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Harriet Thomas
Group 5
Treorchy Comp- Pedagogy

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Group 1
Olfcha

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Harriet Thomas
Group 5
Treorchy Comp- Transition

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Harriet Thomas
Group 5
Treorchy Comp - Curriculum Design

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Denika Brooks, Group 1

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Denika Brooks, Group 1

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Angharad Phillips

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Angharad Phillips

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Ysgol Cwm Brombil

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CCYD reflection

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These were my thoughts about curriculum design:•	Before today, I thought that there were separate curriculums for separate subjects which do not overlink with any other subjects. I also believed that depending on the region of the secondary school this would depend upon different curriculum designs. •	I was also unaware of the way that the curriculum was arranged on a day to day basis, I assumed secondary teacher just progressed through the curriculum. Yr hyn yr wyf wedi’u dysgu am ddyluniad y cwricwlwm ydy:This is what I’ve learnt about curriculum design:•	Today I learnt that in KS3 the curriculum focus remains on literacy and numeracy skills across the curriculum, alongside creativity, problem solving etc., which are also integrated through core and foundation subjects.•	When discussing the new curriculum with secondary school teachers, they explained the current curriculum is restricted and the new curriculum is aiming to focus on developing knowledge and understanding in depth within a subject, which in turn can be more flexible and tailored to meet the individual needs of the pupil. The new curriculum also has more of an emphasis on formative assessment however, there is still a need for summative assessment to implement appropriate interventions if needed etc.  Many teachers are also undergoing Action research which will later (after Easter) feedback to the rest of the teaching staff their findings and which strategies are effective in a secondary school setting.•	In relation to the new curriculum, my secondary school experience has taught me, there are still key questions which need to be answered e.g. how should secondary school implement a cross curricular approach (taking specialist teachers out of their comfort zone, how can teachers appropriately cope with the workload/stress). Also if whether there should be head of Areas of Learning and Experience rather that heads of individual subjects.Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	I have learnt a lot from today’s secondary school experience e.g. the important of building a rapport with pupils to increase engagement and pupil’s sense of self belief.•	Chunking activities in the lesson led to increased engagement and pupils felt they had a structure. •	The use of mini plenaries were also seen to be useful, explaining different chunks of the lesson/activity and how it relates to the lesson objective/ success criteria, also it allowed pupils to assess their own performance and improve their learning to reach the success criteria during the lesson to be able to implement their personal feedback and try to improve learning during the lesson.•	A cross-curricular approach was also seen to help pupils realise the importance of other subjects e.g. maths in P.E. measuring the height the pupils had to jump or measuring the distance from where the pupils needed to jump from.Dyma feddyliais am ddyluniad am bontio/trosglwyddo:These were my thoughts about points of transition:•	Before today, I was aware from previous personal experience and experience of working with year 6 pupils that there a transition days in place for year 6 pupils to visit a secondary school in order for the pupils to become familiar with the set up of a secondary school, become familiar with their surroundings and meet secondary school members of staff.•	I was also aware that secondary school members of staff visit a primary school and conduct a secondary school lesson for pupils to become familiar with the teacher, expectations and work.Yr hyn yr wyf wedi’u dysgu am bontio/trosglwyddo ydy:This is what I’ve learnt about points of transition:•	From today I learnt there are vast amount of schemes, programs, interventions and activities to help the transition from KS2-KS3 and KS3-KS4, this includes the pathways process, parents and careers evenings, mentoring/buddy schemes, parent/career surgery, global grade surgery, vulnerable pupil transition club, outer cluster placement (year 6 and year 5 can attend this interventions). •	I have also been made aware that the local authority has created full time positions with the core aim of assisting transition from KS2 to KS3. The job includes a member of staff working two days a week in a primary school and 33 days in a secondary school providing cover for PPA across primary and secondary contexts and plans lessons for various areas or learning e.g. physical education and welsh. The staff member is seen as a familiar face, builds a rapport with pupils who struggle with transition and other factors which effect pupil learning and explains expectations of pupils and implements pedagogical and behaviour strategies. This allows primary and secondary schools to work collaboratively through members of staff and through various schemes of work. Outside speakers are also invited in to discuss various aspects of secondary school with primary school pupils e.g. bullying, incidents and relationships. •	Secondary schools have transition plans for pupils moving from KS3 to KS4, working closely with local colleges to provide more in-depth information, inductions, open evening, vulnerable transition programmes land base days, Youth access programs and Saturday morning clubs and enrolment weeks.  Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	Today has helped me realise the importance of transition from KS2 to KS3 and KS3 to KS4. In my future practice I will ensure I work collaboratively with the secondary schools to ensure a smooth transition from KS2 to KS3. In the future I will start the transition stage/ preparation for KS3 in year 5 through various schemes, talks and visits to the secondary school. I may implement the expectations and pedagogy of secondary school gradually, starting in year 5. •	I have also realised it is important for pupils to be familiar and prepared in order to stabilise/enhance their learning and feel settled, calm and ready to learn in a secondary school context. Mentoring system may be beneficial for year 5/6 pupils with pupils from year 7/8. This will allow the year 7/8’s to discuss their experiences or secondary school from the pupil’s voice. •	Today has also taught me that I need to be more aware of the programs, schemes and interventions in place to help pupils’ transition from one key stage to the next. Dyma feddyliais am addysgeg yn yr ysgol uwchradd:These were my thoughts about pedagogies in the secondary school:•	Before today, I thought secondary school pedagogies were similar to primary school. Learning through physical activities, discussions etc.•	I also believed in secondary school’s utilised a constructivist approach and teachers emphasised pupil’s independence in their learning and assessment. Yr hyn yr wyf wedi’u dysgu am addysgeg yn yr ysgol uwchradd ydy:This is what I’ve learnt about pedagogies in the secondary school:•	I have learnt, like primary school, that learning and teaching and are fundamental and essential to secondary school business.•	Many behaviour/questions strategies used in a primary school setting are also used in secondary schools.•	During the lesson’s teachers are expected to chunk activities use various pedagogical strategies•	Emphasising the success criteria, learning objective and plenaries (mini or normal plenaries), focused discussions and target language throughout the lesson. There is now an emphasis on developing pupils high order thinking skills, creativity skills, problem solving skills, decision making and application and moving away from just questions and answers. Changing the mindset of pupils, developing pupil’s reliance.•	Blended learning. Different approaches, creating hands on learning•	Pupils are actively involved in their learning, becoming self-assessors and peer assessors to increase responsibility for their own learning and becoming capable, ambitious learners in line with Donaldson’s Successful futures document. •	Pupils are setting according to their global grade making it easier for differentiation of work, there is also a nurture group per year group which is a smaller size class for pupils. When assessing pupils work teachers use formative and summative assessment and is required to provide verbal/ non-verbal feedback e.g. 2 stars and a wish.•	Behaviour management strategies are emphasised and consistence across the school, in secondary school therefore pupils are already aware of the next step I they continue to miss behave, they are as follows; Non-verbal warning, then a verbal warning, name on board, 'Green card'  finally pupils are sent to the PTLC room  (it is the pupils responsibility to make their way to the PTLC room). Pupils have to be in the PTLC room for 5 lessons which is then followed by a meeting with the pupil’s parents at the end of the 5 lessons or the next day.•	During my secondary school experience, the secondary school implemented the use of a medical card to reduce the number of pupils missing class to wander around the halls of the school using the excuse of needing the toilet. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: This experience has influenced my thoughts and perceptions of secondary school pedagogy and will influence my teacher practice in the future. •	I will implement more time for discussion/focus discussions allowing deeper thinking, self-assessment and peer assessment techniques in comparison to the learning objectives and success criteria for pupils to be actively involved in their learning (critical thinking). I will implement boarder questioning and thinking, ensure pupils are actively involved in there learning e.g. playing a character in a story (peasant in the Crusaders, asking pupils to think what it would be like during Med-evil times) this can also be enhanced by using engaging resources. •	Use a cross circular approach and emphasize the importance and the point of learning a particular concept/subject and how it relates to real life situations. •	There are also calming techniques which I could implement to help pupils to learn, e.g. head on desk and close your eyes, listening to whale music, going through behaviour policy. •	I will implement a firm behaviour management strategy and will emphasis and make aware for all pupils, providing consistency in behaviour management strategies, this will include, non-verbal warning, verbal warning, moving seats, name on board, remove pupil from classroom to designated area for learning (nurture room/ wellbeing room/ quite space) and finally, ask pupil to visit the head of the school•	I will also be enthusiastic about learning and exert a happy, positive, smiley attitude and provide positive reinforcement. •	Become more aware/implement pastoral care support to ensure structure and support to facilitate learning. 

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These were my thoughts about curriculum design:•	Before today, I thought that there were separate curriculums for separate subjects which do not overlink with any other subjects. I also believed that depending on the region of the secondary school this would depend upon different curriculum designs. •	I was also unaware of the way that the curriculum was arranged on a day to day basis, I assumed secondary teacher just progressed through the curriculum. Yr hyn yr wyf wedi’u dysgu am ddyluniad y cwricwlwm ydy:This is what I’ve learnt about curriculum design:•	Today I learnt that in KS3 the curriculum focus remains on literacy and numeracy skills across the curriculum, alongside creativity, problem solving etc., which are also integrated through core and foundation subjects.•	When discussing the new curriculum with secondary school teachers, they explained the current curriculum is restricted and the new curriculum is aiming to focus on developing knowledge and understanding in depth within a subject, which in turn can be more flexible and tailored to meet the individual needs of the pupil. The new curriculum also has more of an emphasis on formative assessment however, there is still a need for summative assessment to implement appropriate interventions if needed etc.  Many teachers are also undergoing Action research which will later (after Easter) feedback to the rest of the teaching staff their findings and which strategies are effective in a secondary school setting.•	In relation to the new curriculum, my secondary school experience has taught me, there are still key questions which need to be answered e.g. how should secondary school implement a cross curricular approach (taking specialist teachers out of their comfort zone, how can teachers appropriately cope with the workload/stress). Also if whether there should be head of Areas of Learning and Experience rather that heads of individual subjects.Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	I have learnt a lot from today’s secondary school experience e.g. the important of building a rapport with pupils to increase engagement and pupil’s sense of self belief.•	Chunking activities in the lesson led to increased engagement and pupils felt they had a structure. •	The use of mini plenaries were also seen to be useful, explaining different chunks of the lesson/activity and how it relates to the lesson objective/ success criteria, also it allowed pupils to assess their own performance and improve their learning to reach the success criteria during the lesson to be able to implement their personal feedback and try to improve learning during the lesson.•	A cross-curricular approach was also seen to help pupils realise the importance of other subjects e.g. maths in P.E. measuring the height the pupils had to jump or measuring the distance from where the pupils needed to jump from.Dyma feddyliais am ddyluniad am bontio/trosglwyddo:These were my thoughts about points of transition:•	Before today, I was aware from previous personal experience and experience of working with year 6 pupils that there a transition days in place for year 6 pupils to visit a secondary school in order for the pupils to become familiar with the set up of a secondary school, become familiar with their surroundings and meet secondary school members of staff.•	I was also aware that secondary school members of staff visit a primary school and conduct a secondary school lesson for pupils to become familiar with the teacher, expectations and work.Yr hyn yr wyf wedi’u dysgu am bontio/trosglwyddo ydy:This is what I’ve learnt about points of transition:•	From today I learnt there are vast amount of schemes, programs, interventions and activities to help the transition from KS2-KS3 and KS3-KS4, this includes the pathways process, parents and careers evenings, mentoring/buddy schemes, parent/career surgery, global grade surgery, vulnerable pupil transition club, outer cluster placement (year 6 and year 5 can attend this interventions). •	I have also been made aware that the local authority has created full time positions with the core aim of assisting transition from KS2 to KS3. The job includes a member of staff working two days a week in a primary school and 33 days in a secondary school providing cover for PPA across primary and secondary contexts and plans lessons for various areas or learning e.g. physical education and welsh. The staff member is seen as a familiar face, builds a rapport with pupils who struggle with transition and other factors which effect pupil learning and explains expectations of pupils and implements pedagogical and behaviour strategies. This allows primary and secondary schools to work collaboratively through members of staff and through various schemes of work. Outside speakers are also invited in to discuss various aspects of secondary school with primary school pupils e.g. bullying, incidents and relationships. •	Secondary schools have transition plans for pupils moving from KS3 to KS4, working closely with local colleges to provide more in-depth information, inductions, open evening, vulnerable transition programmes land base days, Youth access programs and Saturday morning clubs and enrolment weeks.  Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	Today has helped me realise the importance of transition from KS2 to KS3 and KS3 to KS4. In my future practice I will ensure I work collaboratively with the secondary schools to ensure a smooth transition from KS2 to KS3. In the future I will start the transition stage/ preparation for KS3 in year 5 through various schemes, talks and visits to the secondary school. I may implement the expectations and pedagogy of secondary school gradually, starting in year 5. •	I have also realised it is important for pupils to be familiar and prepared in order to stabilise/enhance their learning and feel settled, calm and ready to learn in a secondary school context. Mentoring system may be beneficial for year 5/6 pupils with pupils from year 7/8. This will allow the year 7/8’s to discuss their experiences or secondary school from the pupil’s voice. •	Today has also taught me that I need to be more aware of the programs, schemes and interventions in place to help pupils’ transition from one key stage to the next. Dyma feddyliais am addysgeg yn yr ysgol uwchradd:These were my thoughts about pedagogies in the secondary school:•	Before today, I thought secondary school pedagogies were similar to primary school. Learning through physical activities, discussions etc.•	I also believed in secondary school’s utilised a constructivist approach and teachers emphasised pupil’s independence in their learning and assessment. Yr hyn yr wyf wedi’u dysgu am addysgeg yn yr ysgol uwchradd ydy:This is what I’ve learnt about pedagogies in the secondary school:•	I have learnt, like primary school, that learning and teaching and are fundamental and essential to secondary school business.•	Many behaviour/questions strategies used in a primary school setting are also used in secondary schools.•	During the lesson’s teachers are expected to chunk activities use various pedagogical strategies•	Emphasising the success criteria, learning objective and plenaries (mini or normal plenaries), focused discussions and target language throughout the lesson. There is now an emphasis on developing pupils high order thinking skills, creativity skills, problem solving skills, decision making and application and moving away from just questions and answers. Changing the mindset of pupils, developing pupil’s reliance.•	Blended learning. Different approaches, creating hands on learning•	Pupils are actively involved in their learning, becoming self-assessors and peer assessors to increase responsibility for their own learning and becoming capable, ambitious learners in line with Donaldson’s Successful futures document. •	Pupils are setting according to their global grade making it easier for differentiation of work, there is also a nurture group per year group which is a smaller size class for pupils. When assessing pupils work teachers use formative and summative assessment and is required to provide verbal/ non-verbal feedback e.g. 2 stars and a wish.•	Behaviour management strategies are emphasised and consistence across the school, in secondary school therefore pupils are already aware of the next step I they continue to miss behave, they are as follows; Non-verbal warning, then a verbal warning, name on board, 'Green card'  finally pupils are sent to the PTLC room  (it is the pupils responsibility to make their way to the PTLC room). Pupils have to be in the PTLC room for 5 lessons which is then followed by a meeting with the pupil’s parents at the end of the 5 lessons or the next day.•	During my secondary school experience, the secondary school implemented the use of a medical card to reduce the number of pupils missing class to wander around the halls of the school using the excuse of needing the toilet. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: This experience has influenced my thoughts and perceptions of secondary school pedagogy and will influence my teacher practice in the future. •	I will implement more time for discussion/focus discussions allowing deeper thinking, self-assessment and peer assessment techniques in comparison to the learning objectives and success criteria for pupils to be actively involved in their learning (critical thinking). I will implement boarder questioning and thinking, ensure pupils are actively involved in there learning e.g. playing a character in a story (peasant in the Crusaders, asking pupils to think what it would be like during Med-evil times) this can also be enhanced by using engaging resources. •	Use a cross circular approach and emphasize the importance and the point of learning a particular concept/subject and how it relates to real life situations. •	There are also calming techniques which I could implement to help pupils to learn, e.g. head on desk and close your eyes, listening to whale music, going through behaviour policy. •	I will implement a firm behaviour management strategy and will emphasis and make aware for all pupils, providing consistency in behaviour management strategies, this will include, non-verbal warning, verbal warning, moving seats, name on board, remove pupil from classroom to designated area for learning (nurture room/ wellbeing room/ quite space) and finally, ask pupil to visit the head of the school•	I will also be enthusiastic about learning and exert a happy, positive, smiley attitude and provide positive reinforcement. •	Become more aware/implement pastoral care support to ensure structure and support to facilitate learning. 

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Ysgol Llanhari

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Olchfa

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Olchfa

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Ysgol Coedcae

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Coedcae - Gemma Hayward

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Coedcae Reflection - Gemma Hayward group 4 

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Genna Lavis-Cole (CCYD- Bridgend)

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Laura Evans part 3 and 4

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Laura Evans Part 2

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Laura Evans Part 1

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Lowri Mitchinson - Group 5

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Ysgol Coedcae

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https://uowtsd-my.sharepoint.com/personal/1701622_student_uwtsd_ac_uk/_layouts/15/onedrive.aspx?id=%2Fpersonal%2F1701622_student_uwtsd_ac_uk%2FDocuments%2FPentrehafod%2FYear%205%20Transition%20Project%2Epptx&parent=%2Fpersonal%2F1701622_student_uwtsd_ac_uk%2FDocuments%2FPentrehafod

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Alix James Group 3 - CCYD

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Transition - pentrehafod - Kassandra Foden

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Transition - pentrehafod - Kassandra Foden

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Georgina Jones

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Ysgol Cwm Brombil Reflection -  Craig Jones

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Ysgol Cwm Brombil Reflection -  Craig Jones

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Curriculum Design

Ysgol Cwm Brombil Secondary is changing their curriculum design with children starting Key Stage 4 at Year 8.

School will continue to have subject specialist lessons in the new curriculum.

‘Seaquest’ being trialled from September 2019.

Catch up interventions to be continued.

Numeracy and Literacy are taught in a cross-curricular way.

Numeracy Coordinator has re-written the Numeracy Framework to make it accessible to all teachers.

Literacy/ Numeracy Coordinators have given each subject leader indicators of how to integrate the LNF into their lessons.

Points of transition

Transition days in year 6 involving multiple schools within the cluster where children are placed in their draft form groups.

Annual Margam Park Mathematics transition day allowing workshops to take place and for prospective students to explore elements of KS3.

Secondary staff will have opportunities to teach M.A.T pupils from KS2 allowing for  relationships to be built prior to transition.

Before transitions between key stages 2,3 &4 children have individual meetings to receive advice on career prospects and alleviate any concerns students may have about their future.

Students in year 6 have some specialist teaching, as seen in ks3, in an attempt to mitigate the significant differences from primary to comprehensive teaching.

Pupil Voice

School council.

Surveys regularly from pupils and parents (including after school information sessions.

AFL strategies.

Aware of academic attainment and differences with favourite subjects.

Input into structure of work schemes and lessons structure.

Preferences for aspects of topics.

Input into lunch clubs and afterschool clubs for desired areas of work.

Desired experiences for work to aid choices for future employment.

Food/dietary requirements and pre orders for meals/menu design.

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Evie Board - Reflection from Coleg Cymunedol Y Dderwen

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Evie Board - Reflection from Coleg Cymunedol Y Dderwen

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(Group 2)

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Bradley Walstow (Group 3)  - Treorchy Comp

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Bradley Walstow (Group 3)  - Treorchy Comp

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Jessica Ainsworth reflection on secondary experience - group 2

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Kelly Price - reflection from Ysgol Cwm Brombil

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Kelly Price - reflection from Ysgol Cwm Brombil

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Jessica Ainsworth reflection of secondary experience - group 2

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Jessica Ainsworth Reflection of secondary experience - group 2

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Kirsty Keenan Group 3 Chepstow Secondary School

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Kirsty Keenan Group 3 Chepstow Secondary School

