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Module XPC-4214:
Pwnc Astudio Addysg Uwchradd

Module Facts

Run by School of Education and Human Development

30 Credits or 15 ECTS Credits

Semester 1

Organiser: Mr Graham French

Overall aims and purpose

Nodau a dibenion cyffredinol y modiwl yw:

  • eich cyflwyno i ddamcaniaethau ar gyfer deall a dehongli ymarfer yn ogystal ag ymchwil i lywio, dadansoddi a datblygu egwyddorion addysgu a dysgu yn eich pwnc arbenigol a meysydd cwricwlwm cysylltiedig;
  • dysgu sut y mae disgyblion uwchradd yn dysgu o fewn eich pwnc arbenigol drwy gyfuno gwybodaeth am gynnwys, gwybodaeth addysgeg pwnc a gwybodaeth am gyd-destun;
  • dangos sut y caiff y cynnwys ei gydweddu â’r safonau proffesiynol ar gyfer addysgu ac arweinyddiaeth a datblygu dealltwriaeth o sut y bydd hyn yn llywio eich datblygiad wrth i chi addysgu’r cwricwlwm.
  • datblygu eich dealltwriaeth o ymholi, cydweithio a gwydnwch mewn perthynas ag ymarfer o fewn eich pwnc arbenigol.

Course content

Byddwch yn astudio:

• amrywiaeth o ddulliau cyfredol sy’n seiliedig ar dystiolaeth o addysgu eich pwnc arbenigol a meysydd cwricwlwm cysylltiedig, gan eich galluogi i addysgu gwersi effeithiol yn eu cyd-destun. Caiff pob dull ei ddadansoddi o fewn cyd-destunau damcaniaethau dysgu cydnabyddedig.

• damcaniaethau ac egwyddorion asesu a sut maent yn cael eu cysylltu ag ymarfer o ran addysgeg, dysgu a syniadau ynghylch cynnydd o fewn eich pwnc arbenigol a meysydd cwricwlwm cysylltiedig;

• natur a nodau eich meysydd pwnc arbenigol a chwricwlwm cysylltiedig o fewn cwricwlwm cenedlaethol Cymru, gan gynnwys rhaglenni astudio, manylebau TGAU a safon uwch, pontio rhwng gwahanol gyfnodau a, lle bo’n briodol, cymwysterau galwedigaethol;

• sut y gall llythrennedd, rhifedd a thechnoleg ddigidol ar draws y cwricwlwm gael eu datblygu a’u cymhwyso lle bo hynny’n berthnasol o fewn eich pwnc arbenigol;

• sut y gellir datblygu a chymhwyso eich sgiliau llythrennedd, rhifedd, digidol a meddwl personol o fewn eich pwnc arbenigol;

• sut y gall tiwtoriaid a mentoriaid pwnc arbenigol fodelu’r defnydd o’r Gymraeg o fewn cyd-destun ac o fewn y pwnc arbenigol. Cewch gyfle i ddatblygu’ch defnydd o’r Gymraeg o fewn y pwnc arbenigol; o ddechreuwyr i siaradwyr rhugl sy’n dymuno gwella eu sgiliau ysgrifennu.

Dulliau a methodoleg ymchwil Bydd cynnwys a chyflwyniad y modiwl yn eich annog i gynnig adolygiad beirniadol o bwysigrwydd bod yn ddefnyddwyr a chynhyrchwyr ymchwil addysgeg sy’n benodol i’ch pwnc. Byddwch yn dadansoddi, yn syntheseiddio ac yn myfyrio’n feirniadol ar y sbectrwm o ymchwil sy’n llywio ymarfer addysgu sy’n benodol i’ch pwnc a/neu feysydd cwricwlwm cysylltiedig. Byddwch hefyd yn cael eich annog i gynnig gwerthusiad beirniadol o ymchwil, yn seiliedig ar ymarfer neu’n agos-i-ymarfer. Bydd y modiwl yn annog meistrolaeth o ddatblygu ‘diwylliant ymholi’ o fewn systemau ysgol sy’n gwella eu hunain (megis o fewn adrannau unigol), ysgolion fel sefydliadau dysgu, a phwysigrwydd datblygu a chymryd rhan mewn Cymunedau dysgu proffesiynol. Byddwch hefyd yn cael y cyfle i gynnal ymchwiliad ar raddfa fach yn seiliedig ar ymarfer.

Assessment Criteria

excellent

Bydd y rhan fwyaf o'r deilliannau dysgu wedi'u cyflawni ar lefel ragorol.

Bydd gwybodaeth a dealltwriaeth ardderchog o gynnwys y modiwl yn cael ei gefnogi gan ystod ardderchog o lenyddiaeth theori, ymarfer ac ymchwil.

