Coronavirus (Covid-19) Information

Module XTC-4213:
Pwnc Astudio Addysg Cynradd

Module Facts

Run by School of Education and Human Development

30 Credits or 15 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

  1. Dadansoddi’n feirniadol natur a nodau pynciol o fewn MDaPh cwricwlwm cenedlaethol Cymru.

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

  3. 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

Assessment Methods

Type Name Description Weight
LOGBOOK OR PORTFOLIO Portffolio Beirniadol: Rhan A

Agweddau ar ymarfer proffesiynol

Yn yr adran gyntaf byddwch yn tynnu ar erthyglau academaidd, testunau a gwefannau a gydnabyddir yn broffesiynol, polisi’r Llywodraeth, a’ch nodiadau eich hun i amlinellu agweddau allweddol ar arfer a chredoau y byddwch yn eu mabwysiadu wrth i chi ddechrau addysgu eich pwnc. Dylech gynnwys erthyglau/testun/diagramau wedi’u hanodi sy’n dangos yn glir sut y bydd dyfyniadau, ymchwil, enghreifftiau a damcaniaethau yn dylanwadu ar eich ymarfer.

Dylai pob cynnwys ganolbwyntio ar Fathemateg a Rhifedd a Iaith, Llythrennedd a Chyfathrebu.

Ni ddisgwylir i chi gynnwys erthyglau cyflawn a bydd credyd ychwanegol yn cael ei roi am ddarlleniadau ychwanegol rydych chi’n eu darganfod yn annibynnol.

Dylid cloi’r adran hon gyda chrynodeb o 250 gair (gallwch hefyd gynnwys diagramau) sy’n dangos sut y gall y syniadau amrywiol yr ydych wedi tynnu sylw atynt gael eu cyfosod i ddarparu dull cydlynol o addysgu eich pwnc.

25
LOGBOOK OR PORTFOLIO Portffolio Beirniadol Rhan B

Astudiaeth gwers Bydd yr adran olaf yn adrodd ar gylch Astudiaeth Gwers (Cajkler a Wood, 2013) y byddwch yn ei gwblhau gyda’ch mentor (cyfeiriwch at y poster Astudiaeth Gwers). Dylai ffocws y wers fod ar Mathemateg a Rhifedd neu Iaith, Llythrennedd a Chyfathrebu.

Dylai hyn gynnwys cynllun gwreiddiol y mentor a’i syniadau, sgyrsiau gyda’ch mentor, nodiadau arsylwi gwnaethoch chi a’ch mentor ysgrifennu wrth arsylwi’r grŵp dysgwyr bach, eich cynllun gwers ac enghreifftiau o waith disgyblion wedi’u anodi. Gellir cyflwyno sgyrsiau fel ffeiliau sain digidol.

Dylech ysgrifennu adroddiad 800 gair yn amlinellu’r canfyddiadau cyffredinol, gan fyfyrio ar y broses Astudiaeth Gwers yn ogystal ag addysgu a dysgu’r cysyniadau a’r cynnwys gwybodaeth a gyflwynir yn y wers.

25
ESSAY Ymholiad Proffesiynol

Yr Ymholiad Proffesiynol

Bydd yr ymholiad ymarferwr yn brosiect ymchwil gweithredol sy’n canolbwyntio ar ymchwil arfer hyddysg yn yr ystafell ddosbarth a’r dystiolaeth gymhleth sy’n deillio o ddysgu’r disgyblion. Byddwch yn cyflawni’r canlyniadau dysgu drwy gymhwyso eich gwybodaeth academaidd ac ymarferol yn yr ystafell ddosbarth a dadansoddi’n feirniadol dystiolaeth sy’n digwydd yn naturiol o ddysgu gan ddefnyddio dulliau casglu data cydnabyddedig.

Er enghraifft, efallai y byddwch yn cynllunio cyfres o wersi ar sail ymchwil ar raddfa fach wedi’u cynllunio i lywio eich gwybodaeth pwnc neu addysgeg a gwella’r dysgu sy’n digwydd yn yr ystafell ddosbarth.

Bydd yr adroddiad dilynol yn draethawd academaidd sy’n cydymffurfio â’r safonau a ddisgwylir ar lefel 7 ac sy’n dangos cymhwysiad o fethodoleg ymholi gan ymarferwr a dulliau ymchwil ynghyd â’r gallu i ddadansoddi dysgu gan ddefnyddio ymchwil a theori.

Rhaid i ffocws yr ymholiad fod o fewn un o’r MDaPh canlynol: Gwyddoniaeth a Thechnoleg; Dyniaethau, Celfyddydau Mynegiannol; Iechyd a Lles.

50

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: