en-gb	They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there.
cy-gb	Dylent alluogi’r dysgwyr i werthfawrogi ble maent arni yn eu dysgu, i ble mae angen iddynt fynd nesaf, a sut y byddant yn cyrraedd yno.

en-gb	Practitioners should support and challenge learners effectively to ensure they each make progress.
cy-gb	Dylai ymarferwyr gefnogi a herio dysgwyr yn effeithiol i sicrhau eu bod yn gwneud cynnydd.

en-gb	being clear about the intended learning and planning engaging learning experiences accordingly
cy-gb	fod yn glir ynghylch y dysgu a fwriedir a chynllunio profiadau dysgu sy’n ennyn diddordeb yn unol â hynny

en-gb	sharing intended learning appropriately with learners
cy-gb	rhannu dysgu a fwriedir â dysgwyr yn briodol

en-gb	evaluating learning, including through observation, questioning and discussion
cy-gb	gwerthuso dysgu, gan gynnwys drwy arsylwi, holi a thrafod

en-gb	providing relevant and focused feedback that actively engages learners, encourages them to take responsibility for their learning, and which moves their learning forward
cy-gb	rhoi adborth perthnasol a phenodol sy’n ennyn diddordeb dysgwyr, yn eu hannog i gymryd cyfrifoldeb am eu dysgu, ac yn symud eu dysgu yn ei flaen

en-gb	encouraging learners to reflect on their progress and, where appropriate, to consider how they have developed, what learning processes that they have undertaken and what they have achieved
cy-gb	annog dysgwyr i fyfyrio ar eu cynnydd a, lle bo’n briodol, eu hannog i ystyried sut y maent wedi datblygu, pa brosesau dysgu y maent wedi manteisio arnynt, a’r hyn y maent wedi’i gyflawni

en-gb	providing opportunities for learners to engage in assessing their own work and that of their peers, and supporting them to develop the relevant skills to do this effectively
cy-gb	darparu cyfleoedd i ddysgwyr gymryd rhan mewn asesu eu gwaith eu hunain a gwaith eu cyfoedion, a’u cefnogi i ddatblygu’r sgiliau perthnasol i wneud hyn yn effeithiol

en-gb	developing learners’ skills in making effective use of feedback to move their learning forward
cy-gb	datblygu sgiliau dysgwyr o ran gwneud defnydd effeithiol o adborth i symud eu dysgu yn ei flaen

en-gb	involving parents/carers in learner development and progression, with the learner’s involvement in this dialogue increasing over time
cy-gb	cynnwys rhieni/gofalwyr yn natblygiad a chynnydd dysgwr, gan gynnwys y dysgwr yn y ddeialog hon fwyfwy dros amser

en-gb	engaging in dialogue with leaders and fellow practitioners to ensure they have a clear picture of the progress being made within their school
cy-gb	cymryd rhan mewn deialog gydag arweinwyr a chyd-ymarferwyr i sicrhau bod ganddynt ddarlun clir o’r cynnydd sy’n cael ei wneud o fewn eu hysgol

en-gb	identifying any additional challenge or support learners may require, engaging with external partners where necessary.
cy-gb	nodi unrhyw her ychwanegol neu gymorth y gall dysgwyr fod eu hangen, gan ymgysylltu â phartneriaid allanol lle bo angen.

en-gb	Learners
cy-gb	Dysgwyr

en-gb	The role of the learner is to contribute and participate in the learning process, in a way that is appropriate to their age and stage of development.
cy-gb	Rôl dysgwyr yw cyfrannu at y broses ddysgu a chymryd rhan ynddi, mewn ffordd sy’n briodol i’w hoedran a’u cyfnod datblygu.

en-gb	This will help them to develop knowledge, skills and understanding, and apply them in different contexts.
cy-gb	Bydd hyn yn eu helpu i ddatblygu gwybodaeth, sgiliau a dealltwriaeth, a’u cymhwyso mewn gwahanol gyd-destunau.

en-gb	As they make progress along the continuum and with increasing independence learners should be supported and encouraged to:
cy-gb	Wrth iddynt wneud cynnydd ar hyd y continwwm a chydag annibyniaeth gynyddol, dylai’r dysgwyr gael eu cefnogi a’u hannog i:

en-gb	understand where they are in their learning and where they need to go next
cy-gb	ddeall ble maent yn eu dysgu a ble mae angen iddynt fynd nesaf

en-gb	develop an understanding of how they will get there
cy-gb	datblygu dealltwriaeth o sut y byddant yn cyrraedd yno

en-gb	respond actively to feedback on their learning
cy-gb	ymateb yn weithredol i adborth ar eu dysgu

en-gb	review their progression in learning and articulate this both individually and with others
cy-gb	adolygu eu cynnydd dysgu, a chyfleu hyn yn unigol a chydag eraill

en-gb	reflect on their learning journey and develop responsibility for their own learning over time.
cy-gb	myfyrio ar eu taith ddysgu a datblygu cyfrifoldeb am eu dysgu eu hunain dros amser.

en-gb	Parents/carers and external partners
cy-gb	Rhieni/gofalwyr a phartneriaid allanol

en-gb	Parents/carers and external partners have an important role to play and schools should engage with them so that they can support learner progression in an appropriate way.
cy-gb	Mae gan rieni/gofalwyr a phartneriaid allanol rôl bwysig i’w chwarae a dylai ysgolion ymgysylltu â hwy er mwyn iddynt allu cefnogi cynnydd dysgwyr mewn ffordd briodol.

en-gb	Schools should encourage and enable parents/carers to:
cy-gb	Dylai ysgolion annog a galluogi rhieni/gofalwyr i:

en-gb	engage regularly with the school and its practitioners in order to understand and support their child’s progression in learning
cy-gb	ymgysylltu’n rheolaidd â’r ysgol a’i hymarferwyr er mwyn deall a chefnogi cynnydd eu plentyn yn ei ddysgu

en-gb	share relevant knowledge and understanding with the school and its practitioners, which will support their child’s learning and progression
cy-gb	rhannu gwybodaeth a dealltwriaeth berthnasol gyda’r ysgol a’i hymarferwyr, a fydd yn cefnogi dysgu a chynnydd eu plentyn

en-gb	respond actively to information provided about their child’s learning and, in collaboration with the school, plan ways of supporting that learning within and outside school.
cy-gb	ymateb yn weithredol i wybodaeth a ddarperir am ddysgu eu plentyn ac, mewn cydweithrediad â’r ysgol, gynllunio ffyrdd o gefnogi’r dysgu hwnnw o fewn a’r tu allan i’r ysgol.

en-gb	Schools should engage external partners to:
cy-gb	Dylai ysgolion ymgysylltu â phartneriaid allanol i:

en-gb	help practitioners assess and identify the needs of learners who may require additional support and then help them through the provision of advice and support – this may include specialist educational support and/or support from other agencies (e.g. health services)
cy-gb	helpu ymarferwyr i asesu a phennu anghenion dysgwyr y gall fod angen cymorth ychwanegol arnynt, ac yna eu helpu drwy ddarparu cyngor a chymorth – gall hyn gynnwys cymorth addysgol arbenigol a/neu gymorth gan asiantaethau eraill (e.e. gwasanaethau iechyd)

en-gb	provide information on learning progression that has taken place and been assessed in other contexts (e.g. for learners in joint placements between a school and another setting).
cy-gb	darparu gwybodaeth am gynnydd dysgu sydd wedi digwydd, ac sydd wedi cael eu hasesu, mewn cyd-destunau eraill (e.e. ar gyfer dysgwyr mewn cynlluniau ar y cyd rhwng ysgol a lleoliad arall).

en-gb	Evaluation and improvement arrangements and assessment
cy-gb	Trefniadau gwerthuso a gwella ac asesu

en-gb	This guidance is about assessment, which is focused on learner progression.
cy-gb	Mae’r canllawiau hyn yn ymwneud ag asesu, sy’n canolbwyntio ar gynnydd dysgwyr.

en-gb	Evaluation and improvement arrangements within the education system are separate but can influence how assessment is perceived and how it is undertaken.
cy-gb	Mae trefniadau gwerthuso a gwella o fewn y system addysg ar wahân, ond gallant ddylanwadu ar y  canfyddiad a geir o asesu, a sut y caiff ei gyflawni.

en-gb	We are therefore changing our evaluation and improvement arrangements so that they support the realisation of Curriculum for Wales.
cy-gb	Felly, rydym yn newid ein trefniadau gwerthuso a gwella fel eu bod yn cefnogi’r broses o wireddu’r Cwricwlwm i Gymru.

en-gb	The new evaluation and improvement arrangements aim to drive behaviours which positively support and enable our vision for curriculum and assessment as part of a self-improving system.
cy-gb	Nod y trefniadau gwerthuso a gwella newydd yw ysgogi ymddygiad sy’n ategu ac yn galluogi ein gweledigaeth ar gyfer y cwricwlwm ac asesu fel rhan o system sy’n gwella ei hun.

en-gb	Practitioners and school leaders should have the confidence to learn and improve their practice continually.
cy-gb	Dylai ymarferwyr ac arweinwyr ysgolion fod â’r hyder i ddysgu a gwella eu harferion yn barhaus.

en-gb	This will enable them to thrive in a supportive and collaborative environment that will raise standards and ensure every young person can fulfil their potential.
cy-gb	Bydd hyn yn eu galluogi i ffynnu mewn amgylchedd cefnogol a chydweithredol a fydd yn codi safonau ac yn sicrhau bod pob person ifanc yn gallu cyflawni ei botensial.

en-gb	At the heart of the evaluation and improvement arrangements is effective self-evaluation.
cy-gb	Wrth wraidd y trefniadau gwerthuso a gwella mae hunanwerthuso effeithiol.

en-gb	This makes a vital contribution to raising the quality of education and standards of achievement.
cy-gb	Mae hyn yn gwneud cyfraniad hollbwysig at wella ansawdd addysg a safonau cyflawniad.

en-gb	To support this, we are continuing to work with key stakeholders to further develop and refine a National Evaluation and Improvement Resource (NEIR) which aims to bring national consistency to self-evaluation across Wales.
cy-gb	Er mwyn cefnogi hyn, rydym yn parhau i weithio gyda rhanddeiliaid allweddol i ddatblygu a mireinio ymhellach yr Adnodd Gwerthuso a Gwella Cenedlaethol sy’n anelu at sicrhau cysondeb cenedlaethol o ran hunanwerthuso ledled Cymru.

en-gb	It will draw best practice from across the education sector and be of value and practical use to schools in support of their approaches to self-evaluation.
cy-gb	Bydd yn tynnu’r arferion gorau o bob rhan o’r sector addysg a bydd o werth, ac yn ddefnyddiol yn ymarferol, i ysgolion i gefnogi eu dulliau hunanwerthuso.

en-gb	It will promote a culture of professional reflection, dialogue and learning, and will have a role in building capacity across the system to support the reform journey.
cy-gb	Bydd yn hyrwyddo diwylliant o fyfyrio, deialog a dysgu proffesiynol, a bydd rôl iddo o ran meithrin gallu ar draws y system i gefnogi’r daith ddiwygio.

en-gb	Self-evaluation will encourage schools to reflect on their approaches to planning, developing and implementing their curriculum and assessment arrangements.
cy-gb	Bydd hunanwerthuso yn annog ysgolion i fyfyrio ar eu dulliau o gynllunio, datblygu a gweithredu eu cwricwlwm a’u trefniadau asesu.

en-gb	It will enable schools to further develop learning and teaching to ensure they are effective in supporting learner progression.
cy-gb	Bydd yn galluogi ysgolion i ddatblygu’r dysgu a’r addysgu ymhellach i sicrhau eu bod yn effeithiol o ran cefnogi cynnydd dysgwyr.

en-gb	These developments, in turn, will then be reflected in daily practice.
cy-gb	Bydd y datblygiadau hyn, yn eu tro, yn cael eu hadlewyrchu mewn arferion dyddiol.

en-gb	More information on proposals for how schools should be held to account can be found online at gov.wales/school-evaluation-and-improvement-accountability-arrangements .
cy-gb	Ceir rhagor o wybodaeth am gynigion ar gyfer sut y dylid dal ysgolion i gyfrif ar-lein yn llyw.cymru/trefniadau-gwerthuso-gwella-ysgolion-atebolrwydd .

en-gb	School target-setting
cy-gb	Gosod targedau ysgol

en-gb	School targets should stem from the ongoing evaluation of a wide range of information and the work of the school as a whole, reflecting strengths and areas for improvement, focusing resources on raising outcomes for learners, and supporting progress for all learners.
cy-gb	Dylai targedau ysgol ddeillio o werthusiad parhaus o ystod eang o wybodaeth a gwaith yr ysgol gyfan, gan adlewyrchu cryfderau a meysydd i’w gwella, a chan ganolbwyntio  adnoddau ar godi deilliannau i ddysgwyr, a chefnogi cynnydd pob dysgwr.

en-gb	The Welsh Government has been clear in its expectation that school targets should only be used to support self-evaluation and improvement planning at a school level.
cy-gb	Mae Llywodraeth Cymru wedi nodi’n glir ei disgwyliad mai dim ond i gefnogi hunanwerthuso a chynllunio gwelliant ar lefel ysgol y dylid defnyddio targedau ysgol.

en-gb	They should not be aggregated up to a local authority or regional measure of performance that is then used to hold schools to account.
cy-gb	Ni ddylid eu hystyried yn fesur perfformiad, ar lefel awdurdod lleol na rhanbarthol, i’w ddefnyddio wedyn i ddwyn ysgolion i gyfrif.

en-gb	Nor should they be used to draw comparisons between schools; in fact, to do so would be counterintuitive to a self-improving system.
cy-gb	Ni ddylent ychwaith gael eu defnyddio i dynnu cymariaethau rhwng ysgolion; mewn gwirionedd, byddai gwneud hynny’n wrthreddfol  i system sy’n gwella ei hun.

en-gb	While self-evaluation and target setting within a school may consider information gathered through individual learner assessment, these activities should not be conflated with external accountability at local authority, regional or national level.
cy-gb	Er y gellir ystyried gwybodaeth a gesglir drwy asesiadau dysgwyr unigol wrth hunanwerthuso a gosod targedau o fewn ysgol, ni ddylai’r gweithgareddau hyn gael eu cyfuno ag atebolrwydd allanol ar lefel awdurdod lleol, rhanbarthol na chenedlaethol.

en-gb	More information on proposals for how schools should be held to account can be found online at gov.wales/regulations-governing-school-level-performance-and-absence-targets .
cy-gb	Ceir rhagor o wybodaeth am gynigion ar gyfer sut y dylid dal ysgolion i gyfrif ar-lein yn llyw.cymru/rheoliadau-syn-ymdrin-pherfformiad-thargedau-absenoldeb-ar-lefel-ysgol . 

en-gb	Planning for assessment within a school curriculum
cy-gb	Cynllunio ar gyfer asesu o fewn cwricwlwm ysgol

en-gb	The principles of progression and the descriptions of learning, articulated in Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment being an integral part of both.
cy-gb	Bwriedir i’r egwyddorion cynnydd a’r disgrifiadau dysgu, a fynegir yng nghanllawiau Cwricwlwm i Gymru, arwain y broses o gynllunio’r cwricwlwm a dysgu ac addysgu, gydag asesu’n rhan annatod o’r ddau.

en-gb	Assessment arrangements at a school level are a matter for each school to determine as part of designing their own curriculum.
cy-gb	Mae trefniadau asesu ar lefel ysgol yn fater i bob ysgol ei benderfynu fel rhan o’r cynllunio ar gyfer ei gwricwlwm ei hun.

en-gb	This should be appropriate for the needs of all their learners.
cy-gb	Dylai hyn fod yn briodol ar gyfer anghenion holl ddysgwyr yr ysgol.

en-gb	Within each school’s curriculum, assessment arrangements will need to be designed, planned and delivered in accordance with the following.
cy-gb	O fewn cwricwlwm pob ysgol, bydd angen cynllunio a darparu trefniadau asesu yn unol â’r canlynol .

en-gb	Statutory requirements  – These are the legal duties which must be undertaken by law.
cy-gb	Gofynion statudol  – Dyma’r dyletswyddau cyfreithiol mae’n rhaid eu cyflawni yn ôl y gyfraith.

en-gb	The proposed duties for schools are set out in ‘The law’ section of Curriculum for Wales guidance (at hwb.gov.wales/curriculum-for-wales/summary-of-legislation ).
cy-gb	Mae’r dyletswyddau arfaethedig ar gyfer ysgolion wedi’u nodi yn adran ‘Y gyfraith’ yng nghanllawiau Cwricwlwm i Gymru ( hwb.llyw.cymru/cwricwlwm-i-gymru/crynodeb-o-ddeddwriaeth ).

en-gb	Statutory guidance, including the key principles of assessment (as outlined in this guidance)  – These are the elements which headteachers and governing bodies must have regard to when planning for learning at both school level and classroom level.
cy-gb	Canllawiau statudol, gan gynnwys egwyddorion allweddol asesu (fel y’u hamlinellir yn y canllawiau hyn)  – Dyma’r elfennau y mae’n rhaid i brifathrawon a chyrff llywodraethu eu hystyried wrth gynllunio ar gyfer dysgu ar lefel ysgol ac yn yr ystafell ddosbarth.

en-gb	School design  – These are the elements that each school may choose to develop and implement to support assessment, in addition to the above.
cy-gb	Cynlluniau’r ysgol  – Dyma’r elfennau y gall pob ysgol ddewis eu datblygu a’u gweithredu i gefnogi asesu, yn ogystal â’r uchod.

en-gb	As part of this, schools should consider taking forward collaborative approaches through participation in clusters and wider networks.
cy-gb	Fel rhan o hyn, dylai ysgolion ystyried datblygu dulliau cydweithredol drwy gymryd rhan mewn clystyrau a rhwydweithiau ehangach.

en-gb	Individual learner needs  – These are the elements which a school may choose to implement to support the needs of individual learners in order to provide additional challenge or support.
cy-gb	Anghenion dysgwyr unigol  – Dyma’r elfennau y gall ysgol ddewis eu gweithredu i gefnogi anghenion dysgwyr unigol er mwyn darparu her neu gefnogaeth ychwanegol.

en-gb	There are a number of fundamental matters that schools should consider when designing their curriculum and providing learning experiences in the classroom.
cy-gb	Mae nifer o faterion sylfaenol y dylai ysgolion eu hystyried wrth gynllunio eu cwricwlwm a darparu profiadau dysgu yn yr ystafell ddosbarth.

en-gb	These are as follows.
cy-gb	Mae’r rhain fel a ganlyn.

en-gb	Breadth and depth
cy-gb	Ehangder a dyfnder

en-gb	Assessment should be an ongoing process that is embedded within day-to-day practice and is fundamental to the learning process.
cy-gb	Dylai asesu fod yn broses barhaus sy’n rhan annatod o arferion dyddiol ac sy’n hanfodol i’r broses ddysgu.

en-gb	Progression in learning is a process of increasing sophistication, rather than being about a body of content to be covered.
cy-gb	Mae cynnydd mewn dysgu yn broses o ddatblygu’n fwyfwy soffistigedig, yn hytrach na’n gorff o gynnwys i’w astudio.

en-gb	Progression is not linear and different learners are likely to progress in markedly different ways.
cy-gb	Nid yw cynnydd yn llinol ac mae dysgwyr gwahanol yn debygol o symud ymlaen a gwneud cynnydd mewn ffyrdd gwahanol iawn.

en-gb	Assessment, built into the school curriculum, should recognise this and allow for a variety of diversions, stops and spurts in a learner’s journey.
cy-gb	Dylai asesu, sy’n rhan o gwricwlwm yr ysgol, gydnabod hyn a chaniatáu gwyro, stopio a chyflymu yn nhaith y dysgwr.

en-gb	Learners should be assessed in relation to the school curriculum, which will have been designed to reflect the national principles of progression, drawing on the descriptions of learning.
cy-gb	Dylai dysgwyr gael eu hasesu mewn perthynas â chwricwlwm yr ysgol, a fydd wedi’i gynllunio i adlewyrchu egwyddorion cenedlaethol cynnydd, gan ddefnyddio’r disgrifiadau dysgu.

en-gb	Practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school curriculum.
cy-gb	Dylai ymarferwyr asesu pob dysgwr ar draws y continwwm 3 i 16 yn seiliedig ar y cynnydd a fynegir yn eu cwricwlwm ysgol.

en-gb	In doing so, they should take into account the diverse needs of individual learners.
cy-gb	Wrth wneud hynny, dylent ystyried anghenion amrywiol dysgwyr unigol.

en-gb	Schools should not undertake specific assessment activities at each progression step to make a judgement about a learner’s progression at a set age or point in time.
cy-gb	Ni ddylai ysgolion ymgymryd â gweithgareddau asesu penodol ym mhob cam cynnydd i lunio barn am gynnydd dysgwr ar adeg neu oedran penodol.

en-gb	The purpose of the descriptions of learning is to provide guidance on the pace of progression in order to support practitioners and inform curriculum design and learning and teaching.
cy-gb	Diben y disgrifiadau dysgu yw darparu arweiniad ar gyflymder cynnydd er mwyn cefnogi ymarferwyr a llywio’r gwaith o gynllunio’r cwricwlwm a dysgu ac addysgu.

en-gb	They are not a series of criteria to be directly assessed against, nor can they be met with single assessment tasks.
cy-gb	Nid cyfres o feini prawf ydynt i’w hasesu’n uniongyrchol yn eu herbyn, ac ni ellir ychwaith eu bodloni gyda thasgau asesu unigol.

en-gb	As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitude and approach to learning is, in order to support their continued progress and to foster commitment to their learning.
cy-gb	Fel rhan o’r broses ddysgu, dylai ymarferwyr a dysgwyr ddatblygu dealltwriaeth o sut mae pob dysgwr yn dysgu a beth yw ei agwedd a’i ddull o ddysgu, er mwyn cefnogi ei gynnydd parhaus a meithrin ymrwymiad i’w ddysgu.

en-gb	Approach
cy-gb	Dull

en-gb	When a learner enters a school at any point, the school should ensure they understand where they are in their learning and the progression they have made to date.
cy-gb	Pan fydd dysgwr yn dechrau mewn ysgol ar unrhyw adeg, dylai’r ysgol sicrhau ei bod yn deall ble mae’r dysgwr arni yn ei ddysgu a’r cynnydd y mae wedi’i wneud hyd yma.

en-gb	This understanding should be used to identify the learner’s starting point and how the school can best move learning forward.
cy-gb	Dylid defnyddio’r ddealltwriaeth hon i nodi man cychwyn y dysgwr a’r ffordd orau i’r ysgol symud y dysgu yn ei flaen.

en-gb	Practitioners should take account of information provided by those who have previously supported the education of the learner.
cy-gb	Dylai ymarferwyr roi ystyriaeth i’r wybodaeth a ddarperir gan ymarferwyr sydd wedi cefnogi addysg y dysgwr yn y gorffennol.

en-gb	Assessment is key to supporting ‘deep’ learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning.
cy-gb	Mae asesu yn allweddol i gefnogi dysgu dwfn a dylid ei ddefnyddio i nodi a oes angen i ddysgwr atgyfnerthu dysgu, a oes angen cymorth pellach a/neu a all y dysgwr symud ymlaen i’r camau dysgu nesaf.

en-gb	Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences.
cy-gb	Dylid defnyddio asesu arsylwadol a dylai ymarferwyr chwilio am dystiolaeth o ‘ddysgu wedi’i wreiddio’ i asesu’r hyn y gall dysgwr ei wneud yn gyson ac yn annibynnol mewn ystod o brofiadau dysgu.

en-gb	This should be informed by a good understanding of child development.
cy-gb	Dylid seilio hyn ar ddealltwriaeth dda o ddatblygiad plant.

en-gb	As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process.
cy-gb	Wrth i ddysgwyr wneud cynnydd ar hyd y continwwm 3 i 16, dylent ymwneud yn fwy uniongyrchol â’r broses asesu.

en-gb	Practitioners should provide opportunities for learners to undertake peer-assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner.
cy-gb	Dylai ymarferwyr ddarparu cyfleoedd i ddysgwyr asesu cyfoedion a hunanasesu, gan eu cefnogi i ddatblygu’r sgiliau hyn mewn ffordd sy’n briodol i gam datblygiadol pob dysgwr.

en-gb	Schools should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum.
cy-gb	Dylai ysgolion gynllunio ystod o ddulliau a thechnegau asesu sy’n addas i’r diben ac sy’n cefnogi cynnydd ar draws y cwricwlwm cyfan.

en-gb	Some of these may be distinctive to individual areas of learning and experience, some may apply across more than one area, and others may be specific to learners with additional needs.
cy-gb	Gall rhai o’r rhain fod yn benodol i feysydd dysgu a phrofiad unigol, gall rhai fod yn berthnasol i fwy nag un Maes, a gall eraill fod yn benodol ar gyfer dysgwyr sydd ag anghenion dysgu ychwanegol (ADY).

en-gb	Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner.
cy-gb	Dylid dewis dulliau a thechnegau asesu, a’u haddasu lle bo’n briodol, yn unol ag anghenion y dysgwr.

en-gb	This should take into account the developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability.
cy-gb	Dylai hyn ystyried y cam datblygiadol ac unrhyw rwystrau i ddysgu, gan sicrhau bod pob dysgwr yn gallu dangos cynnydd yn unol â’i allu unigol.

en-gb	Statutory online personalised assessments are designed to help the practitioner and learner understand how a learner’s reading and numeracy skills are developing and what the next steps should be.
cy-gb	Mae asesiadau personol ar-lein statudol wedi’u cynllunio i helpu’r ymarferydd a’r dysgwr i ddeall sut mae sgiliau darllen a rhifedd dysgwr yn datblygu, a beth ddylai’r camau nesaf fod.

en-gb	Online personalised assessments are designed to support learning and teaching and are not to be used for the purpose of external accountability.
cy-gb	Cynllunnir asesiadau personol ar-lein i gefnogi dysgu ac addysgu ac ni ddylent gael eu defnyddio at ddibenion atebolrwydd allanol.

en-gb	Recording learner progress
cy-gb	Cofnodi cynnydd dysgwyr

en-gb	When designing their curriculum, schools should consider what assessment information needs to be gathered and recorded in order to gauge progress in learning, along with when this should take place and in what level of detail.
cy-gb	Wrth gynllunio eu cwricwlwm, dylai ysgolion ystyried pa wybodaeth asesu y mae angen ei chasglu a’i chofnodi er mwyn mesur cynnydd mewn dysgu, ynghyd â phryd y dylid gwneud hyn ac ym mha lefel o fanylder.

en-gb	Headteachers should ensure that the information gathered on learner progression is proportionate and is only used within the school to directly support learner progression and inform teaching.
cy-gb	Dylai penaethiaid sicrhau bod yr wybodaeth a gesglir am gynnydd dysgwyr yn gyfrannol a dylai’r wybodaeth ond gael ei defnyddio yn yr ysgol i gefnogi cynnydd y dysgwyr a llywio’r addysgu yn uniongyrchol.

en-gb	It should not be used for the purposes of external accountability.
cy-gb	Ni ddylid ei defnyddio at ddibenion atebolrwydd allanol.

en-gb	It may be drawn upon to:
cy-gb	Gellir ei ddefnyddio i:

en-gb	inform communications and engagement activity with parents/carers
cy-gb	lywio gweithgarwch cyfathrebu ac ymgysylltu â rhieni/gofalwyr

en-gb	support the transition of learners along the 3 to 16 continuum
cy-gb	cefnogi’r broses o gefnogi taith dysgwyr ar hyd y continwwm 3 i 16

en-gb	help practitioners and leaders develop their understanding of progression
cy-gb	helpu ymarferwyr ac arweinwyr i ddatblygu eu dealltwriaeth o gynnydd

en-gb	inform curriculum development and inform future learning and teaching
cy-gb	llywio datblygiad y cwricwlwm a llywio dysgu ac addysgu at y dyfodol

en-gb	identify where improvement and support are needed as part of the school’s self-evaluation process.
cy-gb	nodi ble mae angen gwella a ble mae angen cymorth fel rhan o broses hunanwerthuso’r ysgol.

en-gb	Developing a shared understanding of progression within and across schools
cy-gb	Datblygu dealltwriaeth gyffredin o gynnydd o fewn ac ar draws ysgolion

en-gb	Progression is a fundamental aspect upon which school curricula, and therefore assessment arrangements, are designed and planned.
cy-gb	Mae cynnydd yn agwedd sylfaenol ar gynllunio cwricwlwm ysgol, ac felly’r trefniadau asesu.

en-gb	To deliver equity for learners across Wales, it is essential that there is a shared understanding of progression, including expectations around what progression may look like and the pace at which learners may progress.
cy-gb	Er mwyn sicrhau cydraddoldeb a thegwch i ddysgwyr ledled Cymru, mae’n hanfodol sicrhau dealltwriaeth gyffredin o gynnydd, gan gynnwys y disgwyliadau o ran y math o gynnydd, a pha mor gyflym y gall dysgwyr symud ymlaen.

en-gb	This shared understanding should be developed through both professional learning and as an ongoing process both within and across schools, of which professional dialogue is a fundamental aspect.
cy-gb	Dylid datblygu’r gyd-ddealltwriaeth hon trwy ddysgu proffesiynol ac fel proses barhaus o fewn ac ar draws ysgolion – ac mae deialog broffesiynol yn agwedd sylfaenol ar hyn.

en-gb	Professional dialogue for this purpose provides opportunities for leaders and practitioners to share and reflect on the impact of their school curriculum, their experiences of the learning process and of supporting all learners to progress.
cy-gb	Mae deialog broffesiynol i’r diben hwn yn rhoi cyfleoedd i arweinwyr ac ymarferwyr rannu a myfyrio ar effaith eu cwricwlwm ysgol, eu profiadau o’r broses ddysgu ac o gefnogi  pob dysgwr i wneud cynnydd.

en-gb	This enables them to learn from each other and support a process of continuous improvement.
cy-gb	Mae hyn yn eu galluogi i ddysgu oddi wrth ei gilydd ac i gefnogi proses o welliant parhaus.

en-gb	This forms part of, and builds upon, the interactions which take place on a daily basis as part of learning and teaching, e.g. learner to learner, learner to practitioner and practitioner to leader.
cy-gb	Mae hyn yn rhan o’r rhyngweithio sy’n digwydd bob dydd fel rhan o’r dysgu a’r addysgu, ac mae’n adeiladu ar y rhyngweithiadau hynny, e.e. dysgwr i ddysgwr, dysgwr i ymarferydd ac ymarferydd i arweinydd.

en-gb	It will help leaders and practitioners  to understand the impact that learning and teaching  has upon all those involved .
cy-gb	Bydd yn helpu arweinwyr ac ymarferwyr i ddeall yr effaith y mae dysgu ac addysgu yn ei chael ar bawb sy’n gysylltiedig.

en-gb	During the process of developing a shared understanding of progression, leaders and practitioners should consider:
cy-gb	Yn ystod y broses o ddatblygu dealltwriaeth gyffredin o gynnydd, dylai arweinwyr ac ymarferwyr ystyried:

en-gb	how their school has designed its curriculum and assessment arrangements to reflect the principles of progression, guided by the descriptions of learning
cy-gb	sut mae eu hysgol wedi cynllunio ei chwricwlwm a’i threfniadau asesu i adlewyrchu’r egwyddorion cynnydd, gydag arweiniad gan y disgrifiadau dysgu

en-gb	the impact this has had upon teaching
cy-gb	yr effaith a gafodd hyn ar addysgu

en-gb	the impact this has had upon individual learners and how this is demonstrated in their progression and the outcomes of their learning
cy-gb	yr effaith a gafodd hyn ar ddysgwyr unigol a sut y dangosir hyn yn eu cynnydd a’u deilliannau dysgu

en-gb	the process of learning, i.e. how their learners are learning.
cy-gb	y broses ddysgu, h.y. sut mae eu dysgwyr yn dysgu.

en-gb	The insight and understanding gained as a result of this professional dialogue should inform each school’s self-evaluation process, helping define future priorities for leadership, curriculum design and learning and teaching.
cy-gb	Dylai’r mewnwelediad a’r ddealltwriaeth a geir o ganlyniad i’r ddeialog broffesiynol hon lywio proses hunanwerthuso pob ysgol, gan helpu i ddiffinio blaenoriaethau’r dyfodol ar gyfer arweinyddiaeth, cynllunio’r cwricwlwm a dysgu ac addysgu.

en-gb	Professional dialogue within a school
cy-gb	Deialog broffesiynol o fewn ysgol

en-gb	Schools must develop and embed a process and structures that enable the staff within their school to develop a shared understanding of progression as articulated in the principles of progression, drawing on the descriptions of learning and broader Curriculum for Wales guidance.
cy-gb	Rhaid i ysgolion ddatblygu a sefydlu proses a strwythurau sy’n galluogi’r staff yn eu hysgol i ddatblygu dealltwriaeth gyffredin o gynnydd fel y’i mynegir yn yr egwyddorion cynnydd, gan ddefnyddio’r disgrifiadau dysgu a chanllawiau eraill Cwricwlwm i Gymru.

en-gb	As part of this, schools should ensure that all practitioners have the opportunity to take part in professional dialogue for this purpose within their school.
cy-gb	Fel rhan o hyn, dylai ysgolion sicrhau bod pob ymarferydd yn cael y cyfle i gymryd rhan mewn deialog broffesiynol o fewn eu hysgol i’r diben hwn.

en-gb	This process should also ensure that this understanding is reflected in the development and refinement of both the school curriculum and daily practice.
cy-gb	Dylai’r broses hon hefyd sicrhau bod y ddealltwriaeth hon yn cael ei hadlewyrchu wrth ddatblygu a mireinio cwricwlwm yr ysgol ac arferion dyddiol.

en-gb	This should be an ongoing process that takes account of the full breadth of the school curriculum.
cy-gb	Dylai hon fod yn broses barhaus sydd yn rhoi ystyriaeth i’r cwricwlwm ysgol yn ei gyfanrwydd.

en-gb	Professional dialogue between schools
cy-gb	Deialog broffesiynol rhwng ysgolion

en-gb	Professional dialogue between schools for the purpose of developing a shared understanding of progression should also be a continuous process that takes account of the full breadth of the curriculum.
cy-gb	Dylai deialog broffesiynol rhwng ysgolion er mwyn datblygu dealltwriaeth gyffredin o gynnydd hefyd fod yn broses barhaus sy’n rhoi ystyriaeth i’r cwricwlwm cyfan.

en-gb	It should build upon the professional dialogue that has taken place within schools, and should enable schools to learn from each other.
cy-gb	Dylai adeiladu ar y ddeialog broffesiynol sydd wedi digwydd mewn ysgolion, a dylai alluogi ysgolion i ddysgu oddi wrth ei gilydd.

en-gb	Schools must work with their cluster to put appropriate arrangements and processes in place to support this, with each school participating on an equal basis.
cy-gb	Rhaid i ysgolion weithio gyda’u clwstwr i roi trefniadau a phrosesau priodol ar waith i gefnogi hyn, gyda phob ysgol yn cymryd rhan yn gyfartal.

en-gb	The cluster should work together to establish the most effective ways of working.
cy-gb	Dylai ysgolion y clwstwr weithio gyda’i gilydd i sefydlu’r ffyrdd mwyaf effeithiol o weithio.

en-gb	Schools should belong to at least one other group in addition to their cluster, for the purpose of developing a shared understanding of progression.
cy-gb	Dylai ysgolion berthyn i o leiaf un grŵp arall yn ogystal â’u clwstwr, at ddibenion datblygu dealltwriaeth gyffredin o gynnydd.

en-gb	Secondary schools are expected to ensure they are a member of a group which has at least one other secondary school in its membership.
cy-gb	Disgwylir i ysgolion uwchradd sicrhau eu bod yn aelod o grŵp sydd ag o leiaf un ysgol uwchradd arall ynddo.

en-gb	This is to support greater consistency in the understanding of progression across the latter part of the learning continuum and ensure schools are involved in meaningful discussions that cover the full breadth of the 3 to 16 continuum.
cy-gb	Mae hyn er mwyn cael mwy o gysondeb yn y ddealltwriaeth o gynnydd ar draws rhan olaf y continwwm dysgu a sicrhau bod ysgolion yn cymryd rhan mewn trafodaethau ystyrlon sy’n cwmpasu holl ystod y continwwm 3 i 16.

en-gb	Professional dialogue involving funded non-maintained settings
cy-gb	Deialog broffesiynol yn cynnwys lleoliadau a ariennir nas cynhelir

en-gb	Schools should encourage providers of funded non-maintained nursery education to become members of a group whose remit is to develop a shared understanding of progression and to participate in the professional dialogue that takes place as part of this process.
cy-gb	Dylai ysgolion annog darparwyr addysg feithrin a ariennir nas cynhelir i ddod yn aelodau o grŵp sydd â chylch gwaith i ddatblygu dealltwriaeth gyffredin o gynnydd ac i gymryd rhan yn y ddeialog broffesiynol sy’n digwydd fel rhan o’r broses hon.

en-gb	This will help both settings and schools to understand learner progression across the full 3 to 16 continuum in a way that is appropriate to learners at all stages of development.
cy-gb	Bydd hyn yn helpu lleoliadau ac ysgolion i ddeall cynnydd dysgwyr ar draws y continwwm 3 i 16 cyfan mewn ffordd sy’n briodol i ddysgwyr ar bob cam o’u datblygiad.

en-gb	Inputs to support professional dialogue
cy-gb	Mewnbynnau i gefnogi deialog broffesiynol

en-gb	Professional dialogue for the purpose of developing a shared understanding of progression may consider the following inputs.
cy-gb	Gall deialog broffesiynol at ddibenion datblygu dealltwriaeth gyffredin o gynnydd ystyried y mewnbynnau canlynol.

en-gb	Examples of school curriculum.
cy-gb	Enghreifftiau o gwricwlwm yr ysgol.

en-gb	Examples of classroom planning.
cy-gb	Enghreifftiau o gynllunio dosbarth.

en-gb	Examples of learning and teaching activities.
cy-gb	Enghreifftiau o weithgareddau dysgu ac addysgu.

en-gb	Examples of learning – both processes and outcomes.
cy-gb	Enghreifftiau o ddysgu – y prosesau a’r deilliannau.

en-gb	Examples of additional support provided.
cy-gb	Enghreifftiau o gymorth ychwanegol a ddarperir.

en-gb	Examples should not be produced specifically for this process.
cy-gb	Ni ddylid cynhyrchu enghreifftiau yn benodol ar gyfer y broses hon.

en-gb	Learner involvement
cy-gb	Cynnwys y dysgwr

en-gb	Learners should have an input to the process, where possible, by providing evidence of their progression and self-reflection.
cy-gb	Dylai dysgwyr gael mewnbwn i’r broses ddeialog broffesiynol, lle bo’n bosibl, drwy ddarparu tystiolaeth o’u cynnydd a’u hunanfyfyrio.

en-gb	Input should be sought from a range of learners and their individual learning progression.
cy-gb	Dylid ceisio mewnbwn gan ystod o ddysgwyr a’u cynnydd dysgu unigol.

en-gb	Outcomes
cy-gb	Deilliannau

en-gb	Schools should ensure that the outcomes of this process are considered as part of their ongoing self-evaluation process and are used to reflect upon their curriculum design and planning process.
cy-gb	Dylai ysgolion sicrhau bod deilliannau’r broses hon yn cael eu hystyried fel rhan o’u proses hunanwerthuso barhaus a’u bod yn cael eu defnyddio i fyfyrio ar eu proses o gynllunio’r cwricwlwm.

en-gb	Role of the local authority and regional consortia
cy-gb	Rôl yr awdurdod lleol a chonsortia rhanbarthol

en-gb	The local authority and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression.
cy-gb	Mae gan yr awdurdod lleol a chonsortia rhanbarthol rôl bwysig o ran sicrhau bod pob ymarferydd yn cael cyfle i gymryd rhan mewn deialog broffesiynol ystyrlon at ddibenion datblygu dealltwriaeth gyffredin o gynnydd.

en-gb	This role should be supportive, building upon the practices already established at school and cluster level, and should not be about external accountability.
cy-gb	Dylai’r rôl hon fod yn gefnogol, gan adeiladu ar yr arferion sydd eisoes wedi’u sefydlu ar lefel ysgol a chlwstwr, ac ni ddylai ymwneud ag atebolrwydd allanol.

en-gb	They will also have an important role in helping to identify and share good practice.
cy-gb	Bydd ganddynt hefyd rôl bwysig wrth helpu i nodi a rhannu arferion da.

en-gb	Transition along the 3 to 16 continuum
cy-gb	Cefnogi taith dysgwyr ar hyd y continwwm 3 i 16

en-gb	The learner should be at the centre of the transition process.
cy-gb	Dylai’r dysgwr fod yn ganolog i’r broses pontio.

en-gb	Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings.
cy-gb	Mae pontio effeithiol yn golygu cefnogi pob dysgwr ar hyd y continwwm dysgu, wrth iddynt symud rhwng gwahanol grwpiau, dosbarthiadau gwahanol, blynyddoedd gwahanol a lleoliadau gwahanol.

en-gb	Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning.
cy-gb	Dylai sicrhau lles pob dysgwr fod yn rhan bwysig ac annatod o’r broses, gan gydnabod anghenion unigolion, a chefnogi parhad a chynnydd yn eu dysgu.

en-gb	The understanding of each individual learner gained from assessment is essential in supporting this process.
cy-gb	Mae’r ddealltwriaeth a geir o bob dysgwr unigol drwy asesu yn hanfodol i gefnogi’r broses hon.

en-gb	Transition planning
cy-gb	Cynllunio pontio

en-gb	Headteachers and governing bodies should ensure that transition arrangements are considered when school curricula are designed and planned.
cy-gb	Dylai penaethiaid a chyrff llywodraethu sicrhau bod trefniadau pontio’n cael eu hystyried pan fydd cwricwla ysgol yn cael eu cynllunio.

en-gb	This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum.
cy-gb	Mae hyn yn cynnwys datblygu a sefydlu proses gadarn ac effeithiol ar gyfer cefnogi dysgwyr ar hyd y continwwm 3 i 16.

en-gb	This should be an ongoing process, which recognises the diverse needs of all learners and supports each individual in their learning journey.
cy-gb	Dylai hon fod yn broses barhaus, sy’n cydnabod anghenion amrywiol pob dysgwr ac sy’n cefnogi pob unigolyn yn ei daith ddysgu.

en-gb	In order to meet the needs of all learners within their cluster, schools must jointly plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents/carers.
cy-gb	Er mwyn diwallu anghenion pob dysgwr o fewn eu clwstwr, rhaid i ysgolion gynllunio ar y cyd i gefnogi cynnydd dysgwyr, gan ganolbwyntio ar gyfathrebu effeithiol rhwng ymarferwyr, dysgwyr a’u rhieni/gofalwyr.

en-gb	This should build upon any curriculum and assessment planning that takes place across the cluster.
cy-gb	Dylai hyn adeiladu ar unrhyw gynllunio ar gyfer cwricwlwm ac asesu sy’n digwydd ar draws y clwstwr.

en-gb	To support this process and ensure the well-being of learners:
cy-gb	I gefnogi’r broses hon a sicrhau lles dysgwyr:

en-gb	primary schools should engage with leaders of funded non-maintained settings
cy-gb	dylai ysgolion cynradd ymgysylltu ag arweinwyr lleoliadau a ariennir nas cynhelir

en-gb	primary and secondary schools should engage with each other
cy-gb	dylai ysgolion cynradd ac uwchradd ymgysylltu â’i gilydd

en-gb	primary and secondary schools should engage with leaders of PRUs.
cy-gb	dylai ysgolion cynradd ac uwchradd ymgysylltu ag arweinwyr unedau cyfeirio disgyblion.

en-gb	Secondary schools are also encouraged to engage with leaders of post-16 settings, e.g. further education institutions.
cy-gb	Anogir ysgolion uwchradd hefyd i ymgysylltu ag arweinwyr lleoliadau ôl-16, e.e. sefydliadau addysg bellach.

en-gb	Information shared as part of the transition process should focus on the overall needs and well-being of the learner.
cy-gb	Dylai gwybodaeth a rennir fel rhan o’r broses bontio ganolbwyntio ar anghenion a lles cyffredinol y dysgwr.

en-gb	In addition, a clear, holistic picture of the learner’s progression across the school curriculum should be provided to support their continuing journey along the continuum of learning.
cy-gb	Yn ogystal, dylid darparu darlun clir, holistaidd o gynnydd y dysgwr ar draws y cwricwlwm ysgol i gefnogi eu taith barhaus ar hyd y continwwm dysgu.

en-gb	This should be provided alongside the history of any additional challenge or support provided.
cy-gb	Dylid darparu hyn ar y cyd â hanes unrhyw her neu gymorth ychwanegol a ddarperir.

en-gb	Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, what their strengths and areas for development are, as well as to suggest potential next steps.
cy-gb	Dylai dysgwyr gael eu cynnwys yn y broses bontio er mwyn rhoi cipolwg ar yr hyn sy’n eu cymell, beth sy’n well ganyddynt, sut maent yn dysgu, pa rwystrau a all fod i’w dysgu, beth yw eu cryfderau a’r meysydd i’w datblygu, yn ogystal ag awgrymu camau nesaf posibl.

en-gb	Communicating and engaging with parents/carers
cy-gb	Cyfathrebu ac ymgysylltu â rhieni/gofalwyr

en-gb	Communicating effectively with parents/carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue.
cy-gb	Mae cyfathrebu’n effeithiol a pharhaus â rhieni/gofalwyr yn ffordd bwysig o feithrin perthnasoedd cadarnhaol er mwyn ymgysylltu a chynnal deialog bwrpasol ac ystyrlon.

en-gb	When undertaken well, this can help aid learner progression by helping parents/carers to understand how they can support learning within and outside the school environment.
cy-gb	O’u gwneud yn dda, gall yr ymgysylltiadau hyn helpu i gynorthwyo cynnydd dysgwyr drwy helpu rhieni/gofalwyr i ddeall sut y gallant gefnogi dysgu o fewn amgylchedd yr ysgol a’r tu allan iddo.

en-gb	Consideration should also be given to other people who are important for a learner, such as their advocate or social worker.
cy-gb	Dylid hefyd ystyried pobl eraill sy’n bwysig i ddysgwr, fel eu heiriolwr neu weithiwr cymdeithasol.

en-gb	Schools should develop and implement processes to support effective two-way communication and engagement with parents/carers.
cy-gb	Dylai ysgolion ddatblygu a gweithredu prosesau i gefnogi cyfathrebu effeithiol dwyffordd ac ymgysylltu â rhieni/gofalwyr.

en-gb	When developing these processes, consideration should be given to using a wide variety of different communication means, e.g. face-to-face, digital, written, etc.
cy-gb	Wrth ddatblygu’r prosesau hyn, dylid ystyried defnyddio amrywiaeth eang o ddulliau cyfathrebu gwahanol, e.e. wyneb yn wyneb, digidol, ysgrifenedig, ac ati.

en-gb	In terms of individual learner information, what should be shared with parents/carers, how and when during the school year is a decision for schools.
cy-gb	O ran gwybodaeth am ddysgwyr unigol, penderfyniad i ysgolion yw beth i’w rannu â rhieni/gofalwyr, a sut a phryd yn ystod y flwyddyn ysgol i wneud hynny.

en-gb	However, care should be taken to ensure that any information provided is done so in a timely, open and fair manner.
cy-gb	Fodd bynnag, dylid cymryd gofal i sicrhau bod unrhyw wybodaeth a ddarperir yn cael ei darparu mewn modd amserol, agored a theg.

en-gb	Information on any support, interventions or additional needs required for the learner’s development should also be shared.
cy-gb	Dylid hefyd rannu gwybodaeth am unrhyw gymorth, ymyriadau neu anghenion ychwanegol.

en-gb	Learner involvement
cy-gb	Cynnwys y dysgwyr

en-gb	Headteachers should ensure that learners are provided with opportunities to contribute to the communication process.
cy-gb	Dylai penaethiaid sicrhau bod dysgwyr yn cael cyfleoedd i gyfrannu at y broses gyfathrebu.

en-gb	Where possible, learners should be enabled to gather examples of their learning, articulate their own progress and achievements, and convey their aspirations and views on the next steps in their learning.
cy-gb	Lle bo’n bosibl, dylid galluogi dysgwyr i gasglu enghreifftiau o’u dysgu, mynegi eu cynnydd a’u cyflawniadau eu hunain, a chyfleu eu dyheadau a’u safbwyntiau ar y camau nesaf yn eu dysgu.

en-gb	Ideally this should be a three-way communication process between the learner, their parent(s)/carer(s) and practitioners.
cy-gb	Yn ddelfrydol, dylai hyn fod yn broses gyfathrebu tair ffordd rhwng y dysgwyr, eu rhiant(rhieni)/ gofalwr(gofalwyr) ac ymarferwyr.

en-gb	Additional learner plans
cy-gb	Cynlluniau ychwanegol dysgwyr

en-gb	Where a learner has an individual learning plan, including a formal individual development plan (IDP), the communication and engagement process should take this into account and ensure the parent/carer is aware of the plan, its contents and any additional support they may need to provide.
cy-gb	Os oes gan ddysgwr gynllun dysgu unigol, gan gynnwys cynllun datblygu unigol (CDU) ffurfiol, dylai’r broses gyfathrebu ac ymgysylltu ystyried hyn a sicrhau bod y rhieni/gofalwyr yn ymwybodol o’r cynllun, ei gynnwys ac unrhyw gymorth ychwanegol y gallai fod angen iddynt ei ddarparu.

en-gb	Formal IDPs should be created in collaboration with the learner and/or their parent(s)/carer(s).
cy-gb	Dylid creu CDU ffurfiol ar y cyd â’r dysgwr a/neu’r rhiant(rhieni)/gofalwr(gofalwyr).

en-gb	Reporting learner progression
cy-gb	Adrodd ar gynnydd dysgwyr

en-gb	As part of this communication and engagement process, schools must ensure they formally report to parents/carers at least once a year for all learners aged 3 to 16.
cy-gb	Fel rhan o’r broses gyfathrebu ac ymgysylltu hon, rhaid i ysgolion sicrhau eu bod yn adrodd yn ffurfiol i rieni/gofalwyr o leiaf unwaith y flwyddyn ar gyfer pob dysgwr rhwng 3 ac 16 oed.

en-gb	This should be timed to allow for further discussions to take place between practitioners, the learner and their parents/carers and for next steps to be put in place.
cy-gb	Dylid amseru hyn er mwyn gallu cynnal trafodaethau pellach rhwng ymarferwyr, y dysgwr a’u rhieni/gofalwyr ac er mwyn i’r camau nesaf gael eu rhoi ar waith.

en-gb	The formal report must include the following information about each learner:
cy-gb	Rhaid i’r adroddiad ffurfiol gynnwys yr wybodaeth ganlynol am bob dysgwr:

en-gb	their overall well-being
cy-gb	eu lles cyffredinol

en-gb	their progress in learning across the breadth of the curriculum
cy-gb	eu cynnydd o ran dysgu ar draws y cwricwlwm cyfan

en-gb	next steps required to support their progression
cy-gb	y camau nesaf sydd eu hangen i gefnogi eu cynnydd

en-gb	their attendance .
cy-gb	eu presenoldeb .

en-gb	Schools may choose to communicate the above information through more than one report or on more than one occasion during the year if they wish.
cy-gb	Gall ysgolion ddewis cyfathrebu’r wybodaeth uchod drwy fwy nag un adroddiad neu ar fwy nag un achlysur yn ystod y flwyddyn os dymunant.

en-gb	The information provided should be individually-tailored to the learner and be focused on supporting their development and progression.
cy-gb	Dylai’r wybodaeth a ddarperir gael ei theilwra’n unigol i’r dysgwr a dylai ganolbwyntio ar gefnogi ei ddatblygiad a’i gynnydd.

en-gb	It should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context. 
cy-gb	Ni ddylai gynnwys disgrifiadau o’r pynciau a’r gweithgareddau dysgu y mae’r dysgwr wedi’u cyflawni, oni bai bod hyn i ddarparu cyd-destun.

en-gb	To ensure the information can be easily understood by its intended audience, it should be concise and jargon-free.
cy-gb	Er mwyn sicrhau bod y gynulleidfa darged yn gallu deall yr wybodaeth yn hawdd, dylai fod yn gryno ac yn rhydd o jargon.

en-gb	While the provision of the personalised assessment reports to parents/carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents/carers.
cy-gb	Er bod darparu adroddiadau ar asesiadau personol i rieni/gofalwyr yn ofyniad statudol, elfen fach yn unig ydyw o’r hyn y gellir ei ddarparu, a dylid ei ystyried yng nghyd-destun y broses gyfathrebu ac ymgysylltu ehangach â rhieni/gofalwyr .

en-gb	Draft Curriculum for Wales 2022:
cy-gb	Cwricwlwm Drafft i Gymru 2022:

en-gb	DRAFT STATUTORY GUIDANCE
cy-gb	CANLLAWIAU STATUDOL DRAFFT

en-gb	A guide to Curriculum for Wales 2022
cy-gb	Canllaw i Gwricwlwm i Gymru 2022

en-gb	Contents Draft Curriculum for Wales 2022:
cy-gb	Cynnwys Cwricwlwm Drafft i Gymru 2022:

en-gb	A guide to Curriculum for Wales 2022 02
cy-gb	Canllaw i Gwricwlwm i Gymru 2022 02

en-gb	An overview of Curriculum for Wales 2022 03 Proposals for legislation 04 The four purposes of the curriculum 06 Areas of learning and experience 07 What matters in Curriculum for Wales 2022 08 Progression 09 Planning for learning 10 Other proposed statutory requirements 11 Other cross-cutting elements and considerations 14
cy-gb	Trosolwg o Gwricwlwm i Gymru 2022 03 Cynigion ar gyfer deddfwriaeth 04 Pedwar diben y cwricwlwm 06 Meysydd dysgu a phroﬁad 07 Yr hyn sy’n bwysig yng Nghwricwlwm i Gymru 2022 08 Cynnydd 09 Cynllunio ar gyfer dysgu 10 Gofynion statudol arfaethedig eraill 11 Elfennau ac ystyriaethau trawsbynciol eraill 14

en-gb	An overview of Curriculum for Wales 2022 Draft Curriculum for Wales 2022:
cy-gb	Trosolwg o Gwricwlwm i Gymru 2022 Cwricwlwm Drafft i Gymru 2022:

en-gb	An overview of Curriculum for Wales 2022
cy-gb	Trosolwg o Gwricwlwm i Gymru 2022

en-gb	This guidance contains information on the structure and components of Curriculum for Wales 2022, the approach to progression, and how the curriculum must be inclusive for all learners.
cy-gb	Mae’r canllaw hwn yn cynnwys gwybodaeth am strwythur ac elfennau Cwricwlwm i Gymru 2022, y dull gweithredu o ran cynnydd, a sut mae’n rhaid i’r cwricwlwm fod yn gynhwysol ar gyfer pob dysgwr.

en-gb	It also includes information on elements of learning that span the whole curriculum.
cy-gb	Mae hefyd yn cynnwys gwybodaeth am elfennau dysgu sy’n cwmpasu’r cwricwlwm cyfan.

en-gb	All practitioners should consider and authentically embed these elements in all learning.
cy-gb	Dylai pob ymarferydd ystyried yr elfennau hyn a’u cynnwys yn briodol yn yr holl dysgu.

en-gb	The story so far
cy-gb	Yr hanes hyd yma

en-gb	Our national mission is to raise standards, reduce the attainment gap, and deliver an education system that is a source of national pride and public conﬁdence.
cy-gb	Cenhadaeth ein cenedl yw codi safonau, lleihau’r bwlch cyrhaeddiad, a chyﬂwyno system addysg sy’n destun hyder a balchder cenedlaethol.

en-gb	Curriculum for Wales 2022, made in Wales but shaped by the best from around the world, is fundamental to achieving that mission.
cy-gb	Mae Cwricwlwm i Gymru 2022, sydd wedi’i wneud yng Nghymru ond sydd wedi’i lunio gan y gorau o bob cwr o’r byd, yn rhan hanfodol o gyﬂawni’r genhadaeth hon.

en-gb	The next few years are crucial in achieving ambitions which are shared – and demanded – across Wales.
cy-gb	Mae’r blynyddoedd nesaf yn hollbwysig o ran cyﬂawni uchelgeisiau a rennir – ac a fynnir – ledled Cymru.

en-gb	We need to ensure that our children and young people are able to lead fulﬁlling personal, civic and professional lives in our modern democracy.
cy-gb	Mae angen i ni sicrhau y gall ein plant a’n pobl ifanc fyw bywyd personol, dinesig a phroffesiynol cyﬂawn yn ein democratiaeth fodern.

en-gb	Both at a national level and at a setting and school level, the curriculum needs to prepare children and young people to thrive in a future where digital skills, adaptability and creativity are crucial, where there is a blend of experiences, knowledge and skills, and that is rooted in Welsh values and culture.
cy-gb	Ar lefel genedlaethol a lefel lleoliad ac ysgol, mae angen i’r cwricwlwm baratoi plant a phobl ifanc i ffynnu mewn dyfodol lle mae sgiliau digidol, y gallu i addasu a chreadigrwydd yn hanfodol, a lle ceir cymysgedd o broﬁadau, gwybodaeth a sgiliau sy’n seiliedig ar werthoedd a diwylliant Cymreig.

en-gb	Curriculum for Wales 2022 seeks to allow for a broadening of learning, supporting settings and schools to be more ﬂexible in their approaches, and provides education leaders and practitioners with greater agency, enabling them to be innovative and creative.
cy-gb	Mae Cwricwlwm i Gymru 2022 yn ceisio caniatáu ar gyfer ehangu’r dysgu, gan gefnogi lleoliadau ac ysgolion i fod yn fwy hyblyg o ran eu dulliau gweithredu, ac yn darparu mwy o asiantaeth i arweinwyr addysg ac ymarferwyr, ac felly eu galluogi i fod yn arloesol a chreadigol.

en-gb	At the heart of this are the four purposes of the curriculum, setting out the aspirations for all children and young people by the age of 16, enabling them to be successful learners, who play an active part in their community and wider society, and who are prepared to thrive in an increasingly complex world.
cy-gb	Yn ganolog i hyn mae pedwar diben y cwricwlwm, sy’n amlinellu’r dyheadau ar gyfer pob plentyn a pherson ifanc erbyn 16 oed, er mwyn eu galluogi i fod yn ddysgwyr llwyddiannus, sy’n chwarae rhan weithgar yn eu cymuned a’r gymdeithas ehangach, ac sy’n barod i ffynnu mewn byd cynyddol gymhleth.

en-gb	Proposals for legislation Draft Curriculum for Wales 2022:
cy-gb	Cynigion ar gyfer deddfwriaeth Cwricwlwm Drafft i Gymru 2022:

en-gb	Proposals for legislation
cy-gb	Cynigion ar gyfer deddfwriaeth

en-gb	The White Paper consultation Our National Mission:
cy-gb	Mae’r ymgynghoriad Papur Gwyn Cenhadaeth Ein Cenedl:

en-gb	A Transformational Curriculum set out the legislative proposals for the new curriculum.
cy-gb	Cwricwlwm Gweddnewidiol yn nodi’r cynigion deddfwriaethol ar gyfer y cwricwlwm newydd.

en-gb	The proposal is that funded non-maintained settings and schools will be under a duty to provide a broad and balanced curriculum which comprises the six areas of learning and experience.
cy-gb	Y cynnig yw y bydd lleoliadau a ariennir nas cynhelir ac ysgolion o dan ddyletswydd i ddarparu cwricwlwm eang a chytbwys a fydd yn cynnwys y chwe maes dysgu a phroﬁad.

en-gb	Welsh, English, religious education, relationships and sexuality education, and the three cross-curricular responsibilities of literacy, numeracy and digital competence must be embedded in the areas of learning and experience as appropriate.
cy-gb	Rhaid i’r meysydd dysgu a phroﬁad gynnwys Cymraeg, Saesneg, addysg grefyddol, addysg cydberthynas a rhywioldeb, a’r tri chyfrifoldeb trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, fel sy’n briodol.

en-gb	Funded non-maintained settings and schools will have a discretion as to how they design their curriculum to meet their curriculum duties.
cy-gb	Bydd gan leoliadau a ariennir nas cynhelir ac ysgolion ddisgresiwn o ran sut i ddylunio’u cwricwlwm nhw i gyﬂawni dyletswyddau’r cwricwlwm.

en-gb	However, they must have regard to the Curriculum for Wales 2022 statutory guidance issued by the Welsh Ministers.
cy-gb	Fodd bynnag, rhaid iddynt roi sylw i ganllawiau statudol Cwricwlwm i Gymru 2022 a gaiff eu cyhoeddi gan Weinidogion Cymru.

en-gb	In practice that means they should follow the guidance unless they have good reason not to.
cy-gb	Yn ymarferol, bydd hyn yn golygu y dylent ddilyn y canllawiau oni fod ganddynt reswm da i beidio.

en-gb	The draft Curriculum for Wales 2022 statutory guidance consists of:
cy-gb	Mae’r canllawiau statudol Cwricwlwm i Gymru 2022 drafft yn cynnwys:

en-gb	• this guide to Curriculum for Wales 2022
cy-gb	• y canllaw hwn i Gwricwlwm i Gymru 2022

en-gb	• the guidance for each of the areas of learning and experience
cy-gb	• y canllawiau ar gyfer pob un o’r meysydd dysgu a phroﬁad

en-gb	• assessment guidance 1 .
cy-gb	• canllawiau asesu 1 .

en-gb	The Welsh Government will consider the outcomes of the White Paper consultation Our National Mission:
cy-gb	Bydd Llywodraeth Cymru yn ystyried yr hyn a ddaw o’r ymgynghoriad Papur Gwyn Cenhadaeth ein Cenedl:

en-gb	A Transformational Curriculum to inform decisions on ﬁnalising proposals for legislation on the curriculum.
cy-gb	Cwricwlwm Gweddnewidiol wrth wneud penderfyniadau ar gynigion terfynol ar gyfer deddfwriaeth ar y cwricwlwm.

en-gb	Process of reform
cy-gb	Y broses ddiwygio

en-gb	The draft Curriculum for Wales 2022 guidance has been developed by practitioners through a pioneer network which represents all types of schools in Wales.
cy-gb	Datblygwyd canllawiau Cwricwlwm i Gymru 2022 drafft gan ymarferwyr drwy rwydwaith o arloeswyr sy’n cynrychioli pob math o ysgol yng Nghymru.

en-gb	That network is in partnership with regional consortia, local authorities, Estyn, the further and higher education sectors, and other key experts and key stakeholders.
cy-gb	Mae’r rhwydwaith hwnnw’n gweithio mewn partneriaeth â chonsortia rhanbarthol, awdurdodau lleol, Estyn, y sectorau addysg bellach ac uwch, ac arbenigwyr allweddol a rhanddeiliaid allweddol eraill.

en-gb	They have researched best practice and curriculum models, considered expert advice, in order to take forward the ﬁndings and recommendations from Successful Futures:
cy-gb	Maent wedi ymchwilio i arferion gorau a modelau cwricwlwm, ac wedi ystyried cyngor arbenigol er mwyn ceisio gweithredu canfyddiadau ac argymhellion Dyfodol Llwyddiannus:

en-gb	Independent Review of Curriculum and Assessment Arrangements in Wales (2015).
cy-gb	Adolygiad Annibynnol o’r Cwriclwlm a’r Trefniadau Asesu yng Nghymru (2015).

en-gb	This guidance and the areas of learning and experience guidance are intended to provide a national framework that settings and schools can build on to develop their own curricula.
cy-gb	Nod y canllaw hwn a chanllawiau’r meysydd dysgu a phroﬁad yw darparu fframwaith cenedlaethol y gall lleoliadau ac ysgolion adeiladu arno i ddatblygu eu cwricwla eu hunain.

en-gb	They are not intended to be comprehensive or exhaustive syllabi or a guide for organising timetables.
cy-gb	Nid ydynt wedi’u bwriadu i fod yn faes llafur hollgynhwysfawr nac yn ganllaw ar gyfer trefnu amserlenni.

en-gb	The Curriculum for Wales 2022 guidance sets out:
cy-gb	Mae canllawiau Cwricwlwm i Gymru 2022 yn nodi:

en-gb	• what settings and schools should take into account in designing their curriculum
cy-gb	• yr hyn y dylai lleoliadau ac ysgolion roi ystyriaeth iddo wrth ddylunio’r cwricwlwm

en-gb	• the broad expectations for learners for each area of learning and experience at each progression point.
cy-gb	• yr hyn a ddisgwylir gan ddysgwyr, yn fras, ar gyfer pob cam cynnydd.

en-gb	1 We are publishing Assessment proposals to inform the development of statutory guidance which sets out our initial thinking to
cy-gb	1 Rydym yn cyhoeddi’r ddogfen Cynigion asesu fel sail i ddatblygu canllawiau statudol sy’n nodi ein syniadau cychwynnol i lywio’r

en-gb	inform ﬁnal assessment guidance.
cy-gb	canllawiau terfynol ar asesu.

en-gb	The next phase of co-construction is to seek the views of the whole education profession, children and young people, and parents/carers, as well as all other interested stakeholders and partners.
cy-gb	Y cam nesaf yn y broses gyd-ddatblygu yw casglu sylwadau’r proffesiwn addysg cyfan, plant a phobl ifanc, a rhieni/gofalwyr, yn ogystal â phartneriaid a rhanddeiliad eraill sydd â diddordeb.

en-gb	This affords the opportunity for everyone to engage with Curriculum for Wales 2022 guidance , give feedback on what has been developed and provide suggestions for reﬁnement.
cy-gb	Mae hyn yn gyﬂe i bawb gyfrannu at ganllawiau Cwricwlwm i Gymru 2022 , rhoi adborth ar yr hyn a ddatblygwyd eisoes a darparu awgrymiadau i’w ﬁreinio.

en-gb	The feedback phase will conclude on 19 July 2019 and the feedback will be considered by education professionals involved in its development.
cy-gb	Bydd y cyfnod ar gyfer rhoi adborth yn dod i ben ar 19 Gorffennaf 2019 a bydd yr adborth yn cael ei ddadansoddi a’i ystyried gan weithwyr proffesiynol addysg a oedd yn rhan o’i ddatblygiad.

en-gb	Curriculum for Wales 2022 guidance will then be reﬁned before it is made available in January 2020 for rollout in September 2022 for all year groups in primary school and Year 7 in secondary schools.
cy-gb	Wedyn, bydd canllawiau Cwricwlwm i Gymru 2022 yn cael eu mireinio cyn eu cyhoeddi ym mis Ionawr 2020 er mwyn ei gyﬂwyno ym mis Medi 2022 i bob blwyddyn ysgol mewn ysgolion cynradd a Blwyddyn 7 mewn ysgolion uwchradd.

en-gb	The curriculum will roll out to Year 8 in September 2023 and year on year until it is introduced to Year 11 in 2026.
cy-gb	Bydd y cwricwlwm yn cael ei gyﬂwyno i Flwyddyn 8 ym mis Medi 2023 ﬂwyddyn ar ôl blwyddyn hyd nes y’i cyﬂwynir i Flwyddyn 11 yn 2026.

en-gb	What is the scope of Curriculum for Wales 2022?
cy-gb	Beth yw cwmpas Cwricwlwm i Gymru 2022?

en-gb	Curriculum for Wales 2022 has been designed for all learners aged 3 to 16.
cy-gb	Cynlluniwyd Cwricwlwm i Gymru 2022 ar gyfer pob dysgwr 3 i 16 oed.

en-gb	Current proposals for legislation are that the new curriculum will be provided for:
cy-gb	Yn ôl y cynigion  deddfwriaethol presennol, bydd y cwricwlwm newydd ar gyfer: 

en-gb	• 3 to 5-year-olds who attend nursery classes in maintained schools and those attending funded non-maintained settings
cy-gb	• plant 3 i 5 oed sy’n mynychu dosbarthiadau meithrin mewn ysgolion a gynhelir a phlant sy’n mynychu lleoliadau a ariennir nas cynhelir

en-gb	• 5 to 16-year-olds who attend maintained schools in Wales.
cy-gb	• plant 5 i 16 oed sy’n mynychu ysgolion a gynhelir yng Nghymru.

en-gb	Current proposals are that pupil referral units will be required to teach a broad and balanced curriculum but will not be required to teach the whole of the curriculum.
cy-gb	Yn ôl y cynigion presennol, bydd unedau cyfeirio disgyblion yn gorfod addysgu cwricwlwm eang a chytbwys ond ni fydd angen iddynt addysgu’r cwricwlwm cyfan.

en-gb	This is in line with current requirements for pupil referral units.
cy-gb	Mae hyn yn unol â’r gofynion cyfredol ar gyfer unedau cyfeirio disgyblion.

en-gb	The Welsh Government will consider whether to expand the requirements for pupil referral units further following the White Paper consultation O ur National Mission:
cy-gb	Bydd Llywodraeth Cymru yn ystyried a ddylid ehangu’r gofynion ar gyfer unedau cyfeirio disgyblion ymhellach yn dilyn yr ymgynghoriad Papur Gwyn Cenhadaeth ein Cenedl:

en-gb	A Transformational Curriculum .
cy-gb	Cwricwlwm Gweddnewidiol .

en-gb	The four purposes of the curriculum Draft Curriculum for Wales 2022:
cy-gb	Pedwar diben y cwricwlwm Cwricwlwm Drafft i Gymru 2022:

en-gb	The four purposes of the curriculum
cy-gb	Pedwar diben y cwricwlwm

en-gb	The four purposes of the curriculum, as set out in Successful Futures , have guided the whole design and development of Curriculum for Wales 2022.
cy-gb	Mae pedwar diben y cwricwlwm, fel yr amlinellir yn Dyfodol Llwyddiannus , wedi bod yn sail i’r holl waith o gynllunio a datblygu Cwricwlwm i Gymru 2022.

en-gb	They are the starting point for all decisions in respect of Curriculum for Wales 2022 and school-level curricula should be designed and guided by these same four purposes.
cy-gb	Dyma’r man cychwyn ar gyfer pob penderfyniad am Gwricwlwm i Gymru 2022 a dylid dylunio a llywio cwricwla ar lefel ysgol yn unol â’r pedwar diben hwn.

en-gb	‘Curriculum’ includes all the learning experiences and assessment activities planned in pursuit of the four purposes of the curriculum, which are to develop children and young people as:
cy-gb	Mae ‘cwricwlwm’ yn cynnwys yr holl broﬁadau dysgu a gweithgareddau asesu a gynlluniwyd er mwyn cyﬂawni pedwar diben y cwricwlwm, sef datblygu plant a phobl ifanc i fod yn:

en-gb	• ambitious, capable learners, ready to learn throughout their lives
cy-gb	• ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes

en-gb	• enterprising, creative contributors, ready to play a full part in life and work
cy-gb	• cyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith

en-gb	• ethical, informed citizens of Wales and the world
cy-gb	• dinasyddion egwyddorol, gwybodus Cymru a’r byd

en-gb	• healthy, conﬁdent individuals, ready to lead fulﬁlling lives as valued members of society.
cy-gb	• unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en-gb	Curriculum for Wales 2022 is designed to help all learners realise these four purposes.
cy-gb	Mae Cwricwlwm i Gymru 2022 wedi’i gynllunio i helpu pob dysgwr i wireddu’r pedwar diben hwn.

en-gb	Each purpose is more than a headline;
cy-gb	Mae pob diben yn fwy na phennawd;

en-gb	it is also described in terms of key characteristics.
cy-gb	fe’u disgriﬁr hefyd yn nhermau nodweddion allweddol.

en-gb	In their entirety they should underpin all teaching and learning in Wales.
cy-gb	Dylent, yn eu cyfanrwydd, fod yn sail i’r holl addysgu a dysgu yng Nghymru.

en-gb	The Curriculum for Wales 2022 guidance has been designed to assist teacher agency and support education professionals and practitioners to enjoy the autonomy to make school-level decisions within a common framework, and to design and develop curricula relevant to the context and speciﬁc needs of learners.
cy-gb	Bwriedir i ganllawiau Cwricwlwm i Gymru 2022 gynorthwyo athrawon ac ymarferwyr a gweithwyr proffesiynol ym myd addysg i fanteisio ar yr ymreolaeth i wneud penderfyniadau ar lefel ysgol o fewn fframwaith cyffredin, a chynllunio a datblygu cwricwla sy’n berthnasol i gyd-destun ac anghenion penodol dysgwyr.

en-gb	This also applies to funded non-maintained settings.
cy-gb	Mae hyn hefyd yn berthnasol i leoliadau a ariennir nas cynhelir.

en-gb	Curriculum for Wales 2022 has also been developed to reﬂect the strengths that the Foundation Phase has brought to education in Wales.
cy-gb	Mae Cwricwlwm i Gymru 2022 hefyd wedi’i ddatblygu i adlewyrchu’r cryfderau y mae’r Cyfnod Sylfaen wedi eu cyfrannu i addysg yng Nghymru.

en-gb	The Foundation Phase ethos, principles and pedagogy will continue to be central to the delivery of early years education and have been incorporated across Curriculum for Wales 2022 to ensure it is appropriate and accessible for all practitioners and learners.
cy-gb	Bydd ethos, egwyddorion ac addysgeg y Cyfnod Sylfaen yn parhau i fod yn ganolog i addysg y blynyddoedd cynnar ac maent wedi’u hymgorffori ar draws Cwricwlwm i Gymru 2022 er mwyn sicrhau ei fod yn briodol ac yn hygyrch i bob ymarferydd a dysgwr.

en-gb	Areas of learning and experience Draft Curriculum for Wales 2022:
cy-gb	Meysydd dysgu a phroﬁad Cwricwlwm Drafft i Gymru 2022:

en-gb	Areas of learning and experience
cy-gb	Meysydd dysgu a phroﬁad

en-gb	Curriculum for Wales 2022 organises learning around six areas of learning and experience which are:
cy-gb	Mae Cwricwlwm i Gymru 2022 yn trefnu dysgu o gwmpas chwe maes dysgu a phroﬁad sef:

en-gb	• Expressive Arts
cy-gb	• Celfyddydau Mynegiannol 

en-gb	• Humanities
cy-gb	• Dyniaethau

en-gb	• Health and Well-being 
cy-gb	• Iechyd a Lles

en-gb	• Languages, Literacy and Communication 
cy-gb	• Ieithoedd, Llythrennedd a Chyfathrebu 

en-gb	• Mathematics and Numeracy
cy-gb	• Mathemateg a Rhifedd.

en-gb	• Science and Technology.
cy-gb	• Gwyddoniaeth a Thechnoleg 

en-gb	Each of the areas of learning and experience has been designed to support learners to realise the four purposes of the curriculum, and provides the starting point and aspiration when developing a school-level curriculum.
cy-gb	Cynlluniwyd pob un o’r meysydd dysgu a phroﬁad i helpu dysgwyr i wireddu pedwar diben y cwricwlwm, ac maent yn darparu’r man cychwyn a’r dyhead wrth ddatblygu cwricwlwm ar lefel ysgol.

en-gb	They encompass existing subjects and disciplines, and are intended to promote collaboration and cross-disciplinary school-level curriculum development and design.
cy-gb	Maent yn cwmpasu’r pynciau a’r disgyblaethau cyfredol, a’u nod yw hyrwyddo dull cydweithredol a thrawsddisgyblaethol o gynllunio a datblygu cwricwlwm ysgol.

en-gb	The guidance for each area of learning and experience includes:
cy-gb	Mae’r canllawiau ar gyfer pob maes dysgu a phroﬁad yn cynnwys:

en-gb	• a statement explaining how the area of learning and experience supports the four purposes of the curriculum
cy-gb	• datganiad sy’n egluro sut mae’r maes dysgu a phroﬁad yn cefnogi pedwar diben y cwricwlwm 

en-gb	• statements of what matters in learning
cy-gb	• datganiadau o’r hyn sy’n bwysig mewn dysgu

en-gb	• principles of progression, including achievement outcomes developed around progression in the area of learning and experience
cy-gb	• egwyddorion cynnydd, gan gynnwys deilliannau cyﬂawniad a ddatblygwyd ar sail cynnydd yn y maes dysgu a phroﬁad

en-gb	• planning for learning support.
cy-gb	• cymorth i gynllunio ar gyfer dysgu.

en-gb	The areas of learning and experience are designed to operate together as part of a holistic curriculum.
cy-gb	Cynlluniwyd y meysydd dysgu a phroﬁad i weithredu gyda’i gilydd fel rhan o gwricwlwm holistaidd.

en-gb	They are not intended to be watertight compartments but instead allow learning to be drawn from across the areas of learning and experience.
cy-gb	Nid ydynt yn adrannau digyswllt ond yn hytrach maent yn caniatáu i’r dysgu gael ei dynnu o bob un maes dysgu a phroﬁad.

en-gb	Decisions as to how these should translate into day-to-day activities should take place in settings and schools.
cy-gb	Dylai’r penderfyniadau ynghylch sut i’w troi’n weithgareddau dyddiol gael eu gwneud mewn lleoliadau ac ysgolion.

en-gb	Learning should be coherent and planned across the different areas of learning and experience, building on inherent links, dependencies and interdependencies.
cy-gb	Dylai’r dysgu fod yn gydlynol ac wedi’i gynllunio ar draws y meysydd dysgu a phroﬁad gwahanol, gan adeiladu ar gysylltiadau, dibyniaethau a rhyngddibyniaethau cynhenid.

en-gb	These links should be drawn upon during school-level curriculum design and development, with practitioners working creatively and collaboratively to support learners’ realisation of the four purposes of the curriculum.
cy-gb	Dylid defnyddio’r cysylltiadau hyn wrth gynllunio a datblygu’r cwricwlwm ar lefel ysgol, wrth i ymarferwyr weithio’n greadigol ac ar y cyd i gefnogi dysgwyr i wireddu pedwar diben y cwricwlwm.

en-gb	The area of learning and experience guidance provide guidance on how mandatory subject areas can be embedded in the area of learning and experience, as well as Welsh and English, religious education, and relationships and sexuality education.
cy-gb	Mae canllawiau’r meysydd dysgu a phroﬁad yn egluro sut y gellir cynnwys meysydd pwnc gorfodol mewn maes dysgu a phroﬁad, yn ogystal â’r Gymraeg a’r Saesneg, addysg grefyddol, ac addysg cydberthynas a rhywioldeb.

en-gb	Practitioners should embed learning to meet these duties within and, where appropriate, across the areas of learning and experience, and the cross-curricular responsibilities of literacy, numeracy and digital competence should be embedded across all areas of learning and experience as appropriate.
cy-gb	Dylai ymarferwyr gynnwys dysgu i gyﬂawni’r dyletswyddau hyn o fewn a, lle’n briodol, ar draws y meysydd dysgu a phroﬁad, a dylai’r cyfrifoldebau trawsgwricwlaidd sef llythrennedd, rhifedd a chymhwysedd digidol gael eu cynnwys ym mhob maes dysgu a phroﬁad fel y bo’n briodol.

en-gb	What matters in Curriculum for Wales 2022 Draft Curriculum for Wales 2022:
cy-gb	Yr hyn sy’n bwysig yng Nghwricwlwm i Gymru 2022 Cwricwlwm Drafft i Gymru 2022:

en-gb	What matters in Curriculum for Wales 2022
cy-gb	Yr hyn sy’n bwysig yng Nghwricwlwm i Gymru 2022

en-gb	The Curriculum for Wales 2022 guidance organises learning within each area of learning and experience by what matters statements.
cy-gb	Mae canllawiau Cwricwlwm i Gymru 2022 yn trefnu’r dysgu o fewn pob maes dysgu a phroﬁad ar sail datganiadau o’r hyn sy’n bwysig.

en-gb	Each what matters statement articulates fundamental key concepts that express what matters most in that area of learning and experience, including a headline and a supporting narrative or rationale.
cy-gb	Mae pob datganiad o’r hyn sy’n bwysig yn cyﬂeu cysyniadau allweddol sylfaenol sy’n mynegi’r hyn sydd bwysicaf mewn maes dysgu a phroﬁad penodol, ac yn cynnwys pennawd a rhesymeg neu naratif ategol.

en-gb	The headline is designed to capture the essence of the fundamental learning concepts, with the supporting narrative providing further exploration of the learning area, and a rationale as to why it is considered important.
cy-gb	Pwrpas y pennawd yw nodi hanfod y cysyniad dysgu sylfaenol, ac mae’r naratif ategol yn archwilio’r maes dysgu ymhellach, ac yn egluro pammae’n bwysig.

en-gb	They outline the key learning within an area of learning and experience building towards the four purposes of the curriculum, and provide supporting guidance about what it means to be an educated learner by the age of 16 in Wales.
cy-gb	Maent yn amlinellu’r dysgu hanfodol yn y maes dysgu a phroﬁad gan adeiladu tuag at gyﬂawni pedwar diben y cwricwlwm, ac maent yn nodi’n glir beth y mae’n ei olygu i fod yn ddysgwr syddwedi’i addysgu’n dda erbyn 16 oed yng Nghymru.

en-gb	They also draw on the component disciplines where they are relevant to the area of learning and experience, and provide context for the associated experiences, knowledge and skills.
cy-gb	Maent hefyd yn tynnu ar y disgyblaethau lle maent yn berthnasol i’r maes dysgu a phroﬁad ac yn darparu cyd-destun ar gyfer y proﬁadau, yr wybodaeth a’r sgiliau cysylltiol.

en-gb	What matters statements can also help make sense of different aspects of learning which otherwise could appear unconnected.
cy-gb	Gall y datganiadau o’r hyn sy’n bwysig hefyd helpu i wneud synnwyr o wahanol agweddau ar ddysgu a allai, fel arall, ymddangos yn anghysylltiedig.

en-gb	Across the continuum for learners aged 3 to 16, understanding what matters can help them recognise why particular aspects of their learning are important:
cy-gb	Ar draws y continwwm ar gyfer plant 3 i 16 oed, bydd deall yr hyn sy’n bwysig yn helpu dysgwyr i gydnabod pam mae agweddau penodol ar eu dysgu’n bwysig:

en-gb	making connections over time and between different experiences, knowledge and skills.
cy-gb	gan wneud cysylltiadau dros amser a rhwng proﬁadau, gwybodaeth a sgiliau gwahanol.

en-gb	Importantly, the areas of learning and experience guidance also use the what matters statements as the basis of organising learning progression and progress.
cy-gb	Mae canllawiau’r meysydd dysgu a phroﬁad hefyd yn defnyddio’r datganiadau o’r hyn sy’n bwysig fel sail ar gyfer trefnu dilyniant dysgu a chynnydd.

en-gb	This can enable learners to revisit these concepts throughout their learning journey, developing increasingly sophisticated understanding and the ability to apply that learning in wider contexts across what matters statements and areas of learning and experience.
cy-gb	Bydd dysgwyr yn ailymweld â’r rhain drwy gydol eu taith ddysgu, gan ddatblygu dealltwriaeth fwyfwy sofﬁstigedig a’r gallu i gymhwyso eu dysgu mewn cyd-destunau ehangach ar draws y datganiadau o’r hyn sy’n bwysig a’r meysydd dysgu a phroﬁad.

en-gb	Progression Draft Curriculum for Wales 2022:
cy-gb	Cynnydd Cwricwlwm Drafft i Gymru 2022:

en-gb	The intention is that learners will progress along the same continuum of learning for each area of learning and experience from ages 3 to 16.
cy-gb	Y bwriad yw y bydd pob dysgwr yn symud ar hyd yr un continwwm dysgu ar gyfer pob maes dysgu a phroﬁad, a hynny o 3 i 16 oed.

en-gb	Progression is signalled through progression steps at ﬁve points on the continuum of learning, relating broadly to expectations at ages 5, 8, 11, 14 and 16.
cy-gb	Caiff cynnydd ei nodi drwy gamau cynnydd ar bum pwynt ar y continwwm dysgu, sy’n cyfateb yn fras i’r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed.

en-gb	The pace at which they progress along the continuum may differ – allowing for a variety of diversion, repetition and reﬂection as a learner’s thinking develops over time to new levels of sophistication.
cy-gb	Efallai y bydd cyﬂymder cynnydd dysgwyr ar hyd y continwwm yn amrywio – gellir caniatáu, felly, ar gyfer amrywiaeth o ran hyblygrwydd i wyro, ailadrodd a chyﬂe i ystyried wrth i feddwl dysgwr ddatblygu dros amser i lefelau sofﬁstigeiddrwydd newydd.

en-gb	In the area of learning and experience guidance, progression steps are articulated through a series of achievement outcomes for each what matters statement.
cy-gb	Yng nghanllawiau’r meysydd dysgu a phroﬁad, mynegir camau cynnydd drwy gyfres o ddeilliannaucyﬂawniad ar gyfer pob datganiad o’r hyn sy’n bwysig.

en-gb	They are reference points to plan learning and teaching, including assessment, and can also be used on an ongoing basis to monitor how learners are progressing, to provide clarity in relation to the pace of progression and to identify where interventions are needed.
cy-gb	Cyfeirbwyntiau yw’r rhain ar gyfer cynllunio dysgu ac addysgu, gan gynnwys asesu, a gallant hefyd gael eu defnyddio’n barhaus i fonitro sut mae dysgwyr yn dod yn eu blaenau, i ddarparu eglurder o ran cyﬂymder cynnydd a phennu lle bo angen ymyriadau.

en-gb	As the document Assessment proposals to inform the development of statutory guidance explains, it is not intended for progression steps to be used for summative purposes at a set age or point in time.
cy-gb	Fel mae’r ddogfen Cynigion asesu fel sail i ddatblygu canllawiau statudol yn esbonio, nid y bwriad yw i gamau cynnydd gael eu defnyddio at ddibenion crynodol ar oedran penodol neu gyfnod penodol.

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Within the Curriculum for Wales 2022 guidance , achievement outcomes are statements made from the learner’s perspective and expressed in terms such as ‘I have …’ and ‘I can …’ and provide descriptions of learning as broad expectations over two to three years.
cy-gb	O fewn canllawiau Cwricwlwm i Gymru 2022 , mae deilliannau cyﬂawniad yn ddatganiadau a wneir o safbwynt y dysgwr ar ffurf megis ‘Rwyf wedi ...’, ‘Gallaf ...’, ac maent yn nodi’r hyn y disgwylir yn gyffredinol i ddysgwyr ei ddysgu dros ddwy neu dair blynedd.

en-gb	In developing Curriculum for Wales 2022 guidance , pioneer groups used the concepts of deep or secure learning which means learning that brings together a breadth of knowledge and skills which the learners can use and apply in new and challenging contexts.
cy-gb	Wrth ddatblygu canllawiau Cwricwlwm i Gymru 2022 , mae’r grwpiau arloesi wedi defnyddio cysyniadau o ddysgu dwfn neu ddiogel, sy’n golygu dysgu sy’n tynnu ynghyd ystod o wybodaeth a sgiliau y gall dysgwyr eu defnyddio a’u cymhwyso mewn cyd-destunau newydd a heriol.

en-gb	Deep learning can support learning descriptions in the achievement outcomes to be met securely.
cy-gb	Gall dysgu dwfn helpu i sicrhau bod y disgriﬁadau dysgu yn y deilliannau cyﬂawniad yn cael eu cyﬂawni.

en-gb	Within Curriculum for Wales 2022 guidance , achievement outcomes articulated for each progression step are not designed to be used as a ‘best-ﬁt’ model, which means they should not be used as individual criterion to judge overall achievement.
cy-gb	O fewn canllawiau Cwricwlwm i Gymru 2022 , nid yw’r deilliannau cyﬂawniad a fynegir ar gyfer pob cam cynnydd wedi’u bwriadu i fod y model ‘fﬁt orau’, hynny yw ni ddylid eu defnyddio fel meini prawf unigol ar gyfer barnu cyﬂawniad cyffredinol.

en-gb	Instead achievement outcomes should be used as the basis for building an accurate picture of how learners are progressing in relation to the various knowledge, skills and competencies across the areas of learning and experience, as well as the four purposes of the curriculum.
cy-gb	Yn hytrach, dylid eu defnyddio fel sail i greu darlun cywir o sut mae dysgwyr yn gwneud cynnydd mewn perthynas â’r wybodaeth, y sgiliau a’r cymwyseddau amrywiol ar draws y meysydd dysgu a phroﬁad, yn ogystal â phedwar diben y cwricwlwm.

en-gb	This would provide insight for practitioners and learners on how they are progressing, where they need support and what they should do next.
cy-gb	Byddai hyn yn cynnig cipolwg i ymarferwyr a dysgwyr o ran eu cynnydd, ble mae angen cefnogaeth a beth y dylid ei wneud nesaf.

en-gb	Current proposals for legislation are that there will be a duty on headteachers to set achievement outcomes for each progression step.
cy-gb	Mae’r cynigion deddfwriaethol presennol yn gosod dyletswydd ar benaethiaid i bennu deilliannau cyﬂawniad ar gyfer pob cam cynnydd.

en-gb	Headteachers will have discretion in setting achievement outcomes but will need to have regard to the guidance.
cy-gb	Bydd gan benaethiaid ddisgresiwn i bennu’r deilliannau cyﬂawniad ond bydd angen iddynt ystyried y canllawiau.

en-gb	It is also proposed that a duty is placed on schools to provide a curriculum that enables most learners to reach, or go beyond, the achievement outcomes set by the school and progress along the continuum for the progression steps according to the learner’s educational development.
cy-gb	Cynigir hefyd bod dyletswydd yn cael ei roi ar ysgolion i ddarparu cwricwlwm sy’n galluogi’r mwyafrif o ddysgwyr i gyrraedd y deilliannau cyﬂawniad a osodir gan yr ysgol, neu i fynd y tu hwnt iddynt, ac i wneud cynnydd ar hyd y continwwm am y camau cynnydd yn unol â datblygiad addysgol y dysgwr dan sylw.

en-gb	Planning for learning Draft Curriculum for Wales 2022:
cy-gb	Cynllunio ar gyfer dysgu Cwricwlwm Drafft i Gymru 2022:

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	The Curriculum for Wales 2022 guidance for each area of learning and experience includes additional information considered essential to design and development of curricula in settings and schools.
cy-gb	Mae’r canllawiau Cwricwlwm i Gymru 2022 ar gyfer pob maes dysgu a phroﬁad yn cynnwys gwybodaeth ychwanegol sy’n cael ei ystyried yn hanfodol ar gyfer cynllunio a datblygu cwricwla mewn lleoliadau ac ysgolion.

en-gb	Links within and with other areas of learning and experience
cy-gb	Cysylltiadau o fewn ac â meysydd dysgu a phroﬁad eraill

en-gb	There are natural relationships that exist within and across areas of learning and experience.
cy-gb	Mae perthynas naturiol yn bodoli o fewn ac ar draws meysydd dysgu a phroﬁad.

en-gb	Those provided in the Curriculum for Wales 2022 guidance are intended as examples only, and are an indication of wider collaborative considerations during the design and development of school-level curricula.
cy-gb	Bwriedir i’r rheini a ddarperir yng nghanllawiau Cwricwlwm i Gymru 2022 fod yn enghreifftiau yn unig, ac maent yn syniad o’r ystyriaethau cydweithredol ehangach yn ystod y broses o gynllunio a datblygu cwricwla ar lefel ysgol.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	In the guidance for each area of learning and experience, this section highlights what is considered key to achieving what matters in learning, consequently supporting the four purposes of the curriculum.
cy-gb	Ym mhob canllaw ar gyfer y meysydd dysgu a phroﬁad, mae’r adran hon yn tynnu sylw at yr hynsy’n cael ei ystyried yn allweddol i gyﬂawni’r hyn sy’n bwysig mewn dysgu, ac o ganlyniad yn cefnogi pedwar diben y cwricwlwm.

en-gb	These aspects of learning may apply across the continuum of learning, or be sequenced against speciﬁc progression steps, depending on the area of learning and experience.
cy-gb	Gallai’r agweddau hyn ar ddysgu fod yn gymwys ar draws y continwwm dysgu, neu mae modd iddynt gael eu gosod yn erbyn camau cynnydd penodol, yn dibynnu ar y maes dysgu a phroﬁad.

en-gb	The statements of experiences, knowledge and skills are not exhaustive but are provided in support of the what matters statements, as a common starting point for curriculum design and development in settings and schools, and in support of the learning expressed through the achievement outcomes.
cy-gb	Nid yw’r datganiadau o broﬁadau, gwybodaeth a sgiliau yn gyﬂawn ond fe’u darperir i gefnogi’r datganiadau o’r hyn sy’n bwysig, fel man cychwyn cyffredin ar gyfer cynllunio a datblygu cwricwlwm mewn lleoliadau ac ysgolion, ac i gefnogi’r dysgu a wneir drwy’r deilliannau cyﬂawniad.

en-gb	This approach is intended to give a clear sense of what should be considered while also providing the ﬂexibility to develop school-level curricula in response to the speciﬁc needs of learners.
cy-gb	Bwriad hyn yw rhoi syniad clir o’r hyn y dylid ei ystyried a hefyd rhoi hyblygrwydd i ddatblygu cwricwla ysgol mewn ymateb i anghenion penodol y dysgwyr.

en-gb	Other proposed statutory requirements Draft Curriculum for Wales 2022:
cy-gb	Gofynion statudol arfaethedig eraill Cwricwlwm Drafft i Gymru 2022:

en-gb	Other proposed statutory requirements
cy-gb	Gofynion statudol arfaethedig eraill

en-gb	In order to develop a rich curriculum consistent with the aims of Successful Futures , a range of further elements must be appropriately embedded within the areas of learning and experience.
cy-gb	Er mwyn datblygu cwricwlwm cyfoethog sy’n gydnaws â’r nodau yn Dyfodol Llwyddiannus , rhaid cynnwys amrywiaeth o elfennau pellach o fewn y meysydd dysgu a phroﬁad.

en-gb	Current proposals for legislation are that there should be duties to teach Welsh;
cy-gb	Y cynigion cyfredol ar gyfer deddfwriaeth yw y dylai fod dyletswyddau i addysgu’r Gymraeg;

en-gb	English;
cy-gb	Saesneg;

en-gb	literacy;
cy-gb	llythrennedd, rhifedd a chymhwysedd digidol;

en-gb	numeracy and digital competence; relationships and sexuality education; and religious education.
cy-gb	addysg cydberthynas a rhywioldeb; ac addysg grefyddol.

en-gb	To assist schools to enact the new curriculum, the areas of learning and experience provide guidance on learning and planning support which contribute to these elements.
cy-gb	I helpu ysgolion i gyﬂwyno’r cwricwlwm newydd, mae’r meysydd dysgu a phroﬁad yn darparu canllawiau ar gefnogi dysgu a chynllunio sy’n cyfrannu at yr elfennau hyn.

en-gb	They also include supporting material which explains how the area of learning and experience supports learning in these elements.
cy-gb	Maent hefyd yn cynnwys deunyddiau ategol sy’n egluro sut mae’r maes dysgu a phroﬁad yn cefnogi’r dysgu yn yr elfennau hyn.

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence
cy-gb	Y cyfrifoldebau trawsgwricwlaidd: llythrennedd, rhifedd a chymhwysedd digidol

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence support almost all learning and are essential for learners to be able to participate successfully and conﬁdently in the modern world.
cy-gb	Mae’r cyfrifoldebau trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, yn sail i bron pob math o ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern.

en-gb	Literacy, numeracy and digital competence need to be considered as part of school-level curriculum design across all areas of learning and experience.
cy-gb	Mae angen ystyried llythrennedd, rhifedd a chymhwysedd digidol wrth gynllunio cwricwlwm lefel ysgol ar draws pob maes dysgu a phroﬁad.

en-gb	They are embedded within Curriculum for Wales 2022 guidance , where they support the learning set out within the areas of learning and experience guidance.
cy-gb	Maent wedi’u hymgorffori ar draws canllawiau Cwricwlwm i Gymru 2022 , lle maent yn cefnogi’r dysgu a amlinellir yn y canllawiau meysydd dysgu a phroﬁad.

en-gb	It will be the responsibility of all settings and schools to plan progression across the full range of literacy, numeracy and digital skills in a ﬂexible manner, appropriate to the needs of individual learners.
cy-gb	Mater i bob lleoliad ac ysgol fydd cynllunio cynnydd ar draws yr ystod lawn o sgiliau llythrennedd, rhifedd a digidol mewn modd hyblyg, sy’n briodol i anghenion dysgwyr unigol.

en-gb	To ensure that learners develop high levels of competence in these skills and have frequent opportunities to develop, extend and apply them across the curriculum, the National Literacy and Numeracy Framework (LNF) and the Digital Competence Framework (DCF) will continue to be available.
cy-gb	I sicrhau bod dysgwyr yn datblygu lefelau cymhwysedd uchel yn y sgiliau hyn a’u bod yn cael digon o gyﬂeoedd i’w datblygu, eu hehangu a’u cymhwyso ym mhob rhan o’r cwricwlwm, bydd y Fframwaith Llythrennedd a Rhifedd Cenedlaethol a’r Fframwaith Cymhwysedd Digidol yn parhau i fod ar gael.

en-gb	Revision of the content of the frameworks will take place this year to ensure that they are consistent with the progression set out in Curriculum for Wales 2022 guidance .
cy-gb	Caiff cynnwys y fframweithiau ei ddiwygio eleni er mwyn sicrhau eu bod yn gyson â’r cynnydd a nodir yng nghanllawiau Cwricwlwm i Gymru 2022 .

en-gb	Current proposals for legislation are that relationships and sexuality education will be mandatory in all funded non-maintained settings and maintained schools for learners aged 3 to 16.
cy-gb	Mae cynigion deddfwriaethol presennol yn nodi y bydd addysg cydberthynas a rhywioldeb yn orfodol ym mhob lleoliad a ariennir nas cynhelir a phob ysgol a gynhelir i ddysgwyr 3 i 16 oed.

en-gb	The four purposes of the curriculum support learners to grow as healthy, conﬁdent individuals who are able to build relationships based on mutual trust and respect, and develop their mental and emotional well-being by developing their resilience and empathy.
cy-gb	Mae pedwar diben y cwricwlwm yn cefnogi dysgwyr i dyfu yn unigolion iach, hyderus sy’n gallu ffurﬁo cydberthnasau cadarnhaol wedi’u seilio ar ymddiriedaeth a pharch at ei gilydd, a datblygu eu lles meddyliol ac emosiynol drwy ddatblygu hyder, cadernid ac empathi.

en-gb	Relationships and sexuality education is essential to supporting this and should provide learners with the experiences, knowledge and skills to form and maintain a range of positive relationships.
cy-gb	Mae addysg cydberthynas a rhywioldeb yn hanfodol i gefnogi hyn a dylai roi’r proﬁadau, yr wybodaeth a’r sgiliau i ddysgwyr ffurﬁo a chynnal ystod o gydberthnasau cadarnhaol.

en-gb	As part of the White Paper consultation Our National Mission:
cy-gb	Fel rhan o’r ymgynghoriad Papur Gwyn Cenhadaeth ein Cenedl:

en-gb	A Transformational Curriculum , the Welsh Government invited views on what role if any parents’/carers’ current right to withdraw their child from relationships and sexuality education should play in the context of Curriculum for Wales 2022 and will clarify proposals following the consultation.
cy-gb	Cwricwlwm Gweddnewidiol , gwahoddodd Llywodraeth Cymru farn ynghylch pa rôl fyddai gan yr hawl bresennol sydd gan rieni/gofalwyr i dynnu plentyn allan o addysg cydberthynas a rhywioldeb yng nghyd-destun Cwricwlwm i Gymru 2022, a bydd yn cadarnhau cynigion yn dilyn yr ymgynghoriad.

en-gb	Relationships and sexuality education offers opportunities for learners to explore how their experiences, decisions, social and cultural interactions, and relationships, drawn from the interpersonal level, through local, national, United Kingdom and global contexts, can help them grow in empathy and recognise the dignity and respect due to others, and to the living world around them.
cy-gb	Mae addysg cydberthynas a rhywioldeb yn cynnig cyﬂeoedd i ddysgwyr archwilio sut y gall eu proﬁadau, eu penderfyniadau, y modd y maent yn ymwneud â phobl yn ddiwylliannol ac yn gymdeithasol, a’u cydberthnasau, eu helpu i feithrin empathi a rhoi parch dyledus i eraill a’r byd o’u cwmpas.

en-gb	It is about nurturing and developing learners’ understanding of the inﬂuences that can affect them, both positively and negatively, as they seek to develop and establish a range of respectful, healthy relationships.
cy-gb	Bydd hyn yn cael ei wneud ar lefel ryngbersonnol mewn cyd-destunau lleol, cenedlaethol, ar lefel y Deyrnas Unedig ac ar lefel fyd-eang. Mae’n ymwneud â meithrin dealltwriaeth dysgwyr o’r dylanwadau sy’n gallu cael effeithiau gadarnhaol a negyddol arnynt a datblygu’r dealltwriaeth honno, wrth iddynt geisio datblygu a sefydlu ystod o gydberthnasau iach a pharchus.

en-gb	This includes learning about:
cy-gb	Mae hyn yn cynnwys dysgu am:

en-gb	• relationships
cy-gb	• gydberthnasau

en-gb	• values, rights, culture and sexuality
cy-gb	• gwerthoedd, hawliau, diwylliant a rhywioldeb

en-gb	• understanding gender
cy-gb	• deall rhywedd

en-gb	• violence and staying safe
cy-gb	• trais a chadw’n ddiogel

en-gb	• relationships and sexuality, and health and well-being
cy-gb	• cydberthnasau a rhywioldeb, ac iechyd a lles

en-gb	• the human body and development
cy-gb	• y corff dynol a’i ddatblygiad

en-gb	• sexuality and sexual behaviour.
cy-gb	• rhywioldeb ac ymddygiad rhywiol.

en-gb	The core principles of relationships and sexuality education are that it should be:
cy-gb	Egwyddorion craidd addysg cydberthynas a rhywioldeb yw y dylai fod:

en-gb	• inclusive
cy-gb	• yn gynhwysol

en-gb	• holistic
cy-gb	• yn holistaidd

en-gb	• relevant, engaging and co-produced
cy-gb	• yn berthnasol, yn ddiddorol ac wedi’i chyd-gynhyrchu

en-gb	• creatively designed
cy-gb	• wedi’i chynllunio’n greadigol

en-gb	• empowering and transformative
cy-gb	• yn rymusol ac yn weddnewidiol

en-gb	• protective and preventative.
cy-gb	• yn amddiffynnol ac yn ataliol.

en-gb	Developing relationships and sexuality education through different areas of learning and experience gives learners a rich and wide-ranging view of human relationships and sexuality from a variety of disciplines.
cy-gb	Mae datblygu addysg cydberthynas a rhywioldeb drwy feysydd dysgu a phroﬁad gwahanol yn rhoi golwg gyfoethog ac eang i ddysgwyr ar gydberthnasau dynol a rhywioldeb, o ddisgyblaethau amrywiol.

en-gb	Current proposals for legislation include that the existing duty to issue statutory guidance on sex education will be retained (and extended to include relationships and sexuality education) but reformed so that the requirement should be for Welsh Ministers to issue guidance to secure that relationships and sexuality education is provided in a way that is age-appropriate and developmentally appropriate for learners.
cy-gb	Yn y cynigion deddfwriaethol presennol, bydd y ddyletswydd bresennol i roi canllawiau statudol ar addysg rhyw yn cael ei chadw (ac yn cael ei hymestyn i gynnwys addysg cydberthynas a rhywioldeb) ond bydd yn cael ei diwygio fel ei bod yn ofynnol i Weinidogion Cymru roi canllawiau i sicrhau bod addysg cydberthynas a rhywioldeb yn cael ei chyﬂwyno mewn ffordd sy’n berthnasol i oedran a datblygiad y dysgwyr.

en-gb	Religious education
cy-gb	Addysg grefyddol

en-gb	In proposals for Curriculum for Wales 2022, religious education will continue to be compulsory.
cy-gb	Mewn cynigion ar gyfer Cwricwlwm i Gymru 2022, bydd addysg grefyddol yn parhau i fod yn orfodol.

en-gb	We do not propose that funded non-maintained settings will be required to teach the agreed syllabus but they will have to have regard to guidance as to how best this could be taught.
cy-gb	Nid ydym yn cynnig y bydd yn ofynnol i leoliadau a ariennir nas cynhelir addysgu’r maes llafur cytûn, ond bydd angen iddynt roi sylw i ganllawiau ar y ffordd orau o’i addysgu.

en-gb	We do not intend to make any change to the requirement for schools to deliver the agreed syllabus.
cy-gb	Nid ydym yn bwriadu newid y gofyniad i ysgolion gyﬂwyno’r maes llafur cytûn.

en-gb	Voluntary aided schools with a religious character will continue to be able to deliver their denomination syllabi and parents/carers of learners attending voluntary controlled schools can continue to request that their child studies the denominational syllabus rather than the locally agreed syllabus if they wish.
cy-gb	Bydd ysgolion gwirfoddol a gynorthwyir sydd â chymeriad crefyddol yn parhau i allu cyﬂwyno meysydd llafur eu henwad, a gall rhieni/gofalwyr dysgwyr sy’n mynychu ysgolion gwirfoddol a reolir barhau i ofyn i’w plentyn gael astudio’r maes llafur enwadol yn hytrach na’r maes llafur cytûn lleol, os ydynt yn dymuno gwneud hynny.

en-gb	A new supporting framework is being developed to provide further detail about the relationship between religious education, the agreed syllabus, and the areas of learning and experience.
cy-gb	Mae fframwaith newydd yn cael ei ddatblygu er mwyn darparu rhagor o fanylion am y berthynas rhwng addysg grefyddol, y maes llafur cytûn, a’r meysydd dysgu a phroﬁad.

en-gb	This is being taken forward by a group of religious education practitioners, curriculum pioneers, academics, and representatives from Standing Advisory Councils on Religious Education (SACREs) and the National Advisory Panel for Religious Education (NAPFRE).
cy-gb	Caiff y gwaith hwn ei wneud gan grŵp o ymarferwyr addysg grefyddol, arloeswyr y cwricwlwm, academyddion, a chynrychiolwyr o Gynghorau Ymgynghorol Sefydlog Addysg Grefyddol (CYSAGau) a Phanel Ymgynghorol Cenedlaethol Addysg Grefyddol.

en-gb	It is our intention also that religious education reﬂects our historical and contemporary relationship in Wales to philosophy and religious views, including non-religious beliefs.
cy-gb	Ein bwriad, hefyd, yw bod addysg grefyddol yn adlewyrchu ein perthynas hanesyddol a chyfoes â safbwyntiau athronyddol a chrefyddol, gan gynnwys credoau anghrefyddol.

en-gb	Therefore the current legislation will be amended to ensure the agreed syllabus for religious education takes account of non-religious world views which are analogous to religions (e.g. humanism).
cy-gb	Felly, caiff y ddeddfwriaeth gyfredol ei diwygio i sicrhau bod y maes llafur cytûn ar gyfer addysg grefyddol yn rhoi ystyriaeth i fydolygon anghrefyddol – rhai sy’n cyfateb i grefyddau (e.e. dyneiddiaeth).

en-gb	The Welsh and English languages
cy-gb	Y Gymraeg a Saesneg

en-gb	One of the key characteristics of the four purposes of the curriculum is to develop ambitious, capable learners who can communicate effectively in different forms and settings, using both Welsh and English.
cy-gb	Un o brif nodweddion pedwar diben y cwricwlwm yw datblygu dysgwyr uchelgeisiol, galluog sy’n gallu cyfathrebu’n effeithiol mewn gwahanol ffurﬁau a lleoliadau, drwy’r Gymraeg a’r Saesneg. 

en-gb	All learners should have appropriate pathways for learning Welsh and English to enable them to develop the conﬁdence to use both languages in everyday life.
cy-gb	Dylai pob dysgwr gael llwybrau priodol ar gyfer dysgu’r Gymraeg a Saesneg i’w galluogi i ddatblygu’r hyder i ddefnyddio’r ddwy iaith mewn bywyd pob-dydd.

en-gb	Current proposals for legislation are that there will be a duty on all funded non-maintained settings and schools to teach Welsh for learners aged 3 to 16.
cy-gb	Y cynigion cyfredol ar gyfer deddfwriaeth yw y bydd dyletswydd ar bob lleoliad a ariennir nas cynhelir  ac ysgol i ddysgu Cymraeg i ddysgwyr 3 i 16 oed.

en-gb	Opportunities to use Welsh within and beyond the classroom (including on digital platforms) support learners to use Welsh conﬁdently and appreciate its usefulness to communication in a bilingual Wales.
cy-gb	Mae cyﬂeoedd i ddefnyddio’r Gymraeg yn y dosbarth a thu hwnt (gan gynnwys ar blatfformau digidol) yn helpu dysgwyr i ddefnyddio’r Gymraeg yn hyderus a gwerthfawrogi pa mor ddefnyddiol yw’r Gymraeg o ran cyfathrebu mewn Cymru ddwyieithog.

en-gb	Facilitating the use of Welsh, through planned linguistic progression in every phase of education from ages 3 to 16, and as part of a whole-school approach, offers opportunities for all learners to develop bilingually.
cy-gb	Mae hwyluso’r defnydd o’r Gymraeg, drwy ddilyniant ieithyddol sydd wedi’i gynllunio drwy bob cyfnod addysg o 3 i 16 oed, ac fel rhan o’r dull ysgol gyfan, yn cynnig cyﬂeoedd i bob dysgwr ddatblygu’n ddwyieithog. 

en-gb	Expectations for those learning Welsh in English-medium settings/schools/streams will be reviewed and gradually increased as cohorts learn through Curriculum for Wales 2022, and as the Welsh language methodology skills and experience of practitioners increase.
cy-gb	Byddwn yn adolygu’r disgwyliadau ar gyfer dysgwyr sy’n dysgu’r Gymraeg mewn lleoliadau/ysgolion/ffrydiau cyfrwng Saesneg ac yn cynyddu’r disgwyliadau hynny wrth i’r carfannau weithio trwy Gwricwlwm i Gymru 2022, ac wrth i sgiliau methodolegol a phroﬁad ymarferwyr gynyddu.

en-gb	This will contribute to realising the ambition of having one million Welsh speakers by 2050.
cy-gb	Bydd hyn yn cyfrannu at wireddu’r uchelgais o gael miliwn o siaradwyr Cymraeg erbyn 2050.

en-gb	The Languages, Literacy and Communication Area of Learning and Experience brings together English, Welsh and international languages.
cy-gb	Mae’r Maes Dysgu a Phroﬁad Ieithoedd, Llythrennedd a Chyfathrebu yn dod â Chymraeg, Saesneg ac ieithoedd rhyngwladol ynghyd.

en-gb	Settings and schools should support the development of learners’ Welsh-language skills across the whole curriculum.
cy-gb	Dylai lleoliadau ac ysgolion gefnogi datblygiad sgiliau dysgwyr yn y Gymraeg ar draws y cwricwlwm cyfan.

en-gb	Our proposal is the new curriculum will still allow settings, such as Cylch Meithrin, and schools to fully immerse children in the Welsh language.
cy-gb	Ein cynnig yw y bydd y cwricwlwm newydd yn parhau i ganiatáu i leoliadau, megis y cylchoedd meithrin ac ysgolion, drochi plant yn gyfan gwbl yn y Gymraeg.

en-gb	The Siarter Iaith (Welsh Language Charter) is a national framework for all settings and schools to provide a holistic basis for planning experiences across the curriculum in order to increase learners’ use of Welsh and develop their conﬁdence in the language.
cy-gb	Fframwaith cenedlaethol yw’r Siarter Iaith sy’n galluogi pob lleoliad ac ysgol i ddarparu sail holistaidd ar gyfer cynllunio proﬁadau ar draws y cwricwlwm i gynyddu defnydd dysgwyr o’r Gymraeg a datblygu eu hyder yn yr iaith.

en-gb	It supports increased opportunities for learners to speak Welsh in a variety of contexts and embed their use of Welsh language patterns from an early age.
cy-gb	Mae’n cefnogi cyﬂeoedd cynyddol i ddysgwyr siarad Cymraeg mewn cyd-destunau amrywiol a sefydlu a gwreiddio’u defnydd o batrymau’r Gymraeg o oedran cynnar.

en-gb	The principles set out in the Siarter Iaith are in keeping with the Curriculum for Wales 2022 guidance .
cy-gb	Mae’r egwyddorion a nodir yn y Siarter Iaith yn cyd-fynd â chanllawiau Cwricwlwm i Gymru 2022 .

en-gb	Other proposed statutory requirements Draft Curriculum for Wales 2022:
cy-gb	Elfennau ac ystyriaethau trawsbynciol eraill Cwricwlwm Drafft i Gymru 2022:

en-gb	Other cross-cutting elements and considerations
cy-gb	Elfennau ac ystyriaethau trawsbynciol eraill

en-gb	In order to develop a rich curriculum consistent with the aims of Successful Futures , a range of further elements have been signalled within Curriculum for Wales 2022 guidance which should be embedded in school-level curriculum design and development.
cy-gb	Er mwyn datblygu cwricwlwm cyfoethog sy’n gydnaws â’r nodau yn Dyfodol Llwyddiannus , nodir amrywiaeth o elfennau pellach o fewn cynnwys canllawiau Cwricwlwm i Gymru 2022 y mae’n rhaid eu trin fel rhan annatod o gynllunio a datblygu cwricwlwm lefel ysgol.

en-gb	It is proposed that these components will not be subject to separate statutory provision.
cy-gb	Cynigir na fydd yr elfennau hyn yn ddarostyngedig i ddarpariaeth statudol ar wahân.

en-gb	Where appropriate, the guidance for each area of learning and experience explains how the area of learning and experience supports learning in these elements.
cy-gb	Lle bo’n briodol, mae’r canllawiau ar gyfer pob maes dysgu a phroﬁad yn egluro sut y mae’r maes dysgu a phroﬁad dan sylw’n cefnogi’r dysgu yn yr elfennau hyn.

en-gb	Welsh dimension and international perspective
cy-gb	Y dimensiwn Cymreig a’r persbectif rhyngwladol

en-gb	The need for learners to be rooted in their own cultures and to have a strong sense of identity within their locality, Wales, and the wider world is a key theme within the four purposes of the curriculum.
cy-gb	Un o’r prif themâu o fewn pedwar diben y cwriwlcwm yw bod angen i ddysgwyr gael eu gwreiddio yn eu diwylliannau eu hunain a bod â hunaniaeth gref yn eu hardal leol, Cymru, a’r byd ehangach.

en-gb	Curriculum for Wales 2022 guidance recognises that learners should have the opportunity to develop their identity through exploring questions of culture, language and belonging in their locality and in Wales.
cy-gb	Mae canllawiau Cwricwlwm i Gymru 2022 yn cydnabod y dylai dysgwyr gael cyﬂeoedd i ddatblygu eu hunaniaeth drwy archwilio cwestiynau am ddiwylliant, iaith ac ymdeimlad o berthyn yn eu hardal leol ac yng Nghymru.

en-gb	It should provide them with an understanding of the diverse histories, cultures, values and heritage of modern Wales, and the contribution they can make to their communities.
cy-gb	Dylai roi dealltwriaeth iddynt o’r hanes, y diwylliannau, y gwerthoedd a’r dreftadaeth amrywiol sy’n bodoli yn y Gymru fodern, a’r cyfraniad y gallant ei wneud i’w cymunedau.

en-gb	The new curriculum should provide learners with the means by which to imagine both Wales’ future and their own roles in its unfolding story.
cy-gb	Dylai’r cwricwlwm newydd ddarparu’r modd i ddysgwyr allu dychmygu dyfodol Cymru a’u cyfraniad nhw i’r dyfodol hwnnw.

en-gb	An international perspective offers opportunities for learners to reﬂect on their roles and responsibilities as global citizens living in a culturally and linguistically diverse society, and to respond to the challenges of working towards a sustainable and equitable future.
cy-gb	Mae persbectif rhyngwladol yn cynnig cyﬂeoedd i ddysgwyr ystyried eu rolau a’u cyfrifoldebau fel dinasyddion byd-eang sy’n byw mewn cymdeithas amrywiol o ran diwylliant ac iaith, ac ymatebi’r heriau wrth anelu at ddyfodol cynaliadwy a theg.

en-gb	Learners should experience contexts that help them explore and make connections between their locality, Wales, the United Kingdom, Europe and wider global issues.
cy-gb	Dylai dysgwyr broﬁ cyd-destunau sy’n eu helpu i archwilio a gweld y cysylltiadau rhwng eu hardal leol, Cymru, y Deyrnas Unedig, Ewrop a materion byd-eang ehangach.

en-gb	This will help them explore positive relationships based on mutual respect, tolerance and dignity in a diverse society.
cy-gb	Bydd hyn yn eu helpu i archwilio cydberthnasau cadarnhaol sydd wedi’u seilio ar gyd-barch, goddefgarwch ac urddas mewn cymdeithas amrywiol.

en-gb	We are creating a curriculum for Wales and, as such, Wales and an international perspective should be evident across Curriculum for Wales 2022 and be included in the learning journeys of all learners in all areas of learning and experience.
cy-gb	Rydym yn creu gwricwlwm i Gymru ac, o’r herwydd, dylai Cymru a phersbecitf rhyngwladol fod yn amlwg ar draws Cwricwlwm i Gymru 2022 a dylid eu cynnwys yn nhaith dysgu pob dysgwr ym mhob maes dysgu a phroﬁad.

en-gb	Learners should fully understand, appreciate and analyse:
cy-gb	Dylai dysgwyr ddeall, dadansoddi a gwerthuso’n llawn:

en-gb	• their locality and Wales’ place and contribution to the United Kingdom and the wider world
cy-gb	• eu hardal leol a lleoliad a chyfraniad Cymru i’r Deyrnas Unedig a’r byd ehangach

en-gb	• the current and historic impact of the wider world, including the other nations of the United Kingdom, on Wales and the locality of their setting or school
cy-gb	• effaith bresennol a hanesyddol y byd ehangach, gan gynnwys gwledydd eraill y Deyrnas Unedig, ar Gymru ac ardal eu lleoliad neu eu hysgol

en-gb	• the impact of the interplay between these various relationships.
cy-gb	• effaith yr adwaith rhwng y cydberthnasau amrywiol hyn.

en-gb	When designing and developing a school-level curriculum these aspects of learning should be approached in a manner that is appropriate and meaningful to each area of learning and experience.
cy-gb	Wrth gynllunio a datblygu cwricwlwm lefel ysgol, dylid ymdrin â’r agweddau hyn ar ddysgu mewn ffordd sy’n briodol ac ystyrlon i bob maes dysgu a phroﬁad.

en-gb	For some areas of learning and experience this forms a key aspect of the content or focus of learning itself;
cy-gb	Ar gyfer rhai meysydd dysgu a phroﬁad, mae hyn yn rhan allweddol o gynnwys neu ffocws y dysgu ei hun;

en-gb	in others it provides context to make sense of processes, theories or principles, e.g. through examples, application in real-world scenarios, or case studies.
cy-gb	mewn rhai eraill mae’n rhoi cyd-destun ar gyfer gwneud synnwyr o brosesau, theorïau neu egwyddorion, e.e. drwy enghreifftiau,cymhwyso’r dysgu mewn sefyllfaoedd yn y byd go iawn, neu astudiaethau achos.

en-gb	Other cross-cutting elements and considerations Draft Curriculum for Wales 2022:
cy-gb	Elfennau ac ystyriaethau trawsbynciol eraill Cwricwlwm Drafft i Gymru 2022:

en-gb	For many areas of learning and experience this approach may mean starting learning journeys from their locality and Wales, acknowledging their cultural and linguistic diversity, and then also developing their understanding of wider contexts.
cy-gb	Yn achos llawer o’r meysydd dysgu a phroﬁad, efallai y byddai’r dull gweithredu hwn yn golygu cychwyn yn yr ardal leol ac yng Nghymru, gan gydnabod yr amrywiaeth ieithyddol a diwylliannol, a mynd ati wedyn i ddatblygu dealltwriaeth o gyd-destunau ehangach.

en-gb	Where appropriate, learners should also be encouraged to draw comparisons and/or give consideration to the manner in which the locality, Wales, the United Kingdom and the wider world are constantly inﬂuencing each other.
cy-gb	Lle y bo’n briodol, dylid annog dysgwyr i gymharu a/neu roi ystyriaeth i’r ffordd y mae’r ardal leol, Cymru, y Deyrnas Unedig a’r byd ehangach yn dylanwadu ar ei gilydd o hyd.

en-gb	Wider skills
cy-gb	Sgiliau ehangach

en-gb	Our guidance is that the following wider skills are integral to the curriculum and the design of the areas of learning and experience.
cy-gb	Ein harweiniad yw bod y sgiliau ehangach canlynol yn greiddiol i’r cwricwlwm ac wrth gynllunio’r meysydd dysgu a phroﬁad.

en-gb	They are an essential school-level curriculum design and development consideration.
cy-gb	Maent yn ystyriaeth hanfodol wrth gynllunio a datblygu cwricwlwm lefel ysgol.

en-gb	• Critical thinking and problem-solving – marshalling critical and logical processes to analyse and understand situations and develop responses and solutions.
cy-gb	• Meddwl yn feirniadol a datrys problemau – mabwysiadu prosesau beirniadol a rhesymegol i ddadansoddi a deall sefyllfaoedd a llunio ymatebion a datrysiadau.

en-gb	• Planning and organisation – implementing solutions, executing ideas, and monitoring and reﬂecting on results.
cy-gb	• Cynllunio a threfnu – gweithredu atebion a syniadau, a monitro ac ystyried y canlyniadau.

en-gb	• Creativity and innovation – generating ideas, openness and courage to explore ideas and express opinions.
cy-gb	• Creadigrwydd ac arloesi – meddwl am syniadau, bod yn agored a magu hyder i archwilio syniadau a mynegi barn.

en-gb	• Personal effectiveness – reﬂecting on and understanding oneself and others, behaving in effective and appropriate ways; being an effective learner.
cy-gb	• Effeithiolrwydd personol – ystyried eich hun ac eraill a deall eich hun ac eraill, ymddwyn mewn modd effeithiol a phriodol; bod yn ddysgwr effeithiol.

en-gb	It is vitally important learners develop a range of wider skills necessary to prepare for modern life and the workplace.
cy-gb	Mae’n hanfodol bwysig bod dysgwyr yn datblygu amrywiaeth eang o sgiliau hanfodol er mwyn paratoi ar gyfer bywyd modern a’r gweithle.

en-gb	These wider skills are essential in order for learners to become more resilient and be better able to respond to the challenges that they face, both now and in future.
cy-gb	Mae’r sgiliau ehangach hyn yn hanfodol er mwyn i ddysgwyr ddatblygu gwytnwch a gallu ymateb yn well i’r heriau sy’n eu hwynebu nawr ac yn y dyfodol.

en-gb	The diagram on the next page has been developed to support integration of these wider skills across the six areas of learning and experience as part of curriculum design and development in settings and schools.
cy-gb	Mae’r diagram ar y dudalen nesaf wedi’i ddatblygu i gefnogi integreiddiad y sgiliau ehangach hyn ar draws y chwe maes dysgu a phroﬁad wrth gynllunio a datblygu’r cwricwlwm mewn lleoliadau ac ysgolion.

en-gb	A guide to Curriculum for Wales 2022 16
cy-gb	Canllaw i Gwricwlwm i Gymru 2022 16

en-gb	Characteristics, attributes and values of wider skills
cy-gb	Priodoleddau, nodweddion a gwerthoedd y sgiliau ehangach

en-gb	 Creativity and innovation
cy-gb	Creadigrwydd ac arloesi

en-gb	Able to generate ideas.
cy-gb	Y gallu i greu syniadau.

en-gb	Develop curiosity and inquisitiveness.
cy-gb	Datblygu chwilfrydedd a chwilgarwch.

en-gb	Demonstrate courage to explore and develop ideas.
cy-gb	Dangos dewrder i ymchwilio a datblygu syniadau.

en-gb	Ability to turn ideas into action.
cy-gb	Y gallu i roi syniadau ar waith.

en-gb	Plan and manage projects.
cy-gb	Cynllunio a rheoli prosiectau.

en-gb	Identify opportunities.
cy-gb	Dod o hyd i gyfleoedd.

en-gb	Act upon opportunities and ideas and transform them into value – the created value can be financial, cultural or social.
cy-gb	Manteisio ar gyfleoedd a rhoi syniadau ar waith, a’u gweddnewid i fod o werth i eraill  gall y gwerth a gaiff ei greu fod yn ariannol, yn ddiwylliannol neu’n gymdeithasol.

en-gb	Planning and organising How the ideas are implemented.
cy-gb	Cynllunio a threfnu Sut caiff y syniadau eu rhoi ar waith.

en-gb	Set goals.
cy-gb	Pennu nodau.

en-gb	Decision-making.
cy-gb	Gwneud penderfyniadau.

en-gb	Time management.
cy-gb	Rheoli amser.

en-gb	Monitor and reflect on results.
cy-gb	Monitro ac ystyried canlyniadau.

en-gb	Adapt.
cy-gb	Addasu.

en-gb	Check for accuracy.
cy-gb	Gwirio am gywirdeb.

en-gb	Responsibility and reliability.
cy-gb	Cyfrifoldeb a dibynadwyedd.

en-gb	Manage resources.
cy-gb	Rheoli adnoddau.

en-gb	Be persistent.
cy-gb	Dyfalbarhad.

en-gb	Take risks.
cy-gb	Cymryd risgiau.

en-gb	Express their  opinions.
cy-gb	Mynegi eu barn.

en-gb	Work collaboratively.
cy-gb	Gweithio ar y cyd.

en-gb	Be adaptable.
cy-gb	Y gallu i addasu.

en-gb	Be resilient.
cy-gb	Y gallu i oresgyn  problemau.

en-gb	Learn from mistakes.
cy-gb	Dysgu o gamgymeriadau.

en-gb	Critical thinking and problem-solving Analyse and understand.
cy-gb	Meddwl yn feirniadol  a datrys problemau

en-gb	Evaluate information and situations.
cy-gb	Dadansoddi a deall.

en-gb	Ask questions.
cy-gb	Holi cwestiynau.

en-gb	Be objective looking at opposite views (strengths and weaknesses).
cy-gb	Bod yn wrthrychol, gan edrych ar safbwyntiau  croes (cryfderau a gwendidau).

en-gb	Challenge perceptions.
cy-gb	Herio canfyddiadau.

en-gb	Identify potential solutions.
cy-gb	Nodi a datblygu dadleuon.

en-gb	Justify decisions.
cy-gb	Cyfiawnhau penderfyniadau.

en-gb	Identify and develop arguments.
cy-gb	Gwerthuso gwybodaeth a sefyllfaoedd.

en-gb	Self-aware.
cy-gb	Hunanymwybyddiaeth.

en-gb	Confidence and self-esteem.
cy-gb	Hyder a hunan-barch.

en-gb	Emotional intelligence.
cy-gb	Deallusrwydd emosiynol.

en-gb	Evaluate own learning/strengths and areas for development.
cy-gb	Gwerthuso eich dysgu/cryfderau eich hun a meysydd i’w datblygu.

en-gb	Independence.
cy-gb	Annibyniaeth.

en-gb	Leadership.
cy-gb	Arweinyddiaeth.

en-gb	Careers and work-related experiences
cy-gb	Gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith

en-gb	Careers and work-related experiences include careers education, information, advice and guidance.
cy-gb	Mae gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith yn cynnwys addysg gyrfaoedd, gwybodaeth, cyngor ac arweiniad.

en-gb	It will help all learners develop the awareness and aspiration of a range of career choices, creating a more diverse, economically engaged workforce in Wales.
cy-gb	Bydd yn helpu pob dysgwr i ddatblygu ymwybyddiaeth ac uchelgais o ran amrywiaeth o ddewisiadau gyrfa, gan greu gweithlu mwy amrywiol sy’n ymgysylltu’n economaidd yng Nghymru.

en-gb	Career management and planning skills of motivation, self-awareness, opportunity awareness, decision-making, application and resilience support learners to realise the four purposes of the curriculum.
cy-gb	Mae sgiliau rheoli a chynllunio gyrfa fel ysgogiad, hunanymwybyddiaeth, bod yn ymwybodol o gyﬂeoedd, gwneud penderfyniadau, cymhwyso a gwytnwch yn helpu dysgwyr i wireddu pedwar diben y cwricwlwm.

en-gb	This is supported by each area of learning and experience.
cy-gb	Caiff hyn ei gefnogi gan bob maes dysgu a phroﬁad.

en-gb	Careers and work-related experiences should enable learners to develop:
cy-gb	Dylai gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith alluogi dysgwyr i ddatblygu:

en-gb	• understanding of the factors that guide, shape and inﬂuence career prospects and development,and the skills needed to progress their career plans and development
cy-gb	• dealltwriaeth o’r ffactorau sy’n arwain, sy’n llunio ac sy’n dylanwadu ar ragolygon gyrfa a datblygiad, a’r sgiliau sydd eu hangen i symud ymlaen â’u cynlluniau a’u datblygiad o ran gyrfa

en-gb	• awareness of individual skills, attributes and interests, and how they impact on career choices, raising learner aspiration and understanding of consequences
cy-gb	• ymwybyddiaeth o sgiliau unigol, rhinweddau a diddordebau, a sut y maent yn effeithio ar ddewisiadau gyrfa, gan godi dyheadau dysgwyr a dealltwriaeth o ganlyniadau

en-gb	• employment and enterprise knowledge, which can be applied when seeking, applying for and sustaining employment, or self-employment
cy-gb	• gwybodaeth am gyﬂogaeth a mentergarwch, y gellir ei defnyddio wrth chwilio ac ymgeisio am gyﬂogaeth, neu hunangyﬂogaeth, a’u cynnal

en-gb	• the skills to manage everyday life as independently as they can.
cy-gb	• y sgiliau i ymdopi â bywyd pob-dydd mor annibynnol ag y bo modd.

en-gb	An understanding of the world of work should begin at an early age.
cy-gb	Dylid dechrau meithrin dealltwriaeth o’r byd gwaith yn gynnar.

en-gb	Primary-aged learners should beneﬁt from a greater awareness of job roles, the beneﬁts of work and the negative consequences of stereotypes.
cy-gb	Dylai dysgwyr oedran ysgol gynradd elwa ar gael gwell ymwybyddiaeth o rolau swyddi, manteision gweithio a chanlyniadau negyddol stereoteipio.

en-gb	This forms the basis of continued learning, enabling learners in secondary school to make informed and appropriate careers decisions.
cy-gb	Mae hyn yn sylfaen ar gyfer dysgu parhaus, sy’n galluogi dysgwyr uwchradd i wneud penderfyniadau gyrfa deallus a phriodol.

en-gb	There is currently an existing duty for learners aged 13 to 16 to be provided with a programme of careers education, and the Welsh Government is considering the future legislative provisions required following the White Paper consultation Our National Mission:
cy-gb	Mae dyletswydd yn bodoli ar hyn o bryd i ddarparu rhaglen o addysg gyrfaoedd i ddysgwyr 13 i 16 oed, ac mae Llywodraeth Cymru yn ystyried y darpariaethau deddfwriaethol y bydd eu hangen yn y dyfodol yn dilyn yr ymgynghoriad Papur Gwyn Cenhadaeth ein Cenedl:

en-gb	Learner choice at Progression steps 4 and 5
cy-gb	Dewis y dysgwr yng Nghamau cynnydd 4 a 5

en-gb	All learners will have an entitlement to education across all of the areas of learning and experience.
cy-gb	Bydd gan bob dysgwr hawl i addysg ar draws yr holl feysydd dysgu a phroﬁad.

en-gb	Breadth of learning across the areas of learning and experience should be achieved through continued learning up to the age of 16 to provide learners with a sound educational basis for future life, study and work.
cy-gb	Dylid cyﬂawni’r ehangder dysgu ar draws y meysydd dysgu a phroﬁad drwy ddysgu parhaus hyd at 16 oed er mwyn rhoi sylfaen addysgol gadarn i ddysgwyr ar gyfer eu bywyd, eu hastudiaethau a’u gwaith yn y dyfodol.

en-gb	As learners progress they will begin to specialise and make choices.
cy-gb	Wrth i ddysgwyr wneud cynnydd, byddant yn dechrau arbenigo a gwneud dewisiadau.

en-gb	Each of the areas of learning and experience guidance has been designed to support learners to specialise as they progress as well as to have broad experiences, thus allowing for learner choice.
cy-gb	Mae’r holl ganllawiau ar gyfer y meysydd dysgu a phroﬁad wedi’u cynllunio i gefnogi dysgwyr i arbenigo a chael proﬁadau eang, a thrwy hynny yn caniatáu i’r dysgwr ddewis.

en-gb	The four purposes of the curriculum should be central to discussions with learners regarding their progress and choices, as well as consideration of future careers and supporting courses and qualiﬁcations.
cy-gb	Dylai pedwar diben y cwricwlwm fod yn ganolog i drafodaethau â dysgwyr ynghylch eu cynnydda’u dewisiadau, yn ogystal â’u gyrfaoedd yn y dyfodol a chyrsiau a chymwysterau ategol.

en-gb	Flexibility to build a tailored proﬁle for each learner would also support those who are able to go beyond the achievement outcomes articulated at Progression step 5 by continuing to deepen their learning.
cy-gb	Byddai hyblygrwydd i adeiladu profﬁl sydd wedi’i deilwra ar gyfer pob dysgwr yn helpu’r rheini sy’n gallu mynd y tu hwnt i’r deilliannau cyﬂawniad a nodir yng Ngham cynnydd 5 drwy barhau i gryfhau eu dysgu.

en-gb	Other cross-cutting elements and considerations Draft Curriculum for Wales 2022: A guide to Curriculum for Wales 2022 18
cy-gb	Elfennau ac ystyriaethau trawsbynciol eraill Cwricwlwm Drafft i Gymru 2022: Canllaw i Gwricwlwm i Gymru 2022 18

en-gb	Qualiﬁcations Wales has been closely involved in the curriculum reform process.
cy-gb	Mae Cymwysterau Cymru wedi bod yn ymwneud yn agos â’r broses o ddiwygio’r cwricwlwm.

en-gb	Building on the collaborative approach to curriculum development, they will engage extensively with stakeholders, including professionals directly involved in curriculum development, to consider how qualiﬁcations for 14 to 16-year-olds should align to the new curriculum.
cy-gb	Byddant yn adeiladu ar y cydweithio hwn drwy ymgysylltu’n helaeth â rhanddeiliaid, gan gynnwys gweithwyr proffesiynol sydd wedi bod wrthi’n datblygu’r cwricwlwm, er mwyn ystyried sut y dylai cymwysterau ar gyfer dysgwyr 14 i 16 oed gyd-fynd â’r cwricwlwm newydd.

en-gb	By the time the ﬁrst learners who embark on the new curriculum in 2022 reach the stage when they will be sitting GCSEs, Qualiﬁcations Wales’ work on this will be complete and any new arrangements will be in place.
cy-gb	Erbyn i’r dysgwyr cyntaf sy’n dechrau astudio’r cwricwlwm newydd yn 2022 gyrraedd y cyfnod TGAU, bydd gwaith Cymwysterau Cymru ar hyn wedi’i gwblhau a bydd unrhyw drefniadau newydd yn eu lle.

en-gb	Human rights education and the United Nations Convention on the Rights of the Child
cy-gb	Addysg hawliau dynol a Chonfensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn

en-gb	Human rights are the freedoms and protections to which all people are entitled.
cy-gb	Hawliau dynol yw’r rhyddid a’r amddiffyniadau y mae gan bawb yr hawl iddynt.

en-gb	Learners have speciﬁc human rights guaranteed by the United Nations Convention on the Rights of the Child (UNCRC).
cy-gb	Mae gan ddysgwyr hawliau dynol penodol sydd wedi’u gwarantu gan Gonfensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP).