Bydd ymgeiswyr yn darparu dadansoddiad beirniadol rhagorol wrth fyfyrio ar ystod sylweddol o arddulliau addysgu a dysgu.

Bydd myfyrwyr wedi datblygu sgiliau astudio rhagorol a byddant yn gallu cyfathrebu i safon ragorol mewn cyd-destunau proffesiynol ac academaidd.

good

Bydd y rhan fwyaf o ganlyniadau dysgu wedi'u cynhyrchu ar lefel dda. Gall rhagoriaeth mewn rhai deilliannau dysgu wneud iawn am gyrhaeddiad boddhaol mewn eraill.

Bydd gwybodaeth a dealltwriaeth dda o gynnwys y modiwl yn cael eu cefnogi gan amrywiaeth dda o lenyddiaeth theori, ymarfer ac ymchwil.

Bydd ymgeiswyr yn darparu dadansoddiad beirniadol da wrth fyfyrio ar ystod sylweddol o arddulliau addysgu a dysgu.

Bydd myfyrwyr wedi datblygu sgiliau astudio da a byddant yn gallu cyfathrebu i safon dda mewn cyd-destunau proffesiynol ac academaidd.

threshold

Bydd pob deilliant dysgu wedi'u cyflawni ar lefel foddhaol.

Bydd gwybodaeth a dealltwriaeth ardderchog o gynnwys y modiwl yn cael ei gefnogi gan ystod foddhaol o lenyddiaeth theori, ymarfer ac ymchwil.

Bydd ymgeiswyr yn darparu dadansoddiad beirniadol foddhaol wrth fyfyrio ar ystod gyfyngedig o arddulliau addysgu a dysgu.

Bydd myfyrwyr wedi datblygu sgiliau astudio foddhaol a byddant yn gallu cyfathrebu i safon foddhaol mewn cyd-destunau proffesiynol ac academaidd.

Learning outcomes

  1. Cynllunio, gweithredu a gwerthuso’n feirniadol eich ymholiad ar raddfa fechan yn seiliedig ar ymarfer.

  2. Dadansoddi’n feirniadol natur a nodau’r pwnc o fewn cwricwlwm cenedlaethol Cymru.

  3. Gwerthuso ac adlewyrchu’n feirniadol ar wersi sy’n cael eu llywio gan ymchwil ac egwyddorion addysgu a dysgu o fewn y pwnc a meysydd cwricwlwm cysylltiedig;

Assessment Methods

Teaching and Learning Strategy

Hours
 

Prif ddulliau dysgu ac addysgu addysg uwch fydd darlithoedd, seminarau a sesiynau gweithdy, gan gynnwys y rhai sy'n defnyddio technoleg. Bydd profion ffurfiannol ar feysydd hanfodol o wybodaeth am bynciau yn cael eu profi hefyd.

150
Private study

Amser astudio personol sy'n briodol ar gyfer cwrdd ag amcanion dysgu'r modiwl.

150

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resources

Reading list

Celf a Dylunio

Addison, N. (2014). Learning to Teach Art and Design in the Secondary School. London, UK: Routledge.

Addison, N., Burgess, L (2012). Debates in Art and Design Education. London, UK: Routledge.

Hickman, R. (2010). Why We Make Art: And Why it is Taught. London, UK: Intellect.

Rayment, T. (2008). The Problem of Assessment in Art and Design. Chicago, USA: University of Chicago.

Cyfrifiaduro/TGCH

Beecher, K. (2017). Computational Thinking A Beginner's Guide to Problem-Solving and Programming. Swindon, UK: BCS, The Chartered Institute for IT.

Clarke, B. (2017). Computer Science Teacher Insight into the computing classroom. Swindon, UK: BCS, The Chartered Institute for IT.

Connell, A., Edwards, T. (Eds) (2015).A Practical Guide to Teaching Computing and ICT in the Secondary School. Abingdon, UK: Routledge.

Simmons, C. Hawkins, C. (2015). Teaching Computing (Developing as a Reflective Secondary Teacher. London, UK: Sage. Design Technology

Capewell, I. (2007). The Sustainability Handbook for Design and Technology. London, UK: Practical Action.

Owen-Jones, G. (2015). Learning to Teach Design and Technology in the Secondary School. London, UK: Routledge.

Owen-Jones, G. (2013). Debates in Design and Technology Education. London, UK: Routledge.

Moreland, J., Jones, A., Barlex, D. (2008). Design and Technology Inside the Black Box. London, UK: GL Assessment.

Cymraeg

Dean, G., (2005). Teaching Reading in Secondary Schools, Second Edition . London: Routledge, .

Jones, D.V., Lewis, G., George, S., Thomas, M. and Laugharne, J., (2009). Dysgu ail iaith yng nghyfnodau allweddol tri a phedwar: addysgu’r Gymraeg mewn ysgolion cyfrwng Saesneg Welsh Journal of Education 10(4) 111-117.

Roberts, G., a Williams, C. (2003) Addysg Gymraeg – Addysg Gymreig, Prifysgol Cymru Bangor.

Strong, J., (2013). Talk For Writing In Secondary Schools: How To Achieve Effective Reading, Writing And Communication Across The Curriculum, Milton Keynes: Open University Press.

Thomas, E.M,. a Webb Davies, P. (2017) Agweddau ar Ddwyieithrwydd. Prifysgol Bangor

Saesneg

Didau, D. (2014). The Secret of Literacy: Making the implicit, explicit. Carmarthen, UK: Independent Thinking Press.

Dymoke, S. (2009). Teaching English Texts 11-18. London, UK: Continuum.

Green, A. (2013). A Practical Guide to Teaching English in the Secondary School. Abingdon, UK: Routledge.

McCallum, A. (2012). Creativity and Learning in Secondary English: Teaching for a Creative Classroom. Abingdon, UK: Routledge.

Pieper, K. (2016). How to Teach Reading for Pleasure. Carmarthen, UK: Independent Thinking Press.

Ross, A. (2013). English Language Knowledge for Secondary Teachers. Abingdon, UK: Routledge.

Daearyddiaeth

Balderstone, D.  (2009). Secondary Geography Handbook. Geographical Association.

Biddulph, M., Lambert, D. and Balderstone, D. (2015). Learning to Teach Geography. 3rd Edition. London, UK: Routledge.

Hopwood, N. (2012). Geography in Secondary Schools. London, UK: Continuum.

Lambert, D., and Jones, M. (2017). Debates in Geography Education. 2nd Edition. London, UK: Routledge.

Hanes

Burn, K., Chapman, A., Counsell, C. (2016). Masterclass in History Education. London, UK: Bloomsbury.

Davies, I. (2017). Debates in History Teaching. London, UK: Routledge.

Harris, R (2013). The Guided Reader to Teaching and Learning History. London, UK: Routledge.

Haydn, T (2014). Learning to Teach History in the Secondary School. 4th Edition. London, UK: Routledge.

Mathemateg

Boaler, J. (2016). Mathematical Mindsets. San Francisco, USA: Jossey-Bass.

Chinn, S. (Ed) (2015). The Routledge International Handbook of Dyscalculia and Mathematics Learning Difficulties. Abingdon, UK: Routledge/Taylor and Francis Group.

Drury, H. (2014). Mastering Mathematics: Teaching to Transform Achievement. Oxford, UK: OUP.

Watson, A., Jones, K., and Pratt, D., (2013). Key Ideas in Teaching Mathematics: Research-based Guidance for Ages 9-19. Oxford, UK; OUP.

ITM

Pachler, N. (2014).A Practical Guide to Teaching Foreign Languages in the Secondary School. London, UK: Routledge.

Driscoll, P. (2013). Debates in Modern Languages Education. London, UK: Routledge.

Nikula, T., Dafouz, E., Moore, P. (2017). Conceptualising Integration in CLIL and Multilingual Education. London, UK: Multilingual Matters.

Cerdd

Evans, J. & Philpott, C.(2009) Practical guide to teaching Music. Oxford UK: Routledge

Green, L. (2016) Music, Informal Learning & the School. Oxford UK: Routledge

Philpott, C. & Plummeridge, C. (eds) (2001) Issues in Music Teaching. London, UK: Routledge Falmer

Spruce, G. (ed) (2002) Teaching music in secondary schools: A reader. London, UK: Routledge Falmer

AAA

Beames, S. and Brown, M. (2016) Adventurous Learning: A Pedagogy for a Changing World London: Routledge

Beames, S., Higgins, P. and Nicol, R. (2011) *Learning Outside the Classroom: Theory and Guidelines for Practice London: Routledge

Hopkins, D. and Putnam, R. (1993) Personal Growth Through Adventure London: David Fulton Publishers

Priest, S. and Gass, M. (1997) Effective leadership in adventure programming Champaign, IL: Human kinetics

Prouty, D., Panicucci, J., and Collinson, R. (2007) (eds.) Adventure Education: Theory and Applications Champaign, IL: Human kinetics

Van Matre, S. (1990) Earth education: A New Beginning Greenville W.Va.: Institute for Earth Education

Addysg Gorfforol

Capel, S., & Breckon, P. (2013). A Practical Guide to Teaching Physical Education in the Secondary School (2nd eds). London, UK: Routledge.

