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Education

Welsh history teaching more miss than hit

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A SENEDD Committee heard frustrations from teachers, history societies, pupils and academics that children do not know the story of their community or country.
The Senedd’s Culture, Welsh Language and Communications Committee heard children often commented they learnt more Welsh history in a Welsh language lesson than from their history teacher.
With a new curriculum on the horizon, the Committee also heard concerns there is a danger the new and less prescriptive curriculum’s development is happening without a good understanding of what is currently taught in schools.
Dr Elin Jones told the Committee “we don’t know the basis upon which we will be building for this new curriculum. We don’t know what teachers are making out of the current curriculum.”

A REVIEW NEEDED
Many who gave evidence to the Committee made clear that the picture is patchy across Wales and the extent to which Welsh history is taught varies from school to school. There is also a concern that there is not a clear understanding of the content and standard of current history teaching in our schools.
The Committee is calling on the Welsh Government to request that Estyn carry out a review of the teaching of Welsh history in schools. Only once there is robust evidence and an understanding of current teaching can assessments be made to inform the new Curriculum for Wales 2022.

LACK OF LEARNING RESOURCES
For Welsh history to be taught effectively in schools, teachers need training and resources. The Committee believes the Curriculum for Wales 2022 should be properly supported with teaching materials which reflect the ambition to teach the history of Wales from a local and national perspective. It recommends the Welsh Government ensures such resources are widely available.
From the experts who gave evidence, the Committee heard examples of Welsh history that should be taught, including the laws of Hywel Dda and the schools of Griffith Jones. Some believed the new curriculum should have a list of ‘must-haves’, i.e. topics all the pupils in the country need to be taught so they have a rounded knowledge of the events that have formed modern-day Wales.

A PUBLIC POLL
During summer 2018, the Committee ran a public poll, inviting members of the public to select from a list of potential topics for the Culture, Welsh Language and Communications Committee to look at.
Nearly 2,500 people participated in the poll. 44% voted for “Teaching of Welsh history, culture and heritage in schools”.
Since then the Committee has been looking at how Welsh history is currently taught and what the Welsh Government’s new Curriculum for Wales 2022 means for future teaching of it.
Aled James, Assistant Head Teacher at Ysgol Gyfun Plasmawr in Cardiff, who teaches history commented on the findings: “I’m pleased to see the Committee has looked at this issue. It’s essential that all pupils in Wales have a similar experience of Welsh history and there’s consistency. I think the Committee’s call for a thematic review of the teaching of Welsh history is a good idea so that we get an overview of where we are regarding the teaching of our nation’s history. It is a chance for ESTYN to highlight the strengths and bring attention to the situation across History departments in Wales.”
“We know that some schools are doing some good work in this area and I hope we can share best practice to make sure that all students across Wales should leave with a basic level of Welsh history knowledge.”
“To equip students well for the next stage in their education there should be a focus on local history, taught in a national and international context. It should also cover the diverse population of Wales and look at the history of all races and religions that make up our country.
“Although the new curriculum in 2022 should free up schools to teach according to their needs, I think the new curriculum should have some suggested key events in Welsh history but not be too narrowly focused.
“I agree that teacher training would need to be addressed but I think if we look at schools first and identify any gaps in Welsh history teaching then training gaps could be addressed as more of this training is focussed in schools now.”

WELSH HISTORY TEACHING ESSENTIAL
Bethan Sayed, Chair of the Culture, Welsh Language and Communications Committee said: “Teaching Welsh history has to feature in our children’s education – for too long young people have gone through the education system without really learning about the story of their community or country.
“With a new curriculum on the horizon, our inquiry has shed light on the inconsistency across Wales and some of the reasons why Welsh history isn’t featuring as it should. We heard many reasons such as the lack of teaching materials and the need for teacher training.
“There is good practice in some schools and I believe there is a lot of public support for improving the way we teach Welsh history to our children. We’re calling for the Welsh Government to review the level of Welsh history teaching in our schools. Only when we fully understand the picture of Welsh history teaching can we put measures in place to ensure that teachers get the support and materials they need.
“We believe that teaching should also reflect the diverse population of Wales – histories of Wales’ racial and religious diversity should be included in teacher training and reflected in teaching materials.
“I’m grateful to those who took part in our public poll and asked us to look at the teaching of Welsh history and to those who gave evidence to the inquiry. Our report urges the Welsh Government to take seriously the need for our history and cultural heritage to be taught to the next generation.”

1066 AND ALL THAT
In the nineteenth century and for most of the twentieth, British History was treated as though it were the history of England. This approach was a reflection of the political project of the ‘creation, survival and modification of the United Kingdom of Great Britain and Ireland’ between the Industrial Revolution and the Partition of Ireland.
History was taught as if it was a process of continuous progression. Everything moved towards UK’s creation because that was the irresistible motor of history. From serfdom to feudalism, to the over-mighty subject, to absolutism, to a republic, and then constitutional monarchy, followed by the glory of the empire. Along the journey were the waymarkers: The Domesday Book, Magna Carta, the Reformation, the Civil War, Restoration, Glorious Revolution, followed by the Victorian zenith and the empire upon which the sun never set.
English history enshrined romantic nationalistic exceptionalism. That view of history was enshrined by popular historical writers such as Sir Arthur Bryant, who churned out flowery prose in books with titles such as Set in a Silver Sea: A History of Britain and the British People, Vol 1 and the equally execrable Vol 2, Freedom’s Own Island.
History curricula helped promote the idea of the inevitability of political union and the triumph of England. It rendered other British histories less relevant and – crucially – inferior.
As recently as 2015, the WJEC history course taught in Welsh schools was only 10-15% Welsh history.
Llewellyn Fawr and Llewellyn ap Gruffudd were bit players in history teaching and reference to Owain Glyndwr came more often in Shakespeare’s history plays than in history classes. After that, a bit more about Henry VII being born in Pembroke Castle, the Bible in Welsh, the SPCK, non-conformism, and mining. And that was, more or less, it.
Peculiarly, Wales celebrates its national history by reference to the history of its conquerors and the remains of Welsh subjugation. Pembrokeshire was/is ‘the County of Castles’; Caernarvon Castle was important because of the investiture of the Prince of Wales; the monuments to oppression dot the landscape – and are celebrated.
The way the Welsh Government has the remnants of conquest at the centre of its tourism strategy underlines the difficulties faced by trying to look at the Welsh past from a Welsh viewpoint.

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Education

Improving the behaviour of Carmarthenshire Secondary School pupils

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“IT’S almost uncool to want to learn as vaping and bad language is like the new thing”

“It’s very, very, heart-breaking to see a child vaping at age 11”

“I’m genuinely really scared for the generation coming through”

These are some of the comments Carmarthenshire pupils and teachers voice in a campaign which aims to improve behaviour in the authority’s Secondary Schools.

The campaign is a joint effort between the County Council and C.A.S.H – Carmarthenshire Association of Secondary Headteachers.

Across Wales, many teachers have shared experiences of witnessing a deterioration in some pupils’ behaviour since returning to formal education after covid lockdowns. Examples of such behaviour include using offensive language with classmates and teachers, being rude in lessons and vaping in toilets during lessons.

For the benefit of pupils and teachers, Carmarthenshire Council supports their Headteachers in their attempt to act to remedy the situation.

Pupils and teachers from ALL the County’s schools attended an experience-sharing session at the County Hall in July. A cross-section of comments was recorded and used to create a video that is part of the campaign. The video will be shown in all Carmarthenshire Secondary Schools in September and will be shared through social media. Information on the campaign posters and banners will direct pupils to sources where they can get further advice about the importance of improving behaviour.

On behalf of C.A.S.H, James Durbridge said: “As teachers, we understand that there are sometimes complex reasons behind pupils’ misbehaviour and, without a doubt, we want to support those pupils.

“But as the title of the campaign video explains – Our behaviour affects everyone and everything. A teacher cannot teach and a pupil cannot learn in a class when a minority behaves offensively and without respect.

“The behaviour of our pupils today influences their tomorrow.”

Noting that the campaign is an opportunity to press the reset button on behaviour and establish better habits, Councillor Glynog Davies, Cabinet Member for Education and the Welsh Language, said: “Our aim in Carmarthenshire is to create young people who, after being educated here, create a life here and contribute to our community.

“Offering them the best possible guidance on how to behave in a way that gives them the best chance to succeed in life is our duty as an authority.”

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Education

Teacher drink-driving on way back from camping trip smelled ‘strongly of intoxicants’

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A TEACHER “stupidly stopped for a drink” on his way home from a family camping holiday before getting behind the wheel, a professional panel has heard. Huw Davies, a former English teacher at Ysgol Bro Teifi in Llandysul, Ceredigion, was more than three times above the legal alcohol limit for driving when he was stopped by police, a professional conduct committee has been told.

The Herald understands that the incident took place on the A40 St Clears to Carmarthen Road on July 30, 2021.

Witnesses were apparently called police after he pulled into a garage and appeared drunk with red eyes and dilated pupils, the Education Workforce Council (EWC) committee was told. Then the teacher came out of the garage. and went “all over the road”, EWC implementation officer Clare Hastie told the Fitness to Practice Committee.

He said police were alerted to a vehicle possibly being driven by a drunk driver on the A40 from St Clears to Carmarthen just before 3pm. Brother Teifi’s police eventually caught up with Davies at the Tesco car park in Carmarthen, where he was seen sitting in the vehicle with the keys in the ignition. When they opened the door, it smelled “strongly of intoxicants”.
breath tests showed he was more than three times the legal alcohol limit for driving and he was charged the next day.

Davies, who appeared at the September 2 virtual hearing, said he was ashamed of his actions and relieved that no one was hurt. But his actions have the “potential to put others at risk,” Hastie said. he told the panel.

The English teacher admitted he “stupidly” stopped for a drink on his way home from a camping holiday while the rest of his family returned separately. Davies told the committee that he has received help from Anonymous and the DDAS Adult Substance Abuse Service.

“I am very ashamed of what I did on July 30 and I am very happy that no one was harmed as a result of my actions,” he told the panel.

Davies described camping with his family in St Davids, Pembrokeshire before the incident.

The weather was rainy so he broke down the tent while the rest of the family left, he told the panel.

Ms Hastie said Davies began teaching English at Ysgol Bro Teifi in 2016 but has had spells of absence and left by mutual agreement with the official departure date at the end of the summer break of 31 August 2021.

Most recently he has been working as a substitute English teacher through an agency at Queen Elizabeth High School in Carmarthen. Davies told the hearing that he felt supported in his part-time job and fortunate to be receiving help from Alcoholics Anonymous and that he has yet to return to driving due to health issues.

Colin Adkins, a NASUWT teachers’ union official representing Davies, described him as a recovering alcoholic and said he was getting the help he needed. The committee had received good character references from Queen Elizabeth High School and Davies had no previous failures in his teaching career.

“We accept that driving a motor vehicle exceeding the limit three times is potentially dangerous for Mr Davies and other road users. Nevertheless, there were no accidents,” Mr Adkins told the panel. “While I don’t want to downplay the seriousness of the crime, I do want to put it in the context of it taking place entirely in his personal life.” and no other person was harmed by his conduct.”

Mr Adkins added: “Here you have someone who is a recovering alcoholic who is receiving medical support. Davies was faced with two allegations, both of which he admitted and which the EWC Committee found to be substantiated.”

The allegations were that he was found guilty of driving under the influence on August 19 last year after a breathalyzer measured 120mg in 100ml of breath, resulting in a council order and a nine-month driving ban held a license and that the conviction constituted an “offence” relevant to his eligibility as a registered teacher.

In issuing a reprimand, the committee considered his open admission and remorse at both the trial and the professional hearing. Committee chair Michelle McBreeze said Davies took steps to address the personal and health issues that led to her. She said the teacher provided positive testimonials and character references, including from her last manager at Queen High School, Elizabeth, and although there was a risk of recurrence, it was small.

McBreeze called it “a serious incident.” conduct,” but Davies “took full responsibility for his actions and has shown clear remorse and remorse.” An asset to the profession, he added.

“The purpose of a warning is not a punishment. Mr. Davies’ behavior was unacceptable and must not happen again. The warning lasts two years and will be disclosed to employers,” said Ms McBreeze.

Mr Davies has the right to appeal to the High Court within 28 days

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Education

Carmarthenshire GCSE students celebrate results

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CARMARTHENSHIRE COUNTY COUNCIL is congratulating all of the county’s students that are receiving their GCSE results today, Thursday 25th August 2022.

This year’s assessment and qualification process have returned to the pre-COVID-19 pandemic format of examinations which included adaptations to accommodate the ongoing effects of the pandemic that leaners and teachers have had to contend with. After two years without exams, students have had the opportunity to show what they’ve learned and what they can do through exams and assessments.

Whilst this year’s results are not directly comparable with any other year, overall in Wales, outcomes are higher than when exams were last sat in 2019 , but lower than 2021 when there was a different method of assessment.

In Carmarthenshire 72.1% of all entries have been awarded an A*-C grade representing an increase of 1.2% since examinations were last sat in 2019. This is higher than the national average of 68.6%.

27.2% of entries achieved an A*-A grade representing a significant increase of 5.9% in comparison to 2019 and again higher than the national average of 25.1%.  91.6 % of entries achieved an A* – E grade.

Speaking on behalf of Carmarthenshire County Council, Cllr. Glynog Davies, Cabinet Member for Education and Welsh Language said:

“We are so happy for those young people who are receiving their well-earned GCSE grades, congratulations to you all.”

“Carmarthenshire County Council is very proud of our young people’s achievements, as are we of the support and commitment given by their teachers, support staff, families and friends. Thank you all for your hard work in what has been a challenging couple of years, due to the COVDI-19 pandemic. We wish you all well in your future endeavours.”

In a joint statement, Carmarthenshire County Council’s Chief Executive, Wendy Walters and Director of Education and Children’s Services, Gareth Morgans added:

“We are extremely proud what of has been achieved by our learners and they fully deserve these results. This year, for the first time since the outbreak of COVID-19, our GCSE learners have sat examinations. The pandemic, however, has loomed large over their preparations and they, along with their teachers, support staff, families and friends, have had to display resilience and dedication to achieve these fantastic results. We are grateful to you all.”

“We would also like to thank our schools and their staff for their continued hard work and commitment to providing our learners with the very best opportunities to succeed.”

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