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Rwyf yn credu bod modd ddefnyddio adnoddau into film fel modd o ennyn diddordeb y disgyblion fel sbardun ar ddechrau gwers neu ar ddechrau tymor newydd o waith. Gellir defnyddio'r adnodd fel modd o ddatblygu sgiliau cymhwysedd digidol a sgiliau creadigol y disgyblion. Yn ogystal gellir defnyddio'r adnoddau i ddatblygu sgiliau trawsgwricwlaidd y disgyblion megis llythrennedd a rhifedd. Gellir ddatblygu sgiliau creadigol y disgyblion trwy ofyn iddynt ddisgrifio'r hyn maent yn gallu dychmygu trwy glywed sain yn unig. Wedi iddynt weld y fideo mi faswn yn gofyn iddynt gymharu'r hyn fe wnaethon nhw ragweld yn digwydd  a beth yw eu barn nhw nawr wrth weld y fideo cyfan.  Gellir annog drafodaeth ynghlyn a chreadigrwydd, teimladau a gyda disgyblion ifanc eu dealltwriaeth o'r 5 synnwyr.

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I would utilise the nature and wildlife aspect of the museum to educate a key stage 2 class about looking after local wildlife. I would first start with the students collecting 'data' on what wildlife they see where they live i.e. the different birds and pets. I would then take them on a trip to St Ffagans and get them to collect similar 'data'. Using this information collected they would compare the amount of wildlife seen and ask themselves why St Ffagans might have more wildlife i.e. there are more trees, it is quieter, etc. Using these suggestions the children could plan and implement their own 'Working with Wildlife' project where they try to encourage more wildlife to stay. This could be purely school-based involving planting, the creation of bird houses, etc. It could also be extended into a whole community project where children need to advertise healthy wildlife practices i.e. putting bells on pet cats so that fewer birds get eaten.

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Disgyblion Cyfnod Sylfaen - Edrych ar deganau heddiw a’u cymharu efo’r teganau’r gorffennol.
Dechrau trwy drafod teganau gyda’r disgyblion - Beth yw tegan iddyn nhw? Beth yw eu hoff deganau a pham? Faint o deganau sydd ganddynt?
Edrych ar deganau o’r gorffennol (lluniau os yn y dosbarth neu rhai go iawn os yw’r amgueddfa ar agor).
(Os yn yr amgueddfa yna bu’r disgyblion yn derbyn y cyfle i chwarae gyda rhai o’r teganau)
Trafod y teganau - Pa adnoddau maent wedi’u gwneud allan ohono? Beth sydd yn eu gwneud yn hwylus? A yw’n hen neu yn newydd? Sut maent yn debyg/gwahanol?
Disgyblion yn cael y cyfle i greu tegan eu hunain - Doli Peg.
Mi fydd hyn yn dangos i’r disgyblion pa mor wahanol mae eu teganau nhw i gymharu â theganau plant yn y gorffennol (Dyniaethau). Mi fyddant yn derbyn y cyfle i ddatblygu eu sgiliau llafar trwy drafod y teganau ar lafar gyda’u cyfoedion (Llythrennedd). Yn ogystal mi fydd yn derbyn profiad ymarferol wrth fynd ati i greu Doli Peg (Celfyddydau Mynegiannol).

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https://forms.office.com/Pages/ResponsePage.aspx?id=-REPTm4EBUWcuNshUjEeIRbFMw5LtXFFsH7NvavuEHBUOUJFREdIR1FINllER0tVQ04zRUE5TVpENC4u

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I would use the into film strategy as I have used it before and found it an effective way to communicate the "tricky" topics. First the topic would start with the "sound on, vision off" task to get the children hooked into the video and to get them thinking creatively about what might have happened.
Then I would show the children the first minute or so of the video and ask them to predict what might happen next.
After the children had watched the video the whole way through, they would be focusing on the 3S and 3C. If this was with the higher KS2 then they would be looking at all of these techniques where the lower years would have one per person/ per table.
Looking at this topic through a video would be beneficial as it would allow the children to see how the characters are feeling and sympathise with them; allowing them to notice what behaviours and views we should not have due to hurting the feelings of others

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I have previously used an audio clip from the "Shaun the Sheep - Farmageddon" movie with a year 1 class. This film was ideal as there is little to no dialogue. They were asked to guess what they thought was going on in the scene just by listening. They then watched the clip to see if they were right and discussed what hey learnt. We used this prompt to then create sound effects to a story we were reading as a class. This session was cross-curricular involving music and literacy.

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For Year 5, I would focus on the row of cottages that show how homes have changed over time. I would ask the children to visit each home in turn and note down the sights, smells and sounds of each. I would encourage the use of adjectives to support their descriptive writing.
I would then ask them to sit in their favourite home and imagine themselves living there... What would their life be like?
I would encourage the learners to research the era represented in the home they had chosen to accurately represent themselves as a member of the household.

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Wedi edrych ar y clip isod ddwywaith fe fydden ni'n mynd ati i drafod y prif ddigwyddiadau yn arwynebol o ran cymeriadau, lleoliad, lliw
Yna ffocysu a thrafod yn fanwl deimladau'r aderyn mawr yn y clip ac annog empathi. Wedyn, trafod, ydy ymddygiad yr adar bach glas yn dderbyniol?
Beth yw neges y ffilm?
Yn dilyn hyn fe fydden i'n trafod profiadau personol y dysgwyr a'u teimladau hwythau mewn sefyllfaoedd tebyg i'r aderyn mawr.
I gloi, trafod datganiadau Yr Hyn sy'n bwysig o fewn Maes Iechyd a Lles.