Module XTC-4213:
Astudiaethau Pwnc
Module Facts
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Delyth Roberts
Overall aims and purpose
Mae’r modiwl hwn yn canolbwyntio ar gynnwys a gwybodaeth addysgeg o fewn y chwe MdaPH. Byddwch yn astudio pwysigrwydd mynd i’r afael ag anghenion dysgwyr o fewn y pedwar diben dysgu, a sut mae pynciau wedi’u lleoli o fewn meysydd dysgu a phrofiad. Byddwch hefyd yn datblygu eich sgiliau ymholi ac yn ymchwilio i sut mae dysgwyr blynyddoedd sylfaen a chynradd yn dysgu er mwyn datblygu fel athro myfyriol a all wella eich addysgu eich hun drwy ymchwilio eich ymarfer eich hun.
Nodau a dibenion 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 y cynradd o fewn y chwe MDaPh • dysgu sut y mae disgyblion cynradd yn dysgu o fewn y chwe MDaPh 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 plant cynradd a meysydd y cwricwlwm, 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 y chwe MDaPH ac ar draws y cwricwlwm
• natur a nodau y chwe MdaPH a chwricwlwm cysylltiedig o fewn cwricwlwm cenedlaethol Cymru, gan gynnwys rhaglenni astudio, pontio rhwng gwahanol gyfnodau a, lle bo’n briodol, cymwysterau galwedigaethol;
• sut y gall llythrennedd, rhifedd a thechnoleg ddigidol ar draws y cwricwlwm cael eu datblygu a’u cymhwyso lle bo hynny’n berthnasol o fewn y chwe MDaPH;
• 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 fodelu’r defnydd o’r Gymraeg o fewn cyd-destun ac o fewn y chwe MDaPH. Cewch gyfle i ddatblygu’ch defnydd o’r Gymraeg ar lawr dosbarth; 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 bynciau’r cynradd. Byddwch yn dadansoddi, yn syntheseiddio ac yn myfyrio’n feirniadol ar y sbectrwm o ymchwil sy’n llywio ymarfer addysgu sy’n benodol i bynciau o fewn y chwe MDaPh. 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.
Strwythur y modiwl
Bydd cynnwys y modiwl yn cael ei gyflwyno mewn amrywiaeth o foddau a chyd-destunau. Bydd darlithoedd, gweithdai a thiwtorialau mewn colegau ac yn yr ysgol yn cael eu hategu gan ddysgu ar-lein a gweithgareddau yn yr ysgol. Gellir dod o hyd i galendr manwl ar wefan y cwrs (Blackboard) a bydd pob sesiwn yn cyd-fynd â’r gyfres o ddarlithoedd a ddangosir ar y dudalen nesaf. Nodwch y bydd yna ddiwrnodau ychwanegol yn yr ysgol lle byddwch yn astudio’r chwe MDaPH o fewn cyd-destun ysgol.
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
-
Gwerthuso ac adlewyrchu’n feirniadol ar wersi sy’n cael eu llywio gan ymchwil ac egwyddorion addysgu a dysgu o fewn y meysydd dysgu a phrofiad a'r cwricwlwm cysylltiedig
-
Dadansoddi’n feirniadol natur a nodau pynciol o fewn MDaPh cwricwlwm cenedlaethol Cymru.
-
Cynllunio, gweithredu a gwerthuso’n feirniadol eich ymholiad ar raddfa fechan yn seiliedig ar ymarfer.
Assessment Methods
Type | Name | Description | Weight |
---|---|---|---|
Portffolio Beirniadol: Rhan A | 50.00 | ||
Portffolio Beirniadol Rhan B | 50.00 |
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
Addysgeg Gynradd
Basford J & Hodson E (Editors) (2008) Teaching Early Years Foundation Stage. London: Learning Matters
Cremin, T., Arthur, J. (Eds.), 2014. Learning to Teach in the Primary School, 3rd ed. London: Routledge.
Rowley, C., & Cooper, H. (2010) Cross Curricular Approaches to Teaching and Learning. London: Sage
Wallace, B., (Editor) (2002) Teaching thinking skills across the early years: a practical approach for children aged 4-7. David Fulton in association with the National Association for Able Children in Education
Whitebread D & Coltman, P Editors) (2008) Teaching and Learning in the Early Years. 3rd ed. Oxon: Routledge
Hansen, A., 2015. Primary Professional Studies, 3rd ed. London: Learning Matters.
Cymraeg
Corbett, P.; Addasiad Jones, E .(2009) O ddweud stori i greu stori yng Nghyfnod Allweddol 2. Caerdydd: CBAC
Eynon, D. (2004) Cyfres Llyfrau Sgerbwd ar gyfer testunau ffeithiol. Grŵp TTS Cyf. Huthwaite:
Griffith, E. (2009) O Gam i Gam (Cymraeg i ddisgyblion dyslecsig i wella sgiliau darllen a sillafu) Aberystwyth: CAA
Pritchard, E., (2002) Cynllun y Porth. Caerdydd: CBAC
Williams, K.. Gwynedd, M. (2009) Gêm i Gloi. Brilliant Publications
Cymraeg Ail Iaith
Baker, C. (2006) Foundations of Bilingual Education and Bilingualism, 4th edition. Cleveland, UK: Multilingual Matters
Clement, B. Lloyd, Ll. (2011) Bachu Iaith. Caerfyrddin: Canolfan Peniarth.
Smyth, Geri. (2003) ‘Learning Support or Language Support?’ in Helping Bilingual Pupils to Access the Curriculum. London: David Fulton.
Roberts, R.; (2004) Codi Safonau Llythrennedd ar Draws y Cwricwlwm. Caerdydd: CBAC
Sgiliau Iaith, Llythrennedd a Chyfathrebu (3 – 7)
Bromley, H. (2006) Making my own mark. London: The British Association for Early Childhood Education.
Glazzard, J. and Stokoe, J. (2013) Teaching Systematic Synthetic Phonics and Early English. Northwich: Critical Publishing Ltd.
Palmer, S. and Bayley, R. (2007) Foundations of Literacy. London: Continuum International Publishing Group.
Saesneg (7 – 11)
Cremin, T., (2009) Teaching English Creatively. Oxon: Routledge.
Cox, R. (Ed.) (2012) Primary English Teaching London: Sage
Jollifee, W., Waugh, D. & Carss, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage
Lockwood, M., (2008) Promoting Reading for Pleasure in the Primary School. London: Sage
Medwell, J., Moore, G., Wray, D. & Griffiths, V., (2014) Primary English, Knowledge and Understanding. 7th Edition, Sage
Stuart, M. & Stainthorp, R. (2015) Reading Development and Teaching. London: Sage
Perkins, M. (2015) Becoming a Teacher of Reading. London: Sage
Waugh, D., Warner, R. & Waugh, R., (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools. London: Sage
Sgiliau Iaith, Llythrennedd a Chyfathrebu (7-11)
Cook, D and Young, D (1994) The Teaching of Reading, Derby, University of Derby.
Evans, J (ed) (2001) The Writing Classroom, London, David Fulton.
Fisher, R and Williams, M (eds) (2000) Unlocking Literacy: A guide for Teachers, London: David Fulton.
Lockwood,M., (2009) Promoting Reading For Pleasure in the Primary School
Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School, London: Sage.
Mathemateg (3 – 7)
McGarth, C., (2010) Supporting Early Mathematical Development Oxon: Routledge
Montague-Smith, A., Price, A., (2013) Mathematics in Early Years Education 3rd Edition Oxon: Routledge
Rowlands,T., Turner,F., Thwaites, A., Huckstep, P. (2009) Developing Primary Mathematics Teaching London: Sage
Tucker, K., (2014) Mathematics through Play in the Early Years 3rd Edition London: Sage
Mathemateg (7 – 11)
Bird, R. (2013) The Dyscalculia Toolkit, Supporting Learning Difficulties in Maths. 2nd ed. London: Sage Publications
Cotton, T. (2013) Understanding and Teaching Primary Mathematics. 2nd ed. Harlow: Pearson Education Ltd
Haylock, D. (2010) Mathematics explained for Primary School Teachers. 4th ed. London: Sage Publications
Mooney, C., Ferrie, L., Fox, S., Hansen, A., Wrathmell, R. (2012) Primary Mathematics: Knowledge and Understanding. 6th ed. London: Sage Publications
Turner, S. (2013) Teaching Primary Mathematics. London: Sage Publications
Rhifedd (3 – 11)
Hansen, A., (2008) Primary Mathematics: Extending Knowledge in Practice London: Learning Matters
Mooney, C., Briggs, M., Fletcher M., Hansen A., McCullough J., (2012) Primary Mathematics Teaching Theory and Practice 6th Edition London: Learning Matters
Gwybodaeth a Dealltwriaeth o'r Byd (3 – 7)
Bilton, H. (1998) Outdoor Play in the Early Years. London: David Fulton Publishers
Brightwell, J. and Fidgin, N. (2005) To Begin at the Beginning: Bringing a Global Dimension to the Early Years. DEED
de Boo, M. (2004) The Early Years Handbook. Sheffield: Geographical Association.
Garforth, H. (2008) Growing up Global: Early years global education handbook. RISC
Gwyddoniaeth (7 – 11)
Farrow, S. (2010). The Really Useful Science Book. Abingdon: Routledge.
Harlen,W. & Qualter A. (2009) The Teaching of Science in Primary Schools. Abingdon: Routledge.
Peacock, G. (2011). Achieving QTS Primary Science Knowledge and Understanding. Exeter: Learning Matters.
Wenham, M. & Ovens, P. (2010), Understanding Primary Science. London: Sage Publications
TGCh a Chymhwysedd Digidol
Allen, J., Potter, J., Sharp, J., Turvey, K. (2012) Primary ICT: Knowledge, Understanding and Practice. Fifth Edition. Exeter: Learning Matters
Hall, D. (2009). The ICT Handbook for Primary Teachers, Routledge.
John, P.(2012) The Digital Classroom. Taylor and Francis
Mckeown, S., McGlashon, A. (2011) Brilliant Ideas for Using ICT in the Inclusive Classroom. London: David Fulton
Sutherland, H., Robertson, S., and John, P. (2008) Improving Classroom Learning with ICT. London: Routledge.
