Programme Specifications

Cemeg gyda Gwyddoniaeth Gytbwys


1 : Awarding Institution / Body
Aberystwyth University

2a : Teaching Institution / University
Aberystwyth University

2b : Work-based learning (where appropriate)


Information provided by School of Education:

All student teachers undertake three school placements (School Experience 1 [SE1]; Enrichment School Experience [ESE] and School Experience 2 [SE2]

Mae’r holl athrawon dan hyfforddiant yn gwneud tri lleoliad ysgol (Profiad Ysgol 1 [PY1]; Profiad Ysgol - Cyfoethogi [PYC] a Phrofiad Ysgol 2 [PY2]



3a : Programme accredited by
Aberystwyth University

3b : Programme approved by
Aberystwyth University

4 : Final Award
Postgraduate Certificate in Education

5 : Programme title
Cemeg gyda Gwyddoniaeth Gytbwys

6 : UCAS code
3DGS

7 : QAA Subject Benchmark


Information provided by School of Education:

The scheme’s learning outcomes have been mapped against the Framework for Higher Education Qualifications (FHEQ) for England, Wales, and Northern Ireland, descriptor for HE qualifications at Level 7

Mae canlyniadau dysgu'r cynllun wedi'u mapio yn erbyn y Fframwaith Cymwysterau Addysg Uwch ar gyfer Cymru, Lloegr a Gogledd Iwerddon, y disgrifydd ar gyfer cymwysterau Addysg Uwch ar Lefel 7 (2008)



8 : Date of publication


Information provided by School of Education:

September 2023

Medi 2023



9 : Educational aims of the programme


Information provided by School of Education:

Provide student teachers with the pedagogic foundation by relating theory to practice;

  • Educate and develop student teachers to teach within and across both primary and secondary sectors so they are effective, integrated educators across the boundaries of key stages and school sectors;

  • Give student teachers enhanced experiences that will enable them acquire a comprehensive grasp of how learners learn and progress, equipping them with an excellent insight of education as a whole;

  • Support student teachers to engage with research-informed pedagogical approaches, research evidence, data and research enquiry processes during their training experience;

  • Enable student teachers to access the new Standards for QTS ‘Professional standards for teaching and leadership’ (Welsh Government, 1st September 2017) in a graduated way to build up their skills;

  • Ensure student teachers have a working knowledge and understanding of the areas of learning and experience and possess the pedagogic content knowledge, understanding and application for the phases they will be teaching in;

  • Ensure student teachers have an understanding of the curricular and skills requirements and how these statutory requirements can be met within the education system in Wales;

  • Enable student teachers to gain knowledge, understanding and practical experience of curricular requirements, effective pedagogies and assessment strategies across primary and secondary sectors;

  • Enable student teachers to evaluate, select and apply the appropriate learning and teaching strategies to learning situations by being able to analyse and interpret learners’ performance;

  • Prepare student teachers for cross-curricular responsibilities in accordance with Welsh Government priorities;

  • Develop student teachers’ Welsh Language skills in accordance with their needs via the provision of language support programmes;

  • Develop student teachers as reflective practitioners so that they possess a critical awareness of their engagement as lifelong learners through continuous professional development.

All student teachers are required to take the four core modules: Professional Studies; Effective Pedagogy; Pedagogy and Curriculum Knowledge; and Evaluating Learning and Skills. Practical teaching is an integral component of all four modules as assignments will relate theory to practice.

Owing to the integrated nature of the programme the modular strands will enable student teachers who opt to specialise in primary or secondary core elements to be taught together in university as well as on teaching placement.

In the case of Welsh-medium provision, those student teachers wishing to undertake training through the medium of Welsh will have the opportunity to pursue aspects of the taught modules and assessment in Welsh, including practical teaching.

1. Rhoi'r sylfaen addysgeg i athrawon dan hyfforddiant trwy gysylltu damcaniaeth ag ymarfer;

2. Addysgu a datblygu myfyrwyr i fod yn athrawon o fewn ac ar draws y sectorau cynradd ac uwchradd, er mwyn iddynt fod yn addysgwyr effeithiol ac integredig ar draws ffiniau cyfnodau allweddol a sectorau ysgolion;

3. Rhoi profiadau gwell i athrawon dan hyfforddiant er mwyn iddynt gael gafael cynhwysfawr ar y ffordd mae dysgwyr yn dysgu ac yn symud ymlaen, a rhoi dirnadaeth ragorol iddynt ar addysg yn ei grynswth;

4. Cynorthwyo athrawon dan hyfforddiant i ymwneud â dulliau addysgeg sy'n seiliedig ar ymchwil, tystiolaeth ymchwil, data a phrosesau ymholi ymchwil yn ystod eu profiad hyfforddi;

5. Rhoi athrawon dan hyfforddiant mewn sefyllfa i ddefnyddio'r Safonau newydd ar gyfer SAC 'Safonau proffesiynol ar gyfer addysgu ac arweinyddiaeth' (Llywodraeth Cymru, 1af Medi 2017) mewn ffordd raddoledig er mwyn meithrin eu sgiliau;

6. Sicrhau bod gan athrawon dan hyfforddiant wybodaeth a dealltwriaeth ymarferol o'r meysydd dysgu a phrofiad, a bod ganddynt wybodaeth a dealltwriaeth o’r cynnwys addysgeg a'r gallu i’w cymhwyso ar gyfer y cyfnodau y byddant yn eu haddysgu;

7. Sicrhau bod gan athrawon dan hyfforddiant ddealltwriaeth o'r gofynion o ran y cwricwlwm ac o ran sgiliau, ac yn deall sut y gellir cyflawni'r gofynion statudol hyn o fewn y system addysg yng Nghymru;

8. Galluogi athrawon dan hyfforddiant i ennill gwybodaeth, dealltwriaeth a phrofiad ymarferol o ofynion cwricwlaidd, addysgeg effeithiol a strategaethau asesu ar draws y sectorau cynradd ac uwchradd;

9. Galluogi athrawon dan hyfforddiant i gloriannu, dethol a chymhwyso'r strategaethau dysgu ac addysgu priodol i sefyllfaoedd dysgu trwy allu dadansoddi a dehongli perfformiad dysgwyr;

10. Paratoi athrawon dan hyfforddiant am gyfrifoldebau trawsgwricwlaidd yn unol â blaenoriaethau Llywodraeth Cymru;

11. Datblygu sgiliau Cymraeg athrawon dan hyfforddiant yn unol â'u hanghenion trwy ddarparu rhaglenni cymorth yn yr iaith;

12. Datblygu athrawon dan hyfforddiant i fod yn ymarferwyr myfyriol fel bod ganddynt ymwybyddiaeth feirniadol ohonynt eu hunain fel dysgwyr gydol oes trwy ddatblygiad proffesiynol parhaus.

Rhaid i’r holl athrawon dan hyfforddiant gymryd y pedwar modiwl craidd: Astudiaethau Proffesiynol; Addysgeg Effeithiol; Gwybodaeth Addysgeg a Chwricwlwm; a Sgiliau Gwerthuso a Dysgu. Mae ymarfer addysgu yn elfen annatod o'r pedwar modiwl gan y bydd aseiniadau'n cysylltu damcaniaeth ag ymarfer.

Oherwydd natur integredig y rhaglen bydd yr elfennau modiwlaidd yn rhoi cyfle i’r myfyrwyr sy'n dewis arbenigo mewn elfennau craidd cynradd neu uwchradd i gael eu haddysgu gyda'i gilydd yn y brifysgol yn ogystal ag ar leoliad addysgu.

Yn achos darpariaeth cyfrwng Cymraeg, bydd y myfyrwyr sy'n dymuno gwneud eu hyfforddiant trwy gyfrwng y Gymraeg yn cael cyfle i ddilyn agweddau ar y modiwlau a addysgir a'r asesu yn Gymraeg, gan gynnwys yr addysgu ymarferol.



10 : Intended learning outcomes


Information provided by School of Education:

The following Learning Outcomes are informed by the requirements of the new Standards for QTS ‘Professional standards for teaching and leadership’ (Welsh Government, 1st September 2017).

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Caiff y Canlyniadau Dysgu canlynol eu llywio gan ofynion y Safonau newydd ar gyfer SAC 'Safonau proffesiynol ar gyfer addysgu ac arweinyddiaeth' (Llywodraeth Cymru, 1af Medi 2017).

Mae'r rhaglen yn rhoi cyfleoedd i fyfyrwyr ddatblygu a dangos gwybodaeth a dealltwriaeth, sgiliau, rhinweddau a phriodoleddau eraill yn y meysydd canlynol:



10.1 : Knowledge and understanding


Information provided by School of Education:

  • A1 They have a secure content knowledge and understanding of the Area of Learning and Experience and subject(s) they are trained to teach;

  • A2 They have a secure pedagogical content knowledge and understanding of the Area of Learning and Experience and subject(s) they are trained to teach;

  • A3 They know and understand the curricular aims and guidelines for their Area of Learning and Experience and subject area;

  • A4 They are aware of expectations, typical curricula and teaching arrangements in the phases before and after the ones they are trained to teach;

  • A5 They understand how learners’ physical, intellectual, linguistic, social, cultural and emotional wellbeing and development can affect their learning;

  • A6 They know how to use ICT effectively, both to teach their subject and to support their wider professional role;

  • A7 They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists on less common types of special educational needs;

  • A8 They are aware of the principles of the Equality Act 2010 ensuring that learners are not subjected to discrimination and inequalities;

  • A9 They know a range of strategies to establish a purposeful learning environment and promote good learning, achievement and behaviour.

Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments

  • A1 Mae ganddynt wybodaeth a dealltwriaeth gadarn o gynnwys y Maes Dysgu a Phrofiad a'r pwnc/pynciau y maent wedi'u hyfforddi i'w haddysgu.

  • A2 Mae ganddynt wybodaeth a dealltwriaeth gadarn o gynnwys addysgeg y Maes Dysgu a Phrofiad a'r pwnc/pynciau y maent wedi'u hyfforddi i'w haddysgu.

  • A3 Maent yn gwybod ac yn deall y nodau a'r canllawiau cwricwlaidd yn eu Maes Dysgu a Phrofiad a'u maes pwnc;

  • A4 Maent yn ymwybodol o ddisgwyliadau, cwricwla nodweddiadol a threfniadau addysgu yn y cyfnodau cyn ac ar ôl y rhai y maent wedi'u hyfforddi i'w haddysgu;

  • A5 Maent yn deall sut y gall lles a datblygiad corfforol, deallusol, ieithyddol, cymdeithasol, diwylliannol ac emosiynol dysgwyr effeithio ar eu dysgu;

  • A6 Maent yn gwybod sut i ddefnyddio TGCh yn effeithiol, i addysgu eu pwnc ac i gefnogi eu swyddogaeth broffesiynol ehangach;

  • A7 Maent yn deall eu cyfrifoldebau o dan God Ymarfer AAA Cymru ac yn gwybod sut i geisio cyngor gan arbenigwyr ar fathau llai cyffredin o anghenion addysgol arbennig;

  • A8 Maent yn ymwybodol o egwyddorion Deddf Cydraddoldeb 2010 sy'n sicrhau nad yw dysgwyr yn dioddef gwahaniaethu nac anghydraddoldebau;

  • A9 Maent yn gyfarwydd ag amrywiaeth o strategaethau i greu amgylchedd dysgu pwrpasol ac i hyrwyddo dysgu, cyflawniad ac ymddygiad da.

Dysgu ac Addysgu

Caiff y canlynol eu defnyddio:

  • Darlithoedd

  • Seminarau

  • Micro-addysgu

  • Gwaith prosiect unigol

  • Gwaith grŵp

  • Ymchwil personol

  • Gweithdai

  • Tasgau seiliedig ar feysydd dysgu/pynciau a thasgau seiliedig ar addysgu

  • Sesiynau mentora

  • Myfyrio ar ddysgu mewn grŵp yn yr ysgol

  • Seminarau yn yr Ysgolion Partner Arweiniol

  • Arsylwadau dysgu mewn Ysgolion Partner

  • Arferion addysgu yn yr ystafell ddosbarth

Strategaethau a Dulliau Asesu

Caiff y canlynol eu defnyddio:

  • Aseiniadau Ysgrifenedig

  • Cyflwyniadau

  • Prosiect ymholi ymchwil

  • Blogiau

  • Tasgau seiliedig ar bwnc

  • Astudiaethau achos

  • Cynllunio gwersi a chloriannu gwersi

  • Dyddlyfr Proffesiynol

  • Asesiadau ymarfer addysgu



10.2 : Skills and other attributes


Information provided by School of Education:

10.2.1 Intellectual Skills

  • B1 Analyse and interpret a variety of texts;

  • B2 Engage critically and self-reflectively with key concepts and issues in education;

  • B3 Evaluate critically source materials;

  • B4 Critically apply theory to practice;

  • B5 Understand and justify different learning & teaching strategies;

  • B6 Design and use a variety of learning & teaching strategies in lessons;

  • B7 Plan and deliver lessons;

  • B8 Monitor pupil achievement through appropriately selected modes of assessment;

  • B9 Critically evaluate own teaching experience;

  • B10 Engage critically upon professional development.


Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

10.2.2 Teaching practice assessments Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to demonstrate that they have met with each of the 5 professional standards (QTS level) for teaching and leadership (01 September 2017).

