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Bachelor of Arts (with Honours) - BA (Hons)

Cymraeg ac Addysg

Cardiff University

(4.2)
175 reviews

Entry requirements

Here's what you will need to get a place on the Cymraeg ac Addysg course at Cardiff University.

Select a qualification to see required grades

A level

B,B,B

Must include grade B in Welsh First or Second Language.

Tuition fees

LocationFees
England£9,535 per year
Scotland£9,535 per year
Wales£9,535 per year
Northern Ireland£9,535 per year
Channel Islands£9,535 per year
Republic of Ireland£9,535 per year
EU£24,700 per year
International£24,700 per year

Course summary

What this course is about

UCAS code: QX53

Here's what Cardiff University says about its Cymraeg ac Addysg course.

Mae nifer o fyfyrwyr o’r farn bod astudio rhaglen gydanrhydedd yn brofiad gwerth chweil gan eu bod yn gallu gweld yr hyn sy'n debyg ac yn wahanol rhwng y ddau bwnc. Drwy gyfuno’r Gymraeg ac Addysg, byddwch yn ennill amrywiaeth o sgiliau trosglwyddadwy a gwybodaeth a fydd yn fuddiol ar gyfer eich dyfodol.

CYMRAEG

Mae cwrs y Gymraeg yn berthnasol i’r Gymru gyfoes ac yn cael ei ddysgu gan Ysgol sydd wedi’i chydnabod am ansawdd ac effaith ei hymchwil. Nod y cwrs yw cynhyrchu graddedigion sydd â dealltwriaeth drwyadl (yn academaidd ac yn ymarferol) o’r iaith Gymraeg, ei llenyddiaeth a’i diwylliant, lefel uchel o sgiliau ieithyddol ar lafar ac yn ysgrifenedig, a sgiliau cyflogadwyedd a chreadigol datblygedig sy’n berthnasol i’r Gymru fodern.

Mae’n cynnig modiwlau craidd a dewisol i roi sylfaen ichi o ran iaith a llenyddiaeth, yn ogystal â chyfle i arbenigo mewn meysydd sydd o ddiddordeb personol neu o ran eich gyrfa.

ADDYSG

Mae ein gwaith addysgu ar Addysg wedi ei seilio ar ein hymchwil ym myd addysg a’r datblygiadau diweddaraf o ran polisi ac ymarfer, gan gwmpasu agweddau ar ddiwylliant a hunaniaeth, plentyndod ac ieuenctid, rhywedd ac ethnigrwydd, a chyfiawnder cymdeithasol a chynhwysiad.

Mae modiwlau craidd wedi eu hanelu at ddatblygu dealltwriaeth ddofn o gyd-destunau cymdeithasol, hanesyddol, gwleidyddol, economaidd a datblygiadol addysg – yng Nghymru, y Deyrnas Unedig ac yn rhyngwladol.

Fel myfyriwr cydanrhydedd, fe welwch fod meysydd a safbwyntiau yn aml sy'n cysylltu pynciau, boed yn ddadansoddiad beirniadol, yn gyd-destunau hanesyddol neu'n ymchwil diweddar.

Mae’r ddwy ysgol sy’n gysylltiedig â chyflwyno’r radd hon yn cynnig cwrs heriol o fodiwlau, sydd wedi’i gefnogi gan awyrgylch cyfeillgar a chysylltiadau rhagorol rhwng y myfyrwyr a’r staff.

NODYN: Fel arfer, mae'r radd gydanrhydedd hon yn agored dim ond i ddarpar fyfyrwyr sydd wedi astudio’r Gymraeg fel iaith gyntaf ar gyfer Safon Uwch. Os nad ydych wedi gwneud hynny ond eich bod yn teimlo bod eich Cymraeg o safon cyfatebol, anfonwch e-bost at [email protected].

Nodweddion nodedig

CYMRAEG

Mae nodweddion nodedig y cwrs yn cynnwys:

  • Y cyfle i ddilyn cwrs gradd sy’n datblygu sgiliau sy’n berthnasol i’r byd academaidd ac i’r gweithle

  • Modiwl craidd sy’n canolbwyntio ar sgiliau cyflogadwyedd, ac sy’n cynnig cyfnod o brofiad gwaith

  • Ystod o fodiwlau craidd a dewisol sy’n astudio’r iaith, ei llenyddiaeth a’i diwylliant, yn ogystal â chyfle i arbenigo mewn meysydd sydd o ddiddordeb personol neu o ran eich gyrfa

  • Y pwyslais ar sgiliau ymchwil ymarferol, a fydd o fudd i chi drwy gydol eich gyrfa

  • Y pwyslais ar ddysgu annibynnol mewn awyrgylch cefnogol

  • Y profiad o gael eich addysgu gan ddarlithwyr sy’n weithredol ym myd ymchwil, ac sy’n seilio eu haddysgu ar ymchwil

  • Y profiad o gael eich addysgu gan staff a fydd yn eich adnabod fel unigolyn

ADDYSG

  • Er nad yw hwn yn gymhwyster addysgu, mae'n gyfle i astudio addysg mewn ffyrdd sy'n mynd y tu hwnt i ffocws ar ymarfer addysgu. Byddwch yn astudio’r dadleuon ehangach ynghylch addysg, gan osod y sylfaen ar gyfer amrywiaeth eang o yrfaoedd.

  • Mae ein cysylltiadau agos â llunwyr polisi, yn ogystal ag ysgolion, colegau a sefydliadau addysg a hyfforddiant eraill lleol, yn darparu cyfleoedd ichi ymgysylltu o ddifrif ag addysgwyr ac arferion. Mae nodweddion unigryw'r cwrs yn cynnwys:

  • Y cyfle ichi ddysgu mewn Ysgol a gyrhaeddodd y 3ydd safle yn y Deyrnas Unedig o ran ansawdd ymchwil mewn cymdeithaseg a’r 5ed safle o ran addysg yn Fframwaith Rhagoriaeth Ymchwil 2014 (REF)

  • Ymwneud â staff sy’n weithredol ym myd ymchwil ac addysgu

  • Y pwyslais ar ddysgu’n annibynnol mewn amgylchedd a arweinir gan ymchwil

  • Yr amrywiaeth o fodiwlau sydd ar gael mewn Ysgol amlddisgyblaethol a rhyngddisgyblaethol

  • Y cyfle i astudio dramor

Source: Cardiff University

Course details

Qualification

Bachelor of Arts (with Honours) - BA (Hons)

Department

School of Welsh

Location

Main Site - Cardiff | Cardiff

Duration

3 Years

Study mode

Full-time

Subjects

• Welsh language

• Education studies

Start date

28 September 2026

Application deadline

14 January 2026

Cardiff University student reviews

(4.2)
Based on 175 reviews from Cardiff University's students and alumni
5 star
49%
4 star
28%
3 star
17%
2 star
5%
1 star
2%
All reviews

Showing 167 reviews

1st year student

Five stars: Excellent

(5)

1 year ago

1st year student

Five stars: Excellent

(5)

1 year ago

1st year student

Five stars: Excellent

(5)

1 year ago

1st year student

World class

(5)

1 year ago

1st year student

Up to date

(5)

1 year ago

1st year student

Challenging!

(5)

1 year ago

National Student Survey (NSS) scores at Cardiff University

The NSS is an annual survey where final-year students are asked to rate different aspects of their course and university experience.

The Cymraeg ac Addysg course at Cardiff University features content from more than one subject area. Using the options below, you can see ratings from students who took courses in each of these subject areas at this uni

Welsh studies
Education

Select an option to see a detailed breakdown

How often does your course challenge you to achieve your best work?

92%

low

How good are teaching staff at explaining things?

100%

low

How often do teaching staff make the subject engaging?

100%

high

How often is the course intellectually stimulating?

100%

high

To what extent have you had the chance to bring together information and ideas from different topics?

88%

low

How well does your course introduce subjects and skills in a way that builds on what you have already learned?

100%

high

How well has your course developed your knowledge and skills that you think you will need for your future?

100%

high

To what extent have you had the chance to explore ideas and concepts in depth?

100%

high

To what extent does your course have the right balance of directed and independent study?

100%

high

How well have assessments allowed you to demonstrate what you have learned?

92%

low

How fair has the marking and assessment been on your course?

88%

low

How often does feedback help you to improve your work?

96%

med

How often have you received assessment feedback on time?

96%

high

How clear were the marking criteria used to assess your work?

92%

high

How easy was it to contact teaching staff when you needed to?

100%

high

How well have teaching staff supported your learning?

100%

low

How well were any changes to teaching on your course communicated?

100%

high

How well organised is your course?

96%

med

How well have the IT resources and facilities supported your learning?

96%

med

How well have the library resources (e.g., books, online services and learning spaces) supported your learning?

100%

low

How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?

100%

high

How clear is it that students' feedback on the course is acted on?

100%

high

To what extent do you get the right opportunities to give feedback on your course?

100%

high

To what extent are students' opinions about the course valued by staff?

92%

low

How well does the students' union (association or guild) represent students' academic interests?

100%

high

Overall, I am satisfied with the quality of the course.

100%

high

How well communicated was information about your university/college's mental wellbeing support services?

100%

high

Select an option to see a detailed breakdown

How often does your course challenge you to achieve your best work?

88%

med

How good are teaching staff at explaining things?

100%

high

How often do teaching staff make the subject engaging?

95%

med

How often is the course intellectually stimulating?

84%

med

To what extent have you had the chance to bring together information and ideas from different topics?

84%

low

How well does your course introduce subjects and skills in a way that builds on what you have already learned?

86%

low

How well has your course developed your knowledge and skills that you think you will need for your future?

72%

low

To what extent have you had the chance to explore ideas and concepts in depth?

88%

med

To what extent does your course have the right balance of directed and independent study?

91%

med

How well have assessments allowed you to demonstrate what you have learned?

88%

med

How fair has the marking and assessment been on your course?

88%

med

How often does feedback help you to improve your work?

84%

med

How often have you received assessment feedback on time?

91%

med

How clear were the marking criteria used to assess your work?

98%

high

How easy was it to contact teaching staff when you needed to?

93%

med

How well have teaching staff supported your learning?

93%

med

How well were any changes to teaching on your course communicated?

95%

high

How well organised is your course?

98%

high

How well have the IT resources and facilities supported your learning?

81%

low

How well have the library resources (e.g., books, online services and learning spaces) supported your learning?

100%

high

How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?

95%

high

How clear is it that students' feedback on the course is acted on?

77%

med

To what extent do you get the right opportunities to give feedback on your course?

91%

med

To what extent are students' opinions about the course valued by staff?

74%

low

How well does the students' union (association or guild) represent students' academic interests?

87%

med

Overall, I am satisfied with the quality of the course.

98%

high

How well communicated was information about your university/college's mental wellbeing support services?

70%

low

Student information

The Cymraeg ac Addysg course at Cardiff University features content from more than one subject area. Choose an option below to find out about the students taking courses in each of those subject areas at this uni.

Welsh language
Education studies
Mode of study
Full-time84%Part-time16%
Gender ratio
Female70%Male30%
Where students come from
International15%UK85%
Student performance
2:1 or above81%
Number of students90
Most popular A-levels studied
SubjectGrade
WelshA
HistoryB
BiologyD
English LiteratureA
Government and PoliticsA
Mode of study
Full-time100%
Gender ratio
Female88%Male11%Other1%
Where students come from
International21%UK79%
Student performance
2:1 or above63%
Number of students115
Most popular A-levels studied
SubjectGrade
SociologyB
PsychologyB
BiologyB
English LiteratureB
HistoryA
Source: HESA

Graduate prospects

What graduates do next

We have no information about graduates who took Cymraeg ac Addysg at Cardiff University.

Earnings after graduation

The Cymraeg ac Addysg course includes content from more than one subject area. Choose an option below for Cardiff University graduate earnings across each of those subject areas.

Celtic studies
Education and teaching

Earnings

£27.9k

Third year after graduation

£31.4k

Fifth year after graduation

Earnings

£25.6k

Third year after graduation

£29.2k

Fifth year after graduation

Shown here are the median earnings of graduates at one, three and five years after they completed a course related to Cymraeg ac Addysg.

Source: LEO

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree

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