12 Egwyddor / 12 Principles

Caiff y broses o gynllunio cwricwlwm ar gyfer pob dysgwr ei hategu gan deuddeg egwyddor addysgegol, sy'n datgan bod dysgu ac addysgu da yn:

1. canolbwyntio’n gyson ar ddibenion cyffredinol y cwricwlwm

2. rhoi her i’r holl ddysgwyr drwy eu hannog i gydnabod pwysigrwydd ymdrechu'n barhaus i gwrdd â disgwyliadau sy'n uchel, ond o fewn eu cyrraedd

3. defnyddio cymysgedd o ddulliau sy’n cynnwys addysgu uniongyrchol

4. defnyddio cymysgedd o ddulliau gan gynnwys y rheini sy'n hybu sgiliau datrys problemau, sgiliau creadigol a’r gallu i feddwl mewn modd beirniadol

5. golygu gosod tasgau a dewis adnoddau sy'n adeiladu ar wybodaeth a phrofiad blaenorol ac yn ennyn diddordeb

6. creu cyd-destunau dilys ar gyfer dysgu

7. dilyn egwyddorion asesu ar gyfer dysgu

8. ymestyn oddi mewn ac ar draws y Meysydd

9. atgyfnerthu yn rheolaidd y sgiliau trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, ac yn darparu cyfleoedd i'w hymarfer

10. annog dysgwyr i gymryd cyfrifoldeb cynyddol am eu dysgu eu hunain

11. hybu datblygiad cymdeithasol ac emosiynol a chydberthnasau cadarnhaol

12. hybu cydweithio

Er mwyn cefnogi'r cwricwlwm, dylai addysgeg helpu dysgwyr i ddatblygu:

• ymagwedd gadarn i ddysgu

• sgiliau metawybyddol cadarn

• sgiliau datrys problemau beirniadol a chreadigol

• sgiliau cyfathrebu effeithiol iawn

Mae'r amgylchedd dysgu yn ysgogwr allweddol ar gyfer y cwricwlwm. Dylai:

• annog dysgwyr i fod yn annibynnol, i fynegi eu barn am eu dysgu eu hunain, ac i gymryd mwy o gyfrifoldeb amdano

• cynnwys pob dysgwr

• rhoi cyfleoedd dysgu dilys i ddysgwyr o bob oed, a hynny dan do ac yn yr awyr agored

• galluogi dysgwyr i gymhwyso, defnyddio, cyfnerthu ac ymestyn sgiliau

• bod yn gyson ac yn ddiogel

Er mwyn cefnogi hyn, dylai ein staff:

• feithrin cydberthnasau cadarnhaol a llawn parch â dysgwyr a chefnogi cydberthnasau da rhwng cyfoedion

• ymateb i bob dysgwr

• cynllunio cyfleoedd dysgu datblygiadol briodol, wedi'u llywio gan waith arsylwi rheolaidd ac asesiadau parhaus o ddysgu a chyfnod datblygu’r dysgwr

• annog dysgwyr i feddwl am eu dysgu a myfyrio arno er mwyn ymestyn eu dealltwriaeth a chreu cysylltiadau

• herio dysgwyr a phennu disgwyliadau uchel ohonyn nhw

• ymgysylltu'n weithredol â rhieni, gofalwyr a'r gymuned ehangach fel partneriaid dysgu

• bod yn fyfyriol a cheisio achub ar gyfleoedd dysgu proffesiynol parhaus

Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching:

1. maintains a consistent focus on the overall purposes of the curriculum

2. challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them

3. means employing a blend of approaches including direct teaching

4. means employing a blend of approaches including those that promote problem-solving, creative and critical thinking

5. sets tasks and selects resources that build on previous knowledge and experience and engage interest

6. creates authentic contexts for learning

7. means employing assessment for learning principles

8. ranges within and across Areas

9. regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them

10. encourages learners to take increasing responsibility for their own learning

11. supports social and emotional development and positive relationships

12. encourages collaboration

To support the curriculum, pedagogy should help learners to develop:

• a strong disposition to learning

• strong metacognitive skills

• critical, creative, problem-solving skills

• highly effective communication skills

The learning environment is a key enabler for the curriculum. It should:

• encourage learners to be independent, to have a say in their own learning and to take increasing responsibility for it

• include all learners

• allow learners of all ages to experience authentic learning opportunities both indoors and outdoors

• enable learners to apply, use, consolidate and extend skills

• be secure and safe

To support this, our staff should:

• form positive and respectful relationships with learners and support good relationships between peers

• respond to all learners

• plan engaging and developmentally appropriate learning opportunities informed by regular observation and ongoing assessment of learning and the learner’s stage of development

• prompt learners to think about and reflect upon their learning in order to extend thinking and make connections

• challenge learners and have high expectations

• actively engage with parents, carers and the wider community as partners in learning

• be reflective and seek to engage in ongoing professional learning.