• Pedagogy
- Refining Teaching
- Advancing Learning
- Influencing Learning
• Collaboration
• Professional Learning
• Innovation
• Leadership

PEDAGOGY - Refining Teaching
C1 An up-to-date theoretical knowledge and understanding as well as practical insight into how children and young people develop and learn;
C2 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to establish a caring, high quality learning environment that is focused on the four purposes of the curriculum;
C3 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to undertake and use assessment effectively;
C4 An up-to-date knowledge and understanding as well as the practical skills needed in order to record, report and use assessment and other performance data effectively in their teaching;
C5 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to differentiate teaching and learning in ways that consider the needs and supports the progression of all learners;
C6 An up-to-date theoretical knowledge and understanding as well as practical insight into the importance of involving parents, carers, other partners and stakeholders in the support of learning;

PEDAGOGY – Advancing Learning
C7 An up-to-date theoretical knowledge, understanding and practical skills needed to embed the four purposes of the curriculum in their planning, preparation and teaching;
C8 An up-to-date theoretical knowledge, understanding and practical skills needed to exploit subject disciplines in areas of learning;
C9 An up-to-date theoretical knowledge, understanding and practical skills needed to select, use and ‘blend’ a range of innovative teaching approaches;
C10 An up-to-date theoretical knowledge, understanding andpractical skills needed to select and use real life authentic contexts for learning as a natural part of the learning experience;
C11 An up-to-date theoretical knowledge, understanding and practical skills needed to plan for progression over time;
C12 An up-to-date knowledge, understanding and practical skills needed to developcross-curricular learning and connections, within and between areas of learning and experience;

PEDAGOGY – Influencing Learners
C13 An up-to-date theoretical knowledge and understanding as well as practical skills needed to motivate and inspire learners;
C14 An up-to-date theoretical knowledge and understanding as well as practical skills needed in listening to learners (at an individual, group or whole class level);
C15 An up-to-date theoretical knowledge and understanding as well as practical skills needed in encouraging learners to reflect on their own learning;
C16 An up-to-date theoretical knowledge and understanding as well as practical skills needed in developing learners’ self-motivation and self-direction;
C17 An up-to-date theoretical knowledge and understanding as well as practical skills needed to encourage learners' reflection and evaluation around behaviours and outlooks for learning;
C18 An up-to-date theoretical knowledge and understanding as well as practical skills needed to raise learners’ awareness of the interrelationship between learning and well-being;

COLLABORATION
C19 The ability to act on advice from colleagues (teachers, tutors, classroom assistants, peers) in the interests of developing effective teaching and behaviour management;
C20 The ability to work effectively with in-school colleagues and with members of the wider school community;

PROFESSIONAL LEARNING
C21 An increasingly confident understanding of theory and research relevant to their day-to-day practice;
C22 An understanding of the place of small scale collaborative research (including action research/practitioner enquiry) in the development of practice;
C23 The ability to use the Professional Learning Passport in the support of their own professional learning;
C24 The knowledge, understanding and practical skills needed to meet the requirements of the Welsh Language Strategy;

INNOVATION
C25 The willingness to use what they have learned from reading and research, including their own research, to challenge and inform practice;
C26 The willingness to develop, apply and evaluate new teaching and learning strategies, being creative and taking risks where appropriate;

LEADERSHIP
C27 An understanding the importance of being professionally organised and managing the learning environment for the benefit of all learners;
C28 An up-to-date knowledge and understanding of their contractual, pastoral, health and safety, legal and professional responsibilities as teachers;
C29 An understanding of, and commitment to leading learning through collaborative experiences in schools and in other contexts;
C30 An understanding of the nature of responsibilities within and across teams and the contribution individuals make towards the school’s success.

Practical Teaching
All student teachers undertake three school placements (School Experience 1 [SE1]; Enrichment School Experience [ESE] and School Experience 2 [SE2]. The assessment of students on school experience is a core element of role of the School Mentor supported by the University Link tutor. The student’s written response to assessment is a key element of the process. Formative assessment is through written targets. Summative assessment is on a pass/fail basis.

QTS Standards
Student teachers should focus on QTS standards in a graduated way to build up their skills. At the beginning of their practical experience they will be focusing on core classroom skills and their own professional learning. Later in the course, they will begin to collaborate with colleagues and will develop the confidence to introduce innovations and to lead learning more effectively. The focus on the standards will be:
SE1 Pedagogy; Professional Learning
ESE Pedagogy; Professional Learning + Collaboration
SE2 Pedagogy; Professional Learning + Collaboration + Leadership + Innovation

Students will not be discouraged from addressing Collaboration, Leadership or Innovation earlier in the course but in ESE and SE2 opportunities will be identified for them to address these standards. In SE1, however, the focus will be on classroom practice and learning as a professional.

Overview of Assessment
Assessment combines modular assignments and assessment of school experience. Student teachers must pass all assessments (academic and teaching practice elements) in order to satisfy the PGDE PGCE and QTS requirements. In their coursework, student teachers must attain at least 50% in their assessments at Level 7.
Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments

10.2.1 Sgiliau Deallusol

  • B1 Dadansoddi a dehongli amrywiaeth o destunau;

  • B2 Ymgymryd yn feirniadol ac yn hunan-fyfyriol â chysyniadau a materion allweddol ym maes addysg;

  • B3 Cloriannu deunyddiau ffynhonnell yn feirniadol;

  • B4 Cymhwyso damcaniaeth i ymarfer yn feirniadol;

  • B5 Deall a chyfiawnhau gwahanol strategaethau dysgu ac addysgu;

  • B6 Cynllunio a defnyddio amrywiaeth o strategaethau dysgu ac addysgu mewn gwersi;

  • B7 Cynllunio a chyflwyno gwersi;

  • B8 Monitro cyflawniad disgyblion trwy ddulliau asesu wedi’u dewis yn briodol;

  • B9 Gwerthuso eu profiad addysgu eu hunain yn feirniadol;

  • B10 Myfyrio’n feirniadol ar ddatblygiad proffesiynol.


Dysgu ac Addysgu Caiff y canlynol eu defnyddio:

  • Darlithoedd

  • Seminaru

  • Micro-addysgu

  • Gwaith prosiect unigol

  • Gwaith grŵp

  • Ymchwil personol

  • Gweithdai

  • Tasgau seiliedig ar feysydd dysgu/pynciau a thasgau seiliedig ar addysgu

  • Sesiynau mentora

  • Myfyrio ar ddysgu mewn grŵp yn yr ysgol

  • Seminarau yn yr Ysgolion Partner Arweiniol

  • Arsylwadau dysgu mewn Ysgolion Partner

  • Arferion addysgu yn yr ystafell ddosbarth

Strategaethau a Dulliau Asesu Caiff y canlynol eu defnyddio:

  • Aseiniadau Ysgrifenedig

  • Cyflwyniadau

  • Prosiect ymholi ymchwil

  • Blogiau

  • Tasgau seiliedig ar bwnc

  • Astudiaethau achos

  • Cynllunio gwersi a chloriannu gwersi

  • Dyddlyfr Proffesiynol

  • Asesiadau ymarfer addysgu


10.2.2 Sgiliau proffesiynol ymarferol / Sgiliau penodol i ddisgyblaeth

Erbyn diwedd eu rhaglen, disgwylir i'r holl fyfyrwyr allu dangos:

Maent wedi cyflawni pob un o'r 5 safon broffesiynol (lefel SAC) ar gyfer addysgu ac arweinyddiaeth (01 Medi 2017).

• Addysgeg
- Mireinio Addysgu
- Hyrwyddo Dysgu
- Dylanwadu ar Ddysgu
• Cydweithio
• Dysgu Proffesiynol
• Arloesi
• ⁠Arweinyddiaeth

ADDYSGEG - Mireinio Addysgu
C1 Gwybodaeth a dealltwriaeth ddamcaniaethol gyfredol yn ogystal â dealltwriaeth ymarferol ynglŷn â dulliau plant a phobl ifanc o ddatblygu a dysgu;
C2 Gwybodaeth a dealltwriaeth ddamcaniaethol gyfredol yn ogystal â'r sgiliau ymarferol sydd eu hangen i greu amgylchedd dysgu gofalgar a safonol sy'n canolbwyntio ar bedwar diben y cwricwlwm;
C3 Gwybodaeth a dealltwriaeth ddamcaniaethol gyfredol yn ogystal â'r sgiliau ymarferol sydd eu hangen i gynnal a defnyddio asesu'n effeithiol;
C4 Gwybodaeth a dealltwriaeth gyfredol yn ogystal â'r sgiliau ymarferol sydd eu hangen er mwyn cofnodi, adrodd a defnyddio asesu a data perfformiad arall yn effeithiol yn eu haddysgu;
C5 Gwybodaeth a dealltwriaeth ddamcaniaethol gyfredol yn ogystal â'r sgiliau ymarferol sydd eu hangen i wahaniaethu dysgu ac addysgu mewn ffyrdd sy'n ystyried anghenion ac yn cefnogi cynnydd pob dysgwr;
C6 Gwybodaeth a dealltwriaeth ddamcaniaethol gyfoes yn ogystal â dirnadaeth ymarferol o bwysigrwydd cynnwys rhieni, gofalwyr, partneriaid a rhanddeiliaid eraill i gefnogi dysgu;

ADDYSGEG – Hyrwyddo Dysgu
C7 Yr wybodaeth ddamcaniaethol, y ddealltwriaeth a'r sgiliau ymarferol diweddaraf sydd eu hangen i ymgorffori pedwar diben y cwricwlwm yn eu cynllunio, eu paratoi a'u haddysgu;
C8 Yr wybodaeth ddamcaniaethol ddiweddaraf, y ddealltwriaeth a'r sgiliau ymarferol sydd eu hangen i fanteisio ar ddisgyblaethau pwnc mewn meysydd dysgu;
C9 Yr wybodaeth ddamcaniaethol ddiweddaraf, y ddealltwriaeth a'r sgiliau ymarferol syddeu hangen i ddewis, defnyddio a 'chyfuno' nifer o ddulliau addysgu arloesol;
C10 Yr wybodaeth ddamcaniaethol ddiweddaraf, y ddealltwriaeth a'r sgiliau ymarferol sydd eu hangen i ddewis a defnyddio cyd-destunau dilys bywyd go iawn ar gyfer dysgu yn rhan naturiol o'r profiad dysgu;
C11 Yr wybodaeth ddamcaniaethol ddiweddaraf, y ddealltwriaeth a'r sgiliau ymarferol sydd eu hangen i gynllunio am ddilyniant dros amser;
C12 Yr wybodaeth, y ddealltwriaeth a'r sgiliau ymarferol diweddaraf sydd eu hangen i ddatblygu dysgu a chysylltiadau trawsgwricwlaidd, o fewn i feysydd dysgu a phrofiad a rhwng y meysydd hynny;

ADDYSGEG – Dylanwadu ar Ddysgwyr
C13 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i ysgogi ac ysbrydoli dysgwyr;
C14 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i wrando ar ddysgwyr (ar lefel unigol, grŵp neu ddosbarth cyfan);
C15 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i annog dysgwyr i fyfyrio ar eu dysgu eu hunain;
C16 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i ddatblygu dysgwyr i feithrin cymhelliant a chyfeiriad;
C17 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i annog dysgwyr i fyfyrio a chloriannu ymddygiad a safbwyntiau ynglŷn â dysgu;
C18 Yr wybodaeth a'r ddealltwriaeth ddamcaniaethol ddiweddaraf yn ogystal â'r sgiliau ymarferol sydd eu hangen i gynyddu ymwybyddiaeth dysgwyr o'r gydberthynas rhwng dysgu a lles;

CYDWEITHIO
C19 Y gallu i weithredu ar gyngor gan gydweithwyr (athrawon, tiwtoriaid, cynorthwywyr dosbarth, cyfoedion) er mwyn datblygu addysgu a rheoli ymddygiad yn effeithiol;
C20 Y gallu i weithio'n effeithiol gyda chydweithwyr yn yr ysgol a chydag aelodau o gymuned ehangach yr ysgol;

DYSGU PROFFESIYNOL
C21 Dealltwriaeth gynyddol hyderus o ddamcaniaeth ac ymchwil sy'n berthnasol i'w hymarfer o ddydd i ddydd;
C22 Dealltwriaeth o le ymchwil gydweithredol ar raddfa fach (gan gynnwysymchwil weithredol/ymholiadol gan ymarferwyr) wrth ddatblygu ymarfer;
C23 Y gallu i defnyddio'r Pasbort Dysgu Proffesiynol i gefnogi eu dysgu proffesiynol eu hunain;
C24 Yr wybodaeth, y ddealltwriaeth a'r sgiliau ymarferol sydd eu hangen i gyflawni gofynion Strategaeth y Gymraeg;

ARLOESI
C25 Parodrwydd i ddefnyddio'r hyn y m aent wedi'i ddysgu wrth ddarllen ac ymchwilio, gan gynnwys eu hymchwil eu hunain, i herio a llywio ymarfer;
C26 Parodrwydd i ddatblygu, cymhwyso a chloriannu strategaethau newydd wrth ddysgu ac addysgu, bod yn greadigol a chymryd risgiau lle bo hynny'n briodol;

