Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 2

Organiser: Mrs Helen Edwards

Mae'r modiwl yn fodiwl craidd i'r myfyrwyr sy'n dilyn BA mewn Addysg Gynradd yn y Gymraeg ac yn ffocysu ar agweddau o bynciau craidd y Cwricwlwm Cenedlaethol (Cymraeg, Cymraeg Ail Iaith, Gwyddoniaeth, Mathemateg, Saesneg a Saesneg fel Iaith Ychwanegol) a dulliau o'u cyflwyno ar gyfer yr ysgol gynradd.

1. Gwybodaeth a dealltwriaeth o agweddau penodol ar bynciau craidd y Cwricwlwm Cenedlaethol a sgiliau yng Nghyfnod Allweddol 2.
2. Gwybodaeth a dealltwriaeth o strategaethau addysgu a dysgu ychwanegol ar gyfer y sgiliau a'r pynciau craidd.
3. Rhyngberthynas y sgiliau a’r pynciau craidd
4. Perthynas y pynciau craidd gyda'r dimensiynau trawsgwricwlaidd.
5. Cynllunio gogyfer â hyrwyddo agweddau perthnasol ar lythrennedd, rhifedd a TGCh o fewn cyd-destun y pynciau craidd yng Nghyfnod Allweddol 2.
6. Gloywi agweddau penodol ar iaith a rhifedd ar lefel yr hyfforddai ac ar lefel dysgwyr ac adnabod strategaethau o’u hannerch a’u haddysgu yng Nghyfnod Allweddol 2. • Llwybr 1: Methodolegau a dulliau addysgu addas ar gyfer cyflwyno agweddau ar lafaredd, darllen ac ysgrifennu dysgwyr mewn Cymraeg ail iaith yng Nghyfnod Allweddol 2.
7. Sgiliau iaith personol hyfforddeion mewn gwaith llafar, darllen ac ysgrifennu yn y Gymraeg a’r Saesneg. Cyflwyno geirfa a phatrymau brawddegau a strategaethau i addysgu’r Gymraeg fel ail iaith trwy themau addas ar gyfer Cyfnod Allweddol 2. Adnabod methodolegau a dulliau addysgu addas ar gyfer cyflwyno agweddau ar lafaredd, darllen ac ysgrifennu dysgwyr mewn Cymraeg ail iaith
8. Strategaethau o addysgu gwaith llafar, darllen ac ysgrifennu dysgwyr o wahanol alluoedd a phrofiadau lle mae’r Saesneg yn iaith gyntaf ac yn iaith ychwanegol iddynt.
9. Ôl gynllunio ac asesu o fewn y broses ddysgu.

good

1.gallu dangos gwybodaeth a dealltwriaeth dda o'r hyn sy'n ffurfio cwricwlwm priodol ym mhynciau craidd y Cwricwlwm Cenedlaethol a sgiliau yng Nghyfnod Allweddol 2; 2.datblygu strategaethau da i gymhwyso eu gwybodaeth yn y dosbarth cynradd ar y lefel a ddisgwylir. 3.gyda gafael dda ar ddatblygiad y pynciau cynradd yn y Cyfnod Sylfaen a'r dilyniant o'r cyfnod hynny i Gyfnod Allweddol 2. 4.gyda dealltwriaeth dda o brif egwyddorion datblygu sgiliau ar draws y pynciau craidd fel nodir o fewn y Fframwaith Sgiliau. 5.yn arddangos gwybodaeth a dealltwriaeth dda o fethodoleg addysgu Cymraeg ail iaith a sut i ddatblygu sgiliau llafar, darllen ac ysgrifennu’r dysgwyr yng nghyd-destun themau Cyfnod Allweddol 2. 6. yn meddu ar wybodaeth a dealltwriaeth dda o’r strategaethau wrth gynnal ac addysgu sgiliau llafar, darllen ac ysgrifennu dysgwyr sy’n dysgu Saesneg fel iaith ychwanegol. 7. yn meddu ar wybodaeth a dealltwriaeth dda o gaffael iaith o fewn cyd-destynnau Cymraeg.

excellent

1. gallu dangos gwybodaeth a dealltwriaeth ragorol o'r hyn sy'n ffurfio cwricwlwm priodol ym mhynciau craidd y Cwricwlwm Cenedlaethol a sgiliau yng Nghyfnod Allweddol 2;
2. datblygu strategaethau ragorol i gymhwyso eu gwybodaeth yn y dosbarth cynradd ar y lefel a ddisgwylir.
3. gyda gafael ragorol ar ddatblygiad y pynciau cynradd yn y Cyfnod Sylfaen a'r dilyniant o'r cyfnod hynny i Gyfnod Allweddol 2.
4. gyda dealltwriaeth ragorol o brif egwyddorion datblygu sgiliau ar draws y pynciau craidd fel nodir o fewn y Fframwaith Sgiliau.
5. yn arddangos gwybodaeth a dealltwriaeth ragorol o fethodoleg addysgu Cymraeg ail iaith a sut i ddatblygu sgiliau llafar, darllen ac ysgrifennu’r dysgwyr yng nghyd-destun themau Cyfnod Allweddol 2.
6. yn meddu ar wybodaeth a dealltwriaeth ragorol o’r strategaethau wrth gynnal ac addysgu sgiliau llafar, darllen ac ysgrifennu dysgwyr sy’n dysgu Saesneg fel iaith ychwanegol.
7. yn meddu ar wybodaeth a dealltwriaeth ragorol o gaffael iaith o fewn cyd-destynnau Cymraeg.

threshold

1.gallu dangos gwybodaeth a dealltwriaeth foddhaol o'r hyn sy'n ffurfio cwricwlwm priodol ym mhynciau craidd y Cwricwlwm Cenedlaethol a sgiliau yng Nghyfnod Allweddol 2; 2.datblygu strategaethau boddhaol i gymhwyso eu gwybodaeth yn y dosbarth cynradd ar y lefel a ddisgwylir. 3.gyda gafael foddhaol ar ddatblygiad y pynciau cynradd yn y Cyfnod Sylfaen a'r dilyniant o'r cyfnod hynny i Gyfnod Allweddol 2. 4.gyda dealltwriaeth foddhaol o brif egwyddorion datblygu sgiliau ar draws y pynciau craidd fel nodir o fewn y Fframwaith Sgiliau. 5 yn arddangos gwybodaeth a dealltwriaeth foddhaol o fethodoleg addysgu Cymraeg ail iaith a sut i ddatblygu sgiliau llafar, darllen ac ysgrifennu’r dysgwyr yng nghyd-destun themau Cyfnod Allweddol 2. 6. yn meddu ar wybodaeth a dealltwriaeth foddhaol o’r strategaethau wrth gynnal ac addysgu sgiliau llafar, darllen ac ysgrifennu dysgwyr sy’n dysgu Saesneg fel iaith ychwanegol. 7. yn meddu ar wybodaeth a dealltwriaeth foddhaol o gaffael iaith o fewn cyd-destynnau Cymraeg.

1. Yn gallu dangos gwybodaeth a dealltwriaeth dda o'r hyn sy'n ffurfio cwricwlwm priodol ym mhynciau craidd y Cwricwlwm Cenedlaethol a sgiliau yng Nghyfnod Allweddol 2;

2. Wedi datblygu strategaethau priodol i gymhwyso eu gwybodaeth yn y dosbarth cynradd ar y lefel a ddisgwylir ar Lefel 5.

3. Gyda gafael da ar ddatblygiad y pynciau craidd yn y Cyfnod Sylfaen a'r dilyniant o'r cyfnod hwnnw i Gyfnod Allweddol 2.

4. Yn arddangos gwybodaeth a dealltwriaeth o fethodolegau addysgu Cymraeg ail iaith a sut i ddatblygu sgiliau llafar, darllen ac ysgrifennu’r dysgwyr yng nghyd-destun themu Cyfnod Allweddol 2.

5. Yn datblygu ar eu gwybodaeth a’u dealltwriaeth o’r strategaethau wrth gynnal ac addysgu sgiliau llafar, darllen ac ysgrifennu dysgwyr yn y Gymraeg, Cymreag ail iaith a Saesneg a’r rheiny sy’n dysgu Saesneg fel iaith ychwanegol.

Type	Name	Description	Weight
	Aseiniad Cymraeg		25.00
	Aseiniad Craidd		75.00

		Hours
Lecture	6 darlith 1.5 awr am 14 wythnos 1 darlith 1.5 awr am 5 wythnos = 7.5 awr Hunan Astudiaeth	300

• 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

• That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
• That they can present and explain effectively to peer groups including school pupils;
• That they can use ITC effectively to support teaching and learning and their wider professional role.
• That they have effective numeracy skills in order to fulfil their professional role.
• That they have information and a sound understanding of the Primary Curriculum;
• That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
• That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
• That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
• That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
• That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
• That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
• That they systematically record pupils' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
• That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Welsh Curriculum for learners aged 7 - 14;
• That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
• That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
• That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
• That they organise and manage teaching and learning time effectively.
• That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
• That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
• That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
• That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
• That they can critically analyse information from research and other forms of evidence;
• That they can combine information from a number of sources in order to understand theory and practice;
• That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
• That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xcc-2008.html