Mae'r papur hwn yn amlinellu datblygiad un rhaglen AGA integredig sy'n arwain at ddau lwybr SAC: Tystysgrif Addysg i Raddedigion Cynradd gyda Chyfoethogi Uwchradd; a Thystysgrif Addysg i Raddedigion Uwchradd gyda Chyfoethogi Cynradd. Mae rhaglen AGA integredig Dysgu Aber+ yn galluogi athrawon i 'addysgu y tu hwnt i'r ffiniau ar gyfer profiad cyfannol'. Mae'r papur yn adolygu fframwaith cysyniadol y rhaglen a'i hathroniaeth ddysgu ac wrth wneud hynny mae'n ystyried yr egwyddorion craidd a ddylanwadodd ar gynllun y rhaglen, fel a ganlyn: Partneriaeth Gynhwysol; Addysgeg Effeithiol; Addysgeg Integredig; Addysgeg Arbenigol ac wedi'i Chyfoethogi; Addysgeg a Rennir ac Adfyfyriol; Diwylliant Ymchwil Gwirioneddol Gydweithredol, Atebolrwydd Democrataidd ac wyth egwyddor yr Athroniaeth Ddysgu. Mae'r papur yn mynd ymlaen i esbonio sut mae'r rhaglen integredig yn cael ei chyflwyno drwy gyfrwng dull hwb clwstwr ar draws 5 rhanbarth hwb yng Nghanolbarth Cymru. Wrth wneud hyn, mae'n amlinellu rôl staff y Brifysgol a Phrif fentoriaid a mentoriaid Ysgolion Partner yn ogystal ag isafswm y gofynion ar gyfer athrawon dan hyfforddiant tra'u bod ar brofiad yn yr ysgol. Mae ystyriaeth hefyd yn cael ei rhoi i ddarpariaeth a chefnogaeth cyfrwng Cymraeg yn ogystal â rôl ganolog ymchwil o fewn y Bartneriaeth AGA gyfan. Mae'r papur yn cloi drwy ystyried beth sy'n arloesol am y rhaglen a'r manteision sy'n dod i'r athrawon dan hyfforddiant wrth ddilyn y rhaglen.

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In the large volume of research on curriculum reform, very little attention is paid to the implications of geographical location, yet, this can be significant. The current curriculum reform process in Wales has presented an opportunity for schools to radically change their practice. While rural schools have welcomed this opportunity, they face challenges unrecognised by the wider educational establishment. This article presents a view of the reform process from school level, using data from semi-structured interviews with teachers working on curriculum reform. Thematic analysis reveals enthusiastic responses to reform and the greater autonomy it promises. There are, however, challenges, including concerns about staffing, access to professional learning and learners' access to extra-curricular learning. The research demonstrates that while rural schools face challenges unique to their location, their response to reform demonstrates a capacity for independent action in line with the aspirations of the new curriculum.

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This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11-14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond.