This module deals with the molecules of life, including DNA, RNA, proteins and carbohydrates and reinforces the idea that cells follow the laws and concepts of chemistry. It will explain some of the key processes, and introduce the broad picture of how molecules interact in the maintenance of life.

This module is concerned with chemical aspects of the production and utilisation of energy. It includes discussion of a range of energy sources, and the materials required for their exploitation.

This module discusses the chemistry of the environment, including the atmosphere, hydrosphere and lithosphere. Particular attention is devoted to the causes and effects of pollution in the environment, such as smog, acid rain, global warming, ozone depletion, water pollution, and the methods used for pollution control.

This module introduces the fundamental, theoretical and practical concepts of forensic chemistry. It will explain some of the key concepts relating to the classification of drugs, toxicological investigations, trace and contact evidence, body fluid analyses, and the use of modern analytical instruments in forensic chemistry.

Introduction to classes and objects, class functions and constructors, overloaded constructors, public and private access to functions, operators, use of conditional and iterative control statements, accessing arrays using subscripts and pointers, introduction to inheritance by creating a derived class from a base class, inherited and overridden functions in the derived class, use of the new and delete operators to dynamically allocate and release memory, use of the fstream library functions to access files and use of user defined classes to write object-oriented programs.  Some programming experience is required.

• to provide a sound foundation in C++ programming


• to discuss the theory and use of inheritance

 An introduction to the history of the South Wales region between 1780-1945. The course will explore a wide range of topics including industrialisation, urbanisation, migration, popular protest, politics and religion, education, poverty, health and expressions of culture and identity.This module aims to provide students with a broad knowledge of the history of South Wales 1780-1945

This course looks at the art of the French Impressionist painters, and how it documents patterns of urban change in the mid-nineteenth century. It will explore the changes occurring in Parisian life, “the birthplace of those habits of commerce and leisure that constitute modern life," as represented in the work of painters such as Manet, Seurat, and Degas, and will seek to create a distinct and readable visual narrative that enhances our understanding of art and society in an age of modernity.  

1. To introduce students to key cultural and social aspects of Impressionist art in the nineteenth century.

 2. To show that Impressionist art is not simply a series of visual documents detached from everyday life. It is important to realize that paintings are reflectors of culture and, as with any visual image, may provide a credible source of information regarding culture and society. Rather than treat visual representations as merely a complement to an historical narrative, it may be better to treat images as a discrete means of communication and as legitimate, readable texts with their own distinct vocabulary and syntax.

 3. To develop students’ abilities to examine and evaluate Impressionist art.

 4. To develop students’ understanding of the social and cultural context of the work.

This course explores interdisciplinary insights into the nature of human beings.  A philosophical approach will be used to consider and evaluate our personal, social, cultural and political experience in a rapidly changing and globalised world.  Class discussion will be a priority and no previous formal study of philosophy is needed,

1. To provide insights from a range of disciplines which give different perspectives on human nature.
2. To critically examine these perspectives and insights with a view to determing whether a holistic understanding of the human being is possible.

We give an introduction to normative moral theories (including those of Kant, the Utilitarians and Aristotle) using a number of case studies. In addition, we discuss the definition of ‘good’ and look at several theories. No previous knowledge of philosophy is assumed.

1. To develop students’ knowledge and understanding of key theories in normative ethics, including Kantian ethics, Utilitarianism and Virtue ethics.


2. To develop students’ knowledge and understanding of some important meta-ethical theories.

To encourage students to develop their analytical and argumentative stills throughout the course.

This course is for musicians who have little or no experience of improvising, and wish to give it a go. Participants will be encouraged to express themselves using a range of well established strategies in a supportive group environment. All instruments and levels are welcome.  

• 
  To foster an understanding of scholarly and musical debates involved in the historical and practical study of improvised music.


• 
  To introduce students to the music and performing style of a range of improvised music, including jazz, blues, pop and rock.


• 
  To introduce students – both theoretically and practically – to some of the jazz and modal scales that are used in improvised music.


• 
  To enable students to perform some live music on their own instruments.


• 
  To provide a social and historical context in which improvised music and its main exponents can be situated and better understood.

 This course provides further opportunities for musicians, who have little or no experience of improvising, to express themselves using a range of well established performance strategies in a supportive group environment. This course is chiefly designed as a follow on to Jamming! Introduction to Performing Improvised Music, but all instruments and levels are welcome. 

• 
  To foster an understanding of scholarly and musical debates involved in the historical and practical study of improvised music.


• 
  To further students’ understanding of the performing style of a range of improvised music, including jazz, blues, pop and rock.


• 
  To further students’ understanding – both theoretically and practically – of the jazz and modal scales that are used in improvised music.


• 
  To enable students to perform some live music on their own instruments.


• 
  To provide a social and historical context in which improvised music and its main exponents can be situated and better understood.

Ever since its first appearance, the legend of King Arthur and his court has fascinated writers, artists and storytellers. This course will provide an overview of the Arthurian tradition, emphasising its changing relationship to social and political circumstances and examining the varied sources which shed light on its development.This course aims to provide the student with a broad knowledge of the development of Arthurian tradition and its relationship to changing social and political circumstances.

Many mutually-antagonistic political currents erupted into the defining conflict of its era. A precursor to the Second World War, the Spanish Civil War sucked in individuals from across the world, including many from South Wales. It was to beggar and isolate Spain for a generation whilst emboldening Hitler and Mussolini. This course tracks its causes, course and (continuing) consequences.

1) To consider the causes and course of the Spanish Civil War
2) To consider its (continuing) consequences
3) To consider the interest which it caused and still causes

This course will provide an insight into the history and experience of African Caribbean/Americans from the 17^th century slave period up until the present day. It will explore significant themes in Black history; examining key individuals such as Frederick Douglass, Malcolm X and Martin Luther King and assessing their contribution to the defining moments of ‘the Struggle’.

• To introduce students to the history of African Caribbean/American experience and the struggle for black rights, c. 1600s-2008

To provide students with a broad history and awareness of significant themes in Black history, examining key individuals such as Frederick Douglass, Malcolm X and Martin Luther King and assessing their contribution to the defining moments of ‘the Struggle’.

This course is aimed at students who have no knowledge of Arabic , who wish learn basic communication skills in order to get by in Arabic speaking countries.

This module aims to provide students with a grounding in the basic grammatical structures of Arabic in order to communicate at a basic level in essential social and survival situations in Arabic speaking countries. Students  will learn basic grammatical structures and characters to be applied in four skills: reading, writing, speaking and listening

This course is aimed at students who have a very basic knowledge of Arabic , who wish learn basic communication skills in order to get by in Arabic speaking countries.

This module aims to provide students with a grounding in the basic grammatical structures of Arabic in order to communicate at a basic level in essential social and survival situations in Arabic speaking countries. Students will learn basic grammatical structures and characters to be applied in four skills: reading, writing, speaking and listening.

This course is aimed at students who have a basic  knowledge of Arabic, who wish to further improve their communication skills in oral, aural and written form.

This module will enable students to use a broader, but still limited range of oral, aural and written skills in Arabic, sufficient for practical needs in simple everyday situations. Students will also develop an understanding of the culture of Arabic speaking countries

This course is aimed at students who have a basic  knowledge of Arabic, who wish to further improve their communication skills in oral, aural and written form.

This module will enable students to use a broader, but still limited range of oral, aural and written skills in Arabic, sufficient for practical needs in simple everyday situations. Students will also develop an understanding of the culture of Arabic speaking countries

This course is aimed at students who have no previous knowledge of the Chinese language but wish to develop some basic skills of communication in Chinese, either for the purpose of career development or personal interest.

This module aims to provide students with a grounding in Mandarin Chinese, to enable them to communicate at a basic level in essential social and survival situations. Students will learn basic grammatical structures and characters to be applied in four skills: reading, writing, speaking and listening

This module is designed for learners who have had some background training in Mandarin Chinese and have in command approximately 80 Chinese words and functional expressions. Further training will be provided in listening and speaking, to bring about better linguistic competence.

This module provides training for those who have completed a Beginners Course (24 contact hours) with further training in listening and speaking, to enable them to communicate in Mandarin Chinese with more confidence and better linguistic command.

This course is aimed at those who have learned Mandarin Chinese part–time for approximately one year and have in command around 160 Chinese characters and expressions. More intensive training will be provided to substantially improve their communication skills in oral, aural and written form.

This module will enable students to use a broader, but still limited range of oral, aural and written skills in terms of both the application of ‘pin yin’ and the Chinese characters, sufficient for practical needs in simple everyday situations. Students will also develop an understanding of the culture of China.

This course is designed for those who have learned Mandarin Chinese part –time for more than one year and have in command around 250 Chinese characters and expressions. More intensive training will be provided to substantially improve their communication skills in oral, aural and written form.

This module will enable students to use a broader, but still limited range of oral, aural and written skills in terms of both the application of ‘pin yin’ and the Chinese characters, sufficient for practical needs in simple everyday situations. Students will also develop an understanding of the culture of China.

This course is aimed at students who have built up a working vocabulary of Chinese and have had some knowledge of the language but wish to further develop their communication skills in oral, aural and written form.

This is an advanced course designed for those who have learned Chinese for more than 2 years part-time with a working vocabulary of around 600 words. More intensive language skill training will be provided, particularly in productive skills of speaking and writing, to enable students further develop their language competence.

This course is aimed at students who have a simple knowledge of Arabic, who wish to further improve their communication skills in oral, aural and written form.

This course will enable students to use a broader range of oral, aural and written language skills, sufficient to get by in Arabic speaking countries with some hesitations on topics concerned with everyday matters and express their view in writing in a more elaborate style. Students will further develop an understanding of the culture of Arabic speaking countries.

This course is aimed at students who have built up a working vocabulary of Chinese and some knowledge of the language but wish to further develop their communication skills in oral, aural and written form.

This course will enable students to use a broader range of oral, aural and written language skills, sufficient to get by in China with some hesitations on topics concerned with everyday matters and express their view in writing using both pin yin and Chinese characters, in a more elaborate style. Students will further develop an understanding of the culture of China.

An introductory course which will give students an impression of the outlook and day-to-day life of modern Japan. No previous knowledge of the language is required.
METHODS OF TEACHING: Weekly two-hour workshops.

METHODS OF ASSESSMENT: i) Written class test (20%), ii) Coursework (20%), iii) Oral class participation (40%), iv) Aural test (20%).

From the size of sub-atomic particles, to the vastness of outer space, science describes the extreme conditions that exist in both the natural and man-made world.  On this voyage of discovery we will examine: the hottest and coldest places to live in the Universe, the fastest and slowest processes, the loudest and quietest sounds, the brightest and dimmest lights and much more.

To introduce students to the extreme conditions which science is able to describe, from sub-atomic particles to astrophysical objects, including energy transfer by means of light, heat and sound.

How did people come to populate the planet? Beginning with the early genesis of our species we will take a walk through time to develop our understanding of our origins. Along the way, we will investigate who the Neanderthals were, where animals were first domesticated, what is the ethical context of current and past theories, what does Ancient DNA tell us about the past and lots more!

Mentoring is used more and more, supporting individuals achieve their goals in many areas of life. As a mentor the course will develop your ability to establish rapport, develop listening skills and the ability to pick up and respond to issues raised by your mentee. Although highly practical the course will also include theory in order for you to reflect and evaluate mentoring practice.

To identify the components and processes for establishing, monitoring and reviewing an effective mentoring relationship.

This course provides an introduction to Education for Sustainable Development and Global Citizenship. It will include

- discussing the connections between our lives and the lives of others around the world

- an exploration of values, attitudes and tools for creating dialogue

- skills to enable active participation in a more just and sustainable world

This course provides an introduction to Education for Sustainable Development and Global Citizenship. It will include

• how our lifestyle and choices impact on people in other parts of the world


• exploration of values and attitudes and tools for creating dialogue


• skills to enable active participation in a more just and sustainable world

The module will introduce the students to the concepts at the heart of modern mathematics, the derivative and the Riemann integral. These will be looked at from two perspectives: intuitive, geometric, and mathematically rigorous, furnished by the idea of a continuous limit.

On this foundation further calculus tools, indispensable in the study of mathematics, will be explored: the general properties of the derivative and the Riemann integral will be studied in detail, followed by the demonstration of the techniques of integration.

In the course of this the students will be thoroughly exposed to the class of elementary functions, based on the fundamental concept of the exponent. Examples of geometric and mechanical applications of the derivative and the integral will be given, through which the students will be encouraged to develop their ability to translate some simple practical problems to the language of mathematics.

The first part of the module aims to introduce students to first-order differential equations. Calculus techniques will be deployed to find simple solutions of such differential equations. In addition, students will be expected to develop an appreciation of how the solutions can be given a geometric interpretation, even when it is not possible to use calculus techniques to obtain solutions that can be written in a simple form.

The second part of the module is concerned with the solution of second-order differential equations. Manipulative techniques will be used to determine solutions of second-order differential equations for cases where the equation takes a specific and relatively simple form. There will also be some general discussion about the circumstances under which it is possible to know that there is a solution of a differential equation, even if a simple mathematical formula for the solution cannot be obtained.

A mathematical model is simply a set of equations which represent the behaviour of some ‘real-life’ process.  By analysing these equations mathematically we can then seek to understand and predict the behaviour of the process.  An example of this is Fibonacci's famous (if somewhat crude) model for the growth of a rabbit population. However, many other phenomena can be modelled mathematically, and modern applications cover a wide range of topics from the physical, biological and social sciences.

This module provides an introduction to the modelling process through the study of linear and non-linear dynamical systems in discrete time. This leads on to the study of the chaotic behaviour in dynamical systems and of the ways how deterministic chaos can arise even in simple models. The list of examples of the dynamical systems under study includes linear recurrent equations, rotations of the circle, tent map, Bernoulli shift and the logistic map. The questions like bifurcations diagrams, Lyapunov exponents and invariant measures are discussed in some detail. Fractals and their characterizations through fractal dimensions is another topic of the module.

In addition to providing a foundation for later studies in modelling and applied mathematics, this module is intended to consolidate topics covered in core mathematics modules by using the material in contexts which lend themselves to visualisation.

What is the likelihood of winning a prize in the lottery? What about winning the jackpot? In a multiple choice exam, if you guess all the answers, how many can you expect to get right? These are the types of questions that can be answered using the idea of probability, which is the theory of analysing and making statements concerning the occurrence of uncertain events. The subject has been developed from the study of simple games of chance such as rolling a dice and tossing a coin, and this is the method that will be used in the module to introduce students to the concept of chance.

The module begins with the idea of a probability space, which is how we model the outcome of a random experiment. Various concepts such as statistical independence and conditional probability are discussed. Probability is then introduced in terms of discrete and continuous random variables where various properties are examined. Techniques are also developed for evaluating common quantities of interest such as, expectation and variance.

This is a lecture based module and will be accessible to those who have knowledge of A-level Pure Mathematics. Students will regularly be required to demonstrate problem-solving skills throughout this module, though no previous knowledge of probability theory is assumed.

The module also prepares students for modules with statistics and probability content in the degree scheme.

AIMS OF THE MODULE:

• To develop practical experimental and analytical skills through weekly structured laboratory sessions.

• To introduce select concepts of optics, scientific instrumentation and electronics.

• To introduce skills relating to the written communication of scientific information.

• Through select experiments to reinforce important physics concepts.

AIMS OF THE MODULE:

• To provide to students of physics an introduction to human anatomy and physiology.

• To give an overview of the construction and function of cells, and the structure and operation of the musculoskeletal, nervous, cardiovascular, digestive and reproductive systems.

• To give a working knowledge of genetics and the basis of inheritance, infection and disease control.

AIMS OF THE MODULE:

• To introduce the basic constituents of the solar system, their orbits and physical properties.

• To describe the physical properties of planetary surfaces and atmospheres.

• To interpret these properties in terms of physical theory.

• To introduce the various observational methods of proto-planet and exoplanet detection.

• To introduce the basic ideas behind the current theories of planet formation and how they are related to observed properties of the Solar System and extra-solar planets.

AIMS OF THE MODULE:

• To give an overview of the observed structure of stars, galaxies and the Universe.

• To give a simple descriptive account of the basic properties of matter, including nuclear and elementary particles.

• To introduce students to the application of physical and mathematical laws in formulating theories for the origin and evolution of astronomical structures.

This module will introduce students to the analysis of the role of education in advanced, industrial societies and the impacts of recent educational policies on access to educational opportunities, the management of curriculum change and the governance of educational institutions. Subjects covered include: Analytical perspectives on Education, the State and Society; Students, Universities and Higher Education; Access to Opportunities: Selection and Streaming in Schools; Inequalities in Educational Attainment; Curriculum Change and the Social Organisation of Knowledge; Changes in the Governance of Education; What Happens After School?

METHODS OF TEACHING: Weekly lectures, supported by fortnightly group seminars and independent study.

METHODS OF ASSESSMENT: Coursework (Autumn) (40%) and 1 x 2hour examination (Spring) (60%).

The module aims to introduce students to the study and practice of (social and cultural) anthropology; to develop students’ awareness and understanding of human diversity and commonality from a socio-cultural perspective.

The module provides an introduction to the following: fieldwork and ethnography; the culture concept and different approaches to the study of culture; anthropological theory and the modern British school of social anthropology; the comparative study of social organisation (pursued through empirical case studies and with an emphasis on political organisation, economic life and kinship); urban ethnography.

METHODS OF TEACHING: Weekly lectures, supported by fortnightly group seminars and independent study.

METHODS OF ASSESSMENT: Coursework (Spring) (40%) and 1x2hour Examination (Spring) (60%).

Social Policy is the study of welfare and problems and the institutional arrangements for solving those problems.

The module aims to develop knowledge of how welfare needs are handled in contemporary Britain and to broaden understanding of major policy issues within the welfare state.

Topics: key concepts in social policy, including inequality and poverty, citizenship and gender; institutional arrangements, including the development of the welfare state in Britain, the role of the European Union and the importance of devolution in the UK. Key social policy issues will also be examined, such as housing and homelessness; work and welfare; education, health and families.

METHODS OF TEACHING: Weekly lectures, supported by fortnightly group discussions (including debates and presentations) and independent study.

METHODS OF ASSESSMENT: Coursework (Autumn) 20% and Examination (Spring) (80%).

This module aims to develop knowledge, understanding and skills in relation to the sociological accounts and analyses of contemporary societies. The module will provide a systematic introduction to major sociological concepts and substantive topic areas. Empirical materials will be drawn from a range of international examples. The module will be thematically structured, and will include the following areas of study: Sociological perspectives on contemporary societies (theoretical and methodological insights); social inequality (globalisation, risk, global inequality, race and ethnicity, social cohesion) social institutions and organisations (work, consumption, leisure, families, religion, class and gender); social and sociological change (work and leisure, mass tourism, culture and heritage, MacDonaldisation and themed places).

METHODS OF TEACHING: Weekly lectures, supported by fortnightly group discussions and independent study. Students will be required to undertake seminar reading, oral presentations and independent study.

METHODS OF ASSESSMENT: Coursework (Autumn) (50%) and 1 x 2 hour examination (Spring) (50%).

This course offers an introduction to developmental psychology and to psychology as it relates to learning and education. Developmental psychology and the psychology of learning involve the study of emotional, cognitive, gender, and identity development across the lifespan, as well as the study of learning processes, both inside and outside of school. The module provides a critical overview of historical and conceptual issues of developmental science, including theories of Piaget and Vygotsky, the concept of life course development, and various theories of childhood. It explores different perspectives on the development of communication processes and learning development. It examines models of gender and identity development. It considers specific topics in educational research, including theories of learning, child-adult interaction, and the organisation of teaching environments.

METHODS OF TEACHING: Weekly lectures, supported by fortnightly group seminars and independent study.
METHODS OF ASSESSMENT: Coursework (Spring) (50%) and 1 x 1.5hour examination (Autumn) (50%).

If you are thinking of learning Irish and only want to study for 10 credits this is the ideal place to start. After 10 weeks study you will be able to engage in basic conversation, compose elementary written texts and understand and interpret elementary written texts.

If you have completed Introduction to Irish 1 you can continue your studies by following Introduction to Irish 2. This module builds on the vocabulary and structures introduced in Introduction to Irish 1. Students will learn a broader, but limited range of written, oral and aural language skills.

Wales has a rich literary tradition, not least in the twentieth century, which despite the decline of the Welsh language during that period, was to prove a high point in the long history of Welsh literature. The same period also saw the emergence of significant Welsh writing in English. This module provides a general overview of the development of Welsh literature in the modern period, concentrating especially on some of the key figures of the twentieth-century Welsh literature. The main focus will be on Welsh-language material in English translation, but there will also be some discussion of Welsh writing generated in English.

This module provides a basic introduction to the Welsh language and its history and to culture and identity in Modern Wales. The module includes a strong comparative international dimension so that events and characteristics features of Welsh life are placed within main currents of international though and development. It also includes a basic introduction to the rudiments of the Welsh language.

If you are thinking of learning Welsh and want to study for 20 credits this is the ideal place to start. This module introduces basic vocabulary and sentence structure in both the oral and written media. After completing this module you can continue your studies by following Welsh 2.
METHODS OF TEACHING: Workshops and practical classes.

This module builds on the vocabulary and structures introduced in Welsh 1 enabling you to communicate more fully and in a wider range of contexts in both the oral and written media. The standard attained is comparable to GCSE level.

Why is there a red dragon on the Welsh flag? Who was king Arthur? Where was the Celtic Otherworld? This module will give the student a general introduction to the culture and folklore of Wales, including its folktales, its customs and legendary heroes.

Hyrwyddo a datblygu gafael myfyrwyr ail-iaith ar Gymraeg ysgrifenedig safonol yw diben y modiwl hwn. Tywysir y myfyrwyr yn drefnus drwy batrymau sylfaenol cystrawen yr iaith. Bydd pwyslais ar waith ymarferol. DULLIAU DYSGU: Darlithoedd a gweithdai.

Prif nod y modiwl hwn yw cyflwyno gramadeg Cymraeg safonol cyfoes ynghyd â'r eirfa dechnegol berthnasol. Trwy hynny bydd gofyn ichi feithrin y gallu i adnabod, disgrifio a chynhyrchu ffurfiau safonol, a hynny heb ddibynnu ar gyfeirlyfrau neu offer T.G. Byddwch hefyd yn astudio cystrawennau sy'n wahanol yn y Gymraeg a'r Saesneg, a thrwy gyfrwng ymarferion cyfieithu fe'ch cyflwynir i rai o'r gwahaniaethau pwysicaf rhwng y ddwy iaith.

Cyflwyniad i ddiwylliant Cymru a’i sefydliadau a fydd yn cwmpasu meysydd megis daearyddiaeth, hanes, gwleidyddiaeth, crefydd a bydolwg, yr Eisteddfod, bywyd ac arferion gwerin, cerddoriaeth a chynllunio ieithyddol.

Bwriad y modiwl yw cyflwyno'n gryno hanes llenyddiaeth Gymraeg o'r cyfnod cynharaf hyd at c. 1900. Byddwn yn edrych ar ystod eang o ryddiaith a barddoniaeth, mewn fersiynau wedi eu diweddarau ond hefyd, lle bo'n briodol, yn y gwreiddiol. Byddwn yn trafod prif themâu a ffurfiau llenyddiaeth y Gymraeg ac yn trafod y berthynas rhwng newidiadau hanesyddol a datblygiadau llenyddol. Yn ogystal, byddwch yn dysgu am adnoddau academaidd y Gymraeg a sut i fynd ati i baratoi, cynllunio ac ysgrifennu traethawd da.

Mae'r modiwl hwn yn cyflwyno llenyddiaeth Gymraeg o ddechrau'r ugeinfed ganrif ymlaen a dulliau beirniadaeth lenyddol trwy astudio amrywiaeth o ffurfiau, yn farddoniaeth, rhyddiaith a dramâu. Bydd pwyslais ar drafod a mynegi ymateb yn y dosbarth.

Mae'r modiwl hwn yn cyflwyno llenyddiaeth Gymraeg o ddechrau'r ugeinfed ganrif ymlaen a dulliau beirniadaeth lenyddol trwy astudio amrywiaeth o ffurfiau, yn farddoniaeth, rhyddiaith a dramâu. Bydd pwyslais ar drafod a mynegi ymateb yn y dosbarth.

Nod y modiwl hwn yw datblygu eich gallu i greu darn gorffenedig o waith wedi ei seilio ar amrywiaeth o ffynonellau gwahanol. Byddwch yn dysgu sut y mae syniadau a dadleuon yn cael eu llunio a'u defnyddio wrth ysgrifennu'n academaidd, a byddwch yn defnyddio'r wybodaeth honno i ysgrifennu eich traethodau safonol eich hun. Byddwch yn cael y cyfle i ddadansoddi amrywiaeth o ffynonellau ac yn dysgu sut mae defnyddio'r profiad hwnnw er mwyn cyfansoddi traethodau effeithiol.

Hyrwyddo sgiliau cyfathrebu yn y Gymraeg, ar lafar ac yn ysgrifenedig yw nod y modiwl hwn. Rhoddir sylw i sgiliau ysgrifennu, caffael gwybodaeth ac yn arbennig i fater Cymraeg addas a phriodol i fynegi barn, trafod amrywiol bynciau a chyflwyno gwybodaeth, ar lafar ac yn ysgrifenedig.
DULLIAU DYSGU: Darlithoedd, gweithdai ac asesu ffurfiannol.

APPENDIX 1