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Module XPC-3220:
Profiad Ysgol Uwchradd

Module Facts

Run by School of Educational Sciences

60.000 Credits or 30.000 ECTS Credits

Semester 2

Organiser: Mr Graham French

Overall aims and purpose

Bydd y modiwl yn datblygu athrawon cyswllt ymreolaethol drwy baratoi ac integreiddio sgiliau ac addysgeg drwy gyfnodau cynyddol o brofiadau addysgu. Caiff strwythur y modiwl ei lywio gan y meini prawf ar gyfer achredu rhaglenni addysg gychwynnol athrawon yng Nghymru (addysgu athrawon yfory). Cylchlythyr Llywodraeth Cymru Rhif: 008A/2017 a'r safonau proffesiynol ar gyfer addysgu ac arweinyddiaeth yng Nghymru.

Drwy'r bartneriaeth, bydd y modiwl yn:

  • Cefnogi'r AC i weithio'n annibynnol i ddatblygu ystod o sgiliau (sy'n cynnwys adeiladu ar eu gwybodaeth eu hunain o'r Gymraeg i hyrwyddo Cymraeg yn y dosbarth) ac ymarfer myfyriol i fodloni gofynion y safonau statudol i ddod yn gymhwyster athro ac yn cyfrannu at y gymuned ddysgu;

  • Sicrhau bod y AC yn gwbl ymwybodol o sut mae cymhwyso gwybodaeth ac ymarfer myfyriol yn darparu profiadau dysgu cyfoethocach i ddysgwyr;

  • Cefnogi'r AC i adnabod yn annibynnol ystod eang o dechnegau i ddod yn fyfyriol yn feirniadol am eu datblygiad proffesiynol eu hunain ac integreiddio i amgylchedd yr ysgol;

  • Darparu cyfleoedd i AC ddatblygu dealltwriaeth o gynnwys, egwyddorion a ffocysau XTE4214 a XTE4212.

Course content

Bydd y modiwl profiad ysgol uwchradd yn datblygu gallu'r AC mewn addysgu a dysgu. Bydd yn cynnwys seminarau wedi'u harwain ar y cyd yn agos at ymarfer (mewn lleoliad lleoliadau) a fydd yn llywio'r ffordd y maent yn addysgu ac arsylwi yn yr ysgol. Bydd y strwythur yn dilyn dull graddol o ddysgu sut i addysgu. Nodir isod batrwm dangosol:

-Cyfnod 1: paratoawl: 4 x diwrnod ysgol/1 x diwrnod rhwydwaith;

-Cyfnod 2: integreiddio: 3 x diwrnod ysgol/2 x diwrnod rhwydwaith;

-Cyfnod 3: datblygiad: 3 x diwrnod ysgol/2 x days Network;

-Cyfnod 4: ymarfer a gweithredu: 4 x diwrnod ysgol/1 x days Network;

-Cam 5: dadfriffio a hunanfyfyrio: yn seiliedig ar Brifysgol;

-Cam 6: gweithredu trwy ymarfer: 4 x diwrnod ysgol/rhwydwaith 1 x diwrnod;

-Cam 7: cyfuno gwybodaeth bynciol sgiliau ac ymarfer yn yr ail ysgol: 4 x diwrnod ysgol/1 x diwrnod pwnc neu rwydwaith;

-Cam 8: datblygiad ymreolaethol & chyfoethogi: 5 x diwrnod ysgol wedi'i ddilyn gan amser rhwydwaith a chyfoethogi.

Bydd y camau hyn yn cynnwys:

-addysgu clwstwr yn wythnosol a digwyddiadau adolygu;

-arsylwadau a datblygiad paratoadol;

-yn agos at ymchwil ymarferol (ymchwiliadau ar raddfa fach);

-integreiddio i'r amgylchedd addysgu;

-ymarfer a gweithredu sgiliau o lefel uwch;

-mentora a hunan-fyfyrio;

-gweithredu ymhellach drwy ymarfer;

-atgyfnerthu sgiliau ac ymarfer;

-datblygiad ymreolaethol parhaus & gyfoethogi.

Bydd y ddarpariaeth ar gyfer cyfoethogi yn galluogi'r AC i arsylwi a chefnogi dysgu mewn lleoliadau cyferbyniol; Er enghraifft, ysgolion cynradd, canolfannau dysgu yn yr awyr agored ac ysgolion arbennig. Bydd y profiad ychwanegol hwn yn ategu eu prif arfer ac yn gwella eu dealltwriaeth o gyfleoedd dysgu y tu allan i'r ysgol, anghenion dysgu ychwanegol a datblygiad cyn-uwchradd.

Addysgu seiliedig ar ymchwil

Bydd cynnwys a darpariaeth y modiwl yn annog AC i gynnig adolygiad beirniadol datblygedig o bwysigrwydd bod yn ddefnyddwyr a chynhyrchwyr ymchwil; ac i ddadansoddi, cyfosod a myfyrio'n feirniadol ar y sbectrwm o ymchwil sy'n llywio arferion addysgu. Anogir y AC hefyd i gynnig gwerthusiad beirniadol datblygedig o ymchwil yn seiliedig ar ymarfer neu waith agos i bractis.

Bydd y modiwl yn datblygu gwybodaeth uwch am ysgolheictod athrawon ac effaith hirdymor cymryd rhan mewn ymchwil ar eu proffesiynoldeb datblygol personol a'r hyn y mae'n ei olygu i fod yn athro sy'n cael gwybod am ymchwil. Bydd y modiwl yn annog meistrolaeth uwch ar yr hyn y mae'n ei olygu i ddatblygu ' diwylliant o ymholi ' o fewn systemau ysgol hunan-wella, ysgolion fel sefydliadau dysgu, a phwysigrwydd datblygu a chymryd rhan mewn cymunedau dysgu proffesiynol.

Bydd ymchwil penodol a rennir yn ystod digwyddiadau rhwydwaith yn cysylltu'n agos â chynnwys XTE-4211 a XTE-4213 a chaiff ei ddefnyddio i lywio asesiadau ar gyfer y ddau fodiwl lefel 7 arall

Assessment Criteria

excellent

Bydd y rhan fwyaf o elfennau'r SPAA wedi'u cyflawni ar lefel ragorol.

threshold

Bydd pob elfen o'r SPAA wedi'u cyflawni ar lefel foddhaol.

good

Bydd y rhan fwyaf o elfennau'r SPAA wedi'u cyflawni ar lefel dda. Bydd rhagoriaeth mewn rhai meysydd yn gorbwyso elfennau boddhaol

Learning outcomes

  1. Dangos dealltwriaeth a phrofiad soffistigedig o addysgu sy'n sicrhau bod pob dysgwr yn datblygu'r gallu i fod yn uchelgeisiol a medrus, mentrus a chreadigol, moesegol a gwybodus, iach a hyderus yn ôl y gofyn y cwricwlwm.

  2. Adfyfyrio'n feirniadol ar eich cynnydd a gosod targedau ar y cyd gyda'ch mentor er mwyn bodloni'r Safonau Proffesiynol ar gyfer Addysgu ac Arweinyddiaeth neu ragori arnynt.

  3. Rheoli a threfnu ystafelloedd dosbarth sy'n hyrwyddo diwylliant lle ceir dyheadau uchel ac ymddygiad sy'n cefnogi dysgu;

  4. Archwilio'n feirniadol yr arferion, rhagdybiaethau a'r damcaniaethau sy'n sail i gynllunio a strwythuro dysgu'r disgyblion a rheoli eu hymddygiad mewn ysgolion uwchradd o safbwynt polisi, ymchwil, theori ac arferion cyfredol

  5. Dangos dealltwriaeth ddofn o Anghenion Dysgu Ychwanegol (ADY) o wahanol safbwyntiau a'r camau wedi'u gwerthuso a gymerwyd i roi sylw iddynt.

  6. Cyfoethogi ymdeimlad dysgwyr o werthoedd cymunedol a diwylliannol trwy ddefnyddio eich gwybodaeth o'r cwricwlwm Cymreig.

Assessment Methods

Type Name Description Weight
Profiad Ysgol Uwchradd 100.00

Teaching and Learning Strategy

Hours
Tutorial 4
Lecture 8
Workshop 6
Private study 280
Work-based learning 700

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

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

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

Cohen, L., Manion, L. & Morrison, K. (2004). A guide to Teaching Practice. (5th edition). London, UK: Routledge . Donaldson, G. (2015). The Donaldson Review of Curriculum and Assessment. Cardiff, UK: Welsh Government

Dymoke, S. (2012). Reflective Teaching and Learning in the Secondary School. (2nd edition). London, UK: Sage.

Gluck Wood, A. (2007). What do we tell the children? Stoke on Trent, UK: Trentham.

Mercier, C., Philpott, C. & Scott, H. (Eds). (2013). Professional Issues in Secondary Teaching. London, UK: Sage.

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

Savage, J. (2011). Cross Curricular Teaching in the Secondary School. London, UK; Routledge.

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

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

Wenger, E., Wenger-Traynor, B., Kubiak, C., Hutchinson, S. & Fenton-O'Creevy, M. (2015). Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-based Learning. London, UK; Routledge.

Wragg, E.C. (2011). An Introduction to Classroom Observation. Abingdon, UK; Routledge.

Cyfnodolion

British Education Research Journal

Cambridge Journal of Education

International Journal of Coaching and Mentoring

Journal of Curriculum Studies

Journal of Educational Research

Journal of Teacher Education

Courses including this module

Compulsory in courses:

  • 3D3G: TAR Uwchradd ? Celf (yn arwain at ddyfarniad SAC) year 1 (CERT/TTAC)
  • 3F4P: PGCE Secondary ?Art (leading to the award of QTS) year 1 (CERT/TTAE)
  • 3F5L: PGCE Uwchradd ? Celf gyda GAA (SAC) year 1 (CERT/TTAG)
  • 3F52: PGCE Secondary ?Art with ODA (leading to the award of QTS) year 1 (CERT/TTAO)
  • 3D3J: TAR Uwchradd ? Bioleg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTBC)
  • 3F5M: PGCE Uwchradd ? Bioleg gyda GAA (SAC) year 1 (CERT/TTBG)
  • 3D35: TAR Uwchradd ? Cemeg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTCC)
  • 3F5D: PGCE Uwchradd ? Cemeg gyda GAA (SAC) year 1 (CERT/TTCG)
  • 3D3M: TAR Uwchradd ? Dylunio a Thechnoleg (yn arwain at SAC) year 1 (CERT/TTDTC)
  • 3F5N: PGCE Uwchradd ? Dylunio a Thechnoleg gyda GAA (SAC) year 1 (CERT/TTDTG)
  • 3D3N: TAR Uwchradd ? Saesneg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTEC)
  • 3D7M: PGCE Secondary ? English (leading to the award of QTS) year 1 (CERT/TTEE)
  • 3F5P: PGCE Uwchradd ? Saesneg gyda GAA (SAC) year 1 (CERT/TTEG)
  • 3F55: PGCE Secondary ? English with ODA (leading to QTS) year 1 (CERT/TTEO)
  • 3D3R: TAR Uwchradd ? Daearyddiaeth (yn arwain at ddyfarniad SAC) year 1 (CERT/TTGC)
  • 3F5R: PGCE Uwchradd ? Daearyddiaeth gyda GAA (SAC) year 1 (CERT/TTGG)
  • 3D3S: TAR Uwchradd ? Hanes (yn arwain at ddyfarniad SAC) year 1 (CERT/TTHC)
  • 3F4Q: PGCE Secondary ? History (leading to the award of QTS) year 1 (CERT/TTHE)
  • 3F5S: PGCE Uwchradd ? Hanes gyda GAA (SAC) year 1 (CERT/TTHG)
  • 3F57: PGCE Secondary ? History with ODA (leading to award of QTS) year 1 (CERT/TTHO)
  • 3D3F: TAR Uwchradd ? Technoleg Gwybodaeth (yn arwain at SAC) year 1 (CERT/TTITC)
  • 3F4N: PGCE Secondary - IT (QTS) year 1 (CERT/TTITE)
  • 3F5K: PGCE Uwchradd ? Technoleg Gwybodaeth gyda GAA (SAC) year 1 (CERT/TTITG)
  • 3F4Z: PGCE Secondary ? IT with ODA (leading to the award of QTS) year 1 (CERT/TTITO)
  • 3D37: TAR Uwchradd ? Ieithoedd Modern, yn arwain at ddyfarniad SAC year 1 (CERT/TTLC)
  • 3F4M: PGCE Secondary ? Modern Languages (leading to award of QTS) year 1 (CERT/TTLE)
  • 3F5H: PGCE Uwchradd ? Ieithoedd Modern gyda GAA (SAC) year 1 (CERT/TTLG)
  • 3F4Y: PGCE Secondary ? Modern Languages with ODA (leading to QTS) year 1 (CERT/TTLO)
  • 3D34: TAR Uwchradd ? Mathemateg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTMC)
  • 3F5C: PGCE Uwchradd ? Mathemateg gyda GAA (SAC) year 1 (CERT/TTMG)
  • 3D3V: TAR Uwchradd ? Cerddoriaeth (yn arwain at ddyfarniad SAC) year 1 (CERT/TTMSC)
  • 3F4S: PGCE Secondary ? Music (leading to the award of QTS) year 1 (CERT/TTMSE)
  • 3F5W: PGCE Uwchradd ? Cerddoriaeth gyda GAA (SAC) year 1 (CERT/TTMSG)
  • 3F59: PGCE Secondary ? Music with ODA (leading to award of QTS) year 1 (CERT/TTMSO)
  • 3D2Z: TAR Uwchradd ? Gweithgareddau Awyr Agored (yn arwain at SAC) year 1 (CERT/TTOAC)
  • 3D36: TAR Uwchradd ? Ffiseg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTPC)
  • 3D3Y: TAR Uwchradd ? Addysg Gorfforol (yn arwain at SAC) year 1 (CERT/TTPEC)
  • 3F5X: PGCE Uwchradd ? Addysg Gorfforol gyda GAA (SAC) year 1 (CERT/TTPEG)
  • 3F5G: PGCE Uwchradd ? Ffiseg gyda GAA (SAC) year 1 (CERT/TTPG)
  • 3D3Z: TAR Uwchradd ? Addysg Grefyddol yn arwain at ddyfarniad SAC year 1 (CERT/TTREC)
  • 3F4R: PGCE Secondary ? Religious Education leading to award of QTS year 1 (CERT/TTREE)
  • 3F5T: PGCE Uwchradd ? Addysg Grefyddol gyda GAA (SAC) year 1 (CERT/TTREG)
  • 3F58: PGCE Secondary ? Religious Education with ODA leading to QTS year 1 (CERT/TTREO)
  • 3D38: TAR Uwchradd ? Cymraeg (yn arwain at ddyfarniad SAC) year 1 (CERT/TTWC)
  • 3F5J: PGCE Uwchradd ? Cymraeg gyda GAA (SAC) year 1 (CERT/TTWG)

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