ARWEINYDDIAETH
C27 Deall pwysigrwydd bod yn broffesiynol o drefnus ac o reoli'r amgylchedd dysgu er budd pob dysgwr;
C28 Gwybodaeth a dealltwriaeth gyfredol o'u cyfrifoldebau fel athrawon o safbwynt cytundebol, bugeiliol, iechyd a diogelwch, cyfreithiol a phroffesiynol;
C29 Deall sut i arwain dysgu trwy brofiadau cydweithrediadol mewn ysgolion ac mewn cyd-destunau eraill ac ymrwymiad i hyn;
C30 Dealltwriaeth o natur y cyfrifoldebau o fewn ac ar draws timau a'r cyfraniad a wneir gan unigolion tuag at lwyddiant yr ysgol;

Addysgu Ymarferol
Mae’r holl athrawon dan hyfforddiant yn gwneud tri lleoliad ysgol (Profiad Ysgol 1 [PY1]; Profiad Ysgol - Cyfoethogi [PYC] a Phrofiad Ysgol 2 [PY2]. Mae asesu myfyrwyr ar brofiad ysgol yn elfen graidd o swyddogaeth y Mentor Ysgol a gefnogir gan Diwtor Cyswllt y Brifysgol. Mae ymateb ysgrifenedig y myfyriwr i asesiad yn elfen allweddol o'r broses. Cyflawnir yr asesu ffurfiannol trwy dargedau ysgrifenedig. Gwneir asesiad crynodol ar sail pasio/methu.

Safonau Statws Athro Cymwysedig
Dylai athrawon dan hyfforddiant ganolbwyntio ar safonau SAC mewn ffordd raddoledig er mwyn meithrin eu sgiliau. Ar ddechrau eu profiad ymarferol byddant yn canolbwyntio ar sgiliau craidd yn yr ystafell ddosbarth a'u dysgu proffesiynol eu hunain. Yn nes ymlaen yn y cwrs, byddant yn dechrau cydweithio â chydweithwyr a byddant yn datblygu'r hyder i gyflwyno datblygiadau arloesol ac i arwain y dysgu'n fwy effeithiol. Canolbwyntir ar y safonau fel hyn:
PY1 Addysgeg; Dysgu Proffesiynol
PAC; Addysgeg Dysgu Proffesiynol + Chydweithio
PY2 Addysgeg; Dysgu Proffesiynol + Chydweithio + Arweinyddiaeth + Arloesi

Ni fydd myfyrwyr yn cael eu hannog i beidio â mynd i'r afael â Chydweithredu, Arweinyddiaeth neu Arloesi yn gynharach yn y cwrs ond yn PYC a PY2 bydd cyfleoedd yn cael eu neilltuo iddynt ymdrin â'r safonau hyn. Yn ystod PY1, fodd bynnag, canolbwyntir ar ymarfer yn yr ystafell ddosbarth a dysgu fel gweithiwr proffesiynol.

Arolwg o'r Asesu
Mae asesu yn cyfuno aseiniadau modiwlaidd ac asesu profiad ysgol. Rhaid i athrawon dan hyfforddiant basio pob asesiad (elfennau academaidd ac ymarfer addysgu) er mwyn cyflawni gofynion y diploma uwchraddedig mewn addysg (PGDE), TAR a SAC. Yn eu gwaith cwrs, rhaid i athrawon dan hyfforddiant gael o leiaf 50% yn eu hasesiadau ar Lefel 7.

Dysgu ac Addysgu Caiff y canlynol eu defnyddio:

  • Darlithoedd

  • Seminaru

  • Micro-addysgu

  • Gwaith prosiect unigol

  • Gwaith grŵp

  • Ymchwil personol

  • Gweithdai

  • Tasgau seiliedig ar feysydd dysgu/pynciau a thasgau seiliedig ar addysgu

  • Sesiynau mentora

  • Myfyrio ar ddysgu mewn grŵp yn yr ysgol

  • Seminarau yn yr Ysgolion Partner Arweiniol

  • Arsylwadau dysgu mewn Ysgolion Partner

  • Arferion addysgu yn yr ystafell ddosbarth

Strategaethau a Dulliau Asesu Caiff y canlynol eu defnyddio:

  • Aseiniadau Ysgrifenedig

  • Cyflwyniadau

  • Prosiect ymholi ymchwil

  • Blogiau

  • Tasgau seiliedig ar bwnc

  • Astudiaethau achos

  • Cynllunio gwersi a chloriannu gwersi

  • Dyddlyfr Proffesiynol

  • Asesiadau ymarfer addysgu



10.3 : Transferable/Key skills


Information provided by School of Education:

  • D1 Work independently and with others;

  • D2 Research, assimilate, select and organise relevant teaching material;

  • D3 Analyse issues and theories;

  • D4 Structure and deliver teaching sessions competently;

  • D5 Contribute to group discussions;

  • D6 Communicate orally, in writing and electronically;

  • D7 Manage time and work to deadlines;

  • D8 Develop the skills that are central to the craft of pedagogy, such as: thinking skills, creativity and decision making.

  • D9 Reflect on professional development and career planning.

Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments

Erbyn diwedd eu rhaglen, disgwylir i'r holl fyfyrwyr allu dangos:

  • D1 Gallu gweithio'n annibynnol a chydag eraill;

  • D2 Ymchwilio, cymhathu, dethol a threfnu deunydd addysgu perthnasol;

  • D3 Dadansoddi materion a damcaniaethau;

  • D4 Paratoi a chyflwyno sesiynau addysgu yn gymwys;

  • D5 Cyfrannu at drafodaethau grŵp;

  • D6 Cyfathrebu ar lafar, yn ysgrifenedig ac yn electronig;

  • D7 Rheoli amser a gweithio o fewn terfynau amser;

  • D8 Datblygu'r sgiliau sy'n ganolog i grefft addysgeg, megis: sgiliau meddwl, creadigrwydd a gwneud penderfyniadau.

  • D9 Myfyrio ar ddatblygiad proffesiynol a chynllunio gyrfa.

Dysgu ac Addysgu Caiff y canlynol eu defnyddio:

  • Darlithoedd

  • Seminaru

  • Micro-addysgu

  • Gwaith prosiect unigol

  • Gwaith grŵp

  • Ymchwil personol

  • Gweithdai

  • Tasgau seiliedig ar feysydd dysgu/pynciau a thasgau seiliedig ar addysgu

  • Sesiynau mentora

  • Myfyrio ar ddysgu mewn grŵp yn yr ysgol

  • Seminarau yn yr Ysgolion Partner Arweiniol

  • Arsylwadau dysgu mewn Ysgolion Partner

  • Arferion addysgu yn yr ystafell ddosbarth

Strategaethau a Dulliau Asesu Caiff y canlynol eu defnyddio:

  • Aseiniadau Ysgrifenedig

  • Cyflwyniadau

  • Prosiect ymholi ymchwil

  • Blogiau

  • Tasgau seiliedig ar bwnc

  • Astudiaethau achos

  • Cynllunio gwersi a chloriannu gwersi

  • Dyddlyfr Proffesiynol

  • Asesiadau ymarfer addysgu



11 : Program Structures and requirements, levels, modules, credits and awards



PGCE Cemeg gyda Gwyddoniaeth Gytbwys [3DGS]

Academic Year: 2023/2024 scheme - available from 2019/2020

Duration (studying Full-Time): 1 years
Last intake year: 2023/2024

Part 1 Rules

Year 1 Core (120 Credits)

Compulsory module(s).

Semester 1
AD31500

Gwybodaeth Addysgeg a Chwricwlwm

AD31600

Addysgeg Effeithiol

ADM1300

Astudiaethau Proffesiynol

ADM1400

Gwerthuso Dysgu a Sgiliau

Semester 2
AD31530

Gwybodaeth Addysgeg a Chwricwlwm

AD31630

Addysgeg Effeithiol

ADM1330

Astudiaethau Proffesiynol

ADM1430

Gwerthuso Dysgu a Sgiliau

ADM5000

TAR Ymarfer Dysgu


12 : Support for students and their learning
Every student is allocated a Personal Tutor. Personal Tutors have an important role within the overall framework for supporting students and their personal development at the University. The role is crucial in helping students to identify where they might find support, how and where to seek advice and how to approach support to maximise their student experience. Further support for students and their learning is provided by Information Services and Student Support and Careers Services.

13 : Entry Requirements
Details of entry requirements for the scheme can be found at http://courses.aber.ac.uk

14 : Methods for evaluating and improving the quality and standards of teaching and learning
All taught study schemes are subject to annual monitoring and periodic review, which provide the University with assurance that schemes are meeting their aims, and also identify areas of good practice and disseminate this information in order to enhance the provision.

15 : Regulation of Assessment
Academic Regulations are published as Appendix 2 of the Academic Quality Handbook: https://www.aber.ac.uk/en/aqro/handbook/app-2/.

15.1 : External Examiners
External Examiners fulfill an essential part of the University’s Quality Assurance. Annual reports by External Examiners are considered by Faculties and Academic Board at university level.

16 : Indicators of quality and standards
The Department Quality Audit questionnaire serves as a checklist about the current requirements of the University’s Academic Quality Handbook. The periodic Department Reviews provide an opportunity to evaluate the effectiveness of quality assurance processes and for the University to assure itself that management of quality and standards which are the responsibility of the University as a whole are being delivered successfully.