Addysg Gorfforol (o fewn Iechydd a Lles)
Benn, B. (2007) A Practical Guide to Teaching Gymnastics. Leeds: Coachwise Ltd
Bunner, G. (2007) Sports hall Athletics for the Primary and Secondary Age Groups. Cheshire: Eveque Leisure Equipment Ltd
Coombe, B. (2014) PE Core Activities: Key Stages 1 and 2 Raising standards in the national curriculum. Leeds: Coachwise Ltd
Griffin, L. & Stephen, M. (2013) Teaching Sport Concepts and Skills: A Tactical Games Approach. Champaign, IL: Human Kinetics
Lawton, J. (2013) Complete Guide to Primary Swimming. Champaign, IL: Human Kinetics
Whitlam, P. (2012) Safe Practice in Physical Education and Sport. Leeds: Coachwise Ltd
Addysg Grefyddol (o fewn y Dyniaethau)
Bastide, D. (2006) Teaching Religious Education 4-11. Oxon: Routledge Press
Erriker, C. (2010) Primary Religious Education. Oxon: Routledge Press
Mc Creery, E. (2008) Teaching Religious Education. Exeter: Learning Matters
Webster, M. (2009) Creative Approaches to Teaching Primary RE. Harlow: Longman
Celf, Crefft a Dylunio (o fewn y Celfi Mynegiannol)
Edwards, J. (2013) Teaching Primary Art. Harlow: Pearson Education
Key, P., & Stillman, J. (2009) Teaching Primary Art and Design (Achieving QTS). Exeter: Learning Matters
Meager, N. (2011) Creativity and Culture. Art Projects for Primary Schools. London: Harper Collins Publishers
Cerdd (o fewn y Celfi Mynegiannol)(3 - 11)
Glover, J. (2000) Children Composing 4-14. London: Routledge Falmer
Hennessy, S. (1998) Coordinating Music Across the Primary School. London: Falmer Press
MacGregor, H. (2000), Listening to Music Elements 5+. 2nd ed. London: A.C. Black Wilson, A. (ed.) (2009) Creativity in Primary Education. 2nd ed. Exeter: Learning Matters
Daearyddiaeth (o fewn y Dyniaethau)
Martin, F. (2006) Teaching Geography in Primary Schools. CAmbridge: Chris Kington Publishing
Pickford, T., Garner, W., & Jackson, E. (2013) Primary Humanities – Learning Through Enquiry. London: Sage
Scoffham, S. Ed. (2013) Teaching Geography Creatively. London: Routledge
Dylunio a Thechnoleg (o fewn Gwyddonaeth a Thechnoleg)
Hope, G. (2006) Teaching Design and Technology at Key Stages 1 and 2 (Achieving QTS). Exeter: Learning Matters
Howe, A., Davies, D., & Richie, R. (2001) Primary Design & Technology for the Future: Creativity, Culture and Citizenship. London: David Fulton Publishers
Ritchie, R. (2001) Primary Design & Technology: A Process for Learning. London: David Fulton Publishers
Hanes (o fewn y Dyniaethau)
Cooper, H. (1995) History in the Early Years. London: Routledge Falmer
Hoodless, P. (2008) Teaching History in Primary Schools. Dulyn: Folens
Turner-Bisset, R. (2005) Creativity in History in the Primary School. London: David Fulton Publishers
Cymraeg - sgiliau cyfathrebu
Ap Emlyn, N. (2007) Golwg ar Iaith. Aberystwyth: Canolfan Astudiaethau Addysg.
Ebbsworth, M. (2009) Sgil-iau! Ffeil athro. Aberystwyth: CAA.
Hughes, J.E. (2011) Canllawiau Iaith a Chymorth Sillafu. Llandysul: Gwasg Gomer.
Ifans, Rh. (2012) Y Golygiadur. Llandysul: Gwasg Gomer.
Lewis, D. G. (2005) Y Llyfr Ansoddeiriau Llandysul: Gwasg Gomer.
Thomas, G.; (2012) Ymarfer Ysgrifennu Cymraeg: Tal y Bont: Y Lolfa.
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
Cyffredinol
Black, P.J., Harrison, C., Lee, C., 2003. Assessment for learning: putting it into practice. Maidenhead, Open University Press.
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.
Wheeler, S (2015). Learning with ‘E’s: Educational Theory and Practice in the Digital Age. London, United Kingdom: Crown House.
ADY
Goepel J, Childerhouse H, Sharpe S., (2014) Inclusive Primary Teaching. A critical Approach to Equality and Special Educational Needs. St Albans: Critical Publishing
Ryder. N. (2013). Yr ABC i Anghenion Ychwanegol. Aberystwyth: 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
Cyfnodolion
British Education Research Journal
Cambridge Journal of Education
Journal of Curriculum Studies
Journal of Educational Research
Courses including this module
Compulsory in courses:
- 3D8S: TAR Cynradd yn arwain at ddyfarniad Statws Athro Cymwysedig year 1 (CERT/CYND)