en-gb	Additionally the integral skills of creativity; synthesis; critical thinking; and understanding of social and cultural contexts are crucial to this Area.
cy-gb	Yn ogystal, mae’r sgiliau cyfannol o greadigrwydd; synthesis; meddwl beirniadol; a dealltwriaeth o gyd-destunau diwylliannol yn hanfodol i'r Maes hwn. 

en-gb	Deepening understanding of the ideas and disciplines within areas of learning and experience
cy-gb	Dyfnhau'r ddealltwriaeth o'r syniadau a'r disgyblaethau yn y Meysydd 

en-gb	Progression is demonstrated through the continuing development of the knowledge, skills and capacities required to appreciate, create, explore, respond and reflect both within specific disciplines and in combinations of disciplines. 
cy-gb	Caiff cynnydd ei ddangos drwy barhau i feithrin y wybodaeth, y sgiliau a'r galluoedd sydd eu hangen i werthfawrogi, creu, archwilio, ymateb a myfyrio mewn disgyblaethau penodol ac mewn cyfuniadau o ddisgyblaethau. 

en-gb	In the early stages, learning is characterised by a growing curiosity for being creative and innovative by exploring with a range of resources and materials in various domains. 
cy-gb	Yn ystod y camau cynnar, caiff dysgu ei nodweddu gan chwilfrydedd cynyddol i fod yn greadigol ac yn arloesol drwy ddefnyddio ystod o adnoddau a deunyddiau i archwilio mewn meysydd amrywiol. 

en-gb	Combining disciplines occurs purposefully but remains organic. 
cy-gb	Mae cyfuno disgyblaethau'n digwydd yn bwrpasol ond hefyd yn organig. 

en-gb	As learning progresses, learners become increasingly aware of the expressive arts’ disciplines and their key features, including (though not necessarily limited to) art, dance, drama, film and digital media, and music. 
cy-gb	Wrth i'r dysgu fynd rhagddo, mae dysgwyr yn dod yn gynyddol ymwybodol o ddisgyblaethau'r celfyddydau mynegiannol a'u nodweddion allweddol, gan gynnwys (ond heb eu cyfyngu i’r canlynol) celf, cerddoriaeth, dawns, drama, a ffilm a'r cyfryngau digidol. 

en-gb	Learners make links in the creative process across the disciplines to explore, create, interpret and respond.
cy-gb	Mae dysgwyr yn nodi cysylltiadau yn y broses greadigol ar draws y disgyblaethau er mwyn archwilio, creu, dehongli ac ymateb. 

en-gb	Refinement and growing sophistication in the use and application of skills
cy-gb	Mireinio a soffistigeiddrwydd cynyddol wrth ddefnyddio a chymhwyso sgiliau

en-gb	Levels of control, accuracy and fluency in using a range of arts’ skills will grow as learners progress. 
cy-gb	Bydd lefelau rheolaeth, cywirdeb a rhuglder wrth ddefnyddio ystod o sgiliau’r celfyddydau yn cynyddu wrth i ddysgwyr ddatblygu. 

en-gb	For example, in early stage learning this might be characterised by using simple body movements in composing a dance and identifying fundamental aspects such as speed, direction and levels when evaluating one’s own work and the work of others. 
cy-gb	Er enghraifft, o ran dysgu yn y cyfnod cynnar, gallai hyn gael ei nodweddu gan ddefnyddio symudiadau corff syml i greu dawns a bod yn ymwybodol o agweddau sylfaenol megis cyflymder, cyfeiriad a lefelau wrth werthuso eich gwaith eich hun a gwaith eraill. 

en-gb	At a more advanced stage of progress, learners might create and evaluate the success of interaction among various aspects of movement in a complex choreographed dance. 
cy-gb	Yn ystod cam mwy ymestynnol o gynnydd, gallai dysgwyr greu a gwerthuso llwyddiant rhyngweithio ymysg gwahanol agweddau ar symud mewn dawns gymhleth wedi'i choreograffu. 

en-gb	As they progress, learners continually develop in depth and refine with a growing sophistication these key arts’ skills in different disciplines and/or in interdisciplinary activity. 
cy-gb	Wrth iddyn nhw wneud cynnydd, mae dysgwyr yn datblygu'n barhaus o ran dyfnder ac yn defnyddio soffistigeiddrwydd cynyddol i fireinio'r sgiliau celfyddydol hyn mewn gwahanol ddisgyblaethau a/neu weithgarwch rhyngddisgyblaethol. 

en-gb	Making connections and transferring learning into new contexts
cy-gb	Creu cysylltiadau a throsglwyddo dysgu i gyd-destunau newydd 

en-gb	Learners increasingly appreciate the possibility of combining disciplines within the Area in order to appreciate and to achieve/produce creative outcomes. 
cy-gb	Mae dysgwyr yn gwerthfawrogi fwyfwy y posibilrwydd o gyfuno disgyblaethau yn y Maes er mwyn gwerthfawrogi a chyflawni deilliannau creadigol. 

en-gb	Progression is also characterised by more sophisticated use of relevant skills within individual disciplines and the growing ability to transfer existing skills and knowledge into new contexts within this Area and across other Areas. 
cy-gb	Caiff cynnydd ei nodweddu hefyd gan ddefnydd mwy soffistigedig o sgiliau perthnasol mewn disgyblaethau unigol a'r gallu cynyddol i drosglwyddo gwybodaeth a sgiliau presennol i gyd-destunau newydd yn y Maes hwn ac ar draws Meysydd eraill. 

en-gb	Increasing effectiveness as a learner
cy-gb	Effeithiolrwydd cynyddol

en-gb	Progression is demonstrated in moving from doing something with the support of the teacher, towards autonomy and sophistication. 
cy-gb	Caiff cynnydd ei ddangos drwy symud o gael cymorth yr athro i wneud rhywbeth, tuag at ymreolaeth a soffistigeiddrwydd. 

en-gb	Progression is likely to grow out of gradual use and re-use of known skills, but could also, on occasion, present as a big qualitative jump. 
cy-gb	Mae cynnydd yn debygol o ddeillio o ddefnyddio ac ailddefnyddio sgiliau hysbys yn raddol, ond gallai, o bryd i'w gilydd, fod yn naid ansoddol fawr. 

en-gb	As learners make progress they increasingly evaluate and create more and more sophisticated creative work independently and with increased collaboration with others. 
cy-gb	Wrth i ddysgwyr wneud cynnydd, maen nhw’n gwneud mwy a mwy o waith gwerthuso ac yn creu gwaith creadigol mwyfwy soffistigedig yn annibynnol a thrwy gydweithio mwy ag eraill. 

en-gb	They gain greater confidence by being able to explore, experience, interpret, create and respond through the expressive arts’ disciplines within a safe environment. 
cy-gb	Maen nhw’n magu mwy o hyder drwy gael cyfleoedd i archwilio, profi a dehongli eu meddyliau, drwy ddisgyblaethau'r celfyddydau mynegiannol mewn amgylchedd diogel yn ogystal â thrwy gael cyfleoedd i ymateb iddyn nhw a’u gwerthuso mewn amgylchedd o’r fath. 

en-gb	Their evaluation of their own and others' work reflects a developing understanding of process as well as product, and resilience in receiving, and persistence in acting upon, feedback.
cy-gb	Mae'r ffordd y maen nhw’n gwerthuso eu gwaith eu hunain a gwaith eraill yn adlewyrchu dealltwriaeth gynyddol o broses yn ogystal â chynnyrch, ynghyd â gwydnwch cynyddol wrth gael adborth, a dyfalbarhad cynyddol wrth weithredu arno. 

en-gb	Descriptions of learning
cy-gb	Disgrifiadau dysgu

en-gb	Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals. 
cy-gb	Mae archwilio’r celfyddydau mynegiannol yn hanfodol er mwyn dyfnhau sgiliau a gwybodaeth gelfyddydol, ac mae’n galluogi dysgwyr i ddod yn unigolion chwilfrydig a chreadigol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can explore and experiment with a variety of creative techniques , materials, processes, resources, tools and technologies .
cy-gb	Rwy’n gallu archwilio ac arbrofi gydag amrywiaeth o dechnegau , deunyddiau, prosesau, adnoddau, offer a thechnolegau  creadigol.

en-gb	I can explore and experiment with and then select appropriate creative techniques, practices, materials, processes, resources, tools and technologies 
cy-gb	Rwy’n gallu archwilio, arbrofi gyda, ac yna ddewis technegau, dulliau, deunyddiau, prosesau, adnoddau, offer a thechnolegau creadigol priodol.

en-gb	I can explore and experiment independently and demonstrate technical control with a range of creative materials, processes, resources, tools and technologies showing innovation  and resilience.
cy-gb	Rwy’n gallu archwilio ac arbrofi’n annibynnol, a dangos rheolaeth dechnegol gydag ystod o ddeunyddiau, prosesau, adnoddau, offer a thechnolegau  creadigol gan ddangos arloesedd a gwydnwch.

en-gb	I can explore the effects that a range of creative techniques , materials, processes, resources, tools and technologies have on my own and others’ creative work .
cy-gb	Rwy’n gallu archwilio’r effeithiau mae ystod o dechnegau , deunyddiau, prosesau, adnoddau, offer a thechnolegau creadigol yn eu cael ar fy ngwaith creadigol  fy hun ac eraill.

en-gb	I can explore and experiment with my own and others’ creative ideas, demonstrating increasingly complex technical control, innovation, independent thinking and originality to develop my work with confidence, being able to explain my reasons behind choices made and evaluate their effectiveness on my creative work.
cy-gb	Rwy’n gallu archwilio ac arbroﬁ gyda fy syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos rheolaeth dechnegol sy’n gynyddol gymhleth, arloesedd, meddwl annibynnol a gwreiddioldeb er mwyn datblygu fy ngwaith gyda hyder. Rwy’n gallu gwneud hyn gan esbonio fy rhesymau dros wneud penderfyniadau, a gwerthuso eu heffeithiolrwydd ar fy ngwaith creadigol.

en-gb	I can explore and experiment with my own creative ideas and those of others, demonstrating technical control, innovation, independent thinking and originality, showing confidence to take risks and developing resilience in order to overcome creative challenges.
cy-gb	Rwy’n gallu archwilio ac arbroﬁ gyda fy syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos rheolaeth dechnegol, arloesedd, meddwl annibynnol a gwreiddioldeb, gan ddangos hyder i gymryd risgiau a datblygu gwydnwch er mwyn goresgyn heriau creadigol.

en-gb	I can ask questions to discover how creative work is made.
cy-gb	Rwy’n gallu gofyn cwestiynau i ganfod sut y caiff gwaith creadigol ei wneud. 

en-gb	I can explore how and why creative work is made by asking questions and developing my own answers.
cy-gb	Rwy’n gallu archwilio pam a sut y caiff gwaith creadigol ei wneud trwy ofyn cwestiynau a datblygu fy atebion fy hun. 

en-gb	I can explore how creative work can represent , document, share and celebrate personal, social and cultural identities.
cy-gb	Rwy’n gallu archwilio sut y gall gwaith creadigol gynrychioli , cofnodi, rhannu a dathlu hunaniaethau personol, cymdeithasol a diwylliannol.

en-gb	I can explore creative work, understanding the personal, social, cultural and historical context, including the conventions of the period in which it was created.
cy-gb	Rwy’n gallu archwilio gwaith creadigol gan ddeall y cyd-destun personol, cymdeithasol, diwylliannol a hanesyddol, gan gynnwys confensiynau’r cyfnod y cafodd y gwaith ei greu ynddo.