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Pedagogy - jordanne kaye

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Jordanne Kaye transition. 2

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Jordanne Kaye - transition. 1

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Lucie Davies
Group 4

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Dyma feddyliais am ddyluniad y cwricwlwm:These were my thoughts about curriculum design:•	Structured and timetabled based on the curriculum •	Heavy focus on Literacy and Numeracy (Traditional style of teaching)•	Heavily focused on grades, getting C grade or above Yr hyn yr wyf wedi’u dysgu am ddyluniad y cwricwlwm ydy:This is what I’ve learnt about curriculum design:•	Trying to follow Donaldson, however struggle to implement it in to secondary teaching. •	Specific number of hours based on literacy numeracy and welsh •	Very similar based lessons to primary schools where they have starter/hook at the start of the lesson following the main activity. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	Having a starter at the start of lessons is beneficial to get children engaged. •	When checking the progress of children ensure to be specific in what level you are providing them with as this later beneficial in secondary school. Giving a child a higher level than what they are at can be a problem, especially in welsh as this may not be the same level as the secondary teachers. •	Success criteria and learning objectives shared during lessons beneficial in primary and secondary.  Dyma feddyliais am ddyluniad am bontio/trosglwyddo:These were my thoughts about points of transition:•	Year 7, GCSEs, A Level •	Transition days during year 6 where you meet with other primary schools •	Not accurate representation of Secondary school life, just days where you meet new friends and have a visual experience of their new school. Yr hyn yr wyf wedi’u dysgu am bontio/trosglwyddo ydy:This is what I’ve learnt about points of transition:•	It has improved since my time of school •	The secondary has a two week transition where they do interventions in their new school, meet new friends, learning journey and meet their new teachers. •	It is important for the children to have a feel of their new school so it is a easier experience when they start. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	I will ensure to promote transition in primary school as I feel it is beneficial for the children’s new experience in secondary school. 

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Dyma feddyliais am ddyluniad y cwricwlwm:These were my thoughts about curriculum design:•	Structured and timetabled based on the curriculum •	Heavy focus on Literacy and Numeracy (Traditional style of teaching)•	Heavily focused on grades, getting C grade or above Yr hyn yr wyf wedi’u dysgu am ddyluniad y cwricwlwm ydy:This is what I’ve learnt about curriculum design:•	Trying to follow Donaldson, however struggle to implement it in to secondary teaching. •	Specific number of hours based on literacy numeracy and welsh •	Very similar based lessons to primary schools where they have starter/hook at the start of the lesson following the main activity. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	Having a starter at the start of lessons is beneficial to get children engaged. •	When checking the progress of children ensure to be specific in what level you are providing them with as this later beneficial in secondary school. Giving a child a higher level than what they are at can be a problem, especially in welsh as this may not be the same level as the secondary teachers. •	Success criteria and learning objectives shared during lessons beneficial in primary and secondary.  Dyma feddyliais am ddyluniad am bontio/trosglwyddo:These were my thoughts about points of transition:•	Year 7, GCSEs, A Level •	Transition days during year 6 where you meet with other primary schools •	Not accurate representation of Secondary school life, just days where you meet new friends and have a visual experience of their new school. Yr hyn yr wyf wedi’u dysgu am bontio/trosglwyddo ydy:This is what I’ve learnt about points of transition:•	It has improved since my time of school •	The secondary has a two week transition where they do interventions in their new school, meet new friends, learning journey and meet their new teachers. •	It is important for the children to have a feel of their new school so it is a easier experience when they start. Bydd y brofiad yn dylanwadu ar fy arferion dysgu ac addysgu i yn y ffordd hon/ffyrdd hyn:The experience will influence my own approaches to teaching and learning in this way/these ways: •	I will ensure to promote transition in primary school as I feel it is beneficial for the children’s new experience in secondary school. 

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Lauren Jones- Group 4- Olchfa School

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Group 5 -

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Group 4 - Olchfa Secondary School

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Bishop of Llandaff

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Bishop of Llandaff

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Bishop of Llandaff

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Group 1 - Pentrehafod

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Lizzie Watt Group 1 Secondary Reflection

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Ysgol Llanharri

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Group 2 - Treorchy Comprehensive School

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Chepstow Secondary School

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Group 4 - Chepstow High

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Secondary exp

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Group 1- Nathan Goodman and Gemma McCarthy

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Andrew Morgan G3 - BOL
Andrew Morgan G3 - BOL
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Bryanie Allsworth -
Bryanie Allsworth - Group 5 (Ysgol Coedcau)
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Abigail Whittaker- Group 5
Abigail Whittaker- Group 5
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Ysgol Cwm Brombil Reflection
Ysgol Cwm Brombil Reflection
Student no: 1703164
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Sion Edmonds - Group 2
Sion Edmonds - Group 2
CCYD Reflection 
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Candice Rogers
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Delyth Foster Gr
Delyth Foster 
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Delyth Foster Gr
Delyth Foster 
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Delyth Foster Gr
Delyth Foster 
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 Grŵp Cymraeg Ysgol
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Delyth Foster Gr
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Ysgol Coedcae 
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Natalie Colcomb Group 2, Treorchy Comprehensive Reflections
Natalie Colcomb Group 2, Treorchy Comprehensive Reflections
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Sara Morris (Grwp Cymraeg) Ysgol Llanhari ac Ysgol Cwm Rhondda
Sara Morris (Grwp Cymraeg) Ysgol Llanhari ac Ysgol Cwm Rhondda
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Hannah Evans, Secondary Reflection
Hannah Evans, Secondary Reflection
Group 5
Chepstow School
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Chloe Thomas
Chloe Thomas
Group 3 - Pentrehafod
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Emily Taylor
Emily Taylor
Group 4
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Lucy Boughton
Lucy Boughton
Group 5 
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Lucy Boughton
Lucy Boughton
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Lucy Boughton
Lucy Boughton
Group 5
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Jemma Warren Group 4
Jemma Warren Group 4
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Coral Hooper
Coral Hooper
Group 3 
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Lauren Stevens group 2
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Coral Hooper
Coral Hooper
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Coral Hooper group 3
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Lauren Stevens Group 2
Lauren Stevens Group 2
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Laura Colligan Group 4 - Coedcae Secondary Llanelli
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Paula Hollands Group 4
Paula Hollands Group 4
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Lauren Stevens Group 2 - Pentrehafod Reflection
Lauren Stevens Group 2 - Pentrehafod Reflection
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Abigail Murray Group 5 - Treorchy Comprehensive School Reflection
Abigail Murray Group 5 - Treorchy Comprehensive School Reflection 
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Rachel Davies Group 5 - Bishop of Llandaff Reflection
Rachel Davies Group 5 - Bishop of Llandaff Reflection
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Laurie Derrick, Group 4. Chepstow Comprehensive School- Reflection.
Laurie Derrick, Group 4. Chepstow Comprehensive School- Reflection. 
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Emily Sheridan Group 5 - Treorchy Comprehensive School Reflection
Emily Sheridan Group 5 - Treorchy Comprehensive School Reflection
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Shannen Godding- Secondary School Reflection.
Shannen Godding- Secondary School Reflection.
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Luke Kinsey Group 1
Luke Kinsey Group 1
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Jessica Chau - Group 4 - CCYD
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Lauren Parsons Group 2 - BOL
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Naomi Pattinson- Group 1 -
Naomi Pattinson- Group 1 -
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Michael Hayward (Group 1)
Michael Hayward (Group 1)
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Angharad Locke - Group 2 - Ysgol Cwm Brombil
Angharad Locke - Group 2 - Ysgol Cwm Brombil
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Rhian Hawyes, Group 3
Olchfa
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Annie R Group 1
Olchfa
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Annie T group 1
Cwm Brombil
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# data[].attributes.body
Bryanie Allsworth - Group 5 (Ysgol Coedcau)

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Student no: 1703164

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CCYD Reflection

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Delyth Foster
Group 5

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Delyth Foster
Group 5

# data[].attributes.body
Delyth Foster
Group 5

# data[].attributes.body
Delyth Foster
Group 5
Ysgol Coedcae

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Grŵp Cymraeg Ysgol y Preseli.