en-gb	In the original ‘Reforming our Union’, we noted that the UK Constitution is uniquely malleable.
cy-gb	Yn y ddogfen ‘Diwygio ein Hundeb’ wreiddiol, bu inni nodi bod modd dylanwadu mewn ffordd unigryw ar Gyfansoddiad y DU.

en-gb	It is not codified, nor is there any special procedure to give effect to proposals for constitutional reform.
cy-gb	Nid yw wedi’i godeiddio, ac nid oes unrhyw weithdrefn arbennig i roi effaith i’r cynigion ar gyfer diwygio cyfansoddiadol.

en-gb	We also said that our experience of policy conversations about devolution were of a series of bilateral exchanges between the UK Government and the relevant devolved administration, to some degree without reference to how devolution is developing in other parts of the UK.
cy-gb	Dywedasom hefyd fod ein profiad o sgyrsiau polisi am ddatganoli yn gyfres o drafodaethau rhwng Llywodraeth y DU a’r llywodraethau datganoledig perthnasol, i ryw raddau heb gyfeirio at sut y mae datganoli yn datblygu mewn rhannau eraill o’r DU.

en-gb	This has resulted in a piecemeal approach, not obviously based on any intellectual rationale, to devolving powers, leading to a patchwork of different arrangements across the UK.
cy-gb	Mae hyn wedi arwain at ddull tameidiog, nad yw’n seiliedig yn benodol ar unrhyw resymeg ddeallusol, gan arwain at glytwaith o drefniadau gwahanol ar draws y DU.

en-gb	This is also part of the reasons why, for devolution to work effectively, it requires consistently constructive co-operation and collaboration between the governments of the UK.
cy-gb	Mae hyn hefyd yn rhan o’r rhesymau pam y mae angen cydweithredu a chydlafurio adeiladol cyson rhwng llywodraethau’r DU, er mwyn i ddatganoli weithio’n effeithiol.

en-gb	The Welsh Government has for nearly a decade argued for the creation of a constitutional convention, primarily tasked with examining the full set of relationships between the devolved governments and the UK Government, in the context of our joint enterprise of the governance of the UK.
cy-gb	Mae Llywodraeth Cymru wedi dadlau ers bron degawd dros sefydlu confensiwn cyfansoddiadol, gyda’r prif nod o edrych ar yr holl berthnasoedd gwahanol rhwng y llywodraethau datganoledig a Llywodraeth y DU, a hynny yng nghyd-destun ein hamcan cyffredin o lywodraethu’r DU.

en-gb	We made that call again when we published ‘Reforming our Union’ in October 2019, and we said that the case for a written constitution, and a debate about the nature of such a written codification needed to form part of these deliberations.
cy-gb	Gwnaethom yr alwad honno eto pan gyhoeddwyd ‘Diwygio ein Hundeb’ ym mis Hydref 2019, a dywedasom fod angen i’r achos dros gyfansoddiad ysgrifenedig, a dadl am natur codeiddio ysgrifenedig o’r fath fod yn rhan o’r trafodaethau hyn.

en-gb	We publish this refreshed document now because we believe there is a growing momentum for the sort of discussion about the future of the Union we have been consistently advocating.
cy-gb	Rydym yn cyhoeddi’r ddogfen newydd hon yn awr oherwydd ein bod yn credu bod momentwm cynyddol ar gyfer y math o drafodaeth am ddyfodol yr Undeb yr ydym wedi bod yn ei argymell yn gyson.

en-gb	We have already referred to the House of Lords Constitution Committee’s inquiry into the future governance of the UK, and to the report published earlier this year by Radical Federalism.
cy-gb	Rydym eisoes wedi cyfeirio at ymchwiliad Pwyllgor Cyfansoddiad Tŷ’r Arglwyddi i lywodraethiant y DU yn y dyfodol, ac at yr adroddiad a gyhoeddwyd yn gynharach eleni gan Radical Federalism.

en-gb	There is also further work to be undertaken by the Review of Intergovernmental Relations.
cy-gb	Mae gwaith pellach i’w wneud hefyd gan yr Adolygiad o Gysylltiadau Rhynglywodraethol.

en-gb	And the Labour Party has established a Constitutional Convention, headed by Gordon Brown.
cy-gb	Ac mae’r Blaid Lafur wedi sefydlu Confensiwn Cyfansoddiadol, o dan arweiniad Gordon Brown.

en-gb	It continues to be our view that future constitutional reform needs to be considered from a UK-wide perspective, but there is as yet no commitment from the UK Government for the national debate across the UK which is clearly needed.
cy-gb	Ein barn ni o hyd yw bod angen ystyried diwygio cyfansoddiadol yn y dyfodol o safbwynt y DU gyfan, ond nid oes ymrwymiad eto gan Lywodraeth y DU ar gyfer y drafodaeth genedlaethol ledled y DU y mae’n amlwg bod ei hangen.

en-gb	It is for that reason that we will be taking forward our commitment to foster a national, civic conversation in Wales about our future, by establishing an independent Commission to consider the constitutional future of Wales.
cy-gb	Dyna pam y byddwn yn bwrw ymlaen â’n hymrwymiad i feithrin sgwrs genedlaethol, ddinesig yng Nghymru am ein dyfodol, drwy sefydlu Comisiwn annibynnol i ystyried dyfodol cyfansoddiadol Cymru.

en-gb	Our aim is that the Commission and the civic conversation will engage inclusively with individuals, communities and all parts of civic society.
cy-gb	Ein nod yw y bydd y Comisiwn a’r sgwrs ddinesig yn ymgysylltu mewn ffordd gynhwysol ag unigolion, cymunedau a phob rhan o gymdeithas ddinesig.

en-gb	It will seek to build a consensus on the issues which most impact on people’s lives and the reforms that would be necessary to achieve changes which would empower and benefit Wales and our communities, increase prosperity and improve quality of life and wellbeing.
cy-gb	Bydd yn ceisio creu consensws ar y materion sy’n effeithio fwyaf ar fywydau pobl a’r diwygiadau a fyddai’n angenrheidiol i gyflawni newidiadau a fyddai’n grymuso ac a fyddai o fudd i Gymru a’n cymunedau, ac i gynyddu ffyniant a gwella ansawdd bywyd a llesiant.

en-gb	Annex 1 The Twenty Propositions
cy-gb	Atodiad 1 Yr Ugain Cynnig

en-gb	The powers of the devolved institutions should be founded on a coherent set of responsibilities allocated in accordance with the subsidiarity principle.
cy-gb	Dylid seilio pwerau’r sefydliadau datganoledig ar gyfres gydlynus o gyfrifoldebau a neilltuir yn unol â’r egwyddor o sybsidiaredd.

en-gb	Those powers be defined by the listing of the specific matters which it is agreed should be reserved to Westminster in respect of each territory, all other matters (in the case of Wales) being or becoming the responsibility of Senedd Cymru and/or the Welsh Government.
cy-gb	Dylid diffinio’r pwerau hynny drwy restru’r materion penodol y cytunir y dylid eu cadw yn ôl gan San Steffan mewn perthynas â phob tiriogaeth, gyda phob mater arall (yn achos Cymru) yn dod yn gyfrifoldeb Senedd Cymru a/neu Lywodraeth Cymru.

en-gb	It should be a matter for each legislature to determine its own size, electoral arrangements and internal organisation, with locally-determined Standing Order provision for the relevant legislature in respect of these matters as required.
cy-gb	Mater i’r ddeddfwrfa ei hun ddylai fod pennu ei maint, ei threfniadau etholiadol a’i threfniant mewnol, gyda darpariaeth Rheol Sefydlog a bennir yn lleol ar gyfer y ddeddfwrfa berthnasol mewn perthynas â’r materion hyn yn ôl yr angen.

en-gb	That Upper House should have explicit responsibility for ensuring that the constitutional position of the devolved institutions is properly taken into account in UK parliamentary legislation.
cy-gb	Dylai’r Tŷ Uchaf hwn gael y cyfrifoldeb penodol dros sicrhau bod sefyllfa gyfansoddiadol y sefydliadau datganoledig yn cael ei hystyried yn gywir yn neddfwriaeth Senedd y DU.

en-gb	Governments, Agencies and Civil Service
cy-gb	Llywodraethau, Asiantaethau  a’r Gwasanaeth Sifil

en-gb	The United Kingdom is governed by four administrations, each of which (including the UK Government in respect of England) has separate responsibilities, which should be recognised by all of the other partners as part of the shared enterprise of the governance of the UK.
cy-gb	Llywodraethir y Deyrnas Unedig gan bedair llywodraeth, a phob un ohonynt (gan gynnwys Llywodraeth y DU mewn perthynas â Lloegr) â’u cyfrifoldebau neilltuedig y dylai pob un o’r partneriaid eraill, fel rhan o’u hamcan cyffredin o lywodraethu’r DU, eu cydnabod.

en-gb	The relations of the four governments should therefore proceed on the basis of a partnership of equals, fairly, and in a spirit of mutual respect (and comment on the policies of other administrations should, within a culture of robust political debate, properly reflect that respect).
cy-gb	Dylai’r berthynas rhwng y pedair llywodraeth felly barhau ar y sail o degwch, a pharch rhwng y naill a’r llall (a dylai sylwadau ar bolisïau’r llywodraethau eraill, mewn diwylliant o drafodaeth wleidyddol gadarn, adlewyrchu’r parch hwnnw yn gywir).

en-gb	There should be well-founded governance arrangements and/or machinery to enable the conduct of intergovernmental relations, of a bilateral and multilateral nature, working collaboratively and on a consensual basis on matters of mutual interest.
cy-gb	Dylai trefniadau a/neu beirianwaith hirsefydledig fod yn eu lle er mwyn gallu cynnal cysylltiadau rhynglywodraethol mewn perthynas â materion sydd o fudd cyffredin. Gallai’r rhain fod o natur ddwyochrog neu amlochrog fel sy’n briodol.

en-gb	It is for the devolved governments, in consultation with the UK Government (and other governments as necessary) and subsequently with their devolved legislatures, to consider how obligations within devolved competence arising from the UK’s international agreements should be implemented, including whether the devolved institutions should implement these through their own legislation or agree to be covered in UK/GB legislation.
cy-gb	Mater i’r llywodraethau datganoledig, gan ymgynghori â Llywodraeth y DU (a llywodraethau eraill yn ôl yr angen) a’u deddfwrfeydd datganoledig wedi hynny, ddylai fod ystyried sut y dylid gweithredu rhwymedigaethau sydd o fewn cymhwysedd datganoledig sy’n deillio o gytundebau rhyngwladol y DU. Byddai hyn yn cynnwys ystyried a ddylai’r llywodraethau datganoledig roi’r rhwymedigaethau hynny ar waith drwy eu deddfwriaeth eu hunain neu gytuno eu  bod yn cael eu cynnwys yn neddfwriaeth y DU/Prydain Fawr.

en-gb	Whenever creation, or repurposing, of a public body or agency with executive responsibilities for more than one part of the UK is in prospect, consideration must always be given in its institutional design to the views of the relevant devolved administrations, to enable appropriate account to be taken of the interests of each of the parts of the UK within the agency’s remit.
cy-gb	Pryd bynnag y bydd trefniadau yn yr arfaeth ar gyfer creu corff neu asiantaeth gyhoeddus sydd â chyfrifoldebau gweithredol dros fwy nag un rhan o’r DU, neu pan addasir corff neu asiantaeth o’r fath at ddibenion eraill, rhaid i ddyluniad y sefydliad ystyried bob amser farn y llywodraethau datganoledig perthnasol, a hynny er mwyn i fuddiannau pob rhan o’r DU sydd o fewn cylch gwaith y corff neu asiantaeth gael eu hystyried yn briodol.

en-gb	The UK Government should not be able arbitrarily to allocate additional funding to any particular part of the UK outside these arrangements, or to create new UK-wide spending programmes in areas of devolved responsibility without the consent of the respective devolved governments.
cy-gb	Ni ddylai Llywodraeth y DU allu fynd ati’n fympwyol i ddyrannu cyllid ychwanegol i unrhyw ran benodol o’r DU y tu allan i’r trefniadau hyn, nac i greu rhaglenni gwario newydd ar gyfer y DU gyfan mewn meysydd o gyfrifoldeb datganoledig heb gydsyniad y priod lywodraethau datganoledig.

en-gb	The balance of funding for each devolved administration as between UK Government grant and revenue raised through devolved and local taxation will reflect particular circumstances and local political preferences.
cy-gb	Bydd cydbwysedd y cyllid ar gyfer pob gweinyddiaeth datganoledig, fel y cydbwysedd rhwng grant Llywodraeth y DU a’r refeniw a godir drwy drethi datganoledig a lleol, yn adlewyrchu eu hamgylchiadau penodol a’r tueddiadau gwleidyddol yn lleol.

en-gb	There is no assumption that the balance of funding or the scope of devolved taxation powers will be identical across all devolved administrations.
cy-gb	Nid oes unrhyw ragdybiaeth y bydd y cydbwysedd cyllid na chwmpas y pwerau trethi datganoledig yn union yr un fath ym mhob un o’r llywodraethau datganoledig.

en-gb	However, the agreements underpinning fiscal relationships between the UK Government and the devolved administrations should be based on common principles of partnership, transparency, and recognition of the interconnected nature of the UK and devolved administration fiscal landscape.
cy-gb	Fodd bynnag, dylid seilio’r cytundebau sy’n sylfaen i’r berthynas gyllidol rhwng Llywodraeth y DU a’r llywodraethau datganoledig ar yr egwyddorion cyffredin o bartneriaeth, tryloywder, a chydnabyddiaeth o natur ryng-gysylltiedig y DU a thirwedd gyllidol y llywodraethau datganoledig.

en-gb	The operation of these resourcing arrangements, including determinations of devolved governments’ spending power, borrowing limits and budgetary flexibility, should be the responsibility of a public agency accountable to all four governments jointly.
cy-gb	Dylai’r gwaith o weithredu’r trefniadau hyn ar gyfer darparu adnoddau, gan gynnwys penderfynu ar bŵer gwario llywodraethau datganoledig, terfynau benthyca a hyblygrwydd cyllidebol, fod yn gyfrifoldeb i asiantaeth gyhoeddus sy’n atebol i’r pedair llywodraeth ar y cyd.

en-gb	In these cases, the government responsible for the decisions leading to financial implications for others must take responsibility for dealing with those implications.
cy-gb	Mewn achosion o’r fath, rhaid i’r Llywodraeth sy’n gyfrifol am y penderfyniadau sy’n arwain at oblygiadau ariannol i eraill gymryd cyfrifoldeb dros ddelio â’r goblygiadau hynny.

en-gb	The opportunity should be taken, when vacancies come to be filled, to ensure that at least one suitably-qualified person identified with Wales is a member of the Supreme Court.
cy-gb	Dylid manteisio ar y cyfle, pan ddaw swyddi gwag y bydd angen eu llenwi, i sicrhau bod o leiaf un person sydd â’r cymwysterau addas sy’n ymuniaethu â Chymru yn aelod o’r Goruchaf Lys.

en-gb	Citizens across the UK should be able to participate in any convention.
cy-gb	Dylid trefnu hefyd fod dinasyddion ledled y DU yn gallu cyfrannu at unrhyw gonfensiwn.

en-gb	Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales Professor Graham Donaldson CB February 2015
cy-gb	Dyfodol Llwyddiannus Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru Yr Athro Graham Donaldson CB Chwefror 2015

en-gb	Print ISBN 978 1 4734 3043 3 Digital ISBN 978 1 4734 3044 0 © Crown copyright 2015 WG23258 Illustrations © Scarlet Design International Ltd 2015
cy-gb	ISBN argraffu 978 1 4734 3043 3 ISBN digidol 978 1 4734 3045 7 © Hawlfraint y Goron 2015 WG23258 Darluniadau © Scarlet Design International Ltd 2015

en-gb	Letter to the Minister for Education and Skills 13 January 2015 Dear Minister In March 2014 you asked me to conduct a fundamental Review of Curriculum and Assessment Arrangements in Wales from Foundation Phase to Key Stage 4.
cy-gb	Llythyr at y Gweinidog Addysg a Sgiliau 13 Ionawr 2015 Annwyl Weinidog Ym Mawrth 2014 gwnaethoch ofyn i mi gynnal Adolygiad sylfaenol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru o’r Cyfnod Sylfaen hyd at Gyfnod Allweddol 4.

en-gb	I am pleased to present the report arising from that Review for your consideration.
cy-gb	Rwyf yn falch o gyflwyno i’ch sylw yr adroddiad sy’n deillio o’r Adolygiad hwnnw.

en-gb	I must again express my appreciation for the very positive and constructive response there has been to the Review from across Wales.
cy-gb	Rhaid i mi fynegi eto fy ngwerthfawrogiad o’r ymateb cadarnhaol ac adeiladol iawn a gafwyd i’r Adolygiad ledled Cymru.

en-gb	The Review Team has visited schools across the country and seen at first hand many examples of excellent work.
cy-gb	Mae Tîm yr Adolygiad wedi ymweld ag ysgolion ym mhob rhan o’r wlad ac wedi gweld â’u llygaid eu hunain enghreifftiau lu o waith rhagorol.

en-gb	We have heard the views of headteachers, teachers, children and young people and parents and carers, and have engaged more widely with a very broad spectrum of Welsh experience and opinion.
cy-gb	Rydym wedi clywed barn penaethiaid, athrawon, plant a phobl ifanc a rhieni a gofalwyr, ac wedi bwrw’r rhwyd yn ehangach i gasglu barn a phrofiad o lawer math yng Nghymru.

en-gb	The excellent response to my call for evidence, including over 300 responses from children and young people, has made an important contribution to my thinking.
cy-gb	Cafwyd ymateb rhagorol i’m cais am dystiolaeth, a oedd yn cynnwys dros 300 o ymatebion gan blant a phobl ifanc, ac mae’r ymateb hwn wedi bod yn ystyriaeth bwysig.

en-gb	I have also drawn on leading international experience and research in determining recommendations for Wales.
cy-gb	Rwyf hefyd wedi elwa ar brofiad ac ymchwil flaengar rhyngwladol wrth benderfynu ar argymhellion ar gyfer Cymru.

en-gb	Taken as a whole, this very strong body of evidence provides a secure foundation for my conclusions and recommendations.
cy-gb	Yn ei chyfanrwydd, mae’r dystiolaeth gadarn hon yn sail ddiogel i’m casgliadau a’m hargymhellion.

en-gb	My proposals are radical and wide-ranging.
cy-gb	Mae’r cynigion yr wyf yn eu gwneud yn radical a phellgyrhaeddol.

en-gb	They are interrelated and should be seen as an integrated set and not separately.
cy-gb	Maent yn gydgysylltiedig a dylid eu hystyried yn set integredig ac nid yn gynigion ar wahân.

en-gb	They build on the many existing strengths of Welsh education and aim to provide both a vision for the future and a means of realising that vision that is coherent and manageable.
cy-gb	Maent wedi’u seilio ar y nifer mawr o gryfderau sydd mewn addysg yng Nghymru ac yn ceisio darparu gweledigaeth ar gyfer y dyfodol yn ogystal â ffordd gydlynol a dichonadwy o wireddu’r weledigaeth honno.

en-gb	I have, in line with my remit, offered proposals for implementation that build from experience of major curriculum reforms in Wales and internationally.
cy-gb	Yn unol â’r cylch gorchwyl a roddwyd i mi, rwyf wedi cyflwyno cynigion ar gyfer gweithredu sy’n elwa ar brofiad o ddiwygiadau mawr yn y cwricwlwm yng Nghymru ac ar draws y byd.

en-gb	Securing the sustained and active participation of educational practitioners and the wider community will be central to that process.
cy-gb	Elfen ganolog yn y broses honno fydd sicrhau cyfranogi egnïol a pharhaus gan ymarferwyr addysgol a’r gymuned ehangach.

en-gb	The title of the report, Successful Futures, signals the vital importance of schools to the future success and well-being of every child and young person in Wales and to the country as a whole.
cy-gb	Mae teitl yr adroddiad, Dyfodol Llwyddiannus, yn cyfeirio at bwysigrwydd allweddol ysgolion wrth sicrhau lles a llwyddiant pob plentyn a pherson ifanc yng Nghymru, a’r wlad gyfan, yn y dyfodol.

en-gb	I am confident that the proposals in this report will provide you and the wider education community with the means to further strengthen that contribution.
cy-gb	Rwyf yn hyderus y bydd y cynigion sydd yn yr adroddiad hwn yn eich galluogi chi a’r gymuned addysg ehangach i gryfhau’r cyfraniad hwnnw ymhellach.

en-gb	Yours sincerely
cy-gb	Yn gywir

en-gb	Professor Graham Donaldson CB
cy-gb	Yr Athro Graham Donaldson CB

en-gb	Acknowledgements In undertaking this Review I have had the privilege to meet a wealth of people who are passionate about achieving a world-class education for the children and young people of Wales.
cy-gb	1 Cydnabyddiaethau Wrth gynnal yr Adolygiad hwn, cefais y fraint o gwrdd â nifer mawr o bobl sy’n teimlo’n frwd ynghylch sicrhau addysg o’r radd flaenaf i blant a phobl ifanc Cymru.

en-gb	The evidence gathered in these meetings, coupled with the opportunity to see at first hand examples of excellent work already in place, has been of tremendous value, and for this I am most grateful.
cy-gb	Mae’r dystiolaeth a gasglwyd yn y cyfarfodydd hyn, ynghyd â’r cyfle i weld â’m llygaid fy hun enghreifftiau o’r gwaith rhagorol sy’n cael ei wneud eisoes, wedi bod yn werthfawr dros ben, ac rwyf yn ddiolchgar iawn am hyn.

en-gb	The recommendations in my Review suggest a need for significant change, but this must not take away from the real strengths in the Welsh education system upon which this report is built.
cy-gb	Mae’r argymhellion yn fy Adolygiad yn awgrymu bod angen newid sylweddol, ond nid yw hynny’n dibrisio o gwbl y cryfderau mawr yn system addysg Cymru sy’n sail i’r adroddiad hwn.

en-gb	I would like to take this opportunity to thank all those who engaged with the Review and shared their thoughts and their experiences in relation to curriculum and assessment arrangements.
cy-gb	Hoffwn fanteisio ar y cyfle hwn i ddiolch i bawb a gymerodd ran yn yr Adolygiad a rhannu eu syniadau a’u profiadau ynghylch y cwricwlwm a’r trefniadau asesu.

en-gb	I am particularly indebted to all the headteachers, teachers, children and young people, parents and carers and the extensive range of organisations, groups and individuals who gave up their time either to share their views in writing or to meet with me and my team.
cy-gb	Rwyf yn ddyledus iawn i’r holl benaethiaid, athrawon, plant a phobl ifanc, rhieni a gofalwyr ac i’r sefydliadau, grwpiau ac unigolion o bob math a roddodd o’u hamser i rannu eu barn drwy ysgrifennu neu i gwrdd â mi a’m tîm.

en-gb	I am also very grateful to the trade unions for their constructive engagement, including the opportunity to meet members and to address conferences.
cy-gb	Rwyf hefyd yn ddiolchgar i’r undebau llafur am eu hymwneud adeiladol â’r Adolygiad, gan gynnwys y cyfle i gwrdd â’u haelodau ac annerch cynadleddau.

en-gb	I am grateful to those who assisted with disseminating the call for evidence, the response to which exceeded 700, including over 300 from children and young people.
cy-gb	Rwyf yn ddiolchgar i’r rheini a helpodd i ledaenu’r cais am dystiolaeth, a ddenodd fwy na 700 o ymatebion, gan gynnwys mwy na 300 gan blant a phobl ifanc.

en-gb	I would also like to thank The Wales Institute of Social and Economic Research, Data and Methods (WISERD) who undertook an analysis of the responses and Professor Pamela Munn for her advice on this aspect of the Review.
cy-gb	Hoffwn ddiolch hefyd i Sefydliad Ymchwil Gymdeithasol ac Economaidd, Data a Dulliau Cymru (WISERD) am ei ddadansoddiad o’r ymatebion ac i’r Athro Pamela Munn am ei chyngor ar yr agwedd hon ar yr Adolygiad.

en-gb	Their resulting report formed an important part of our considerations.
cy-gb	Roedd yr adroddiad a gyflwynwyd ganddynt o ganlyniad yn ystyriaeth bwysig yn yr Adolygiad.

en-gb	I am indebted to Her Majesty’s Chief Inspector (HMCI) Ann Keane for her challenge and encouragement as well as for agreeing to the release of two inspectors to work in my team.
cy-gb	Rwyf yn ddyledus i Brif Arolygydd Ei Mawrhydi Ann Keane am yr her a’r anogaeth a roddodd a hefyd am gytuno i ryddhau dau arolygydd i weithio yn fy nhîm.

en-gb	I am also very grateful for the vital support given to the Review by my external advisers, Claire Armitstead, Owain ap Dafydd and Kevin Tansley, and for the influential advice provided to me and the team from Dr Gill Robinson.
cy-gb	Rwyf hefyd yn ddiolchgar iawn am y cymorth hanfodol a roddwyd i’r Adolygiad gan fy nghynghorwyr allanol, Claire Armistead, Owain ap Dafydd a Kevin Tansley, ac am y cyngor dylanwadol a gefais i a’r tîm gan Dr Gill Robinson.

en-gb	I would also like to acknowledge the input of colleagues from within Wales and beyond who provided a range of interesting perspectives on educational developments and best practice and who participated creatively in our discussions.
cy-gb	Hoffwn gydnabod hefyd y mewnbwn gan gydweithwyr yng Nghymru a thu hwnt a gynigiodd amrywiaeth o safbwyntiau diddorol ar ddatblygiadau a’r arferion gorau mewn addysg ac a gymerodd ran yn greadigol yn ein trafodaethau.

en-gb	I would like to express my sincere thanks to the Minister for Education and Skills, and wider Welsh Government officials for their unwavering support and enthusiasm in enabling me to undertake this independent Review.
cy-gb	Rwyf yn diolch yn ddidwyll i’r Gweinidog Addysg a Sgiliau, a swyddogion Llywodraeth Cymru yn gyffredinol, am eu cymorth a’u brwdfrydedd diwyro wrth fy ngalluogi i gynnal yr Adolygiad annibynnol hwn.

en-gb	The Review was very much a team effort and special thanks go to those who have worked closely with me over the last eight months.
cy-gb	Gwaith tîm oedd yr Adolygiad i raddau helaeth ac rwyf am ddiolch yn arbennig i’r rheini sydd wedi cydweithio’n agos â mi dros yr wyth mis diwethaf.

en-gb	I am indebted to Sarah Morgan and Nigel Vaughan for their patience, professional advice and support throughout.
cy-gb	Rwyf yn ddyledus i Sarah Morgan a Nigel Vaughan am eu hamynedd, eu cyngor proffesiynol a’u cefnogaeth gyson.

en-gb	My civil service team of Kerry Davies, Denize Morris and Megan Powell, superbly led by Jo Trott, looked after me wonderfully and were both creative and indefatigable in the face of continuous and often unrealistic demands from me.
cy-gb	Roedd tîm y gwasanaeth sifil, Kerry Davies, Denize Morris a Megan Powell, o dan arweiniad medrus Jo Trott, wedi gofalu amdanaf yn ddi-feth ac wedi ymateb yn greadigol ac yn ddiflino i’r galwadau cyson, ac anymarferol yn aml, gennyf fi.

en-gb	All of those mentioned bear no responsibility for the content of this report but have been invaluable in its development.
cy-gb	Nid oes unrhyw gyfrifoldeb ar y rheini a enwyd uchod am gynnwys yr adroddiad hwn ond maent i gyd wedi gwneud cyfraniad amhrisiadwy at ei ddatblygu.

en-gb	Graham Donaldson
cy-gb	Graham Donaldson

en-gb	Contents >>> Chapter 1: Overview 5 >>> Chapter 2: The Review – Processes and Evidence 13 >>> Chapter 3: Purposes of the Curriculum 21 >>> Chapter 4: Structure 33 >>> Chapter 5: Pedagogy 63 >>> Chapter 6: Assessment 73 >>> Chapter 7: Implications 87 >>> Chapter 8: Conclusions and Recommendations 105 >>> Appendix 120
cy-gb	2 Cynnwys >>> Pennod 1: Trosolwg 5 >>> Pennod 2: Yr Adolygiad – Prosesau a Thystiolaeth 13 >>> Pennod 3: Dibenion y Cwricwlwm 21 >>> Pennod 4: Strwythur 33 >>> Pennod 5: Addysgeg 63 >>> Pennod 6: Asesu 73 >>> Pennod 7: Goblygiadau 87 >>> Pennod 8: Casgliadau ac Argymhellion 105 >>> Atodiad 120

en-gb	Chapter 1: Overview In commissioning this Review of Curriculum and Assessment Arrangements, the Welsh Government recognised how important it is that each child and young person in Wales should be able to benefit from curriculum and assessment arrangements that will best meet their present needs and equip them for their future lives.
cy-gb	Pennod 1: Trosolwg Wrth gomisiynu’r Adolygiad hwn o’r Cwricwlwm a’r Trefniadau Asesu, roedd Llywodraeth Cymru yn cydnabod pa mor bwysig yw hi fod pob plentyn a pherson ifanc yng Nghymru’n gallu elwa ar y cwricwlwm a’r trefniadau asesu gorau posibl ar gyfer diwallu ei anghenion presennol a’i baratoi ar gyfer ei fywyd yn y dyfodol.

en-gb	Our children and young people only have a relatively short time at school.
cy-gb	Dim ond am gyfnod cymharol fyr y bydd ein plant a’n pobl ifanc yn yr ysgol.

en-gb	We must use that time judiciously and productively to help each one of them to grow as a capable, healthy, well-rounded individual who can thrive in the face of unknown future challenges.
cy-gb	Rhaid i ni wneud defnydd doeth a chynhyrchiol o’r amser hwnnw i helpu pob un ohonynt i dyfu’n unigolion galluog ac iach sydd â chymeriad crwn a fydd yn gallu ffynnu yn wyneb heriau’r dyfodol.

en-gb	Wales is not unusual in its desire to ensure that all its children and young people benefit from relevant education of the highest quality.
cy-gb	Nid yw Cymru’n eithriad o ran ei hawydd i sicrhau bod ei holl blant a phobl ifanc yn elwa ar addysg berthnasol o’r ansawdd gorau.

en-gb	Internationally, there has been an increasing trend for countries to see a two-way relationship between the quality of their education systems and the wider health of their society and economy.
cy-gb	Drwy’r byd mae gwledydd yn gweld fwyfwy fod perthynas ddwyffordd rhwng ansawdd eu system addysg ac iechyd eu cymdeithas a’u heconomi’n gyffredinol.

en-gb	As part of this trend, the nature of the school curriculum has, in many countries, become a strongly contested area of national policy.
cy-gb	Un agwedd ar y duedd hon yw bod natur y cwricwlwm ysgol wedi dod yn destun dadlau brwd wrth drafod polisi cenedlaethol mewn llawer o wledydd.

en-gb	What our children and young people learn during their time at school has never been more important yet, at the same time, the task of determining what that learning should be has never been more challenging.
cy-gb	Mae’r hyn y mae ein plant a phobl ifanc yn ei ddysgu yn ystod eu cyfnod yn yr ysgol yn bwysicach nag erioed ac eto, ar yr un pryd, mae’r dasg o bennu beth sydd i’w ddysgu yn fwy ymestynnol nag erioed.

en-gb	This Review has provided the opportunity to revisit and reassert the fundamental purposes of education for the children and young people of Wales and to recommend curriculum and assessment arrangements that can best fulfil those purposes.
cy-gb	Mae’r Adolygiad hwn wedi bod yn gyfle i ailystyried ac ailddatgan dibenion sylfaenol addysg i blant a phobl ifanc Cymru ac i argymell cwricwlwm a threfniadau asesu a fydd yn gallu cyflawni’r dibenion hynny orau.

en-gb	What do we mean by the ‘curriculum’?
cy-gb	Beth yw ystyr y ‘cwricwlwm’?

en-gb	The curriculum has often taken the form of a framework of subjects to be taught over a defined period such as particular stages of primary or secondary education.
cy-gb	Yn aml, mae’r cwricwlwm wedi’i seilio ar fframwaith o bynciau i’w haddysgu dros gyfnod diffiniedig fel y cyfnodau penodol mewn addysg gynradd neu uwchradd.

en-gb	That framework might be very general or more specific and might include, for example, time allocations for each subject together with descriptions of what content should be covered at different stages.
cy-gb	Gall y fframwaith hwnnw fod yn gyffredinol iawn neu’n fwy penodol a gallai gynnwys, er enghraifft, nodi’r amser sydd i’w ddyrannu ar gyfer pob pwnc a disgrifio’r hyn sydd i’w gynnwys mewn gwahanol gyfnodau.

en-gb	Essentially, this approach to the curriculum involves defining the inputs that all children, or particular groups of children, should experience and is reflected in the approach adopted in many countries, including Wales, in the latter part of the last century.
cy-gb	Yn ei hanfod, mae’r ffordd hon o bennu’r cwricwlwm yn golygu diffinio’r mewnbynnau y dylai pob plentyn, neu grwpiau penodol o blant, eu profi a dyma’r dull sydd wedi’i fabwysiadu mewn llawer o wledydd, gan gynnwys Cymru, yn rhan olaf y ganrif ddiwethaf.

en-gb	It is also generally based on a belief that subject knowledge has stood the test of time and remains the best path to a sound and relevant education.
cy-gb	Mae wedi’i seilio’n gyffredinol hefyd ar y gred bod gwybodaeth pwnc wedi sefyll prawf amser ac mai hon yw’r ffordd orau o hyd o sicrhau addysg gadarn a pherthnasol.

en-gb	An alternative approach, increasingly common internationally, focuses more directly on the expected outcomes of learning.
cy-gb	Mae dull amgen, sy’n fwyfwy cyffredin yn rhyngwladol, yn ymwneud yn fwy uniongyrchol â’r deilliannau a ddisgwylir o ddysgu.

en-gb	Its proponents argue that learning is shaped by much more than individual subjects and syllabuses, and that fulfillment of the purposes of the curriculum requires approaches which are more directly relevant to emerging personal, social and economic needs.
cy-gb	Mae’r rhai sydd wedi’i gynnig yn dadlau bod dysgu’n cael ei ffurfio i raddau helaeth gan bethau heblaw pynciau a meysydd llafur penodol, a bod cyflawni dibenion y cwricwlwm yn galw am ddulliau sy’n ymwneud yn fwy uniongyrchol ag anghenion personol, cymdeithasol ac economaidd sy’n datblygu.

en-gb	In this approach, the curriculum is often framed in terms of the key skills, capacities or competences that will be developed in children and young people.
cy-gb	Yn ôl y diffiniad hwn, mae’r cwricwlwm yn cael ei fynegi’n aml yn nhermau’r sgiliau allweddol, capasiti neu gymwyseddau a gaiff eu meithrin mewn plant a phobl ifanc.

en-gb	A ‘subject against skill/competence’ debate creates unhelpful polarisation.
cy-gb	5 Mae unrhyw ddadl sy’n gosod ‘pynciau’ yn erbyn ‘sgiliau/cymwyseddau’ yn arwain at begynu di-fudd.

en-gb	The curriculum, learning and teaching need to enthuse children and young people about learning in ways that include both the vital contribution of discipline-based learning and the knowledge, skills and dispositions that will help them to meet the needs of today and the challenges of tomorrow.
cy-gb	Mae’n bwysig bod y cwricwlwm, dysgu ac addysgu’n ysbrydoli plant a phobl ifanc i ddysgu mewn ffyrdd sy’n cwmpasu’r cyfraniad hanfodol a geir gan ddysgu seiliedig ar ddisgyblaethau yn ogystal â’r wybodaeth, y sgiliau a’r anian a fydd yn eu helpu i gwrdd ag anghenion heddiw a heriau yfory.

en-gb	In addition, learning is crucially affected by how progress and outcomes are assessed and how the results of such assessments are used.
cy-gb	Yn ogystal â hyn, mae’r ffordd o asesu cynnydd a deilliannau ac o ddefnyddio’r canlyniadau o asesu o’r fath yn cael effaith hanfodol ar ddysgu.

en-gb	Assessment is a vital and integral part of learning and teaching and so needs to be fundamentally linked to the curriculum.
cy-gb	Mae asesu’n rhan hanfodol ac annatod o ddysgu ac addysgu ac felly mae angen ei gysylltu mewn ffordd sylfaenol â’r cwricwlwm.

en-gb	Where assessment becomes dominated by accountability processes, as can happen, the consequences for children and young people’s learning can be damaging.
cy-gb	Os bydd prosesau atebolrwydd yn cael y lle blaenaf wrth asesu, fel y gwelir weithiau, gall hynny niweidio’r dysgu gan blant a phobl ifanc.

en-gb	The definition of curriculum used in this Review takes account of all of these factors. )))
cy-gb	Mae’r diffiniad o gwricwlwm sydd wedi’i ddefnyddio yn yr Adolygiad hwn yn ystyried yr holl ffactorau hyn. )))

en-gb	Recommendation 1. The school curriculum in Wales should be defined as including all of the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
cy-gb	Argymhelliad 1. Dylai’r diffiniad o’r cwricwlwm ysgol yng Nghymru gynnwys yr holl brofiadau dysgu a gweithgareddau asesu y mae’r ysgol yn eu cynllunio wrth geisio cyflawni dibenion addysg y cytunwyd arnynt.

en-gb	What are the main influences on the curriculum?
cy-gb	Beth yw’r prif ddylanwadau ar y cwricwlwm?

en-gb	The content of the school curriculum in any country is subject to many competing influences.
cy-gb	Mae cynnwys y cwricwlwm ysgol ym mhob gwlad yn agored i nifer o ddylanwadau sy’n cystadlu yn erbyn ei gilydd.

en-gb	On the one hand, assumptions and practices about what the fundamentals of good education should be can become so established over time that they form an almost unchallengeable bedrock of belief.
cy-gb	Ar y naill law, mae rhagdybiaethau ac arferion o ran yr hyn yw hanfodion addysg dda yn gallu gwreiddio i’r fath raddau dros amser fel eu bod yn dod yn gred sylfaenol sydd bron yn amhosibl ei herio.

en-gb	Society – and especially parents and carers – often expects to recognise what children are doing at school in terms of their own past experiences.
cy-gb	Yn aml, bydd cymdeithas – a rhieni a gofalwyr yn enwedig – yn disgwyl deall yr hyn y mae plant yn ei wneud yn yr ysgol yn nhermau eu profiadau eu hunain yn y gorffennol.

en-gb	They may worry that any differences represent experiments that may risk children’s futures.
cy-gb	Gallant boeni y bydd unrhyw wahaniaethau’n golygu arbrofi a allai beryglu dyfodol y plant.

en-gb	The structure of the teaching profession (with generalist primary teachers and specialist subject teachers in secondary schools, for example) also influences how the curriculum, and the school system itself, is organised.
cy-gb	Mae strwythur y proffesiwn addysgu (lle y ceir athrawon cyffredinol mewn ysgolion cynradd ac athrawon pwnc arbenigol mewn ysgolion uwchradd, er enghraifft) hefyd yn dylanwadu ar y ffordd o drefnu’r cwricwlwm, a’r system ysgolion ei hun.

en-gb	The infrastructures that emerge to support education are inevitably geared towards ensuring that current expectations are met, and so may perpetuate those expectations.
cy-gb	Mae’n anorfod bod y seilweithiau sy’n datblygu i gynnal addysg wedi’u tueddbennu at sicrhau bod y disgwyliadau presennol yn cael eu cyflawni, ac felly gallant warantu parhad y disgwyliadau hynny.

en-gb	A number of powerful tendencies can therefore inhibit curriculum renewal.
cy-gb	Felly mae nifer o dueddiadau pwerus yn gallu mygu’r awydd i adnewyddu’r cwricwlwm.

en-gb	Such tendencies not only influence the curriculum but can also shape what people see as possible and desirable in curriculum reform.
cy-gb	Mae tueddiadau o’r fath yn dylanwadu ar y cwricwlwm a gallant hefyd bennu beth y mae pobl yn ei ystyried yn bosibl ac yn ddymunol wrth ddiwygio’r cwricwlwm.

en-gb	On the other hand, the curriculum is continuously subject to pressures to change, and the specific form that the curriculum takes will change over time in response to circumstances.
cy-gb	Ar y llaw arall, mae’r cwricwlwm yn agored bob amser i bwysau dros newid, a bydd ffurf benodol y cwricwlwm yn newid dros amser wrth ymateb i amgylchiadau.

en-gb	Some changes may occur in light of developments in educational theory, psychology and, more recently, neuroscience.
cy-gb	Gellir cael rhai newidiadau o ganlyniad i ddatblygiadau mewn theori addysg, seicoleg ac, yn fwy diweddar, niwrowyddoniaeth.

en-gb	More often, they are a response to developing social, political and economic circumstances and are given added impetus by international measures of performance.
cy-gb	Yn fwy aml, bydd newidiadau’n digwydd mewn ymateb i newid mewn amgylchiadau cymdeithasol, gwleidyddol ac economaidd ac yn cael hwb ychwanegol gan fesuriadau rhyngwladol

en-gb	Such pressures can drive the curriculum in different directions, for example by adding fresh content and dimensions such as key skills as a response to the perceived needs of the moment.
cy-gb	Mae pwysau o’r fath yn gallu gyrru’r cwricwlwm i wahanol gyfeiriadau, er enghraifft drwy ychwanegu cynnwys a dimensiynau newydd fel sgiliau allweddol mewn ymateb i anghenion a welir ar y pryd.

en-gb	They can also lead to an unproductive concentration on those aspects where performance is measured and reported comparatively and publicly.
cy-gb	Gallant arwain hefyd at duedd ddi-fudd i ganolbwyntio ar yr agweddau hynny lle y mae perfformiad yn cael ei fesur ac adroddiadau cymharol yn cael eu cyhoeddi arno.

en-gb	These changes can then be carried forward, whether or not they remain relevant, as additions to the more ‘fundamental’ aspects of the curriculum.
cy-gb	Wedyn gellir parhau â’r newidiadau hyn, pa un a ydynt yn dal yn berthnasol neu beidio, gan eu hychwanegu at yr agweddau mwy ‘sylfaenol’ ar y cwricwlwm.

en-gb	External forces have become more acute in recent years, reflecting the impact on countries, societies and individuals of globalisation, technological innovation and long-term social trends.
cy-gb	Mae’r grymoedd allanol wedi dwysáu yn y blynyddoedd diwethaf, gan adlewyrchu’r effaith ar wledydd, cymdeithasau ac unigolion o ganlyniad i globaleiddio, arloesi technegol a thueddiadau cymdeithasol hirdymor.

en-gb	The demand for young people with improved levels of literacy, numeracy and wider skills, including critical thinking, creativity and problem solving, has fuelled an international trend towards curricula that give greater emphasis to the development of skills, alongside, or embedded in, a traditional subject or ‘area of learning’ approach.
cy-gb	Mae’r galw am bobl ifanc sydd â gwell lefelau o ran llythrennedd, rhifedd a sgiliau ehangach, gan gynnwys meddwl mewn modd beirniadol, creadigrwydd a datrys problemau, wedi ysgogi tuedd ryngwladol i fabwysiadu cwricwla sy’n rhoi mwy o bwys ar ddatblygu sgiliau, ochr yn ochr â’r dull traddodiadol o addysgu pynciau neu ‘feysydd dysgu’, neu fel rhan o’r dull hwnnw.

en-gb	Changes in response to such pressures can even challenge hitherto accepted purposes of schooling itself as, for example, where economic pressures narrow what is taught to the reduction or even exclusion of the humanities or the arts.
cy-gb	Weithiau bydd y newidiadau a geir mewn ymateb i bwysau o’r fath yn herio’r dibenion i addysgu sydd wedi’u derbyn hyd yn hyn, er enghraifft lle y mae pwysau economaidd yn cyfyngu ar yr hyn a addysgir ar draul y dyniaethau neu’r celfyddydau, nes disodli’r pynciau hynny hyd yn oed.

en-gb	There is a constant tension between preserving and building on the foundations of the past and responding to the perceived needs and economic pressures of the moment.
cy-gb	Ceir tyndra cyson rhwng yr awydd i gadw ac adeiladu ar seiliau’r gorffennol ac ymateb i’r anghenion cydnabyddedig a’r pwysau economaidd a geir ar y pryd.

en-gb	The needs of employers and the workplace are also seen as vital if young people are to move smoothly and successfully into employment.
cy-gb	Mae anghenion cyflogwyr a’r gweithle hefyd yn cael eu hystyried yn hanfodol er mwyn galluogi pobl ifanc i symud yn rhwydd a llwyddiannus i fyd gwaith.

en-gb	In particular, concerns about the scientific, technological, engineering and mathematical (STEM) competences of the future workforce have influenced the relative priority given to these subjects.
cy-gb	Yn benodol, mae pryderon ynghylch cymwyseddau gwyddonol, technolegol, peirianyddol a mathemategol (STEM) ymysg gweithlu’r dyfodol wedi dylanwadu ar y flaenoriaeth gymharol a roddir i’r pynciau hyn.

en-gb	The pervasive impact of developments in technology vividly illustrates the way in which the context for the work of our schools is constantly evolving.
cy-gb	Mae effaith bellgyrhaeddol y 7 datblygiadau ym maes technoleg yn enghraifft amlwg o’r ffordd y mae’r cyd-destun i waith ein hysgolion yn parhau i ddatblygu.

en-gb	Our children and young people already inhabit a digital world and their personal, social and educational lives are increasingly intertwined with technology in various, rapidly changing forms.
cy-gb	Mae ein plant a phobl ifanc eisoes yn rhan o fyd digidol ac mae eu ffyrdd o ryngweithio, dysgu ac ymlacio’n cael eu cydblethu fwyfwy â gwahanol fathau o dechnoleg sy’n newid yn gyflym.

en-gb	Full participation in modern society and the workplace already demands increasingly high levels of digital competence and that process can only continue into a future that we cannot imagine.
cy-gb	Er mwyn cymryd rhan yn llawn mewn cymdeithas fodern a’r gweithle, mae angen cynyddol eisoes am lefelau uwch o gymhwysedd digidol ac mae’r broses honno’n sicr o barhau i’r dyfodol, er na allwn ddychmygu’r dyfodol hwnnw.

en-gb	As Tyler Cowen puts it in his book Average is Over, ‘It might be called the age of genius machines, and it will be the people that work with them that will rise...we (will have) produced two nations, a fantastically successful nation, working in the technologically dynamic sectors, and everyone else.
cy-gb	Fel y mae Tyler Cowen yn dweud yn ei lyfr Average is Over, ‘It might be called the age of genius machines, and it will be the people that work with them that will rise...we (will have) produced two nations, a fantastically successful nation, working in the technologically dynamic sectors, and everyone else.

en-gb	Average is over’1.
cy-gb	Average is over’1.

en-gb	Children and young people need to learn how to be more than consumers of technology and to develop the knowledge and skills required to use that technology creatively as learners and future members of a technologically competent workforce.
cy-gb	Mae angen i blant a phobl ifanc ddysgu sut i wneud mwy na defnyddio technoleg yn unig a datblygu’r wybodaeth a’r sgiliau sydd eu hangen i ymwneud â’r dechnoleg honno mewn ffordd greadigol fel dysgwyr ac fel aelodau o weithlu technegol gymwys y dyfodol.

en-gb	A reluctance to let go of aspects in the curriculum that are of limited relevance while at the same time adding fresh expectations can place schools and teachers under increasing pressure.
cy-gb	Os ceir amharodrwydd i ildio agweddau ar y cwricwlwm sydd heb fawr o berthnasedd wrth ychwanegu disgwyliadau newydd yr un pryd, gall hynny roi pwysau cynyddol ar ysgolion ac athrawon.

en-gb	To try to help teachers and schools to cope, there can be a tendency to construct increasingly complicated design and planning tools that in turn can divert attention away from the needs of children and young people and the importance of high-quality teaching and learning in the classroom.
cy-gb	Er mwyn ceisio helpu athrawon ac ysgolion i ymdopi, gwelir tuedd weithiau i greu dulliau cynllunio mwyfwy cymhleth sydd yn eu tro’n tynnu sylw oddi wrth anghenion plant a phobl ifanc a’r pwysigrwydd o gael addysgu a dysgu o ansawdd uchel yn yr ystafell ddosbarth.

en-gb	How has the school curriculum in Wales developed?
cy-gb	Sut y mae’r cwricwlwm ysgol wedi datblygu yng Nghymru?

en-gb	The curriculum in Welsh schools, in common with other parts of the United Kingdom, has reflected the prevailing orthodoxy of the time, from the professionally driven, child-centred philosophy of ‘Plowden’ in 19672 to the centrally led, subject-centred rationale of the national curriculum in 1988.
cy-gb	Mae’r cwricwlwm yn ysgolion Cymru, yn yr un modd â rhannau eraill y Deyrnas Unedig, wedi adlewyrchu syniadau cyffredin yr oes, a’r rheini’n amrywio o athroniaeth ‘Plowden’ ym 19672 a’i phwyslais ar addysg blentyn-ganolog wedi’i llywio gan weithwyr proffesiynol i’r rhesymeg a oedd yn sail i’r cwricwlwm cenedlaethol ym 1988 a oedd yn cael ei arwain o’r canol ac yn canolbwyntio ar bynciau.

en-gb	The decision in 1988 to define the school curriculum in statute represented a radical departure from previous practice in the United Kingdom and reflected concern about the educational experience of children and young people across the country at that time.
cy-gb	Roedd y penderfyniad ym 1988 i ddiffinio’r cwricwlwm ysgol mewn statud yn newid sylfaenol o’r arfer blaenorol yn y Deyrnas Unedig ac yn adlewyrchu pryder ynghylch profiad addysgol plant a phobl ifanc ledled y wlad bryd hynny.

en-gb	The absence of a clear and common understanding of an acceptable curriculum was seen as having led to unacceptable inconsistency.
cy-gb	Credwyd bod diffyg dealltwriaeth glir a chyffredin o beth oedd cwricwlwm derbyniol wedi arwain at anghysondeb annerbyniol.

en-gb	There were also worries about the potential impact of ‘fashionable’ educational theories on children’s learning.
cy-gb	Roedd pryderon hefyd ynghylch effaith bosibl damcaniaethau addysgol ‘ffasiynol’ ar ddysgu plant.

en-gb	The national curriculum sought to establish an entitlement for all children and young people in state schools to an education that would include exposure to nationally specified knowledge and skills.
cy-gb	Amcan y cwricwlwm cenedlaethol oedd sefydlu hawl i bob plentyn a pherson ifanc mewn ysgol wladol dderbyn addysg a fyddai’n cynnwys gwybodaeth a sgiliau a oedd wedi’u pennu ar lefel genedlaethol.

en-gb	It would: establish common educational aims across Wales; facilitate mobility between stages and schools; deliver an entitlement to a broad and balanced education for all children and young people; secure efficiency in resource development, including teacher training; and allow the performance of schools to be assessed and compared.
cy-gb	Byddai’n sefydlu nodau addysgol cyffredin ledled Cymru; yn hwyluso’r symud rhwng cyfnodau allweddol ac ysgolion; yn sicrhau hawl i dderbyn addysg eang a chytbwys i bob plentyn a pherson ifanc; yn sicrhau bod adnoddau’n cael eu datblygu’n effeithlon, gan gynnwys hyfforddiant athrawon; ac yn caniatáu asesu a chymharu perfformiad ysgolion.

en-gb	Although not all of these potential benefits were realised in practice, they still represent valuable aims which need to be taken into account in any new curriculum and assessment arrangements.
cy-gb	Er nad oedd pob un o’r manteision posibl hyn wedi’i gwireddu, mae’r nodau hyn yn rhai gwerthfawr o hyd a bydd angen eu hystyried wrth lunio unrhyw gwricwlwm a threfniadau asesu newydd.

en-gb	The period since 1988 has been particularly pressurised as governments have responded to concerns about standards, particularly in literacy and numeracy.
cy-gb	Yn y cyfnod er 1988, profwyd pwysau mawr wrth i lywodraethau ymateb i bryderon am safonau, yn enwedig mewn llythrennedd a rhifedd.

en-gb	Expectations about what schools should be doing have grown inexorably while evidence about how to bring about improvement has remained elusive.
cy-gb	Mae’r hyn a ddisgwylir oddi wrth ysgolion wedi cynyddu’n ddiddiwedd er iddi fod yn anodd dod o hyd i dystiolaeth o ffyrdd i sicrhau gwelliant.

en-gb	There are important lessons to be learned from this experience.
cy-gb	Mae gwersi pwysig i’w dysgu o’r profiad hwn.

en-gb	The Welsh Government has consistently sought to respond to these pressures, as seen in curriculum changes in 2008, major reports and initiatives on school improvement, and the reform of qualifications that is currently under way.
cy-gb	Mae Llywodraeth Cymru wedi ceisio ymateb i’r pwysau hyn yn gyson, fel y gwelwyd yn y newidiadau yn y cwricwlwm yn 2008, mewn adroddiadau a mentrau pwysig i wella ysgolion, ac yn y diwygio mewn cymwysterau sy’n mynd ymlaen ar hyn o bryd.

en-gb	It also commissioned a series of ‘Task and Finish’ reports covering such issues as the place of the arts and culture, physical activity and sport, and ICT and computing in children and young people’s learning, and the place of Welsh language and culture in the secondary curriculum.
cy-gb	Mae hefyd wedi comisiynu cyfres o adroddiadau gan grwpiau ‘Gorchwyl a Gorffen’ sy’n ymdrin â materion fel y lle i’r celfyddydau a diwylliant, gweithgarwch corfforol a chwaraeon, a TGCh a chyfrifiadura mewn dysgu gan blant a phobl ifanc, a lle’r iaith a’r diwylliant Cymraeg yng nghwricwlwm ysgolion uwchradd.

en-gb	Most recently the publication of its improvement plan3 and its commissioning of both this Review and Professor John Furlong’s review into teacher education are further indications of the Welsh Government’s determination to bring about improvement.
cy-gb	Yn fwy diweddar, mae Llywodraeth Cymru wedi dangos eto drwy gyhoeddi ei chynllun gwella3 a chomisiynu’r Adolygiad hwn a’r Adolygiad o addysg athrawon gan yr Athro John Furlong ei bod yn benderfynol o sicrhau gwelliant.

en-gb	The principle of a common entitlement has been sustained in successive developments in education policy.
cy-gb	Mae egwyddor yr hawl gyffredin wedi’i chadw yn y naill ddatblygiad ar ôl y llall mewn polisi addysg.

en-gb	These developments have included: the development of Routes for Learning (Welsh Government, 2006); the introduction of a Foundation Phase to replace the former Key Stage 1; the development of an inclusive statutory National Literacy and Numeracy Framework (LNF) in response to growing evidence of problems in these vital aspects of education; the development of a Welsh Baccalaureate Qualification (WBQ) at Key Stage 4 and beyond; and an increased emphasis on skills across the curriculum.
cy-gb	Ymhlith y datblygiadau hyn y mae: llunio Ar Drywydd Dysgu (Llywodraeth Cymru, 2006); cyflwyno’r Cyfnod Sylfaen yn lle Cyfnod Allweddol 1; ffurfio Fframwaith Llythrennedd a Rhifedd Cenedlaethol (FfLlRh) statudol a chynhwysol mewn ymateb i dystiolaeth gynyddol o broblemau yn yr agweddau hanfodol hyn ar addysg; datblygu Cymhwyster Bagloriaeth Cymru (CBC) yng Nghyfnod Allweddol 4 a thu hwnt; a mwy o bwyslais ar sgiliau ehangach ym mhob rhan o’r cwricwlwm.

en-gb	The case for change The case for change rests partly on concerns about perceived shortcomings in the present curriculum and assessment arrangements.
cy-gb	Y ddadl o blaid newid Mae’r ddadl o blaid newid yn pwyso’n rhannol ar bryderon ynghylch diffygion sydd wedi’u canfod yn y cwricwlwm a’r trefniadau asesu presennol.

en-gb	Despite the series of reforms and initiatives introduced by the Welsh Government, there are a number of issues, both practical and fundamental, with the current curriculum and assessment arrangements in Wales.
cy-gb	Er bod Llywodraeth Cymru wedi cyflwyno cyfres o ddiwygiadau a mentrau, mae nifer o faterion ymarferol a sylfaenol i’w hystyried yng nghyswllt y cwricwlwm a’r trefniadau asesu presennol yng Nghymru.

en-gb	Evidence from Programme for International Student Assessment (PISA) surveys, the relative performance of children and young people in Wales in national qualifications, and evaluations in Estyn reports all demonstrate that levels of achievement are not as high as they could and should be.
cy-gb	Mae’r dystiolaeth o arolygon y Rhaglen Ryngwladol Asesu Myfyrwyr (PISA), perfformiad cymharol plant a phobl ifanc yng Nghymru mewn cymwysterau cenedlaethol, a gwerthusiadau yn adroddiadau Estyn i gyd yn dangos nad yw’r lefelau cyrhaeddiad mor uchel ag y gallent ac y dylent fod.

en-gb	An Organisation for Economic Cooperation and Development (OECD) report published in 20144 highlighted the continuing high proportion of young people in Welsh schools whose performance was low and concluded that current assessment and evaluation arrangements are unsatisfactory.
cy-gb	Mewn adroddiad gan y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (OECD) a gyhoeddwyd yn 20144, nodwyd bod cyfran y bobl ifanc mewn ysgolion yng Nghymru sy’n isel eu perfformiad yn parhau’n uchel a daeth i’r casgliad bod y trefniadau presennol ar gyfer asesu a gwerthuso’n anfoddhaol.

en-gb	Concerns have been expressed about continuity in primary education and at points of transfer between stages.
cy-gb	Mynegwyd pryderon ynghylch dilyniant mewn addysg gynradd ac ar bwyntiau trosglwyddo rhwng cyfnodau.

en-gb	There is also a strong perception that personal, social and health education and the educational experience of young people at Key Stage 3 require radical improvement.
cy-gb	Cafwyd canfyddiad pendant hefyd fod angen gwelliant sylfaenol mewn addysg bersonol, gymdeithasol ac iechyd ac ym mhrofiad addysgol y bobl ifanc yng Nghyfnod Allweddol 3.

en-gb	International surveys such as the OECD’s PISA highlight differences in performance between countries leading to worries in some countries about loss of global competitiveness if their education systems are seen to be weak.
cy-gb	Mae arolygon rhyngwladol fel arolygon PISA yr OECD yn tynnu sylw at wahaniaethau mewn perfformiad rhwng gwledydd fel bod pryderon yn codi mewn rhai gwledydd ynghylch colli’r gallu i gystadlu ar lefel ryngwladol os bydd eu systemau addysg yn cael eu gweld yn wan.

en-gb	The disappointing performance of Wales in successive PISA surveys has been and remains a significant driver for change.
cy-gb	Mae’r perfformiad siomedig Cymru yn y naill ar ôl y llall o arolygon PISA wedi bod ac yn parhau’n ysgogydd pwysig dros newid.

en-gb	A further significant challenge is that disadvantage in its many forms too often has a pernicious effect on the educational achievement and personal well-being of children and young people.
cy-gb	Un her fawr ychwanegol yw bod anfantais o lawer math yn cael effaith niweidiol yn rhy aml ar gyflawniad addysgol a lles personol plant a phobl ifanc.

en-gb	It is essential that the curriculum is designed in ways that will engage the interest of all children and young people and enable them to achieve.
cy-gb	Mae’n hanfodol bod y cwricwlwm yn cael ei gynllunio mewn ffyrdd a fydd yn ennyn diddordeb ym mhob plentyn a pherson ifanc ac yn ei alluogi i lwyddo.

en-gb	A curriculum that promotes high expectations for all can help schools to defeat the circumstances that condemn so many to educational underachievement.
cy-gb	Mae cwricwlwm sy’n gosod y nod yn uchel i bawb yn gallu helpu ysgolion i drechu’r amgylchiadau sy’n gyrru cynifer o blant a phobl ifanc i dangyflawni yn eu haddysg.

en-gb	The high degree of prescription and detail in the national curriculum, allied to increasingly powerful accountability mechanisms, has tended to create a culture within which the creative role of the school has become diminished and the professional contribution of the workforce underdeveloped.
cy-gb	Mae’r rhagnodi a manylu helaeth sydd yn y cwricwlwm cenedlaethol, ynghyd â mecanweithiau atebolrwydd sy’n gynyddol bwerus, wedi tueddu i greu diwylliant lle y mae rôl greadigol yr ysgol wedi’i lleihau a chyfraniad proffesiynol y gweithlu wedi’i danddatblygu.

en-gb	The extent of legislative control and associated accountability mechanisms, seen as necessary at the time, have inhibited professionalism, agility and responsiveness in dealing with emerging issues, and have forced too-frequent political intervention in non-strategic matters.
cy-gb	Mae graddau’r rheolaeth drwy ddeddfwriaeth a’r mecanweithiau atebolrwydd cysylltiedig, a oedd yn cael eu gweld yn angenrheidiol ar y pryd, wedi cyfyngu ar broffesiynoldeb, ystwythder ac ymatebolrwydd wrth ddelio â materion sy’n datblygu ac wedi cymell gwleidyddion i ymyrryd yn rhy aml mewn materion anstrategol.

en-gb	For many teachers and schools the key task has become to implement external expectations faithfully, with a consequent diminution of local creativity and responsiveness to the needs of children and young people.
cy-gb	Yn achos llawer o athrawon ac ysgolion, y dasg allweddol bellach yw cyflawni disgwyliadau allanol yn gywir, ac mae hynny wedi arwain at lai o allu i ymateb yn greadigol ar lefel leol i anghenion plant a phobl ifanc.

en-gb	Partly as a consequence, much of the curriculum as experienced by children and young people has become detached from its avowed aims and too focused on the short-term.
cy-gb	O ganlyniad i hyn yn rhannol, mae rhan helaeth o’r cwricwlwm y mae plant a phobl ifanc yn ymgymryd ag ef wedi colli cysylltiad â’i nodau cydnabyddedig ac yn canolbwyntio’n ormodol ar y tymor byr.

en-gb	At its most extreme, the mission of primary schools can almost be reduced to the teaching of literacy and numeracy and of secondary schools to preparation for qualifications.
cy-gb	Ar ei waethaf, gall hyn arwain at gyfyngu ar genhadaeth ysgolion cynradd i addysgu llythrennedd a rhifedd a chenhadaeth ysgolion uwchradd i baratoi ar gyfer cymwysterau.

en-gb	Existing shortcomings point to the need for improvements to current arrangements but the case for change is much more fundamental.
cy-gb	Mae’r diffygion a welir yn dangos bod angen gwella’r trefniadau presennol ond mae’r ddadl o blaid newid yn fwy sylfaenol o lawer.

en-gb	The essential features of a curriculum devised in 1988 reflect a world that was yet to see the World Wide Web and the advances in technology and globalisation that have transformed the way we live and work.
cy-gb	Mae nodweddion hanfodol y cwricwlwm a ddyfeisiwyd ym 1988 yn adlewyrchu byd nad oedd eto wedi gweld y We Fyd-Eang a’r cynnydd mewn technoleg a globaleiddio sydd wedi trawsnewid ein ffordd o fyw a gweithio.

en-gb	These changes have profound implications for what, and how, children and young people need to learn during the period of their statutory education.
cy-gb	Mae goblygiadau pellgyrhaeddol yn y newidiadau hyn o ran beth y mae angen i blant a phobl ifanc ei ddysgu, a’r ffordd o wneud hynny, yn ystod eu haddysg statudol.

en-gb	The curriculum, then, has become overloaded, complicated and, in parts, outdated.
cy-gb	10 Mae’r cwricwlwm wedi cael ei orlwytho a’i gymhlethu ac mae rhannau ohono wedi dyddio.

en-gb	Assessment arrangements are not making the contribution they should to improving learning.
cy-gb	Nid yw’r trefniadau asesu’n cyfrannu fel y dylent at wella dysgu.

en-gb	The ability of schools and teachers to respond to rapidly changing needs is constrained.
cy-gb	Mae hyn yn cyfyngu ar allu ysgolion ac athrawon i ymateb i anghenion sy’n newid yn gyflym.

en-gb	As the Confederation of British Industry (CBI) said in its recent proposals for education, ‘Systemic change is needed to align the curriculum, examinations and accountability framework with the outcomes we are looking for’5.
cy-gb	Fel y nododd Cydffederasiwn Diwydiant Prydain (CBI) yn y cynigion ar gyfer addysg a gyflwynodd yn ddiweddar, ‘Systemic change is needed to align the curriculum, examinations and accountability framework with the outcomes we are looking for’5.

en-gb	Together, the current national curriculum and assessment arrangements no longer meet the needs of the children and young people of Wales.
cy-gb	Gyda’i gilydd, nid yw’r cwricwlwm cenedlaethol a’r trefniadau asesu presennol yn cwrdd bellach ag anghenion plant a phobl ifanc Cymru.

en-gb	The case for fundamental change is powerful.
cy-gb	Mae’r ddadl o blaid newid sylfaenol yn un rymus.

en-gb	The task of the Review The current Review of Curriculum and Assessment Arrangements took place against this backdrop.
cy-gb	Tasg yr Adolygiad Cynhaliwyd yr Adolygiad presennol o’r Cwricwlwm a’r Trefniadau Asesu o fewn y cyd-destun hwn.

en-gb	In recognition of the potential pitfalls of overload, complexity, and redundancy in the curriculum described above, the Review was asked to stand back and to take a fundamental look at the ways in which today’s schools can prepare young people for an exciting but uncertain future.
cy-gb	Gan gydnabod yr anfanteision posibl o’r gorlwytho, y cymhlethdod a’r elfennau diangen yn y cwricwlwm sydd wedi’u disgrifio uchod, gofynnwyd i’r Adolygiad gymryd cam yn ôl ac edrych yn sylfaenol ar y ffyrdd y mae ysgolion heddiw’n gallu paratoi pobl ifanc ar gyfer dyfodol cyffrous ond ansicr.

en-gb	The Review’s terms of reference are available at www.wales.gov.uk/topics/ educationandskills/schoolshome/curriculuminwales/curriculum-for-wales/ terms-of-reference/?lang=en.
cy-gb	Mae cylch gorchwyl yr Adolygiad ar gael yn www.wales.gov.uk/topics/ educationandskills/schoolshome/curriculuminwales/curriculum-for-wales/ terms-of-reference/?skip=1&lang=cy.

en-gb	To carry out its responsibilities, the Review has sought to identify clearly: > the aspirations of the people of Wales for their schools > the principles which should govern the design of the curriculum > the purposes of the curriculum > the way the curriculum can best be organised and described to meet those purposes and principles > the implications for teaching and learning of proposals for change > the role of assessment in both helping to achieve the purposes of the curriculum and in determining how far the purposes are being met > the implications for teacher capacity, systems of accountability and other drivers of educational quality > the ways in which the proposals arising from the Review might best be implemented, including the balance to be struck between national and local decision making.
cy-gb	Er mwyn cyflawni ei gyfrifoldeb, mae’r Adolygiad wedi ceisio nodi’n glir beth yw: > dyheadau pobl Cymru ar gyfer eu hysgolion > yr egwyddorion y dylid eu dilyn wrth gynllunio’r cwricwlwm > dibenion y cwricwlwm > y ffordd orau o drefnu a disgrifio’r cwricwlwm er mwyn cyflawni’r dibenion a’r egwyddorion hynny > goblygiadau’r cynigion ar gyfer newid o safbwynt addysgu a dysgu > y lle sydd i asesu wrth helpu i gyflawni dibenion y cwricwlwm ac wrth bennu’r graddau y mae’r dibenion yn cael eu cyflawni > y goblygiadau o ran capasiti athrawon, systemau atebolrwydd a ffactorau eraill sy’n ysgogi ansawdd addysgol > y ffyrdd gorau o weithredu’r cynigion sy’n codi o’r Adolygiad, gan gynnwys y cydbwysedd rhwng penderfynu ar lefel genedlaethol a lefel leol.

en-gb	The conclusions and recommendations of the Review are designed to provide a compelling case for a successful future for school education in Wales.
cy-gb	Y bwriad wrth gyflwyno casgliadau ac argymhellion yr Adolygiad yw cynnig dadl gryf dros ddyfodol llwyddiannus i addysg ysgol yng Nghymru.

en-gb	The next chapter outlines how the Review formulated these recommendations through an extensive programme of engagement and evidence gathering and subsequent testing and refining of emerging proposals.
cy-gb	Yn y bennod nesaf, dangosir sut yr oedd yr Adolygiad wedi llunio’r argymhellion hyn drwy raglen gynhwysfawr o ymgysylltu a chasglu tystiolaeth ac wedi rhoi prawf ar y cynigion hynny wedyn wrth eu datblygu a’u mireinio.

en-gb	Chapter 2: The Review – Processes and Evidence In undertaking this Review, our commitment from the outset was to involve as many people in Wales in the process as possible.
cy-gb	Pennod 2: Yr Adolygiad – Prosesau a Thystiolaeth Wrth gynnal yr Adolygiad hwn, roeddem wedi ymrwymo o’r dechrau i gynnwys cynifer â phosibl o bobl yng Nghymru yn y broses.

en-gb	Between March and December 2014, members of the Review Team undertook to meet a very broad range of stakeholders, visiting around 60 schools, including Welsh- and English-medium nursery, primary and secondary schools, special schools, pupil referral units, a young offenders’ institution and work-based learning settings.
cy-gb	Rhwng Mawrth a Rhagfyr 2014, roedd aelodau o Dîm yr Adolygiad wedi ymgymryd i gwrdd ag ystod eang o randdeiliaid, gan ymweld ag oddeutu 60 o ysgolion, gan gynnwys ysgolion meithrin, ysgolion cynradd ac ysgolion uwchradd cyfrwng Cymraeg a Saesneg, ysgolion arbennig, unedau cyfeirio disgyblion, sefydliad troseddwyr ifanc a lleoliadau dysgu seiliedig ar waith.

en-gb	We met not only with headteachers, managers and their staff but also with children and young people, and where possible their parents and carers.
cy-gb	Roeddem wedi cwrdd nid yn unig â phenaethiaid, rheolwyr a’u staff ond hefyd â phlant a phobl ifanc ac, os oedd yn bosibl, eu rhieni a gofalwyr.

en-gb	We met representatives of the further education sector and universities.
cy-gb	Cawsom gyfarfodydd â chynrychiolwyr y sector addysg bellach a phrifysgolion.

en-gb	Groups of practitioners from a range of schools across Wales also attended a number of seminars where we tested and developed thinking.
cy-gb	Hefyd roedd grwpiau o ymarferwyr o wahanol fathau o ysgolion ledled Cymru wedi cymryd rhan mewn nifer o seminarau lle’r oeddem wedi rhoi prawf ar ein syniadau a’u datblygu.

en-gb	These meetings provided a rich source of evidence that has had a profound effect on the thinking of the Review.
cy-gb	Cafwyd cyfoeth o dystiolaeth yn y cyfarfodydd hyn sydd wedi cael effaith bellgyrhaeddol ar syniadau’r Adolygiad.

en-gb	The Review also engaged on an individual basis with a wide range of representative organisations from across Wales who made very important contributions to our evidence from their different perspectives, including those of employers.
cy-gb	Roedd yr Adolygiad wedi ymwneud hefyd ar lefel unigol ag amrywiaeth fawr o sefydliadau cynrychiadol ym mhob rhan o Gymru sydd wedi cyfrannu tystiolaeth bwysig o’u gwahanol safbwyntiau, gan gynnwys safbwynt y cyflogwr.

en-gb	These organisations are listed on the Review’s website.
cy-gb	Mae rhestr o’r sefydliadau hyn ar wefan yr Adolygiad.

en-gb	The Review undertook a national call for evidence, encouraging stakeholders from across Wales to submit their views and help shape the outcome of the Review.
cy-gb	Gwnaeth yr Adolygiad gais am dystiolaeth ledled Cymru, gan annog rhanddeiliaid o bob rhan o’r wlad i gyflwyno eu barn a helpu i ddylanwadu ar ganlyniad yr Adolygiad.

en-gb	In order to generate debate and discussion, the questions included in the call for evidence were deliberately very broad and open-ended and included questions such as ‘What are the three best things about education in Wales?’.
cy-gb	Er mwyn sbarduno dadl a thrafodaeth, roedd y cwestiynau yn y cais am dystiolaeth wedi’u geirio’n fwriadol mewn ffordd eang a phenagored ac yn cynnwys cwestiynau fel ‘Beth yw’r tri pheth gorau am addysg yng Nghymru?’.

en-gb	We were delighted that we received over 700 responses to the call, of which over 300 were from children and young people themselves.
cy-gb	Roeddem wrth ein bodd o gael mwy na 700 o ymatebion i’r cais, a mwy na 300 o’r rheini oddi wrth y plant a phobl ifanc eu hunain.

en-gb	In order to do justice to the diverse nature of the responses, we appointed WISERD to analyse the responses6.
cy-gb	Er mwyn gwneud cyfiawnder â natur amrywiol yr ymatebion, penodwyd WISERD i ddadansoddi’r ymatebion6.

en-gb	As well as undertaking its own research, the Review also had recourse to a wealth of other evidence within Wales, including Estyn reports, Welsh Government policy documents (in some cases with associated evaluation reports) and, importantly, the reports of a number of independent reviews commissioned by the Welsh Government including: > the ICT Steering Group’s report to the Welsh Government > the Review of Welsh second language at Key Stages 3 and 4 > the final report of the Cwricwlwm Cymreig, history and the story of Wales review group > the report of the Schools and Physical Activity Task and Finish Group
cy-gb	Yn ogystal â chynnal ei ymchwil ei hun, roedd yr Adolygiad hefyd wedi troi at y cyfoeth o dystiolaeth sydd ar gael yng Nghymru, gan gynnwys adroddiadau Estyn, dogfennau polisi Llywodraeth Cymru (ynghyd ag adroddiadau gwerthuso mewn rhai achosion) a’r dystiolaeth bwysig sydd yn yr adroddiadau gan nifer o adolygiadau annibynnol a gomisiynwyd gan Lywodraeth Cymru gan gynnwys: > adroddiad y Grŵp Llywio TGCh i Lywodraeth Cymru > yr Adolygiad o Gymraeg ail iaith yng Nghyfnodau Allweddol 3 a 4 > adroddiad terfynol grŵp adolygu’r Cwricwlwm Cymreig, hanes a stori Cymru > adroddiad y Grŵp Gorchwyl a Gorffen ar Ysgolion a Gweithgarwch Corfforol

en-gb	> the report on Arts in Education in the Schools of Wales > the report Culture and Poverty: Harnessing the power of the arts, culture and heritage to promote social justice in Wales > the Review of Qualifications for 14 to 19-year-olds in Wales.
cy-gb	> yr adroddiad ar y Celfyddydau mewn Addysg yn Ysgolion Cymru > yr adroddiad ar Diwylliant a Thlodi: Defnyddio’r celfyddydau, diwylliant a threftadaeth i hybu cyfiawnder cymdeithasol yng Nghymru > Yr Adolygiad o Gymwysterau ar gyfer pobl ifanc 14 i 19 oed yng Nghymru.

en-gb	Principles of curriculum design In moving from the evidence-gathering stage of the Review to the formulation of proposals for the curriculum and assessment, we developed a set of principles for curriculum design as follows.
cy-gb	Egwyddorion cynllunio’r cwricwlwm Wrth symud ymlaen o’r cyfnod o gasglu tystiolaeth at lunio cynigion ar gyfer y cwricwlwm ac asesu, datblygodd yr Adolygiad set o egwyddorion ar gyfer cynllunio’r cwricwlwm fel a ganlyn.

en-gb	These principles have been used both to evaluate current practice and to guide and test the proposals for the future.
cy-gb	Rydym wedi gwerthuso’r arferion presennol ar sail yr egwyddorion hyn ac wedi’u dilyn wrth lunio a rhoi prawf ar y cynigion ar gyfer y dyfodol.

en-gb	What does the evidence from Wales tell us?
cy-gb	Beth yw’r gwersi o’r dystiolaeth o Gymru?

en-gb	A number of recurring themes emerge from all the evidence gathered from across Wales.
cy-gb	Mae nifer o themâu’n codi dro ar 6l tro yn yr holl dystiolaeth a gasglwyd ledled Cymru.

en-gb	It has been important to take these themes into account while developing the proposals.
cy-gb	Roedd yn bwysig ystyried y themâu hyn wrth ddatblygu’r cynigion.

en-gb	The evidence from our discussions with stakeholders would suggest continuing support for the Foundation Phase, the LNF, Routes for Learning, the new WBQ at Key Stage 4 and beyond, and the introduction of wider skills across the curriculum.
cy-gb	Mae’r dystiolaeth o’n trafodaethau â rhanddeiliaid yn awgrymu bod cefnogaeth barhaus i’r Cyfnod Sylfaen, y FfLlRh, Ar Drywydd Dysgu, y CBC newydd yng Nghyfnod Allweddol 4 a thu hwnt, a’r bwriad i gyflwyno sgiliau ehangach ar draws y cwricwlwm.

en-gb	There is also a firm commitment to the Welsh language and bilingualism, to the principle of comprehensive, inclusive education, and to the inclusion of a Welsh dimension in the education of all children and young people.
cy-gb	Mae ymrwymiad cadarn hefyd i’r Gymraeg a dwyieithrwydd, ac i’r egwyddor o addysg gynhwysfawr, gynhwysol, a’r nod o gynnwys dimensiwn Cymreig yn addysg yr holl blant a phobl ifanc.

en-gb	These positive views are reinforced by the responses to the call for evidence in which the most frequently mentioned ‘best things’ about education in Wales are reported as being ‘the Foundation Phase, the Welsh language and bilingualism [particularly among younger respondents] and the focus on Welsh identity and the Curriculum Cymreig’7.
cy-gb	Ategwyd y farn gadarnhaol hon yn yr ymatebion i’r cais am dystiolaeth lle y nodwyd mai’r ‘pethau gorau’ am addysg yng Nghymru a grybwyllwyd amlaf yw ‘y Cyfnod Sylfaen, y Gymraeg a dwyieithrwydd (yn enwedig ymhlith ymatebwyr ifanc), a’r ffocws ar hunaniaeth Cymru a’r Cwricwlwm Cymreig’7.

en-gb	Discussions with stakeholders suggest strongly that there is a real desire among the profession for schools and teachers to have more (but not complete) autonomy to make their own decisions within a national curriculum framework.
cy-gb	Cafwyd awgrym cryf mewn trafodaethau â rhanddeiliaid fod gwir awydd ymysg gweithwyr proffesiynol i ysgolion ac athrawon gael mwy o ymreolaeth (ond nid ymreolaeth lwyr) i wneud eu penderfyniadau eu hunain o fewn fframwaith ar gyfer cwricwlwm cenedlaethol.

en-gb	Interestingly, in their responses to the call for evidence, the overwhelming majority of children and young people indicated that they ‘do not think it matters if you study different things from your friends at school’8.
cy-gb	Mae’n ddiddorol nodi bod y mwyafrif llethol o blant a phobl ifanc wedi crybwyll yn eu hymatebion i’r cais am dystiolaeth ‘nad oes gwahaniaeth os ydych chi’n astudio pethau gwahanol i’ch ffrindiau yn yr ysgol’8.

en-gb	For many teachers and schools, the key task has become to implement the prescribed external expectations for the curriculum and accountability faithfully, with a consequent diminution of both local creativity and responsiveness to the individual needs of children and young people.
cy-gb	Yn achos llawer o athrawon ac ysgolion, y dasg allweddol bellach yw cyflawni’r disgwyliadau allanol sydd wedi’u pennu ar gyfer y cwricwlwm ac atebolrwydd yn gywir, ac mae hynny wedi arwain at lai o greadigrwydd a llai o allu i ymateb ar lefel leol i anghenion plant a phobl ifanc unigol.

en-gb	Perhaps unsurprisingly in the light of this, there would also appear to be significant support for a change in the way the curriculum is organised, with many favouring a shift away from a subject-based curriculum to an areas of learning approach or to the organising of learning around skills and/or themes.
cy-gb	O ystyried hyn, nid yw’n syndod o bosibl fod cefnogaeth sylweddol hefyd, yn 6l pob golwg, i newid y ffordd o drefnu’r cwricwlwm, gan fod nifer o blaid symud oddi wrth gwricwlwm wedi’i seilio ar bynciau at ddull wedi’i seilio ar feysydd dysgu neu at drefnu dysgu ar sail sgiliau a/neu themâu.

en-gb	It was felt that this would help introduce a degree of continuity in primary education and at points of transfer between stages of education that was currently lacking.
cy-gb	Teimlwyd y byddai hyn yn helpu i gyflwyno elfen o ddilyniant mewn addysg gynradd ac ar bwyntiau trosglwyddo rhwng cyfnodau addysg nad oedd yn bodoli ar hyn o bryd.

en-gb	A recurring concern of the children and young people who spoke to the Review Team was their perception that the current school curriculum was out of date in relation to digital technology.
cy-gb	Un testun pryder a godwyd droeon gan y plant a phobl ifanc a siaradodd â Thîm yr Adolygiad oedd eu canfyddiad bod y cwricwlwm ysgol presennol wedi dyddio mewn perthynas â thechnoleg ddigidol.

en-gb	They talked about laboured teaching of software packages that they saw as being either simple to use intuitively or already out of date.
cy-gb	Cyfeiriwyd at ffyrdd llafurus o’u haddysgu i drin meddalwedd a oedd yn hawdd ei defnyddio’n reddfol neu a oedd wedi dyddio’n barod yn eu barn nhw.

en-gb	Representatives of business were similarly extremely concerned that schools were out of touch with the emerging digital workplace.
cy-gb	Yn yr un modd, roedd cynrychiolwyr busnes yn bryderus iawn bod ysgolion wedi colli cysylltiad â datblygiadau mewn gweithleoedd digidol.

en-gb	They saw the ability to use technology creatively for researching and problem solving as key competences that they wanted to see in prospective employees.
cy-gb	Credent fod y gallu i ddefnyddio technoleg yn greadigol i ymchwilio a datrys problemau’n gymwyseddau allweddol ac roeddent am weld y cymwyseddau hyn mewn darpar weithwyr.

en-gb	In addition children and young people in particular, but not exclusively, would like to see a greater focus on general social competences (life skills and personal confidence, personal and social education (PSE)), basic skills (i.e. literacy and numeracy), more vocational education and careers guidance.
cy-gb	Yn ogystal â hyn, mae awydd ymysg plant a phobl ifanc yn benodol, er nad yw’n gyfyngedig iddyn nhw, i weld mwy o bwyslais ar gymwyseddau cymdeithasol cyffredinol (sgiliau bywyd a hyder personol, addysg bersonol a chymdeithasol (ABCh)), sgiliau sylfaenol (h.y. llythrennedd a rhifedd), mwy o addysg alwedigaethol a chyfarwyddyd gyrfaoedd.

en-gb	The WISERD report suggests that these views were also reflected in responses to the call for evidence.
cy-gb	Mae’r adroddiad gan WISERD yn awgrymu bod y farn hon i’w gweld hefyd mewn ymatebion i’r cais am dystiolaeth.

en-gb	As their analysis states, stakeholders felt that ‘...schools should be doing more than simply imparting knowledge.
cy-gb	Fel y mae’n nodi yn ei ddadansoddiad, roedd rhanddeiliaid yn teimlo ‘ ... dylai ysgolion fod yn gwneud mwy na dim ond trosglwyddo gwybodaeth.

en-gb	While successful learning was a highly valued outcome of education by all stakeholders (including children and young people), so too were a range of other outcomes.
cy-gb	Er bod dysgu llwyddiannus fel un o ddeilliannau addysg o werth mawr i bob rhanddeiliad (gan gynnwys plant a phobl ifanc), roedd amrywiaeth o ddeilliannau eraill o werth mawr hefyd.

en-gb	General social competences, life skills and personal confidence were seen by all as important things to be gained from school’9.
cy-gb	Roedd cymwyseddau cymdeithasol cyffredinol, sgiliau bywyd a hyder personol oll yn cael eu hystyried yn bethau pwysig i’w cael o’r ysgol’9.

en-gb	Children and young people want lessons to be more relevant and engaging, with more practical lessons, more fun, more interactivity, and more out-of-classroom activities.
cy-gb	Mae plant a phobl ifanc am gael gwersi sy’n fwy perthnasol a diddorol, gyda mwy o wersi ymarferol, mwy o hwyl, mwy o ryngweithio, a mwy o weithgareddau y tu allan i’r ystafell ddosbarth.

en-gb	There is a sense that a more general enthusiasm for learning has been sacrificed in the race for qualifications.
cy-gb	Roedd teimlad bod y brwdfrydedd mwy cyffredinol dros ddysgu wedi cael ei aberthu yn yr ymgiprys am gymwysterau.

en-gb	The other key message which it is worth highlighting here is an overwhelming sense that the current approach to assessment, qualification and performance management needs to change.
cy-gb	Y neges allweddol arall y mae’n werth tynnu sylw ato yma yw bod teimlad cryf iawn bod angen newid y dull presennol o asesu, ymgymhwyso a rheoli perfformiad.

en-gb	This was mentioned in almost one-third of responses to the call for evidence and was a recurring theme throughout our meetings with stakeholders.
cy-gb	Roedd bron un ym mhob tri o’r ymatebion i’r cais am dystiolaeth yn cyfeirio at hyn ac roedd yn thema a gododd dro ar ôl tro yn ein cyfarfodydd â rhanddeiliaid.

en-gb	Many of these findings are reflected in the recent OECD report, Improving Schools in Wales: An OECD Perspective (2014).
cy-gb	Mae nifer o’r canfyddiadau hyn wedi’u hadlewyrchu yn yr adroddiad diweddar gan OECD, Improving Schools in Wales: An OECD Perspective (2014).

en-gb	The report identifies four priority areas for Welsh Government to address, all of which are relevant, to a greater or lesser degree, to this Review. > Ensuring that schools meet the learning needs of all their students. > Building professional capital and collective responsibility throughout the system. > Developing a coherent assessment and evaluation framework to promote improvement. > Defining a long-term education strategy that builds on a select number of core priorities, is adequately designed and resourced and has appropriate governance and support structures.
cy-gb	Mae’r adroddiad yn enwi pedwar maes y credir bod angen i Lywodraeth Cymru roi blaenoriaeth iddynt ac mae pob un ohonynt yn berthnasol, i wahanol raddau, i’r Adolygiad hwn. > Sicrhau bod ysgolion yn cwrdd ag anghenion dysgu eu holl fyfyrwyr. > Meithrin cyfalaf proffesiynol a chydgyfrifoldeb ym mhob rhan o’r system. > Datblygu fframwaith cydlynol ar gyfer asesu a gwerthuso i hybu gwelliant. > Diffinio strategaeth addysg hirdymor wedi’i seilio ar nifer dethol o flaenoriaethau craidd, gan gynllunio a darparu adnoddau digonol ar ei chyfer a chynnwys strwythurau priodol ar gyfer ei chynnal a’i llywodraethu.

en-gb	What does the wider evidence tell us?
cy-gb	Beth yw’r gwersi o’r dystiolaeth ehangach?

en-gb	The Review also drew on a range of wider United Kingdom and international evidence in the form of discussions, visits, research papers and policy documents, among other things.
cy-gb	Roedd yr Adolygiad hefyd wedi gwneud defnydd o wahanol fathau o dystiolaeth o rannau eraill o’r Deyrnas Unedig a thystiolaeth ryngwladol ar ffurf trafodaethau, ymweliadau, papurau ymchwil a dogfennau polisi ymysg pethau eraill.

en-gb	It is clear that there is no single, universal template for a ‘good’ curriculum – much depends on local and national conditions, values and culture.
cy-gb	Mae’n glir nad oes un templed cyffredinol ar gyfer cwricwlwm ‘da’ – mae llawer yn dibynnu ar amodau, gwerthoedd a diwylliant lleol a chenedlaethol.

en-gb	In other words a successful curriculum must be ‘authentic’.
cy-gb	Mewn geiriau eraill, mae cwricwlwm llwyddiannus yn un sy’n ‘ddilys’.

en-gb	While the international evidence cannot therefore provide us with a curriculum model, it does offer useful insights into the international landscape. > International policy development is often heavily influenced by PISA and other international surveys.
cy-gb	Felly, er nad yw’r dystiolaeth ryngwladol yn gallu rhoi model ar gyfer cwricwlwm, mae’n cynnig cipolwg gwerthfawr ar y cyd-destun rhyngwladol. > Mae PISA ac arolygon rhyngwladol eraill yn ddylanwad mawr yn aml ar ddatblygiadau polisi rhyngwladol.

en-gb	> A statutory national curriculum is commonly used to promote consistency and entitlement but the extent to which the detail is defined in statute varies widely. > The principle of subsidiarity is common but not universal.
cy-gb	> Arfer cyffredin yw defnyddio cwricwlwm cenedlaethol statudol i hyrwyddo cysondeb a hawliau ond mae’r graddau y mae’r manylion yn cael eu diffinio drwy statud yn amrywio’n fawr. > Mae egwyddor sybsidiaredd yn gyffredin ond nid yw’n cael ei dilyn ym mhob man.

en-gb	There would appear to be a trend towards the specification of national goals and encouragement of greater local decision making, in recognition of the limitations of compliance-based approaches. > Literacy and numeracy are universally acknowledged to be the essential foundations of education. > While breadth and balance are widely valued, there is a trend towards developing a curriculum that is more than a specified range of subjects or courses. > There are significant moves away from ‘learning about’ to ‘learning to’, with a growing skills focus and an emphasis on application and development of higher-order skills, particularly creativity (entrepreneurship) and digital literacy. > Assessment is a recurring challenge, with issues around specification, validity, reliability and teacher competence. > Mixed-mode assessment is another common feature, including the appropriate use of testing. > There is increasing focus on the purpose and use of assessment, and in particular its critical role in relation to teaching and learning. > There is evidence of a recognition of the need for system alignment, bringing improved synergies between curriculum, assessment and accountability arrangements. > There is increasing recognition of the importance of building system and teacher capacity as integral to curriculum reform.
cy-gb	Mae’n ymddangos bod tuedd gynyddol i bennu nodau cenedlaethol mewn manylebau a hyrwyddo mwy o benderfynu ar lefel leol, gan gydnabod cyfyngiadau’r dulliau sydd wedi’u seilio ar gydymffurfio. > Mae llythrennedd a rhifedd yn cael eu cydnabod yn sylfeini hanfodol i addysg ym mhob man. > Er bod ehangder a chydbwysedd yn cael eu gweld yn werthfawr gan lawer, mae tuedd gynyddol i ddatblygu cwricwlwm sy’n cynnwys mwy na dewis penodol o bynciau neu gyrsiau. > Mae newid arwyddocaol oddi wrth ‘ddysgu am bethau’ at ‘ddysgu i wneud pethau’, gyda mwy o sylw i sgiliau a phwyslais ar gymhwyso a meithrin uwch sgiliau, yn enwedig creadigrwydd (entrepreneuriaeth) a llythrennedd digidol. > Mae heriau’n codi’n aml wrth asesu mewn cysylltiad â manylebu, dilysrwydd, dibynadwyedd a chymhwysedd athrawon. > Mae asesu modd cymysg yn nodwedd gyffredin arall, a hynny’n cynnwys defnydd priodol o brofion. > Rhoddir sylw cynyddol i ddibenion asesu a’r defnydd ohono, yn enwedig ei gyfraniad hanfodol at addysgu a dysgu. > Mae tystiolaeth yn dangos cydnabyddiaeth i’r angen am gysoni systemau, drwy wella’r synergedd rhwng trefniadau ar gyfer y cwricwlwm, asesu ac atebolrwydd. > Mae cydnabyddiaeth gynyddol bod meithrin capasiti mewn systemau a chapasiti athrawon yn rhan bwysig ac annatod o’r broses o ddiwygio’r cwricwlwm.

en-gb	Key issues and challenges for the Review Taken together, all of this evidence indicates that the existing curriculum arrangements in Wales have some very real strengths upon which we can build – not least the pedagogy underpinning the Foundation Phase and the commitment to Welsh language and culture.
cy-gb	18 Y prif ystyriaethau a heriau i’r Adolygiad Gyda’i gilydd, mae’r holl dystiolaeth hon yn dangos bod rhai cryfderau gwirioneddol yn y trefniadau cwricwlwm presennol yng Nghymru y gallwn eu datblygu – yn bennaf oll, yr addysgeg sy’n sail i’r Cyfnod Sylfaen a’r ymrwymiad i’r Gymraeg a’i diwylliant.

en-gb	However, the need for change is also very clear if we are to develop a curriculum which supports and enables world-class teaching and learning in the twenty-first century.
cy-gb	Er hynny, mae’n glir iawn bod angen newid hefyd er mwyn datblygu cwricwlwm sy’n cynnal ac yn hwyluso addysgu a dysgu o’r radd flaenaf yn yr unfed ganrif ar hugain.

en-gb	The evidence suggests that in developing the new curriculum a number of key issues and challenges must be addressed in relation to aims and purposes, structure, pedagogy and assessment.
cy-gb	Mae’r dystiolaeth yn awgrymu bod angen ystyried nifer o faterion a heriau allweddol wrth ddatblygu’r cwricwlwm newydd mewn perthynas â nodau a dibenion, strwythur, addysgeg ac asesu.

en-gb	A futher recurrent theme is the need to establish an effective change strategy to take forward any recommendations arising from the Review.
cy-gb	Thema ychwanegol a gododd droeon yw’r angen i sefydlu strategaeth effeithiol ar gyfer newid er mwyn bwrw ymlaen ag unrhyw argymhellion a fydd yn codi o’r Adolygiad.

en-gb	These themes are addressed in turn in the chapters which follow, together with the related evidence.
cy-gb	Byddwn yn ymdrin â phob un o’r themâu hyn yn ei thro yn y penodau sy’n dilyn, ynghyd â’r dystiolaeth gysylltiedig.

en-gb	Chapter 3: Purposes of the Curriculum This chapter explains why the Review proposes that there should be a straightforward, enduring statement of curriculum purposes for Wales.
cy-gb	Pennod 3: Dibenion y Cwricwlwm Yn y bennod hon, rydym yn egluro pam y mae’r Adolygiad yn cynnig bod angen datganiad syml, parhaol am ddibenion cwricwlwm i Gymru.

en-gb	It analyses and discusses relevant findings, policies and priorities that should inform the development of those purposes and finally sets out the Review’s four proposed purposes.
cy-gb	Mae’n dadansoddi ac yn trafod canfyddiadau, polisïau a blaenoriaethau a oedd yn berthnasol wrth ddatblygu’r dibenion hynny ac, yn olaf, yn disgrifio’r pedwar diben y mae’r Adolygiad yn eu cynnig.

en-gb	Statements of aims or purposes are the starting point for curriculum specifications in many countries.
cy-gb	Datganiadau o nodau neu ddibenion yw’r man cychwyn ar gyfer manylebau’r cwricwlwm mewn nifer o wledydd.

en-gb	They typically relate to implications for the individual, for society and for the economy and set broad directions to guide subsequent decisions about structure and content.
cy-gb	Gan amlaf, maent yn ymwneud â’r goblygiadau i’r unigolyn, i gymdeithas ac i’r economi ac yn pennu cyfeiriadau cyffredinol i’w dilyn wedyn wrth wneud penderfyniadau am strwythur a chynnwys.

en-gb	In its recent review of school education in Wales10, the OECD found that Wales lacked a convincing overall set of aims and purposes and recommended that the Welsh Government should ‘develop a shared vision of the Welsh learner, reflecting the government’s commitment to quality and equity’.
cy-gb	Yn ei adolygiad diweddar o addysg ysgol yng Nghymru10, canfu’r OECD nad oedd set o nodau a dibenion cyffredinol pendant wedi’i llunio ar gyfer Cymru ac roedd yn argymell y dylai Llywodraeth Cymru ‘develop a shared vision of the Welsh learner, reflecting the government’s commitment to quality and equity’.

en-gb	Why are clear and agreed statements of purposes important?
cy-gb	Pam y mae datganiadau clir a chytûn o ddibenion yn bwysig?

en-gb	Such statements would: > mobilise the education community around a common mission > promote broad ownership of education and make the curriculum open to wide debate beyond the professional community > provide clarity about aspirations for the children and young people of Wales > emphasise the importance of longer-term outcomes for children and young people beyond specified knowledge, skills and understanding that a school is expected to deliver > provide a consistent point of reference for curriculum development, promoting coherence, progression and flow in learning intentions > establish a firm basis for determining priorities as pressures on the curriculum continue to build > guard against narrowing of the curriculum in response to short-term pressures > act as a consistent guide for the discriminating selection of content, experiences and pedagogy > provide the basis of necessary agreement among national and local government, schools and teachers about the desired overall direction, while allowing freedom to determine how the intentions will be achieved > promote the basis for focus and consistency in teacher professional development > provide a broad focus for accountability and improvement.
cy-gb	Byddai datganiadau o’r fath: > yn cymell pawb ym maes addysg i ddilyn cenhadaeth gyffredin > yn hyrwyddo perchenogaeth eang ar addysg ac yn agor y ddadl ar y cwricwlwm i rai heblaw gweithwyr proffesiynol > yn egluro dyheadau ar gyfer plant a phobl ifanc Cymru > yn rhoi pwys ar ddeilliannau tymor hwy ar gyfer plant a phobl ifanc heblaw’r wybodaeth, sgiliau a dealltwriaeth benodedig y mae disgwyl i ysgolion eu cyflwyno > yn bwynt cyfeirio cyson ar gyfer datblygu’r cwricwlwm a fyddai’n hyrwyddo cydlyniant, dilyniant a hyblygrwydd mewn bwriadau dysgu > yn sail gadarn ar gyfer pennu blaenoriaethau wrth i’r pwysau ar y cwricwlwm barhau i gynyddu > yn amddiffyn y cwricwlwm rhag ei gyfyngu mewn ymateb i bwysau tymor byr > yn ganllaw cyson ar gyfer dethol cynnwys, profiadau ac addysgeg > yn sail ar gyfer sicrhau cytundeb angenrheidiol rhwng llywodraeth genedlaethol a lleol, ysgolion ac athrawon ynghylch y cyfeiriad cyffredinol arfaethedig, gan ganiatáu rhyddid i benderfynu ar y ffordd o gyflawni’r bwriadau > yn sail ar gyfer canolbwyntio a chysondeb yn natblygiad proffesiynol athrawon > yn ffocws cyffredinol ar gyfer atebolrwydd a gwella.

en-gb	It is worth noting that there can be pitfalls which can mean that broad aims or purposes may have a limited relationship to the curriculum framework itself.
cy-gb	21 Mae’n werth nodi bod peryglon posibl a all gyfyngu ar y berthynas rhwng y nodau neu ddibenion cyffredinol a’r fframwaith cwricwlwm ei hun.

en-gb	The Cambridge Primary Review cautions that ‘...attempts to define official aims for the education system as a whole have a poor track record...and, more often than not, have been added to policy to give it a cloak of consensus...’11.
cy-gb	Mae Adolygiad Caergrawnt o Addysg Gynradd yn seinio’r rhybudd canlynol: ‘...attempts to define official aims for the education system as a whole have a poor track record ... and, more often than not, have been added to policy to give it a cloak of consensus...’11.

en-gb	Aims can also be superseded by successive pragmatic decisions driven by political or logistical imperatives.
cy-gb	Gall nodau gael eu disodli hefyd drwy benderfyniadau pragmataidd a wneir wedyn am resymau gwleidyddol neu logistaidd.

en-gb	In practice, then, the taught curriculum can become very different from the espoused curriculum.
cy-gb	Yn ymarferol, felly, gall y cwricwlwm a addysgir droi’n rhywbeth gwahanol iawn i’r cwricwlwm a fabwysiadwyd.

en-gb	To avoid these pitfalls, statements of curriculum purpose need to be formulated carefully so that they have integrity, are clear and direct and become central to subsequent engagement and development; in that way they can shape the curriculum and suffuse practice.
cy-gb	Er mwyn osgoi peryglon o’r fath, mae angen geirio datganiadau o ddibenion cwricwlwm yn ofalus fel y byddant yn egwyddorol, yn glir ac yn bendant ac yn dod yn elfen ganolog wedyn yn y broses ymgysylltu a datblygu; drwy wneud hyn, gallant bennu ffurf y cwricwlwm a lledaenu arferion.

en-gb	Common understanding of why we are doing what we are doing is a powerful starting point from which to determine what it is we need to do and how we are going to do it.
cy-gb	Mae cyd-ddealltwriaeth ynghylch pam yr ydym yn gwneud rhywbeth penodol yn fan cychwyn da ar gyfer pennu beth y mae angen ei wneud a sut y byddwn yn ei wneud.

en-gb	What are the current aims of the curriculum?
cy-gb	Beth yw nodau presennol y cwricwlwm?

en-gb	The Education Act 2002 expresses aims in the form of general requirements as follows.
cy-gb	Mae Deddf Addysg 2002 yn mynegi nodau ar ffurf gofynion cyffredinol fel a ganlyn.

en-gb	‘The curriculum for a maintained school or maintained nursery school satisfies the requirements of this section if it is a balanced and broadly based curriculum which —
cy-gb	‘The curriculum for a maintained school or maintained nursery school satisfies the requirements of this section if it is a balanced and broadly based curriculum which –

en-gb	(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
cy-gb	(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and

en-gb	(b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’
cy-gb	(b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’

en-gb	Although such requirements provide a very worthwhile but general guide to the aims of the curriculum, they are not expressed in a form that is likely to have a direct impact on teaching and learning.
cy-gb	Er bod gofynion o’r fath yn ganllaw gwerthfawr ond cyffredinol wrth bennu nodau’r cwricwlwm, nid ydynt wedi’u geirio mewn ffurf sy’n debygol o gael effaith uniongyrchol ar addysgu a dysgu.

en-gb	How are curriculum purposes expressed elsewhere?
cy-gb	Sut y mae dibenion cwricwlwm yn cael eu mynegi mewn lleoedd eraill?

en-gb	The NFER and Arad Research A Rapid Evidence Assessment on the Impact of Curriculum and Assessment Arrangements within High Performing Countries12 notes that ‘Although expressed differently in the policy documents of each of the high performing countries, there is a common, general aim to develop in their learners the necessary attitudes, values, skills and knowledge they need in order to achieve success and fulfilment as engaged thinkers and ethical citizens with an entrepreneurial spirit’.
cy-gb	Yn nogfen y Sefydliad Cenedlaethol er Ymchwil i Addysg (SCYA) ac Arad Research A Rapid Evidence Assessment on the Impact of Curriculum and Assessment Arrangements within High Performing Countries12 nodir, ‘Although expressed differently in the policy documents of each of the high performing countries, there is a common, general aim to develop in their learners the necessary attitudes, values, skills and knowledge they need in order to achieve success and fulfilment as engaged thinkers and ethical citizens with an entrepreneurial spirit’.

en-gb	There is a discernable shift from curriculum specifications based upon traditional subject disciplines towards the framing of purposes in terms of key competences, key skills, life skills, capabilities or capacities, for example in guidance from the European Union (EU), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and OECD.
cy-gb	Gellir canfod newid oddi wrth fanylebau cwricwlwm wedi’u seilio ar ddisgyblaethau pwnc traddodiadol at lunio dibenion yn nhermau cymwyseddau allweddol, sgiliau allweddol, sgiliau bywyd, galluoedd neu fedrusrwydd, er enghraifft mewn canllawiau sydd wedi’u cynnig gan yr Undeb Ewropeaidd (UE), Sefydliad Addysg, Gwyddoniaeth a Diwylliant y Cenhedloedd Unedig (UNESCO) a’r OECD.

en-gb	The agreement of the EU member states to endorse eight key competences encompassing citizenship, society, employment and personal effectiveness has influenced changes to curriculum specifications in countries across Europe.
cy-gb	Mae’r cytundeb gan aelod-wladwriaethau’r UE i gymeradwyo wyth cymhwysedd allweddol sy’n cwmpasu dinasyddiaeth, cymdeithas, cyflogaeth ac effeithiolrwydd personol wedi dylanwadu ar newidiadau ym manylebau cwricwla mewn gwledydd ar draws Ewrop. >

en-gb	> The United States and Australia have developed curriculum frameworks that are based on key skills/key competences. > In New Zealand, children and young people develop competency in thinking, using language, symbols and text, managing self, relating to others and participating and contributing. > In Scotland, the curriculum aims to develop four capacities in young Scots: to become successful learners, confident individuals, responsible citizens and effective contributors. > Curriculum statements generally take account of different aspects of a young person’s development: as a well-rounded, personally effective individual and team member; as an ethical citizen and a member of an increasingly diverse society; as a member of the workforce and a creative contributor to the nation’s economy; as a recipient of and contributor to national and international culture; and as a flexible, lifelong learner. > There is a trend towards emphasising the ability to apply learning across subjects and a disposition to do so effectively.
cy-gb	Mae’r Unol Daleithiau ac Awstralia wedi datblygu fframweithiau cwricwlwm wedi’u seilio ar sgiliau allweddol/cymwyseddau allweddol. > Yn Seland Newydd, mae plant a phobl ifanc yn datblygu cymhwysedd meddwl, gan ddefnyddio iaith, symbolau a thestun, rheoli’r hunan, ymwneud ag eraill a chyfrannu a chyfranogi. > Yn yr Alban, mae’r cwricwlwm yn ceisio meithrin pedwar capasiti mewn pobl ifanc: dod yn ddysgwyr llwyddiannus, yn unigolion hyderus, yn ddinasyddion cyfrifol ac yn gyfranwyr effeithiol. > Fel arfer, bydd datganiadau cwricwlwm yn rhoi sylw i wahanol agweddau ar ddatblygiad y person ifanc: bod yn unigolyn ac yn aelod tîm sydd â chymeriad crwn ac sy’n bersonol effeithiol; bod yn ddinesydd egwyddorol ac yn aelod o gymdeithas fwyfwy amrywiol; bod yn aelod o’r gweithlu ac yn gyfrannwr creadigol i economi’r wlad; a bod yn un sy’n derbyn ac yn cyfrannu i ddiwylliant cenedlaethol a rhyngwladol; a bod yn ddysgwr hyblyg gydol oes. > Mae tuedd gynyddol i bwysleisio’r gallu i gymhwyso’r hyn a ddysgwyd ar draws pynciau, a’r anian i wneud hynny’n effeithiol.

en-gb	The proposals in this Review take account of these trends and are designed to establish a firm and continuing relationship between defined purposes and learning and teaching processes. >>> Recommendation 2.
cy-gb	Lluniwyd y cynigion yn yr Adolygiad hwn ar ôl ystyried y tueddiadau hyn a’u pwrpas yw creu perthynas gadarn a pharhaus rhwng dibenion diffiniedig a phrosesau dysgu ac addysgu. >>> Argymhelliad 2.

en-gb	The school curriculum should be designed to help all children and young people to develop in relation to clear and agreed purposes.
cy-gb	Dylai’r cwricwlwm ysgol gael ei gynllunio fel y bydd yn helpu pob plentyn a pherson ifanc i ddatblygu mewn perthynas â dibenion clir a chytûn.

en-gb	The purposes should be constructed so that they can directly influence decisions about curriculum, pedagogy and assessment.
cy-gb	Dylid llunio’r dibenion fel y gallant ddylanwadu’n uniongyrchol ar benderfyniadau ynghylch y cwricwlwm, addysgeg ac asesu.

en-gb	Developing distinctive purposes of the curriculum for Wales The views gathered during the Review’s extensive discussions with school leaders, teachers and other stakeholders help to begin to shape purposes for the curriculum in Wales.
cy-gb	Datblygu dibenion neilltuol y cwricwlwm i Gymru Roedd y farn a gasglwyd yn ystod y trafodaethau helaeth rhwng Tîm yr Adolygiad ac arweinwyr ysgol, athrawon a rhanddeiliaid eraill wedi bod o gymorth wrth ddechrau llunio dibenion ar gyfer y cwricwlwm yng Nghymru.

en-gb	For example, responses to the question in the call for evidence ‘What are the three best things about education in Wales?’14 highlighted support for: > the principles enshrined in the UNCRC > an inclusive approach to education, including the commitment to the comprehensive school system > the Welsh language and culture > the community and civic role of schools in Wales’ society > the health and well-being of our children and young people.
cy-gb	Er enghraifft, roedd ymatebion i’r cwestiwn yn y cais am dystiolaeth, ‘Beth yw’r tri pheth gorau am addysg yng Nghymru?’14 yn dangos cefnogaeth i’r canlynol: > yr egwyddorion sydd wedi’u hymgorffori yn y CCUHP > dull cynhwysol o ddarparu addysg, gan gynnwys yr ymrwymiad i’r system ysgolion cyfun > y Gymraeg a’i diwylliant > y gymuned a rôl ddinesig yr ysgolion mewn cymdeithas yng Nghymru > iechyd a lles ein plant a phobl ifanc.

en-gb	The conclusions of the important set of reports of ‘Task and Finish’ groups commissioned by the Welsh Government also provide clear messages about their desired curriculum purposes.
cy-gb	Mae’r casgliadau yn y set pwysig o adroddiadau gan grwpiau ‘Gorchwyl a Gorffen’ a gomisiynwyd gan Lywodraeth Cymru hefyd yn cyfleu negeseuon clir am eu dibenion cwricwlwm arfaethedig.

en-gb	In particular: > the recommendation in the ICT Steering Group’s report to the Welsh Government that digital literacy, or digital competence, is as important in the twenty-first century as literacy and numeracy > the independent Review of Welsh second language at Key Stages 3 and 4 which argues that ‘The future of Welsh and Welsh culture is wholly dependent on transmitting the language to our young people’ > the final report of the Cwricwlwm Cymreig, history and the story of Wales review group which states that ‘The next national curriculum for Wales should take as its starting point the ideas and ideals embodied in the current Cwricwlwm Cymreig and build upon these as the foundation of the next National Curriculum for Wales rather than as an addition to it.
cy-gb	Yn benodol: > yr argymhelliad yn adroddiad y Grŵp Llywio ar TGCh i Lywodraeth Cymru fod llythrennedd digidol, neu gymhwysedd digidol, yr un mor bwysig yn yr unfed ganrif ar hugain â llythrennedd a rhifedd > yr Adolygiad annibynnol o Gymraeg ail iaith yng Nghyfnodau Allweddol 3 a 4 sy’n dadlau bod ‘dyfodol y Gymraeg a’r diwylliant Cymraeg yn llwyr ddibynnol ar drosglwyddo’r iaith i’n pobl ifainc’ > adroddiad terfynol grŵp adolygu’r Cwricwlwm Cymreig, hanes a stori Cymru sy’n datgan y ‘dylai’r fersiwn nesaf o’r cwricwlwm cenedlaethol i Gymru gymryd fel man cychwyn syniadau a delfrydau’r Cwricwlwm Cymreig presennol, gan adeiladu arnynt yn hytrach na’u trin fel atodiad.

en-gb	It should have a Welsh dimension and an international perspective’ > the report of the Schools and Physical Activity Task and Finish Group which includes the recommendation that the Welsh Government should give PE the status of a ‘core’ subject in order to address ‘...the pivotal and deep-seated concerns around levels of physical activity and the health of our young people in Wales’ > the Arts in Education in the Schools of Wales Review’s recommendations which made the case that the Welsh Government should ‘enhance the current curriculum to include creativity, alongside numeracy and literacy as a core theme across all the subject disciplines and in both primary and secondary education; further, the Welsh Government should consider an arts rich education to be core to the whole school experience of all pupils’
cy-gb	Dylai fod ganddo ddimensiwn Cymreig a phersbectif rhyngwladol’ > adroddiad y Grŵp Gorchwyl a Gorffen ar Ysgolion a Gweithgarwch Corfforol sy’n cynnwys argymhelliad sy’n nodi y dylai Llywodraeth Cymru roi statws pwnc ‘craidd’ i addysg gorfforol er mwyn ‘mynd i’r afael â’r pryderon allweddol, dwfn ynghylch lefelau gweithgarwch corfforol ac iechyd ein pobl ifanc yng Nghymru’ > argymhellion yr Adolygiad o’r Celfyddydau mewn Addysg yn Ysgolion Cymru a ddadleuai y dylai Llywodraeth Cymru ‘ehangu’r cwricwlwm presennol i gynnwys creadigrwydd, ochr yn ochr â rhifedd a llythrennedd fel thema graidd ar draws yr holl ddisgyblaethau pwnc ac mewn addysg gynradd ac uwchradd; at hynny, dylai Llywodraeth Cymru ystyried addysg sy’n gyfoethog yn y celfyddydau yn rhan greiddiol o brofiad ysgol gyfan pob disgybl’

en-gb	> the recognition in the independent report Culture and Poverty: Harnessing the power of the arts, culture and heritage to promote social justice in Wales (Welsh Government, 2014) on the impact the arts and culture can have in promoting social justice in Wales.
cy-gb	24 > y gydnabyddiaeth yn yr adroddiad annibynnol Diwylliant a Thlodi: Defnyddio’r celfyddydau, diwylliant a threftadaeth i hybu cyfiawnder cymdeithasol yng Nghymru (Llywodraeth Cymru, 2014) i effaith bosibl y celfyddydau a diwylliant ar hyrwyddo cyfiawnder cymdeithasol yng Nghymru.

en-gb	Contributors to the call for evidence also offered a range of views in relation to the purposes of the curriculum.
cy-gb	Roedd ymatebwyr i’r cais am dystiolaeth hefyd wedi cynnig barn amrywiol am ddibenion y cwricwlwm.

en-gb	The researchers decided to group these under five headings, as follows. > Successful learners: responses referring to the cognitive outcomes of education and attitudes towards learning and knowledge. > Confident individuals: responses referring to aspects of personal efficacy and self-assurance. > Responsible citizens: responses relating to the need for education to instil a sense of social responsibility. > Competent adults: responses covering ‘life-skills’. > Healthy minds and bodies: responses relating to the need for schools to foster mental and physical well-being.
cy-gb	Penderfynodd yr ymchwilwyr rannu’r ymatebion o dan bum pennawd, fel a ganlyn. > Dysgwyr llwyddiannus: ymatebion sy’n cyfeirio at y deilliannau gwybyddol o addysg ac ymagweddau at ddysgu a gwybodaeth. > Unigolion hyderus: ymatebion sy’n cyfeirio at agweddau ar effeithiolrwydd personol a hunanhyder. > Dinasyddion cyfrifol: ymatebion sy’n ymwneud â’r angen i addysg feithrin ymdeimlad o gyfrifoldeb cymdeithasol. > Oedolion cymwys: ymatebion sy’n ymdrin â ‘sgiliau bywyd’. > Corff a meddwl iach: ymatebion sy’n ymwneud â’r angen i ysgolion feithrin lles meddyliol a chorfforol.

en-gb	Children and young people’s responses emphasised the social significance of going to school.
cy-gb	Roedd ymatebion gan blant a phobl ifanc yn pwysleisio’r arwyddocâd cymdeithasol o fynd i’r ysgol.

en-gb	The single words mentioned most frequently were ‘knowledge’ and ‘friendship’.
cy-gb	Y geiriau a grybwyllwyd amlaf oedd ‘gwybodaeth’ a ‘cyfeillgarwch’.

en-gb	There was also frequent reference to various skills, including working with others, communication and independence, as well as some reference to specific subjects including Welsh, ICT, mathematics and physical education (PE).
cy-gb	Cyfeiriwyd yn aml hefyd at wahanol sgiliau, gan gynnwys gweithio gydag eraill, cyfathrebu ac annibyniaeth, ac roedd rhai cyfeiriadau at bynciau penodol gan gynnwys Cymraeg, TGCh, mathemateg ac addysg gorfforol.

en-gb	Many of these themes are reflected in key Welsh Government policy documents and statements, which provide an important foundation for the identification of purposes of the curriculum in Wales.
cy-gb	25 Mae nifer o’r themâu hyn wedi’u hadlewyrchu mewn dogfennau polisi a datganiadau allweddol a gyhoeddwyd gan Lywodraeth Cymru, sy’n fan cychwyn pwysig ar gyfer pennu dibenion y cwricwlwm yng Nghymru.

en-gb	The Welsh Government’s education improvement plan, Qualified for life15, was published while the Review was underway.
cy-gb	Cyhoeddwyd cynllun Llywodraeth Cymru ar gyfer gwella addysg, Cymwys am oes15, tra oedd yr Adolygiad wrth ei waith.

en-gb	The plan includes a section entitled ‘Improving education the Welsh way’.
cy-gb	Mae’r cynllun yn cynnwys adran o’r enw ‘Gwella addysg mewn ffordd Gymreig’.

en-gb	It provides six principles and values intended to be a guide for building on Wales’ ‘long history and tradition of valuing education’.
cy-gb	Mae’n cynnig chwech o egwyddorion a gwerthoedd yn ganllaw ar gyfer datblygu’r ‘hanes a thraddodiad hir o werthfawrogi addysg’ yng Nghymru.

en-gb	1. Confidence and pride in Wales as a bilingual nation with the strength and assurance to nurture both languages.
cy-gb	1. Hyder a balchder yng Nghymru fel cenedl ddwyieithog sydd â’r cryfder a’r hunanhyder i feithrin y ddwy iaith.

en-gb	2. Learners are at the heart of all we do.
cy-gb	2. Mae dysgwyr yn ganolog i bopeth a wnawn.

en-gb	3. Every child and young person benefits from personalised learning.
cy-gb	3. Mae pob plentyn a pherson ifanc yn elwa ar ddysgu sydd wedi’i bersonoli.

en-gb	4. The success of our education system depends upon the success of all children.
cy-gb	4. Mae llwyddiant ein system addysg yn dibynnu ar lwyddiant pob plentyn.

en-gb	Collective responsibility, supported by cooperative values of partnership, trust, mutual respect and support underpin how we work together.
cy-gb	Mae cydgyfrifoldeb, wedi’i ategu gan werthoedd cydweithredol partneriaeth, ymddiriedaeth, parchu a chynorthwyo ein gilydd yn sail i’r ffordd rydym yn gweithio gyda’n gilydd.

en-gb	5. Developing the capacity for a self-improving system.
cy-gb	5. Datblygu’r capasiti ar gyfer system hunanwella.

en-gb	6. Celebrate success, recognise excellence, and share both.
cy-gb	6. Dathlu llwyddiant, cydnabod rhagoriaeth a rhannu’r ddau.

en-gb	Indications about desired purposes are reflected in other Welsh Government policy statements.
cy-gb	Cyfeirir at ddibenion arfaethedig mewn datganiadau polisi eraill gan Lywodraeth Cymru.

en-gb	These include: > the Welsh-medium Education Strategy (Welsh Government, 2010)16, which sets out Welsh Government’s ambition for ‘a country where Welsh-medium education and training are integral parts of the education infrastructure.
cy-gb	Mae’r rhain yn cynnwys: > y Strategaeth Addysg Cyfrwng Cymraeg (Llywodraeth Cymru, 2010)16, sy’n egluro uchelgais Llywodraeth Cymru i gael ‘gwlad lle y mae addysg a hyfforddiant cyfrwng Cymraeg yn rhannau annatod o’r isadeiledd addysg.

en-gb	We want to ensure that our education system makes it possible for more learners of all ages to acquire a wider range of language skills in Welsh.
cy-gb	Rydym am sicrhau bod y system addysg yn ei gwneud yn bosibl i fwy o ddysgwyr o bob oedran feithrin amrywiaeth ehangach o sgiliau iaith yn y Gymraeg.

en-gb	This will enable them to use the language in their personal lives, socially and in the workplace.
cy-gb	Bydd hyn yn eu galluogi i ddefnyddio’r iaith yn eu bywydau personol, yn gymdeithasol ac yn y gweithle.

en-gb	We want to see a system which is responsive to public demand for an increase in Welsh-medium provision’ > the Welsh Language Strategy, A living language: a language for living (2012)17.
cy-gb	Rydym am weld system sy’n ymateb i alw’r cyhoedd am gynnydd mewn darpariaeth cyfrwng Cymraeg’ > Strategaeth y Gymraeg, Iaith fyw: iaith byw (2012)17.

en-gb	The strategy sets out a plan for increasing the number of people who both speak and use the language > the Welsh Government’s commitment to the UNCRC in 2004, adopted as the basis of all Welsh Government policy making for children and young people, articulated through the seven core aims.
cy-gb	Mae’r strategaeth yn cynnwys cynllun ar gyfer cynyddu nifer y bobl sy’n siarad yr iaith ac yn ei defnyddio > ymrwymiad Llywodraeth Cymru i CCUHP yn 2004, sydd wedi’i fabwysiadu’n sail i’r holl bolisïau y mae Llywodraeth Cymru yn eu llunio ar gyfer plant a phobl ifanc, sy’n cael ei gyfleu drwy’r saith nod craidd.

en-gb	These state that all children and young people: 1. have a flying start in life 2. have a comprehensive range of education and learning opportunities
cy-gb	Mae’r rhain yn datgan y bydd pob plentyn a pherson ifanc: 1. yn cael dechrau teg mewn bywyd 2. yn cael amrywiaeth gynhwysfawr o gyfleoedd addysg a dysgu

en-gb	3. enjoy the best possible health and are free from abuse, victimisation and exploitation 4. have access to play, leisure, sporting and cultural activities 5. are listened to, treated with respect, and have their race and cultural identity recognised 6. have a safe home and a community which supports physical and emotional well-being 7. are not disadvantaged by poverty.
cy-gb	26 3. yn mwynhau’r iechyd gorau posibl ac nad ydynt yn cael eu camdrin, eu fictimeiddio na’u hecsbloetio 4. yn cael mynediad i weithgareddau chwarae, hamdden, chwaraeon a diwylliannol 5. yn cael eu clywed, eu trin â pharch, a bod eu hil a’u hunaniaeth ddiwylliannol yn cael eu cydnabod 6. yn cael cartref diogel a chymuned sy’n cefnogi lles corfforol ac emosiynol 7. yn osgoi cael eu rhoi dan anfantais oherwydd tlodi.

en-gb	The Rights of Children and Young Persons (Wales) Measure (2011) places a duty on all Welsh Ministers to have due regard to the substantive rights and obligations within the UNCRC.
cy-gb	Mae Mesur Hawliau Plant a Phobl Ifanc (Cymru) 2011 yn gosod dyletswydd ar holl Weinidogion Cymru i roi sylw dyladwy i’r hawliau a rhwymedigaethau o sylwedd yn CCUHP.

en-gb	This came into force in May 2012.
cy-gb	Daeth y mesur i rym ym Mai 2012.

en-gb	Other relevant Welsh Government strategies include: > its economic development strategy, which recognises the key role education has to play in a system that ‘gives people the knowledge, skills and confidence they need by the time they reach the statutory school leaving-age, and provides high-quality education and training for employment’18 > its inaugural All Wales Healthy Child Programme (WHCP), currently under development, which will set out an intention to support families to enable their children to attain their full health and developmental potential > its commitment to ensuring that the school setting is a healthy setting, where children and young people’s education can be supported by a holistic approach to health and well-being.
cy-gb	Ymhlith y strategaethau perthnasol eraill a fabwysiadwyd gan Lywodraeth Cymru y mae: > ei strategaeth datblygu economaidd, sy’n cydnabod y rhan allweddol sydd i addysg mewn system ‘sy’n rhoi’r wybodaeth, y sgiliau a’r hyder sydd eu hangen ar bobl erbyn iddynt gyrraedd yr oedran statudol ar gyfer gadael yr ysgol, ac sy’n darparu addysg a hyfforddiant o ansawdd uchel ar gyfer cyflogaeth’18 > ei Rhaglen Plentyn Iach Cymru Gyfan gyntaf, sy’n cael ei datblygu ar hyn o bryd, a fydd yn egluro’r bwriad i helpu teuluoedd i alluogi eu plant i wireddu eu potensial o ran iechyd a datblygiad > ei hymrwymiad i sicrhau y bydd yr ysgol yn lleoliad iach lle y gellir cynnal addysg plant a phobl ifanc drwy ddull cyfannol o drafod iechyd a lles.

en-gb	In addition, the Well-being of Future Generations (Wales) Bill, which is at Stage 1 of the legislative process at the time of drafting this report, identifies a set of goals which express a shared vision of the long-term economic, environmental and social well-being of Wales.
cy-gb	Yn ogystal â hyn, mae Bil Llesiant Cenedlaethau’r Dyfodol (Cymru), a oedd ar Gyfnod 1 yn y broses ddeddfu ar adeg drafftio’r adroddiad hwn, yn disgrifio set o nodau sy’n mynegi cydweledigaeth o les economaidd, amgylcheddol a chymdeithasol Cymru ar gyfer y tymor hir.

en-gb	The goals are for a Wales that is prosperous, resilient, healthier, and more equal, with cohesive communities, a vibrant culture and a thriving Welsh language.
cy-gb	Y nodau ar gyfer Cymru yw y bydd yn ffyniannus, yn gydnerth, yn iachach, yn fwy cyfartal, y bydd ganddi gymunedau cydlynus, ac y bydd ei diwylliant yn fywiog a’r Gymraeg yn ffynnu.

en-gb	Our principles of curriculum design also require that the proposals are authentic and reflect Wales’ own particular values and culture.
cy-gb	Yn unol â’n hegwyddorion ar gyfer cynllunio’r cwricwlwm hefyd, rhaid i’r cynigion fod yn ddilys ac adlewyrchu gwerthoedd a diwylliant Cymru.

en-gb	There is a degree of complexity to be resolved here, and part of the job of the Review was to try to render that complexity manageable.
cy-gb	Mae rhai materion cymhleth y bydd angen eu datrys yn y cyswllt hwn, ac un rhan o waith yr Adolygiad oedd ceisio delio â’r cymhlethdod hwnnw.

en-gb	The following summary of the issues to be addressed in the purposes therefore takes account of Wales’ economic, environmental and social values and aspirations as well as key policies and strategies and the views gathered during the Review.
cy-gb	Felly mae’r crynodeb canlynol o’r materion sydd i’w trafod yn y dibenion yn cynnwys gwerthoedd a dyheadau Cymru o ran yr economi, yr amgylchedd a chymdeithas yn ogystal â pholisïau a strategaethau allweddol a’r farn a gasglwyd yn ystod yr Adolygiad.

en-gb	Summary of the themes to be addressed in the purposes The evidence considered by the Review reinforces the need for common purposes that apply to all children and young people and promote high aspirations and a determination to achieve.
cy-gb	27 Crynodeb o’r themâu sydd i’w trafod yn y dibenion Mae’r dystiolaeth a ystyriwyd yn yr Adolygiad yn cadarnhau bod angen dibenion cyffredin sy’n gymwys i bob plentyn a pherson ifanc ac yn hyrwyddo dyheadau uchelgeisiol a phenderfyniad i lwyddo.

en-gb	Young people should all leave school having experienced a broad education that equips them to thrive in an increasingly complex and rapidly changing world.
cy-gb	Mae’n bwysig sicrhau y bydd pob person ifanc, wrth adael yr ysgol, wedi cael addysg eang sy’n ei baratoi i lwyddo mewn byd sy’n fwyfwy cymhleth a chyfnewidiol.

en-gb	Our children and young people need to be rooted in their own cultures and to have a strong sense of identity as citizens of Wales, the United Kingdom, Europe and the wider world.
cy-gb	Mae angen i’n plant a phobl ifanc gael eu gwreiddio yn eu diwylliannau eu hunain a bod â hunaniaeth gryf fel dinasyddion Cymru, y Deyrnas Unedig, Ewrop a’r byd ehangach.

en-gb	Engaged citizenship requires the kind of understanding of democracy, human rights, interdependence, sustainability and social justice that should inform their personal views and sense of commitment.
cy-gb	Er mwyn ennyn diddordeb dinasyddion rhaid meithrin y math o ddealltwriaeth o ddemocratiaeth, hawliau dynol, cyd-ddibyniaeth, cynaliadwyedd a chyfiawnder cymdeithasol a ddylai ffurfio eu barn bersonol a’u synnwyr o ymrwymiad.

en-gb	Children and young people need an ability to deal with difficult and contested ethical issues such as those that can arise from developments in science and digital technologies.
cy-gb	Bydd angen i blant a phobl ifanc allu delio â materion moesegol anodd a dadleuol fel y rheini sy’n codi weithiau o ddatblygiadau mewn gwyddoniaeth a thechnolegau digidol.

en-gb	Active citizenship requires the confidence and resilience that underpin the ability to exert influence and participate in vigorous debate.
cy-gb	Mae dinasyddiaeth weithredol yn galw am yr hyder a’r cadernid sy’n sail i’r gallu i ddylanwadu a chymryd rhan mewn dadleuon bywiog.

en-gb	That confidence should be built on a strong base of knowledge and respect for evidence.
cy-gb	Dylid seilio’r hyder hwnnw ar wybodaeth dda a pharch at dystiolaeth.

en-gb	The evidence also highlights the need for our young people to be ready to learn throughout their lives, leaving school with a sound command of literacy and numeracy skills, and both competent and confident in their use of technology.
cy-gb	Mae’r dystiolaeth hefyd yn tynnu sylw at yr angen i’n pobl ifanc fod yn barod i ddysgu drwy gydol eu hoes, ar ôl gadael yr ysgol â sgiliau llythrennedd a rhifedd cadarn, a gallu a hyder i ddefnyddio technoleg.

en-gb	They should have confidence in engaging with intellectual challenge and be ready to build on what they have learned.
cy-gb	Dylent fod yn hyderus wrth wynebu heriau deallusol a bod yn barod i adeiladu ar yr hyn y maent wedi’i ddysgu.

en-gb	Creativity and enterprise are central features of modern life that should be developed and extended throughout a school career.
cy-gb	Mae creadigrwydd a menter yn elfennau canolog mewn bywyd modern sydd i’w datblygu a’u hymestyn drwy gydol eu gyrfa yn yr ysgol.

en-gb	Young people’s experience at school should have stimulated their imaginations in ways that engender excitement, are personally fulfilling and foster creative thinking.
cy-gb	Mae’n bwysig bod profiad pobl ifanc yn yr ysgol yn symbylu eu dychymyg mewn ffyrdd sy’n eu cyffroi, sy’n gwireddu eu dyheadau ac yn meithrin meddwl creadigol.

en-gb	In addition, they need to be ready to enter the adult world with the ‘softer’ skills, dispositions and attitudes that will be essential in their future lives, including the desire and the capacity to contribute, individually or as a member of a team.
cy-gb	Yn ogystal â hyn, cyn ymuno â byd oedolion, bydd angen iddynt fod wedi meithrin y sgiliau ‘meddalach’, yr anian a’r ymagweddau a fydd yn hanfodol i’w bywyd yn y dyfodol, gan gynnwys yr awydd a’r capasiti i gyfrannu fel unigolion neu fel aelod o dîm.