en-gb	I can investigate and analyse how creative work is used to represent and celebrate personal, social and cultural identities.
cy-gb	Rwy’n gallu ymchwilio a dadansoddi sut mae gwaith creadigol yn cael ei ddefnyddio i gynrychioli a dathlu hunaniaethau personol, cymdeithasol a diwylliannol. 

en-gb	I am beginning to explore ideas, feelings and moods in a variety of creative work.
cy-gb	Rwy’n dechrau archwilio syniadau, teimladau a gwahanol naws mewn amrywiaeth o waith creadigol.

en-gb	I can explore and describe how artists  and creative work communicate mood, feelings and ideas.
cy-gb	Rwy’n gallu archwilio a disgrifio sut mae artistiaid  a gwaith creadigol yn cyﬂeu gwahanol naws, teimladau a syniadau.

en-gb	I can explore and describe how artists and creative work  communicate mood, feelings and ideas and the impact they have on an audience.
cy-gb	Rwy’n gallu archwilio a disgrifio sut mae artistiaid a gwaith creadigol yn cyfleu gwahanol naws a syniadau, a’r effaith maen nhw’n ei chael ar gynulleidfa.

en-gb	I can investigate and understand how meaning is communicated through the ideas of other artists and performers.
cy-gb	Rwy’n gallu ymchwilio a deall sut mae ystyr yn cael ei gyfleu trwy syniadau artistiaid a pherfformwyr eraill.

en-gb	I can independently research the purpose and meaning of a wide range of creative work and consider how they can impact on different audiences.
cy-gb	Rwy’n gallu ymchwilio yn annibynnol i ddiben ac ystyr ystod eang o waith creadigol ac ystyried pa effaith y gallan nhw ei chael ar wahanol gynulleidfaoedd.

en-gb	Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts
cy-gb	Mae ymateb a myfyrio, fel artist ac fel cynulleidfa, yn rhan hanfodol o ddysgu yn y celfyddydau mynegiannol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can listen to and respond to views about my own creative work and that of others.
cy-gb	Rwy’n gallu gwrando ar eraill yn mynegi barn ar fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill ac ymateb iddyn nhw.

en-gb	I can give and accept feedback as both artist and audience.
cy-gb	Rwy’n gallu rhoi a derbyn adborth fel artist ac fel cynulleidfa.

en-gb	I can give and consider constructive feedback about my own creative work and that of others, reflecting on it and making improvements where necessary.
cy-gb	Rwy’n gallu rhoi ac ystyried adborth adeiladol am fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, gan fyfyrio arno a’i wella yn ôl y gofyn. 

en-gb	I can effectively evaluate my own creative work and that of others showing increasing confidence to recognise and articulate strengths, and to demonstrate resilience and determination to improve.
cy-gb	Rwy’n gallu gwerthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill yn effeithiol gan ddangos hyder cynyddol i adnabod a chyﬂeu cryfderau, ac i ddangos gwydnwch a phenderfyniad i wella.

en-gb	I can critically and thoughtfully respond to and analyse the opinion and creative influences of others in order to independently shape and develop my own creative work.
cy-gb	Rwy’n gallu dadansoddi ac ymateb yn feirniadol ac yn feddylgar i farn a dylanwadau creadigol pobl eraill er mwyn llywio a datblygu fy ngwaith creadigol yn annibynnol.

en-gb	I am beginning to compare my own creative work to the creative work of others. 
cy-gb	Rwy’n dechrau cymharu fy ngwaith creadigol gyda gwaith creadigol pobl eraill.

en-gb	I can compare my own creative work to creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymharu fy ngwaith creadigol fy hun gyda gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol. 

en-gb	I can apply knowledge and understanding of context, and make connections between my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun, a gwneud cysylltiadau rhwng fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol. 

en-gb	I can apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun wrth werthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol. 

en-gb	I can purposefully apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun yn bwrpasol wrth werthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol. 

en-gb	I am beginning to talk about my moods and emotions and use these to impact upon my creative work. 
cy-gb	Rwy’n dechrau siarad am fy hwyliau a’m hemosiynau, a defnyddio’r rhain i ddylanwadu ar fy ngwaith creadigol.

en-gb	I can consider, with guidance, how moods, emotions and ideas are communicated both in my own creative work  and in the creative work of others.
cy-gb	Gydag arweiniad, rwy’n gallu ystyried y ffordd y caiff hwyliau, emosiynau a syniadau eu cyﬂeu yn fy ngwaith creadigol  fy hun ac yng ngwaith creadigol pobl eraill.

en-gb	I can reflect upon how artists have achieved effects or communicated moods, emotions and ideas in their work.
cy-gb	Rwy’n gallu myfyrio ar y ffordd y mae artistiaid wedi llwyddo i greu effeithiau neu gyﬂeu hwyliau, emosiynau a syniadau yn eu gwaith.

en-gb	I can evaluate the effectiveness of a wide range of artistic techniques  in producing meaning.
cy-gb	Rwy’n gallu gwerthuso effeithiolrwydd ystod eang o dechnegau artistig wrth gynhyrchu ystyr.

en-gb	I can critically evaluate the way artists use discipline-specific skills and techniques to create and communicate ideas. 
cy-gb	Rwy’n gallu gwerthuso’n feirniadol y ffordd y mae artistiaid yn defnyddio sgiliau sy’n perthyn i ddisgyblaeth benodol i greu a mynegi syniadau.

en-gb	Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.
cy-gb	Mae creu yn cyfuno sgiliau a gwybodaeth, gan dynnu ar y synhwyrau, ysbrydoliaeth a’r dychymyg.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can communicate my ideas, feelings and memories in my creative work. 
cy-gb	Rwy’n gallu mynegi fy syniadau, teimladau ac atgofion yn fy ngwaith creadigol. 

en-gb	I can communicate ideas, feelings and memories for an audience and for purposes and outcomes in my creative work.
cy-gb	Rwy’n gallu cyfleu syniadau, teimladau ac atgofion ar gyfer cynulleidfa ac ar gyfer dibenion a chanlyniadau yn fy ngwaith creadigol.

en-gb	I can combine my knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes.
cy-gb	Rwy’n gallu cyfuno fy ngwybodaeth, profiad a dealltwriaeth i gynllunio a chyfleu fy ngwaith creadigol ar gyfer ystod o gynulleidfaoedd, dibenion a chanlyniadau.

en-gb	I can use my experimentation and investigation to manipulate creative work with purpose and intent when communicating my ideas.
cy-gb	Rwy’n gallu defnyddio fy sgiliau arbroﬁ ac ymchwilio i drin gwaith creadigol gyda phwrpas a bwriad wrth fynegi fy syniadau.

en-gb	I can synthesise and apply experience, knowledge and understanding with sophistication and intent when communicating my ideas.
cy-gb	Rwy’n gallu dwyn ynghyd a chymhwyso profiad, gwybodaeth a dealltwriaeth mewn ffordd sofﬁstigedig a chyda bwriad wrth fynegi fy syniadau.

en-gb	I can imitate established artistic techniques in the creation of my own work.
cy-gb	Rwy’n gallu efelychu technegau artistig cydnabyddedig wrth greu fy ngwaith fy hun.

en-gb	I am beginning to apply techniques in my creative work with guidance and direction.
cy-gb	Rwy’n dechrau cymhwyso technegau yn fy ngwaith creadigol gydag arweiniad a chyfarwyddyd.

en-gb	I can draw upon my familiarity with a range of discipline-specific techniques  in my creative work.
cy-gb	Rwy’n gallu defnyddio ystod o dechnegau  penodol i’r ddisgyblaeth sy’n gyfarwydd i mi, yn fy ngwaith creadigol.

en-gb	I can apply specialised technical skills in my creative work.
cy-gb	Rwy’n gallu cymhwyso sgiliau technegol arbenigol yn fy ngwaith creadigol.

en-gb	I can use professionally established, discipline-specific techniques confidently and convincingly in my creative work and work towards industry standard.
cy-gb	Rwy’n gallu defnyddio technegau proffesiynol cydnabyddedig, sy’n benodol i’r ddisgyblaeth, yn hyderus a chydag arddeliad yn fy ngwaith creadigol, gan weithio tuag at safon diwydiant.

en-gb	I am beginning to design my own creative work.
cy-gb	Rwy’n dechrau dylunio fy ngwaith creadigol fy hun. 

en-gb	I can create my own designs and work collaboratively with others to develop creative ideas.
cy-gb	Rwy’n gallu creu fy nyluniadau fy hun, ac rwy’n gallu gweithio ar y cyd gydag eraill i ddatblygu syniadau creadigol.

en-gb	I can draw upon my design knowledge and make connections with greater independence to modify and develop my creative designs.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth ddylunio a gwneud cysylltiadau gydag annibyniaeth gynyddol er mwyn addasu a datblygu fy nyluniadau creadigol.

en-gb	I can purposefully use my design skills and apply a range of solutions to clarify and refine final creative ideas.
cy-gb	Rwy’n gallu defnyddio fy sgiliau dylunio yn bwrpasol a chymhwyso ystod o ddatrysiadau i egluro a mireinio syniadau creadigol terfynol.

en-gb	I can design creative outcomes to professional and industry-standard with sophistication, clear purpose and intent.
cy-gb	Rwy’n gallu dylunio deilliannau  creadigol gyda soffistigeiddrwydd i safon broffesiynol a safon diwydiant, a hynny gyda phwrpas a bwriad clir.

en-gb	I can share my creative work.
cy-gb	Rwy’n gallu rhannu fy ngwaith creadigol. 

en-gb	I can perform, produce, design, exhibit and share my creative work in a variety of ways for different audiences, inspired by a range of stimuli and experiences.
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol mewn amrywiaeth o ffyrdd ar gyfer cynulleidfaoedd gwahanol, a hyn wedi’i ysbrydoli gan ystod o sbardunau a phrofiadau.

en-gb	I can perform, produce, design, exhibit and share my creative work in formal and non-formal contexts, considering the impact of my creative work on the audience.
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol mewn cyd-destunau ffurfiol ac anffurfiol, gan ystyried effaith fy ngwaith creadigol ar y gynulleidfa.

en-gb	I can perform, produce, design, exhibit and share my creative work showing an awareness of artistic intent and of audience. 
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol gan ddangos ymwybyddiaeth o fwriad artistig a chynulleidfa.

en-gb	I can consider artistic intent, purpose and audience in an informed way when performing, presenting and marketing my creative work.
cy-gb	Rwy’n gallu ystyried diben artistig, pwrpas a chynulleidfa mewn ffordd wybodus wrth berfformio, cyﬂwyno a marchnata fy ngwaith creadigol.

en-gb	I am beginning to demonstrate resilience and flexibility in approaching creative challenges.
cy-gb	Rwy’n dechrau dangos gwydnwch a hyblygrwydd wrth fynd i’r afael â heriau creadigol.

en-gb	I can identify and respond creatively to challenges with resilience and flexibility.
cy-gb	Rwy’n gallu adnabod ac ymateb yn greadigol i heriau, a gwneud hyn gyda gwydnwch a hyblygrwydd.

en-gb	I can draw upon my experiences and knowledge to inform and develop strategies to overcome creative challenges with imagination and resilience.
cy-gb	Rwy’n gallu goresgyn heriau creadigol gyda dychymyg a gwydnwch drwy ddefnyddio fy mhroﬁadau a’m gwybodaeth, a hyn er mwyn llywio a datblygu strategaethau.