Capel, S., & Whitehead, M. (2015). Learning to Teach Physical Education in the Secondary School: 4th Edition. London, UK: Routledge.

Green, K. (2008). Understanding Physical Education. London, UK: Paul Chapman.

Mosston, M. & Ashworth, S. (2002). Teaching Physical Education. San Fransisco, USA: Benjamin Cummings.

Stidder, G. (2015). Becoming a Physical Education Teacher. London, UK: Routledge.

A. Grefyddol

Barnes, L. Philip. Ed. (2017). Learning to teach RE in the secondary school. 3rd Edition London, UK: Routledge.

Erricker, C. (2010). Religious Education. A Conceptual and Interdisciplinary Approach for Secondary Level. London, UK: David Fulton.

Grimmitt, M. (2000). Pedagogies of RE. Great Wakering, UK: McCrimmon.

Holt, James D. (2015). Religious Education in the Secondary School: An introduction to teaching, learning and the World Religions London, UK: Routledge.

Wintersgill, B. (ed.) (2017). Big Ideas for Religious Education Exeter, UK: University of Exeter

Gwyddoniaeth

Driver, R., Squires, A., Rushworth, P., Wood-Robinson, V. (2014). Making Sense of Secondary Science: Research into Children’s Ideas. London, UK: Routledge.

Reiss, M. (2011). Teaching Secondary Biology. London, UK: Hodder.

Ross, K., Lakin, L., McKechnie, J., Baker, J. (2015). Teaching Secondary Science. London, UK: Routledge.

Sang, D. (2011). Teaching Secondary Physics. London, UK: Hodder.

Taber, K. (2012). Teaching Secondary Chemistry. London, UK: Hodder.

Toplis, R. (2015). Learning to Teach Science in the Secondary School. London, UK: Routledge.

Wellington, J., Ireson, G. (2012). Science Learning, Science Teaching. London, UK: Routledge.

Dwyieithrwydd

Baker, C. & Wright, W. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Clevedon: Multilingual Matters.

ADY

Briggs, S. (2015). Meeting Special Educational Needs in Secondary Classrooms. 2nd edition. London, United Kingdom: Routledge.

Ryder. N. (2013). Yr ABC i Anghenion Ychwanegol. Abersytwyth: Canolfan Peniarth

Soan, S. (2016). Additional Educational Needs: inclusive approaches to teaching. London: David Fulton.

Welsh Government (2017). Additional Learning Needs Code of Practice. Cardiff: Welsh Government

Polisi

Welsh Government. (2013). National Literacy and Numeracy Framework. Cardiff, UK:

Welsh Government. (2015). Digital Competence Framework guidance. Cardiff, UK: Welsh Government.

Welsh Government. (2015). Qualified for Life. A Curriculum for Wales – a Curriculum for Life. Cardiff, United Kingdom: DfES.

Welsh Government. (2015). Revised Areas of Learning and programmes of study: Phase 1 - literacy and numeracy. Cardiff, UK: Welsh Government.

Methodoleg a Dulliau Ymchwil

Bell, J. 2010. Doing Your Research Project, 4th edition, Maidenhead: OUP.

Costello, P., 2011. Effective Action Research, 2nd edition, London, Continuum.

Denscombe, M., 2014. Good research guide: for small-scale social research projects. Buckingham, OUP.

Hopkins, D., 2008. A Teacher's Guide to Classroom Research, 2nd edition. Maidenhead, OUP.

Punch, K.F., 2009. Introduction to Research Methods in Education, 1st ed. London, UK: Sage Publications Ltd.

Wragg, E.C., 2013. An Introduction to Classroom Observation. Hoboken, Taylor and Francis

Darllen Cyffredinol

Black, P.J., Harrison, C., Lee, C., 2003. Assessment for learning: putting it into practice. Maidenhead, Open University Press.

Capel, S., Leask, M., & Turner, T. (2016).  Learning to Teach in the Secondary School: a Companion to School Experience. (7th ed.). London, United Kingdom: Routledge.

Clarke, S., 2014. Outstanding Formative Assessment: Culture and Practice. London: Hodder Education

Donaldson, G. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff, United Kingdom: Welsh Government.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. London, United Kingdom: Routledge.

Pollard, A. (2014). Reflective Teaching in Schools. London, United Kingdom: Bloomsbury.

Rogers, B. (2015). Classroom Behaviour. (4th ed). London, United Kingdom: SAGE.

Wheeler, S (2015). Learning with ‘E’s: Educational Theory and Practice in the Digital Age. London, United Kingdom: Crown House.

Cyfnodolion

British Education Research Journal

Cambridge Journal of Education

Journal of Curriculum Studies

Journal of Educational Research

Courses including this module

Compulsory in courses: