Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

Organiser: Mr Graham French

• Datblygu gwybodaeth pwnc ac addysgeg Athrawon Cysylltiol i mewn gwyddoniaeth, mathemateg a thechnoleg;
• Datblygu ymwybyddiaeth o ddilyniant mewn pynciau er mwyn cynllunio ar gyfer anghenion pob dysgwr;
• Parhau i werthuso a chydweithio'n feirniadol ar gynlluniau gwersi cyfoedion;
• Cyflwyno gwybodaeth am asesu ym meysydd dysgu a phrofiad mathemateg a rhifedd, gwyddoniaeth a thechnoleg a dod i adnabod rôl yr athro o ran sicrhau dilyniant i bob plentyn, gan gynnwys disgyblion MATh a'r rhai ag ADY;
• Datblygu ymhellachdealltwriaeth Athrawon Cyswllt o sgiliau pwnc-benodol, eu datblygiad, a sut y cânt eu datblygu ar draws pynciau.

O fewn y modiwl hwn bydd Athrawon Cyswllt yn datblygu eu gwybodaeth, eu sgiliau a'u dealltwriaeth addysgeg mewn mathemateg, gwyddoniaeth a thechnoleg dylunio. Bydd dilyniant ym mhob un o'r meysydd hyn yn cael ei archwilio. Bydd natur unigryw pob pwnc a'u rhyng-gysylltedd yn cael eu harchwilio drwy ystod o gyd-destunau.

Cynnwys Modiwl Generig

• Archwilio strategaethau asesu ar gyfer dysgu effeithiol mewn mathemateg, gwyddoniaeth a thechnoleg;
• Datblygu sgiliau Cymraeg wrth addysgu mathemateg, gwyddoniaeth a dylunio technoleg;
• Integreiddio’r Cwricwlwm Cymreig o fewn addysgu mathemateg, gwyddoniaeth a thechnoleg;
• Ymgorffori cyfrifoldebau trawsgwricwlaidd llythrennedd, rhifedd a chymhwysedd digidol yn greadigol drwy fathemateg, gwyddoniaeth a thechnoleg;
• Archwilio ac olrhain gwybodaeth pwnc;

Mathemateg

Archwilio dilyniant yn y cysyniadau allweddol mewn mathemateg gynradd a rhifedd ac ehangu ac ymestyn ac ymestyn gwybodaeth am gynnwys addysgeg sy'n seiliedig ar ymchwil yn seiliedig ar y meysydd mathemateg canlynol:

• Rhesymu rhifyddol
• Rhesymu mathemategol
• Sgiliau rhif
• Sgiliau mesur
• Sgiliau data
• Sgiliau geometreg
• Sgiliau algebra
• Cynllunio effeithiol ar gyfer dysgu ac addysgu mathemateg a rhifedd drwy'r blynyddoedd cynradd;
• Datblygu meddwl a chodio cyfrifiadurol;
• Gwerthuso dulliau cyflawni effeithiol yn feirniadol; e.e. Dull diriaethol, darluniadol, haniaethol (DDH).

Gwyddoniaeth

• Cyflwyniad i 'Syniadau Mawr' Gwyddoniaeth a natur gwyddoniaeth a pham rydym yn ei addysgu ac yn ei archwilio;
• Addysgeg adeiladwaith a chyflwyniad i ymholiad gwyddonol, o archwiliadau cynnar i brofion teg;
• Datblygu ymholiad gwyddonol;
• Pynciau penodol o fewn ffiseg, cemeg a bioleg;
• Dilyniant o gysyniadau a sgiliau allweddol mewn gwyddoniaeth; gwahaniaethu mewn gwyddoniaeth;
• Asesu mewn gwyddoniaeth a chamsyniadau plant;

Technoleg

• Archwilio'r broses ddylunio;
• Archwilio ysgogiadau, camau, cylchedau electronig, strwythurau a deunyddiau;
• Dulliau triongli;
• Egwyddorion profi a gwerthuso;
• Datblygu syniadau drwy weithgareddau tîm, gan ddefnyddio prototeipiau;
• Defnyddio gwaith dylunwyr a deunyddiau dylunio i greu'r 'peth nesaf';
• Defnyddio ystod o ddeunyddiau, tecstilau a systemau electronig i ddatrys problemau go iawn;
• Archwilio tecstilau a deunyddiau, gan gynnwys e-decstilau (dillad clyfar);
• Defnyddio'r amgylchedd awyr agored a datblygu cynaliadwyedd drwy ddefnyddio technoleg (e.e. pŵer solar, pŵer gwynt);

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.

1. Reflect on the distinctiveness and connectedness between subjects in relation to pedagogical approaches and skills utilised and developed.

2. Demonstrate a critical awareness and comprehension of the research-informed pedagogy, curriculum content, and professional knowledge and understanding required for the effective teaching of mathematics, numeracy, science and technology in primary schools.

3. Apply relevant subject and recent research-informed pedagogical approaches to plan effectively for teaching of mathematics, numeracy, science and technology and critically analyse to identify implications for future practice.

Type	Name	Description	Weight
ESSAY	Dadansoddiad beirniadol o bum papur	Cymhwyswch ddadl resymegol a sgiliau dadansoddi beirniadol i bum papur ymchwil (yn ddelfrydol o fewn y pum mlynedd diwethaf a/neu waith arloesol allweddol) sy'n cynnwys gwerthusiad beirniadol o'r tebygrwydd a'r gwahaniaethau rhwng pynciau a'u rhyng-gysylltedd	50.00
INDIVIDUAL PRESENTATION	Map cysyniadau	Dangoswch sut rydych wedi defnyddio/ymgorffori eich canfyddiadau a’ch dadansoddiad o'r 5 papur ymchwil(rhan A) yn yr ystafell ddosbarth a nodwch y goblygiadau ar gyfer eich ymarfer yn y dyfodol.	50.00

		Hours
Private study		150
Lecture		30
Private study	Datblygu gwybodaeth ddigidol gyda rhaglen Microsoft STEP.	2
Tutorial		2
Workshop		16

• 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 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 identify more able and talented learners and provide them with support;
• That they systematically record learners' 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 Cwricwlwm Cymreig 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.

Reading list

Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press.

Askew, M. (2016). Transforming primary mathematics: Understanding classrooms tasks, tools and talk (2nd ed.). London, United Kingdom: Routledge.

Beauchamp, G. (2012) ICT in the primary school: from pedagogy to practice. Harlow, United Kingdom: Pearson

Bird, R. (2013) The Dyscalculia Toolkit, Supporting Learning Difficulties in Maths. 2nd ed. London : Sage Publications

Briggs, M., & Davis, S. (2015). Creative teaching: mathematics in the early years and primary classroom (2nd ed.). Abingdon, Oxon, United Kingdom: Routledge.

Clausen-May, T. (2013) Teaching Mathematics Visually and Actively. London : Sage Publications

Cotton, T. (2013) Understanding and Teaching Primary Mathematics. 2nd ed. Harlow : Pearson Education Ltd

Estyn (2013) Effaith TGCh ar ddysgu disgyblion mewn ysgolion cynradd/The impact of ICT on pupils'learning in primary schools. Caerdydd/Cardiff.

Harlen, W. (Ed.). (2011). ASE guide to primary science education. Hatfield, United Kingdom: Association for Science Education.

Harlen, W., & Qualter, A. (2014). The teaching of science in primary schools. (6th ed.). London, United Kingdom: David Fulton.

Haylock, D. (2014). Mathematics explained for primary teachers (5th ed.). London, United Kingdom: Paul Chapman Publishing.

Haylock, D., & Cockburn, A. (2017). Understanding mathematics for young children: A guide for teachers of children 3-7 (5th ed.). London, United Kingdom: SAGE.

Kelly, L., & Stead, D. (2013) Enhancing primary science: developing effective cross –curricular links. Maidenhead, United Kingdom: Open University Press

Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2014). Teaching primary science: promoting enjoyment and developing understanding. Abingdon, England: Routledge.

Mckeown, S. McGlashon, A. (2011). Brilliant Ideas for Using ICT in the Inclusive Classroom. London: David Fulton

Mooney, C. (2014). Primary mathematics: knowledge and understanding (7th ed.). Exeter, United Kingdom: Learning Matters Ltd

Peacock, G., Wright, D., Johnsey, R., & Sharp, J. (2014). Primary science: knowledge and understanding. (7th ed.). Exeter, United Kingdom: Learning Matters.

Trolley, B & Constance, H. (2010) Cyber kids, Cyber bullying, Cyber balance. London: Sage.

Turner, J., Keogh, B., Naylor, S., & Lawrence, L. (2011). It's not fair - or is it? A guide to developing children's ideas through primary science enquiry. Sandbach, United Kingdom: Millgate House

Willard, N. (2012) Cyber Savvy. London : Sage

Journals

Mathematics Teaching;

Journal of Mathematics Teacher Education

The Association for Science Education

Design and Technology Education

Compulsory in courses:

• X130: BA Addysg Gynradd year 2 (BA/AGSAC)