus: lle mae darpariaeth ar gyfer disgyblion mwy galluog a dawnus yn faes rhagweithiol o bontio, mae effaith hirdymor sylweddol ar gyflawniad disgyblion mwy galluog a dawnus; mae disgyblion mwy galluog a dawnus yn elwa o ddarpariaeth ychwanegol wedi’i thargedu; fel arall mae’r ddarpariaeth yn dibynnu’n fawr ar fedrau a gwybodaeth athrawon, ac argaeledd adnoddau yn yr ysgol; Provision for more able and talented pupils: Where provision for the more able and talented is a proactive area of transition, there is significant long term impact on more able and talented pupil achievement; more able and talented pupils benefit from additional targeted provision otherwise provision relies heavily on teachers’ skills and knowledge and the availability of resources in school;

6. Prif ganfyddiadau Main findings Provision for more able and talented pupils: more able and talented pupils from disadvantaged backgrounds do not generally receive any specific support; effective communication with parents is a key factor in successful provision for more able and talented pupils. Darpariaeth ar gyfer disgyblion mwy galluog a dawnus: nid yw disgyblion mwy galluog a dawnus o gefndiroedd difreintiedig yn cael unrhyw gymorth penodol yn gyffredinol; mae cyfathrebu effeithiol gyda rhieni yn ffactor allweddol mewn darpariaeth lwyddiannus ar gyfer disgyblion mwy galluog a dawnus.

7. Local authority support and challenge: Variation is too great – linked to the skills and knowledge of officers responsible and time allocated for more able and talented work; Few local authorities actively promote sharing of best practice between schools; Few local authorities use data effectively to track progress of pupils identified as more able and talented. Prif ganfyddiadau Main findings Cymorth a her gan yr awdurdod lleol: Mae gormod o amrywiaeth – mae’n gysylltiedig â medrau a gwybodaeth swyddogion sy’n gyfrifol, a’r amser a neilltuir ar gyfer gwaith i ddisgyblion mwy galluog a dawnus; Ychydig o awdurdodau lleol sy’n mynd ati’n rhagweithiol i hyrwyddo rhannu arfer orau rhwng ysgolion; Ychydig o awdurdodau lleol sy’n defnyddio data’n effeithiol i olrhain cynnydd disgyblion sydd wedi’u nodi’n ddisgyblion mwy galluog a dawnus.

8. Impact of Welsh Government Strategy: Publication of “Meeting the challenge: Quality Standards in Education for More Able and Talented Pupils” (2008); Welsh Government strategy and funding streams have had varying degrees of impact; Welsh Government and the National Association for Able Children in education (NACE) provide conferences and training opportunities. Not all Schools and Local Authorities have taken full advantage of these opportunities. Prif ganfyddiadau Main findings Effaith Strategaeth Llywodraeth Cymru: Cyhoeddi “Cyflawni’r her: Safonau Ansawdd mewn Addysg ar gyfer Disgyblion Mwy Galluog a Thalentog” (2008); Mae strategaeth Llywodraeth Cymru a ffrydiau ariannu wedi cael effaith i raddau amrywiol; Mae Llywodraeth Cymru a’r Gymdeithas Genedlaethol ar gyfer Plant Galluog mewn Addysg (NACE) yn darparu cynadleddau a chyfleoedd hyfforddi. Nid yw pob Ysgol ac Awdurdod Lleol wedi manteisio’n llawn ar y cyfleoedd hyn.

9. Argymhellion Recommendations Schools should: improve on existing transition arrangements; improve tracking and monitoring of data; provide enriched and challenging provision within the curriculum; support more able and talented learners from disadvantaged backgrounds; provide mentoring for more able and talented pupils; train all staff in how to effectively address the needs of more able and talented pupils; and improve parents understanding of how to support their more able and talented child; Dylai ysgolion: wella trefniadau pontio presennol; gwella trefniadau olrhain a monitro data; cynnig darpariaeth gyfoethog a heriol o fewn y cwricwlwm; cynorthwyo dysgwyr mwy galluog a dawnus o gefndiroedd difreintiedig; darparu mentora ar gyfer disgyblion mwy galluog a dawnus; hyfforddi pob aelod o staff i fynd i’r afael yn effeithiol â diwallu anghenion disgyblion mwy galluog a dawnus; a gwella dealltwriaeth rhieni o sut i gefnogi’u plentyn mwy galluog a dawnus;

10. Local Authorities should: train officers on how to identify, support, track, monitor and evaluate progress of more able and talented pupils; and use data more effectively to evaluate trends involving more able and talented pupils. Argymhellion Recommendations Dylai Awdurdodau Lleol hyfforddi swyddogion ar sut i nodi, cefnogi, olrhain, monitro ac arfarnu cynnydd disgyblion mwy galluog a dawnus; a defnyddio data’n fwy effeithiol i arfarnu tueddiadau sy’n ymwneud â disgyblion mwy galluog a dawnus.

11. Arfer orau Best practice The report describes nine case studies of good practice: 1.Caerphilly local authority support for developing skills through a programme of science events. 2.Y Pant Comprehensive School in Rhondda Cynon Taf in identifying, assessing, tracking and improving provision for Year 7 more able and talented pupils from 2006-2011. 3.Treorchy Comprehensive School in Rhondda Cynon Taf provides accelerated provision in Welsh for more able and talented learners. Mae’r adroddiad yn disgrifio naw astudiaeth achos o arfer dda: 1.Cymorth awdurdod lleol Caerffili ar gyfer datblygu medrau drwy raglen o ddigwyddiadau gwyddoniaeth. 2.Ysgol Gyfun Y Pant yn Rhondda Cynon Taf o ran nodi, asesu, olrhain a gwella’r ddarpariaeth ar gyfer disgyblion mwy galluog a dawnus Blwyddyn 7 o 2006-2011. 3.Mae Ysgol Gyfun Treorci yn Rhondda Cynon Taf yn cynnig darpariaeth garlam mewn Cymraeg i ddysgwyr mwy galluog a dawnus.

12. Arfer orau Best practice 4. Mae gan Ysgol Gyfun Bro Morgannwg ym Mro Morgannwg drefniadau pontio rhagorol ar gyfer nodi disgyblion mwy galluog a dawnus. 5. Mae Ysgol Gyfun Cwm Rhymni yng Nghaerffili yn cynnig cwricwlwm carlam mewn mathemateg a gwyddoniaeth yng nghyfnod allweddol 3. 6. Mae Ysgol Gyfun Bro Myrddin yn Sir Gaerfyrddin yn ehangu ac yn gwella’r ddarpariaeth ar gyfer disgyblion mwy galluog a dawnus Blwyddyn 11 a Blwyddyn 12. 4. Ysgol Gyfun Bro Morgannwg in Vale of Glamorgan has excellent transition arrangements and identification of more able and talented pupils. 5. Ysgol Gyfun Cwm Rhymni in Caerphilly has an accelerated curriculum in mathematics and science in key stage 3. 6. Ysgol Gyfun Bro Myrddin in Carmarthenshire extends and enhances the provision for Year 11 and Year 12 more able and talented pupils.

13. Arfer orau Best practice 7. Newbridge School in Caerphilly provides a targeted curriculum for more able and talented pupils in science and introduces a variety of ‘seed-funded’ initiatives to improve provision. 8. St Joseph’s Roman Catholic High School in Newport has extended the literacy skills of more able and talented pupils in English. 9. Castell Alun High School in Flintshire has introduced GCSE astronomy to the school curriculum. 7. Mae Ysgol Trecelyn yng Nghaerffili yn darparu cwricwlwm wedi’i dargedu ar gyfer disgyblion mwy galluog a dawnus mewn gwyddoniaeth, ac mae’n cyflwyno amrywiaeth o fentrau o ‘gyllid sbarduno’ i wella’r ddarpariaeth. 8. Mae Ysgol Uwchradd Gatholig Joseff Sant yng Nghasnewydd wedi ehangu medrau llythrennedd disgyblion mwy galluog a dawnus yn Saesneg. 9. Mae Ysgol Uwchradd Castell Alun yn Sir y Fflint wedi cyflwyno seryddiaeth TGAU i gwricwlwm yr ysgol.

14. 10 questions for providers 10 cwestiwn i ddarparwyr When should we identify more able and talented pupils? How can we build on our transition arrangements to provide better progression for more able and talented pupils? How can we improve our use of data and assessment to identify, track and monitor the progress of more able and talented pupils? What enrichment opportunities do our more able and talented pupils have? Pa bryd ddylem ni nodi disgyblion mwy galluog a dawnus? Sut gallwn ni adeiladu ar ein trefniadau pontio i ddarparu dilyniant gwell i ddisgyblion mwy galluog a dawnus? Sut gallwn ni wella’n defnydd o ddata ac asesu i nodi, olrhain a monitro cynnydd disgyblion mwy galluog a dawnus? Pa gyfleoedd cyfoethogi sy’n cael eu cynnig i’n disgyblion mwy galluog a dawnus?

15. 10 questions for providers 10 cwestiwn i ddarparwyr Sut gallwn ni sicrhau bod ein cwricwlwm yn ddigon heriol i’n disgyblion mwy galluog a dawnus gyflawni’r safonau uchaf? Sut gallwn ni sicrhau bod disgyblion mwy galluog a dawnus o gefndiroedd difreintiedig yn cael cymorth i oresgyn rhwystrau i’w dysgu? A ydyn ni’n darparu mentora i helpu disgyblion mwy galluog a dawnus wneud y dewisiadau gorau? How can we ensure that our curriculum is appropriately challenging for our more able and talented pupils to achieve the highest standards? How can we make sure that more able and talented pupils from disadvantaged backgrounds receive support to overcome barriers to their learning? Do we provide mentoring to help more able and talented pupils make the best choices?

16. What training do we provide for our leaders, teachers and support staff on how to address the needs of more able and talented pupils? Do we use networks of professional practice – in our school/local authority/family of schools to share best practice? Have we involved parents and improved their understanding of how they can support their child? 10 questions for providers 10 cwestiwn i ddarparwyr Pa hyfforddiant ydyn ni’n ei ddarparu i’n harweinwyr, athrawon a staff cymorth ar sut i fynd i’r afael ag anghenion disgyblion mwy galluog a dawnus? A ydyn ni’n defnyddio rhwydweithiau o arfer broffesiynol – yn ein hysgol/awdurdod lleol/teulu o ysgolion i rannu arfer orau? A ydyn ni wedi cynnwys rhieni ac wedi gwella’u dealltwriaeth o sut gallan nhw gefnogi’u plentyn?

17. http://www.estyn.gov.uk/english/docViewer/249303.6/supporting- more-able-and-talented-pupils-in-secondary-schools-june- 2012/?navmap=30,163 http://www.estyn.gov.uk/cymraeg/docViewer- w/249330.9/Cefnogi%20disgyblion%20mwy%20abl%20a%20da wnus%20mewn%20ysgolion%20uwchradd%20- %20Mehefin%202012/?navmap=30,163

18. Cwestiynau... Questions…