Thinking Geographically, Reasoning Mathematically

Mae Cwricwlwm i Gymru yn pwysleisio’n gryf ddatblygu rhifedd drwy gyd-destunau dilys ac ystyrlon ar draws pob Maes Dysgu a Phrofiad. Mae daearyddiaeth yn cynnig cyfleoedd cyfoethog i ddysgwyr gymhwyso meddwl mathemategol i faterion byd go iawn megis newidiadau poblogaeth, data hinsawdd, patrymau anheddu a gwneud penderfyniadau amgylcheddol. Fodd bynnag, mae tystiolaeth yn awgrymu bod gweithgareddau rhifedd mewn daearyddiaeth yn aml yn canolbwyntio gormod ar dasgau gweithdrefnol, megis llunio graffiau, heb ofyn i ddysgwyr ddadansoddi, dehongli na rhesymu’n fathemategol.Bydd y sesiwn dysgu proffesiynol hon yn cefnogi arweinwyr daearyddiaeth i gryfhau ansawdd ac effaith rhifedd o fewn eu hadrannau. Bydd cyfranogwyr yn archwilio nodweddion gweithgareddau rhifedd o ansawdd uchel, gan ystyried y gwahaniaeth rhwng addysgu mathemateg mewn cyd-destun daearyddol a defnyddio mathemateg yn bwrpasol i ddyfnhau dealltwriaeth ddaearyddol. Gan dynnu ar ddisgwyliadau Cwricwlwm i Gymru a chanfyddiadau Estyn, bydd y sesiwn yn ystyried sut y gellir dylunio tasgau sy’n hyrwyddo meddwl lefel uwch, dadansoddi, dehongli a chyfiawnhau.Drwy drafodaeth gydweithredol a gwerthuso gweithgareddau dosbarth presennol, bydd cyfranogwyr yn nodi ffyrdd ymarferol o gynyddu lefel yr her mewn rhifedd sy’n gysylltiedig â daearyddiaeth. Bydd y cwrs yn archwilio ystod ehangach o gyfleoedd rhifedd y tu hwnt i drin data a graffiau, gan gynnwys rhif, graddfa, cymhareb a mesur, er mwyn helpu adrannau i ddatblygu dull mwy cydlynol a chynyddol o ymdrin â rhifedd ar draws CA3 a thu hwnt.

Arweinwyr Daearyddiaeth ysgolion uwchradd sy’n dymuno cryfhau ansawdd, lefel yr her a dilysrwydd rhifedd o fewn eu cwricwlwm, a chefnogi cydweithwyr i ddatblygu profiadau dysgu sy’n integreiddio rhifedd yn fwy effeithiol.

Erbyn diwedd y sesiwn bydd cyfranogwyr yn gallu:

• Datblygu dealltwriaeth gyffredin o’r hyn sy’n gyfystyr â rhifedd dilys a phwrpasol mewn daearyddiaeth.
• Archwilio disgwyliadau Cwricwlwm i Gymru mewn perthynas â thasgau cyfoethog sy’n hyrwyddo cymhwyso, rhesymu a meddwl lefel uwch.
• Ystyried canfyddiadau allweddol ynghylch rhifedd mewn daearyddiaeth, gan gynnwys rhwystrau cyffredin i her a chynnydd.
• Gwerthuso gweithgareddau daearyddiaeth presennol i nodi cyfleoedd ar gyfer mwy o feddwl mathemategol, dehongli a rhesymu.
• Dylunio ac addasu tasgau sy’n gofyn i ddysgwyr adnabod patrymau, dehongli perthnasoedd, dod i gasgliadau a chyfiawnhau penderfyniadau.
• Ehangu’r ystod o gyfleoedd rhifedd mewn daearyddiaeth drwy ddefnyddio rhif, graddfa, cymhareb a mesur yn bwrpasol.
• Datblygu strategaethau i sicrhau bod gweithgareddau rhifedd yn darparu lefel briodol o her ac yn cefnogi cynnydd dros amser.
• Nodi camau ymarferol nesaf i gefnogi gwelliant adrannol, datblygu’r cwricwlwm a sicrhau ansawdd.

The Curriculum for Wales places a strong emphasis on developing numeracy through authentic, meaningful contexts across all Areas of Learning and Experience. Geography provides a rich opportunity for learners to apply mathematical thinking to real-world issues such as population change, climate data, settlement patterns and environmental decision-making. However, evidence suggests that numeracy activities in geography can sometimes focus too heavily on procedural tasks, such as graph construction, without requiring learners to analyse, interpret or reason mathematically.

This professional learning session will support geography leaders to strengthen the quality and impact of numeracy within their departments. Participants will explore the characteristics of high-quality numeracy activities, considering the difference between simply teaching mathematics in a geographical context and using mathematics purposefully to deepen geographical understanding. The session will draw on Curriculum for Wales expectations and Estyn findings to examine how teachers can design tasks that promote higher-order thinking, analysis, interpretation and justification.

Through collaborative discussion and evaluation of existing classroom activities, participants will identify practical ways to increase the level of challenge within geography-related numeracy. The course will explore a broader range of opportunities beyond data handling and graphs, including number, scale, ratio and measure, helping departments develop a more coherent and progressive approach to numeracy across Key Stage 3 and beyond.

Secondary school Geography Leaders seeking to strengthen the quality, challenge and authenticity of numeracy within their curriculum and support colleagues in developing more effective numeracy-rich learning experiences.

By the end of the session participants will:

· Develop a shared understanding of what constitutes authentic and purposeful numeracy within geography.

· Explore Curriculum for Wales expectations regarding rich tasks that promote application, reasoning and higher-order thinking.

· Consider key findings relating to numeracy in geography, including common barriers to challenge and progression.

· Evaluate existing geography activities to identify opportunities for greater mathematical thinking, interpretation and reasoning.

· Design and adapt tasks that require learners to identify patterns, interpret relationships, draw conclusions and justify decisions.

· Broaden the range of numeracy opportunities within geography through the purposeful use of number, scale, ratio and measure.

· Develop strategies to ensure numeracy activities provide appropriate challenge and support progression over time.

· Identify practical next steps to support departmental improvement, curriculum development and quality assurance.