en-gb	Curriculum for Wales 2022 can play an important role in understanding and promoting respect for human rights and the rights of the child.
cy-gb	Gall Cwricwlwm i Gymru 2022 chwarae rhan bwysig wrth ddeall a hyrwyddo parch at hawliau dynol  a hawliau’r plentyn.

en-gb	Our guidance is that this could be achieved by schools promoting:
cy-gb	Ein harweiniad yw y gellid cyﬂawni hyn mewn ysgolion drwy hyrwyddo:

en-gb	• learning about human rights:
cy-gb	• dysgu am hawliau dynol:

en-gb	the acquisition of knowledge and skills about human rights, and the sources of those rights including the UNCRC
cy-gb	caffael gwybodaeth a sgiliau am hawliau dynol, a ffynonellau’r hawliau hynny gan gynnwys CCUHP

en-gb	• learning through human rights:
cy-gb	• dysgu drwy hawliau dynol:

en-gb	the development of values, attitudes and behaviours that reﬂect human rights values
cy-gb	datblygu gwerthoedd, agweddau ac ymddygiadau sy’n adlewyrchu gwerthoedd hawliau dynol

en-gb	• learning for human rights:
cy-gb	• dysgu ar gyfer hawliau dynol:

en-gb	the motivation of social action and empowerment of active citizenship to advance respect for the rights of all.
cy-gb	cymell gweithredu cymdeithasol a grymuso dinasyddiaeth weithredol er mwyn datblygu parch at hawliau pawb.

en-gb	The Children’s Commissioner for Wales has guidance to support children’s rights approaches in education.
cy-gb	Mae canllawiau gan Gomisiynydd Plant Cymru i gefnogi dulliau gweithredu seiliedig ar hawliau plant mewn addysg.

en-gb	This includes mapping how articles of the UNCRC underpin each area of learning and experience and each of the four purposes of the curriculum.
cy-gb	Mae’r canllawiau yn cynnwys mapio sut mae erthyglau’r CCUHP yn sail i bob maes dysgu a phroﬁad a phedwar diben y cwricwlwm.

en-gb	Guidance can be accessed online on the website of the Children’s Commissioner for Wales at www.childcomwales.org.uk .
cy-gb	Gellir gweld y canllawiau ar-lein ar wefan Comisiynydd Plant Cymru yn www.complantcymru.org.uk .

en-gb	© Crown copyright 2019   WG35002 Mae’r ddogfen yma hefyd ar gael yn Gymraeg.
cy-gb	© Hawlfraint y Goron 2019   WG35002

en-gb	DRAFT STATUTORY GUIDANCE AREA OF LEARNING AND EXPERIENCE
cy-gb	CANLLAWIAU STATUDOL DRAFFT MAES DYSGU A PHROFIAD

en-gb	Contents Draft Curriculum for Wales 2022: Expressive Arts 02
cy-gb	Y C r yn H n y w n y s s y’n Bwysig yn y Celfyddydau Mynegiannol Cwricwlwm Dr D af r t a C fft u i rr G ic y u m lu r m u 2 fo 0 r 2 W 2: a C le e s lfy 2 d 0 d 2 y 2 d : a E u xp M r y e n s e si g v i e an A n r o ts l 02

en-gb	Introduction to the Expressive Arts Area of Learning and Experience 03
cy-gb	Cyﬂwyniad i Faes Dysgu a Phroﬁad y Celfyddydau Mynegiannol 03 

en-gb	What Matters in Expressive Arts
cy-gb	Yr Hyn sy’n Bwysig yn y Celfyddydau Mynegiannol

en-gb	Exploration through and of the Expressive Arts deepens our artistic knowledge and contributes to our understanding of identities, cultures and societies.
cy-gb	Mae archwilio’r Celfyddydau Mynegiannol ac archwilio drwyddynt yn dyfnhau ein gwybodaeth artistig ac yn cyfrannu at ein dealltwriaeth o hunaniaeth, diwylliant a chymdeithas.

en-gb	Responding and reﬂecting, both as artist and audience, is a  fundamental part of learning about and through the Expressive Arts.
cy-gb	Mae ymateb a myfyrio, fel artist a chynulleidfa, yn rhan hanfodol o ddysgu am y Celfyddydau Mynegiannol a dysgu drwyddynt.

en-gb	35
cy-gb	36

en-gb	Creative work combines knowledge and skills using the senses, inspiration and imagination.
cy-gb	Mae gwaith creadigol yn cyfuno gwybodaeth a sgiliau gan ddefnyddio’r synhwyrau, ysbrydoliaeth a dychymyg.

en-gb	52
cy-gb	53

en-gb	Glossary 71
cy-gb	Geirfa 72

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 03
cy-gb	Y C r yﬂ H w y y n n s ia y d ’n Bwysig yn y Celfyddydau Mynegiannol Cwricwlwm Dr D af r t a C fft u i rr G ic y u m lu r m u 2 fo 0 r 2 W 2: a C le e s lfy 2 d 0 d 2 y 2 d : a E u xp M r y e n s e si g v i e an A n r o ts l 03

en-gb	INTRODUCTION TO THE EXPRESSIVE ARTS  AREA OF LEARNING AND EXPERIENCE
cy-gb	CYFLWYNIAD I FAES DYSGU A PHROFIAD Y CELFYDDYDAU MYNEGIANNOL

en-gb	The dynamic nature of the Expressive Arts can engage and motivate learners and so encourage them to develop their creative, artistic and performance skills to the full.
cy-gb	Gall natur ddeinamig y Celfyddydau Mynegiannol ennyn diddordeb dysgwyr a’u cymell i ddatblygui’r eithaf eu sgiliau creadigol ac artistig ynghydâ’u sgiliau perfformio.

en-gb	The Expressive Arts Area of Learning and Experience centres on the ﬁve disciplines of art, dance, drama, ﬁlm and digital media, and music.
cy-gb	Mae Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol yn canolbwyntio ar bum disgyblaeth, sef celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol.

en-gb	While these disciplines have a common creative process and share transferable skills, each has its own discrete body of knowledge and set of discernible skills.
cy-gb	Mae’r disgyblaethau hyn i gyd yn rhannu proses greadigol a sgiliau trosglwyddadwy cyffredin, ac eto mae perthyn i bob un ohonynt gorff o wybodaeth a set o sgiliau sy’n perthyn yn benodol i’r ddisgyblaeth honno.

en-gb	This area of learning and experience will ensure that learners are entitled to access all ﬁve disciplines.
cy-gb	Bydd y maes dysgu a phroﬁad hwn yn sicrhau bod gan y dysgwyr hawl i astudio a phroﬁ pob un o’r pum disgyblaeth.

en-gb	The Expressive Arts Area of Learning and Experience will afford learners meaningful experiences through which they can gain an understanding and an appreciation of the diverse communities of Wales as well as the wider world.
cy-gb	Bydd Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol yn cynnig proﬁadau ystyrlon i’r dysgwyr a fydd yn eu galluogi i ddod i ddeall a gwerthfawrogi’r cymunedau amrywiol sydd yng Nghymru a’r byd ehangach.

en-gb	Whether as attendees or creators of exhibitions and performances in art, dance, drama, ﬁlm and digital media, or music, learners will come to know about their own culture and society as well as those of other people.
cy-gb	Boed fel cynulleidfa neu ymarferwyr celf, cerddoriaeth, dawns, drama neu fﬁlm a’r cyfryngau digidol, bydd y dysgwyr yn dod i wybod am eu diwylliant a’u cymuned eu hunain yn ogystal â rhai pobl eraill.

en-gb	This will enable them to explore cultural differences between themselves and others, through time and place.
cy-gb	Bydd hyn yn eu galluogi i archwilio amrywiaethau diwylliannol rhyngddynt a phobl eraill mewn lleoedd a chyfnodau gwahanol.

en-gb	In addition, the knowledge, skills and values they develop through these activities will enable them to engage with issues that arise in their lives.
cy-gb	At hyn, bydd yr wybodaeth, y sgiliau a’r gwerthoedd y maent yn eu datblygu yn eu galluogi i ymdrin â materion sy’n codi yn eu bywydau.

en-gb	During Expressive Arts experiences, learners will be physically, socially and emotionally engaged, and as a result their well-being, self-esteem and resilience will be nurtured. This in turn will enhance their self-conﬁdence.
cy-gb	Fel rhan o broﬁadau y Celfyddydau Mynegiannol, bydd dysgwyr yn ymwneud yn gorfforol, yn gymdeithasol ac yn emosiynol â’r maes, ac o ganlyniad bydd eu lles, eu hunan-barch a’u gwydnwch yn cael eu meithrin. Bydd hyn yn ei dro yn arwain at well hunanhyder.

en-gb	The Expressive Arts Area of Learning and Experience will also foster creativity and critical thinking skills which will aid learners’ capacity to question, make connections, innovate, solve problems, communicate, collaborate and reﬂect critically.
cy-gb	Bydd Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol hefyd yn meithrin creadigrwydd a sgiliau meddwl yn feirniadol a fydd yn gymorth i’r dysgwyr ddatblygu eu gallu i holi cwestiynau, gwneud cysylltiadau, bod yn ﬂaengar, datrys problemau, cyfathrebu, cydweithio ac adfyfyrio’n feirniadol.

en-gb	These are higher-order skills in demand by employers and essential for learners to become active twenty-ﬁrst century citizens.
cy-gb	Mae’r rhain i gyd yn sgiliau lefel uwch y mae galw amdanynt ymhlith cyﬂogwyr ac maent yn hanfodol er mwyn i ddysgwyr ddod yn ddinasyddion sy’n chwarae eu rhan yn yr unfed ganrif ar hugain.

en-gb	Importantly, the area of learning and experience will make the Expressive Arts accessible to all and through this inclusive approach expand the horizons of every learner.
cy-gb	Yn bwysig iawn, bydd y maes dysgu a phroﬁad yn sicrhau bod y Celfyddydau Mynegiannol yn agored ac yn hygyrch i bawb, a thrwy’r ymagwedd gynhwysol hon, bydd yn ehangu gorwelion pob dysgwr.

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 04
cy-gb	Cyﬂwyniad C C w w ric ri w cw lw lw m m D D ra ra fft fft i G Cymru 2022: Celfyddydau m M ynegiannol 04

en-gb	A transformational curriculum
cy-gb	Cwricwlwm gweddnewidiol

en-gb	The White Paper Our National Mission:
cy-gb	Mae’r Papur Gwyn Cenhadaeth ein Cenedl:

en-gb	A Transformational Curriculum 1 set out the detailed
cy-gb	Cwricwlwm Gweddnewidiol 1 yn nodi’r cynigion

en-gb	legislative proposals for Curriculum for Wales 2022.
cy-gb	deddfwriaethol manwl ar gyfer Cwricwlwm i Gymru 2022.

en-gb	The proposal is that funded non-maintained settings and schools will be required to provide a broad and balanced curriculum that meets the four purposes of the curriculum, and comprises the six areas of learning and experience.
cy-gb	Y cynnig yw y bydd gofyn i leoliadau a ariennir nas cynhelir ac ysgolion ddarparu cwricwlwm eang a chytbwys sy’n bodloni pedwar diben y cwricwlwm ac sy’n cynnwys y chwe maes dysgu a phroﬁad.

en-gb	There will be statutory duties to teach Welsh, English, religious education, relationships and sexuality education, and the three cross-curricular responsibilities of literacy, numeracy and digital competence.
cy-gb	Bydd dysgu Cymraeg, Saesneg, addysg grefyddol, addysg cydberthynas a rhywioldeb, a’r tri chyfrifoldeb trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, i gyd yn ddyletswyddau statudol.

en-gb	Further information on how the Expressive Arts Area of Learning and Experience can support this is provided in the ‘Developing a broad and balanced curriculum’ section of this document.
cy-gb	Mae rhagor o wybodaeth ar sut y gall Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol gefnogi hyn yn adran ‘Datblygu cwricwlwm eang a chytbwys’ o’r ddogfen hon.

en-gb	Funded non-maintained settings and schools will have discretion as to how they design their school-level curriculum to meet their curriculum duties.
cy-gb	Bydd hawl gan leoliadau a ariennir nas cynhelir ac ysgolion i ddewis sut i gynllunio’u cwricwlwm ar lefel ysgol er mwyn cyﬂawni eu dyletswyddau cwricwlaidd.

en-gb	However, in considering the exercise of that discretion, they must have regard to statutory guidance issued by Welsh Ministers.
cy-gb	Fodd bynnag, wrth arfer yr hawl honno, bydd rhaid iddynt roi sylw i ganllawiau statudol a gaiff eu cyhoeddi gan Weinidogion Cymru.

en-gb	In practice, that means they should follow the statutory guidance unless they have good reason not to.
cy-gb	Yn ymarferol, golyga hyn y dylent ddilyn y canllawiau statudol oni bai bod ganddynt reswm da i beidio.

en-gb	This statutory guidance for the Expressive Arts Area of Learning and Experience, which forms part of the wider Curriculum for Wales 2022 statutory guidance, is intended to provide a national framework that funded non-maintained settings and schools can build on to develop their own curriculum.
cy-gb	Nod y canllawiau statudol hyn ar gyfer Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol, sy’n rhan o’r canllawiau statudol ehangach ar gyfer Cwricwlwm i Gymru 2022, yw rhoi fframwaith cenedlaethol y gall lleoliadau a ariennir nas cynhelir ac ysgolion ei ddefnyddio i ddatblygu eu cwricwlwm eu hunain.

en-gb	It is not intended to be a comprehensive or exhaustive syllabus, nor a guide for organising timetables.
cy-gb	Ni fwriedir iddynt fod yn faes llafur hollgynhwysfawr, nac yn ganllaw ar gyfer trefnu amserlenni.

en-gb	It sets out:
cy-gb	Maent yn nodi:

en-gb	• what funded non-maintained settings and schools should take into account in designing their curriculum and how it could be structured
cy-gb	• yr hyn y dylai lleoliadau a ariennir nas cynhelir ac ysgolion roi ystyriaeth iddo wrth lunio’u cwricwlwm, a sut y gellir ei strwythuro

en-gb	• the broad expectations for learners for the Expressive Arts Area of Learning and Experience at each progression step.
cy-gb	• y disgwyliadau eang ar gyfer dysgwyr ar bob cam cynnydd ym Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol.

en-gb	1 beta.gov.wales/our-national-mission-transformational-curriculum
cy-gb	1 beta.llyw.cymru/cenhadaeth-ein-cenedl-cwricwlwm-gweddnewidiol

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 05
cy-gb	Cyﬂwyniad Cwricwlwm Dr D af r t a C fft u i rr G ic y u m lu r m u 2 fo 0 r 2 W 2: a C le e s lfy 2 d 0 d 2 y 2 d : a E u xp M r y e n s e si g v i e an A n rt o s l 05

en-gb	How the area of learning and experience supports the four purposes of the curriculum
cy-gb	Sut mae’r maes dysgu a phroﬁad yn cefnogi pedwar diben y cwricwlwm

en-gb	Through the Expressive Arts Area of Learning and Experience, teachers/practitioners will encourage learners to develop not only their ability to appreciate creative works but also their creative talents, their artistic and performance skills.
cy-gb	Drwy Faes Dysgu a Phroﬁad y Celfyddydau Mynegiannol, bydd athrawon/ymarferwyr yn annog plant a phobl ifanc i ddatblygu nid yn unig eu gallu i werthfawrogi gweithiau creadigol, ond hefyd eu doniau a’u sgiliau creadigol, artistig a pherfformio.

en-gb	It provides opportunities to explore, reﬁne and communicate ideas while thinking creatively and engaging the imagination and the senses.
cy-gb	Mae’n cynnig cyﬂeoedd i archwilio, mireinio a mynegi syniadau wrth feddwl yn greadigol a defnyddio’r dychymyg a’r synhwyrau.

en-gb	It also promotes exploration of issues of personal and cultural identity.
cy-gb	Mae hefyd yn hyrwyddo eu gallu i ymchwilio i faterion sy’n ymwneud â hunaniaeth bersonol a diwylliannol.

en-gb	Engagement with this area of learning and experience requires application, perseverance and close attention to detail;
cy-gb	Er mwyn ymwneud â’r maes dysgu a phroﬁad hwn, mae gofyn am ymroddiad, dyfalbarhad a manwl gywirdeb;

en-gb	capacities that have beneﬁts across learning more widely.
cy-gb	galluoedd sy’n fuddiol i ddysgu yn fwy cyffredinol.

en-gb	The Expressive Arts Area of Learning and Experience provides inspiration and motivation as it brings learners into contact with creative processes and enables them to access the creative works of other people.
cy-gb	Mae Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol yn ysbrydoli ac yn cymell dysgwyr gan eu bod yn rhoi cyﬂe iddynt broﬁ prosesau creadigol yn ogystal â gwaith creadigol pobl eraill.

en-gb	It also sparks their own experimentation and creativity.
cy-gb	Mae hefyd yn ysgogi eu dulliau arbroﬁ a’u creadigrwydd eu hunain.

en-gb	It provides many opportunities for experiences such as visits to theatres and galleries, and for bringing the specialist expertise of external practitioners into the classroom.
cy-gb	Mae’n cynnig llawer o gyﬂeoedd i gaelproﬁadau megis ymweld â theatrau ac orielau, ac i ddod ag arbenigedd ymarferwyr allanol i mewni’r ystafell ddosbarth.

en-gb	Engagement in the Expressive Arts Area of Learning and Experience also provides a basis for lifelong learning, entry into careers and work-related experiences, and can ultimately contribute to a thriving economy.
cy-gb	Mae ymwneud â Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol hefyd yn darparu sail ar gyfer dysgu gydol oes, mynediad i yrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith ac, yn y pen draw, gall gyfrannu at economi lewyrchus.

en-gb	Learners will develop talents and skills that are fundamental to Wales’ future and prosperity.
cy-gb	Bydd dysgwyr yn datblygu talentau a sgiliausy’n hanfodol i ddyfodol a ffyniant Cymru.

en-gb	The Expressive Arts Area of Learning and Experience supports ambitious, capable learners, ready to learn throughout their lives by encouraging them to explore new challenges and aim for success.
cy-gb	Mae Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol yn datblygu dysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes drwy eu hannog i fynd i’r afael â her ac anelu at lwyddiant.

en-gb	The provision of rich, authentic contexts within which learners can work collaboratively develops their ability to lead and play different roles in teams effectively and responsibly.
cy-gb	Mae cynnig cyd-destunau dilys a chyfoethog lle y gall dysgwyr gydweithio yn datblygu eu gallu i arwain a chwarae gwahanol rannau mewn timoedd yn effeithiol ac yn gyfrifol.

en-gb	This strengthens their employability skills, as does the need to manage themselves and their resources in enterprising ways.
cy-gb	Mae hyn yn cryfhau eu sgiliau cyﬂogadwyedd, yn ogystal â’r galw sydd arnynt i reoli eu hunain a’u hadnoddau mewn ffyrdd mentrus.

en-gb	The knowledge and skills gained through the Expressive Arts develop not only learners’ creativity as artists but also develop learners more generally by enhancing their creative thinking.
cy-gb	Mae’r wybodaeth a’r sgiliau a enillir drwy’r Celfyddyau Mynegiannol yn datblygu creadigrwydd y dysgwyr nid yn unig fel artistiaid ond hefyd yn fwy cyffredinol, gan eu bod yn cyfoethogi eu gallu i feddwl yn greadigol.

en-gb	Critical appraisal, key to the creative process, also supports them to become enterprising, creative contributors, ready to play a full part in life and work and this too develops their resilience, which in turn supports them to become healthy, conﬁdent individuals, ready to lead fulﬁlling lives as valued members of society .
cy-gb	Mae gwerthuso beirniadol, sy’n rhan allweddol o’r broses greadigol, hefyd yn eu helpu i ddod yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith , ac, yn ogystal, mae’n datblygu eu gwydnwch, sydd, yn ei dro, yn eu cefnogi i ddod yn unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas .

en-gb	In addition, the evaluation involved in the creative process enables learners to explore complex issues.
cy-gb	At hyn, mae’r gwerthuso sy’n rhan o’r broses greadigol yn galluogi’r dysgwyr i archwilio materion cymhleth.

en-gb	It enables them to challenge perceptions and identify solutions which lead to a better understanding of their own cultural identity and those of other people, places and times.
cy-gb	Mae’n eu galluogi i herio canfyddiadau a rhagdybiaethau ac i ddod o hyd i atebion sy’n arwain at well dealltwriaeth o’u hunaniaeth ddiwylliannol eu hunain ynghyd â hunianaethau diwylliannol pobl, lleoedd a chyfnodau eraill.

en-gb	From this experience they are supported to become ethical, informed citizens of Wales and the world .
cy-gb	Drwy’r proﬁad hwn, caiff y dysgwyr gefnogaeth i ddod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd .

en-gb	Finally, through the enjoyment and personal satisfaction they gain from creative expression learners become more conﬁdent, all of which contributes directly to enriching the quality of their lives.
cy-gb	Yn olaf, wrth iddynt gael mwynhad a boddhad personol drwy fynegi eu hunain yn eu gwaith creadigol daw’r dysgwyr yn fwy hyderus, ac mae hynny i gyd yn cyfrannu’n uniongyrchol at gyfoethogi ansawdd eu bywydau.

en-gb	Introduction Draft Curriculum for Wales 2022:
cy-gb	Cyﬂwyniad CwricwlwmCDwrraicffwt lCwymmDrura2f0ft2i2G: yEmbrriull 201292:

en-gb	Expressive Arts 06
cy-gb	Celfyddydau mMynegiannol 06

en-gb	WHAT MATTERS STATEMENTS FOR THE EXPRESSIVE ARTS
cy-gb	DATGANIADAU O’R HYN SY’N BWYSIG   YN Y CELFYDDYDAU MYNEGIANNOL

en-gb	The Expressive Arts offer a powerful medium for learners to explore not only their own cultural heritage but also that of different people, places and times.
cy-gb	Mae’r Celfyddydau Mynegiannol yn cynnig cyfrwng pwerus i ddysgwyr archwilio nid yn unig eu hetifeddiaeth ddiwylliannol eu hunain ond hefyd etifeddiaeth ddiwylliannol gwahanol bobl, gwahanol leoedd a gwahanol gyfnodau.

en-gb	The area of learning and experience will make the most of this.
cy-gb	Bydd y maes dysgu a phroﬁad yn gwneud yn fawr o hyn.

en-gb	It will ensure that, through the Expressive Arts, learners are enabled to explore different identities and societies from all corners of the world, and appreciate the signiﬁcance of the diverse cultures of Wales, her unique traditions and heritage.
cy-gb	Bydd yn sicrhau bod dysgwyr, drwy’r Celfyddydau Mynegiannol, yn cael eu galluogi i archwilio hunaniaethau a chymdeithasau o bob cwr o’r byd, gan werthfawrogi arwyddocâd amrywiol ddiwylliannau Cymru, ei thraddodiadau a’i threftadaeth unigryw.

en-gb	Experiencing the Expressive Arts embraces two fundamental processes:
cy-gb	Mae proﬁ’r Celfyddydau Mynegiannol yn cynnwys dwy broses sylfaenol:

en-gb	on the one hand, the exploration of other people’s creative works and, on the other, the creation of one’s own works.
cy-gb	ar y naill law archwilio gwaith creadigol pobl eraill ac, ar y llall, creu gwaith eich hun.

en-gb	In order to engage with both these processes, this area of learning and experience will give learners opportunities to explore genres, techniques, tools, materials and practices which in turn will enable them to become both curious and creative individuals.
cy-gb	Er mwyn i’r dysgwyr gael ymwneud â’r ddwy broses, bydd y maes dysgu a phroﬁad hwn yn rhoi cyﬂeoedd iddynt archwilio genres, technegau, adnoddau, deunyddiau ac arferion a fydd yn eu tro yn eu galluogi i ddatblygu’n unigolion chwilfrydig a chreadigol.

en-gb	They will explore how the Expressive Arts are used to shape and express their personal, social and cultural identities.
cy-gb	Byddant yn archwilio sut y defnyddir y Celfyddydau Mynegiannol i ffurﬁo a mynegi eu hunaniaeth bersonol, gymdeithasol a diwylliannol.

en-gb	They will also explore how the Expressive Arts can be used to question and challenge accepted viewpoints and be a force for personal and societal change.
cy-gb	Byddant hefyd yn archwilio sut y gellirdefnyddio’r Celfyddydau Mynegiannol i gwestiynu a herio safbwyntiau cyffredin ac i ysgogi newid personol a chymdeithasol.

en-gb	By exploring art forms and disciplines, whether through play or more formal research and inquiry, learners will develop an understanding of how the Expressive Arts communicate meaning through the use of visual, physical, verbal, musical and technological means.
cy-gb	Drwy archwilio ffurﬁau a disgyblaethau celfyddydol, boed drwy chwarae neu ymchwil fwy ffurﬁol, bydd dysgwyr yn dod i ddeall y ffordd y mae’r Celfyddydau Mynegiannol yn cyﬂeu ystyr drwy ddefnyddio dulliau clywedol, corfforol, geiriol, gweledol a thechnolegol.

en-gb	This exploration will in turn enable them to develop their own work.
cy-gb	Bydd yr archwilio hwn yn ei dro yn eu galluogi i ddatblygu eu gwaith eu hunain.

en-gb	In addition, in the Expressive Arts Area of Learning and Experience learners will develop an understanding of how the Expressive Arts shape, express and share ideas and feelings.
cy-gb	Yn ogystal â hyn, ym Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol bydd dysgwyr yn dod i ddeall sut y mae’r celfyddydau yn llywio, yn mynegi ac yn rhannu syniadau a theimladau.

en-gb	They will develop their imagination and draw upon their own experiences, skills and talents to become creative artists themselves.
cy-gb	Byddant yn datblygu eu dychymyg ac yn tynnu ar eu proﬁadau, eu sgiliau a’u doniau fel eu bod yn dod yn artistiaid creadigol eu hunain.

en-gb	Responding and reﬂecting, both as artist and audience, is a fundamental part of learning about and through the Expressive Arts.
cy-gb	Mae ymateb a myfyrio, fel artist a chynulleidfa, yn rhan hanfodol o ddysgu am y Celfyddydau Mynegiannol a dysgu drwyddynt.

en-gb	Responding to the Expressive Arts and responding through the Expressive Arts engage our emotions and intellect.
cy-gb	Mae ymateb i’r Celfyddydau Mynegiannol ac ymateb drwy’r Celfyddydau Mynegiannol yn ysgogi ein hemosiynau a’n deallusrwydd.

en-gb	Response may be a simple sensory reaction to artistic stimulus or a critical analysis of creative works.
cy-gb	Gall yr ymateb fod yn adwaith synhwyraidd syml i ysgogiad artistig neu’n ddadansoddiad beirniadol o waith creadigol.

en-gb	The ability to reﬂect is deepened as learners increase their knowledge and understanding of how and why the Expressive Arts are created.
cy-gb	Bydd gallu dysgwyr i fyfyrio yn dyfnhau wrth iddynt feithrin eu gwybodaeth a’u dealltwriaeth o’r ffordd y caiff y Celfyddydau Mynegiannol eu creu a pham.

en-gb	Responding to and through the Expressive Arts challenges learners to reﬂect and consider the effectiveness of their own work and that of others.
cy-gb	Mae ymateb i’r Celfyddydau Mynegiannol, a thrwyddynt, yn herio dysgwyr i fyfyrio ac ystyried effeithiolrwydd eu gwaith eu hunain a gwaith pobl eraill.

en-gb	In order to respond effectively they will need to form positive relationships with others.
cy-gb	Er mwyn ymateb yn effeithiol, bydd angen iddynt ffurﬁo perthnasau cadarnhaol ag eraill.

en-gb	Sharing the processes through which they have realised their artistic intentions contributes to learners’ creative development.
cy-gb	Mae rhannu’r prosesau y maent wedi’u defnyddio i gyﬂawni eu bwriad artistig yn cyfrannu at ddatblygu creadigrwydd y dysgwyr.

en-gb	Through reﬂecting on their own work and that of others, they learn the important skills of reﬁnement and analysis.
cy-gb	Drwy fyfyrio ar eu gwaith eu hunain a gwaith pobl eraill, maent yn dysgu sgiliau pwysig mireinio a dadansoddi.

en-gb	This, in turn, helps them to investigate creative solutions to problems and take calculated risks.
cy-gb	Mae hyn, yn ei dro, yn eu helpu i ymchwilio i atebion creadigol i broblemau ac i ystyried cyn cymryd risg.

en-gb	An important part of creative response is the ability to evaluate one’s own learning, and so learners will be encouraged to identify how they can improve their work and respond to the feedback from others.
cy-gb	Mae’r gallu i werthuso eu dysgu eu hunain yn rhan bwysig o’r ymateb creadigol ac, felly, bydd dysgwyr yn cael eu hannog i ystyried sut y gallant wella eu gwaith, ac ymateb i adborth pobl eraill.

en-gb	In doing this they become more resilient and develop conﬁdence in their creative ability.
cy-gb	Wrth wneud hyn, maent yn dod yn fwy gwydn ac yn meithrin hyder yn eu gallu creadigol.

en-gb	Learners will respond to and reﬂect on the work of others, including that of their peers as well as established creative practitioners from Wales and beyond.
cy-gb	Bydd dysgwyr yn ymateb i waith pobl eraill ac yn myfyrio arno, gan gynnwys gwaith eu cyfoedion ac ymarferwyr creadigol cydnabyddedig o Gymru a thu hwnt.

en-gb	By doing this they use and extend their own knowledge, skills and understanding of the Expressive Arts.
cy-gb	Wrth wneud hyn, maent yn defnyddio ac yn ymestyn eu gwybodaeth, eu sgiliau a’u dealltwriaetho’r Celfyddydau Mynegiannol.

en-gb	Learning about the Expressive Arts requires not only discipline-speciﬁc knowledge and skills but also interdisciplinary knowledge and skills.
cy-gb	Yn ogystal â gwybodaeth a sgiliau sy’n perthyn yn benodol i’r pum disgyblaeth, mae dysgu am y Celfyddydau Mynegiannol yn gofyn am wybodaeth a sgiliau rhyngddisgyblaethol.

en-gb	Thus, learners will be equipped with the critical vocabulary and understanding they require to consider contemporary and historical work in a range of media, forms, genres and styles.
cy-gb	Felly, sicrheir bod gan ddysgwyr yr eirfa a’r ddealltwriaeth feirniadol sydd eu hangen arnynt i ystyried gwaith cyfoes a hanesyddol mewn amrywiaeth o gyfryngau, ffurﬁau, genres ac arddulliau.

en-gb	Creating in the Expressive Arts embraces a range of activities including planning, drafting, devising, making, choreographing, shaping, composing and editing as well as performing, presenting, sharing, exhibiting and producing.
cy-gb	Mae creu yn y Celfyddydau Mynegiannol yn cwmpasu amrywiaeth o weithgareddau gan gynnwys cynllunio, drafftio, dyfeisio, gwneud, coreograffu, siapio, cyfansoddi a golygu yn ogystal â pherfformio, cyﬂwyno, rhannu, arddangos a chynhyrchu.

en-gb	Creating enables learners to consider what they know about the Expressive Arts and how they can apply their skills.
cy-gb	Mae mynd ati i greu yn galluogi dysgwyr i ystyried beth y maent yn ei wybod am y Celfyddydau Mynegiannol a sut y gallant ddefnyddio eu sgiliau.

en-gb	Creating also harnesses the power of imagination across all disciplines.
cy-gb	Mae creu hefyd yn galw am harneisio pŵer dychymyg ym mhob un o’r disgyblaethau.

en-gb	Creating requires learners to develop and demonstrate control of a range of skills across the disciplines.
cy-gb	Mae creu yn gofyn i ddysgwyr ddatblygu a dangos rheolaeth ar amrywiaeth o sgiliau creadigol ym mhob disgyblaeth.

en-gb	The creative process empowers all learners to engage with and communicate through a variety of art forms or disciplines.
cy-gb	Mae’r broses greadigol yn galluogi’r dysgwyr i gyd i ymdrin ag amrywiaeth o ffurﬁau a disgyblaethau ac i gyfathrebu drwyddynt.

en-gb	These can be approached as individual disciplines or interdisciplinary forms related to the learners’ own interests, skills and talents.
cy-gb	Gallant ymwneud â nhw fel disgyblaethau unigol neu fel ffurﬁau rhyngddisgyblaethol yn unol â diddordebau, sgiliau a thalentau personol y dysgwyr.

en-gb	Through creating, learners will work independently and collaboratively as co-creators within and across disciplines.
cy-gb	Drwy greu, bydd dysgwyr yn gweithio’n annibynnol ac yn cydweithredu fel cyd-greawdwyr o fewn ac ar draws y disgyblaethau.

en-gb	In doing so, they will be given opportunities to be innovative and bold, to create individual work and to develop their own identity as artists in Wales.
cy-gb	Wrth wneud hyn, cânt gyﬂeoedd i fod yn arloesol ac yn feiddgar, i greu gwaith unigol ac i ddatblygu eu hunaniaeth eu hunain fel artistiaid yng Nghymru.

en-gb	When their original ideas require new approaches, learners will need to show versatility, taking risks to adapt and improvise.
cy-gb	Os bydd eu syniadau gwreiddiol yn gofyn am ddulliau gweithredu newydd, bydd angen i ddysgwyr ddangos gallu i fod yn amryddawn a hyblyg, gan gymryd risg i addasu a chreu’n fyrfyfyr.

en-gb	In terms of entrepreneurship, through engaging with the creative process, learners will recognise opportunities to transform their ideas into commercial and cultural value.
cy-gb	O ran mentergarwch, drwy ymwneud â’r broses greadigol, bydd dysgwyr yn adnabod cyﬂeoedd i drawsnewid eu syniadau i fod yn rhai sydd â gwerth masnachol a diwylliannol.

en-gb	They will use their creative skills to realise ambitions.
cy-gb	Byddant yn defnyddio eu sgiliau creadigol i wireddu pob math o uchelgais.

en-gb	They will also develop perseverance and resilience in order to reﬁne their creative skills and appreciate that these are important parts of the creative process.
cy-gb	Byddant hefyd yn datblygu dyfalbarhad a gwydnwch er mwyn mireinio eu sgiliau creadigol a deall bod hyn yn rhan bwysig o’r broses greadigol.

en-gb	In short, learners will develop talents and skills that are fundamental to Wales’ future prosperity.
cy-gb	Yn gryno, bydd dysgwyr yn datblygu talentau a sgiliau sy’n hanfodol i ffyniant Cymru yn y dyfodol.

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 09
cy-gb	Y C r yﬂ H w y y n n s ia y d ’n Bwysig yn y celfyddydau mynegiannol Cwricwlwm Dr D af r t a C fft u i rr G ic y u m lu r m u 2 fo 0 r 2 W 2: a C le e s lfy 2 d 0 d 2 y 2 d : a E u xp M r y e n s e si g v i e an A n r o ts l 09

en-gb	Relationships between what matters statements in the Expressive Arts
cy-gb	Y berthynas rhwng y datganiadau o’r hyn sy’n bwysig yn y Celfyddydau Mynegiannol

en-gb	What matters in the Expressive Arts is the creative process, i.e. exploration, response, reﬂection, and creation.
cy-gb	Datganiadau o’r hyn sy’n bwysig yn y Celfyddydau Mynegiannol yw’r broses greadigol, h.y. archwilio, ymateb, myfyrio a chreu.

en-gb	This is expressed as three separate what matters statements in the Expressive Arts Area of Learning and Experience;
cy-gb	Mynegir hyn fel tri datganiad gwahanol am yr hyn sy’n bwysig ym Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol.

en-gb	however, these statements are interlinked and this should be borne in mind when planning for learning and teaching.
cy-gb	Fodd bynnag, mae’r datganiadau hyn yn gydgysylltiedig, a dylid coﬁo hynny wrth gynllunio ar gyfer dysgu ac addysgu.

en-gb	Exploration through and of the Expressive Arts deepens our artistic knowledge and contributes to our understanding of identities, cultures and societies – this statement is primarily about inquiry. 
cy-gb	Mae archwilio’r Celfyddydau Mynegiannol ac archwilio drwyddynt yn dyfnhau ein gwybodaeth artistig ac yn cyfrannu at ein dealltwriaeth o hunaniaeth, diwylliant a chymdeithas – mae’r datganiad hwn yn ymwneud yn bennaf â’r broses ymholi.

en-gb	Responding and reﬂecting, both as artist and audience, is a fundamental part of learning about and through the Expressive Arts – this statement is mainly about response, reﬂection and evaluation.
cy-gb	Mae ymateb a myfyrio, fel artist a chynulleidfa, yn rhan hanfodol o ddysgu am y Celfyddydau Mynegiannol a dysgu drwyddynt – mae’r datganiad hwn yn ymwneud yn bennaf ag ymateb, myfyrio a gwerthuso.

en-gb	Creative work combines knowledge and skills using the senses, inspiration and imagination – this statement is primarily about creation.
cy-gb	Mae gwaith creadigol yn cyfuno gwybodaeth a sgiliau gan ddefnyddio’r synhwyrau, ysbrydoliaeth a dychymyg – mae’r datganiad hwn yn ymwneud yn bennaf â chreu. 

en-gb	What matters statements are not linear.
cy-gb	Nid yw’r datganiadau o’r hyn sy’n bwysig yn dilyn trywydd unionsyth.

en-gb	They are interlinked.
cy-gb	Maent yn gydgysylltiedig.

en-gb	Together they enable learners to engage fully with the creative process which each of the Expressive Arts’ disciplines has in common.
cy-gb	Gyda’i gilydd, maent yn galluogi dysgwyr i ymwneud yn llawn â’r broses greadigol a rennir gan bum disgyblaeth y Celfyddydau Mynegiannol.

en-gb	As part of the creative process learners are able to explore, respond to and create their own work while engaging in rich, authentic experiences.
cy-gb	Fel rhan o’r broses greadigol, mae dysgwyr yn gallu archwilio, creu ac ymateb i’w gwaith eu hunain wrth gael proﬁadau cyfoethog, dilys.

en-gb	For instance, through exploring a genre, style, artist, etc., learners begin to form an opinion and appreciation of the creative works of others, as well as through experimenting with different materials and processes, etc.
cy-gb	Er enghraifft, drwy archwilio genre, arddull, artist, ac ati, mae dysgwyr yn dechrau ffurﬁo barn am waith creadigol pobl eraill a’i werthfawrogi yn ogystal ag arbroﬁ gyda gwahanol ddeunyddiau a phrosesau, ac ati.

en-gb	The knowledge and skills gained as part of this exploring can then be used to inspire their own creative work, to which they will continue to respond as part of the creative process.
cy-gb	Gallant wedyn ddefnyddio’r wybodaeth a’r sgiliau sy’n cael eu hennill fel rhan o’r archwilio hwn i ysbrydoli eu gwaith creadigol eu hunain, gan barhau i fyfyrio ar eu gwaith fel rhan o’r broses greadigol.

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 10
cy-gb	Cyﬂwyniad Cwricwlwm C D w r r a ic ff w t l C w y m m D ru ra 2 f 0 ft 2 i 2 G :

en-gb	Progression within this area of learning and experience
cy-gb	Cynnydd o fewn y maes dysgu a phroﬁad hwn

en-gb	Progression in the Expressive Arts is not a linear process and there is not one common pathway. Learners may easily move backwards and forwards as they experience Expressive Arts activities and different learners are likely to progress in markedly different ways.
cy-gb	Nid yw cynnydd yn y Celfyddydau Mynegiannol yn broses sy’n dilyn trywydd unionsyth, ac nid oes un llwybr sy’n gyffredin i bawb.Gall dysgwyr symud yn ôl ac ymlaen yn hawdd wrth iddynt broﬁ gweithgareddau’r Celfyddydau Mynegiannol, ac mae gwahanol ddysgwyr yn debygol o wneud cynnydd mewn ffyrdd gwahanol iawn.

en-gb	It is clear that the environment in which they are learning, including the quality of teaching, is an important factor in facilitating learner progression so increasing challenge and sophistication of Expressive Arts contexts are important factors.
cy-gb	Mae’n amlwg bod yr amgylchedd dysgu, gan gynnwys ansawdd yr addysgu, yn ffactor pwysig wrth hwyluso cynnydd dysgwyr. Felly, mae cynyddu lefel yr her a sofﬁstigeiddrwydd cyd-destunau’r Celfyddydau Mynegiannol yn ffactorau pwysig.

en-gb	Funded non-maintained settings and schools will develop their own Expressive Arts curricula in line with the guidance, responding to their learners and locality.
cy-gb	Bydd lleoliadau a ariennir nas cynhelir ac ysgolion yn datblygu eu cwricwla eu hunain yn y Celfyddydau Mynegiannol yn unol â’r canllawiau, gan ymateb i’w dysgwyr a’u hardal leol.

en-gb	It is understood that while individual learners develop at a different pace, they should all have access to all aspects of the Expressive Arts Area of Learning and Experience.
cy-gb	Deellir, er bod dysgwyr unigol yn datblygu ar wahanol gyﬂymder, y dylai pob dysgwr allu manteisio ar bob agwedd ar Faes Dysgu a Phroﬁad y Celfyddydau Mynegiannol.

en-gb	The four principles of progression in Expressive Arts are helpful in describing learner progression in broad terms, while also capturing something of the ‘spiral’ nature of learning in Expressive Arts.
cy-gb	Mae’r pedair egwyddor cynnydd yn y Celfyddydau Mynegiannol yn ddefnyddiol wrth ddisgriﬁo cynnydd dysgwyr yn fras, ond gan lwyddo i gyﬂeu rhywfaint o natur ‘droellog’ gwaith dysgu yn y Celfyddydau Mynegiannol.

en-gb	The principles of progression below should be considered alongside the experience, knowledge and skills related to each progression step in each what matters statement.
cy-gb	Dylid ystyried yr egwyddorion cynnydd isod ochr yn ochr â’r proﬁadau, yr wybodaeth a’r sgiliau sy’n gysylltiedig â phob cam cynnydd ym mhob datganiad o’r hyn sy’n bwysig.

en-gb	Complexity:
cy-gb	Cymhlethdod:

en-gb	Issues dealt with by younger learners can be revisited by older learners in more
cy-gb	Gall materion yr ymdrinnir â nhw gan ddysgwyr iau gael eu hystyried

en-gb	complex and sophisticated ways.
cy-gb	gan ddysgwyr hŷn mewn ffyrdd mwy cymhleth a sofﬁstigedig.

en-gb	Control:
cy-gb	Rheolaeth:

en-gb	Learners should acquire increasing control of the means of expression in the
cy-gb	Dylai dysgwyr ennill mwy a mwy o reolaeth dros ddulliau mynegi’r Celfyddydau

en-gb	Expressive Arts.
cy-gb	Mynegiannol.

en-gb	Depth:
cy-gb	Dyfnder:

en-gb	Learners move from a broad range of experiences in the Expressive Arts to exploring their learning in more depth.
cy-gb	Mae dysgwyr yn symud o amrywiaeth eang o broﬁadau yn y Celfyddydau Mynegiannol i archwilio eu dysgu mewn mwy o ddyfnder.

en-gb	Independence:
cy-gb	Annibyniaeth:

en-gb	Learners become increasingly autonomous.
cy-gb	Mae dysgwyr yn dod yn fwyfwy annibynnol.

en-gb	Introduction Draft Curriculum for Wales 2022:  Expressive Arts 11
cy-gb	Cyﬂwyniad Cwricwlwm C D w r r a ic ff w t l C w y m m D ru ra 2 f 0 ft 2 i 2 G :

en-gb	Developing a broad and balanced curriculum
cy-gb	Datblygu cwricwlwm eang a chytbwys

en-gb	Literacy, numeracy and digital competence
cy-gb	Llythrennedd, rhifedd a chymhwysedd digidol

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence support almost all learning and are essential for learners to be able to participate successfully and conﬁdently in the modern world.
cy-gb	Mae cyfrifoldebau trawsgwricwlaidd llythrennedd, rhifedd a chymhwysedd digidol yn ategu bron yr holl ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern.

en-gb	Expressive Arts provides a range of rich contexts where learners’ literacy skills can be reinforced, developed, applied and extended.
cy-gb	Mae’r Celfyddydau Mynegiannol yn cynnig amrywiaeth o gyd-destunau cyfoethog lle y gellir atgyfnerthu, datblygu, cymhwyso ac ehangu sgiliau llythrennedd dysgwyr.

en-gb	Exploration and exposure to a variety of texts will enable the development of reading strategies and, in turn, deepen artistic knowledge by comparing works or performances in a written format, reading and writing scripts, and reading about the works of others.
cy-gb	Bydd archwilio a dod i gysylltiad ag amrywiaeth o destunau hefyd yn cynnig cyﬂeoedd i ddatblygu strategaethau darllen ac, yn deillio o hynny, i ddyfnhau gwybodaeth artistig, gan gymharu gwaith neu berfformiadau ar ffurf ysgrifenedig, darllen ac ysgrifennu sgriptiau, a darllen am waith pobl eraill.

en-gb	Script writing can be used to support the full range of punctuation in order to vary pace, clarify meaning, avoid ambiguity and create deliberate effects.
cy-gb	Gellir defnyddio gweithgareddau ysgrifennu sgriptiau i gefnogi’r amrywiaeth lawn o ddyfeisiau atalnodi er mwyn amrywio’r cyﬂymder, egluro ystyr, osgoi amwysedd a chreu effeithiau bwriadol.

en-gb	Oracy in all its forms will also be developed through acting, discussing, responding and reﬂecting on works, role play, song, performance and presentation, planning processes and questioning.
cy-gb	Caiff llafaredd ar bob ffurf hefyd ei ddatblygu drwy actio, trafod, ymateb a myfyrio ar waith, chwarae  rôl, caneuon, perfformio a chyﬂwyno, prosesau cynllunio a chwestiynu. 

en-gb	Expressive Arts provides learners with opportunities to innovate, as well as creative opportunities to develop numeracy skills in a range of engaging contexts.
cy-gb	Mae’r Celfyddydau Mynegiannol yn cynnig cyﬂeoedd i ddysgwyr arloesi, yn ogystal â chyﬂeoedd creadigol i feithrin sgiliau rhifedd mewn amrywiaeth o gyd-destunau diddorol.

en-gb	Within dance, learners can be supported as they become more comfortable in demonstrating concepts such as shape, space and measure, pattern and sequencing, pathway, position, relationships, viewpoint dimension, patterns, repetition, variation and counting rhythm, thus gaining a stronger understanding of these concepts.
cy-gb	Ym maes dawns, gellir helpu dysgwyr wrth iddynt ddod yn fwy cyfforddus yn arddangos cysyniadau megis siâp, gofod a mesur, patrwm a dilyniant, llwybr, saﬂe, cydberthnasau, dimensiwn safbwyntiol, patrymau, ailadrodd, gan feithrin felly dealltwriaeth gadarnach o’r cysyniadau hyn.

en-gb	Digital media and drama can provide rewarding and real-world learning experiences, such as timings and budgets.
cy-gb	Gall y cyfryngau digidol a drama gynnig proﬁadau dysgu gwerth chweil a go iawn, megis amseru a chyllidebau.

en-gb	A love of music and songs may be learners’ ﬁrst encounter with numbers and, as they begin to understand the relationships with numbers through songs with greater maturity, music will also see the development of structure and form, patterns and rhythm, repetition, phrasing, section, round and canon.
cy-gb	Mae’n bosibl mai cariad dysgwyr tuag at gerddoriaeth a chaneuon fydd yn cyﬂwyno rhifau iddynt ac, wrth iddynt ddechrau deall y cydberthnasau â rhifau drwy ganeuon mewn ffordd fwy aeddfed, bydd cerddoriaeth hefyd yn datblygu strwythur a ffurf, patrymau a rhythm, ailadrodd, ymadroddion, adrannau, rowndiau a chanonau.

en-gb	Visual arts will also provide the context for concepts such as shape, pattern appreciation, spatial awareness and measurements.
cy-gb	Bydd y celfyddydau gweledol hefyd yn darparu’r cyd-destun ar gyfer cysyniadau megis siâp, gwerthfawrogi patrymau, ymwybyddiaeth ofodol a mesuriadau.

en-gb	In an ever-changing world, digital competence plays an increasingly powerful role in the lives of our learners.
cy-gb	Mewn byd sy’n newid yn gyson, mae cymhwysedd digidol yn chwarae rhan gynyddol bwysig ym mywydau ein dysgwyr.

en-gb	The Expressive Arts afford many opportunities for learners to bring the arts to life using digital skills.
cy-gb	Mae’r Celfyddydau Mynegiannol yn cynnig llawer o gyﬂeoedd i ddysgwyr ddod â’r celfyddydau yn fyw gan ddefnyddio sgiliau digidol.

en-gb	Digital media has its own wealth of opportunities to develop digital competence and provide the contexts for ideas to evolve.
cy-gb	Mae’r cyfryngau digidol yn cynnig amrywiaeth o gyﬂeoedd penodol i ddatblygu cymhwysedd digidol a darparu’r cyd-destunau ar gyfer esblygu syniadau.

en-gb	Learners can develop and change an algorithm for ﬁlm production sequencing to show ﬁlming in location order rather than chronological order.
cy-gb	Gall dysgwyr ddatblygu a newid algorithm ar gyfer dilyniant cynhyrchu fﬁlm er mwyn dangos y deunydd a fﬁlmiwyd yn nhrefn y lleoliadau yn hytrach na threfn gronolegol.

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 12
cy-gb	Cyﬂwyniad Cwricwlwm C D w r r a ic ff w t l C w y m m D ru ra 2 f 0 ft 2 i 2 G :

en-gb	Opportunities such as collaboration, digital rights, drama, constructive feedback, licensing, music technology, ownership, production, saving and sharing digital works will naturally arise across the area of learning and experience.
cy-gb	Bydd cyﬂeoedd megis cydweithredu, hawliau digidol, drama, adborth adeiladol, trwyddedu, technoleg cerddoriaeth, perchenogaeth, cynhyrchu, cadw a rhannu gwaith digidol yn digwydd yn naturiol drwy’r maes dysgu a phroﬁad.

en-gb	Welsh dimension and international perspective
cy-gb	Y dimensiwn Cymreig a phersbectif rhyngwladol

en-gb	Wales has a rich and diverse Expressive Arts tradition.
cy-gb	Mae traddodiad Celfyddydau Mynegiannol cyfoethog ac amrywiol yng Nghymru.

en-gb	As an integral part of the Expressive Arts curriculum, learners will experience all aspects of our diverse Welsh culture at a local and national level.
cy-gb	Fel rhan annatod o gwricwlwm y Celfyddydau Mynegiannol, bydd dysgwyr yn proﬁ pob agwedd ar ein diwylliant amrywiol yng Nghymru, ar lefel leol a chenedlaethol.

en-gb	Learning about the Expressive Arts in Wales is the entitlement of all learners.
cy-gb	Mae gan bob dysgwr yr hawl i ddysgu am y Celfyddydau Mynegiannol yng Nghymru.

en-gb	Value will be placed on historical and contemporary Welsh creative practitioners from across disciplines in the area of learning and experience.
cy-gb	Rhoddir pwyslais ar ymarferwyr creadigol hanesyddol a chyfoes o Gymru o bob disgyblaeth yn y maes dysgu a phroﬁad.

en-gb	From this, learners will appreciate the signiﬁcance of Wales and Welsh culture and strengthen the understanding of Welsh identity in the world.
cy-gb	Drwy hyn, bydd dysgwyr yn gwerthfawrogi arwyddocâd Cymru a’r diwylliant Cymreig ac yn atgyfnerthu eu dealltwriaeth o hunaniaeth Cymru yn y byd.

en-gb	Learners will experience the Expressive Arts on a global level from an early age, developing a richness and diversity in their understanding and in their creative works.
cy-gb	Bydd dysgwyr yn proﬁ’r Celfyddydau Mynegiannol ar lefel fyd-eang o oedran cynnar, gan ddatblygu cyfoeth ac amrywiaeth yn eu dealltwriaeth ac yn eu gwaith creadigol.

en-gb	In an increasingly interconnected world, learners will draw upon a wide range of global creative works to inﬂuence their own work and appreciate and respond to cultural diversity.
cy-gb	Mewn byd cynyddol ryng-gysylltiedig, bydd dysgwyr yn cael eu hysgogi gan ystod eang o waith creadigol byd-eang, i ddylanwadu ar eu gwaith eu hunain ac i werthfawrogi ac ymateb i amrywiaeth ddiwylliannol.

en-gb	Consideration should be given to the following.
cy-gb	Dylid ystyried cynnwys y canlynol.

en-gb	• A focus on Welsh culture and the traditions of Wales to ignite further learning through experiencing artists, creative works, musicians, performers, performances and venues, from both a contemporary and traditional perspective.
cy-gb	• Ffocws ar ddiwylliant Cymreig a thraddodiadau Cymru er mwyn sbarduno dysgu pellach drwy  broﬁ gwaith artistiaid, gweithiau creadigol, gwaith cerddorion, perfformwyr, perfformiadau a  lleoliadau, o bersbectif cyfoes a thraddodiadol.

en-gb	• Exploration of creative works, knowing why they were created and developing learners’ understanding of local, national and global matters.
cy-gb	• Archwilio gweithiau creadigol, gan wybod pam y cawsant eu creu a chan feithrin dealltwriaeth dysgwyr o faterion lleol, cenedlaethol a byd-eang.

en-gb	• The understanding that Wales has a strong musical heritage, a reputation as the land of song and has a constantly evolving Welsh music scene.
cy-gb	• Y ddealltwriaeth fod gan Gymru dreftadaeth gerddorol gref, y caiff ei hadnabod fel gwlad y gân a bod ganddi sîn gerddorol sy’n esblygu’n gyson.

en-gb	• Participation in skills-based workshops or demonstrations with creative practitioners from the local community and nationally.
cy-gb	• Cyfranogiad mewn gweithdai yn seiliedig ar sgiliau neu arddangosiadau gydag ymarferwyr creadigol o’r gymuned leol ac yn genedlaethol.

en-gb	• Development of learners’ own identity as artists born in Wales, and the development of talents and skills that are fundamental to Wales’ future prosperity.
cy-gb	• Meithrin hunaniaeth y dysgwyr eu hunain fel artistiaid a aned yng Nghymru, a meithrin y doniau a’r sgiliau sy’n hanfodol er mwyn sicrhau ffyniant Cymru yn y dyfodol.

en-gb	• Seeking advice and feedback from creative practitioners when planning and undertaking new projects.
cy-gb	• Gofyn am gyngor ac adborth gan ymarferwyr creadigol wrth gynllunio ac ymgymryd â phrosiectau newydd.

en-gb	• Taking part in arts-based community projects.
cy-gb	• Cymryd rhan mewn prosiectau cymunedol yn seiliedig ar y celfyddydau.

en-gb	• View, listen to and respond to live performances or presentations in learners’ own local area and/or on digital platforms.
cy-gb	• Gwylio a gwrando ar berfformiadau byw neu gyﬂwyniadau yn ardal leol y dysgwyr eu hunain a/neu ar lwyfannau digidol ac ymateb iddynt.

en-gb	• Enable learners to experience all of the above in Welsh, English and community languages.
cy-gb	• Galluogi dysgwyr i broﬁ’r holl elfennau uchod yn y Gymraeg, yn y Saesneg ac mewn ieithoedd cymunedol.

en-gb	• Utilise traditional and contemporary Welsh language resources.
cy-gb	• Defnyddio adnoddau Cymraeg traddodiadol a chyfoes.

en-gb	Learners will gain important transferable skills in critical thinking and problem-solving, planning and organising, creativity and innovation, and personal effectiveness.
cy-gb	Bydd dysgwyr yn meithrin sgiliau trosglwyddadwy pwysig o ran meddwl yn feirniadol a datrys problemau, cynllunio a threfnu, creadigrwydd ac arloesi, ac effeithiolrwydd personol.

en-gb	Reﬁning work is highlighted in the what matters statement ‘ Responding and reﬂecting, both as artist and audience, is a fundamental part of learning about and through the Expressive Arts ’ and is also present as part of creating.
cy-gb	Tynnir sylw at ﬁreinio gwaith yn y datganiad o’r hyn sy’n bwysig ‘Mae ymateb a myfyrio, fel artist a chynulleidfa, yn rhan hanfodol o ddysgu am y Celfyddydau Mynegiannol a dysgu drwyddynt’ ac mae hefyd yn rhan o’r broses greu.

en-gb	Introduction Draft Curriculum for Wales 2022: Expressive Arts 13
cy-gb	Cyﬂwyniad Cwricwlwm C D w r r a ic ff w t l C w y m m D ru ra 2 f 0 ft 2 i 2 G : y E m br r i u ll 201 2 9 2 : Celfyddydau m M ynegiannol 13

en-gb	It is encouraged throughout what matters statements in the Expressive Arts, thus building skills in self-evaluation and reﬂection.
cy-gb	Mae’n cael ei annog drwy’r datganiadau o’r hyn sy’n bwysig yn y Celfyddydau Mynegiannol, a thrwy hynny feithrin sgiliau hunanwerthuso a myfyrio.

en-gb	The evaluation involved in the creative process enables learners to develop reﬂective, questioning and problem-solving skills, as well as to challenge perceptions and identify solutions.
cy-gb	Mae’r gwaith gwerthuso sy’n rhan o’r broses greadigol yn galluogi dysgwyr i feithrin sgiliau myfyriol, cwestiynu a datrys problemau, yn ogystal â herio canfyddiadau a dod o hyd i ddatrysiadau.

en-gb	Learners will demonstrate resilience in applying critical appraisal of their work and be expected to respond positively to critical feedback.
cy-gb	Bydd dysgwyr yn dangos gwydnwch wrth werthuso eu gwaith mewn ffordd feirniadol a disgwylir iddynt ymateb yn gadarnhaol i adborth beirniadol.

en-gb	Learners will develop problem-solving skills by experimenting with a variety of arts and artistic techniques.
cy-gb	Bydd dysgwyr yn meithrin sgiliau datrys problemau drwy arbroﬁ ag amrywiaeth o dechnegau celfyddydol ac artistig.

en-gb	They will actively reﬂect on their own learning and experiences, draw on personal knowledge, ask questions and challenge assumptions.
cy-gb	Byddant yn mynd ati i fyfyrio ar eu dysgu a’u proﬁadau personol, yn defnyddio gwybodaeth bersonol, yn gofyn cwestiynau ac yn herio rhagdybiaethau.

en-gb	Planning and organisation
cy-gb	Cynllunio a threfnu

en-gb	Learners will plan creative works.
cy-gb	Bydd dysgwyr yn cynllunio gwaith creadigol.

en-gb	They will apply reﬂective, critical and creative processes to make sense of ideas and experiences.
cy-gb	Byddant yn rhoi prosesau myfyriol, beirniadol a chreadigol ar waith er mwyn gwneud synnwyr o syniadau a phroﬁadau.

en-gb	Through the Expressive Arts, learners are encouraged to plan, set their own goals and manage resources. The ability to generate ideas, develop curiosity, explore and bring ideas into action is fundamental to the Expressive Arts
cy-gb	Drwy’r Celfyddydau Mynegiannol, caiff dysgwyr eu hannog i gynllunio, pennu eu nodau eu hunain a rheoli adnoddau.Mae’r gallu i feddwl am syniadau, datblygu chwilfrydedd, archwilio a rhoi syniadau ar waith yn hanfodol i’r Celfyddydau Mynegiannol.

en-gb	Creativity and innovation is the essence of what matters statement ‘ Creative work combines knowledge and skills using the senses, inspiration and imagination ’.
cy-gb	Mae creadigrwydd ac arloesi yn hanfod i ddatganiad o’r hyn sy’n bwysig ‘Mae gwaith creadigol yn cyfuno gwybodaeth a sgiliau gan ddefnyddio’r synhwyrau, ysbrydoliaeth a dychymyg’ .

en-gb	Learners are expected to inﬂuence and shape their own creativity, develop their creative knowledge and combine resources to enhance their own creative process.
cy-gb	Disgwylir i ddysgwyr ddylanwadu ar eu creadigrwydd eu hunain a’i lywio, meithrin eu gwybodaeth greadigol a chyfuno adnoddau er mwyn gwella eu proses greadigol eu hunain.

en-gb	Learners will become enterprising, resourceful and resilient by managing themselves and their resources, thus enhancing their employability skills.
cy-gb	Bydd dysgwyr yn dod yn fentrus, yn ﬂaengar ac yn wydn drwy reoli eu hunain a’u hadnoddau, a thrwy hynny wella eu sgiliau cyﬂogadwyedd.

en-gb	They will tolerate failure, developing resilience and celebrating the failures from which they learn.
cy-gb	Byddant yn goddef methiant, gan ddatblygu gwydnwch a dathlu’r methiannau y byddant yn dysgu ohonynt.

en-gb	Through what matters statements in the Expressive Arts, learners will develop self-conﬁdence, self-esteem, independence, communication skills, social and cultural awareness.
cy-gb	Drwy’r datganiadau o’r hyn sy’n bwysig yn y Celfyddydau Mynegiannol, bydd dysgwyr yn meithrin hunanhyder, hunan-barch, annibyniaeth, sgiliau cyfathrebu, ac ymwybyddiaeth gymdeithasol a diwylliannol.

en-gb	Learning from careers and labour market information
cy-gb	Dysgu o wybodaeth am yrfaoedd a’r farchnad lafur

en-gb	It is vital for learners to access high-quality careers and labour market information and have an understanding of what this means to them in order to make well-informed, sustainable career decisions.
cy-gb	Mae’n hanfodol i ddysgwyr gael gafael ar wybodaeth o ansawdd uchel am yrfaoedd a’r farchnad lafur ac iddynt feddu ar ddealltwriaeth o’r hyn y mae hynny’n ei olygu iddynt hwy, er mwyn gwneud penderfyniadau gwybodus a chynaliadwy am eu gyrfa.

en-gb	According to ﬁgures released at the end of 2017, the UK creative sector is growing at twice the rate of the national economy.
cy-gb	Yn ôl fﬁgurau a ryddhawyd ddiwedd 2017, mae’r sector creadigol yn y DU yn tyfu ddwywaith morgyﬂym â’r economi genedlaethol.

en-gb	One in eleven jobs in the UK is within the creative industries.
cy-gb	Mae un o bob unarddeg o swyddi yn y DU yn y diwydiannau creadigol.

en-gb	The sector has seen a 20 per cent growth since 2011 and is currently generating £84.1bn for the UK economy.
cy-gb	Mae’r sector wedi tyfu 20 y cant ers 2011 ac ar hyn o bryd, mae’n cynhyrchu £84.1 biliwn i economi’r DU.

en-gb	In Wales 84,000 people work in the creative sector and as such the sector represents an identiﬁed priority for the Welsh Government.
cy-gb	Yng Nghymru, mae 84,000 o bobl yn gweithio yn y sector creadigol ac fel y cyfryw, mae’r sector yn un o ﬂaenoriaethau penodol Llywodraeth Cymru.

en-gb	The creative industries in Wales comprise advertising and marketing;
cy-gb	Mae’r diwydiannau creadigol yng Nghymru yn cynnwys hysbysebu a marchnata;

en-gb	architecture;
cy-gb	pensaernïaeth;

en-gb	crafts;
cy-gb	crefftau;

en-gb	product, graphic and fashion design;
cy-gb	dylunio cynhyrchion, graffeg a ffasiwn;

en-gb	ﬁlm, television, video and radio;
cy-gb	fﬁlm, teledu, ﬁdeo a radio;

en-gb	photography;
cy-gb	ffotografﬁaeth;

en-gb	IT, software and computer services;
cy-gb	gwasanaethau TG, meddalwedd a chyfriﬁadurol;

en-gb	publishing;
cy-gb	cyhoeddi;

en-gb	museums, galleries and libraries;
cy-gb	amgueddfeydd, orielau a llyfrgelloedd;

en-gb	music, performing and visual arts.
cy-gb	cerddoriaeth, y celfyddydau perfformio a’r celfyddydau gweledol.

en-gb	Linking the area of learning and experience to careers and work-related experiences Learners should be encouraged to undertake research and to explore the links between the Expressive Arts and the career paths that are open to them.
cy-gb	Cysylltu’r maes dysgu a phroﬁad â gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith Dylid annog dysgwyr i ymgymryd â gwaith ymchwil ac i ystyried y cysylltiadau rhwng y Celfyddydau Mynegiannol a’r llwybrau gyrfa sydd ar gael iddynt.

en-gb	The Expressive Arts equip learners with the necessary skills to pursue careers within the creative industries.
cy-gb	Mae’r Celfyddydau Mynegiannol yn sicrhau bod dysgwyr yn meddu ar y sgiliau sydd eu hangen i ddilyn gyrfaoedd yn y diwydiannau creadigol.

en-gb	There is a plethora of careers available in these creative environments, from architectural and design careers, technical support careers, traditional and emerging craft careers, performance and production careers, and management careers.
cy-gb	Mae amrywiaeth helaeth o yrfaoedd ar gael yn yr amgylcheddau creadigol hyn, o yrfaoeddpensaernïol a dylunio, gyrfaoedd cymorth technegol, gyrfaoedd crefft traddodiadol a newydd, gyrfaoedd ym maes perfformiad a chynhyrchu, a gyrfaoedd rheoli.

en-gb	There are also careers in marketing creative products, sales, archive and curation, research and development, writing and composing music.
cy-gb	Ceir gyrfaoedd hefyd ym maes marchnata cynhyrchion creadigol, gwerthu, archif a churadu, ymchwil a datblygiad, ysgrifennu a chyfansoddi cerddoriaeth.

en-gb	More importantly, the transferable skills which sit at the heart of Expressive Arts will contribute to preparing the future workforce for professions and jobs which do not yet exist, to meet the needs of new and emerging creative industries.
cy-gb	Yn bwysicach, bydd y sgiliau trosglwyddadwy sydd wrth wraidd y Celfyddydau Mynegiannol yn cyfrannu at baratoi gweithlu’r dyfodol ar gyfer proffesiynau a swyddi nad ydynt eto’n bodoli, er mwyn diwallu anghenion diwydiannau creadigol newydd a rhai a ddawi’r amlwg.

en-gb	It is important to emphasise that the skills developed through Expressive Arts are entirely transferable and are much sought after in the wider employment market.
cy-gb	Mae’n bwysig pwysleisio bod y sgiliau a gaiff eu meithrin drwy’r Celfyddydau Mynegiannol yn gwbl drosglwyddadwy ac yn werthfawr iawn yn y farchnad gyﬂogaeth ehangach.

en-gb	There is clear evidence that skills in Expressive Arts contribute to the wider economy’s need for leadership, creativity and innovation, design thinking, and an ability for collaboration and teamwork.
cy-gb	Ceir tystiolaeth glir bod sgiliau yn y Celfyddydau Mynegiannol yn cyfrannu at angen yr economi ehangach am arweinyddiaeth, creadigrwydd ac arloesi, meddylfryd dylunio a gallu i gydweithio a gweithio feltîm.

en-gb	Other aspects include an approach to conceptual practice centred on values and ethical creation, while meeting deadlines to achieve meaningful work and, perhaps most importantly, an ingrained capacity for appreciative inquiry to lead and develop change.
cy-gb	Mae nodweddion eraill yn cynnwys agwedd at ymarfer cysyniadol sy’n seiliedig ar werthoedd ac ymdrechion moesegol i greu, gan fodloni terfynau amser, er mwyn cyﬂwyno gwaith ystyrlon ac, efallai yn anad dim, gallu cyseﬁn i gynnal ymchwiliadau gwerthfawrogol er mwyn arwain a datblygu newid.

en-gb	In this regard, Expressive Arts can and do contribute greatly and directly to the skills of a dynamic and agile workforce which will be essential for the twenty-ﬁrst century economy.
cy-gb	Yn hyn o beth, mae’r Celfyddydau Mynegiannol yn gallu cyfrannu’n sylweddol ac yn uniongyrchol at sgiliau gweithlu deinamig a hyblyg a fydd yn hanfodol ar gyfer economi’r unfed ganrif ar hugain.

en-gb	Learner progression relating to careers and work-related experiences is part of a continuum of learning for learners aged 3 to 16.
cy-gb	Mae cynnydd dysgwyr o ran gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith yn rhan o gontinwwm dysgu ar gyfer dysgwyr rhwng 3 ac 16 oed.

en-gb	Success for a primary school learner could include:
cy-gb	Gallai llwyddiant i ddysgwr ysgol gynradd gynnwys:

en-gb	• acting a variety of different jobs through role play
cy-gb	• chwarae rôl ar gyfer amrywiaeth o wahanol swyddi

en-gb	• belief that they can do any job – tackling gender stereotyping
cy-gb	• y gred y gallant gyﬂawni unrhyw swydd – gan fynd i’r afael â stereoteipiau rhywedd

en-gb	• communicating with people in their community about the different jobs they do and the rewards that a job can bring.
cy-gb	• cyfathrebu â’r bobl yn eu cymuned am y gwahanol swyddi y maent yn eu gwneud a’r boddhad a all ddeillio ohonynt.

en-gb	By progressing learning, success for 16-year-old learners could include:
cy-gb	Drwy wneud cynnydd dysgu, gallai llwyddiant i ddysgwyr 16 oed gynnwys:

en-gb	• demonstrating and applying the skills learnt in relation to the world of work
cy-gb	• dangos a chymhwyso’r sgiliau a ddysgwyd mewn perthynas â’r byd gwaith

en-gb	• identifying interests, strengths and skills to make informed post-16 choices
cy-gb	• adnabod diddordebau, cryfderau a sgiliau er mwyn gwneud dewisiadau gwybodus ôl-16

en-gb	• understanding and demonstrating the behaviours an employer looks for in a good employee
cy-gb	• deall ac arddangos y mathau o ymddygiad y mae cyﬂogwr yn dymuno eu gweld mewn cyﬂogai da

en-gb	• evaluating risks when developing a business idea and exploring different methods of setting up and sustaining an enterprise.
cy-gb	• gwerthuso risg wrth ddatblygu syniad busnes ac ystyried gwahanol ffyrdd o sefydlu a chynnal menter.

en-gb	Work-related experiences 
cy-gb	Proﬁadau sy’n gysylltiedig â gwaith

en-gb	Learners develop interests, strengths, knowledge, skills and aspirations through their experiences within and beyond school.
cy-gb	Mae dysgwyr yn datblygu diddordebau, cryfderau, sgiliau a dyheadau drwy broﬁadau yn yr ysgol a thu hwnt i’r ysgol.

en-gb	A range of partners support these exciting journeys through co-design and co-delivery, and together they shape learners’ decisions about their future and the pathways they follow.
cy-gb	Mae amrywiaeth o bartneriaid ynghlwm â’r teithiau cyffrous hyn drwy gyd-ddylunio a chyd-gyﬂwyno, a chyda’i gilydd maent yn llywio penderfyniadau dysgwyr am eu dyfodol a’r llwybrau y byddant yn eu dilyn.

en-gb	Opportunities such as visits, guest speakers and practical activities can help to enhance and contextualise learning.
cy-gb	Gall cyﬂeoedd megis ymweliadau, siaradwyr gwadd a gweithgareddau ymarferol, helpu i wella’r dysgu a’i roi mewn cyd-destun.

en-gb	Collaboration and access to individuals and employers, e.g. arts practitioners, industry professionals, ﬁlm and drama production companies, digital and broadcast media professionals, musicians and dancers, can provide learners with opportunities to learn about work, employment and the skills valued in the workplace.
cy-gb	Mae cydweithredu a chyﬂeoedd i gysylltu ag unigolion a chyﬂogwyr, e.e. ymarferwyr celf, gweithwyr proffesiynol yn y diwydiant, cwmnïau cynhyrchu fﬁlm a theledu, gweithwyr proffesiynol yn y cyfryngau digidol a’r cyfryngau darlledu, cerddorion a dawnswyr, yn cynnig cyﬂeoedd i ddysgwyr ddysgu am waith, cyﬂogaeth a’r sgiliau a gaiff eu gwerthfawrogi yn y gweithle.

en-gb	Learners can use the knowledge and skills gained in taking part in work-related experiences to develop successful enterprise activities.
cy-gb	Gall dysgwyr ddefnyddio’r wybodaeth a’r sgiliau a feithriniwyd drwy gymryd rhan mewn proﬁadau sy’n gysylltiedig â gwaith i ddatblygu gweithgareddau menter llwyddiannus.

en-gb	In Expressive Arts these can provide an authentic learning experience which leads to sustainability for Expressive Arts and develops learners as creative, enterprising contributors, forming links to the world of work.
cy-gb	Yn y Celfyddydau Mynegiannol, gall y rhain gynnig proﬁad dysgu dilys sy’n arwain at gynaliadwyedd i’r Celfyddydau Mynegiannol ac sy’n datblygu dysgwyr fel cyfranwyr creadigol a mentrus, gan greu cysylltiadau â’r byd gwaith.

en-gb	Understanding post-16 and higher education opportunities
cy-gb	Deall cyﬂeoedd ôl-16 ac addysg uwch

en-gb	It is essential for learners to be aware of all opportunities available to them post-16.
cy-gb	Mae’n hanfodol bod dysgwyr yn ymwybodol o’r holl gyﬂeoedd sydd ar gael iddynt ôl-16.

en-gb	Therefore, as well as understanding about employment, training and apprenticeships, learners should be provided with information and the opportunity to engage with a range of learning providers.
cy-gb	Felly, yn ogystal â deall am gyﬂogaeth, hyfforddiant a phrentisiaethau, dylid rhoi gwybodaeth i ddysgwyr am ddarparwyr dysgu a chynnig y cyﬂe iddynt ymgysylltu ag amrywiaeth o ddarparwyro’r fath.

en-gb	Opportunities for engagement should include attending careers and skills fairs, talks from and visits to further and higher education providers, as well as presentations from students in further or higher education.
cy-gb	Dylai’r cyﬂeoedd ymgysylltu gynnwys mynychu ffeiriau gyrfaoedd a sgiliau, sgyrsiau gan ddarparwyr addysg bellach ac uwch ac ymweliadau gan y darparwyr hynny, yn ogystal â chyﬂwyniadau gan fyfyrwyr mewn addysg bellach neu uwch.

en-gb	Learners should be directed to online research tools that provide course and progression information to support their understanding of the range of learning opportunities available, to help raise their aspirations and form a basis on which informed decisions can be made.
cy-gb	Dylid hefyd gyfeirio dysgwyr at adnoddau ymchwil ar-lein sy’n cynnig gwybodaeth am gyrsiau a chynnydd, er mwyn eu helpu i ddeall yr amrywiaeth o gyﬂeoedd dysgu sydd ar gael, ac i helpu i godi eu dyheadau a chynnig sail iddynt allu gwneud penderfyniadau gwybodus.

en-gb	Relationships and sexuality education is collective, holistic and continuous throughout the learner’s education journey and beyond.
cy-gb	Mae addysg cydberthynas a rhywioldeb yn gyfunol, yn holistaidd ac yn barhaus drwy gydol taith dysgwyr drwy addysg a thu hwnt.

en-gb	The Expressive Arts promote an understanding of rights, including the United Nations Convention on the Rights of the Child (UNCRC) and universal human rights.
cy-gb	Mae’r Celfyddydau Mynegiannol yn hyrwyddo dealltwriaeth o hawliau, gan gynnwys Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP) a hawliau dynol cyffredinol.

en-gb	Through exploration, creation and response to various creative works, challenging issues will be tackled and learners will be empowered to make informed decisions and communicate effectively.
cy-gb	Drwy archwilio, creu ac ymateb i amrywiol ddarnau o waith creadigol, eir i’r afael â materion heriol, a chaiff dysgwyr eu grymuso i wneud penderfyniadau gwybodus ac i gyfathrebu’n effeithiol.

en-gb	Learners will develop an understanding of relationships through drama, music, role play, dance and ﬁlm, and explore relationships portrayed in visual arts as well as the relationships between creator and audience.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth o gydberthnasau drwy ddrama, cerddoriaeth, chwarae rôl, dawns a fﬁlm, ac yn ystyried y cydberthnasau a gaiff eu portreadu yn y celfyddydau gweledol yn ogystal â’r cydberthnasau rhwng y crëwr a’r gynulleidfa.

en-gb	Values, rights, culture and sexuality
cy-gb	Gwerthoedd, hawliau, diwylliant a rhywioldeb

en-gb	Expressive Arts offer rich and diverse learning experiences which enable learners to explore their own and others’ cultures.
cy-gb	Mae’r Celfyddydau Mynegiannol yn cynnig proﬁadau dysgu cyfoethog ac amrywiol sy’n galluogi dysgwyr i archwilio eu diwylliant eu hunain a diwylliannau eraill.

en-gb	Knowledge and understanding are further developed by creating and responding to creative works from different cultures.
cy-gb	Caiff gwybodaeth a dealltwriaeth eu datblygu ymhellach drwy greu ac ymateb i waith creadigol o wahanol ddiwylliannau.

en-gb	Understanding gender
cy-gb	Deall rhywedd

en-gb	Learners will review and reﬂect upon the way creators portray gender in creative works and the way  in which it has changed over time. 
cy-gb	Bydd dysgwyr yn adolygu ac yn myfyrio ar y ffordd y mae’r crëwyr yn portreadu rhywedd mewn gwaith creadigol a’r ffordd y mae hyn wedi newid dros amser.

en-gb	Violence and staying safe
cy-gb	Trais ac aros yn ddiogel

en-gb	By exploring creative works born out of conﬂict and changes in society, learners gain knowledge and understanding about the world.
cy-gb	Drwy archwilio gwaith creadigol sy’n seiliedig ar wrthdaro a newidiadau mewn cymdeithas, mae dysgwyr yn meithrin gwybodaeth a dealltwriaeth o’r byd.

en-gb	Through ﬁlm and digital media, learners will be expected to learn about the positive and harmful effects of digital images and how they portray themselves online.
cy-gb	Drwy fﬁlm a’r cyfryngau digidol, disgwylir i ddysgwyr ddysgu am effeithiau cadarnhaol a niweidiol delweddau digidol, a’r modd y maent yn eu portreadu eu hunain ar-lein.

en-gb	Skills for health and well-being
cy-gb	Sgiliau ar gyfer iechyd a lles

en-gb	Learners will experience differences in gender roles and relationships through ﬁlm and drama.
cy-gb	Bydd dysgwyr yn proﬁ gwahaniaethau o ran rolau’r rhywiau a chydberthnasau drwy fﬁlm a drama.

en-gb	They will be expected to face more complex issues of sexuality and boundaries through drama in styles such as forum theatre.
cy-gb	Disgwylir iddynt wynebu materion rhywioldeb a fﬁniau mwy cymhleth drwy ddrama mewn arddulliau megis theatr fforwm.

en-gb	They will explore the effect of digital media and how the media portray relationships.
cy-gb	Byddant yn archwilio effaith y cyfryngau digidol a sut mae’r cyfryngau yn portreadu cydberthnasau.

en-gb	The human body and development
cy-gb	Y corff dynol a’i ddatblygiad

en-gb	Throughout Expressive Arts learners will explore feelings about the body and self-image and how the Expressive Arts industry inﬂuence these.
cy-gb	Ym mhob rhan o’r Celfyddydau Mynegiannol, bydd dysgwyr yn archwilio teimladau am y corff a hunanddelwedd a sut mae diwydiant y Celfyddydau Mynegiannol yn dylanwadu arnynt.

en-gb	By identifying key issues, learners can use ﬁlm, music, visual arts, dance and drama to explore issues in a safe supportive environment.
cy-gb	Drwy adnabod materion allweddol, gall dysgwyr ddefnyddio fﬁlm, cerddoriaeth, y celfyddydau gweledol, dawns a drama i archwilio materion mewn amgylchedd diogel a chefnogol.

en-gb	Enrichment and experiences
cy-gb	Cyfoethogi a phroﬁadau

en-gb	The Expressive Arts curriculum and enrichment and experiences are intrinsically linked.
cy-gb	Mae cyswllt annatod rhwng cwricwlwm y Celfyddydau Mynegiannol a chyfoethogi a phroﬁadau.

en-gb	Learner voice is considered and learners are empowered to take ownership of their learning by helping to plan the nature of their experiences.
cy-gb	Caiff llais y dysgwr ei ystyried a chaiff dysgwyr eu grymuso i gymryd perchenogaeth dros eu dysgu drwy helpu i gynllunio natur eu proﬁadau.

en-gb	Learning inside and outside the classroom provides a wealth of material and experiences that stimulate creative works.
cy-gb	Mae dysgu yn yr ystafell ddosbarth a’r tu allan iddi yn cynnig cyfoeth o ddeunyddiau a phroﬁadausy’n ysgogi gwaith creadigol.

en-gb	Learners will engage in learning experiences that take them out of their classrooms into arts venues, such as museums, theatres, ﬁlm studios and galleries.
cy-gb	Bydd dysgwyr yn ymgymryd â phroﬁadau dysgu sy’n eu tywys allano’u hystafelloedd dosbarth i leoliadau celfyddydol, megis amgueddfeydd, theatrau, stiwdios fﬁlm ac orielau.

en-gb	Community arts programmes and local arts companies can provide experiences that provide learners with valuable and vibrant creative experiences which connect all the areas of learning and experience.
cy-gb	Gall rhaglenni celfyddydau cymunedol a chwmnïau celfyddydau lleol ddarparu proﬁadau sy’n cynnig proﬁadau creadigol gwerthfawr a bywiog i ddysgwyr sy’n cysylltu pob un o’r meysydd dysgu a phroﬁad.

en-gb	Putting the area of learning and experience into practice
cy-gb	Rhoi’r maes dysgu a phroﬁad ar waith

en-gb	The curriculum framework outlined for the Expressive Arts supports and encourages a combination of the following modes of delivery.
cy-gb	Mae fframwaith y cwricwlwm a amlinellir ar gyfer y Celfyddydau Mynegiannol yn cefnogi ac yn  annog cyfuniad o’r dulliau cyﬂwyno canlynol. 

en-gb	Interdisciplinary approach
cy-gb	Dull rhyngddisgyblaethol

en-gb	In an interdisciplinary arts approach, the learning is focused on one discipline at a time with all areas connected by the creative process, theme or context.
cy-gb	Mae’r dull rhyngddisgyblaethol o ymdrin â’r celfyddydau yn golygu bod y dysgu yn canolbwyntio ar un ddisgyblaeth ar y tro gyda phob maes yn cael ei gysylltu gan y broses greadigol, y thema neu’r cyd-destun.

en-gb	Through linking the creative process across the disciplines, learners connect their skills while developing a deeper level of discipline-speciﬁc knowledge and understanding.
cy-gb	Drwy gysylltu’r broses greadigol ar draws y disgyblaethau, mae’r dysgwyr yn cysylltu eu sgiliau ac ar yr un pryd yn cael eu harwain at lefel ddyfnach o wybodaeth a dealltwriaeth am ddisgyblaeth benodol.

en-gb	Integrated approach
cy-gb	Dull integredig

en-gb	An integrated Expressive Arts curriculum is one which is distinguished by the teaching of a combination of art, dance, drama, ﬁlm and digital media, and music in one lesson and not in isolation.
cy-gb	Mae cwricwlwm integredig ar gyfer y Celfyddydau Mynegiannol yn gweld cyfuniad o gelf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol yn cael ei addysgu o fewn yr un wers ac nid fel gwersi ar wahân.

en-gb	The blending of a combination of the disciplines encourages learners to make connections and unify concepts, which enables them to engage in relevant, meaningful activities that can be connected to rich, authentic contexts.
cy-gb	Mae cyfuno’r disgyblaethau yn annog dysgwyr i wneud cysylltiadau ac uno cysyniadau, ac mae’n eu galluogi i gymryd rhan mewn gweithgareddau perthnasol ac ystyrlon y gellir eu cysylltu â chyd-destunau cyfoethog, dilys.

en-gb	All the disciplines can be taught within one lesson by one person with a linking theme enabling learners to transfer skills and collaborate in authentic contexts.
cy-gb	Gall yr holl ddisgyblaethau gael eu haddysgu mewn un wers gan un person gyda thema gysylltiol yn galluogi’r dysgwyr i drosglwyddo sgiliau a chydweithio mewn cyd-destunau ddilys.

en-gb	This mirrors the world of work in the creative and cultural industries.
cy-gb	Mae hyn yn adlewyrchu byd gwaith y diwydiannau creadigol a diwylliannol.

en-gb	In all delivery models there should be opportunities for independent learning, enabling learners to become self-directed and to have more autonomy and control over their learning.
cy-gb	Ym mhob model cyﬂwyno dylai fod cyﬂeoedd ar gyfer dysgu annibynnol er mwyn galluogi’r  dysgwyr i ddatblygu’n ddysgwyr hunangyfeiriedig gyda mwy o ymreolaeth dros eu dysgu. 

en-gb	WHAT MATTERS IN THE EXPRESSIVE ARTS
cy-gb	YR HYN SY’N BWYSIG YN Y   CELFYDDYDAU MYNEGIANNOL

en-gb	It will ensure that, through the Expressive Arts, learners are enabled to explore different identities and societies from all corners of the world and appreciate the signiﬁcance of the diverse cultures of Wales, its unique traditions and heritage.
cy-gb	Bydd yn sicrhau bod dysgwyr, drwy’r Celfyddydau Mynegiannol, yn cael eu galluogi i archwilio hunaniaethau a chymdeithasau o bob cwr o’r byd, gan werthfawrogi arwyddocâd amrywiol ddiwylliannau Cymru, ei thraddodiadau a’i threftadaeth unigryw.

en-gb	In addition, in the Expressive Arts Area of Learning and Experience learners will develop an understanding of how the Expressive Arts shape, express and share ideas and feelings.
cy-gb	Yn ogystal â hyn, ym Maes Dysgu a Phroﬁad y Celfyddydau Mynegiannol bydd dysgwyr yn dod i ddeall sut y mae’r Celfyddydau Mynegiannol yn llywio, yn mynegi ac yn rhannu syniadau a theimladau.

en-gb	They will develop their imagination and draw upon their own experiences, skills and talents to become creative artists themselves.
cy-gb	Byddant yn datblygu eu dychymyg ac yn tynnu ar eu proﬁadau, eu sgiliau a’u doniau fel eu bod yn dod yn artistiaid creadigol eu hunain.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	Research suggests that progression in Expressive Arts, and in creativity more generally, is likely to grow out of gradual use and reuse of known skills, but also could on occasion present as a big qualitative jump.
cy-gb	Awgryma’r ymchwil fod cynnydd yn y Celfyddydau Mynegiannol, ac mewn creadigrwydd yn fwy cyffredinol, yn dueddol o ddatblygu trwy ddefnyddio ac ailddefnyddio sgiliau cyfarwydd, ond ar adegau gallai hefyd fod yn naid ansoddol.

en-gb	It is not a linear process and there is not one common pathway.
cy-gb	Nid yw’n broses sy’n dilyn trywydd unionsyth, ac nid oes un llwybr sy’n gyffredin i bawb.

en-gb	Learners may easily move backwards and forwards as they experience Expressive Arts activities and different learners are likely to progress in markedly different ways.
cy-gb	Gallai dysgwyr symud yn ôl ac ymlaen yn rhwydd wrth broﬁ gweithgareddau Celfyddydau Mynegiannol ac mae gwahanol ddysgwyr yn dueddol o ddatblygu mewn ffyrdd gwahanol iawn.

en-gb	It is clear that the environment in which learners are learning, including the quality of teaching, is an important factor in facilitating progression.
cy-gb	Mae’n amlwg bod yr amgylchedd y mae’r dysgwyr yn dysgu ynddo, gan gynnwys ansawdd yr addysgu, yn ffactor pwysig wrth hwyluso cynnydd.

en-gb	Above all there is a strong message from research that qualitative, descriptive approaches to assessing achievements and progression are the most appropriate.
cy-gb	Yn bennaf, ceir neges glir yn yr ymchwil mai dulliau ansoddol, disgriﬁadol o asesu cyﬂawniad a chynnydd yw’r dulliau mwyaf addas.

en-gb	Factors relevant to progression in Expressive Arts include the following.
cy-gb	Mae ffactorau perthnasol i gynnydd yn y Celfyddydau Mynegiannol yn cynnwys y canlynol.

en-gb	Issues dealt with by younger learners can be revisited by older learners in more complex and sophisticated ways.
cy-gb	Gall materion yr ymdrinnir â nhw gan ddysgwyr iau gael eu hailystyried gan ddysgwyr hŷn mewn ffyrdd mwy cymhleth a sofﬁstigedig.

en-gb	Learners should acquire increasing control of the means of expression in the Expressive Arts.
cy-gb	Dylai dysgwyr ennill mwy a mwy o reolaeth dros ddulliau mynegi’r Celfyddydau Mynegiannol.

en-gb	I can explore a range of materials and resources, tools and technologies in art, dance, drama, ﬁlm and digital media, and music for their sensory and productive qualities as a basis for my work.
cy-gb	Gallaf archwilio amrywiaeth o ddeunyddiau ac adnoddau, offer a thechnolegau ym meysydd celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol i astudio eu nodweddion synhwyraidd a chynhyrchiol fel sail i’m gwaith.

en-gb	I can experiment with a variety of creative techniques, materials and resources, tools and technologies, and using my imagination I can explore their potential to achieve different outcomes.
cy-gb	Gallaf archwilio amrywiaeth o dechnegau, deunyddiau ac adnoddau, offer a thechnolegau creadigol a, chan ddefnyddio fy nychymyg, gallaf ystyried eu potensial i gyﬂawni canlyniadau gwahanol.

en-gb	I can ask questions to discover how and why creative works are made and can use my knowledge to develop original ideas.
cy-gb	Gallaf ofyn cwestiynau i ganfod sut a pham y caiff gwaith creadigol ei wneud a gallafddefnyddio’r hyn rwy’n ei wybod i ddatblygu syniadau gwreiddiol.

en-gb	I can explore how the ideas, feelings, moods and opinions of others are communicated and shared through the Expressive Arts.
cy-gb	Gallaf archwilio sut y caiff syniadau, teimladau, hwyliau a barnau pobl eraill eu cyﬂeu a’u rhannu drwy’r Celfyddydau Mynegiannol.

en-gb	I can investigate a range of traditions, forms, styles and genres, independently and collaboratively, not only from my personal experiences but also from the wider world around me, to develop my creative responses.
cy-gb	Gallaf ymchwilio i amrywiaeth o draddodiadau, ffurﬁau, arddulliau a genres nid yn unig o’mproﬁadau fy hun ond hefyd o’r byd ehangach o’m hamgylch er mwyn datblygu fy ymateb creadigol yn annibynol ac ar y cyd.

en-gb	I can experiment with and then select appropriate practices, materials and resources, tools and technologies in art, dance, drama, ﬁlm and digital media, and music to explore ideas inspired by my imagination and curiosity.
cy-gb	Gallaf arbroﬁ ac yna ddewis arferion, deunyddiau ac adnoddau, offer a thechnolegau priodol ym meysydd celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol er mwyn archwilio syniadau sydd wedi eu hysbrydoli gan fy nychymyg a’m chwilfrydedd.

en-gb	I can explore the creative works of others and can use my experiences to inﬂuence and shape my own original ideas.
cy-gb	Gallaf archwilio gwaith creadigol pobl eraill a defnyddio fy mhroﬁad i lywio a dylanwadu ar fy syniadau gwreiddiol fy hun.

en-gb	I can identify the main purpose of a creative work through exploration of aural, oral, physical, written, visual and technological approaches.
cy-gb	Gallaf adnabod prif ddiben gwaith creadigol drwy archwilio dulliau clywedol, llafar, corfforol, ysgrifenedig, gweledol a thechnolegol.

en-gb	I can use appropriate discipline-speciﬁc vocabulary when experimenting with creative practices and techniques, materials and resources, tools and technologies.
cy-gb	Gallaf ddefnyddio geirfa briodol sy’n perthyn i ddisgyblaeth benodol wrth arbroﬁ ag arferion a thechnegau, deunyddiau ac adnoddau, offer a thechnolegau creadigol.

en-gb	I can explore how artists and creative works communicate mood, feelings and ideas.
cy-gb	Gallaf archwilio sut mae artistiaid a gwaith creadigol yn cyﬂeu hwyliau, teimladau a syniadau.

en-gb	I can explore how the Expressive Arts are used to represent, document, share and celebrate the personal, social and cultural identities found in my community, in Wales and in the wider world.
cy-gb	Gallaf archwilio ac ystyried sut y defnyddir y Celfyddydau Mynegiannol i gynrychioli, dogfennu, rhannu a dathlu hunaniaethau personol, cymdeithasol a diwylliannol a geir yn fy nghymuned, yng Nghymru ac yn y byd ehangach.

en-gb	I can experiment with and select materials and resources, tools and technologies in art, dance, drama, ﬁlm and digital media, and music to develop ideas inspired by my imagination and curiosity.
cy-gb	Gallaf arbroﬁ â deunyddiau ac adnoddau, offer a thechnolegau ym meysydd celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol a’u dewis yn briodol er mwyn archwilio syniadau sydd wedi eu hysbrydoli gan fy nychymyg a’m chwilfrydedd.

en-gb	I can experiment with different materials and resources, tools and technologies, and consider the effect they have on my creative work.
cy-gb	Gallaf arbroﬁ gyda gwahanol ddeunyddiau ac adnoddau, offer a thechnolegau, ac ystyried y ffordd y maent yn effeithio ar fy ngwaith creadigol.

en-gb	I can accurately and conﬁdently use and understand a range of discipline-speciﬁc terminology when experimenting with techniques, materials and resources, tools and technologies.
cy-gb	Gallaf ddefnyddio a deall amrywiaeth o dermau sy’n perthyn i ddisgyblaeth benodol yn gywir ac yn hyderus wrth arbroﬁ â thechnegau, deunyddiau ac adnoddau, offer a thechnolegau.

en-gb	I can investigate and explain how meaning is communicated in order to inform my creative works.
cy-gb	Gallaf ymchwilio i’r ffordd y caiff ystyr ei chyﬂeu a’i hesbonio er mwyn llywio fy ymatebion creadigol.

en-gb	I can investigate and explain how the Expressive Arts represent and celebrate personal, social and cultural identities.
cy-gb	Gallaf ymchwilio i’r ffordd y mae’r Celfyddydau Mynegiannol yn cynrychioli ac yn dathlu hunaniaethau personol, cymdeithasol a diwylliannol a’i hesbonio.

en-gb	I can explore the ideas of others and experiment with my own ideas to develop my creative works and to give myself the conﬁdence to take risks.
cy-gb	Gallaf archwilio syniadau pobl eraill ac arbroﬁ â’m syniadau fy hun er mwyn datblygu fy ngwaith creadigol gan ddangos hyder i gymryd risg.

en-gb	I can explore the impact of creative work on an audience.
cy-gb	Gallaf archwilio effaith gwaith creadigol ar gynulleidfa.

en-gb	I can explore how the Expressive Arts are used to represent, document, share and celebrate the personal, social and cultural identities found in my community, in Wales and in the wider world.
cy-gb	Gallaf archwilio sut y defnyddir y Celfyddydau Mynegiannol i gynrychioli, dogfennu, rhannu a dathlu hunaniaethau personol, cymdeithasol a diwylliannol a geir yn fy nghymuned, yng Nghymru ac yn y byd ehangach.

en-gb	I can investigate how other creators and performers in art, dance, drama, ﬁlm and digital media, and music develop and use different practices and techniques, materials and resources, tools and technologies in their work.
cy-gb	Gallaf ymchwilio i’r ffordd y mae gwneuthurwyr a pherfformwyr eraill ym meysydd celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol yn datblygu ac yn defnyddio gwahanol arferion a thechnegau, deunyddiau ac adnoddau, offer a thechnolegau yn eu gwaith.

en-gb	I can deepen my discipline-speciﬁc knowledge and I can use this to inﬂuence my creative works through exploration of traditions, forms, styles and genres.
cy-gb	Gallaf ddyfnhau’r wybodaeth sydd gen i am ddisgyblaeth benodol, a gallaf ddefnyddio hyn i ddylanwadu ar fy ngwaith creadigol drwy archwilio traddodiadau, ffurﬁau, arddulliau a genres.

en-gb	I can experiment with my own and others’ creative ideas, demonstrating innovation, independent thinking and originality, and showing conﬁdence to take risks and to develop resilience in order to overcome challenges.
cy-gb	Gallaf arbroﬁ â’m syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos arloesedd, meddwl annibynnol a gwreiddioldeb, a dangos hefyd yr hyder i gymryd risg ac i ddatblygu gwydnwch er mwyn goresgyn heriau.

en-gb	I can explore how symbolic representation or technical effects communicate personal, social and cultural identity across the Expressive Arts disciplines.
cy-gb	Gallaf archwilio sut mae cynrychiolaeth symbolaidd neu effeithiau technegol yn cyﬂeu hunaniaeth bersonol, gymdeithasol a diwylliannol ym mhob un o ddisgyblaethau’r Celfyddydau Mynegiannol.

en-gb	I can examine how different meaning is portrayed and communicated through a variety of creative works.
cy-gb	Gallaf archwilio sut y caiff ystyr wahanol ei phortreadu a’i chyﬂeu drwy amrywiaeth o waith creadigol.

en-gb	I can explore and analyse the importance of speciﬁc roles and functions within the creative and cultural industries.
cy-gb	Gallaf archwilio a dadansoddi pwysigrwydd rolau a swyddogaethau penodol yn y diwydiannau creadigol a diwylliannol.

en-gb	I can independently and collaboratively explore and research how different creative works from Wales and from different cultures and times inﬂuence my own work.
cy-gb	Gallaf archwilio ac ymchwilio i’r ffordd y mae amrywiol weithiau creadigol o Gymru ac o ddiwylliannau a chyfnodau gwahanol yn dylanwadu ar fy ngwaith fy hun yn annibynnol ac ar y cyd ag eraill.

en-gb	I can explore and examine how the Expressive Arts are used to represent and celebrate the personal, social and cultural identities found in my community, in Wales and in the wider world.
cy-gb	Gallaf archwilio sut y defnyddir y Celfyddydau Mynegiannol i gynrychioli a dathlu’r hunaniaethau personol, cymdeithasol a diwylliannol a geir yn fy nghymuned, yng Nghymru ac yn y byd ehangach.

en-gb	I can research and investigate the ideas of other creators and performers in art, dance,
cy-gb	Gallaf ymchwilio i syniadau gwneuthurwyr a pherfformwyr eraill ym meysydd celf, cerddoriaeth,

en-gb	drama, ﬁlm and digital media, and music.
cy-gb	dawns, drama, a fﬁlm a’r cyfryngau digidol.

en-gb	I can experiment with my own creative ideas and those of others, demonstrating innovation, independent thinking and originality to develop my work, and showing the conﬁdence to take risks and demonstrate resilience to overcome challenges.
cy-gb	Gallaf arbroﬁ â’m syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos arloesi, meddwl annibynnol a gwreiddioldeb er mwyn datblygu fy ngwaith, a gallaf ddangos yr hyder i fod yn wydn ac i gymryd risg er mwyn goresgyn heriau.

en-gb	I can identify relevant research during practical exploration and use this to inform theoretical knowledge.
cy-gb	Gallaf ddod o hyd i ymchwil berthnasol yn ystod archwiliad ymarferol a defnyddio hyn i lywio gwybodaeth ddamcaniaethol.

en-gb	I can research a range of contrasting traditions, forms, styles and genres using a wide range of discipline-speciﬁc terminology.
cy-gb	Gallaf ymchwilio i amrywiaeth o draddodiadau, ffurﬁau, arddulliau a genres cyferbyniol gan ddefnyddio amrywiaeth eang o dermau sy’n perthyn i ddisgyblaeth benodol.

en-gb	I can extend and integrate my knowledge of aesthetic techniques when experimenting with creative ideas across a range of contrasting and challenging creative works.
cy-gb	Gallaf ymestyn ac integreiddio’r hyn rwy’n ei wybod am dechnegau esthetig wrth arbroﬁ â syniadau creadigol ar draws amrywiaeth o waith creadigol cyferbyniol a heriol.

en-gb	I can independently research the purpose of a wide range of creative works and consider how they can impact on different audiences.
cy-gb	Gallaf ymchwilio i ddiben amrywiaeth eang o waith creadigol ac ystyried pa effaith y gallant ei gael ar wahanol gynulleidfaoedd gan weithio’n annibynnol.

en-gb	I can independently research speciﬁc roles and functions in the creative and cultural industries and understand their importance and contribution to the creative and cultural sector.
cy-gb	Gallaf ymchwilio i rolau a swyddogaethau penodol yn y diwydiannau creadigol a diwylliannol a deall eu pwysigrwydd a’u cyfraniad i’r sector hwn, gan weithio’n annibynnol.

en-gb	I can explore ways of pursuing careers in the creative and cultural industries.
cy-gb	Gallaf ystyried ffyrdd o ddilyn gyrfa yn y diwydiannau creadigol a diwylliannol.

en-gb	I can investigate how symbolic representation or technical effects can be used to communicate meaning.
cy-gb	Gallaf ymchwilio i’r ffordd y gellir defnyddio cynrychiolaeth symbolaidd neu effeithiau technegol i gyﬂeu ystyr.

en-gb	I can explore creative work, understanding the personal, social, cultural and historical context, including the conventions of the period in which they were created.
cy-gb	Gallaf archwilio gwaith creadigol, gan ddeall y cyd-destun personol, cymdeithasol, diwylliannol a hanesyddol, gan gynnwys confensiynau’r cyfnod y cafodd ei greu ynddo.

en-gb	I can research and analyse how artists and creative works have an impact on society locally, nationally and globally.
cy-gb	Gallaf ymchwilio i’r ffordd y mae artistiaid a gwaith creadigol yn effeithio ar gymdeithas yn lleol, yn genedlaethol ac yn fyd-eang.

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section shows that what matters statements in the Expressive Arts are not linear, they are interlinked.
cy-gb	Mae’r adran hon yn dangos nad yw’r datganiadau o’r hyn sy’n bwysig yn y Celfyddydau Mynegiannol yn dilyn trywydd unionsyth, maent yn gydgysylltiedig.

en-gb	Taken together they enable learners to engage fully with the creative process which each of the ﬁve Expressive Arts disciplines has in common.
cy-gb	Gyda’i gilydd, maent yn galluogi dysgwyr i ymwneud yn llawn â’r broses greadigol a rennir gan bum disgyblaeth benodol y Celfyddydau Mynegiannol.

en-gb	As part of the creative process, represented in what matters statements, learners should be able to explore, respond to and create their own work while engaging in rich, authentic experiences.
cy-gb	Fel rhan o’r broses greadigol, sy’n cael ei gynrychioli yn y datganiadau o’r hyn sy’n bwysig, dylai dysgwyr allu archwilio, ymateb i a chreu eu gwaith eu hunain wrth gael proﬁadau cyfoethog, dilys.

en-gb	For instance, through exploring a genre, style, artist, etc., learners begin to form an opinion and appreciation of the creative works of others, as well as through experimenting with different materials and processes, etc.
cy-gb	Er enghraifft, drwy archwilio genre, arddull, artist, ac ati, mae dysgwyr yn dechrau ffurﬁo barn am waith creadigol pobl eraill a’i werthfawrogi, yn ogystal ag arbroﬁ gyda gwahanol ddeunyddiau a phrosesau, ac ati.

en-gb	The knowledge and skills gained as part of this exploring can then be used to inspire their own creative work, to which they will continue to respond as part of the creative process.
cy-gb	Gallant wedyn ddefnyddio’r wybodaeth a’r sgiliau sy’n cael eu hennill fel rhan o’r archwilio hwn i ysbrydoli eu gwaith creadigol eu hunain, gan barhau i fyfyrio ar eu gwaith fel rhan o’r broses greadigol.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience.
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad.

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• Exploration of the arts from various times, cultures and societies.
cy-gb	• Archwilio’r celfyddydau o wahanol gyfnodau, diwylliannau a chymdeithasau.

en-gb	• Exploration of our own and other cultures.
cy-gb	• Archwilio ein diwylliant ein hunain a diwylliannau eraill.

en-gb	• Through the arts we are able to explore society, ethical concepts, inquiry skills, environment,conﬁdence of expression, skills of critical evaluation.
cy-gb	• Drwy’r celfyddydau gallwn archwilio cymdeithas, cysyniadau moesegol, sgiliau ymholi, amgylchedd, hyder i fynegi, sgiliau gwerthuso’n feirniadol.

en-gb	• Research and exploration of sustainability, business and responsible citizenship.
cy-gb	• Ymchwilio i feysydd cynaliadwyedd, busnes a dinasyddiaeth gyfrifol.

en-gb	• How artists and creative practitioners have responded to societal change, religious festivals; how dance is used for festivals and observances; use of the environment as performance space.
cy-gb	• Sut mae artistiaid ac ymarferwyr creadigol wedi ymateb i newid cymdeithasol, gwyliau crefyddol; y ffordd y defnyddir dawns ar gyfer gwyliau a defodau; defnyddio’r amgylchedd fel gofod perfformio.

en-gb	• How different people interpret things.
cy-gb	• Sut mae pobl wahanol yn dehongli pethau.

en-gb	• Design thinking and design process.
cy-gb	• Meddylfryd dylunio a’r broses ddylunio.

en-gb	• Use of digital technology when creating and designing.
cy-gb	• Defnyddio technoleg ddigidol wrth greu a dylunio.

en-gb	• Developing technological skills to research.
cy-gb	• Datblygu sgiliau technolegol i ymchwilio.

en-gb	• Developing ﬁne motor skills in using tools and gross motor skills to coordinate movements.
cy-gb	• Datblygu sgiliau echddygol manwl i ddefnyddio offer a datblygu sgiliau echddygol bras i gydgysylltu symudiadau.

en-gb	• Exploring materials and equipment.
cy-gb	• Archwilio defnyddiau ac offer.

en-gb	• The creative processes of design and investigation.
cy-gb	• Prosesau creadigol dylunio ac ymchwilio.

en-gb	• Relationships between artist and audience.
cy-gb	• Cydberthnasau rhwng artistiaid a chynulleidfa.

en-gb	• Developing conﬁdence, building resilience and mental health. 
cy-gb	• Meithrin hyder, adeiladu gwydnwch ac iechyd meddwl.

en-gb	• Physical activity – body awareness.
cy-gb	• Gweithgarwch corfforol – ymwybyddiaeth o’r corff.

en-gb	• Relationships and risk-taking.
cy-gb	• Cydberthnasau a chymryd risg.

en-gb	• Communicating ideas and feelings.
cy-gb	• Cyﬂeu syniadau a theimladau.

en-gb	• Developing emotional well-being through participation in Expressive Arts activities.
cy-gb	• Datblygu lles emosiynol drwy gymryd rhan mewn gweithgareddau yn ymwneud â’r Celfyddydau Mynegiannol.

en-gb	• Exploring drama techniques, e.g. role play, performance, drama.
cy-gb	• Archwilio technegau drama, e.e. chwarae rôl, perfformio, drama.

en-gb	• Identity – exploring the languages of Wales and the artistic traditions of song writing, creative writing, poetry, eisteddfoddau, songs.
cy-gb	• Hunaniaeth – archwilio ieithoedd Cymru a thraddodiadau artistig cyfansoddi caneuon, ysgrifennu creadigol, barddoniaeth, eisteddfodau, caneuon.

en-gb	• Visual literacy;
cy-gb	• Llythrennedd gweledol;

en-gb	creative writing;
cy-gb	ysgrifennu creadigol;

en-gb	understanding audience and purpose (adapting language  for audience);
cy-gb	deall cynulleidfa a diben (gan addasu iaith  i gynulleidfa);

en-gb	literature;
cy-gb	llenyddiaeth;

en-gb	performance poetry;
cy-gb	cerddi cyhoeddus;

en-gb	literacy and drama;
cy-gb	llythrennedd a drama;

en-gb	ﬁlm;
cy-gb	fﬁlm;

en-gb	multimedia;
cy-gb	amlgyfrwng;

en-gb	role play  (communication and oracy).
cy-gb	chwarae  rôl (cyfathrebu a llafaredd).

en-gb	• The role of the creative process in creative writing.
cy-gb	• Rôl y broses greadigol o ran ysgrifennu creadigol.

en-gb	• Exploration of timelines through periods of history.
cy-gb	• Archwilio llinellau amser drwy gyfnodau mewn hanes.

en-gb	• Exploration of counting, sequencing, patterns, symmetry, shape, positions.
cy-gb	• Archwilio cyfrif, dilyniannu, patrymau, cymesuredd, siâp, saﬂeoedd.

en-gb	• Exploration of sense of time, timing, time constraints.
cy-gb	• Archwilio ymdeimlad o amser, amseru, cyfyngiadau amser.

en-gb	• Spatial awareness – explore how practitioners use space to create impact and recognise the effect it has on the audience.
cy-gb	• Ymwybyddiaeth o ofod – archwilio sut mae ymarferwyr yn defnyddio gofod i gael effaith a chydnabod yr effaith y mae’n ei chael ar y gynulleidfa.

en-gb	In this section, where references are made to elements and forms these include but are not
cy-gb	Yn yr adran hon, pan wneir cyfeiriadau at elfennau a ffurﬁau mae’r rhain yn cynnwys ond nid

en-gb	limited to the following.
cy-gb	ydynt wedi’u cyfyngu i’r canlynol.

en-gb	Elements
cy-gb	Elfennau

en-gb	Art:
cy-gb	Celf:

en-gb	line, shape, texture, colour, form (2D, 3D, 4D), pattern, tone.
cy-gb	llinell, siâp, gwead, lliw, ffurf (2D, 3D, 4D), patrwm, naws.

en-gb	Dance:
cy-gb	Dawns:

en-gb	body, space, time, dynamics, relationship, form.
cy-gb	corff, gofod, amser, dynameg, cydberthynas, ffurf.

en-gb	Film and digital media:
cy-gb	Fﬁlm a’r cyfryngau digidol:

en-gb	3D space, sound, lighting, camera, narrative, style, genre, audience,composition (visual, virtual and sonic), form (animation, live action, audio, written).
cy-gb	gofod 3D, sain, goleuadau, camera, naratif, arddull, genre, cynulleidfa, cyfansoddiad (gweledol, rhithwir a sonig), ffurf (animeiddio, fﬁlmio byw, clywedol, ysgrifenedig).

en-gb	Drama:
cy-gb	Drama:

en-gb	character, thought, place, plot, movement, diction, tone, pitch, tempo, gesture,interaction.
cy-gb	cymeriad, meddwl, lle, plot, symudiad, ynganu, naws, traw, tempo, ystum, rhyngweithio.

en-gb	Music:
cy-gb	Cerddoriaeth:

en-gb	pitch, dynamics, texture, tempo, timbre, rhythm and pulse, structure.
cy-gb	traw, dynameg, ansawdd, tempo, soniaredd, rhythm a churiad, strwythur.

en-gb	Forms
cy-gb	Ffurﬁau

en-gb	painting, printing, sculpting, drawing, photography, textiles, craft, animation,illustration, design.
cy-gb	paentio, argraffu, cerﬂunio, lluniadu, ffotografﬁaeth, tecstilau, crefft, animeiddio,darlunio, dylunio.

en-gb	direction, dynamics, action, relationship, shape.
cy-gb	cyfeiriad, dynameg, symud, cydberthynas, siâp.

en-gb	(Progression steps 1–5 but with increasing complexity) animation, documentary, narrative, print, radio/podcast, realism, naturalism, symbolism, video, photography, graphics, virtual forms, linear forms, non-linear forms, stage design, social media, video games, event design.
cy-gb	(Camau cynnydd 1–5 ond â chymhlethdod cynyddol) animeiddio, rhaglen ddogfen, naratif, print, radio/podlediad, realaeth, naturiolaeth, symbolaeth, ﬁdeo, ffotografﬁaeth, graffeg, ffurﬁau rhithwir, ffurﬁau llinol, ffurﬁau aﬂinol, dylunio llwyfannau, cyfryngau cymdeithasol, gemau ﬁdeo, cynllunio digwyddiadau.

en-gb	(Progression steps 1–5 but with increasing complexity) comedy, tragedy, tragicomedy,
cy-gb	(Camau cynnydd 1–5 ond â chymhlethdod cynyddol) comedi, trasiedi, trasigomedi,

en-gb	farce, musical, melodrama, mime, opera, ballet.
cy-gb	ffars, sioe gerdd, melodrama, meim, opera, bale.

en-gb	binary form, rounds.
cy-gb	ffurf ddwyran, cylchoedd.

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• different types of play and a range of creative activities which are both child-initiated and adult led
cy-gb	• gwahanol fathau o chwarae ac amrywiaeth o weithgareddau creadigol a gychwynnir gan blant ac a arweinir gan oedolion

en-gb	• experimentation with a range of practical and technological skills creatively within purposeful play
cy-gb	• arbroﬁ ag amrywiaeth o sgiliau ymarferol a thechnolegol yn greadigol o fewn chwarae pwrpasol

en-gb	• purposeful and creative play activities that provide access to a range of creative tools and technologies, resources and materials
cy-gb	• gweithgareddau chwarae pwrpasol a chreadigol sy’n cynnig cyﬂe i ddysgwyr ddefnyddio amrywiaeth o offer a thechnolegau, adnoddau a deunyddiau creadigol

en-gb	• stimuli that inspire and enthuse them to explore, discover and question, and that spark their curiosity and imagination
cy-gb	• sbardunau sy’n eu hysbrydoli, ac yn ennyn eu diddordeb i archwilio, darganfod a chwestiynu ac sy’n ysgogi eu chwilfrydedd a’u dychymyg

en-gb	• visits to both actual and virtual venues and input from creative experts to develop and broaden their depth of experience in the Expressive Arts
cy-gb	• ymweliadau â lleoliadau rhithwir neu go iawn a mewnbwn gan arbenigwyr creadigol i ddatblygu a dyfnhau eu proﬁad yn y Celfyddydau Mynegiannol

en-gb	• a range of elements , forms , styles, genres, creative text and celebrations from different times  and cultures through art, dance, drama, ﬁlm and digital media, and music including those from  their community, Wales and the wider world.
cy-gb	• amrywiaeth o elfennau , ffurﬁau , arddulliau, genres, testunau creadigol a dathliadau o wahanol  gyfnodau a diwylliannau drwy gelf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol gan  gynnwys y rhai o’u cymuned, o Gymru ac o’r byd ehangach.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that the ideas, feelings, moods and opinions of others can be shared through physical, sonic, verbal, visual and technological means
cy-gb	• y gellir rhannu syniadau, teimladau, naws a barnau pobl eraill drwy ddulliau corfforol, sonig, geiriol, gweledol a thechnolegol

en-gb	• an appropriate range of elements and discipline-speciﬁc vocabulary from across the disciplines of art, dance, drama, ﬁlm and digital media, and music
cy-gb	• amrywiaeth briodol o elfennau a geirfa sy’n perthyn i ddisgyblaethau penodol celf, cerddoriaeth,dawns, drama, a fﬁlm a’r cyfryngau digidol

en-gb	• that people across time and from different cultures have produced creative work to celebrate their culture and identity.
cy-gb	• bod pobl ar hyd yr oesoedd ac o wahanol ddiwylliannau wedi cynhyrchu gwaith creadigol er mwyn dathlu eu diwylliant a’u hunaniaeth.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• investigate, through practical improvisation and experimentation ways in which art, dance,drama, ﬁlm and digital media, and music can be used to communicate meaning
cy-gb	• ymchwilio, drwy greu’n fyrfyfyr ac arbroﬁ’n ymarferol, i ffyrdd y gellir defnyddio celf, cerddoriaeth,dawns, drama, a fﬁlm a’r cyfryngau digidol i gyﬂeu ystyr

en-gb	• use and select a range of creative techniques, processes, materials, tools and technologies to create an effect for an audience
cy-gb	• dethol a defnyddio amrywiaeth o dechnegau, prosesau, deunyddiau, offer a thechnolegau creadigol i greu effaith ar gyfer cynulleidfa

en-gb	• develop their discipline-speciﬁc skills through creative and purposeful play 
cy-gb	• datblygu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth drwy chwarae creadigol a phwrpasol

en-gb	• share their discipline-speciﬁc skills with an audience
cy-gb	• rhannu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth â chynulleidfa

en-gb	• work independently and collaboratively to investigate the potential of the Expressive Arts as a means of communication
cy-gb	• gweithio’n annibynnol ac ar y cyd i ymchwilio i botensial y Celfyddydau Mynegiannol fel dull cyfathrebu

en-gb	• explore space and measurement within creative contexts.
cy-gb	• archwilio gofod a mesuriad mewn cyd-destunau creadigol.

en-gb	In this section, where references are made to elements and forms these include but are not
cy-gb	Yn yr adran hon, pan wneir cyfeiriadau at elfennau a ffurﬁau mae’r rhain yn cynnwys ond

en-gb	limited to the following.
cy-gb	nid ydynt wedi’u cyfyngu i’r canlynol.

en-gb	line, shape, texture, colour, form (2D, 3D, 4D), pattern, tone, space, contrast.
cy-gb	llinell, siâp, gwead, lliw, ffurf (2D, 3D, 4D), patrwm, naws, gofod, cyferbyniad.

en-gb	body, space, time, dynamics, relationship, form, movement principles.
cy-gb	corff, gofod, amser, dynameg, cydberthynas, ffurf ac egwyddorion symud.

en-gb	character, time, place, plot, tension, levels, blocking, movement, tone, pitch, tempo,accent, body language, expression, gesture, interaction, reaction.
cy-gb	cymeriad, amser, lle, plot, tensiwn, lefelau, blocio, naws, symud, traw, tempo, acen,iaith y corff, mynegiant, ystum, rhyngweithio, ymateb.

en-gb	pitch, dynamics, texture, tempo, timbre, rhythm, metre, form and structure, melody.
cy-gb	traw, dynameg, ansawdd, tempo, soniaredd, rhythm, mesur, ffurf a strwythur, melodi.

en-gb	painting, printing, sculpting, drawing, photography, textiles, craft, animation, illustration,design.
cy-gb	paentio, argraffu, cerﬂunio, lluniadu, ffotografﬁaeth, tecstilau, crefft, animeiddio,darlunio, dylunio.

en-gb	direction, dynamics, action, relationship, shape, motif.
cy-gb	cyfeiriad, dynameg, symud, cydberthynas, siâp, motiff.

en-gb	binary, rounds, ternary.
cy-gb	ffurf ddwyran, cylchoedd, teiran.

en-gb	• stimuli that inspire and enthuse them to explore, discover and question, and that spark their curiosity and imagination
cy-gb	• sbardunau sy’n eu hysbrydoli ac yn ennyn eu diddordeb i archwilio, darganfod a chwestiynu, ac sy’n ysgogi eu chwilfrydedd a’u dychymyg

en-gb	• a range of elements , forms , styles, genres and creative texts from different times and cultures  through art, dance, drama, ﬁlm and digital media, and music including those from their community,  Wales and the wider world
cy-gb	• amrywiaeth o elfennau , ffurﬁau , arddulliau, genres, a thestunau creadigol o wahanol gyfnodau  a diwylliannau drwy gelf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol gan gynnwys  y rhai o’u cymuned, o Gymru ac o’r byd ehangach

en-gb	• a range of creative tools and technologies, resources and materials
cy-gb	• amrywiaeth o offer a thechnolegau, adnoddau a deunyddiau creadigol

en-gb	• visits to both actual and virtual venues and input from creative experts to develop and broaden their depth of experience in the arts.
cy-gb	• ymweliadau â lleoliadau rhithwir neu go iawn a mewnbwn gan arbenigwyr creadigol i ddatblygu ac ehangu eu proﬁad yn y Celfyddydau Mynegiannol.

en-gb	• that the ideas, feelings, moods and opinions of others can be shared through aural, oral, physical, sonic, verbal, visual, and technological means
cy-gb	• y gellir rhannu syniadau, teimladau, naws a barnau pobl eraill drwy ddulliau clywedol, llafar, corfforol, sonig, geiriol, gweledol a thechnolegol

en-gb	• a range of discipline-speciﬁc vocabulary from across the disciplines of art, dance, drama, ﬁlmand digital media, and music
cy-gb	• amrywiaeth o eirfa sy’n perthyn i ddisgyblaethau penodol celf, cerddoriaeth, dawns, drama,a fﬁlm a’r cyfryngau digidol

en-gb	• how creative practitioners from across the disciplines use elements , forms , styles, techniques,and tools and technologies to create meaning
cy-gb	• sut mae ymarferwyr creadigol o bob un o’r disgyblaethau yn defnyddio elfennau , ffurﬁau ,arddulliau, technegau ac offer, a thechnolegau i greu ystyr

en-gb	• that people across time and from different cultures have produced creative work to celebrate their culture and identity
cy-gb	• bod pobl ar hyd yr oesoedd ac o wahanol ddiwylliannau wedi cynhyrchu gwaith creadigol er mwyn dathlu eu diwylliant a’u hunaniaeth

en-gb	• how the Expressive Arts use symbolism to communicate meaning.
cy-gb	• sut mae’r Celfyddydau Mynegiannol yn defnyddio symbolaeth i gyﬂeu ystyr.

en-gb	• investigate through practical improvisation and experimentation the way in which speciﬁc  elements , forms , styles and genres of art, dance, drama, ﬁlm and digital media, and music can  be used to communicate meaning
cy-gb	• ymchwilio, drwy greu’n fyrfyfyr ac arbroﬁ’n ymarferol, i’r ffordd y gellir defnyddio elfennau ,  ffurﬁau , arddulliau a genres penodol celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol i gyﬂeu ystyr

en-gb	• use and select a range of creative techniques, processes, materials, tools and technologies to create an effect for an audience
cy-gb	• dethol a defnyddio amrywiaeth o dechnegau, prosesau, deunyddiau, offer a thechnolegau creadigol i greu effaith ar gynulleidfa

en-gb	• develop their discipline-speciﬁc skills through creative and purposeful play
cy-gb	• datblygu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth drwy chwarae creadigol a phwrpasol

en-gb	• share their discipline-speciﬁc skills with an audience to test how they communicate meaning and intention
cy-gb	• rhannu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth â chynulleidfa er mwyn proﬁ sut maent yn cyﬂeu ystyr a bwriad

en-gb	• explore space and measurement within creative contexts
cy-gb	• archwilio gofod a mesuriad mewn cyd-destunau creadigol

en-gb	• develop increasing control in their use of creative tools and technologies, resources and materials.
cy-gb	• datblygu rheolaeth gynyddol wrth ddefnyddio offer a thechnolegau, adnoddau a deunyddiau creadigol.

en-gb	In this section, where references are made to elements and forms these include but are not limited to the following.
cy-gb	Yn yr adran hon, pan wneir cyfeiriadau at elfennau a ffurﬁau mae’r rhain yn cynnwys ond nid ydynt wedi’u cyfyngu i’r canlynol.

en-gb	line, shape, texture, colour, form (2D, 3D, 4D), pattern, tone, space, contrast, repetition, proportion, rhythm, balance, variety, value, emphasis, harmony, design, structure, perspective, composition.
cy-gb	llinell, siâp, gwead, lliw, ffurf (2D, 3D, 4D), patrwm, naws, gofod, cyferbyniad, ailadrodd, cymesuredd, rhythm, cydbwysedd, amrywiaeth, gwerth, pwyslais, harmoni, cynllun, strwythur, persbectif, cyfansoddiad.

en-gb	body, space, time, dynamics, relationship, movement principles, choreographic devices.
cy-gb	corff, gofod, amser, dynameg, cydberthynas, egwyddorion symud a dyfeisiau coreografﬁg.

en-gb	3D space, sound, lighting, camera, narrative, style, genre, audience, composition (visual, virtual and sonic), form (animation, live action, audio, written), virtual reality.
cy-gb	gofod 3D, sain, goleuadau, camera, naratif, arddull, genre, cynulleidfa, cyfansoddiad (gweledol, rhithwir a sonig), ffurf (animeiddio, fﬁlmio byw, clywedol, ysgrifenedig), rhith-wirionedd.

en-gb	character, time, place, plot, tension, mood, focus, contrast, silence, proxemics, levels, blocking, movement, tone, pitch, tempo, accent, pauses, body language, expression, gesture, interaction, reaction.
cy-gb	cymeriad, amser, lle, plot, tensiwn, awyrgylch, ffocws, cyferbyniad, tawelwch, cyneﬁneg, lefelau, blocio, symud, naws, traw, tempo, acen, seibiannau, iaith y corff, mynegiant, ystum, rhyngweithio, ymateb.

en-gb	pitch, dynamics, texture, tempo, timbre, rhythm, metre, form and structure, melody,tonality, musical devices (e.g. riff, ostinato, sequence).
cy-gb	traw, dynameg, ansawdd, tempo, soniaredd, rhythm, mesur, ffurf a strwythur,melodi, cyweiredd, dyfeisiau cerddorol (e.e. riff, ostinato, dilyniant).

en-gb	direction, dynamics, action, relationship, shape, choreographic devices.
cy-gb	cyfeiriad, dynameg, symud, cydberthynas, siâp, dyfeisiau coreografﬁg.

en-gb	binary, rounds, ternary, strophic.
cy-gb	ffurf ddwyran, cylchoedd, teiran, strofﬁg.

en-gb	• stimuli that inspire and enthuse them to explore, discover, question and challenge, and that spark their curiosity and imagination
cy-gb	• sbardunau sy’n eu hysbrydoli ac yn ennyn eu diddordeb i archwilio, darganfod, herio a chwestiynu, ac sy’n ysgogi eu chwilfrydedd a’u dychymyg

en-gb	• a range of creative elements , forms , styles, genres and creative texts of art, dance, drama, ﬁlm and digital media, and music, including those from their community, Wales and the wider world
cy-gb	• amrywiaeth o elfennau , ffurﬁau , arddulliau, genres a thestunau creadigol o feysydd celf,  cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol gan gynnwys y rhai o’u cymuned,  o Gymru ac o’r byd ehangach

en-gb	• activities that help them explore how they can create meaning using their knowledge and skills in the Expressive Arts
cy-gb	• gweithgareddau sy’n eu helpu i archwilio sut y gallant greu ystyr gan ddefnyddio eu gwybodaeth a’u sgiliau o ran y Celfyddydau Mynegiannol

en-gb	• visits to both actual and virtual venues and input from creative experts to develop and broaden their depth of experience in the Expressive Arts.
cy-gb	• ymweliadau â lleoliadau rhithwir neu go iawn a mewnbwn gan arbenigwyr creadigol i ddatblygu a dyfnhau eu proﬁad yn y Celfyddydau Mynegiannol.

en-gb	• a range of appropriate discipline-speciﬁc vocabulary from across the disciplines of art, dance, drama, ﬁlm and digital media, and music
cy-gb	• amrywiaeth o eirfa briodol sy’n perthyn i ddisgyblaethau penodol celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol

en-gb	• how creative practitioners from across the disciplines use elements , forms , styles, techniques, and tools and technologies to create meaning
cy-gb	• sut mae ymarferwyr creadigol o bob un o’r disgyblaethau yn defnyddio elfennau , ffurﬁau , arddulliau, technegau ac offer, a thechnolegau i greu ystyr

en-gb	• how the Expressive Arts use symbolism to communicate meaning
cy-gb	• sut mae’r Celfyddydau Mynegiannol yn defnyddio symbolaeth i gyﬂeu ystyr

en-gb	• that the Expressive Arts encompass different genres and styles across all disciplines.
cy-gb	• bod y Celfyddydau Mynegiannol yn cwmpasu gwahanol genres ac arddulliau o bob un o’r disgyblaethau.

en-gb	• investigate through practical improvisation and exploration the way in which speciﬁc elements ,  forms , styles and genres of art, dance, drama, ﬁlm and digital media, and music can be used to  communicate meaning across the disciplines
cy-gb	• ymchwilio, drwy greu’n fyrfyfyr ac arbroﬁ’n ymarferol, i’r ffordd y gellir defnyddio elfennau ,  ffurﬁau , arddulliau a genres penodol celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol i gyﬂeu ystyr ar draws y disgyblaethau

en-gb	• ﬁnd out how sequences, images, movements and sounds, either individually or in combination,  can be used to create an effect for an audience through exploring a range of creative techniques, processes, materials, tools and technologies
cy-gb	• canfod sut y gellir defnyddio dilyniannau, delweddau, symudiadau a synau, naill ai’n unigol neu ar y cyd, i greu effaith ar gynulleidfa drwy archwilio amrywiaeth o dechnegau, prosesau, deunyddiau, offer a thechnolegau creadigol

en-gb	• develop their discipline-speciﬁc skills through persistent experimentation and practice
cy-gb	• datblygu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth drwy arbroﬁ ac ymarfer â dyfalbarhad

en-gb	• share their discipline-speciﬁc skills with an audience to test how they communicate meaning and
cy-gb	• rhannu eu sgiliau sy’n perthyn yn benodol i ddisgyblaeth â chynulleidfa er mwyn proﬁ sut maent

en-gb	intention
cy-gb	yn cyﬂeu ystyr a bwriad

en-gb	• work independently and collaboratively, taking responsibility for exploring aspects of the Expressive Arts
cy-gb	• gweithio’n annibynnol ac ar y cyd, gan gymryd cyfrifoldeb am archwilio agweddau ar y Celfyddydau Mynegiannol

en-gb	• investigate the potential of the Expressive Arts as a means of communication
cy-gb	• ymchwilio i botensial y Celfyddydau Mynegiannol fel dull cyfathrebu

en-gb	• be objective when faced with opposing opinions in relation to their own and others’ views.
cy-gb	• bod yn wrthrychol pan fyddant yn wynebu barnau croes mewn perthynas â’u barn nhw eu hunain a barn pobl eraill.

en-gb	body, space, time, dynamics, relationship, form, movement principles, choreographic devices.
cy-gb	corff, gofod, amser, dynameg, cydberthynas, ffurf, egwyddorion symud, dyfeisiau coreografﬁg.

en-gb	character, time, place, plot, tension, mood, focus, contrast, silence, proxemics, levels, blocking, movement, tone, pitch, tempo, accent, pauses, body language, expression, gesture, interaction, reaction, motivation.
cy-gb	cymeriad, amser, lle, plot, tensiwn, awyrgylch, ffocws, cyferbyniad, tawelwch, cyneﬁneg, lefelau, blocio, symud, naws, traw, tempo, acen, seibiannau, iaith y corff, mynegiant, ystum, rhyngweithio, ymateb, cymhelliant.

en-gb	pitch, dynamics, texture, tempo, timbre, rhythm, metre, form and structure, melody,tonality, musical devices (e.g. riff, ostinato, sequence), harmony.
cy-gb	traw, dynameg, ansawdd, tempo, soniaredd, rhythm, mesur, ffurf a strwythur,melodi, cyweiredd, dyfeisiau cerddorol (e.e. riff, ostinato, dilyniant), harmoni.

en-gb	painting, printing, sculpting, drawing, photography, textiles, craft, animation,illustration, graphics.
cy-gb	paentio, argraffu, cerﬂunio, lluniadu, ffotografﬁaeth, tecstilau, crefft, animeiddio,darlunio, dylunio.

en-gb	binary, canon, ternary, strophic, rondo.
cy-gb	ffurf ddwyran, canon, teiran, strofﬁg, rondo.

en-gb	• stimuli that inspire and enthuse exploration, discovery, questioning and challenge to spark their curiosity and imagination
cy-gb	• sbardunau sy’n eu hysbrydoli ac yn ennyn eu diddordeb i archwilio, darganfod, cwestiynu a herio er mwyn ysgogi eu chwilfrydedd a’u dychymyg

en-gb	• a range of creative tools and technologies, resources and materials in art, dance, drama, ﬁlm and digital media, and music
cy-gb	• amrywiaeth o offer a thechnolegau, adnoddau a deunyddiau creadigol, ym meysydd celf,cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol

en-gb	• how combining different elements , forms , styles, techniques, tools and technologies can be used to create mood, tone and atmosphere
cy-gb	• sut y gall cyfuno gwahanol elfennau , ffurﬁau , arddulliau, technegau, offer a thechnolegau gael ei ddefnyddio i greu naws ac awyrgylch

en-gb	• visits to both actual and virtual venues and input from creative experts to develop and broaden their depth of experience in the Expressive Arts.
cy-gb	• ymweliadau â lleoliadau rhithwir neu go iawn a mewnbwn gan arbenigwyr creadigol i ddatblygu a dyfnhau eu proﬁad yn y Celfyddydau Mynegiannol.

en-gb	• a range of appropriate discipline-speciﬁc vocabulary from across the disciplines of art, dance,drama, ﬁlm and digital media, and music
cy-gb	• amrywiaeth o eirfa briodol sy’n perthyn i ddisgyblaethau penodol celf, cerddoriaeth, dawns,drama, a fﬁlm a’r cyfryngau digidol

en-gb	• how the Expressive Arts use symbolism, connotation and denotation to communicate meaning
cy-gb	• sut mae’r Celfyddydau Mynegiannol yn defnyddio symbolaeth, cynodiad a dynodiad i gyﬂeu ystyr

en-gb	• that the Expressive Arts encompass different genres and styles across all disciplines
cy-gb	• bod y Celfyddydau Mynegiannol yn cwmpasu gwahanol genres ac arddulliau o bob un o’r disgyblaethau

en-gb	• that by combining different elements , forms , styles, techniques, tools and technologies they’re able to discover how meaning, mood, tone and atmosphere can be created
cy-gb	• bod cyfuno gwahanol elfennau , ffurﬁau , arddulliau, technegau, offer a thechnolegau yn eu galluogi i ganfod sut y gellir creu ystyr, naws ac awyrgylch

en-gb	• and understand the relationships between performer, producer and audience.
cy-gb	• a deall y cydberthnasau rhwng y perfformiwr, y cynhyrchydd a’r gynulleidfa.

en-gb	• investigate through practical exploration the way in which speciﬁc elements , forms , styles and  genres of art, dance, drama, ﬁlm and digital media, and music can be used to communicate  meaning
cy-gb	• ymchwilio, drwy archwilio’n ymarferol, i’r ffordd y gellir defnyddio elfennau , ffurﬁau , arddulliau a genres penodol celf, cerddoriaeth, dawns, drama, a fﬁlm a’r cyfryngau digidol i gyﬂeu ystyr

en-gb	• ﬁnd out how sequences, images, movements and sounds, either individually or in combination,  can be used to create an effect for an audience through exploring a range of creative techniques, processes, materials, tools and technologies
cy-gb	• canfod sut y gellir defnyddio dilyniannau, delweddau, symudiadau a synau, naill ai’n unigol neu ar y cyd, i greu effaith ar gyfer cynulleidfa drwy archwilio amrywiaeth o dechnegau, prosesau, deunyddiau, offer a thechnolegau creadigol

en-gb	• apply purposefully skills of research and investigation to extend and deepen their knowledge in the Expressive Arts.
cy-gb	• defnyddio sgiliau ymchwilio yn bwrpasol er mwyn ymestyn a dyfnhau eu gwybodaeth yn y Celfyddydau Mynegiannol.

en-gb	line, shape, texture, colour, form (2D, 3D, 4D), pattern, tone, space, contrast, repetition, proportion, rhythm, balance, variety, value, emphasis, harmony, design, structure, perspective, composition, unity.
cy-gb	llinell, siâp, gwead, lliw, ffurf (2D, 3D, 4D), patrwm, naws, gofod, cyferbyniad, ailadrodd, cymesuredd, rhythm, cydbwysedd, amrywiaeth, gwerth, pwyslais, harmoni, cynllun, strwythur, persbectif, cyfansoddiad, undod.

en-gb	body, space, time, dynamics, relationship, form, movement principles, choreographic
cy-gb	corff, gofod, amser, dynameg, cydberthynas, ffurf, egwyddorion symud, dyfeisiau

en-gb	devices.
cy-gb	coreografﬁg.