What is the value of the Welsh language in primary education?

The Welsh Government (2012) states that after excluding Latin and Greek, the Welsh Language has the eldest literature in Europe. In 1536, the Act of Union made Wales formally part of England (Welsh Government, 2013). However, Williams (2008) suggests that this affected traditional, unique aspects of the Welsh culture. Alternatively, Hodges (2012) proclaims that parents and guardians in Wales have the opportunity to enrol their children into a Welsh medium primary school. As a result, pupils who attend these schools, embrace, experience and study the welsh culture as well as advancing their fluency in the Welsh language (Hodges, 2012).

Correspondingly, Rhys and Thomas (2013) reinforce their passion for Wales becoming a sincerely bilingual nation, where individuals have the choice to live their lives through the medium of Welsh or English. Therefore, the existence of both these languages, is a noticeable element of pride to us all (Rhys and Thomas, 2013). However, it is crucial that schools consistently implement the welsh language across all aspects of teaching, as the Welsh Government (2012) believes the more the welsh language is spoken, the more likely it will become an accessible everyday language in Wales. Therefore, the Welsh Government (2013) proposes the significance of policies and Welsh language strategies emphasising the value and reputation of the language in Wales.

In addition, Estyn (2013) emphasises that throughout the foundation phase children should, be advised and supported to, learn to apply and communicate in Welsh to the greatest of their ability. However, in order for children to progress their development of the Welsh language, Wallace and Rogers (2001) advise that primary schools must provide learning environments where children can listen to Welsh being spoken and respond suitably in these situations. Consequently, Williams (2002) identifies that practitioners have a duty of encouraging children to collaborate their needs in Welsh, as they should be progressively exposed to the language. For instance, applying captivating, visual displays in classroom’s including basic Welsh vocabulary and labels in the setting, for children to use (Williams, 2002). As a result, Martin (1995) acknowledges that pupils are likely to develop skills through communicating in gratifying, hands-on activities, that enhance children’s current knowledge and experiences in inspiring learning environments.

Likewise, Donaldson (2015) has redesigned the curriculum in Wales, with an area of learning and experience devoted to ‘languages, literacy and communication.’ Donaldson’s (2015) aim is to extend the emphasis on the Welsh language, so children appreciate it as a contemporary style of communicating, oppose to just studying a subject. In association, with the Education Reform Act 1988, primary schools value the Welsh language as it is made compulsory for all pupils to study, which recognises the Welsh Government (2013) displaying their commitment to developing Wales as a bilingual nation. Nonetheless, Donaldson (2015) highlights this encountering a core aim of the curriculum, for pupils to become ‘ambitious, capable learners,’ who construct knowledge and devise skills to apply Welsh in real-life contexts. Although the Welsh Government (2013) suggest that learning the welsh language can be seen as an incredibly monotonous experience for pupils. Hence, the Welsh Government (2013) declares that most pupils do not respect or identify the subjects value, neither do they believe in the present delivery for learning Welsh, as it does not help them develop confidence to apply Welsh outside of lessons, or even school.

So, how can primary schools make Welsh lessons more engaging? 

In Cardiff Metropolitan University I participated in an engaging session, learning welsh with my peers. This included a game of bingo, songs, drama (role play) and using the interactive whiteboard. I found these activities engaging, and Satchwell and Silva (1995) state that activities like these, provide effective practice amongst supportive and fun atmospheres, where children do not feel pressurised or afraid to persevere when making mistakes. Therefore, these activities can be held at an appropriate pace for children to keep up with, whilst conveying opportunities for repetition and practice, in diverse approaches (Satchwell and Silva, 1995). However, Satchwell (1997) insinuates that teachers must demonstrate energy, enthusiasm and a passion for the language, to accomplish effective teaching and avoid children feeling disengaged. Also, schools should select interesting use of audio and visual stimuli, together with interesting topics, books and videos to engage with as a whole class, in groups and individually (Williams, 2008).

Regardless, Baker (1996) upholds children’s capability of incidentally learning a language, through authentic contexts and play. Correspondingly, Baker (1996) and Hodges (2012) advocate that learning Welsh incidentally, helps the language become a natural part of class activity, which carries intrinsic value and communicative purpose to learning Welsh, in primary school environments.

In conclusion, the Welsh language is valued in most primary schools across Wales and Donaldson (2015) has adapted the curriculum to include ‘language, literacy and communication’ as an area of learning and experience. The Welsh Government (2013) suggests this allows children to build on the knowledge and understanding they already have and progress their development in Welsh, through real-life contexts. However, the Welsh Government (2012) identifies a substantial shortage of employed individuals who are able to work effectively in both English and Welsh, particularly in tourism, health and social care. Similarly, Hodges (2012) reinforces the value of people who can maintain everyday conversations in Welsh when communicating with customers. Therefore, Satchwell (1997) states that practitioners do not have to be language specialists, to teach children effectively. Although, teachers must consistently display a passion and confidence in themselves, to create a positive ethos for teaching and learning the Welsh language (Williams, 2008). Martin (1995) identifies a simple way for this to occur, is offering regular praise and encouragement towards children’s progression e.g. handing out certificates and rewards.

Reference List

Baker, C. (1996) 2^nd Edition Foundations of Bilingual Education and Bilingualism: London; Multilingual Matters

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales

Estyn (2013) Welsh language development in the Foundation Phase. Estyn.

Hodges, R. (2012). Welsh-Medium Education and Parental Incentives--The Case of the Rhymni Valley, Caerffili. International Journal of Bilingual Education and Bilingualism, 15(3), 355-373.

Martin, C. (1995) Games & fun activities, Young Pathfinder, CILT

Rhys, M. & Thomas, E. (2013). Bilingual Welsh-English Children's Acquisition of Vocabulary and Reading: Implications for Bilingual Education. International Journal of Bilingual Education and Bilingualism, 16(6), 633-656.

Satchwell, P. (1997) Keep Talking, Young Pathfinder, CILT

Satchwell, P. & de Silva. (1995) Catching them young, Young Pathfinder, CILT

Wallace, M & Rogers, G. (2001). Potentially Aspiring Headteachers in Small Welsh Primary Schools: Education Professional that Policy Makers Forgot? School Leadership & Management, 21(4), 441-61.

Welsh Government. (2012) A living language: a language for living – Welsh Language Strategy 2012–17 Welsh Government.

Welsh Government. (2013) One language for all: Review of Welsh second language at Key Stages 3 and 4 – Report and recommendations Welsh Government.

Williams, C. (2002) Using Language Games to Develop Oracy, CBAC/WJEC

Williams, R. (2008). Welsh for All: Experiments in Bilingual Teaching in the Interwar Years.

How can science and technology activities be made engaging and relevant in primary education?

Additionally, Donaldson (2015) expresses the term ‘technology’ as the process of applying scientific information in practical forms. Alternatively, Donaldson (2015) states that through observation and experimentation, this can result in attaining knowledge, which is referred to as ‘science’. Correspondingly, Arthur, Crick and Hayward (2013) underline the importance of science and technology, shaping and sustaining contemporary society and supporting individuals to understand and solve the curiosities our world faces. Although, DCELLS (2012) suggests that despite pupils or practitioners, loving or hating science and technology, both these subjects provide essential skills and knowledge to continuously change and improve the way we live (DCELLS, 2012). Furthermore, STEM encompasses the disciplines of science, technology, engineering and mathematics (DCELLS, 2012). However, these studied areas require individuals obtaining and developing a group of skills and knowledge that are vital in a modern technological world (Arthur, Crick and Hayward, 2013). For example, effective analytical and evaluation skills (OECD, 2012). Therefore, Donaldson (2015) suggests that children should be encouraged to research a topic, form well-structured judgements and draw evidence-based conclusions.

Correspondingly, in order for STEM activities to be relevant in primary education, contemporary contexts and issues could be explored (DCELLS, 2012). For instance: How efficient is solar power likely to be in Wales? Are mobile phones a risk to a person’s health? Accordingly, DCELLS (2012) highlights how huge questions like these can transform pedagogy and learning, as they allocate greater purpose to a child’s knowledge and understanding. However, DCELLS (2012) signifies the incorporation of science and technology in primary education - must be made engaging for pupils to develop their critical thought. Similarly, Lipman (1991) declares that when children expand their own philosophy, they begin to construct exceptional thoughts about the world. Mizell (2015) defines philosophy as an exploration approach to develop pupils’ learning through the investigation of concepts. So, to enhance children’s engagement with STEM in schools, teachers should acknowledge the importance of child led learning (Lipman, 1991). As a result, Lipman (1988) indicates that outstanding freedom enables learners to follow their thinking where it leads and achieve multiple learning outcomes. Consequently, Lenton and Vidion (2016) reveal that practitioners should encourage children to choose a topic of interest in a child led investigation, embracing their inquisitiveness, imagination and wonderment.

Therefore, Murris (2016) identifies that educators are responsible for motivating children to explore independently and develop critical thought from their findings, whilst applying an appropriate level of intervention to support learners when necessary (Vygotsky, 1978). Accordingly, Lentton and Vidion (2016) believe child led learning, inspires children to value their trail of thought. However, Mitzell (2015) underlines the challenges of experimental methods in education as teachers are confronted with time restrictions in their lessons. However, Stepien and Gallagher (1993) highlight that scientific investigations cannot be solved in a short space of time, as these complex activities require an investigation by children over a continued period of time. Despite, the complex planning and organisation needed to prepare scientific and technological projects, Stepien and Gallagher (1993) reinforce with appropriate support and adequate time devoted to these subject areas, greater fulfilled benefits could be achieved for pupils and practitioners.

Likewise, Donaldson (2015) suggests these projects can enable children to collectively form discussions as a team. So, implementing STEM in schools, children can develop key skills, including teamwork and developing technology and presentation skills (DCELLS, 2012). Although, in order to overcome the time restraints practitioners face in teaching, Donaldson (2015) proposes the significance of cross-curricular teaching. Correspondingly, in project-based teaching a variety of subjects including science and technology can be incorporated alongside maths and literacy to enrich children’s capabilities in real-life, problem-based scenarios. Additionally, pupils could develop mathematical and computer skills from calculating measurements, to model potential solutions to complex problems (Arthur, Crick and Hayward, 2013). These findings could mature children’s communication and presentation skills through expressing ideas, presenting disputes and concluding findings (DCELLS, 2012).

Moreover, Maslow’s (1968, p.90) theory of ‘peak experiences’ indicates that a “…peak experience is felt as a self-validating, self-justifying moment which carries its own intrinsic value with it.” In association, I attended a field-trip organised by Cardiff Metropolitan University to Techniquest. This is a science discovery centre, which primary schools can organise school trips too, with hands-on interactive exhibits, a science theatre, planetarium and a lab for children to explore and interact with (DCELLS, 2012). Therefore, techniquest provides children with the opportunity to engage with science and technology in a fun and exciting way, outside of their ordinary learning environment (DCELLS, 2012).

However, Yang and Damasio (2007) state that practitioners have to understand the importance of children’s emotions, to appreciate the motive of children learning. So, regardless of pupils’ differing learning environments, it is fundamental that practitioners regulate children’s attitudes towards their learning, to monitor their engagement (Yang and Damasio, 2007). Despite, not ever child engaging with science and technology in the same way it is practitioner’s responsibility to uphold their interest and develop it further, instead of limiting children participants (NAAACE, 1999). After all, OECD (2011) predict that by 2030 the United Kingdom will have over 7 million jobs needing STEM skills as it is known that science can expand children’s life choices and opportunities, particularly amongst low socioeconomic groups, as it can help social mobility.

In conclusion, science and technology have been combined and acknowledged by Donaldson (2015) as an area of learning and experience in the Welsh Curriculum. In addition, science and technology topic-based sessions enable children to participate in problem-solving tasks, whilst having control over their learning with their peers (Stepien and Gallagher, 1993). However, all children must be reminded that they are capable and have potential to excel in science and technology, although they may fear or identify personal weaknesses in these subject areas (NAAACE, 1999). Therefore, DCELLS (2012) proposes the significance of primary schools implementing science and technology in an engaging way for children, from a young age. For instance, children’s interests could be prioritised through child led learning (Murris, 2016), to develop key skills in a fun and exciting way, with the aim of inspiring children to progress in a variety of STEM career paths (OECD, 2012).

Reference List

Arthur, S., Crick, T., Hayward, J. (2013). The ICT Steering Group’s Report to the Welsh Government. Crown Publishing: London.

DCELLS (2012). Science Technology Engineering and Mathematics (STEM): Guidance for schools and colleges in Wales. Crown Publishing: London

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales

Lenton and Vidion (2016) Available at: http://www.philosophy4children.co.uk/home/p4c/

Lipman, M. (1988). Philosophy goes to school. Philadelphia: Temple University Press.

Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.

Maslow, A. (1968). Toward a psychology of being (2nd Edition). New York: Van

Mizell, K. (2015). Philosophy for Children, Community of Inquiry, and Human Rights Education. Childhood & Philosophy, 11(22), 319-328.

Murris, K. (2016). The Philosophy for Children curriculum: Resisting ‘teacher proof texts and the formation of the ideal philosopher child. Studies in Philosophy and Education, 35(1), 63- 78.


N.A.C.C.C.E. (1999) All our futures: creativity, culture and education. London: DFEE Naess, A. (1997). Heidegger, postmodern theory and deep ecology. Trumpeter, 14(4).

OECD. (2012). PISA - Against the Odds: Disadvantaged Students Who Succeed in School http://www.oecd.org/pisa/pisaproducts/pisa-againsttheoddsdisadvantagedstudentswhosucceedinschool.htm (Accessed 5th February 2018)

Stepien, W., & Gallagher, S. (1993). Problem-based learning: as authentic as it gets. Educational Leadership, 60(2), 8–16.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10.