Support for Art and Design teachers and lecturers on raising learners' drawing skills based on GCSEs, AS and A-levels in particular but may also be of interest to staff teaching vocational courses at levels 2 and 3. The package provides useful practical examples showing all the different types of drawing that can be integrated into work plans. As with writing, drawing has many different purposes, and it is important that students are aware of them and convinced of the value of acquiring appropriate skills that will enable them to develop their creative ideas and communicate them visually, in whatever discipline they are studying. The resource pack also includes ten examples of work units that ensure that drawing, particularly observational drawing based on original sources (not photographs), is at the heart of foundation course work plans.

Collection of resources created as a part of a collaborative project funded by Welsh Government. The collection includes resources on the following: Developing a graduated and holistic response to mental health and wellbeing of learners and staff IMPACT Services- developing the support for mental health and well-being for staff and learners Building resilient communities in further education

*An Oculus Quest 2 headset is required to use the VR version of this resource. An AR version is also available which can be downloaded and used on a phone or tablet.* The best VR experience for anyone interested in farm safety! Fferm Ddiogel is designed to help learners identify and understand potential hazards on the farm, as well as learn how to avoid them in safe and practical ways.  Explore the farmyard, where you will learn about the hazards associated with agricultural settings and equipment commonly found on the farm. Visit our ATV training centre, where you will learn about the dangers of riding ATVs. Finally, you can gain experience working with animals in a safe and controlled environment, learning about the risks associated with handling livestock. Our app features five friendly avatars, Ceri, Bevan, Jack, Yana, and Geth, who will guide you through each scenario, providing helpful tips and advice along the way. They will help you identify hazards, understand the potential risks they pose, and how to avoid those risks. Perfect for lecturers and assessors who want to teach practical elements of the curriculum in a safe and controlled environment. This resource has Welsh audio with both Welsh and English suibtitles. *An Oculus Quest 2 headset is required to use the VR version of this resource. An AR version is also available which can be downloaded and used on a phone or tablet.*

The aim of this resource is to introduce language awareness within health and social care to higher education students and professional practitioners. Its main objective is to build students' confidence in using their Welsh with patients and colleagues in the NHS. This resource has been developed for higher education students (level 4+) who are studying any health and care subject and intend to go on to pursue a career in the field. It is also suitable for professional practitioners and can be used as part of continual professional development. Except for Unit 1, each unit follows a specific patient pathway to show how different professions intertwine and have an impact on the experience of the patient or service user. You can work through the whole package in order or pick and choose specific units. The units can be taught in the classroom or studied independently. Most of the units present Welsh words, phrases and terminology to use with patients and staff. Although this vocabulary will be familiar to students who already speak Welsh, they are encouraged to consider how to share and teach the vocabulary to their peers. As a result, this content is suitable for all students, regardless of their Welsh ability.

The aim of the 'Celf a Dylunio ar y Map’ is to offer a unique opportunity for Welsh-medium Art and Design students to come together in one place to share and discuss their work and to benefit from the experience of artists and others who work in the industry.  The theme of the festival was 'Reinterpreting Tradition'.  The below video gives a flavour of the festival. 

This Research conference will be held in hybrid form again this year, on 30 June, with a face-to-face audience at the National Library in Aberystwyth, as well as a live broadcast to a virtual audience. You can find more information about the conference in the Coleg Cymraeg events calendar.  

Resources from Dr Alex Lovell, Swansea University to assist with the skill of Translanguaging, which is part of the Welsh Second Language AS/A Level specification (U2 Unit 5, Section B). Resources include: Language Workshop: Translanguaging - video lecture Translanguaging Language Workshop PowerPoint slides Translanguaging worksheet The resources: consider what 'translanguaging' is and what are the benefits? discuss how to write an effective translanguage analyze a good example includes tasks to further practice translanguaging skills Resources created by the Department of Welsh, Swansea University, with funding from the Coleg Cymraeg Cenedlaethol.

This is a valuable opportunity to hear a panel of experts and familiar faces discuss the early and medieval poetry of Aneirin, Talieisin and Dafydd ap Gwilym.  The panel includes Professor Jerry Hunter, Dr Aled Llion Jones, and Professor Peredur Lynch, Bangor University. Specifically suitable for year 13 learners who are studying for their Unit 5 Welsh exam, but of wider interest as well. A session recorded in Pontio, Bangor, during May 2023, in collaboration between Bangor University's Department of Welsh and Pontio. Sponsored by the Coleg Cymraeg Cenedlaethol. Session in Welsh. Looking for more resources? Watch our Ar-lên study sessions available here or here.

This resource has been prepared for learners studying for the Level 2 qualification Care, Play, Learning, and Child Development: Practice and Theory and Unit 001 Principles and Values of Care, Play, Learning and Child Development (ages 0-19). Some of the major principles behind Unit 001 are introduced through case studies, that is 4 stories of young children attending early childhood provision, such as nursery or a cylch meithrin. Here they are: Deio who is 3 years old and has epilepsy. Hanna who is 4 years old and has diabetes. Eshaal who is 3 years old and has allergies. Caio who is three and a half years old and has autism. The studies offer a view of the children through the lens of themes relevant to Deio, Hanna, Eshaal, and Caio – and to every child in fact. These themes – the big principles – are: Children's rights Inclusion Equality of opportunity The most important thing, of course, in any provision is to ensure that all children are safe, but children's conditions should not interfere with their right to have fun, to learn, to enjoy the company of other children, to adventure in the open air... These major principles are framed in legislation such as: the Children Act 1989 and 2004, the Equality Act 2010, the Well-being of Future Generations (Wales) Act 2015. And there are policies and guidelines such as the UN Convention on the Rights of the Child and the Welsh Government's Seven Core Aims. These will be a thread through the 4 case studies and they apply to Deio, Hanna, Eshaal, and Cai and yet, they are important to all children.

This is a valuable opportunity to hear a panel of experts and familiar faces discuss Branwen, ferch Llŷr. During the session, there will be a discussion on various aspects of the story by experts on medieval prose. The panel includes Professor Jerry Hunter and Dr Aled Llion Jones, Bangor University, and Dr Rhiannon Ifans. Specifically suitable for year 13 learners who are studying for their Unit 5 Welsh exam, but of wider interest as well. A session recorded in Pontio, Bangor, during April 2023, in collaboration between Bangor University's Department of Welsh and Pontio. Sponsored by the Coleg Cymraeg Cenedlaethol. Session in Welsh.   Looking for more resources on Branwen? Watch our Ar-lên study sessions available here.

Poor mental health and well-being is an unprecedented problem among children today. Seligman (2011) proposes that well-being and happiness should be supported through positive psychology approaches. The PERMA-profiler (Positive emotion, Engagement, Relationships, Meaning, Accomplishments/Achievements) (Butler and Kern 2015) requires individuals to self-assess levels of ‘flourishing’. This pilot project aimed to assess the value of the PERMA-profiler as a tool to identify the general mental health and well-being of year 7 pupils in three secondary schools. Following the first questionnaire, teachers were offered general class design strategies before pupils were reassessed at the end of the term. Results suggest the value of a self-assessment tool in identifying the overall levels of pupils’ mental health and well-being and also the early identification of individuals who may experience subsequent difficulties.

Public messages use a variety of methods to encourage sustainable behaviour (i.e. pro-environmental behaviour), including emphasizing the intrinsic value of nature (the value of nature beyond its usefulness to people) and the relational value of nature (the value of people’s relationship with nature). In this study, we present the results of a survey of adults in the United Kingdom (n = 499) who completed questionnaires that reflected the intrinsic value of nature (intrinsic value beliefs and biospheric values) and two that reflected the relational value of nature (connectedness to nature and empathy towards nature). The sample reported that they perform low-cost behaviour very often (e.g. taking short showers), consumption behaviour less often (e.g. buying a product with less packaging material), and committed behaviour very rarely (e.g. participating in conservation work). No variable predicted low-cost behaviours. Biospheric values and connectedness to nature were found to predict consumption behaviour. Only the relational value beliefs (connectedness and empathy) predicted committed behaviour. The results have implications for presenting environmental messages from the point of view of the intrinsic and relational value of nature. Recommendations are made for future work in this area.