Nanna Ryder
Background
Following a career in primary education in rural schools in Ceredigion, Nanna joined UWTSD in 2008 as a lecturer in Education Studies and Social Inclusion. In 2010 she received a fellowship from the Coleg Cymraeg Cenedlaethol to develop Welsh-medium Additional Learning Needs (ALN) resources and in 2013 she was appointed as a senior lecturer with responsibility for leading ALN across the Initial Teacher Education courses. She is currently a senior lecturer at the Centre for Professional Learning and Leadership, director of the MA (Education) Wales programme, teaches undergraduate and postgraduate courses, supervises Master’s dissertations, and works on various research projects. In addition to her academic publications, Nanna has published a variety of Welsh-medium resources for learners with ALN. The topic of her current doctorate focuses on the emotional and social well-being of learners between the ages of 7 and 11 in the context of the Curriculum for Wales.
Specialist Subjects
- Additional Learning Needs
- Child Welfare
- Curriculum for Wales
Professional and/or Research Experience
2. In collaboration with the University of Glasgow and the Welsh Government, Nanna was a member of a research team looking at the development of the Curriculum for Wales in the following projects:
Camau: Health & Wellbeing Learning & Experience Area Leader (2017-2019) - https://athrofa.cymru/2018/06/01/learning-progression-for-wales/
Camau i'r Dyfodol: Senior researcher (2023-2025) - https://www.uwtsd.ac.uk/research/camau-ir-dyfodol
Qualifications
- BA
- MEd
- TAR (Primary)
- TAAU
- FHEA
Languages Spoken
Professional Membership or Roles
Academic Teaching
External Recognition or Rewards
PGCE Primary Course External Examiner, Cardiff Metropolitan University (2014-2019)
External Examiner of MA Primary Education, PGDE Primary, and PGDE STEM Courses, University of Glasgow (2024 - present)
Professional Publications
- Greenway, C., Ryder, N., & Eleri, S. (2025) 'From policy to practice: Education practitioners' engagement with Wales' framework on embedding a whole-school approach to emotional and mental health and well-being'. Pastoral Care in Education. pp. 1-17. h
- Ryder, N. (2024) ‘Y Gymraeg ac Anghenion Dysgu Ychwanegol (ADY) – ffordd bell i fynd!’, Gwerddon Fach. Ar gael yn: Y Gymraeg ac Anghenion Dysgu Ychwanegol (ADY) – ffordd bell i fynd! – Golwg360.
- Ryder, N., Greenway, C. & Eleri, S. (2024) ‘Adolygiad integredig o’r dull ysgol gyfan o gefnogi iechyd a lles emosiynol a meddyliol dysgwyr yng Nghymru’, Gwerddon, 38. Tt. 77-102. Ar gael yn: https://doi.org/10.61257/HEOY7439.
- Ryder, N. & Packer, Rh. (2024) ‘Cynefin and Wales: The key to the future of language and culture / Cynefin a Chymru: Yr allwedd i ddyfodol iaith a diwylliant’ BERA blog, 24 May. Available at/Ar gael yn: Cynefin and Wales: The key to the future of langu
- Greenway, C. & Ryder, N. (2022) ‘Inclusive Play’ yn ‘Introduction to Play’ Waters-Davies, J. (ed.). London: Sage.
- Ryder, N. (gol.) (2018) Cefnogi Pob Plentyn (e-lyfr). Caerfyrddin: Canolfan Peniarth/Coleg Cymraeg Cenedlaethol. Ar gael yn: https://adnoddau.s3.eu-west-2.amazonaws.com/pdfs/CefnogiPobPlentyn.pdf