en-gb	A continuing theme in the evidence was the importance of well-being, and in particular mental health.
cy-gb	Un thema barhaus yn y dystiolaeth oedd pwysigrwydd lles, yn enwedig iechyd meddwl.

en-gb	Schools need to care both for children and young people’s physical and emotional needs and help them to take responsibility for their own lives, understanding the importance of, for example, diet and fitness and being confident in managing their own affairs.
cy-gb	Mae angen i ysgolion ofalu am anghenion corfforol ac emosiynol eu plant a’u pobl ifanc a’u helpu i gymryd cyfrifoldeb dros eu bywyd eu hunain, drwy ddeall pwysigrwydd deiet a ffitrwydd, er enghraifft, a bod yn hyderus wrth reoli eu materion eu hunain.

en-gb	Independence, self-reliance and respect for others should be fostered throughout the teaching and learning process.
cy-gb	Dylid meithrin annibyniaeth, hunanddibyniaeth a pharch at eraill drwy gydol y broses addysgu a dysgu.

en-gb	Against this backdrop, we have sought to develop a vision of a well-educated young person completing their statutory education in Wales.
cy-gb	Yn y cyd-destun hwn, rydym wedi ceisio datblygu gweledigaeth o berson ifanc sydd wedi cael addysg dda ac sy’n cwblhau ei addysg statudol yng Nghymru.

en-gb	As a result, the Review proposes the following four purposes of the curriculum.
cy-gb	O ganlyniad i hyn, mae’r Adolygiad yn cynnig y pedwar diben canlynol ar gyfer y cwricwlwm.

en-gb	These are expressed in terms of what all children and young people should become and achieve through their school education.
cy-gb	Mae’r rhain wedi’u mynegi yn nhermau’r hyn y dylai pob plentyn a pherson ifanc ei wireddu a’i gyflawni drwy ei addysg ysgol.

en-gb	>>> Recommendation 3.
cy-gb	28 >>> Argymhelliad 3.

en-gb	The purposes of the curriculum in Wales should be that children and young people develop as: > ambitious, capable learners, ready to learn throughout their lives > enterprising, creative contributors, ready to play a full part in life and work > ethical, informed citizens of Wales and the world > healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy-gb	Dibenion y cwricwlwm yng Nghymru yw ceisio sicrhau bod plant a phobl ifanc yn datblygu: > yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes > yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith > yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd > yn unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en-gb	The four purposes of the curriculum and the key characteristics On the basis of the evidence and analysis of the Review, we further propose that the four purposes of the curriculum be elaborated in terms of their key characteristics that demonstrate the purpose through practice and should be developed through the curriculum.
cy-gb	Pedwar diben y cwricwlwm a’r nodweddion allweddol Ar sail y dystiolaeth a dadansoddiad yr Adolygiad, rydym yn cynnig ymhellach y bydd pedwar diben y cwricwlwm yn cael eu datblygu yn nhermau eu nodweddion allweddol a fydd yn amlygu’r diben drwy ymarfer ac y dylid datblygu drwy’r cwricwlwm.

en-gb	All our children and young people will be: > ambitious, capable learners who: – set themselves high standards and seek and enjoy challenge – are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts – are questioning and enjoy solving problems – can communicate effectively in different forms and settings, using both Welsh and English – can explain the ideas and concepts they are learning about – can use number effectively in different contexts – understand how to interpret data and apply mathematical concepts – use digital technologies creatively to communicate, find and analyse information – undertake research and evaluate critically what they find and are ready to learn throughout their lives > enterprising, creative contributors who: – connect and apply their knowledge and skills to create ideas and products – think creatively to reframe and solve problems – identify and grasp opportunities – take measured risks – lead and play different roles in teams effectively and responsibly – express ideas and emotions through different media – give of their energy and skills so that other people will benefit and are ready to play a full part in life and work
cy-gb	Bydd ein holl blant a phobl ifanc: > yn ddysgwyr uchelgeisiol, galluog sydd: – yn gosod safonau uchel iddyn nhw eu hunain ac yn chwilio am heriau ac yn eu mwynhau – yn datblygu corff o wybodaeth ac sydd â’r sgiliau sydd eu hangen i gysylltu’r wybodaeth honno a’i chymhwyso at wahanol gyd-destunau – yn ymholgar ac yn mwynhau datrys problemau – yn gallu cyfathrebu’n effeithiol mewn gwahanol ffurfiau a lleoliadau, drwy’r Gymraeg a’r Saesneg – yn gallu egluro’r syniadau a chysyniadau y maent yn dysgu amdanynt – yn gallu defnyddio rhif yn effeithiol mewn gwahanol gyd-destunau – yn deall sut i ddehongli data a chymhwyso cysyniadau mathemategol – yn defnyddio technolegau digidol yn greadigol i gyfathrebu a dod o hyd i wybodaeth a’i dadansoddi – yn ymchwilio ac yn gwerthuso eu canfyddiadau’n feirniadol ac yn barod i ddysgu drwy gydol eu hoes > yn gyfranwyr mentrus, creadigol sydd: – yn cysylltu ac yn cymhwyso eu gwybodaeth a’u sgiliau i greu syniadau a chynhyrchion – yn meddwl yn greadigol er mwyn ail-lunio a datrys problemau – yn adnabod cyfleoedd ac yn manteisio arnynt – yn mentro’n bwyllog – yn arwain ac yn chwarae rolau gwahanol mewn timau’n effeithiol ac yn gyfrifol

en-gb	> ethical, informed citizens who: – find, evaluate and use evidence in forming views – engage with contemporary issues based upon their knowledge and values – understand and exercise their human and democratic responsibilities and rights – understand and consider the impact of their actions when making choices and acting – are knowledgeable about their culture, community, society and the world, now and in the past – respect the needs and rights of others, as a member of a diverse society – show their commitment to the sustainability of the planet and are ready to be citizens of Wales and the world > healthy, confident individuals who: – have secure values and are establishing their spiritual and ethical beliefs – are building their mental and emotional well-being by developing confidence, resilience and empathy – apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives – know how to find the information and support to keep safe and well – take part in physical activity – take measured decisions about lifestyle and manage risk – have the confidence to participate in performance – form positive relationships based upon trust and mutual respect – face and overcome challenge – have the skills and knowledge to manage everyday life as independently as they can and are ready to lead fulfilling lives as valued members of society.
cy-gb	29 – yn mynegi syniadau ac emosiynau drwy wahanol gyfryngau – yn rhoi o’u hegni a’u sgiliau fel y bydd pobl eraill yn elwa ac yn barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith > yn ddinasyddion egwyddorol, gwybodus sydd: – yn canfod, yn gwerthuso ac yn defnyddio tystiolaeth wrth ffurfio barn – yn trafod materion cyfoes ar sail eu gwybodaeth a’u gwerthoedd – yn deall ac yn arfer eu cyfrifoldebau a’u hawliau dynol a democrataidd – yn deall ac yn ystyried effaith eu gweithredoedd wrth ddewis a gweithredu – yn wybodus am eu diwylliant, eu cymuned, eu cymdeithas a’r byd yn awr ac yn y gorffennol – yn parchu anghenion a hawliau pobl eraill, fel aelod o gymdeithas amrywiol – yn dangos eu hymrwymiad i sicrhau cynaliadwyedd y blaned ac yn barod i fod yn ddinasyddion i Gymru a’r byd > yn unigolion iach, hyderus sydd: – â gwerthoedd sicr ac sy’n sefydlu eu credoau ysbrydol a moesegol – yn meithrin eu lles meddyliol ac emosiynol drwy ddatblygu hyder, cadernid ac empathi – yn cymhwyso gwybodaeth am effaith deiet ac ymarfer ar iechyd corfforol a meddyliol yn eu bywyd pob dydd – yn gwybod sut i ddod o hyd i’r wybodaeth a’r cymorth sydd eu hangen i gadw’n ddiogel ac iach – yn cymryd rhan mewn gweithgarwch corfforol – yn gwneud penderfyniadau pwyllog ynghylch eu ffordd o fyw ac yn rheoli risg – â’r hyder sydd ei angen i gymryd rhan mewn perfformiadau – yn ffurfio perthnasoedd cadarnhaol wedi’u seilio ar ymddiriedaeth a pharch at ei gilydd – yn wynebu heriau ac yn eu trechu – â’r sgiliau a’r wybodaeth sydd eu hangen i ddelio â’u bywyd pob dydd mor annibynnol ag y gallant ac yn barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en-gb	If these purposes secure general support from across Wales, they should guide all future decisions about national and local educational priorities and underpin all teaching and learning in Wales.
cy-gb	Os bydd y dibenion hyn yn ennill cefnogaeth gyffredinol ledled Cymru, dylent fod yn sail i’r holl benderfyniadau yn y dyfodol am flaenoriaethau addysgol cenedlaethol a lleol ac yn sylfaen i’r holl addysgu a dysgu yng Nghymru.

en-gb	The next chapter considers how the curriculum might be structured in order to enable these purposes to be realised for each child and young person in every school.
cy-gb	Yn y bennod nesaf, byddwn yn ystyried sut y gellir strwythuro’r cwricwlwm er mwyn gwireddu’r dibenion hyn ar gyfer pob plentyn a pherson ifanc ym mhob ysgol.

en-gb	Chapter 4: Structure We expect children and young people to learn a vast amount during their period of statutory education and they will be working across a very wide range of fronts at any one time.
cy-gb	30 Pennod 4: Strwythur Rydym yn disgwyl i blant a phobl ifanc ddysgu symiau anferth o wybodaeth yn ystod eu haddysg statudol a byddant yn gweithio mewn nifer o feysydd amrywiol iawn ar adeg benodol.

en-gb	This chapter explores the important question of how future national expectations for what children and young people will learn should be structured so as to make it most likely that the identified curriculum purposes will be achieved.
cy-gb	Y cwestiwn pwysig sydd dan sylw yn y bennod hon yw sut i strwythuro disgwyliadau cenedlaethol am yr hyn y bydd plant a phobl ifanc yn ei ddysgu yn y dyfodol fel y bydd y dibenion cwricwlwm a nodwyd yn fwyaf tebygol o gael eu cyflawni.

en-gb	The Review provides an opportunity to design a curriculum structure which supports the achievement of the four curriculum purposes, addresses the current complexity and other structural matters which currently hinder good teaching and learning, and builds on the best aspects of current structures.
cy-gb	Mae’r Adolygiad yn cynnig cyfle i gynllunio strwythur cwricwlwm a fydd yn helpu i gyflawni’r pedwar diben cwricwlwm, yn delio â’r cymhlethdod presennol a materion strwythurol eraill sy’n llesteirio addysgu a dysgu da ar hyn o bryd, ac yn adeiladu ar yr agweddau gorau yn y strwythurau presennol.

en-gb	This chapter considers the history and form of the current structure and then sets out a proposed new structure for organising national expectations, firstly in terms of breadth and balance (for example across different subjects) and secondly in terms of the progress that we expect children and young people to make during the period of statutory education.
cy-gb	Yn y bennod hon, byddwn yn ystyried hanes a ffurf y strwythur presennol ac wedyn yn disgrifio strwythur newydd arfaethedig ar gyfer trefnu disgwyliadau cenedlaethol, yn gyntaf o ran ehangder a chydbwysedd (er enghraifft ar draws gwahanol bynciau) ac yn ail o ran y cynnydd yr ydym yn disgwyl i blant a phobl ifanc ei wneud yn ystod eu haddysg statudol.

en-gb	The national curriculum since 1988 Wales has arrived at its current curriculum and assessment arrangements through a series of reviews following the Education Reform Act 1988 (ERA) introduced by the then Government in Westminster.
cy-gb	Y cwricwlwm cenedlaethol er 1988 Mae Cymru wedi cyrraedd y sefyllfa bresennol o ran y cwricwlwm a’r trefniadau asesu drwy gyfres o adolygiadau sydd wedi dilyn Deddf Diwygio Addysg 1988 a gyflwynwyd gan y Llywodraeth ar y pryd yn San Steffan.

en-gb	The ERA introduced the basic curriculum (which at the time consisted of the national curriculum and religious education (RE)) and focused on providing a legislative framework designed to ensure the quality of teaching and learning and consistency of opportunity and standards. Since the Education Reform Act 1988 there have been three further curriculum reviews in Wales (not including the current review).
cy-gb	Roedd Deddf Diwygio Addysg 1988 wedi cyflwyno’r cwricwlwm sylfaenol (a oedd ar y pryd yn cynnwys y cwricwlwm cenedlaethol ac addysg grefyddol) ac wedi canolbwyntio ar ddarparu fframwaith deddfwriaethol ar gyfer sicrhau ansawdd addysgu a dysgu a chyfleoedd a safonau cyson. Ers Deddf Diwygio Addysg 1988, cafwyd tri adolygiad pellach o’r cwricwlwm yng Nghymru (heb gynnwys yr adolygiad presennol).

en-gb	The most recent review (2008) included a stronger emphasis on skills, cross-cutting themes, flexibility and future-proofing the curriculum to make it relevant to the twenty-first century.
cy-gb	Roedd yr adolygiad diweddaraf (2008) yn rhoi mwy o bwyslais ar sgiliau, themâu trawsgwricwlaidd, hyblygrwydd a phrawfesur y cwricwlwm o safbwynt y dyfodol i’w wneud yn berthnasol i’r unfed ganrif ar hugain.

en-gb	The following table sets out current requirements with respect to curriculum provision in schools in Wales.
cy-gb	Mae’r tabl canlynol yn dangos y gofynion presennol ar gyfer darparu’r cwricwlwm mewn ysgolion yng Nghymru.

en-gb	National Curriculum requirements for Wales: September 2014 Foundation Phase National Literacy and Numeracy Framework (LNF) Skills framework for 3 to 19-year-olds (non-statutory) Seven Areas of Learning: – Personal and Social Development, Well-Being and Cultural Diversity – Language, Literacy and Communication Skills – Mathematical Development – Welsh Language Development (English-medium schools) – Knowledge and Understanding of the World – Physical Development – Creative Development and a framework for the basic curriculum (in maintained schools) for RE.
cy-gb	33 Gofynion y cwricwlwm cenedlaethol yng Nghymru: Medi 2014 Cyfnod Sylfaen Fframwaith Llythrennedd a Rhifedd Cenedlaethol (FfLlRh) Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed (anstatudol) Saith Maes Dysgu: – Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol – Sgiliau Iaith, Llythrennedd a Chyfathrebu – Datblygiad Mathemategol – Datblygu’r Gymraeg (ysgolion cyfrwng Saesneg) – Gwybodaeth a Dealltwriaeth o’r Byd – Datblygiad Corfforol – Datblygiad Creadigol a fframwaith i’r cwricwlwm sylfaenol (mewn ysgolion a gynhelir) ar gyfer addysg grefyddol.

en-gb	Key Stage 2 National Literacy and Numeracy Framework (LNF) Skills framework for 3 to 19-year-olds (non-statutory) Programmes of study for: – English, Welsh, mathematics and science (core subjects) – Welsh second language (English-medium schools), design and technology, ICT, history, geography, art and design, music and PE (foundation subjects) and frameworks for the basic curriculum – PSE, RE, and sex education.
cy-gb	Cyfnod Allweddol 2 Fframwaith Llythrennedd a Rhifedd Cenedlaethol (FfLlRh) Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed (anstatudol) Rhaglenni astudio ar gyfer: – Cymraeg, Saesneg, mathemateg a gwyddoniaeth (pynciau craidd) – Cymraeg ail iaith (ysgolion cyfrwng Saesneg), dylunio a thechnoleg, TGCh, hanes, daearyddiaeth, celf a dylunio, cerddoriaeth ac addysg gorfforol (pynciau sylfaen) a fframweithiau ar gyfer y cwricwlwm sylfaenol – ABCh, addysg grefyddol ac addysg rhyw.

en-gb	Key Stage 3 National Literacy and Numeracy Framework (LNF) Skills framework for 3 to 19-year-olds (non-statutory) Programmes of study for: – English, Welsh, mathematics and science (core subjects) – Welsh second language (English-medium schools), design and technology, ICT, history, geography, art and design, music, PE and modern foreign languages (foundation subjects) and frameworks for the basic curriculum – PSE, RE, sex education and careers and the world of work.
cy-gb	Cyfnod Allweddol 3 Fframwaith Llythrennedd a Rhifedd Cenedlaethol (FfLlRh) Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed (anstatudol) Rhaglenni astudio ar gyfer: – Cymraeg, Saesneg, mathemateg a gwyddoniaeth (pynciau craidd) – Cymraeg ail iaith (ysgolion cyfrwng Saesneg), dylunio a thechnoleg, TGCh, hanes, daearyddiaeth, celf a dylunio, cerddoriaeth, addysg gorfforol ac ieithoedd tramor modern (pynciau sylfaen) a fframweithiau ar gyfer y cwricwlwm sylfaenol – ABCh, addysg grefyddol, addysg rhyw, a gyrfaoedd a’r byd gwaith.

en-gb	14–19
cy-gb	14–19

en-gb	Skills framework for 3 to 19-year-olds (non-statutory) other skills including WBQ Programmes of study for: – English, Welsh, mathematics and science (core subjects) – PE and Welsh second language (English-medium schools) (foundation subjects) and the basic curriculum – PSE, RE, sex education, and careers and the world of work.
cy-gb	Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed (anstatudol) sgiliau eraill yn cynnwys CBC Rhaglenni astudio ar gyfer: – Cymraeg, Saesneg, mathemateg a gwyddoniaeth (pynciau craidd) – addysg gorfforol a Chymraeg ail iaith (ysgolion cyfrwng Saesneg) (pynciau sylfaen) a’r cwricwlwm sylfaenol – ABCh, addysg grefyddol, addysg rhyw, a gyrfaoedd a’r byd gwaith.

en-gb	In October 2014, following an open consultation, the Welsh Government published revised Areas of Learning for Language, Literacy and Communication Skills and Mathematical Development, and programmes of study for Key Stages 2 to 4 for English, Welsh (first language) and mathematics.
cy-gb	Yn Hydref 2014, ar ôl cynnal ymgynghoriad agored, cyhoeddodd Llywodraeth Cymru Feysydd Dysgu diwygiedig ar gyfer Sgiliau Iaith, Llythrennedd a Chyfathrebu a Datblygiad Mathemategol, a rhaglenni astudio ar gyfer Cyfnodau Allweddol 2 i 4 ar gyfer Cymraeg (iaith gyntaf), Saesneg a mathemateg.

en-gb	The programmes of study also align with the GCSE specification content for the new qualifications which will be delivered for the first time in September 2015.
cy-gb	Mae’r rhaglenni astudio yn gyson hefyd â chynnwys y manylebau TGAU ar gyfer y cymwysterau newydd a gaiff eu cyflwyno am y tro cyntaf ym Medi 2015.

en-gb	The evidence collected during the course of the Review strongly suggests that, despite successive modifications, the philosophy, form and content of the current national curriculum require significant change.
cy-gb	Mae’r dystiolaeth a gasglwyd yn ystod yr Adolygiad yn awgrymu’n gryf, er gwaethaf y gyfres o addasiadau sydd wedi’u gwneud, fod angen newid sylweddol yn athroniaeth, ffurf a chynnwys y cwricwlwm cenedlaethol presennol.

en-gb	There was a recurring view that the curriculum had become unwieldy, overcrowded and atomistic, and that it was inhibiting opportunities to apply learning more holistically in ‘real life’ situations, or to use that learning creatively to address issues that cross subject boundaries.
cy-gb	Mynegwyd y farn dro ar 6l tro fod y cwricwlwm wedi mynd yn anhylaw, yn orlawn ac yn ddigyswllt, a’i fod yn cyfyngu ar gyfleoedd i gymhwyso’r hyn a ddysgwyd yn fwy cyfannol mewn sefyllfaoedd ‘bywyd go iawn’, neu i wneud defnydd creadigol o’r hyn a ddysgwyd i drafod materion sy’n croesi ffiniau pwnc.

en-gb	A curriculum defined largely in terms of discrete subjects can become directly translated into a timetable within which important cross-curricular learning can be marginalised.
cy-gb	Os yw cwricwlwm wedi’i ddiffinio’n bennaf ar sail pynciau sydd ar wahân i’w gilydd, mae’n hawdd ei droi’n amserlen sydd weithau’n gwthio dysgu trawsgwricwlaidd pwysig i’r cyrion.

en-gb	In addition, separate subject planning, combined with a narrow interpretation of how best to develop literacy and numeracy skills, was sometimes inadvertently resulting in a narrow and repetitive set of experiences.
cy-gb	Yn ogystal â hyn, roedd y broses o gynllunio pynciau ar wahân, ynghyd â’r dehongliad cul o’r ffordd orau o feithrin sgiliau llythrennedd a rhifedd, yn arwain yn anfwriadol weithiau at gynnig set o brofiadau cyfyng ac ailadroddus.

en-gb	Criteria for a curriculum structure for the future Evidence gathered during the Review, together with our principles of curriculum design (see page 14), suggests that any proposed structure should satisfy a number of criteria.
cy-gb	Meini prawf ar gyfer strwythur cwricwlwm i’r dyfodol Mae tystiolaeth a gasglwyd yn ystod yr Adolygiad, ynghyd â’n hegwyddorion ar gyfer cynllunio’r cwricwlwm (gweler tudalen 14), yn awgrymu y bydd angen bodloni nifer o feini prawf mewn unrhyw strwythur arfaethedig.

en-gb	The structure of the curriculum should: > reflect directly and promote the curriculum purposes > embody the entitlement of all children and young people, including those with severe, profound or multiple learning difficulties, to a high-quality, broad and appropriately balanced education throughout the period of statutory education > promote progression in children and young people’s learning > encourage depth of learning and provide appropriate challenge in ways that will raise overall standards of achievement > promote coherence and encourage children and young people to make connections across different aspects of their learning > enable children and young people to apply in unfamiliar contexts what they have learned > promote sustained attention to the development and application of knowledge and skills in literacy, numeracy and digital competence > ensure appropriate emphasis on the Welsh language and culture
cy-gb	Dylai strwythur y cwricwlwm: > adlewyrchu’r dibenion cwricwlwm yn uniongyrchol a’u hyrwyddo > ymgorffori’r hawl sydd gan bob plentyn a pherson ifanc, gan gynnwys y rheini sydd ag anawsterau dysgu difrifol, dwys neu luosog, i gael addysg eang sy’n uchel ei hansawdd ac yn briodol o ran ei chydbwysedd drwy gydol eu cyfnod o addysg statudol > hybu dilyniant yn y dysgu gan blant a phobl ifanc > hyrwyddo dysgu dwfn a chynnig her briodol mewn ffyrdd a fydd yn codi safonau cyflawni’n gyffredinol > hybu cydlyniant a chymell plant a phobl ifanc i greu cysylltiadau rhwng gwahanol agweddau ar eu dysgu > galluogi plant a phobl ifanc i gymhwyso’r hyn y maent wedi’i ddysgu mewn cyd-destunau anghyfarwydd > hyrwyddo sylw parhaus i’r broses o ddatblygu a chymhwyso gwybodaeth a sgiliau o ran llythrennedd, rhifedd a chymhwysedd digidol > sicrhau pwyslais priodol ar y Gymraeg a’i diwylliant > hybu addysgu a dysgu symbylol a deniadol

en-gb	> encourage stimulating and engaging teaching and learning > be as simple and straightforward as possible > be understood by and have the confidence of parents, carers and teachers.
cy-gb	35 > bod mor syml a hawdd ei ddeall â phosibl > cael ei ddeall gan rieni, gofalwyr ac athrawon ac ennyn hyder ynddynt.

en-gb	Structuring learning (1): the breadth of the curriculum The first dimension we consider is breadth.
cy-gb	Strwythuro dysgu (1): ehangder y cwricwlwm Y dimensiwn cyntaf i’w ystyried yw ehangder.

en-gb	What is needed is some way of making sense of the span of knowledge, skills, dispositions and experiences that collectively comprise the breadth of the curriculum by using a coherent and manageable number of organisers.
cy-gb	Mae angen ffordd o wneud synnwyr o rychwant yr wybodaeth, y sgiliau, yr anian a’r profiadau sydd gyda’i gilydd yn ffurfio ehangder y cwricwlwm drwy ddefnyddio nifer o drefnyddion cydlynol a hawdd eu trin.

en-gb	Some argue that subjects embody our cultural and educational inheritance as well as our accumulated wisdom and should therefore be used as the organisers.
cy-gb	Mae rhai’n dadlau mai pynciau sy’n ymgorffori ein treftadaeth ddiwylliannol ac addysgol yn ogystal â’n holl ddoethineb ac felly mai’r rhain yw’r trefnyddion priodol.

en-gb	Others advocate an approach founded on the skills and competences that are thought to reflect more directly the requirements of modern life.
cy-gb	Mae eraill yn dadlau o blaid dull wedi’i seilio ar y sgiliau a chymwyseddau y credir eu bod yn adlewyrchu anghenion bywyd modern yn fwy uniongyrchol.

en-gb	The ‘subject against skill/competence’ debate represents an unhelpful polarisation, since both make important contributions to fulfilling the purposes of the curriculum.
cy-gb	Mae’r ddadl sy’n gosod ‘pynciau’ yn erbyn ‘sgiliau/cymwyseddau’ yn creu pegynu di-fudd, gan fod y ddau’n bwysig o ran eu cyfraniad at gyflawni dibenion y cwricwlwm.

en-gb	The structure of the curriculum should therefore ensure that the vital contribution of disciplinary learning is preserved but is supplemented by other aspects that relate directly to the needs of today and provide sound preparation for the challenges of tomorrow.
cy-gb	Felly rhaid i strwythur y cwricwlwm sicrhau bod y cyfraniad hanfodol gan ddysgu disgyblaethol yn cael ei gadw ond ei fod yn cael ei ategu gan agweddau eraill sy’n ymwneud yn uniongyrchol ag anghenion heddiw ac yn paratoi plant a phobl ifanc yn dda ar gyfer heriau yfory.

en-gb	This is in line with findings of a report commissioned by Welsh Government in 2013 which concluded there ‘is evidence, internationally, of a move towards more skills-based curricula that are focused on identifying and defining essential overarching competences alongside the more traditional subject-based curriculum content’19.
cy-gb	Mae hyn yn gyson â’r canfyddiadau mewn adroddiad a gomisiynwyd gan Lywodraeth Cymru yn 2013 a ddaeth i’r casgliad hwn: ‘there is evidence, internationally, of a move towards more skills-based curricula that are focused on identifying and defining essential overarching competences alongside the more traditional subject-based curriculum content’19.

en-gb	There has been an international trend in recent years towards using ‘areas of learning’ as curriculum organisers, sometimes combining disciplinary learning and wider capabilities or capacities. > Within the broad umbrella of the Melbourne Declaration on Educational Goals for Young People in 2008, the Australian national curriculum attempts to marry disciplinary learning with a ‘global orientation’ expressed in general capabilities and cross-curricular priorities.
cy-gb	Cafwyd tuedd ryngwladol yn y blynyddoedd diwethaf at ddefnyddio ‘meysydd dysgu’ yn drefnyddion cwricwlwm, gan eu cyfuno weithiau â dysgu disgyblaethol a medrusrwydd neu gapasiti ehangach. > O fewn cwmpas eang Datganiad Melbourne ar Nodau Addysgol i Bobl Ifanc a gyhoeddwyd yn 2008, mae cwricwlwm cenedlaethol Awstralia yn ceisio cyplysu dysgu disgyblaethol â ‘chyfeiriadedd byd-eang’ sydd wedi’i fynegi ar ffurf galluoedd cyffredinol a blaenoriaethau trawsgwricwlaidd.

en-gb	The structure reflects goals associated with well-being, culture, basic skills, ICT, employability and personal effectiveness and also makes direct reference to the importance of disciplinary knowledge with eight learning areas: English; mathematics; sciences; humanities and social sciences; arts; languages; health and physical education; ICT and design and technology. > New Zealand also has eight areas: English; the arts; health and physical education; learning languages; mathematics and statistics; science; social sciences; and technology.
cy-gb	Mae’r strwythur yn adlewyrchu nodau sy’n gysylltiedig â lles, diwylliant, sgiliau sylfaenol, TGCh, cyflogadwyedd ac effeithiolrwydd personol ac yn cyfeirio’n uniongyrchol at bwysigrwydd gwybodaeth ddisgyblaethol ac wyth maes dysgu: Saesneg; mathemateg; gwyddorau; dyniaethau a gwyddorau cymdeithasol; celfyddydau; ieithoedd; iechyd ac addysg gorfforol; TGCh a dylunio a thechnoleg. > Ceir wyth maes yn Seland Newydd hefyd: Saesneg; y celfyddydau; iechyd ac addysg gorfforol; dysgu ieithoedd; mathemateg ac ystadegau; gwyddoniaeth; gwyddorau cymdeithasol; a thechnoleg.

en-gb	In addition, it has specified key competencies in: thinking; using language, symbols and texts; managing self; relating to others; and participating and contributing. > The Netherlands employs six broad areas: Dutch; English (at the top of primary school); arithmetic and mathematics; social and environmental > studies (geography, history, science, citizenship, social and life skills, healthy living, social structures, religious and ideological movements); creative expression (music, drawing and handicrafts); and sports and movement. > Northern Ireland has six areas: the arts (art and design, music, drama); languages and literacy (talking, listening, reading, writing, drama); mathematics and numeracy; personal development (emotional development, learning to learn, health, relationships and sexual education) and mutual understanding (in the local and global community); physical development and movement; and the world around us (geography, history, science and technology).
cy-gb	Yn ogystal â hyn, mae’n cynnwys cymwyseddau allweddol penodol mewn: meddwl; defnyddio iaith, symbolau a thestunau; rheoli’r hunan; ymwneud ag eraill; a chyfrannu a chyfranogi. > Mae’r Iseldiroedd yn defnyddio chwe maes eang: Iseldireg; Saesneg (ar ddiwedd y cyfnod cynradd); rhifyddeg a mathemateg; astudiaethau cymdeithasol ac amgylcheddol (daearyddiaeth, hanes, gwyddoniaeth, dinasyddiaeth, sgiliau bywyd a chymdeithasol, byw’n iach, strwythurau cymdeithasol, mudiadau 36 crefyddol ac ideolegol); mynegiant creadigol (cerddoriaeth, arlunio a chrefftau); a chwaraeon a symud. > Yng Ngogledd Iwerddon ceir chwe maes: y celfyddydau (celf a dylunio, cerddoriaeth, drama); ieithoedd a llythrennedd (siarad, gwrando, darllen, ysgrifennu, drama); mathemateg a rhifedd; datblygiad personol (datblygiad emosiynol, dysgu am ddysgu, iechyd, perthnasoedd ac addysg rhyw) a chyd-ddealltwriaeth (yn y gymuned leol a’r gymuned fyd-eang); datblygiad corfforol a symud; a’r byd o’n cwmpas (daearyddiaeth, hanes, gwyddoniaeth a thechnoleg).

en-gb	The strands within each area share curriculum objectives and teachers are expected to integrate learning across the areas.
cy-gb	Mae’r llinynnau ym mhob maes yn rhannu amcanion cwricwlwm ac mae disgwyl i athrawon integreiddio dysgu ar draws y meysydd.

en-gb	In addition to the learning areas, RE remains a compulsory subject.
cy-gb	Yn ogystal â’r meysydd dysgu, mae addysg grefyddol yn parhau’n bwnc gorfodol.

en-gb	There are cross-curricular skills in communication, using mathematics and using ICT.
cy-gb	Ceir sgiliau trawsgwricwlaidd mewn cyfathrebu, defnyddio mathemateg a defnyddio TGCh.

en-gb	There are also thinking skills and personal capabilities, which comprise a similar range of skills to the personal, learning and thinking skills in England’s new secondary curriculum. > Scotland has eight curriculum areas: expressive arts; health and well-being; languages; mathematics; religious and moral education; sciences; social studies; technologies.
cy-gb	Hefyd ceir sgiliau meddwl a galluoedd personol, sy’n cynnwys amrywiaeth o sgiliau sy’n debyg i’r sgiliau personol, dysgu a meddwl yn y cwricwlwm uwchradd newydd ar gyfer Lloegr. > Yn yr Alban mae wyth maes cwricwlwm: celfyddydau mynegiannol; iechyd a lles; ieithoedd; mathemateg; addysg grefyddol a moesol; gwyddorau; astudiaethau cymdeithasol; technolegau.

en-gb	In addition literacy, numeracy and particular aspects of health and well-being and ICT are to be developed and reinforced across the curriculum. > England retains subjects as the main curriculum building blocks.
cy-gb	Yn ogystal â hyn, mae llythrennedd, rhifedd ac agweddau penodol ar iechyd a lles a TGCh yn cael eu datblygu a’u cryfhau ar draws y cwricwlwm. > Mae Lloegr wedi cadw pynciau’n brif flociau adeiladu ar gyfer y cwricwlwm.

en-gb	The national curriculum remains structured around 12 subjects, split into core and foundation, with associated programmes of study.
cy-gb	Mae’r cwricwlwm cenedlaethol wedi’i strwythuro o hyd ar sail 12 pwnc, sydd wedi’u rhannu’n bynciau craidd a sylfaen, gyda rhaglenni astudio cysylltiedig.

en-gb	Recommendations from independent reviews to move to a structure based on capacities20 and areas of learning have been rejected by the government. > The Foundation Phase in Wales includes seven Areas of Learning.
cy-gb	Mae argymhellion gan adolygiadau annibynnol o blaid mabwysiadu strwythur wedi’i seilio ar gapasiti20 a meysydd dysgu wedi cael eu gwrthod gan y llywodraeth. > Mae’r Cyfnod Sylfaen yng Nghymru’n cynnwys saith Maes Dysgu.

en-gb	Areas of Learning and Experience Taking account of the evidence gathered in the course of the Review and the criteria identified earlier, the Review recommends that a single organising structure for the curriculum should apply for the entire age range from 3 to 16.
cy-gb	Meysydd Dysgu a Phrofiad Ar ôl ystyried y dystiolaeth a gasglwyd yn ystod yr Adolygiad a’r meini prawf a nodwyd yn gynharach, mae’r Adolygiad yn argymell defnyddio un strwythur trefniadol ar gyfer y cwricwlwm ar draws yr ystod oedran gyfan rhwng 3 ac 16 oed.

en-gb	We propose that this structure should comprise ‘Areas of Learning and Experience’.
cy-gb	Rydym yn cynnig y bydd y strwythur hwn yn cynnwys ‘Meysydd Dysgu a Phrofiad’.

en-gb	Each of the Areas of Learning and Experience should make distinct and strong contributions to developing the four purposes of the curriculum.
cy-gb	Bydd pob un o’r Meysydd Dysgu a Phrofiad yn cyfrannu mewn ffordd bendant a phenodol at ddatblygu pedwar diben y cwricwlwm.

en-gb	Taken together, they should define the breadth of the curriculum.
cy-gb	Gyda’i gilydd, byddant yn diffinio ehangder y cwricwlwm.

en-gb	We have chosen the term ‘Area of Learning and Experience’ (originally used in a 1985 HMI Report21 and subsequently by ACCAC22) rather than the narrower ‘Area of Learning’ currently used in the Foundation Phase.
cy-gb	Rydym wedi dewis y term ‘Maes Dysgu a Phrofiad’ (a ddefnyddiwyd gyntaf mewn Adroddiad gan Arolygwyr Ei Mawrhydi21 ym 1985 ac wedyn gan ACCAC22) yn hytrach na’r term mwy cyfyng ‘Maes Dysgu’ sy’n cael ei ddefnyddio ar hyn o bryd yn y Cyfnod Sylfaen.

en-gb	The intention is to signal the importance of educational experiences as an integral part of the curriculum, to broaden children and young people’s horizons, stimulate their imaginations and promote enjoyment in learning.
cy-gb	Y bwriad yw dangos bod profiadau addysgol yn rhan bwysig ac annatod o’r cwricwlwm, i ehangu gorwelion plant a phobl ifanc, symbylu eu dychymyg a hybu mwynhad wrth ddysgu.

en-gb	The education of children and young people should include rich experiences that are valuable in their own right.
cy-gb	Mae’n bwysig bod addysg plant a phobl ifanc yn cynnwys profiadau cyfoethog sy’n werthfawr ar eu pen eu hunain.

en-gb	The Review affirms that subjects and disciplines should remain important but that these should be grouped within six Areas of Learning and Experience.
cy-gb	Mae’r Adolygiad yn cadarnhau y dylai pynciau a disgyblaethau fod yn bwysig o hyd ond y dylid eu grwpio o fewn chwe Maes Dysgu a Phrofiad.

en-gb	Each of these Areas of Learning and Experience should include, where appropriate, both a Welsh dimension and an international perspective in line with the recommendations of the independent review of the Cwricwlwm Cymreig, history and the story of Wales.
cy-gb	Bydd pob un o’r Meysydd Dysgu a Phrofiad hyn yn cynnwys, lle bo’n briodol, dimensiwn Cymreig yn ogystal â phersbectif rhyngwladol yn unol ag argymhellion yr adolygiad annibynnol o’r Cwricwlwm Cymreig, hanes a stori Cymru.

en-gb	The Cambridge Primary Review23 identifies characteristics that help to define such areas.
cy-gb	Mae Adolygiad Caergrawnt o Addysg Gynradd23 yn enwi nodweddion sy’n helpu i ddiffinio meysydd o’r fath.

en-gb	These characteristics include their internal logic or integrity, the knowledge that should form the core and their relationship to educational aims.
cy-gb	Ymhlith y nodweddion hyn mae eu rhesymeg neu gyfanrwydd mewnol, yr wybodaeth sy’n ffurfio’r craidd a’u perthynas â nodau addysgol.

en-gb	Similarly, each of the Areas of Learning and Experience advocated by this Review should: ) provide a rich context for achieving the purposes of the curriculum ) be internally coherent ) employ distinctive ways of thinking and have an identifiable core of disciplinary and instrumental knowledge. )))
cy-gb	Yn yr un modd, disgwylir y dylai pob un o’r Meysydd Dysgu a Phrofiad sydd wedi’u hargymell yn yr Adolygiad hwn: ) gynnig cyd-destun cyfoethog ar gyfer cyflawni dibenion y cwricwlwm ) bod yn fewnol gydlynol ) defnyddio ffyrdd neilltuol o feddwl a chynnwys craidd penodol o wybodaeth ddisgyblaethol a chyfryngol. )))

en-gb	The curriculum 3–16 should be organised into Areas of Learning and Experience that establish the breadth of the curriculum.
cy-gb	Dylai’r cwricwlwm i ddysgwyr 3–16 oed gael ei drefnu’n Feysydd Dysgu a Phrofiad sy’n pennu ehangder y cwricwlwm.

en-gb	These areas should provide rich contexts for developing the four curriculum purposes, be internally coherent, employ distinctive ways of thinking, and have an identifiable core of disciplinary or instrumental knowledge.
cy-gb	Disgwylir y bydd y meysydd hyn yn cynnig cyd-destunau cyfoethog ar gyfer datblygu’r pedwar diben cwricwlwm, y byddant yn fewnol gydlynol, yn defnyddio ffyrdd neilltuol o feddwl, ac yn cynnwys craidd penodol o wybodaeth ddisgyblaethol neu gyfryngol.

en-gb	The Review proposes six Areas of Learning and Experience, as follows: > Expressive arts > Health and well-being > Humanities > Languages, literacy and communication > Mathematics and numeracy > Science and technology. >>> Recommendation 5.
cy-gb	38 Mae’r Adolygiad yn cynnig chwe Maes Dysgu a Phrofiad fel a ganlyn: > Celfyddydau mynegiannol > Iechyd a lles > Dyniaethau > Ieithoedd, llythrennedd a chyfathrebu > Mathemateg a rhifedd > Gwyddoniaeth a thechnoleg. >>> Argymhelliad 5.

en-gb	The new national curriculum in Wales should have six Areas of Learning and Experience: Expressive arts; Health and well-being; Humanities; Languages, literacy and communication; Mathematics and numeracy; and Science and technology.
cy-gb	Dylai’r cwricwlwm cenedlaethol newydd yng Nghymru gynnwys chwe Maes Dysgu a Phrofiad: Celfyddydau mynegiannol; Iechyd a lles; Dyniaethau; Ieithoedd, llythrennedd a chyfathrebu; Mathemateg a rhifedd; a Gwyddoniaeth a thechnoleg.

en-gb	The Areas of Learning and Experience should not be seen as watertight compartments but rather a means of organising the intentions for each child and young person’s learning, with decisions and plans for how these should translate into day-to-day activities taking place creatively at school level.
cy-gb	Nid yw’r Meysydd Dysgu a Phrofiad i’w hystyried yn adrannau digyswllt ond yn hytrach yn ffordd o drefnu’r bwriadau ar gyfer dysgu gan bob plentyn a pherson ifanc, gan wneud penderfyniadau a chynlluniau’n greadigol ar lefel yr ysgol i droi’r rhain yn weithgareddau o ddydd i ddydd.

en-gb	They are therefore not timetabling devices.
cy-gb	Felly nid ydynt yn offer ar gyfer amserlennu.

en-gb	Having common Areas of Learning and Experience from 3 to 16 should promote and underpin continuity and progression and help to make the structure easier to understand.
cy-gb	Un fantais o gael Meysydd Dysgu a Phrofiad cyffredin rhwng 3 ac 16 oed yw y bydd yn hyrwyddo ac yn ategu dilyniant a pharhad ac yn helpu i wneud y strwythur yn haws ei ddeall.

en-gb	The approach should help to ensure breadth and encourage appropriate decisions about ‘balance’ across a child or young person’s learning at any time, for example by removing distinctions between ‘core’ and ‘foundation’ subjects.
cy-gb	Rydym yn rhagweld y bydd y dull hwn o weithredu’n helpu i amddiffyn ehangder y cwricwlwm ac yn arwain at benderfyniadau priodol ynghylch ‘cydbwysedd’ y dysgu gan blentyn neu berson ifanc ar adeg benodol, er enghraifft drwy ddileu’r gwahaniaethau rhwng pynciau ‘craidd’ a ‘sylfaen’.

en-gb	Individual teachers, including specialist teachers in secondary schools, will draw upon the different Areas of Learning and Experience in their planning.
cy-gb	Bydd athrawon unigol, gan gynnwys athrawon arbenigol mewn ysgolion uwchradd, yn gwneud defnydd o’r gwahanol Feysydd Dysgu a Phrofiad wrth gynllunio.

en-gb	This should help to address concerns about compartmentalisation by encouraging teachers to work creatively, and collaboratively, across subject boundaries in the context of the four curriculum purposes.
cy-gb	Rydym yn rhagweld y bydd hyn yn helpu i ymateb i bryderon ynghylch rhannu addysg yn adrannau drwy gymell athrawon i gydweithio’n greadigol ar draws ffiniau pwnc yng nghyd-destun y pedwar diben cwricwlwm.

en-gb	Teachers should be able to help children and young people to make links across learning, bringing together different aspects to address important issues relating, for example, to citizenship, enterprise, financial capability and sustainability.
cy-gb	Bydd yn bwysig bod athrawon yn gallu helpu plant a phobl ifanc i greu cysylltiadau ar draws eu dysgu, drwy gyfuno gwahanol agweddau er mwyn trafod materion pwysig sy’n ymwneud, er enghraifft, â dinasyddiaeth, menter, medrusrwydd ariannol a chynaliadwyedd.

en-gb	Cross-curriculum Responsibilities: literacy, numeracy and digital competence There is a range of competences and skills which are foundations for almost all learning and are essential to being able to participate successfully and confidently in the modern world.
cy-gb	Cyfrifoldebau Trawsgwricwlaidd: llythrennedd, rhifedd a chymhwysedd digidol Mae set o gymwyseddau a sgiliau sy’n sylfaen i bron pob math o ddysgu ac sy’n hanfodol er mwyn gallu cymryd rhan yn llwyddiannus a hyderus yn y byd modern.

en-gb	Priority has already been given to literacy and numeracy within the Welsh curriculum through the LNF, including Routes to literacy and Routes to numeracy.
cy-gb	Rhoddwyd blaenoriaeth eisoes i lythrennedd a rhifedd yn y cwricwlwm yng Nghymru drwy’r FfLlRh, gan gynnwys Ar drywydd llythrennedd ac Ar drywydd rhifedd.

en-gb	In addition, the recommendations in the ICT Steering Group’s report to the Welsh Government24 and the findings of the Review point clearly to the conclusion that digital competence is increasingly fundamental to learning and life and that it should have similar status within the curriculum to that of literacy and numeracy.
cy-gb	At hynny, mae’r argymhellion yn adroddiad y Grŵp Llywio ar TGCh i Lywodraeth Cymru24 a chanfyddiadau’r Adolygiad yn arwain yn glir at y casgliad bod cymhwysedd digidol yn fwyfwy hanfodol ar gyfer dysgu a bywyd ac y dylid rhoi statws tebyg iddo yn y cwricwlwm i’r hyn sydd gan lythrennedd a rhifedd.

en-gb	The Review therefore recommends that literacy, numeracy and digital competence should be Cross-curriculum Responsibilities for all teachers and people who work with children and young people.
cy-gb	Felly mae’r Adolygiad yn argymell y dylai llythrennedd, rhifedd a chymhwysedd digidol fod yn Gyfrifoldebau Trawsgwricwlaidd i’r holl athrawon a phobl sy’n gweithio gyda phlant a phobl ifanc.

en-gb	The curriculum structure needs to ensure that children and young people develop high levels of competence in these aspects and have frequent opportunities to develop, extend and apply them across the curriculum.
cy-gb	Rhaid sicrhau, drwy strwythur y cwricwlwm, fod plant a phobl ifanc yn datblygu lefelau cymhwysedd uchel yn yr agweddau hynny a’u bod yn cael cyfleoedd aml i’w datblygu, eu hymestyn a’u cymhwyso ar draws y cwricwlwm.

en-gb	Competence in literacy, including competence in the spoken word, syntax and spelling, is essential for learning across the curriculum, not least because of the fundamental role of language in thinking.
cy-gb	Mae cymhwysedd mewn llythrennedd, gan gynnwys cymhwysedd yn yr iaith lafar, cystrawen a sillafu, yn hanfodol ar gyfer dysgu ar draws y cwricwlwm, yn bennaf oherwydd y lle hanfodol sydd i iaith wrth feddwl.

en-gb	The key to developing command of these skills lies not in repetition and drill for significant periods of time during the school day but in a sound understanding of their essential components supported by developmentally appropriate teaching and learning and rich contexts within which they can be reinforced, extended and applied.
cy-gb	Er mwyn meistroli’r sgiliau hyn, yr hyn sy’n hanfodol, yn hytrach na drilio ac ailadrodd am gyfnodau hir yn ystod y diwrnod ysgol, yw meithrin dealltwriaeth dda o’u cydrannau hanfodol gyda chymorth addysgu a dysgu sy’n briodol i ddatblygiad plant a phobl ifanc a chynnig cyd-destunau cyfoethog lle y gellir eu cryfhau, eu hymestyn a’u cymhwyso.

en-gb	Without this, as one contributor remarked, ‘There is a real danger that we are teaching the mechanics of writing but giving the children nothing to write about’.
cy-gb	Os na cheir hyn, fel y nododd un cyfrannwr, ‘There is a real danger that we are teaching the mechanics of writing but giving the children nothing to write about’.

en-gb	Children and young people also need every opportunity to explain thinking, explore and discuss ideas and use language skills at an appropriate level.
cy-gb	Mae angen i blant a phobl ifanc gael pob cyfle hefyd i egluro eu meddwl, ystyried a thrafod syniadau a defnyddio sgiliau iaith ar lefel briodol.

en-gb	The literacy component of the LNF provides guidance about a common approach to the reinforcement of such skills at different developmental stages.
cy-gb	Mae cydran llythrennedd y FfLlRh yn rhoi cyfarwyddyd ynghylch dull cyffredin o gryfhau sgiliau o’r fath ar wahanol gamau datblygiadol.

en-gb	Similarly, numeracy, including arithmetical and data-handling skills, is deployed widely across the curriculum, and competence in numeracy is essential for independent living and work.
cy-gb	Yn yr un modd, mae rhifedd, gan gynnwys sgiliau rhifyddeg a thrin data, yn cael ei ddefnyddio’n eang ar draws y cwricwlwm, ac mae cymhwysedd mewn rhifedd yn hanfodol ar gyfer byw a gweithio’n annibynnol.

en-gb	Children and young people need regular opportunities to deepen their understanding of number and, as with literacy, to reinforce and use their numeracy skills in different contexts.
cy-gb	Mae angen i blant a phobl ifanc gael cyfleoedd rheolaidd i feithrin mwy o ddealltwriaeth o rif ac, yn yr un modd â llythrennedd, i gryfhau a defnyddio eu sgiliau rhifedd mewn gwahanol gyd-destunau.

en-gb	It is important that all teachers and other staff who work with children and young people have an understanding of how best to reinforce these skills and take opportunities to consolidate learning appropriately.
cy-gb	Mae’n bwysig bod yr holl athrawon a staff eraill sy’n gweithio gyda phlant a phobl ifanc yn deall beth yw’r ffordd orau o gryfhau’r 40 sgiliau hyn ac yn manteisio ar gyfleoedd i atgyfnerthu’r hyn a ddysgwyd mewn ffordd briodol.

en-gb	The numeracy component of the LNF provides guidance about a common approach to the reinforcement of such skills at different developmental stages.
cy-gb	Mae cydran rhifedd y FfLlRh yn rhoi cyfarwyddyd ynghylch dull cyffredin o gryfhau sgiliau o’r fath ar wahanol gamau datblygiadol.

en-gb	Digital competence plays an increasingly powerful role in the lives of children and young people, for communication, networking, information, leisure and entertainment as well as for an increasing range of transactions and educational applications.
cy-gb	Mae cymhwysedd digidol yn chwarae rhan gynyddol ym mywydau plant a phobl ifanc, ar gyfer cyfathrebu, rhwydweithio, gwybodaeth, hamdden ac adloniant a hefyd drwy amrywiaeth gynyddol o drafodion a chymwysiadau addysgol.

en-gb	The ability to use digital technology skills creatively is an increasingly common feature of the modern workplace, for example for developing simulated models that test out ideas safely and inexpensively or when using complex medical equipment that needs to be reprogrammed to match the patient’s individual needs.
cy-gb	Mae’r gallu i ddefnyddio sgiliau technoleg ddigidol mewn ffordd greadigol yn agwedd fwyfwy cyffredin yn y gweithle modern, er enghraifft ar gyfer datblygu modelau efelychu sy’n rhoi prawf ar syniadau’n ddiogel ac yn rhad neu wrth ddefnyddio cyfarpar meddygol cymhleth y mae angen ei ailraglennu i gwrdd ag anghenion penodol y claf.

en-gb	As recommended by the ICT Steering Group, the competences ‘should not primarily be predicated on rapidly changing technologies, but should focus on pedagogy, deeper skill development, transferability, and understanding, as well as potential application of these competencies’.
cy-gb	Fel y mae’r Grŵp Llywio ar TGCh wedi argymell ‘Ni ddylid seilio’r broses o gaffael sgiliau Llythrennedd Digidol a chymwyseddau digidol yn bennaf ar dechnolegau sy’n newid yn gyflym; dylai ganolbwyntio ar addysgeg, datblygu sgiliau dyfnach, gallu trosglwyddo, a dealltwriaeth, yn ogystal â defnydd posibl y cymwyseddau hyn’.

en-gb	All teachers and other staff should have responsibility to support the development of digital competences, and the skills and knowledge to do this.
cy-gb	Rhaid i’r holl athrawon a staff eraill fod yn gyfrifol am helpu i feithrin cymwyseddau digidol, a’r sgiliau a gwybodaeth ar gyfer hynny.

en-gb	For the future, the expectations for progression from 3 to 16 in literacy and numeracy would build on the work that has been done in Wales to embed these skills at the heart of, and importantly across, the Welsh education system.
cy-gb	Ar gyfer y dyfodol, byddai’r disgwyliadau o ran dilyniant rhwng 3 ac 16 oed mewn llythrennedd a rhifedd yn adeiladu ar y gwaith sydd wedi’i wneud yng Nghymru i sefydlu’r sgiliau hyn ar ganol ac, yn bwysig, ar draws y system addysg yng Nghymru.

en-gb	In terms of the structure of the curriculum, the expectations for literacy and numeracy would form part of, and be highlighted mainly within, the Languages, literacy and communication, and Mathematics and numeracy Areas of Learning and Experience respectively.
cy-gb	Yn nhermau strwythur y cwricwlwm, byddai’r disgwyliadau o ran llythrennedd yn rhan o Faes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu, a’r disgwyliadau o ran rhifedd yn rhan o Faes Dysgu a Phrofiad Mathemateg a rhifedd, a byddent yn cael eu nodi’n bennaf yn y meysydd hynny.

en-gb	Expectations about progression in these aspects would be based upon the existing LNF and the recently developed Areas of Learning for Language, Literacy and Communication Skills and for Mathematical Development, as well as the programmes of study for English, Welsh (first language) and mathematics.
cy-gb	Byddai disgwyliadau o ran dilyniant yn yr agweddau hyn yn cael eu seilio ar y FfLlRh presennol a’r Meysydd Dysgu sydd wedi’u datblygu’n ddiweddar ar gyfer Sgiliau Iaith, Llythrennedd a Chyfathrebu ac ar gyfer Datblygiad Mathemategol, yn ogystal â’r rhaglenni astudio ar gyfer Cymraeg (iaith gyntaf), Saesneg a mathemateg.

en-gb	There would be references within the other Areas of Learning and Experience to particularly fruitful opportunities for the development of literacy and numeracy.
cy-gb	Byddai cyfeiriadau yn y Meysydd Dysgu a Phrofiad eraill at gyfleoedd buddiol i ddatblygu llythrennedd a rhifedd.

en-gb	As part of the development flowing from the Review a digital competence progression framework and an accompanying ‘Routes to Learning Digital Competence’ would need to be developed, taking account of the recommendations of the ICT report.
cy-gb	Yn y gwaith a fydd yn deillio o’r Adolygiad, bydd angen datblygu fframwaith ar gyfer dilyniant mewn cymhwysedd digidol, ynghyd â dogfen ‘Ar Drywydd Dysgu Cymhwysedd Digidol’, gan ystyried yr argymhellion yn yr adroddiad ar TGCh.

en-gb	Different aspects would be included and highlighted within the most relevant Areas of Learning and Experience, for example within Languages, literacy and communication for aspects relating to language and communication, and Science and technology for scientific interfacing, data handling and process design.
cy-gb	Byddai gwahanol agweddau’n cael eu cynnwys a’u nodi o fewn y Meysydd Dysgu a Phrofiad mwyaf perthnasol, er enghraifft o fewn Ieithoedd, llythrennedd a chyfathrebu ar gyfer agweddau sy’n ymwneud ag iaith a chyfathrebu, a Gwyddoniaeth a thechnoleg ar gyfer rhyngwynebu gwyddonol, trin data a chynllunio prosesau.

en-gb	Schools should identify a member of staff who would lead and support each of the three Cross-curriculum Responsibilities.
cy-gb	Dylai ysgolion ddynodi aelod staff a fydd yn arwain ac yn hybu pob un o’r tri Chyfrifoldeb Trawsgwricwlaidd.

en-gb	>>> Recommendations 6.
cy-gb	41 >>> Argymhellion 6.

en-gb	Children and young people should have their learning developed across the curriculum through three Cross-curriculum Responsibilities that should be the responsibility of all teachers: literacy; numeracy; and digital competence.
cy-gb	Dylai dysgu gan blant a phobl ifanc gael ei ddatblygu ar draws y cwricwlwm drwy dri Chyfrifoldeb Trawsgwricwlaidd a ddylai fod yn gyfrifoldeb i’r holl athrawon: llythrennedd; rhifedd; a chymhwysedd digidol.

en-gb	7. A digital competence framework and an accompanying ‘Routes to Learning Digital Competence’ should be developed and be included as a Cross-curriculum Responsibility.
cy-gb	7. Dylai fframwaith cymhwysedd digidol, ynghyd â dogfen ‘Ar Drywydd Dysgu Cymhwysedd Digidol’, gael eu datblygu a’u cynnwys fel Cyfrifoldeb Trawsgwricwlaidd.

en-gb	Wider skills The Welsh Government, in common with other countries across the world, has recognised the importance of ensuring that children and young people develop a range of ‘wider skills’ thought necessary for modern life and work.
cy-gb	Sgiliau ehangach Yn yr un modd â gwledydd eraill ar draws y byd, mae Llywodraeth Cymru wedi cydnabod pwysigrwydd sicrhau bod plant a phobl ifanc yn datblygu set o ‘sgiliau ehangach’ y credir eu bod yn angenrheidiol ar gyfer bywyd a gwaith yn y byd modern.

en-gb	It has taken steps to ensure that children and young people develop these wider skills and become more resilient and better able to deal with the changing challenges that face individuals now and in the future.
cy-gb	Mae wedi cymryd camau i ofalu bod plant a phobl ifanc yn datblygu’r sgiliau ehangach hyn ac yn dod yn fwy cydnerth a galluog wrth ddelio â’r heriau cyfnewidiol y bydd unigolion yn eu hwynebu’n awr ac yn y dyfodol.

en-gb	A NFER/Arad report cites Parsons and Beauchamps (2012)25 who conclude that most high-performing countries highlight problem solving, creative and critical thinking, selecting information, applying knowledge and drawing conclusions as the most prevalent skills identified.
cy-gb	Mewn adroddiad gan SCYA/Arad cyfeirir at Parsons a Beauchamps (2012)25 sydd wedi dod i’r casgliad bod y gwledydd sy’n perfformio orau yn nodi mai’r sgiliau a ddefnyddir amlaf yw datrys problemau, meddwl yn greadigol a beirniadol, dethol gwybodaeth, cymhwyso gwybodaeth a dod i gasgliadau.

en-gb	The 2008 curriculum review in Wales led to the introduction of a non-statutory Skills framework for 3 to 19-year-olds in Wales, whereas in Phase 1 of the curriculum and assessment arrangements review it was suggested that ‘wider skills should be developed across all four phases/stages of education, including Key Stage 4, providing clear routes for skills progression from Foundation Phase through to the Welsh Baccalaureate Qualification (WBQ)’26.
cy-gb	Roedd yr adolygiad o’r cwricwlwm yng Nghymru yn 2008 wedi arwain at gyflwyno Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed yng Nghymru ar sail anstatudol, tra cafwyd awgrym yng Ngham 1 yr adolygiad o’r cwricwlwm a’r trefniadau asesu y dylid datblygu sgiliau ehangach ‘ar draws pob un o’r pedwar cyfnod addysgol, gan gynnwys Cyfnod Allweddol 4, gan roi llwybrau clir ar gyfer datblygu sgiliau o’r Cyfnod Sylfaen i Gymhwyster Bagloriaeth Cymru’26.

en-gb	The ‘wider skills’ in Wales comprise27: > critical thinking and problem solving – marshalling critical and logical processes to analyse and understand situations and develop responses and solutions > planning and organising – implementing solutions and executing ideas and monitoring and reflecting on results > creativity and innovation – generating ideas, openness and courage to explore ideas and express opinions > personal effectiveness – reflecting on and understanding oneself and others, behaving in effective and appropriate ways; being an effective learner.
cy-gb	Y ‘sgiliau ehangach’ yng Nghymru yw27: > meddwl yn feirniadol a datrys problemau – mabwysiadu prosesau beirniadol a rhesymegol i ddadansoddi a deall sefyllfaoedd a llunio ymatebion a datrysiadau > cynllunio a threfnu – sicrhau atebion a gweithredu syniadau a monitro ac ystyried y canlyniadau > creadigrwydd ac arloesedd – meddwl am syniadau, bod yn agored a magu hyder i archwilio syniadau a mynegi barn > effeithiolrwydd personol – ystyried eich hun a deall eich hun ac eraill, ymddwyn mewn modd effeithiol a phriodol; bod yn ddysgwr effeithiol.

en-gb	The new Welsh Baccalaureate model recognises the key roles which these skills have to play, particularly from an employment perspective, but there is a strong
cy-gb	Mae’r model newydd ar gyfer Bagloriaeth Cymru yn cydnabod y rolau allweddol sydd i’r sgiliau hyn, yn enwedig o safbwynt cyflogaeth, ond mae dadl gryf o blaid eu

en-gb	argument that they should be introduced at the beginning of a child’s education and developed throughout their time in school, rather than appearing when a young person is in Year 10.
cy-gb	42 cyflwyno ar ddechrau addysg y plentyn a’u datblygu drwy gydol ei amser yn yr ysgol, yn hytrach na’u cynnwys pan fydd y person ifanc ym Mlwyddyn 10.

en-gb	The Review proposes that wider skills should be addressed from the start of schooling in ways that recognise how children learn and develop.
cy-gb	Mae’r Adolygiad yn cynnig y bydd sylw’n cael ei roi i sgiliau ehangach o ddechrau’r cyfnod mewn ysgol mewn ffyrdd sy’n ystyriol o’r modd y mae plant yn dysgu a datblygu.

en-gb	As indicated in the previous section, the Review proposes that digital competence should be one of the three Cross-curriculum Responsibilities.
cy-gb	Fel y nodwyd yn yr adran flaenorol, mae’r Adolygiad yn cynnig y bydd cymhwysedd digidol yn un o’r tri Chyfrifoldeb Trawsgwricwlaidd.

en-gb	The Review proposes that the other four wider skills should be embedded within each Area of Learning and Experience.
cy-gb	Mae’r Adolygiad yn cynnig y bydd y pedwar sgil ehangach arall yn cael eu cynnwys ym mhob Maes Dysgu a Phrofiad.

en-gb	Separate frameworks for these wider skills would introduce further complexity into the design of the curriculum, and that would replicate some of the concerns about the current situation.
cy-gb	Byddai sefydlu fframweithiau ar wahân ar gyfer y sgiliau ehangach hyn yn cymhlethu cynllun y cwricwlwm ymhellach, a byddai hynny’n ailadrodd rhai o’r pryderon am y sefyllfa bresennol.

en-gb	Schools and teachers will be able to focus on devising suitable learning, teaching and assessment activities that reflect these wider skills. )))
cy-gb	Bydd ysgolion ac athrawon yn gallu canolbwyntio ar ddyfeisio gweithgareddau addas ar gyfer dysgu, addysgu ac asesu sy’n adlewyrchu’r sgiliau ehangach hyn. )))

en-gb	The expectations for the three Cross-curriculum Responsibilities and wider skills should be embedded within the Areas of Learning and Experience.
cy-gb	Dylai’r disgwyliadau ar gyfer y tri Chyfrifoldeb Trawsgwricwlaidd a sgiliau ehangach gael eu cynnwys yn y Meysydd Dysgu a Phrofiad.

en-gb	The six Areas of Learning and Experience The following section considers in more detail each of the six proposed Areas of Learning and Experience and the way in which they might be constructed.
cy-gb	Y chwe Maes Dysgu a Phrofiad Yn yr adran sy’n dilyn, rydym yn ymdrin yn fwy manwl â phob un o’r chwe Maes Dysgu a Phrofiad arfaethedig a ffyrdd posibl o’u llunio.

en-gb	In each case, we provide a rationale for the Area of Learning and Experience, outline its scope and offer a small number of illustrations of how the Area relates to the four curriculum purposes.
cy-gb	Ym mhob achos, rydym yn cynnig sail resymegol i’r Maes Dysgu a Phrofiad, yn amlinellu ei gynnwys ac yn rhoi nifer bach o enghreifftiau i ddangos y berthynas rhwng y Maes Dysgu a Phrofiad a’r pedwar diben cwricwlwm.

en-gb	Rationale Through the Expressive arts Area of Learning and Experience, schools and teachers can encourage children and young people to develop their creative appreciation and talent and their artistic and performance skills.
cy-gb	Sail Resymegol Drwy Faes Dysgu a Phrofiad y Celfyddydau mynegiannol, bydd ysgolion ac athrawon yn gallu annog plant a phobl ifanc i feithrin eu gwerthfawrogiad a’u doniau creadigol a’u sgiliau celfyddydol a pherfformio.

en-gb	The expressive arts provide opportunities to explore thinking, refine, and communicate ideas, engaging thinking, imagination and senses creatively. They also promote exploration of issues of personal and cultural identity.
cy-gb	Mae’r celfyddydau mynegiannol yn cynnig cyfleoedd i ymchwilio, mireinio a chyfleu syniadau, gan ddefnyddio’r meddwl, y dychymyg a’r synhwyrau mewn ffordd greadigol.

en-gb	Engagement with the expressive arts requires application, perseverance and close attention to detail, capacities that have benefits across learning more widely.
cy-gb	Wrth ymwneud â’r celfyddydau mynegiannol, rhaid wrth ymroddiad, dyfalbarhad a gofal am fanylion, ac mae’r rhain yn alluoedd sy’n fanteisiol ar gyfer dysgu’n gyffredinol.

en-gb	In the Arts in Education in the Schools of Wales review commissioned by the Welsh Government28, Professor Dai Smith said powerfully ‘It is clear...that countries across the world recognise the significance and potential of the arts in enabling improved educational, social and economic outcomes’29.
cy-gb	Yn yr adolygiad o’r Celfyddydau mewn Addysg yn Ysgolion Cymru a gomisiynwyd gan Lywodraeth Cymru28, cafwyd y geiriau grymus hyn gan yr Athro Dai Smith, ‘Mae’n amlwg ... bod gwledydd ledled y byd yn cydnabod arwyddocâd a photensial y celfyddydau o ran galluogi gwell deilliannau addysgol, cymdeithasol ac economaidd’29.

en-gb	The expressive arts provide inspiration and motivation as they bring children and young people into contact with the creative processes, performances and products of others and stimulate their own experimentation and creativity.
cy-gb	28 43 Mae’r celfyddydau mynegiannol yn ysbrydoli ac yn ysgogi plant a phobl ifanc gan eu bod yn dod â nhw i gysylltiad â phrosesau creadigol, perfformiadau a chynhyrchion pobl eraill ac yn eu symbylu i arbrofi a chreu eu hunain.

en-gb	They provide many opportunities for experiences such as visits to theatres and galleries and for bringing the specialist expertise of, for example, artists and musicians into the classroom.
cy-gb	Maent yn cynnig llawer o gyfleoedd i fwynhau profiadau fel ymweliadau â theatrau ac orielau celf ac i ddod ag arbenigedd arlunwyr a cherddorion, er enghraifft, i’r ystafell ddosbarth.

en-gb	Achievement in the expressive arts also provides a basis for lifelong participation and can ultimately contribute to a thriving economy and cultural life for Wales.
cy-gb	Bydd cyflawniadau yn y celfyddydau mynegiannol hefyd yn fan cychwyn i gyfranogi drwy gydol oes a gall hyn gyfrannu yn y pen draw at ffyniant economi a bywyd diwylliannol Cymru.

en-gb	Scope and connections with other Areas of Learning and Experience The Expressive arts Area of Learning and Experience will span art, drama, music, dance, film and digital media, encompassing wider creative aspects such as improvisation.
cy-gb	Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Bydd Maes Dysgu a Phrofiad y Celfyddydau mynegiannol yn cwmpasu celfyddyd, drama, cerddoriaeth, dawns, ffilm a chyfryngau digidol, gan ymestyn i agweddau creadigol ehangach fel perfformio’n fyrfyfyr.

en-gb	The Review has taken account of the report of the review of Arts in Education in the Schools in Wales30, which described ‘the arts’ as including the making, performance, expression or appreciation of one or more of: music; drama; dance; film and digital media; visual arts and design; literature and creative writing.
cy-gb	Mae’r Adolygiad wedi ystyried adroddiad yr adolygiad o’r Celfyddydau mewn Addysg yn Ysgolion Cymru30, a nododd fod ‘y celfyddydau’ yn cynnwys gwneud, perfformio, mynegi neu werthfawrogi un neu ragor o’r ffurfiau canlynol ar gelfyddyd: cerddoriaeth; drama; dawnsio; ffilm a chyfryngau digidol; celfyddydau gweledol a dylunio; llenyddiaeth ac ysgrifennu creadigol.

en-gb	All of these art forms will be addressed within the curriculum, mainly through the Expressive arts Area of Learning and Experience, but outcomes for literature and creative writing will form part of the Languages, literacy and communication Area of Learning and Experience.
cy-gb	Bydd pob un o’r ffurfiau celfyddydol hyn wedi’u cynnwys yn y cwricwlwm, yn bennaf drwy Faes Dysgu a Phrofiad y Celfyddydau mynegiannol, ond bydd deilliannau ar gyfer llenyddiaeth ac ysgrifennu creadigol yn rhan o Faes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu.

en-gb	There will also be connections between the Expressive arts Area of Learning and Experience and the technologies components of the Science and technology and Humanities Areas of Learning and Experience in interpreting and expressing meaning.
cy-gb	Bydd cysylltiadau hefyd rhwng Maes Dysgu a Phrofiad y Celfyddydau mynegiannol a’r cydrannau sy’n ymwneud â thechnolegau ym Meysydd Dysgu a Phrofiad Gwyddoniaeth a thechnoleg a’r Dyniaethau wrth ddehongli a mynegi ystyr.

en-gb	Illustrative examples of how children and young people’s experiences in the Expressive arts Area of Learning and Experience can contribute to all four purposes of the curriculum include: > (ambitious, capable learners) encouraging them to explore new and challenging areas of experience and to strive to improve their performance > (enterprising, creative contributors) developing their creativity in a range of forms of expression; providing rich contexts and challenges within which they can work collaboratively, learning from critical appraisal of their work > (ethical, informed citizens) enabling them to understand their own cultural identity and those of societies in other places and at other times, and to explore complex and difficult issues > (healthy, confident individuals) helping them to develop resilience and feel more confident as they gain enjoyment and personal satisfaction from creative expression; contributing directly to enriching the quality of their lives.
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad y Celfyddydau mynegiannol yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) eu hannog i ymchwilio i feysydd profiad newydd ac ymestynnol ac i ymdrechu i wella eu perfformiad > (cyfranwyr mentrus, creadigol) meithrin eu creadigrwydd mewn amrywiaeth o ffurfiau mynegi; cynnig cyd-destunau a heriau cyfoethog lle y gallant gydweithio, gan ddysgu drwy arfarnu eu gwaith yn feirniadol > (dinasyddion egwyddorol, gwybodus) eu galluogi i ddeall eu hunaniaeth ddiwylliannol eu hunain yn ogystal â hunaniaeth ddiwylliannol cymdeithasau mewn lleoedd a chyfnodau eraill, ac i drafod materion cymhleth ac anodd > (unigolion iach, hyderus) eu helpu i fagu cadernid a theimlo’n fwy hyderus wrth gael mwynhad a boddhad personol o fynegiant creadigol; cyfrannu’n uniongyrchol at gyfoethogi eu hansawdd bywyd.

en-gb	Rationale Children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education.
cy-gb	44 Sail Resymegol Mae angen i blant a phobl ifanc brofi lles cymdeithasol, emosiynol a chorfforol er mwyn ffynnu a llwyddo yn eu haddysg.

en-gb	The Health and well-being Area of Learning and Experience will help them to build the knowledge, understanding and skills that will enable them to develop positive and appropriate relationships, deal with the difficult issues and decisions they will face and learn to live independently.
cy-gb	Bydd Maes Dysgu a Phrofiad Iechyd a lles yn eu helpu i gael yr wybodaeth, y ddealltwriaeth a’r sgiliau a fydd yn eu galluogi i feithrin perthnasoedd cadarnhaol a phriodol, delio â’r materion a’r penderfyniadau anodd y byddant yn eu hwynebu a dysgu i fyw’n annibynnol.

en-gb	In discussions for the Review, many children and young people felt that these were some of the most important issues that they needed to learn about in school.
cy-gb	Mewn trafodaethau â phlant a phobl ifanc ar gyfer yr Adolygiad, roedd nifer o blant a phobl ifanc wedi dweud eu bod yn teimlo bod y rhain ymysg y materion pwysicaf yr oedd angen iddynt ddysgu amdanynt yn yr ysgol.

en-gb	Improving the health and well-being of the nation has been an important feature of Welsh Government policy and support to schools for many years.
cy-gb	Mae’r nod o wella iechyd a lles y genedl wedi bod yn agwedd bwysig ar bolisi Llywodraeth Cymru a’i chymorth i ysgolion ers blynyddoedd lawer.

en-gb	These concerns are highlighted by the report of the Schools and Physical Activity Task and Finish Group31.
cy-gb	Tynnwyd sylw at y pryderon hyn yn yr adroddiad gan y Grŵp Gorchwyl a Gorffen ar Ysgolion a Gweithgarwch Corfforol31.

en-gb	The Health and well-being Area of Learning and Experience aims to help to address concerns about physical activity and diet, for example, as children and young people engage in different kinds of physical activity and gain knowledge and practical skills for healthy eating.
cy-gb	Drwy Faes Dysgu a Phrofiad Iechyd a lles, bwriedir helpu i ymdrin â phryderon ynghylch gweithgarwch corfforol a deiet, er enghraifft wrth i blant a phobl ifanc gymryd rhan mewn gwahanol fathau o weithgarwch corfforol a dysgu a meithrin sgiliau ymarferol ar gyfer bwyta’n iach.

en-gb	As children and young people develop habits that will promote their own and others’ well-being this will make a contribution to reducing health inequalities and improving well-being more widely.
cy-gb	Wrth i blant a phobl ifanc fagu arferion a fydd yn gwella eu lles eu hunain a phobl eraill, bydd hyn yn helpu i leihau anghydraddoldebau iechyd a gwella lles yn gyffredinol.

en-gb	Scope and connections with other Areas of Learning and Experience This Area of Learning and Experience draws on subjects and themes from PE, mental, physical and emotional well-being, sex and relationships, parenting, healthy eating and cooking, substance misuse, work-related learning and experience, and learning for life.
cy-gb	Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Mae’r Maes Dysgu a Phrofiad hwn yn gwneud defnydd o bynciau a themâu sy’n ymwneud ag addysg gorfforol, lles meddyliol, corfforol ac emosiynol, rhyw a pherthnasoedd, rhianta, bwyta’n iach a choginio, camddefnyddio sylweddau, dysgu a phrofiad cysylltiedig â gwaith, a dysgu i fyw.

en-gb	It is also concerned with how the school environment supports children and young people’s social, emotional, spiritual and physical health and well-being through, for example, its climate and relationships, the food it provides, its joint working with other relevant services such as health and social work, and the access it provides to physical activity.
cy-gb	Mae hefyd yn ymwneud â’r ffordd y mae amgylchedd yr ysgol yn hybu iechyd a lles plant a phobl ifanc o safbwynt cymdeithasol, emosiynol, ysbrydol a chorfforol, er enghraifft drwy ei hinsawdd a’i pherthnasoedd, y bwyd y mae’n ei ddarparu, y cydweithio rhyngddi a gwasanaethau perthnasol eraill fel iechyd a gwaith cymdeithasol, a’r cyfleoedd y mae’n eu cynnig i gymryd rhan mewn gweithgarwch corfforol.

en-gb	Teachers will be able to make strong connections between the Health and well-being Area of Learning and Experience and the Expressive arts and Languages, literacy and communication (for example the exploration of relationships through drama and literature), Humanities (for example ethical matters, informed by RE), and Science and technology (for example nutrition, reproduction) Areas of Learning and Experience.
cy-gb	Bydd athrawon yn gallu creu cysylltiadau cryf rhwng Maes Dysgu a Phrofiad Iechyd a lles a Meysydd Dysgu a Phrofiad y Celfyddydau mynegiannol ac Ieithoedd, llythrennedd a chyfathrebu (er enghraifft drwy ymchwilio i berthnasoedd drwy gyfrwng drama a llenyddiaeth), Dyniaethau (er enghraifft materion moesegol, yng nghyd-destun addysg grefyddol), a Gwyddoniaeth a thechnoleg (er enghraifft maeth a chenhedlu).

en-gb	Illustrative examples of how children and young people’s experiences in the Health and well-being Area of Learning and Experience can contribute to all four purposes of the curriculum include: › (ambitious, capable learners) putting into practice their knowledge and understanding of social, physical and emotional health in their own lives
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Iechyd a lles yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: › (dysgwyr uchelgeisiol, galluog) cymhwyso eu gwybodaeth a’u dealltwriaeth o iechyd cymdeithasol, corfforol ac emosiynol yn eu bywyd eu hunain

en-gb	> (enterprising, creative contributors) developing the skills and attributes for successful participation in work; taking part in team endeavours; mentoring and supporting others > (ethical, informed citizens) understanding the consequences of actions that affect others and themselves and taking these into account in actions and decisions; understanding health, legal, political and ethical issues associated with drug and alcohol policy > (healthy, confident individuals) knowing how to keep safe in a range of different circumstances and where to go for help; undertaking regular physical activity; developing and maintaining positive relationships.
cy-gb	45 > (cyfranwyr mentrus, creadigol) meithrin sgiliau a phriodoleddau ar gyfer llwyddo mewn gwaith; cymryd rhan mewn gwaith tîm; mentora a chynorthwyo eraill > (dinasyddion egwyddorol, gwybodus) deall y canlyniadau i weithredoedd sy’n effeithio ar bobl eraill ac arnyn nhw eu hunain ac ystyried y rhain wrth weithredu a phenderfynu; deall materion iechyd, cyfreithiol, gwleidyddol a moesegol sy’n gysylltiedig â pholisi ar gyffuriau ac alcohol > (unigolion iach, hyderus) deall sut i aros yn ddiogel mewn gwahanol amgylchiadau a ble i droi am gymorth; ymgymryd â gweithgarwch corfforol yn rheolaidd; meithrin a chynnal perthnasoedd cadarnhaol.

en-gb	Rationale The Humanities Area of Learning and Experience provides fascinating contexts for children and young people to learn about people, place, time and belief.
cy-gb	Sail Resymegol Mae Maes Dysgu a Phrofiad y Dyniaethau yn cynnig cyd-destunau deniadol i blant a phobl ifanc ddysgu am bobl, lle, amser a chred.

en-gb	It will give them an understanding of historical, geographical, political, economic and societal factors and provide opportunities to engage in informed discussions about ethics, beliefs, religion and spirituality.
cy-gb	Bydd yn eu galluogi i ddeall ffactorau hanesyddol, daearyddol, gwleidyddol, economaidd a chymdeithasol ac yn cynnig cyfleoedd iddynt gymryd rhan mewn trafodaethau gwybodus am foeseg, credoau, crefydd ac ysbrydolrwydd.

en-gb	Children and young people will learn to consider how these different factors interrelate, and develop an understanding of themselves and other people, their own locality, Wales and the world in a range of times, places and circumstances.
cy-gb	Bydd plant a phobl ifanc yn dysgu i ystyried y berthynas rhwng y gwahanol ffactorau hyn, ac yn meithrin dealltwriaeth ohonyn nhw eu hunain a phobl eraill, eu hardal eu hunain, Cymru a’r byd mewn gwahanol gyfnodau, lleoedd ac amgylchiadau.

en-gb	The Humanities Area of Learning and Experience provides rich opportunities for learning beyond the school walls, for example through exploring the local environment and learning from the experience of people and organisations and businesses in the community.
cy-gb	Ceir cyfleoedd cyfoethog drwy Faes Dysgu a Phrofiad y Dyniaethau i ddysgu y tu allan i safle’r ysgol, er enghraifft drwy astudio’r amgylchedd lleol a dysgu o brofiad pobl, sefydliadau a busnesau yn y gymuned.

en-gb	Children and young people will also gain the knowledge and skills to understand and contribute to the communities in which they live and engage with societal issues.
cy-gb	Bydd plant a phobl ifanc hefyd yn dysgu ac yn meithrin sgiliau er mwyn deall a chyfrannu i’r cymunedau lle y maent yn byw ac ymwneud â materion cymdeithasol.

en-gb	The proposal for the new curriculum is that RE sits within the Humanities Area of Learning and Experience, encouraging links to the other aspects of this Area.
cy-gb	Yn y cwricwlwm newydd, rydym yn cynnig y bydd addysg grefyddol yn rhan o Faes Dysgu a Phrofiad y Dyniaethau, er mwyn meithrin cysylltiadau ag agweddau eraill ar y Maes Dysgu a Phrofiad hwn.

en-gb	RE can and should provide valuable experiences for children and young people that contribute to each of the purposes of education.
cy-gb	Mae’n bwysig bod addysg grefyddol yn cynnig profiadau gwerthfawr i blant a phobl ifanc sy’n cyfrannu at gyflawni pob un o’r dibenion addysg.

en-gb	Despite the positive ways in which RE can contribute to the education of learners in the twenty-first century its position on the curriculum has been fragile32.
cy-gb	Er bod addysg grefyddol yn gallu cyfrannu’n gadarnhaol i addysg dysgwyr yn yr unfed ganrif ar hugain, mae ei lle yn y cwricwlwm wedi bod yn ansicr32.

en-gb	Its role can be misunderstood as being about the promotion of a particular faith or belief system rather than developing respect and understanding of different forms of religion over time and in different societies.
cy-gb	Gellir camddeall ei rôl a thybio mai ei phwrpas yw hyrwyddo ffydd neu system gred benodol yn hytrach na meithrin parch a dealltwriaeth o wahanol fathau o grefydd dros amser ac mewn gwahanol gymdeithasau.

en-gb	In order to maintain the entitlement for all learners from four/five years old, it is proposed that RE, and the national expectations for RE, should remain a statutory curriculum requirement33.
cy-gb	Er mwyn cadw’r 46 hawl hon i’r holl ddysgwyr o bedwar/bump oed ymlaen, rydym yn cynnig y bydd addysg grefyddol, a’r disgwyliadau cenedlaethol ar gyfer addysg grefyddol, yn parhau’n ofyniad statudol yn y cwricwlwm33.

en-gb	Scope and connections with other Areas of Learning and Experience The Humanities Area of Learning and Experience draws on history, geography, RE, business and social studies.
cy-gb	Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Mae Maes Dysgu a Phrofiad y Dyniaethau yn cynnwys hanes, daearyddiaeth, addysg grefyddol ac astudiaethau busnes a chymdeithasol.

en-gb	It provides a wide range of opportunities for connections with all of the other Areas of Learning and Experience, for example in Expressive arts (historical, geographical, geopolitical and religious influences on culture), Mathematics and numeracy (interpreting data), Languages, literacy and communication (through research, discussion and writing about complex issues in the humanities; exploring links between culture and language through a modern foreign language), Science and technology (climate change, environmental issues), Health and well-being (ethical issues, diversity and equality).
cy-gb	Mae’n cynnig cyfleoedd amrywiol iawn i greu cysylltiadau â phob un o’r Meysydd Dysgu a Phrofiad eraill, er enghraifft yn y Celfyddydau mynegiannol (dylanwadau hanesyddol, daearyddol, geowleidyddol a chrefyddol ar ddiwylliant), Mathemateg a rhifedd (dehongli data), Ieithoedd, llythrennedd a chyfathrebu (drwy ymchwilio, trafod ac ysgrifennu am faterion cymhleth yn y dyniaethau; ymchwilio i gysylltiadau rhwng diwylliant ac iaith drwy iaith dramor fodern), Gwyddoniaeth a thechnoleg (y newid yn yr hinsawdd, materion amgylcheddol), Iechyd a lles (materion moesegol, amrywiaeth a chydraddoldeb).

en-gb	Illustrative examples of how children and young people’s experiences in the Humanities Area of Learning and Experience can contribute to all four purposes of the curriculum include: > (ambitious, capable learners) gaining a solid base of knowledge and understanding of different times, places and beliefs; recognising and applying appropriate tests of the validity and reliability of evidence used to support arguments > (enterprising, creative contributors) engaging in activities that develop enterprising skills and dispositions; understanding how to exercise their democratic rights and responsibilities > (ethical, informed citizens) using a variety of historical, geographical, social, political and religious perspectives to address contemporary issues; understanding different beliefs and respecting those who hold them > (healthy, confident individuals) developing personal stances on matters of faith and spirituality; having the confidence arising from authoritative research to adopt personal stances on issues such as sustainability and social inclusion. >>> Recommendation 9.
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad y Dyniaethau yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) cael gwybodaeth a dealltwriaeth dda o wahanol gyfnodau, lleoedd a chredoau; pennu dulliau priodol i roi prawf ar ddilysrwydd a dibynadwyedd y dystiolaeth a ddefnyddir i ategu dadleuon > (cyfranwyr mentrus, creadigol) cymryd rhan mewn gweithgareddau sy’n meithrin sgiliau ac anian mentrus; deall sut i arfer eu hawliau a chyfrifoldebau democrataidd > (dinasyddion egwyddorol, gwybodus) ymdrin â materion cyfoes o amrywiaeth o safbwyntiau hanesyddol, daearyddol, cymdeithasol, gwleidyddol a chrefyddol; deall gwahanol gredoau a pharchu’r rheini sy’n eu harddel > (unigolion iach, hyderus) meithrin safbwyntiau personol ar faterion sy’n ymwneud â ffydd ac ysbrydolrwydd; bod yn hyderus wrth arddel safbwyntiau personol ar faterion fel cynaliadwyedd a chynhwysiant cymdeithasol drwy ymchwilio i ffynonellau awdurdodol. >>> Argymhelliad 9.

en-gb	Religious education should form part of the Humanities Area of Learning and Experience, and should remain a statutory curriculum requirement from reception.
cy-gb	Dylai addysg grefyddol fod yn rhan o Faes Dysgu a Phrofiad y Dyniaethau, a dylai barhau’n ofyniad statudol yn y cwricwlwm o’r dosbarth derbyn ymlaen.

en-gb	Rationale Language is the essence of thinking and is integral, not just to effective communication, but to learning, reflection and creativity.
cy-gb	47 Sail Resymegol Iaith yw hanfod meddwl ac mae’n anhepgor nid yn unig ar gyfer cyfathrebu effeithiol ond hefyd ar gyfer dysgu, myfyrio a chreadigrwydd.

en-gb	This Area of Learning and Experience provides the fundamental building blocks for different forms of communication, literacy and learning about language, and also opportunities to develop competence in different languages.
cy-gb	Mae’r Maes Dysgu a Phrofiad hwn yn cynnwys y blociau adeiladu sylfaenol ar gyfer gwahanol fathau o gyfathrebu, llythrennedd a dysgu am iaith ac mae hefyd yn cynnig cyfleoedd i ddatblygu cymhwysedd mewn gwahanol ieithoedd.

en-gb	Being able to listen attentively and speak lucidly and understandably or to use non-verbal communication effectively are crucial attributes in learning and life more generally.
cy-gb	Mae’r gallu i wrando’n astud a siarad yn glir ac yn ddealladwy neu i gyfathrebu’n effeithiol heb eiriau yn briodoleddau hanfodol mewn dysgu ac mewn bywyd yn gyffredinol.

en-gb	Developing oracy – the capacity to develop and express ideas through speech – is of central importance to both thinking and learning.
cy-gb	Mae datblygu llafaredd – y capasiti i fynegi syniadau drwy leferydd – yn hanfodol bwysig ar gyfer meddwl a dysgu.

en-gb	Exposure to literature extends children and young people’s understanding of the power of language.
cy-gb	Drwy ddod i gysylltiad â llenyddiaeth, mae dealltwriaeth plant a phobl ifanc o bŵer iaith yn cael ei hymestyn.

en-gb	It can stimulate imagination, challenge thinking and introduce new ideas.
cy-gb	Gall symbylu’r dychymyg, herio syniadau a chyflwyno syniadau newydd.

en-gb	This Area of Learning and Experience can generate a love of reading that will enrich lives and contribute to present and future well-being.
cy-gb	Mae’r Maes Dysgu a Phrofiad hwn yn gallu creu cariad at ddarllen a fydd yn cyfoethogi bywydau ac yn cyfrannu at les yn awr ac yn y dyfodol.

en-gb	The pervasive influence of digital technologies on children and young people’s lives poses new challenges and opens up fresh possibilities for language learning.
cy-gb	Mae dylanwad hollbresennol y technolegau digidol ar fywydau plant a phobl ifanc yn cynnig heriau newydd ac yn creu posibiliadau newydd ar gyfer dysgu ieithoedd.

en-gb	Issues of register, audience, ethics and meaning can all be explored in this evolving context.
cy-gb	Gellir ymchwilio i faterion sy’n ymwneud â chywair iaith, cynulleidfa, moeseg ac ystyr mewn cyd-destun sy’n datblygu drwy’r amser.

en-gb	The role of multiple language learning is particularly important in Wales.
cy-gb	Mae’r cyfle i ddysgu nifer o ieithoedd yn neilltuol o bwysig yng Nghymru.

en-gb	Learning other languages introduces children and young people to other cultures.
cy-gb	Drwy ddysgu ieithoedd eraill, mae plant a phobl ifanc yn cael eu cyflwyno i ddiwylliannau eraill.

en-gb	There is also evidence that successful learning of another language can influence the capacity to learn subsequent languages and may have wider cognitive benefits.
cy-gb	Mae tystiolaeth hefyd fod dysgu iaith arall yn llwyddiannus yn gallu dylanwadu ar y capasiti i ddysgu ieithoedd ychwanegol a gall ddod â manteision gwybyddol ehangach.

en-gb	The teaching and learning of Welsh is a priority for the Welsh Government.
cy-gb	Mae addysgu a dysgu Cymraeg yn flaenoriaeth i Lywodraeth Cymru.

en-gb	It forms a key element of this Area of Learning and Experience, with the intention that Welsh language will be compulsory to age 16.
cy-gb	Mae’n elfen allweddol yn y Maes Dysgu a Phrofiad hwn, a’r bwriad yw y bydd Cymraeg yn orfodol hyd at 16 oed.

en-gb	(Further issues relating to the Welsh language within the curriculum are discussed later in this chapter.)
cy-gb	(Rydym yn trafod materion pellach sy’n ymwneud â’r Gymraeg yn y cwricwlwm yn ddiweddarach yn y bennod hon.)

en-gb	Multiple language learning presents particular challenges for curriculum design, particularly in primary schools.
cy-gb	Bydd y cyfle i ddysgu nifer o ieithoedd yn cynnig heriau penodol wrth gynllunio’r cwricwlwm, yn enwedig mewn ysgolion cynradd.

en-gb	The creation of sufficient time and the investment in necessary resources will inevitably pose difficult questions about priorities.
cy-gb	Mae’n anorfod y bydd yr angen i neilltuo digon o amser ac i fuddsoddi mewn adnoddau angenrheidiol yn codi cwestiynau anodd ynghylch blaenoriaethau.

en-gb	However, this Area of Learning and Experience provides a means of exploiting the links between English, Welsh and modern foreign language learning, encouraging children and young people to transfer what they have learned, for example, in English about how language works to Welsh or modern foreign languages.
cy-gb	Fodd bynnag, mae’r Maes Dysgu a Phrofiad hwn yn cynnig ffyrdd o fanteisio ar y cysylltiadau rhwng dysgu Cymraeg, Saesneg ac ieithoedd tramor modern, drwy annog plant a phobl ifanc i gymhwyso eu gwybodaeth am y ffordd y mae iaith yn gweithio yn y Gymraeg, er enghraifft, at y Saesneg neu ieithoedd tramor modern.

en-gb	They can thus gain a secure understanding of the structure of languages.
cy-gb	Drwy wneud hyn, gallant ddod i ddeall strwythur ieithoedd.

en-gb	This, along with an appreciation of words and their origins, can help children and young people to become excited about and interested in language.
cy-gb	Mae hyn, ynghyd â gwerthfawrogiad o eiriau a’u tarddiad, yn gallu helpu plant a phobl ifanc i feithrin brwdfrydedd a diddordeb mewn iaith.

en-gb	The Review believes that the acquisition of modern foreign languages will benefit from the earlier development of the Welsh language, and recommends that this third and/or fourth language should therefore be introduced in the first year of secondary schooling, or earlier where time, circumstances and expertise allow.
cy-gb	Ym marn yr Adolygiad, bydd y gallu i ddysgu ieithoedd tramor modern yn cael ei hybu drwy ddatblygu’r Gymraeg yn gynharach, ac mae’n argymell felly y bydd y drydedd a/neu bedwaredd iaith yn cael ei chyflwyno yn y flwyddyn gyntaf yn yr ysgol uwchradd, neu’n gynharach lle y mae amser, amgylchiadau ac arbenigedd yn caniatáu.

en-gb	Scope and connections with other Areas of Learning and Experience This Area of Learning and Experience encompasses the progressive development of skills in listening and speaking (oracy), reading and writing in English and Welsh; modern foreign languages; digital communication; and literature.
cy-gb	48 Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Mae’r Maes Dysgu a Phrofiad hwn yn cwmpasu’r camau ar gyfer meithrin sgiliau gwrando a siarad (llafaredd), darllen ac ysgrifennu yn y Gymraeg a’r Saesneg; ieithoedd tramor modern; cyfathrebu digidol; a llenyddiaeth.

en-gb	It has obvious connections with all of the other Areas of Learning and Experience.
cy-gb	Mae cysylltiadau amlwg rhyngddo a’r holl Feysydd Dysgu a Phrofiad eraill.

en-gb	Illustrative examples of how children and young people’s experiences in the Languages, literacy and communication Area of Learning and Experience can contribute to all four purposes of the curriculum include: > (ambitious, capable learners) having a high level of competence in literacy in English and Welsh; using and understanding increasingly abstract language to explore and develop ideas; learning to use additional languages > (enterprising, creative contributors) using oral and written language skills in different settings with an appropriate sense of audience and using different media; communicating effectively in the Welsh language in different settings, including for work settings > (ethical, informed citizens) sensitively questioning and critically appraising different points of view; detecting bias in the use of language > (healthy, confident individuals) communicating their thoughts, views and feelings sensitively and participating confidently in different social contexts.
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) cyrraedd lefel uchel o gymhwysedd mewn llythrennedd yn y Gymraeg a’r Saesneg; defnyddio a deall iaith sy’n fwyfwy haniaethol i drafod a datblygu syniadau; dysgu i ddefnyddio ieithoedd ychwanegol > (cyfranwyr mentrus, creadigol) defnyddio sgiliau iaith llafar ac ysgrifenedig mewn gwahanol gyd-destunau gan fod yn ymwybodol o natur y gynulleidfa a defnyddio gwahanol gyfryngau; cyfathrebu’n effeithiol yn y Gymraeg mewn gwahanol gyd-destunau, gan gynnwys lleoliadau gwaith > (dinasyddion egwyddorol, gwybodus) pwyso a mesur gwahanol safbwyntiau mewn ffordd sensitif a’u harfarnu’n feirniadol; canfod tuedd wrth ddefnyddio iaith > (unigolion iach, hyderus) cyfleu eu meddyliau, eu barn a’u teimladau’n sensitif a chymryd rhan yn hyderus mewn gwahanol gyd-destunau cymdeithasol.

en-gb	Rationale The Mathematics and numeracy Area of Learning and Experience is concerned with developing a good, lasting understanding of mathematical concepts and the confidence to use and apply numerical skills in everyday life.
cy-gb	Sail Resymegol Mae Maes Dysgu a Phrofiad Mathemateg a rhifedd yn ymwneud â meithrin dealltwriaeth dda, barhaol o gysyniadau mathemategol a hyder wrth arfer a chymhwyso sgiliau rhifiadol mewn bywyd pob dydd.

en-gb	It includes experiences that enable children and young people to develop their broader numeracy and financial skills by exploring relationships in quantities, space and data, and to apply them to real-life situations.
cy-gb	Mae’n cynnwys profiadau sy’n galluogi plant a phobl ifanc i feithrin sgiliau rhifedd ac ariannol cyffredinol drwy ystyried perthnasoedd mewn meintiau, gofod a data a’u cymhwyso at sefyllfaoedd go iawn.

en-gb	Mathematics helps children and young people to make sense of the world around them and to manage their lives.
cy-gb	Mae mathemateg yn helpu plant a phobl ifanc i wneud synnwyr o’r byd o’u cwmpas a threfnu eu bywydau.

en-gb	It gives them skills they need to interpret and analyse information, solve problems and make informed decisions.
cy-gb	Mae’n rhoi iddynt y sgiliau sydd eu hangen i ddehongli a dadansoddi gwybodaeth, datrys problemau a gwneud penderfyniadau ar sail gwybodaeth.

en-gb	Taught well through relevant contexts, mathematics can engage and fascinate children and young people of all interests and abilities.
cy-gb	Drwy ei haddysgu’n dda mewn cyd-destunau perthnasol, mae mathemateg yn gallu ennyn diddordeb mewn plant a phobl ifanc beth bynnag fo’u diddordebau a’u galluoedd.

en-gb	It provides strong support for the development of wider skills, particularly critical thinking and problem solving, planning and organisation, and creativity and innovation.
cy-gb	Mae o gymorth mawr wrth feithrin sgiliau ehangach, yn enwedig meddwl yn greadigol a datrys problemau, cynllunio a threfnu, a chreadigrwydd ac arloesedd.

en-gb	It enables people to communicate ideas in a concise, unambiguous and rigorous way, using numbers and symbols.
cy-gb	Bydd yn galluogi pobl i gyfleu syniadau mewn ffordd gryno, ddiamwys ac effeithiol drwy ddefnyddio rhifau a symbolau.

en-gb	A high level of numeracy and mathematical competence is important for the prosperity of the country.
cy-gb	Mae cyflawni lefel uchel o gymhwysedd mewn rhifedd a mathemateg yn bwysig i ffyniant y wlad.

en-gb	49 Scope and connections with other Areas of Learning and Experience This Area centres on the discipline of mathematics, including the traditional components of arithmetic, mathematics and statistics together with logic.
cy-gb	49 Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Mae’r Maes hwn yn canolbwyntio ar fathemateg fel disgyblaeth ac ar ei chydrannau traddodiadol, sef rhifyddeg, mathemateg ac ystadegau ynghyd â rhesymeg.

en-gb	It provides prerequisite knowledge and skills for much of the learning in science, including computer science, and technology, but also underpins learning across the curriculum, particularly in Health and well-being and Humanities Areas of Learning and Experience.
cy-gb	Mae’n darparu gwybodaeth a sgiliau anhepgor ar gyfer llawer o’r hyn a ddysgir mewn gwyddoniaeth, gan gynnwys cyfrifiadureg a thechnoleg, ond mae hefyd yn sylfaen ar gyfer dysgu ar draws y cwricwlwm, yn enwedig ym Meysydd Dysgu a Phrofiad Iechyd a lles a’r Dyniaethau.

en-gb	Illustrative examples of how children and young people’s experiences in the Mathematics and numeracy Area of Learning and Experience can contribute to all four purposes of the curriculum include: > (ambitious, capable learners) having the knowledge and competence to apply numeracy skills and mathematical understanding confidently in a wide range of contexts, notably in science, computer science and technologies; gaining a sense of achievement by solving tricky mathematical puzzles and problems > (enterprising, creative contributors) solving numerical and mathematical problems; applying numerical, mathematical and digital skills to creative and design challenges, working individually and in groups > (ethical, informed citizens) critically analysing data to form informed views on social, political, economic and environmental matters > (healthy, confident individuals) gaining the knowledge and skills to manage personal finance now and in the future; interpreting information and data to assess risk.
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Mathemateg a rhifedd yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) cael yr wybodaeth a’r cymhwysedd sydd eu hangen i gymhwyso sgiliau rhifedd a dealltwriaeth fathemategol yn hyderus mewn gwahanol gyd-destunau, yn enwedig mewn gwyddoniaeth, cyfrifiadureg a thechnolegau; cael boddhad o ddatrys problemau a phosau mathemategol anodd > (cyfranwyr mentrus, creadigol) datrys problemau rhifiadol a mathemategol; defnyddio sgiliau rhifiadol, mathemategol a digidol i gwrdd â heriau mewn gwaith creadigol a dylunio, gan weithio’n unigol ac mewn grwpiau > (dinasyddion egwyddorol, gwybodus) dadansoddi data’n feirniadol i ffurfio barn wybodus am faterion cymdeithasol, gwleidyddol, economaidd ac amgylcheddol > (unigolion iach, hyderus) cael yr wybodaeth a’r sgiliau sydd eu hangen i drefnu materion ariannol personol yn awr ac yn y dyfodol; dehongli gwybodaeth a data er mwyn asesu risg.

en-gb	Rationale Science and technology are closely linked, each depending upon the other.
cy-gb	Sail Resymegol Mae cysylltiad agos rhwng gwyddoniaeth a thechnoleg, ac mae’r ddwy’n dibynnu ar ei gilydd.

en-gb	Science involves acquiring knowledge through observation and experimentation, and technology applies scientific knowledge in practical ways.
cy-gb	Mae gwyddoniaeth yn golygu cael gwybodaeth drwy arsylwi ac arbrofi, ac mae technoleg yn cymhwyso gwybodaeth wyddonol mewn ffyrdd ymarferol.

en-gb	This Area of Learning and Experience capitalises on children and young people’s curiosity about our natural, physical world and universe though investigating, understanding, and explaining.
cy-gb	Mae’r Maes Dysgu a Phrofiad hwn yn elwa ar chwilfrydedd plant a phobl ifanc ynghylch ein byd a’n bydysawd ffisegol, naturiol drwy ymchwilio, deall ac egluro.

en-gb	They learn to generate and test ideas, gather evidence, make observations, carry out practical investigations, and communicate with others.
cy-gb	Byddant yn dysgu i gynhyrchu syniadau a rhoi prawf arnynt, casglu tystiolaeth, arsylwi, ymchwilio’n ymarferol, a chyfathrebu ag eraill.

en-gb	They also learn how through computer science, the horizons of what is possible can be extended beyond our current imagination.
cy-gb	Byddant hefyd yn dysgu drwy gyfrifiadureg i ymestyn ein syniadau ynghylch yr hyn sy’n bosibl.

en-gb	Children and young people will also have opportunities to learn how technology is used to design products that improve the quality of human life and to apply their scientific and other knowledge to practical purposes and challenges.
cy-gb	Bydd plant a phobl ifanc yn cael cyfleoedd hefyd i ddysgu am y defnydd o dechnoleg i ddylunio cynhyrchion sy’n gwella ansawdd bywyd pobl ac i gymhwyso eu gwybodaeth wyddonol a gwybodaeth arall at ddibenion a heriau ymarferol.

en-gb	For schools, this means providing children and young people with rich opportunities to develop technological skills, knowledge, understanding and attributes through designing and developing products and systems.
cy-gb	Ar gyfer ysgolion, mae hyn yn golygu cynnig cyfleoedd cyfoethog i blant a phobl ifanc feithrin sgiliau technolegol, gwybodaeth, dealltwriaeth a 50 phriodoleddau drwy ddylunio a datblygu cynhyrchion a systemau.

en-gb	They will be able to explore the impact of technology on society and the environment.
cy-gb	Byddant yn gallu ymchwilio i effaith technoleg ar gymdeithas a’r amgylchedd.

en-gb	Learning in the Science 50 and technology Area of Learning and Experience will enable many young people to prepare for careers in science, digital industries and technologies.
cy-gb	Drwy ddysgu ym Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg, bydd nifer o bobl ifanc yn gallu paratoi ar gyfer gyrfaoedd mewn gwyddoniaeth, diwydiannau digidol a thechnolegau.

en-gb	The Review proposes the introduction of computer science – spanning, for example, the kinds of thinking skills used in computation (including analysis, use of algorithms and problem solving), design and modelling, and developing, implementing and testing digital solutions – as a specific component within the Science and technology Area of Learning and Experience.
cy-gb	Mae’r Adolygiad yn cynnig cyflwyno cyfrifiadureg – a fydd yn cwmpasu, er enghraifft, y mathau o sgiliau meddwl sy’n cael eu harfer mewn cyfrifiadura (gan gynnwys dadansoddi, defnyddio algorithmau a datrys problemau), dylunio a modelu, a datblygu, gweithredu a rhoi prawf ar ddatrysiadau digidol – fel cydran benodol ym Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg.

en-gb	The ICT Steering Group’s report to the Welsh Government34 in 2013 outlines its vision that Wales should become ‘an Agile-Digital Nation, renowned for producing talented technology innovators, leading software engineers, successful entrepreneurs and other related roles capable of becoming world leaders and contributing to the success of a thriving digital industry in Wales’.
cy-gb	Mae adroddiad y Grŵp Llywio ar TGCh i Lywodraeth Cymru34 yn 2013 yn disgrifio ei weledigaeth ar gyfer Cymru fel ‘bod Cymru’n Genedl Ddigidol-Agile, ag iddi enw am gynhyrchu arloeswyr technolegol dawnus, peirianwyr meddalwedd blaenllaw, entrepreneuriaid llwyddiannus a swyddi eraill cysylltiedig a allai arwain y byd a chyfrannu at lwyddiant diwydiant digidol ffyniannus yng Nghymru’.

en-gb	It argues that introducing computing into the curriculum would help to create economic and social advantages for all children educated in Wales and enable Wales to become a world leader in computing and digital skills.
cy-gb	Mae’n dadlau y byddai cyflwyno cyfrifiadura yn y cwricwlwm yn helpu i greu manteision economaidd a chymdeithasol i’r holl blant sy’n cael eu haddysg yng Nghymru ac yn galluogi Cymru i arwain y byd mewn sgiliau digidol a chyfrifiadura.

en-gb	Scope and connections with other Areas of Learning and Experience The Science and technology Area of Learning and Experience will draw on physics, chemistry and biology, engineering, design technology (food, textiles, resistant materials), craft, design, graphics and, importantly, computer science, learning from the 14–19 Learning Pathways domain of mathematics, science and all aspects of technology.
cy-gb	Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Bydd Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg yn cwmpasu ffiseg, cemeg a bioleg, peirianneg, technoleg dylunio (bwyd, tecstilau, defnyddiau gwydn), crefftau, dylunio, graffeg ac, yn bwysig, cyfrifiadureg, a chynnwys o faes mathemateg, gwyddoniaeth a phob agwedd ar dechnoleg o’r Llwybrau Dysgu 14–19.

en-gb	There are links between this Area of Learning and Experience and, for example, the Humanities (business and industry), Mathematics and numeracy (considering costs and benefits) and Health and well-being (medical uses of technology) Areas of Learning and Experience.
cy-gb	Mae cysylltiadau rhwng y Maes Dysgu a Phrofiad hwn a Meysydd Dysgu a Phrofiad eraill, er enghraifft, y Dyniaethau (busnes a diwydiant), Mathemateg a rhifedd (ystyried costau a buddion), ac Iechyd a lles (defnyddio technoleg at ddibenion meddygol).

en-gb	Illustrative examples of how children and young people’s experiences in the Science and technology Area of Learning and Experience can contribute to the four purposes of the curriculum include: > (ambitious, capable learners) gaining a solid base of knowledge and understanding of key concepts in science; developing skills in observation, research and critical thinking; becoming skilled in the creative use of technologies > (enterprising, creative contributors) designing processes and creating digital products and objects; working with others to develop novel solutions and to create products for the marketplace > (ethical, informed citizens) evaluating the impact of scientific and technological developments; taking informed personal stances on ethical issues associated with scientific and technological innovation > (healthy, confident individuals) learning to make use of scientific data to assess risk and take informed decisions; using digital technologies safely and with respect for others.
cy-gb	Mae enghreifftiau o’r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) cael gwybodaeth a dealltwriaeth dda o gysyniadau allweddol mewn gwyddoniaeth; datblygu sgiliau mewn arsylwi, ymchwil a meddwl yn feirniadol; dysgu sgiliau er mwyn defnyddio technolegau’n greadigol > (cyfranwyr mentrus, creadigol) cynllunio prosesau a chreu cynhyrchion ac eitemau digidol; cydweithio ag eraill i ddatblygu datrysiadau dyfeisgar a chreu nwyddau ar gyfer y farchnad > (dinasyddion egwyddorol, gwybodus) gwerthuso effaith datblygiadau gwyddonol a thechnolegol; mabwysiadu safbwyntiau personol gwybodus ar faterion moesegol sy’n gysylltiedig ag arloesedd gwyddonol a thechnolegol > (unigolion iach, hyderus) dysgu i ddefnyddio data gwyddonol i asesu risg a gwneud penderfyniadau ar sail gwybodaeth; defnyddio technolegau digidol yn ddiogel gan barchu pobl eraill.

en-gb	Structuring learning (2): Progression Steps The second dimension of the curriculum structure is progression: how children and young people will make progress in their learning, and at what pace.
cy-gb	51 Strwythuro dysgu (2): Camau Cynnydd Yr ail ddimensiwn yn strwythur y cwricwlwm yw dilyniant: sut y bydd plant a phobl ifanc yn gwneud cynnydd yn eu dysgu, ac ar ba gyflymder.

en-gb	Characteristics of progression include: > a capacity to engage with ideas and issues in greater depth > success in tackling more complex problems and being able to grasp more abstract concepts > becoming more accomplished in performance > building a solid foundation of basic grammar and spelling and gaining a secure grasp of number bonds.
cy-gb	Rhai o’r nodweddion a welir mewn dilyniant yw: > capasiti i drafod syniadau a materion yn fwy manwl > llwyddo wrth ddelio â phroblemau mwy cymhleth a deall cysyniadau mwy haniaethol > dod yn fwy medrus yn eu perfformiad > adeiladu sylfaen gadarn o ramadeg a sillafu elfennol a chael dealltwriaeth dda o fondiau rhif.

en-gb	Schools, teachers, parents and carers need reference points for determining whether children and young people are making appropriate progress in their learning.
cy-gb	Mae angen pwyntiau cyfeirio ar ysgolion, athrawon, rhieni a gofalwyr i benderfynu a yw plant a phobl ifanc yn gwneud cynnydd priodol wrth ddysgu.

en-gb	At the national level, the Welsh Government also needs to be satisfied that the system as a whole is meeting expectations of progress and attainment.
cy-gb	Ar y lefel genedlaethol, mae angen i Lywodraeth Cymru gael ei bodloni hefyd fod y system gyfan yn cwrdd â’r disgwyliadau o ran cynnydd a chyrhaeddiad.

en-gb	As shown on the table on page 34, the current national curriculum is based upon the Foundation Phase and key stages, with outcomes or level descriptions at the different stages.
cy-gb	Fel y mae’r tabl ar dudalen 34 yn dangos, mae’r cwricwlwm cenedlaethol presennol wedi’i seilio ar y Cyfnod Sylfaen a chyfnodau allweddol, gyda deilliannau neu ddisgrifiadau lefel ar gyfer y gwahanol gyfnodau.

en-gb	That approach has much to commend it but practice since 1988 and evidence presented to the Review suggest a number of issues of concern about its continuing utility. > Division into the separate stages, which tend to have distinctive philosophies and approaches, has had the effect of creating additional transition points.
cy-gb	Mae llawer i’w ganmol yn y dull hwnnw ond mae’r arfer er 1988 a thystiolaeth a gyflwynwyd i’r Adolygiad yn awgrymu bod nifer o faterion sy’n peri pryder wrth barhau i’w ddefnyddio. > Mae rhannu’r cwricwlwm yn gyfnodau ar wahân, sy’n tueddu i gynnwys athroniaethau a dulliau gweithredu penodol, wedi arwain at greu pwyntiau trosglwyddo ychwanegol.

en-gb	Negative effects are evident in the transitions between the Foundation Phase and Key Stage 2, Key Stages 2 and 3, and Key Stages 3 and 4.
cy-gb	Gwelir effeithiau negyddol yn y trosglwyddo rhwng y Cyfnod Sylfaen a Chyfnod Allweddol 2, rhwng Cyfnodau Allweddol 2 a 3, a rhwng Cyfnodau Allweddol 3 a 4.

en-gb	In each case, shifts in philosophy or approach at transition points can hinder progression and there was evidence that this could contribute to disengagement as young people progress through school. > Successive stages can influence each other in unintended ways, for example by placing ceilings on expectations or causing teachers to distort teaching to avoid addressing things that may follow in the next stage.
cy-gb	Ym mhob achos, mae’r newid yn yr athroniaeth neu’r dull gweithredu ar bwyntiau trosglwyddo yn gallu llesteirio dilyniant ac roedd tystiolaeth bod hyn yn gallu cyfrannu at ymddieithrio gan bobl ifanc wrth iddynt fynd drwy’r ysgol. > Mae cyfnodau olynol yn gallu dylanwadu ar ei gilydd mewn ffyrdd anfwriadol, er enghraifft drwy osod terfyn uchaf ar ddisgwyliadau neu beri i athrawon ystumio eu haddysgu er mwyn peidio ag ymdrin â phethau a all ddilyn yn y cyfnod nesaf.

en-gb	This can create a confused context for smooth progression. > National curriculum levels are very broad and have often come to be used to make judgements about a generalised ability rather than being seen as staging posts in all important aspects of learning that could be used to inform the kinds of support or additional challenge that might assist the child or young person’s progress. > The wider accountability context has contributed to an environment within which speed in jumping the level hurdles has become the goal, overriding the need for consolidation and depth in learning as a sound foundation for further progress.
cy-gb	Gall hyn greu dryswch sy’n llesteirio dilyniant. > Mae lefelau’r cwricwlwm cenedlaethol yn eang iawn ac maent wedi’u defnyddio’n aml i ddyfarnu ynghylch gallu cyffredinol yn hytrach na’u hystyried yn gerrig milltir ym mhob agwedd bwysig ar ddysgu sydd i’w defnyddio i bennu’r math o gymorth neu her ychwanegol a allai hyrwyddo cynnydd y plentyn neu’r person ifanc. > Mae’r atebolrwydd ehangach wedi cyfrannu at greu sefyllfa lle y mae neidio’n gyflym dros glwydi’r lefelau wedi dod yn nod, ar draul yr angen am atgyfnerthu a dyfnder wrth ddysgu er mwyn gosod sylfaen gadarn ar gyfer cynnydd pellach.

en-gb	The Review proposes the following.
cy-gb	52 Mae’r Adolygiad yn cynnig y canlynol.

en-gb	To address these points, and support the achievement of the four purposes of the curriculum, the Review proposes a revised approach to progression, spanning ages 3–16, within the proposed Areas of Learning and Experience and including Cross-curriculum Responsibilities.
cy-gb	Er mwyn ymateb i’r pwyntiau hyn, a helpu i gyflawni pedwar diben y cwricwlwm, mae’r Adolygiad yn cynnig diwygio’r dull o asesu dilyniant, rhwng 3 ac 16 oed, o fewn y Meysydd Dysgu a Phrofiad arfaethedig gan gynnwys y Cyfrifoldebau Trawsgwricwlaidd.

en-gb	The approach recognises that children and young people will progress at different rates and that there should be an emphasis on ensuring sound foundations in learning as the best basis for progression. > Phases and key stages should be removed in order to improve progression, and therefore increase potential for higher attainment by minimising transitions and shifts in purposes and approach at intervals in school careers. > Progression in each Area of Learning and Experience or Cross-curriculum Responsibility should be based on a well-grounded, nationally described continuum of learning that flows from when a child enters education through to the end of statutory schooling at 16 and beyond.
cy-gb	Mae’r dull hwn yn cydnabod y bydd plant a phobl ifanc yn gwneud cynnydd ar wahanol gyflymder ac y dylid rhoi pwyslais ar osod sylfeini cadarn ar gyfer dysgu er mwyn sicrhau’r dilyniant gorau posibl. > Y dylai cyfnodau a chyfnodau allweddol gael eu dileu er mwyn gwella dilyniant, ac felly creu mwy o botensial ar gyfer cyrhaeddiad uchel drwy leihau nifer y pwyntiau trosglwyddo a newidiadau mewn dibenion a dulliau gweithredu yn ystod gyrfaoedd ysgol. > Y dylai dilyniant ym mhob Maes Dysgu a Phrofiad neu Gyfrifoldeb Trawsgwricwlaidd gael ei seilio ar gontinwwm dysgu cadarn sydd wedi’i ddisgrifio ar lefel genedlaethol a fydd yn cychwyn pan fydd y plentyn yn dechrau ei addysg ac yn parhau hyd ddiwedd ei addysg statudol yn 16 oed ac ymlaen.

en-gb	Learning will be less fragmented because all teachers will understand how their input contributes ultimately to the end point in the continuum of learning. > Learning should be seen as akin to an expedition, with stops, detours and spurts.
cy-gb	Bydd y dysgu’n llai tameidiog gan y bydd yr holl athrawon yn deall sut y bydd eu mewnbwn yn cyfrannu at gyrraedd y pen draw yn y continwwm dysgu. > Y dylai dysgu gael ei weld yn debyg i daith, gyda mannau aros, gwyriadau a hyrddiau o gynnydd.

en-gb	Progression should be signalled through Progression Steps, rather than levels.
cy-gb	Dylid dangos dilyniant drwy Gamau Cynnydd, yn hytrach na lefelau.

en-gb	Progression Steps at regular intervals will provide a ‘road map’ for each individual child and young person’s progress in their learning. > Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. > Progression Step 5 will be available for young people who securely reach Progression Step 4 earlier than the end of Year 9, enabling them to extend and deepen their learning before they embark on qualifications.
cy-gb	Bydd Camau Cynnydd rheolaidd yn darparu ‘map ffyrdd’ ar gyfer y cynnydd mewn dysgu gan bob plentyn a pherson ifanc. > Y bydd Camau Cynnydd yn cael eu disgrifio ar bum pwynt yn y continwwm dysgu a fydd yn cyfateb yn fras i’r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed. > Bydd Cam Cynnydd 5 ar gael i bobl ifanc sy’n llwyddo i gyrraedd Cam Cynnydd 4 cyn diwedd Blwyddyn 9, gan eu galluogi i ymestyn a dyfnhau eu dysgu cyn iddynt ddechrau astudio ar gyfer cymwysterau.

en-gb	In due course, qualifications should be amended to articulate with Progression Steps 4 and 5. > Initial Progression Steps should take full account of guidance on Routes for Learning, which should be reviewed in the new curriculum context.
cy-gb	Maes o law dylai cymwysterau gael eu diwygio i gyd-fynd â Chamau Cynnydd 4 a 5. > Wrth lunio’r Camau Cynnydd cyntaf, rhoddir ystyriaeth lawn i’r canllawiau ar gyfer Ar Drywydd Dysgu, a dylid adolygu’r canllawiau yng nghyd-destun y cwricwlwm newydd.

en-gb	> The current system of levels is based on a best-fit judgement of overall attainment in a subject at a specific point in time.
cy-gb	53 > Mae’r system bresennol o lefelau wedi’i seilio ar farn cyd-fynd orau o ran y cyrhaeddiad disgwyliedig mewn pwnc ar adeg benodol.

en-gb	However, such best-fit judgements can mask wide variations in progress in different aspects of learning and amount to a view of general ability.
cy-gb	Fodd bynnag, mae barn cyd-fynd orau o’r fath yn gallu celu amrywiadau mawr o ran cynnydd mewn gwahanol agweddau ar ddysgu a bod yn gyfystyr â barn am allu cyffredinol.

en-gb	Each Progression Step, in contrast, should be viewed as a staging post for the educational development of every child, not a judgement. > Progression Steps will therefore be reference points and not universal expectations of the performance of all children and young people at fixed points. > Some children and young people will demonstrate the necessary depth and security in their learning earlier and some later. > Progression Steps will take the form of a range of Achievement Outcomes for each Area of Learning and Experience, spanning the components within the Area of Learning and Experience and Cross-curriculum Responsibility. > The Achievement Outcomes will contribute to the four curriculum purposes.
cy-gb	Mewn cyferbyniad â hynny, dylid edrych ar bob Cam Cynnydd fel carreg filltir yn natblygiad addysgol pob plentyn, nid fel dyfarniad. > Felly bydd y Camau Cynnydd yn bwyntiau cyfeirio yn hytrach na disgwyliadau cyffredinol ynghylch perfformiad yr holl blant a phobl ifanc ar adegau penodol. > Y bydd rhai plant a phobl ifanc yn dangos y dyfnder a’r sicrwydd angenrheidiol yn eu dysgu yn gynharach ac eraill yn hwyrach. > Y bydd y Camau Cynnydd ar ffurf set o Ddeilliannau Cyflawniad ar gyfer pob Maes Dysgu a Phrofiad a fydd yn cwmpasu’r cydrannau yn y Maes Dysgu a Phrofiad a’r Cyfrifoldeb Trawsgwricwlaidd. > Y bydd y Deilliannau Cyflawniad yn cyfrannu at gyflawni’r pedwar diben cwricwlwm.

en-gb	By signalling an emphasis on achievement in a broad sense, rather than only narrower measures of attainment, these outcomes broaden the scope of what we value in children and young people’s learning. > Achievement Outcomes may also include references to experiences that are relevant to the purposes and to which children and young people should be entitled although they may not necessarily be easily measured in conventional ways. > Achievement Outcomes within each Area of Learning and Experience will include embedded literacy, numeracy, digital competences and wider skills as appropriate, as well as elements of the Cwricwlwm Cymreig. > Drawing on experience in Scotland, Achievement Outcomes will be described from the learner’s point of view, using terms like ‘I have...’ for experiences and ‘I can...’ for outcomes. > The structure will be inclusive, with all children and young people making progress along the same continuum, regardless of any additional learning needs they may have, although they may move between Progression Steps more slowly or quickly than others.
cy-gb	Drwy roi pwyslais ar gyflawniad mewn ystyr cyffredinol, yn hytrach na mesuriadau cyrhaeddiad mwy cyfyng yn unig, mae’r deilliannau hyn yn dangos ein bod yn gwerthfawrogi ystod ehangach o’r dysgu gan blant a phobl ifanc. > Y bydd lle hefyd yn y Deilliannau Cyflawniad i gynnwys cyfeiriadau at brofiadau sy’n berthnasol i’r dibenion ac y dylai fod gan blant a phobl ifanc hawl i’w cael er na fyddant o reidrwydd yn hawdd eu mesur mewn ffyrdd confensiynol. > Y bydd y Deilliannau Cyflawniad ym mhob Maes Dysgu a Phrofiad yn ymgorffori cymwyseddau llythrennedd, rhifedd a digidol a sgiliau ehangach fel y bo’n briodol, yn ogystal ag elfennau o’r Cwricwlwm Cymreig. > Gan wneud defnydd o’r profiad yn yr Alban, bydd Deilliannau Cyflawniad yn cael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel ‘Rydw i wedi...’ am brofiadau ac ‘Rydw i’n gallu...’ am ddeilliannau. > Y bydd y strwythur yn gynhwysol gan y bydd yr holl blant a phobl ifanc yn gwneud cynnydd ar hyd yr un continwwm, heb ystyried unrhyw anghenion dysgu ychwanegol sydd ganddynt, er y gallent symud rhwng Camau Cynnydd yn arafach neu’n gyflymach nag eraill.

en-gb	Because of the particular barriers that they face to their learning, some may take considerably longer to reach the first Progression Step or move between Steps.
cy-gb	Oherwydd y rhwystrau penodol y maent yn eu hwynebu yn eu dysgu, bydd rhai plant a phobl ifanc yn cymryd mwy o amser o lawer i gyrraedd y Cam Cynnydd cyntaf neu i symud rhwng Camau.

en-gb	The significance of all such achievements should be recognised. > There would be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the relevant three-year window. > Progression Steps will also form the basis of assessment for learning, which is developed in more detail in Chapters 5 and 6.
cy-gb	Rhaid cydnabod arwyddocâd pob cyflawniad o’r fath. > Y bydd dyletswydd ar ysgolion i ddarparu cwricwlwm sy’n galluogi’r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod tair blynedd sy’n berthnasol. > Camau Cynnydd fydd y sail ar gyfer asesu dysgu hefyd, ac rydym yn ymhelaethu ar hyn ym Mhenodau 5 a 6. 54

en-gb	))) Progression recommendations 10.
cy-gb	55 ))) Argymhellion ar Ddilyniant 10.

en-gb	The new national curriculum should be organised as a continuum of learning from 3 to 16 without phases and key stages.
cy-gb	Dylai’r cwricwlwm cenedlaethol newydd gael ei drefnu ar ffurf continwwm dysgu rhwng 3 ac 16 oed heb gyfnodau na chyfnodau allweddol.

en-gb	11. Progression should be described in relation to a continuum of learning in each Area of Learning and Experience from when a child enters education to the end of statutory schooling.
cy-gb	11. Dylai dilyniant gael ei ddisgrifio mewn perthynas â chontinwwm dysgu ym mhob Maes Dysgu a Phrofiad o’r adeg y mae plentyn yn dechrau mewn ysgol hyd ddiwedd ei addysg statudol.

en-gb	12. Progression should be signalled through Progression Steps at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16.
cy-gb	12. Dylai dilyniant gael ei ddangos drwy Gamau Cynnydd ar bum pwynt yn y continwwm dysgu sy’n cyfateb yn fras i’r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed.

en-gb	13. The initial Progression Steps should take full account of guidance on Routes for Learning, which should be reviewed in the new curriculum context.
cy-gb	13. Dylai ystyriaeth lawn gael ei rhoi wrth lunio’r Camau Cynnydd cyntaf i’r canllawiau ar gyfer Ar Drywydd Dysgu, a dylid adolygu’r canllawiau yng nghyd-destun y cwricwlwm newydd.

en-gb	14. Progression Steps should be reference points, providing a ‘road map’ for each individual child and young person’s progress in their learning and not universal expectations of the performance of all children and young people at fixed points.
cy-gb	14. Dylai’r Camau Cynnydd fod yn bwyntiau cyfeirio sy’n darparu ‘map ffyrdd’ ar gyfer y cynnydd gan bob plentyn a pherson ifanc unigol wrth ddysgu ac nid yn ddisgwyliadau cyffredinol o ran y perfformiad gan yr holl blant a phobl ifanc ar bwyntiau penodol.

en-gb	15. There should be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the broad three-year window. )))
cy-gb	15. Dylai fod ddyletswydd ar ysgolion i ddarparu cwricwlwm sy’n galluogi’r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod perthnasol o tua thair blynedd. )))

en-gb	Achievement Outcome recommendations 16.
cy-gb	Argymhellion ar Ddeilliannau Cyflawniad 16.

en-gb	Achievement Outcomes should be developed for each Progression Step in each Area of Learning and Experience, spanning the components within the Area of Learning and Experience and addressing the Cross-curriculum Responsibilities and wider skills.
cy-gb	Dylai Deilliannau Cyflawniad gael eu llunio ar gyfer pob Cam Cynnydd ym mhob Maes Dysgu a Phrofiad a fydd yn cwmpasu’r cydrannau yn y Maes Dysgu a Phrofiad ac yn cynnwys y Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach.

en-gb	17. Achievement Outcomes should contribute clearly to the four curriculum purposes and should have an emphasis on achievement in a broad sense, rather than only narrower measures of attainment.
cy-gb	17. Dylai Deilliannau Cyflawniad gyfrannu’n glir at gyflawni’r pedwar diben cwricwlwm a dylent roi pwyslais ar gyflawniad mewn ystyr eang, yn hytrach na mesur cyrhaeddiad mewn ffordd fwy cyfyng yn unig.

en-gb	They should include references to relevant experiences which contribute to the curriculum purposes and to which children and young people should be entitled.
cy-gb	Dylent gynnwys cyfeiriadau at brofiadau perthnasol sy’n cyfrannu at gyflawni dibenion cwricwlwm ac y dylai fod gan blant a phobl ifanc hawl i’w cael.

en-gb	18. Achievement Outcomes should be described from the learner’s point of view, using terms like ‘I have...’ for experiences and ‘I can...’ for outcomes.
cy-gb	18. Dylai Deilliannau Cyflawniad gael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel ‘Rydw i wedi...’ am brofiadau ac ‘Rydw i’n gallu...’ am ddeilliannau.

en-gb	19. All children and young people should make progress along the same continuum, regardless of any additional learning needs they may have, although they may reach and move between Progression Steps more slowly or more quickly than others.
cy-gb	19. Dylai’r holl blant a phobl ifanc wneud cynnydd ar hyd yr un continwwm, heb ystyried unrhyw anghenion dysgu ychwanegol sydd ganddynt, er y gallent gyrraedd a symud rhwng Camau Cynnydd yn arafach neu’n gyflymach nag eraill.

en-gb	20. There should be a clear brief for the development of the Achievement Outcomes, as indicated in this report.
cy-gb	20. Dylai brîff clir gael ei baratoi ar gyfer llunio’r Deilliannau Cyflawniad yn unol â’r disgrifiad yn yr adroddiad hwn.

en-gb	Progression within the Areas of Learning and Experience Whatever reference points are used, it is essential that these are based upon sound understanding of how children progress in different kinds of learning and what they need to know and be able to do in order to move to the next stage securely.
cy-gb	Dilyniant o fewn y Meysydd Dysgu a Phrofiad Beth bynnag fydd y pwyntiau cyfeirio a ddefnyddir, bydd yn hanfodol eu seilio ar ddealltwriaeth dda o’r ffordd y mae plant yn gwneud cynnydd mewn gwahanol fathau o ddysgu a beth fydd angen iddynt ei wybod a gallu ei wneud er mwyn symud ymlaen yn ddiogel at y cam nesaf.

en-gb	The Achievement Outcomes at each Progression Step will need to encapsulate the most important aspects of learning, take account of the ways in which children progress in different kinds of learning, and recognise what they need to be able to know and do in order to move securely to the next stage.
cy-gb	Bydd yn bwysig bod y Deilliannau Cyflawniad ym mhob Cam Cynnydd yn ymgorffori’r agweddau pwysicaf ar ddysgu, yn ystyried y ffyrdd y mae plant yn gwneud cynnydd mewn gwahanol fathau o ddysgu, ac yn cydnabod yr hyn y bydd angen iddynt ei wybod a’i wneud er mwyn symud ymlaen yn ddiogel at y cam nesaf.

en-gb	The following are some illustrations of how Achievement Outcomes might indicate progression in each Area of Learning and Achievement.
cy-gb	Mae’r canlynol yn dangos sut y gallai Deilliannau Cyflawniad ddangos cynnydd ymhob Maes Dysgu a Phrofiad.

en-gb	In the Expressive arts Area of Learning and Experience children and young people may demonstrate progression in their learning by, for example, displaying increasing skills and confidence in performance and extending their capacity to use digital media in creative ways.
cy-gb	Ym Maes Dysgu a Phrofiad y Celfyddydau mynegiannol gall plant a phobl ifanc ddangos cynnydd yn eu dysgu drwy, er enghraifft, ddangos sgiliau cynyddol a bod yn fwy hyderus wrth berfformio ac ymestyn eu gallu i ddefnyddio cyfryngau digidol mewn ffyrdd creadigol.

en-gb	In the Health and well-being Area of Learning and Experience they may demonstrate progression through increasing competence in, and taking greater responsibility for, organising themselves, and through greater depth of knowledge and understanding about factors affecting their well-being and that of others.
cy-gb	Ym Maes Dysgu a Phrofiad Iechyd a lles gallant ddangos cynnydd drwy ddangos mwy o gymhwysedd wrth eu trefnu eu hunain, a chymryd mwy o gyfrifoldeb dros wneud hynny, a thrwy ddangos gwybodaeth a dealltwriaeth fwy manwl o ffactorau sy’n effeithio ar eu lles nhw a phobl eraill.