en-gb	I can use effective strategies to take risks with my own creative work and can display resilience to overcome creative challenges.
cy-gb	Rwy’n gallu defnyddio strategaethau effeithiol i gymryd risg gyda fy ngwaith creadigol fy hun, ac rwy’n gallu dangos gwydnwch i oresgyn heriau creadigol.

en-gb	I am beginning to use creative materials safely with guidance and direction.
cy-gb	Rwy’n dechrau defnyddio deunyddiau creadigol yn ddiogel gydag arweiniad a chyfarwyddyd.

en-gb	I can use creative materials safely and with some control under supervision.
cy-gb	Rwy’n gallu defnyddio deunyddiau creadigol yn ddiogel gyda pheth rheolaeth o dan oruchwyliaeth.

en-gb	I can safely choose and use the correct creative tools and materials with some consideration for others.
cy-gb	Rwy’n gallu dewis a defnyddio’r offer a’r deunyddiau creadigol cywir yn ddiogel gyda pheth ystyriaeth tuag at eraill.

en-gb	I can confidently consider myself, others, audience, participants and matters of intellectual property when creating work.
cy-gb	Rwy’n gallu, yn hyderus, ystyried fy hun, pobl eraill, y gynulleidfa, cyfranogwyr a materion eiddo deallusol wrth greu gwaith. 

en-gb	I can evaluate and judge the appropriateness of my creative work in relation to ethical and legal considerations  and its effect on participants and audiences.
cy-gb	Rwy’n gallu gwerthuso a barnu priodoldeb fy ngwaith creadigol fy hun mewn perthynas ag ystyriaethau moesegol a chyfreithiol , a’i effaith ar gyfranogwyr a chynulleidfaoedd.

en-gb	Designing your curriculum
cy-gb	Cynllunio eich cwricwlwm

en-gb	This provides specific guidance to be used when incorporating learning in the expressive arts in your curriculum.  
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn y celfyddydau mynegiannol yn eich cwricwlwm. 

en-gb	It should be read together with the overarching Designing your curriculum section which is relevant to learning and teaching across all areas of learning and experience.
cy-gb	Dylai gael ei ddarllen ynghyd ag adran gyffredinol Cynllunio eich cwricwlwm sy’n berthnasol i ddysgu ac addysgu trwy bob maes dysgu a phrofiad.

en-gb	Cross-curricular skills and integral skills
cy-gb	Sgiliau trawsgwricwlaidd a sgiliau cyfannol

en-gb	A curriculum must embed the mandatory cross-curricular skills and the integral skills which underpin the four purposes of the curriculum. 
cy-gb	Rhaid i gwricwlwm ymwreiddio’r sgiliau trawsgwricwlaidd gorfodol a’r sgiliau cyfannol sy’n sail i bedwar diben y cwricwlwm. 

en-gb	Below are some key principles which settings/schools should consider when designing learning and teaching in the Expressive Arts Area of Learning and Experience (Area).
cy-gb	Mae’r canlynol yn rhai egwyddorion allweddol y dylai lleoliadau/ysgolion eu hystyried wrth gynllunio dysgu ac addysgu ym Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol (Maes).

en-gb	Cross-curricular skills
cy-gb	Sgiliau trawsgwricwlaidd

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	From exposure to and involvement in this Area, learners develop skills that are essential for the critical analysis and use of language receptively and expressively. 
cy-gb	O ymwybyddiaeth o’r Maes hwn ac ymwneud ag ef, mae dysgwyr yn datblygu sgiliau sy’n hanfodol ar gyfer dadansoddiad beirniadol a defnydd derbyngar a mynegiannol o iaith. 

en-gb	Learning and experience in this Area provides a range of purposeful and rich contexts where learners’ literacy skills can be reinforced, developed, applied and extended. 
cy-gb	Mae dysgu a phrofiad yn y maes hwn yn cynnig ystod o gyd-destunau cyfoethog a phwrpasol lle gellir atgyfnerthu, datblygu, cymhwyso ac ymestyn sgiliau llythrennedd dysgwyr. 

en-gb	Exploration and exposure to a variety of creative work can be powerful in the development of reading strategies and higher-order reading skills, such as inference and deduction. 
cy-gb	Gall archwilio ac ymwybyddiaeth o amrywiaeth o waith creadigol fod yn bwerus yn natblygiad strategaethau darllen a sgiliau darllen uwch, megis casglu a dehongli. 

en-gb	It is a versatile platform for learners to acquire the skills and knowledge to adapt their language for audience and purpose and provides purposeful opportunities for building confidence so that learners can express themselves as individuals and in role.
cy-gb	Mae’n llwyfan hyblyg i ddysgwyr gaffael y sgiliau a’r wybodaeth i addasu eu hiaith at ddiben ac i gynulleidfa ac mae’n cynnig cyfleoedd pwrpasol i adeiladu hyder fel y gall dysgwyr fynegi eu hunain fel unigolion ac mewn rôl.

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	This Area provides creative opportunities to develop numeracy skills in a range of engaging contexts. 
cy-gb	Mae’r Maes hwn yn cynnig cyfleoedd creadigol i ddatblygu sgiliau rhifedd mewn ystod o gyd-destunau diddorol. 

en-gb	Learners communicate with symbols and use a range of mathematical language. 
cy-gb	Mae dysgwyr yn cyfathrebu gyda symbolau ac yn defnyddio ystod o iaith fathemategol. 

en-gb	They explore concepts related to geometry and measurement such as size, shape, symmetry, scale, length, dimension, distance, position, viewpoint and time. 
cy-gb	Maen nhw’n archwilio cysyniadau sy’n perthyn i fyd geometreg a mesuriadau megis maint, siâp, cymesuredd, graddfa, hyd, dimensiwn, pellter, safle, safbwynt ac amser. 

en-gb	They also explore concepts related to number such as structure, pattern and rhythm, counting, repetition, phrasing and financial literacy. 
cy-gb	Maen nhw hefyd yn archwilio cysyniadau sy’n perthyn i rif megis strwythur, patrwm a rhythm, cyfrif, ailadrodd, brawddegu a llythrennedd ariannol.

en-gb	Digital competence
cy-gb	Cymhwysedd digidol

en-gb	This Area provides a wealth of opportunities to develop digital competence in areas such as digital collaboration, production technology, intellectual property, artificial intelligence, digital rights, licensing and ownership, body image and photo editing, as well as the saving, sharing and distribution of digital work .
cy-gb	Mae’r Maes hwn yn cynnig cyfoeth o gyfleoedd i ddatblygu cymhwysedd digidol mewn meysydd megis cydweithredu digidol, technoleg cynhyrchu, eiddo deallusol, deallusrwydd artiffisial, hawliau digidol, trwyddedu a pherchnogaeth, delwedd y corff a golygu lluniau, yn ogystal ag arbed, rhannu a dosbarthu gwaith digidol .

en-gb	Integral skills
cy-gb	Sgiliau cyfannol

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

en-gb	The creative process is the essence of this Area. 
cy-gb	Y broses greadigol yw hanfod y Maes hwn. 

en-gb	The statements of what matters enable learners to develop knowledge, and creative and innovative skills. 
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn galluogi dysgwyr i ddatblygu gwybodaeth, a sgiliau creadigol ac arloesol. 

en-gb	Learners are expected to consider influences and shape their own creativity. 
cy-gb	Disgwylir i ddysgwyr ystyried dylanwadau a llywio eu creadigrwydd eu hunain. 

en-gb	Learners use their creative skills and imagination, discover possibilities and refine ideas to produce their own unique artistic work. 
cy-gb	Mae dysgwyr yn defnyddio eu sgiliau creadigol a’u dychymyg, yn darganfod posibiliadau a mireinio syniadau er mwyn cynhyrchu eu gwaith creadigol unigryw eu hunain. 

en-gb	Creative thinking developed by exploring within and through this Area enables learners to investigate the unknown and make connections. 
cy-gb	Mae meddylfryd creadigol sy’n datblygu trwy archwilio o fewn a thrwy’r Maes hwn yn galluogi dysgwyr i archwilio’r anwybod a gwneud cysylltiadau. 

en-gb	Learners take creative risks to go beyond existing knowledge and accept failure as a learning experience.
cy-gb	Mae dysgwyr yn cymryd risgiau creadigol i fynd y tu hwnt i wybodaeth sy’n bodoli eisoes ac yn derbyn methiant fel profiad dysgu.

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

en-gb	Refining work is encouraged throughout one of the statements of what matters in this Area, with the aim of building skills in self-evaluation and reflection. 
cy-gb	Anogir mireinio trwy un o’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn, gyda’r nod o adeiladu sgiliau hunanwerthuso ac adfyfyrio. 

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

en-gb	Learners may demonstrate resilience in applying critical appraisal of their work and be expected to respond positively to critical feedback. 
cy-gb	Gall dysgwyr arddangos gwydnwch wrth roi gwerthusiad beirniadol o’u gwaith, a gellir disgwyl iddyn nhw ymateb yn gadarnhaol i adborth beirniadol. 

en-gb	Learners can develop problem-solving skills by experimenting with a variety of arts and artistic techniques.
cy-gb	Gall dysgwyr ddatblygu sgiliau datrys problemau trwy arbrofi gydag amrywiaeth o gelfyddydau a thechnegau celfyddydol. 

en-gb	Personal effectiveness
cy-gb	Effeithiolrwydd personol

en-gb	Through the statements of what matters in this Area, learners develop self-confidence, self-esteem, independence, communication skills and social and cultural awareness. 
cy-gb	Trwy’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn, mae dysgwyr yn datblygu hunan hyder, hunan werth, annibyniaeth, sgiliau cyfathrebu ac ymwybyddiaeth gymdeithasol a diwylliannol. 

en-gb	Learners become enterprising, resourceful and resilient by managing themselves and their resources, and this in turn enhances their employability skills. 
cy-gb	Mae dysgwyr yn dod yn fentrus, yn ddyfeisgar ac yn wydn trwy reoli eu hunain a’u hadnoddau. Yn ei dro, mae hyn yn cyfoethogi eu sgiliau byd gwaith. 

en-gb	They are encouraged to develop resilience through accepting failure and value its place in the creative process.
cy-gb	Maen nhw’n cael eu hannog i ddatblygu gwydnwch trwy dderbyn methiant a gwerthfawrogi ei le yn y broses greadigol.

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

en-gb	Through this Area, learners are encouraged to plan, set their own goals and manage resources. 
cy-gb	Trwy’r Maes hwn, anogir dysgwyr i gynllunio, gosod eu nodau eu hunain a rheoli adnoddau. 

en-gb	They can apply reflective, critical and creative processes to make sense of ideas and experiences. 
cy-gb	Gallan nhw gymhwyso prosesau adfyfyriol, beirniadol a chreadigol er mwyn gwneud synnwyr o syniadau a phrofiadau. 

en-gb	The ability to generate ideas, develop curiosity, explore and bring ideas into action is fundamental to this Area.
cy-gb	Mae’r gallu i gynhyrchu syniadau, datblygu chwilfrydedd, archwilio a dod â syniadau’n fyw yn sylfaenol i’r Maes hwn.

en-gb	Specific considerations for this Area
cy-gb	Ystyriaethau penodol ar gyfer y Maes hwn

en-gb	The statements of what matters in this Area represent the creative process . 
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn yn cynrychioli’r broses greadigol . 

en-gb	Through the creative process, learners explore, respond to stimuli and create and reflect on their own work while engaging in rich, authentic experiences .
cy-gb	Trwy’r broses greadigol, mae dysgwyr yn archwilio, yn ymateb i ysgogiadau ac yn creu a myfyrio ar eu gwaith eu hunain wrth ymwneud â phrofiadau dilys , cyfoethog.

en-gb	This Area spans the five disciplines of art, dance, drama, film and digital media, and music. 
cy-gb	Mae’r Maes hwn yn cwmpasu pum disgyblaeth: celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol. 

en-gb	These disciplines share the creative process, an d each contributes transferable skills and knowledge to a learner's experience. 
cy-gb	Mae’r disgyblaethau hyn yn rhannu’r broses greadigol, a phob un yn cyfrannu sgiliau trosglwyddadwy a gwybodaeth tuag at brofiad dysgwr. 

en-gb	In addition, each discipline has its own discrete body of knowledge  and skills ; this learning supports progression and offers greater depth to learning. 
cy-gb	Yn ychwanegol, mae gan bob un o’r disgyblaethau gorff o wybodaeth  a sgiliau  sy’n perthyn yn benodol iddyn nhw. 

en-gb	This Area is designed to support the development of a more integrated approach to learning. 
cy-gb	Mae’r dysgu hwn yn cefnogi cynnydd ac yn cynnig mwy o ddyfnder i’r dysgu. 

en-gb	There is flexibility to choose how to structure the curriculum, such as through an integrated, multidisciplinary, interdisciplinary or disciplinary approach. 
cy-gb	Mae’r Maes wedi’i gynllunio i gefnogi datblygu dull mwy cyfannol o ddysgu. Mae hyblygrwydd i ddewis sut i strwythuro cwricwlwm – megis trwy ddull cyfannol, amlddisgyblaethol, rhyngddisgyblaethol neu ddisgyblaethol. 

en-gb	Across the learners' journey on the 3 to 16 continuum, it is important to offer broad and balanced opportunities for art, dance, drama, film and digital media and music. 
cy-gb	Ar draws taith y dysgwyr ar y continwwm 3 i 16, mae’n bwysig cynnig cyfleoedd eang a chytbwys ar gyfer celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol. 

en-gb	The delivery should be adaptive, versatile and change depending on the learners and their context. 
cy-gb	Dylid addasu’r dysgu a’i wneud yn amlochrog, a dylai newid gan ddibynnu ar y dysgwyr a’u cyd-destun. 

en-gb	Regardless of the approach chosen, it is important to note that the statements of what matters are interlinked and should not be taught in isolation. 
cy-gb	Waeth beth yw’r dull a ddewisir, mae’n bwysig nodi fod y datganiadau o’r hyn sy’n bwysig yn gysylltiedig â’i gilydd ac na ddylen nhw gael eu dysgu ar wahân. 

en-gb	Together they allow learners to engage fully with the creative process which each of the expressive arts’ disciplines has in common.
cy-gb	Gyda’i gilydd maen nhw’n galluogi’r dysgwyr i ymwneud yn llawn â’r broses greadigol y mae gan bob un o’r disgyblaethau yn y celfyddydau mynegiannol yn gyffredin. 

en-gb	Considerations when designing your curriculum
cy-gb	Ystyriaethau wrth gynllunio eich cwricwlwm

en-gb	equitable opportunities to include the five disciplines of art, dance, drama, film and digital media, and music
cy-gb	cyfleoedd teg i gynnwys y pum disgyblaeth: celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol 

en-gb	progression along the continuum – complexity, control, depth and independence
cy-gb	cynnydd ar hyd y continwwm – cymhlethdod, rheolaeth, dyfnder ac annibyniaeth

en-gb	experience, knowledge and skills inherent to and across each discipline 
cy-gb	profiad, gwybodaeth a sgiliau sy’n gynhenid i bob disgyblaeth, yn ogystal ag ar draws pob un

en-gb	opportunities to work independently and collaboratively
cy-gb	cyfleoedd i weithio’n annibynnol ac yn gydweithredol

en-gb	a range of stimuli, techniques, materials and resources, tools and technologies
cy-gb	ystod o ysgogiadau, technegau, deunyddiau ac adnoddau, offer a thechnolegau

en-gb	styles , genres  and creative texts across all disciplines and spanning people, places, cultures and time 
cy-gb	arddulliau , genres a thestunau creadigol ar draws yr holl ddisgyblaethau a chan gwmpasu pobl, lleoedd, diwylliannau a chyfnodau 

en-gb	discipline-specific vocabulary and skills
cy-gb	sgiliau a geirfa benodol i’r ddisgyblaeth

en-gb	experience of actual and virtual venues, and local, national and international arts events and festivals
cy-gb	profiad o leoliadau go iawn a rhithwir a digwyddiadau a gwyliau celfyddydol lleol, cenedlaethol a rhyngwladol 

en-gb	critical appreciation and response
cy-gb	gwerthfawrogiad ac ymateb beirniadol

en-gb	input from creative professionals and industry experience 
cy-gb	mewnbwn gan bobl broffesiynol a phrofiad diwydiant 

en-gb	access to local, national and international contexts 
cy-gb	mynediad at gyd-destunau lleol, cenedlaethol a rhyngwladol

en-gb	access to practical and theoretical exploration
cy-gb	mynediad at archwiliad ymarferol a damcaniaethol 

en-gb	opportunities for learners to take on a range of roles and responsibilities within the creative process .
cy-gb	cyfleoedd i ddysgwyr gymryd ystod o rolau a chyfrifoldebau o fewn y broses greadigol .

en-gb	Illustrating breadth
cy-gb	Enghreifftio ehangder

en-gb	The following are provided as examples of how you could explore different topical learning in this Area. 
cy-gb	Darperir y canlynol fel enghreifftiau o sut y gallech archwilio dysgu testunol gwahanol yn y Maes hwn. 

en-gb	These are illustrations only.
cy-gb	Enghreifftiau yn unig yw'r rhain.

en-gb	This Area could include exploring not only the artistic techniques and impact of creative work by Bob Dylan, Joseph Parry and The Joy Formidable, but engaging with the social influences, context and narrative of those works to inspire learners’ own work. 
cy-gb	Gallai'r maes hwn gynnwys archwilio nid yn unig dechnegau artistig ac effaith gwaith creadigol gan Bob Dylan, Joseph Parry a The Joy Formidable, ond profi hefyd ddylanwadau cymdeithasol, cyd-destun a naratif y gweithiau hynny i ysbrydoli gwaith y dysgwyr eu hunain. 

en-gb	The art of Ceri Richards, Martin Parr and Mary Lloyd Jones has a distinct relationship to Wales, this could be an inspiration for learners developing their own understanding and creative skills. 
cy-gb	Mae gan gelf Ceri Richards, Martin Parr a Mary Lloyd Jones ei berthynas arbennig ei hun â Chymru – gallai hyn fod yn ysbrydoliaeth i ddysgwyr wrth ddatblygu eu dealltwriaeth a'u sgiliau creadigol eu hunain.  

en-gb	The films Tiger Bay, House of America, and Solomon a Gaenor each portray different Welsh experiences and communities, learners could use these to recognise and analyse character, identity and place, as they challenge and develop their own identities and imagination through the arts.
cy-gb	Mae'r ffilmiau Tiger Bay, House of America, a Solomon a Gaenor i gyd yn portreadu profiadau a chymunedau Cymreig gwahanol, gallai'r dysgwyr ddefnyddio'r rhain i adnabod a dadansoddi cymeriad, hunaniaeth a lle, wrth iddyn nhw herio a datblygu eu hunaniaethau eu hunain a’u dychymyg drwy'r celfyddydau.

en-gb	Discipline-specific considerations
cy-gb	Ystyriaethau sy’n benodol i ddisgyblaethau

en-gb	Experience, knowledge and skills inherent to each discipline are included in progression steps 1 to 5 with increasing levels of complexity. 
cy-gb	Mae profiad, gwybodaeth a sgiliau sy’n gynhenid i bob disgyblaeth yn gynwysedig yng nghamau cynnydd 1 i 5 gyda chymhlethdod cynyddol. 

en-gb	These include but are not limited to the following:
cy-gb	Mae’r rhain yn cynnwys, ond heb eu cyfyngu, i’r canlynol:

en-gb	Art
cy-gb	Celf

en-gb	Art includes the experimentation and development of an almost limitless range of resources, materials, techniques and processes across all types of art, craft and design to produce a range of outcomes and to demonstrate a personal and creative response .
cy-gb	Mae celf yn cynnwys arbrofi gyda a datblygu ystod ddiddiwedd bron o adnoddau, deunyddiau, technegau a phrosesau ar draws pob math o gelf, crefft a dylunio i gynhyrchu ystod o ganlyniadau ac i arddangos ymateb creadigol a phersonol.

en-gb	You should consider:
cy-gb	Dylech ystyried:

en-gb	line, shape, texture, colour, design, form  (2D, 3D, 4D), pattern, tone, shading, space, contrast, proportion, composition, scale, perspective 
cy-gb	llinell, siâp, gwead, lliw, dyluniad, ffurf (2D, 3D, 4D), patrwm, tôn, graddliwio, gofod, cyferbyniad, cyfrannedd, cyfansoddiad, graddfa, persbectif

en-gb	architectural design, advertising, animation, constructed textiles (knitting/weaving/embellishment), ceramics, craft, design, drawing, environmental/landscape art, fashion, fine art, communication graphics, jewellery and body adornment, illustration, interactive design (including web, app and game), interior design, installation, live art, making, mixed media, moving image, multi-media, package design, painting, photography, print-making (relief/intaglio/screen processes/lithography), signage, sculpting, sound art, surface pattern, textiles, typography, video.
cy-gb	dylunio pensaernïol, hysbysebu, animeiddio, tecstilau gwneud (gwau/ gwehyddu /addurno), cerameg, crefft, dylunio, lluniadu, celfyddyd amgylcheddol/tirwedd, ffasiwn, celfyddyd gain, graffeg cyfathrebu, gemwaith ac addurniadau’r corff, darluniad, dylunio rhyngweithiol (gan gynnwys y we, ap a gemau), dylunio mewnol, gosodiad, celf byw, gwneud, cyfryngau cymysg, delwedd symudol, amlgyfryngau, dylunio pecyn, paentio, ffotograffiaeth, gwneud print (cerfwedd/intaglio/prosesau sgrin/lithograffeg), cynllunio arwyddion, cerflunio, celf sain, patrwm arwyneb, tecstilau, argraffwaith, fideo.

en-gb	Dance 
cy-gb	Cerddoriaeth

en-gb	Dance includes performing, choreography and appreciation across a range of styles .
cy-gb	Mae cerddoriaeth yn cynnwys perfformio, byrfyfyrio a chyfansoddi, gwrando a gwerthuso.

en-gb	You should consider:
cy-gb	Dylech ystyried:

en-gb	movement framework (body actions, space, dynamics, relationships), time (rhythm and phrasing), improvisation, character, motifs/phraseschoreographic devices (unison and canon, repetition, variation and development, complementary and contrasting, climax, highlights)compositional structures (beginning, middle and end, binary, ternary, rondo, theme and variation, narrative, unity, logical sequence, transitions)dance compositions (pure, abstract, lyrical, dramatic, comic, dance-drama)performance/refinement including physical elements (actions, posture, alignment, balance, coordination, control, flexibility, mobility, strength, stamina, extension, isolation)expression (projection, spatial awareness, musicality, phrasing, facial expression, interpretation, communication)technical considerations  (timing, reproduction of movement in a stylistically accurate way).
cy-gb	traw, alaw, dynameg, gwead, tempo, ansawdd, rhythm, mydr, ffurf  a strwythur, cyweiredd, dyfeisiau cerddorol (e.e. ailadrodd, ostinato, dilyniant), harmoni, tonyddiaethdwyran, teiran, rondo, tôn gron, miniwét a thrio, stroffig, thema ac amrywiadau, cyfansoddi  di-dor, sonataperfformio  (gan gynnwys lleisiol, offerynnol, technoleg e.e. DJ-io), byrfyfyrio a chyfansoddi (gan gynnwys lleisiol, offerynnol, acwstig, trydanol a digidol, golygu/cynhyrchu), gwrando (gan gynnwys dadansoddi, gwerthuso a gwerthfawrogi ystod o ffurfiau ac arddulliau  cerddorol ar draws genres  a chyfnodau o amser). Dawns Mae dawns yn cynnwys perfformio, coreograffi a gwerthfawrogiad ar draws ystod o arddulliau .Dylech ystyried:fframwaith symudiad (symudiadau corff, gofod, dynameg, cydberthnasau), amser (rhythm a rhanddawns), creu byrfyfyr, cymeriad, motifau/rhanddawns

en-gb	Drama
cy-gb	Drama

en-gb	Drama includes acting, directing, design, technical theatre and arts administration.
cy-gb	Mae drama yn cynnwys actio, cyfarwyddo, dylunio, theatr dechnegol a gweinyddu’r celfyddydau.

en-gb	You should consider:
cy-gb	Dylech ystyried:

en-gb	plot, character, thought, relationships (which encompasses interaction), tension, focus, place, time, language, voice (which encompasses accent, diction, pitch, tempo, pauses), movement (which encompasses gesture, facial expressions), proxemics, atmosphere, mood, symbols, design which encompasses stage lighting, sound, set, hair, make-up, costume, script writing, directing and stage management
cy-gb	plot, cymeriad, syniad, perthynas ag eraill (sy’n cwmpasu rhyngweithio), tensiwn, ffocws, lleoliad, amser, iaith, llais (sy’n cwmpasu acen, ynganiad, traw, amseru, seibio), symudiad (sy’n cwmpasu osgo, mynegiannau wyneb), cynefineg, awyrgylch, naws, symbolau, dylunio sy’n cwmpasu goleuo llwyfan, sain, set, gwallt, colur, gwisg, sgriptio, cynhyrchu a rheoli llwyfan

en-gb	comedy , tragedy, tragicomedy, farce, musical theatre, melodrama, mime, physical theatre. 
cy-gb	comedi, trasiedi, trasicomedi, ffars, theatr gerdd, melodrama, meim, theatr gorfforol.

en-gb	Film and digital media
cy-gb	Ffilm a’r cyfryngau digidol

en-gb	Film and digital media includes television, film, radio, games design, photography, live events and theatrical production skills, print media, social media, sound and audio production.
cy-gb	Mae ffilm a’r cyfryngau digidol yn cynnwys teledu, ffilm, radio, dylunio gemau, ffotograffiaeth, digwyddiadau byw a sgiliau cynhyrchu theatrig, cyfryngau print, cyfryngau cymdeithasol, cynhyrchu sain ac awdio.

en-gb	You should consider :
cy-gb	Dylech ystyried:

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

en-gb	The Health and Well-being Area of Learning and Experience provides opportunities for creative movement and dance as a physical activity and can enable learners to develop gross motor movements and fine motor movements to support participation in the arts’ disciplines. 
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfleoedd ar gyfer symud a dawns creadigol fel gweithgaredd corfforol ac yn ffordd o alluogi dysgwyr i ddatblygu symudiadau echddygol bras a symudiadau echddygol manwl er mwyn cefnogi cyfranogiad mewn gwahanol ddisgyblaethau celfyddydol. 

en-gb	Involvement in the expressive arts can enable learners to develop a sense of self, build confidence, and explore different forms of communication and relationships which can support mental health and emotional well-being.
cy-gb	Gall cyfranogiad yn y celfyddydau mynegiannol alluogi dysgwyr i ddatblygu ymdeimlad o’r hunan, adeiladu hyder, ac archwilio gwahanol ffurfiau o gyfathrebu a chydberthnasau a all gefnogi iechyd meddwl a lles emosiynol.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	Art, music, dance, theatre, forms of media and literature are valuable pieces of evidence for enquiries in the humanities and are mediums for expression of people’s interpretations and viewpoints. 
cy-gb	Mae celf, cerddoriaeth, dawns, theatr, ffurfiau cyfryngol a llenyddol yn ddarnau gwerthfawr o dystiolaeth ar gyfer ymchwiliadau yn y Dyniaethau ac yn gyfryngau ar gyfer mynegi dehongliadau a safbwyntiau pobl. 

en-gb	The natural world, the past and present all act as stimuli and contexts in the Expressive Arts Area of Learning and Experience. 
cy-gb	Mae’r byd naturiol, y gorffennol a’r presennol oll yn ysgogi ac yn cynnig cyd-destunau ym Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol. 

en-gb	Throughout the past, and present the expressive arts have been important in shaping culture and societies. 
cy-gb	Trwy’r gorffennol a’r presennol mae’r celfyddydau mynegiannol wedi bod yn bwysig wrth lywio diwylliant a chymdeithasau. 

en-gb	Exploring the arts from various times, cultures and societies, including from Wales (e.g. 
cy-gb	Mae archwilio’r celfyddydau o wahanol gyfnodau, diwylliannau a chymdeithasau gan gynnwys o Gymru (e.e. 

en-gb	Eisteddfod), allows learners to develop their understanding of other cultures as well as their own. 
cy-gb	Eisteddfod), yn galluogi dysgwyr i ddatblygu eu dealltwriaeth o ddiwylliannau pobl eraill yn ogystal â’u diwylliant eu hunain. 

en-gb	Exploration of social and ethical concepts, sustainability and business can act as a stimulus for creative work .
cy-gb	Gall archwilio cysyniadau cymdeithasol a moesol, cynaladwyedd a busnes ysgogi gwaith creadigol .

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

en-gb	Expressive Arts disciplines can be used as a vehicle for learners to develop languages, literacy and communication including through visual literacy, creative thinking and creative writing, understanding audience and purpose and adapting language for audience, performance poetry, drama, film, multimedia, role play and song. 
cy-gb	Gall disgyblaethau o fewn y Celfyddydau Mynegiannol gael eu defnyddio fel ffordd i ddysgwyr ddatblygu ieithoedd, llythrennedd a chyfathrebu gan gynnwys trwy lythrennedd gweledol, meddwl creadigol ac ysgrifennu creadigol, deall cynulleidfa a diben ac addasu iaith ar gyfer cynulleidfa, cyflwyno barddoniaeth, drama, ffilm, amlgyfryngau, chwarae rôl a chanu. 

en-gb	Experiences of literature  in all its forms across these two Areas enable the learner to develop cultural empathy and sensitivity.  
cy-gb	Mae profiadau o lenyddiaeth  yn ei holl ffurfiau  ar draws y ddau Faes yma yn galluogi dysgwyr i ddatblygu sensitifrwydd ac empathi diwylliannol.

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

en-gb	The use of numeracy and concepts from this Area are embedded in the Expressive Arts Area of Learning and Experience, supporting all disciplines. 
cy-gb	Mae’r defnydd o rifedd a chysyniadau o’r Maes hwn wedi ymwreiddio ym Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol, gan gefnogi pob disgyblaeth. 

en-gb	Consideration should be given to counting, sequencing and time and the exploration of how space, patterns, symmetry, shape and position can be used across the arts. 
cy-gb	Dylid rhoi ystyriaeth i gyfrif, dilyniannu ac amser, ac archwilio sut y gellir defnyddio gofod, patrymau, cymesuredd, siâp a safle ar draws y celfyddydau. 

en-gb	Ratios, scale, proportions and fractions can also be explored in the Expressive Arts, for example in music. 
cy-gb	Gellir hefyd archwilio cymarebau, graddfa, cyfraneddau a ffracsiynau yn y Celfyddydau Mynegiannol, er enghraifft mewn cerddoriaeth. 

en-gb	The use of songs and rhymes can assist with the embedding of numeracy at the early progression steps.
cy-gb	Gall defnyddio caneuon a rhigymau gynorthwyo gydag ymwreiddio rhifedd yn ystod y camau cynnydd cynnar.

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

en-gb	These Areas have close links, both relying on similar methods which include a process of discovery and divergent thinking and the generation of ideas which can lead to creative output and innovation. 
cy-gb	Mae gan y Meysydd hyn gysylltiadau agos, gyda’r ddau yn dibynnu ar ddulliau tebyg sy’n cynnwys proses o ddarganfod a meddwl dargyfeiriol a chynhyrchu syniadau a all arwain at ganlyniadau creadigol ac arloesedd. 

en-gb	Design thinking  and design processes in science and technology complement the approach to design and investigation in the expressive arts, and also involve the exploration of different media through which  design and creativity can be communicated to others. 
cy-gb	Mae meddylfryd dylunio a phrosesau dylunio mewn gwyddoniaeth a thechnoleg yn mynd law yn llaw â dull dylunio ac archwiliad yn y celfyddydau mynegiannol, a hefyd yn cynnwys archwilio gwahanol gyfryngau y gellir eu defnyddio i gyfathrebu dylunio a chreadigrwydd i eraill. 

en-gb	In both Areas creative approaches are applied to explore concepts and materials, as well as the development of learners' manual dexterity, accuracy, precision and craftsmanship supporting production. 
cy-gb	Yn y ddau Faes defnyddir dulliau creadigol i archwilio cysyniadau a defnyddiau, yn ogystal â datblygu medrusrwydd â dwylo, cywirdeb, manylrwydd, a chrefftwaith sy’n cefnogi cynhyrchu. 

en-gb	Knowledge of the nature and development of materials is important for their selection in design and production and even understanding the science of waves can support an appreciation of and development in music.
cy-gb	Mae gwybodaeth am natur a datblygiad defnyddiau yn bwysig wrth eu dewis ar gyfer dylunio a chynhyrchu a gall hyd yn oed ddealltwriaeth o wyddoniaeth tonnau gefnogi datblygiad a gwerthfawrogiad o gerddoriaeth.

en-gb	Cross-cutting themes
cy-gb	Themâu trawsgwricwlaidd

en-gb	Local, national and international contexts in this Area
cy-gb	Cyd-destunau lleol, cenedlaethol a rhyngwladol yn y Maes hwn

en-gb	Embedding local, national and international contexts in this Area should include:
cy-gb	Dylai ymwreiddio cyd-destunau lleol, cenedlaethol a rhyngwladol yn y Maes hwn fod yn cynnwys: 

en-gb	a focus  on Welsh culture and traditions to ignite further learning through experiencing artists , craftspeople, creative work , designers, musicians, performers, performances and venues, from both a contemporary and traditional perspective 
cy-gb	canolbwyntio ar ddiwylliant a thraddodiadau Cymreig i danio dysgu pellach trwy brofiad o artistiaid , crefftwyr, gwaith creadigol , dylunwyr, cerddorion, perfformwyr, perfformiadau a lleoliadau, o safbwynt cyfoes a thraddodiadol 

en-gb	exploration  of creative work from learners’ own locality and in Wales, as well as in the wider world to influence their own work and to appreciate and respond to cultural diversity 
cy-gb	archwilio gwaith creadigol o ardal leol y dysgwyr, o Gymru yn ogystal ag o’r byd ehangach er mwyn dylanwadu ar eu gwaith eu hunain ac i werthfawrogi ac ymateb i amrywiaeth ddiwylliannol 

en-gb	learning  about the impact of the creative and cultural industries sector on people and places in Wales and the contribution its diverse landscape has in shaping and evolving an ever-changing creative and cultural future.
cy-gb	dysgu am effaith sector y diwydiannau creadigol a diwylliannol ar bobl a lleoedd yng Nghymru, a’r cyfraniad mae ei thirlun amrywiol yn ei gael wrth lywio ac esblygu dyfodol creadigol a diwylliannol sy’n newid trwy’r amser.

en-gb	Careers and work-related experiences in this Area
cy-gb	Gyrfaoedd a phrofiadau cysylltiedig â byd gwaith yn y Maes hwn

en-gb	This Area equips learners with the necessary skills to pursue careers within the creative and cultural industries . 
cy-gb	Mae’r Maes hwn yn rhoi’r sgiliau angenrheidiol i ddysgwyr ddilyn gyrfaoedd o fewn y diwydiannau creadigol a diwylliannol . 

en-gb	There is a plethora of careers available in these creative environments which include architecture and design, technical support, traditional and emerging craft, performance and production, management, marketing creative products, sales, archive and curation, research and development and writing and composing music. 
cy-gb	Mae myrdd o yrfaoedd ar gael o fewn yr amgylcheddau creadigol hyn, gan gynnwys pensaernïaeth a dylunio, cefnogaeth dechnegol, crefft draddodiadol a newydd, perfformio a chynhyrchu, rheoli, marchnata cynnyrch creadigol, gwerthiant, archif a churadu, ymchwil a datblygiad ac ysgrifennu a chyfansoddi cerddoriaeth. 

en-gb	The transferable skills of this Area contribute to the wider economy’s need for leadership, creativity and innovation, design thinking, and an ability for collaboration and teamwork.
cy-gb	Mae’r sgiliau trosglwyddadwy o fewn y Maes hwn yn cyfrannu at anghenion yr economi ehangach am arweinyddiaeth, creadigrwydd ac arloesedd, meddylfryd dylunio a gallu i gydweithio a gwaith tîm.

en-gb	Collaboration and access to individuals and employers can provide learners with opportunities to learn about work, employment and the skills valued in the workplace,  e.g. arts practitioners, industry professionals, film and drama production companies, digital and broadcast media professionals, musicians and dancers. 
cy-gb	Gall cydweithio a mynediad at unigolion a chyflogwyr gynnig cyfleoedd i ddysgwyr ddod i wybod am waith, cyflogaeth a’r sgiliau a werthfawrogir yn y gweithle ,  e.e. ymarferwyr celfyddydol, pobl broffesiynol o fewn y diwydiant, cwmnïau cynhyrchu ffilm a drama, pobl broffesiynol yn y cyfryngau digidol a darlledu, cerddorion a dawnswyr. 

en-gb	In this Area, the knowledge and skills gained in work-related experiences can provide authentic learning which leads to a deeper understanding of the opportunities that exist in the world of work.
cy-gb	Yn y Maes hwn, gall yr wybodaeth a’r sgiliau a enillwyd drwy brofiadau sy’n ymwneud â gwaith gynnig dysgu dilys sy’n arwain at ddealltwriaeth ddyfnach o’r cyfleoedd sy’n bodoli mewn byd gwaith.

en-gb	Human rights education and diversity in this Area
cy-gb	Addysg hawliau dynol ac amrywiaeth  yn y Maes hwn

en-gb	Human rights
cy-gb	Hawliau dynol 

en-gb	Throughout this Area, learners engage with art forms  from their own and other cultures. 
cy-gb	Trwy’r Maes hwn mae dysgwyr yn ymwneud â ffurfiau celfyddydol o fewn eu diwylliant eu hunain a diwylliannau pobl eraill. 

en-gb	Learners gain knowledge and understanding through exploring and communicating how identities, views and rights are portrayed. 
cy-gb	Mae dysgwyr yn ennill gwybodaeth a dealltwriaeth trwy archwilio a chyfathrebu sut mae hunaniaethau, safbwyntiau a hawliau yn cael eu cyfleu. 

en-gb	Engagement with this Area encourages learners to develop positive, respectful attitudes. 
cy-gb	Mae ymwneud â’r Maes hwn yn annog dysgwyr i ddatblygu agweddau parchus, cadarnhaol. 

en-gb	Diversity 
cy-gb	Amrywiaeth

en-gb	In this Area, learners explore and celebrate creative work from diverse cultures and societies. 
cy-gb	Yn y Maes hwn, mae dysgwyr yn archwilio a dathlu gwaith creadigol o amrywiol ddiwylliannau a chymdeithasau. 

en-gb	Challenging stereotypes and perceptions through exploring and producing creative work empowers learners to develop positive attitudes and value diversity.
cy-gb	Mae herio stereoteipiau a chanfyddiadau trwy archwilio a chynhyrchu gwaith creadigol yn galluogi dysgwyr i ddatblygu agweddau cadarnhaol a gwerthfawrogi amrywiaeth.

en-gb	Health and Well-being Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Iechyd a Lles

en-gb	Introduction
cy-gb	Cyflwyniad

en-gb	The Health and Well-being Area of Learning and Experience (Area) provides a holistic structure for understanding health and well-being. 
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles (Maes) yn darparu strwythur holistaidd ar gyfer deall iechyd a lles. 

en-gb	It is concerned with developing the capacity of learners to navigate life's opportunities and challenges. 
cy-gb	Mae’n ymwneud â datblygu gallu dysgwyr i wynebu heriau a chyfleoedd bywyd. 

en-gb	The fundamental components of this Area are physical health and development, mental health, and emotional and social well-being. 
cy-gb	Elfennau sylfaenol y Maes hwn yw iechyd a datblygiad y corff, iechyd meddwl, a lles emosiynol a chymdeithasol. 

en-gb	It will support learners to understand and appreciate how the different components of health and well-being are interconnected, and it recognises that good health and well-being are important to enable successful learning.
cy-gb	Bydd yn cefnogi dysgwyr i ddeall a gwerthfawrogi sut mae gwahanol elfennau iechyd a lles yn gysylltiedig â’i gilydd. Mae hefyd yn cydnabod bod iechyd a lles yn bwysig i alluogi dysgu llwyddiannus.

en-gb	Engagement with this Area will help to foster a whole-school approach that enables health and well-being to permeate all aspects of school life. 
cy-gb	Bydd ymwneud â’r Maes hwn yn gymorth i feithrin dull gweithredu ysgol gyfan sy’n galluogi i iechyd a lles dreiddio i bob agwedd o fywyd ysgol. 

en-gb	What matters in this Area has been expressed in five statements which support and complement one another and should not be viewed in isolation. 
cy-gb	Mae’r hyn sy’n bwysig yn y Maes hwn wedi cael ei fynegi mewn pum datganiad. Mae’r rhain yn cefnogi a chadarnhau ei gilydd, ac ni ddylid eu hystyried ar wahân. 

en-gb	In order to achieve this holistic approach, teachers should seek to draw across all five statements when planning activities. 
cy-gb	Er mwyn gwireddu’r dull holistaidd hwn, dylai athrawon geisio tynnu ar y pum datganiad wrth gynllunio gweithgareddau. 

en-gb	Together they contribute to realising the four purposes of the curriculum.
cy-gb	Gyda’i gilydd, maen nhw’n cyfrannu at wireddu pedwar diben y cwricwlwm.

en-gb	Effective realisation of the vision described in this Area is fundamental to developing healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 
cy-gb	Mae gwireddu’n effeithiol y weledigaeth a ddisgrifir yn y Maes hwn yn allweddol i ddatblygu  unigolion iach, hyderus sy’n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas . 

en-gb	By developing learners’ motivation, resilience , empathy  and decision-making abilities, they can be supported to become ambitious, capable learners, ready to learn throughout their lives.
cy-gb	Wrth ddatblygu cymhelliant, gwydnwch  ac empathi’r dysgwyr, ynghyd â’u gallu i wneud penderfyniadau, gellir eu cefnogi i ddod yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes .

en-gb	Learners can also be supported to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity, to listen to others and to evaluate the social influences affecting them.
cy-gb	Gellir cefnogi dysgwyr hefyd i ddatblygu’n ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd drwy feithrin eu gallu i ddangos parch, gwerthfawrogi tegwch, gwrando ar eraill a gwerthuso’r dylanwadau cymdeithasol sy’n effeithio arnyn nhw .

en-gb	Through enabling learners to manage risks, express ideas and emotions, develop and maintain healthy relationships, and take on different roles and responsibilities, the learning and experience in this Area can support learners to become enterprising, creative contributors ready to play a full part in life and work.
cy-gb	Drwy alluogi dysgwyr i reoli risg, mynegi syniadau ac emosiynau, datblygu a chynnal cydberthnasau iach, ac i chwarae gwahanol rolau ac ysgwyddo gwahanol gyfrifoldebau, gall y dysgu a’r profiad yn y Maes hwn gefnogi dysgwyr i ddod yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn mewn bywyd a gwaith.

en-gb	Statements of what matters
cy-gb	Datganiadau o’r hyn sy’n bwysig

en-gb	Developing physical health and well-being has lifelong benefits.
cy-gb	Mae datblygu iechyd a lles y corff yn arwain at fuddiannau gydol oes .

en-gb	This Area can help learners to understand the factors that affect physical health and well-being. 
cy-gb	Gall y Maes hwn fod o gymorth i ddysgwyr ddeall y ffactorau sy’n effeithio ar iechyd a lles y corff. 

en-gb	This includes health-promoting behaviours such as physical activity, including but not limited to sport; balanced diet; personal care and hygiene; sleep; and protection from infection. 
cy-gb	Mae hyn yn cynnwys arferion sy’n hybu iechyd megis gweithgareddau corfforol gan gynnwys chwaraeon a gweithgareddau eraill; deiet cytbwys; gofal a hylendid personol; cwsg; ac amddiffyn rhag haint. 

en-gb	It also includes an understanding of health-harming behaviours. 
cy-gb	Mae hefyd yn cynnwys dealltwriaeth o arferion sy’n niweidio iechyd.

en-gb	From this understanding, learners can develop positive, informed behaviours that encourage them both to care for and respect themselves and others. 
cy-gb	Trwy ddeall hyn, gall dysgwyr ddatblygu arferion gwybodus, cadarnhaol sy’n eu hannog i warchod, yn ogystal â pharchu eu hunain ac eraill. 

en-gb	These behaviours support learners’ sense of self-worth, their overall mood and energy levels.  
cy-gb	Mae’r arferion hyn yn cefnogi ymdeimlad dysgwyr o hunan-werth, eu hwyliau’n gyffredinol a’u lefelau egni. 

en-gb	Learners will be encouraged to develop the confidence, motivation, physical competence, knowledge and understanding that can help them lead healthy and active lifestyles which promote good physical health and well-being.
cy-gb	Bydd dysgwyr yn cael eu hannog i ddatblygu’r  hyder, cymhelliant, gallu corfforol, gwybodaeth a dealltwriaeth a fydd o gymorth iddyn nhw fyw bywyd iach a gweithredol sy’n hyrwyddo iechyd a lles y corff cadarnhaol. 

en-gb	How we process and respond to our experiences affects our mental health and emotional well-being.
cy-gb	Mae’r ffordd rydym yn prosesu ein profiadau ac yn ymateb iddyn nhw yn effeithio ar ein hiechyd meddwl a’n lles emosiynol.

en-gb	This Area can help learners explore the connections between their experiences, mental health and emotional well-being. 
cy-gb	Gall y Maes hwn helpu dysgwyr i archwilio’r cysylltiadau rhwng eu profiadau, eu hiechyd meddwl a’u lles emosiynol. 

en-gb	By being provided with opportunities to explore the complexities of these connections, learners can be enabled to recognise that feelings and emotions are neither fixed nor consistent. 
cy-gb	Wrth gael cyfleoedd i archwilio cymhlethdodau’r cysylltiadau hyn, galluogir dysgwyr i ddeall nad yw teimladau ac emosiynau’n sefydlog nac yn gyson. 

en-gb	Having an awareness of our own feelings and emotions is the foundation upon which empathy  can be developed. 
cy-gb	Bod yn ymwybodol o’n teimladau a’n hemosiynau ein hunain sy’n rhoi’r sylfaen i ni ddatblygu empathi . 

en-gb	This can enable us to act in a way which supports the mental health and emotional well-being of others. 
cy-gb	Gall hyn ein galluogi i ymddwyn mewn ffordd sy’n cefnogi iechyd meddwl a lles emosiynol eraill. 

en-gb	Supporting learners to develop strategies which help them to regulate their emotions can contribute towards good mental health and emotional well-being.  
cy-gb	Wrth gefnogi dysgwyr i ddatblygu strategaethau sydd o gymorth iddyn nhw reoli eu hemosiynau, gall hyn yn ei dro gyfrannu tuag at iechyd meddwl a lles emosiynol cadarnhaol.

en-gb	By learning how to communicate their feelings, learners will be better placed to create a culture where talking about mental health and emotional well-being is normalised.
cy-gb	Wrth ddysgu sut i fynegi eu teimladau, bydd dysgwyr mewn sefyllfa well i greu diwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn weithred arferol.

en-gb	Our decision-making impacts on the quality of our lives and the lives of others. 
cy-gb	Mae’r ffordd rydym yn gwneud penderfyniadau yn effeithio ar ansawdd ein bywydau ni a bywydau eraill.

en-gb	This Area can help learners to understand how decisions and actions impact on themselves, on others and on wider society, both now and in the future. 
cy-gb	Gall y Maes hwn helpu dysgwyr i ddeall sut mae penderfyniadau a gweithredoedd yn cael effaith ar y dysgwyr eu hunain, ar eraill, ac ar y gymdeithas ehangach, a hynny yn y presennol a’r dyfodol. 

en-gb	It can also help learners understand the factors that influence decision-making, thus placing them in a better position to make informed and considered decisions. 
cy-gb	Gall hefyd fod o gymorth i ddysgwyr ddeall y ffactorau sy’n dylanwadu ar wneud penderfyniadau, gan eu rhoi mewn gwell safle i wneud penderfyniadau gwybodus ac ystyriol. 

en-gb	Learning and experience in this Area can enable learners to develop the critical-thinking skills necessary to consider their decision-making in terms of possible implications, including risks, for themselves and others. 
cy-gb	Gall dysgu a phrofiad yn y Maes hwn alluogi dysgwyr i ddatblygu’r sgiliau meddwl beirniadol angenrheidiol er mwyn gallu pwyso a mesur goblygiadau posibl eu penderfyniadau, gan gynnwys y risg, iddyn nhw ac i eraill.  

en-gb	This can offer learners opportunities to engage in collective decision-making and to understand the importance of their contributions to this process.  
cy-gb	Gall hyn gynnig cyfleoedd i ddysgwyr gymryd rhan mewn penderfyniadau ar y cyd, a deall pwysigrwydd eu cyfraniad i’r broses hon. 

en-gb	A key decision that affects learners for life is around their career pathways.
cy-gb	Un penderfyniad allweddol sy’n effeithio ar ddysgwyr am oes yw’r un sy’n ymwneud â’u llwybrau gyrfa.

en-gb	How we engage with social influences shapes who we are and affects our health and well-being.  
cy-gb	Mae’r ffordd rydym yn ymwneud â dylanwadau cymdeithasol yn siapio pwy ydyn ni, ac yn effeithio ar ein hiechyd a’n lles.

en-gb	This Area can help learners understand the important role of social influences on their lives. 
cy-gb	Gall y Maes hwn fod o gymorth i ddysgwyr ddeall rôl bwysig dylanwadau cymdeithasol ar eu bywydau. 

en-gb	These influences are comprised of rules, social norms , attitudes  and values  that are created and reinforced by different social groups. 
cy-gb	Mae’r dylanwadau hyn yn cynnwys rheolau, normau cymdeithasol , agweddau a gwerthoedd  sy’n cael eu creu a’u hatgyfnerthu gan wahanol grwpiau cymdeithasol. 

en-gb	It is through interaction with social groups that we experience these influences. 
cy-gb	Trwy ymwneud â grwpiau cymdeithasol yr ydyn ni’n profi’r dylanwadau hyn. 

en-gb	They affect our identity, values , behaviours and health and well-being, and often do so without our being aware of it. 
cy-gb	Maen nhw’n effeithio ar ein hunaniaeth, ein gwerthoedd , ein hymddygiad ac ar ein hiechyd a lles, yn aml heb i ni sylweddoli hynny. 

en-gb	Learners will need to engage critically with these social influences within their own culture, as well as those of others, in order to understand how norms and values develop. 
cy-gb	Bydd angen i ddysgwyr ymwneud yn feirniadol â’r dylanwadau cymdeithasol hyn o fewn eu diwylliant eu hunain yn ogystal â diwylliannau eraill, a hyn er mwyn deall sut y mae normau a gwerthoedd yn datblygu. 

en-gb	This can enable them to understand how their own behaviours, relationships and experiences are shaped.
cy-gb	Gall hyn eu galluogi i ddeall sut mae eu hymddygiad, eu perthynas ag eraill a’u profiadau yn cael eu llywio.

en-gb	Healthy relationships are fundamental to our well-being.  
cy-gb	Mae cydberthnasau iach yn hanfodol ar gyfer ein lles.

en-gb	This Area can help learners understand and value how feelings of belonging and connection that come from healthy relationships have a powerful effect on health and well-being. 
cy-gb	Gall y Maes hwn helpu dysgwyr i ddeall a gwerthfawrogi sut mae’r ymdeimlad o berthyn a chyswllt a ddaw o berthnasau iach yn cael effaith bwerus ar iechyd a lles.

en-gb	Learners need to recognise when relationships are unhealthy and need to be aware of how to keep safe, and seek support for themselves and others.
cy-gb	Mae angen i ddysgwyr sylweddoli pan nad yw’r cydberthnasau yn iach, a bod yn ymwybodol o sut i fod yn ddiogel, a cheisio cymorth iddyn nhw eu hunain ac i eraill.

en-gb	Learners will be encouraged to understand that, throughout their lives, they will experience a range of relationships. 
cy-gb	Bydd dysgwyr yn cael eu hannog i ddeall y byddan nhw’n cael profiad o amrywiaeth o gydberthnasau drwy gydol eu bywydau. 

en-gb	They will also be encouraged to develop their abilities to form, nurture and maintain relationships.
cy-gb	Byddan nhw hefyd yn cael eu hannog i ddatblygu eu gallu i ffurfio, meithrin a chynnal cydberthnasau.

en-gb	As a result, they will see how healthy relationships are vital for a healthy body and mind, allowing us to thrive.
cy-gb	O ganlyniad, byddan nhw’n gweld sut mae cydberthnasau iach yn hanfodol er mwyn cynnal corff a meddwl iach, a fydd yn caniatáu i ni ffynnu.

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Progression within the Health and Well-being Area of Learning and Experience (the Area) is non-linear and follows different pathways within and between progression steps. 
cy-gb	Mae cynnydd ym Maes Dysgu a Phrofiad Iechyd a Lles (Maes) yn aflinol ac yn dilyn gwahanol lwybrau yn ystod y camau cynnydd a rhyngddyn nhw. 

en-gb	Personal concerns, interests and circumstances may have an impact on the pathways along which a learner makes progress, particularly in the context of feelings and emotions; learning may take place at different rates at different times.
cy-gb	Gall pryderon, diddordebau ac amgylchiadau personol effeithio ar lwybrau cynnydd dysgwr, yn enwedig yng nghyd-destun teimladau ac emosiynau; gellir dysgu ar wahanol gyflymder ar wahanol adegau. 

en-gb	Increasing breadth and depth of knowledge
cy-gb	Ehangder a dyfnder gwybodaeth cynyddol 

en-gb	Progression within the Area is a continuum of increased sophistication over a period of time whereby existing knowledge is revisited but at a deeper level. 
cy-gb	Mae cynnydd yn y Maes yn gontinwwm o soffistigeiddrwydd cynyddol dros gyfnod o amser lle y caiff gwybodaeth bresennol ei hailystyried, ond ar lefel ddyfnach. 

en-gb	Knowledge moves from the concrete to abstract and from merely understanding to understanding consequences. 
cy-gb	Mae gwybodaeth yn symud o’r diriaethol i’r haniaethol ac o ddeall yn unig i ddeall effeithiau. 

en-gb	This includes conceptual shifts in knowledge and understanding as well as personal behaviour within physical, emotional and mental well-being, and in relationships and social contexts.  
cy-gb	Mae hyn yn cynnwys newidiadau cysyniadol o ran gwybodaeth a dealltwriaeth yn ogystal ag ymddygiad personol o fewn lles corfforol, emosiynol a meddyliol, ac mewn cydberthnasau a chyd-destunau cymdeithasol. 

en-gb	Deepening understanding of the ideas and disciplines within Areas
cy-gb	Dyfnhau’r ddealltwriaeth o’r syniadau a’r disgyblaethau yn y Meysydd

en-gb	Progression in each of the statements of what matters are connected and interdependent. 
cy-gb	Mae cynnydd ym mhob un o’r datganiadau o’r hyn sy’n bwysig wrth ddysgu yn gysylltiedig ac yn rhyngddibynnol. 

en-gb	Together, they focus on progressively developing learners’ appreciation and understanding of the significance of making informed decisions regarding their physical, emotional and mental health and well-being. 
cy-gb	Gyda’i gilydd, maen nhw’n canolbwyntio ar ddatblygu’n raddol werthfawrogiad a dealltwriaeth dysgwyr o arwyddocâd gwneud penderfyniadau gwybodus ynghylch eu hiechyd a’u lles corfforol, emosiynol a meddyliol. 

en-gb	Thus there is a growing understanding of how the statements of what matters interlink in ensuring a clear pathway for where the learner is going and how to get there.   
cy-gb	Felly, ceir dealltwriaeth gynyddol o’r ffordd y mae’r datganiadau o’r hyn sy’n bwysig yn cydblethu i sicrhau llwybr clir ar gyfer ble mae’r dysgwr yn mynd a sut i gyrraedd yno. 

en-gb	Refinement and growing sophistication in the use and application of skills
cy-gb	Mireinio sgiliau a soffistigeiddrwydd cynyddol wrth ddefnyddio a chymhwyso sgiliau

en-gb	Progression is demonstrated within the Area as developing confidence, motivation and competence as well as a wider range of skills with increasing accuracy and proficiency. 
cy-gb	Caiff cynnydd ei ddangos yn y Maes drwy feithrin hyder, cymhelliant a chymhwysedd yn ogystal ag ystod ehangach o sgiliau, gyda chywirdeb a hyfedredd cynyddol. 

en-gb	It recognises that physical, emotional, psychological and social skills within and across the domains are to an extent reliant on but not constrained by developmental milestones. 
cy-gb	Mae’n cydnabod bod sgiliau corfforol, emosiynol, seicolegol a chymdeithasol yn y meysydd a rhyngddyn nhw yn dibynnu i raddau ar gerrig milltir datblygiadol ond heb eu cyfyngu ganddyn nhw. 

en-gb	This is particularly evident as the initial progression step focuses on recognition and awareness of personal physical, emotional and social skills and then progressively moves towards more accuracy and mastery of these skills.  
cy-gb	Mae hyn yn arbennig o amlwg wrth i’r cam cynnydd cychwynnol ganolbwyntio ar gydnabod a bod yn ymwybodol o sgiliau corfforol, emosiynol a chymdeithasol corfforol, cyn symud fesul cam tuag at fwy o gywirdeb a meistrolaeth o’r sgiliau hyn.  

en-gb	Making connections and transferring learning into new contexts
cy-gb	Creu cysylltiadau a throsglwyddo’r dysgu i gyd-destunau newydd 

en-gb	The transfer of skills and knowledge within the Area is considered as progression within the domain of becoming more socially responsible. 
cy-gb	Caiff y broses o drosglwyddo sgiliau a gwybodaeth yn y Maes ei hystyried yn gynnydd o ran dod yn fwy cyfrifol yn gymdeithasol. 

en-gb	A s learners become more socially responsible, they progress from primarily considering oneself to considering the impact of their own actions on others at a local, national and global level. 
cy-gb	Wrth  i ddysgwyr ddod yn fwy cyfrifol yn gymdeithasol, maen nhw’n gwneud cynnydd o ystyried eu hunain yn bennaf i ystyried effaith eu gweithredoedd eu hunain ar eraill ar lefel leol, genedlaethol a byd-eang. 

en-gb	Learners will progress from feelings of caring and respecting others to the capacity of advocacy on behalf of others.
cy-gb	Bydd dysgwyr yn gwneud cynnydd o deimlo’n ofalgar am eraill a’u parchu i allu eirioli ar ran eraill. 

en-gb	As learners progress through the curriculum their understanding of the links across and beyond the school with all aspects of health and well-being will become more sophisticated, and they will be able to identify and balance, with increasing effectiveness, some of the tensions that may exist. 
cy-gb	Wrth i ddysgwyr wneud cynnydd drwy’r cwricwlwm, bydd eu dealltwriaeth o’r cysylltiadau ym mhob rhan o’r ysgol a’r tu hwnt â phob agwedd ar iechyd a lles yn dod yn fwy soffistigedig, a byddan nhw’n gallu adnabod a chydbwyso rhai o’r tensiynau a all fodoli mewn modd cynyddol effeithiol. 

en-gb	Increasing effectiveness as a learner
cy-gb	Effeithiolrwydd cynyddol

en-gb	Progression is exemplified within some aspects of the Area as a journey from developing a skill or a concept with support from others (peers or adults) to gradually becoming more competent and independent, including an increasingly capacity to identify and seek help and support when needed. 
cy-gb	Caiff cynnydd ei ddangos mewn rhai agweddau ar y Maes fel taith o feithrin sgil neu gysyniad gyda chymorth gan eraill (cyfoedion neu oedolion) i ddod yn fwy cymwys ac annibynnol yn raddol, gan gynnwys ehangu’r gallu i adnabod a cheisio help a chymorth yn ôl yr angen. 

en-gb	Experiences focusing on making, justifying and evaluating considered and informed decisions support growth in metacognition as well as exemplifying how learners become more independent. 
cy-gb	Mae profiadau sy’n canolbwyntio ar wneud penderfyniadau ystyriol a gwybodus, a’u cyfiawnhau a’u gwerthuso, yn cefnogi twf metaymwybyddiaeth  yn ogystal â dangos y modd y mae dysgwyr yn dod yn fwy annibynnol. 

en-gb	Over time, learners are able to demonstrate increased self-regulation, with a growing sense of agency and responsibility for their overall health and well-being.   
cy-gb	Dros amser, mae dysgwyr yn gallu hunan-reoleiddio’n fwyfwy, gydag ymdeimlad cynyddol o effaith a chyfrifoldeb am eu hiechyd a’u lles cyffredinol. 

en-gb	Descriptions of learning
cy-gb	Disgrifiadau dysgu

en-gb	Developing physical health and well-being has lifelong benefits.
cy-gb	Mae datblygu iechyd a lles y corff yn arwain at fuddiannau gydol oes.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I have the confidence and motivation to move in different ways and I am beginning to develop control of gross motor and fine motor movements in different environments, moving safely in response to instructions.
cy-gb	Mae’n gen i’r hyder a’r ysgogiad i symud mewn gwahanol ffyrdd, ac rwy’n dechrau datblygu rheolaeth ar symudiadau echddygol bras ac echddygol manwl  mewn gwahanol sefyllfaoedd, gan symud yn ddiogel mewn ymateb i gyfarwyddiadau.

en-gb	I  can use and improve basic movement skills in familiar and unfamiliar situations. 
cy-gb	Rwy’n gallu defnyddio a gwella sgiliau symud sylfaenol mewn sefyllfaoedd cyfarwydd ac anghyfarwydd. 

en-gb	I can respond to prompts in imaginative and creative ways. 
cy-gb	Rwy’n gallu ymateb yn greadigol a dychmygus i anogaeth. 

en-gb	I have the confidence and motivation to persevere when faced with physical challenges. 
cy-gb	Mae gen i’r hyder a’r ysgogiad i ddyfalbarhau wrth wynebu heriau corfforol.

en-gb	I can develop and apply a range of skills in familiar, unfamiliar and changing situations, exploring space creatively in response to a variety of stimuli. 
cy-gb	Rwy’n gallu datblygu a chymhwyso ystod o sgiliau mewn sefyllfaoedd cyfarwydd, anghyfarwydd a chyfnewidiol, gan archwilio gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau.

en-gb	I can motivate myself to engage confidently in regular physical activity and sport, and am aware of my own progress.
cy-gb	Rwy’n gallu ysgogi fy hun i ymwneud â gweithgareddau corfforol cyson a chwaraeon yn hyderus, ac rwy’n ymwybodol o’m cynnydd fy hun.

en-gb	I can transfer a range of movement skills from familiar to unfamiliar and changing situations and environments, using space creatively in response to a variety of stimuli. 
cy-gb	Rwy’n gallu trosglwyddo ystod o sgiliau symud o sefyllfaoedd ac amgylcheddau cyfarwydd i rai anghyfarwydd a chyfnewidiol, gan ddefnyddio gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau. 

en-gb	I can engage in regular physical activity and sport with confidence, motivation and commitment. 
cy-gb	Rwy’n gallu ymwneud â gweithgareddau corfforol cyson a chwaraeon gyda hyder, ysgogiad ac ymroddiad. 

en-gb	I can independently adapt and apply movement skills across a range of activities and environments, managing space creatively in response to a variety of stimuli. 
cy-gb	Rwy’n gallu mynd ati’n annibynnol i addasu a chymhwyso sgiliau ar draws amrywiaeth o weithgareddau ac amgylcheddau, gan reoli gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau.

en-gb	I can value the benefits of participation in regular physical activity and sport, seeking opportunities to develop my expertise.
cy-gb	Rwy’n gallu gwerthfawrogi manteision cymryd rhan mewn gweithgareddau corfforol cyson a chwaraeon, gan chwilio am gyfleoedd i ddatblygu fy arbenigedd.

en-gb	I am beginning to make connections between my diet and my physical health and well-being.
cy-gb	Rwy’n dechrau gwneud cysylltiadau rhwng fy neiet a’m hiechyd a lles corfforol.

en-gb	I have developed an understanding that I need a balanced diet and I can make informed choices about the food I eat and prepare to support my physical health and well-being.
cy-gb	Rwyf wedi datblygu dealltwriaeth fy mod angen deiet cytbwys, ac rwy’n gallu gwneud dewisiadau gwybodus am y bwyd rwy’n ei fwyta a’i baratoi i gefnogi fy iechyd a lles corfforol.

en-gb	I can explain the importance of a balanced diet and nutrition and the impact my choices have on my physical health and well-being. 
cy-gb	Rwy’n gallu egluro pwysigrwydd deiet cytbwys a maeth, a’r effaith mae fy newisiadau yn eu cael ar fy iechyd a lles corfforol. 

en-gb	I can plan and prepare basic, nutritious meals. 
cy-gb	Rwy’n gallu cynllunio a pharatoi prydau maethlon, sylfaenol.

en-gb	I can apply my knowledge and understanding of a balanced diet and nutrition to make choices which will allow me to maintain my physical health and well-being. 
cy-gb	Rwy’n gallu cymhwyso fy ngwybodaeth a dealltwriaeth o ddeiet cytbwys a maeth i wneud dewisiadau a fydd yn fy ngalluogi i gynnal fy iechyd a lles corfforol. 

en-gb	I can plan and prepare a variety of nutritious meals. 
cy-gb	Rwy’n gallu cynllunio a pharatoi amrywiaeth o brydau maethlon.

en-gb	I can adjust my diet in response to different contexts and apply my knowledge and understanding of a balanced diet and nutrition to support others. 
cy-gb	Rwy’n gallu addasu fy neiet mewn ymateb i gyd-destunau gwahanol, a chymhwyso fy ngwybodaeth a dealltwriaeth o ddeiet cytbwys a maeth i gefnogi eraill. 

en-gb	I can apply a range of techniques to prepare a variety of nutritious meals. 
cy-gb	Rwy’n gallu cymhwyso ystod o dechnegau i baratoi amrywiaeth o brydau maethlon.

en-gb	I am beginning to recognise the connection between the physical and emotional changes that can occur in different contexts. 
cy-gb	Rwy’n dechrau adnabod y cysylltiad rhwng y newidiadau corfforol ac emosiynol sy’n gallu digwydd mewn gwahanol gyd-destunau.

en-gb	I can describe the way in which physical and emotional changes are connected in different contexts. 
cy-gb	Rwy’n gallu disgrifio sut mae newidiadau corfforol ac emosiynol yn cael eu cysylltu mewn gwahanol gyd-destunau.

en-gb	I can explain the way in which physical and emotional changes are connected in different contexts, and I can monitor, review and adapt my behaviour to support my physical and emotional health, setting myself relevant targets.
cy-gb	Rwy’n gallu esbonio sut mae newidiadau corfforol ac emosiynol wedi eu cysylltu mewn gwahanol gyd-destunau, ac rwy’n  gallu monitro, adolygu ac addasu fy ymddygiad i gefnogi fy iechyd corfforol ac emosiynol, gan osod targedau personol perthnasol.

en-gb	I can analyse the connection between physical and emotional changes.  
cy-gb	Rwy’n gallu dadansoddi’r cysylltiad rhwng newidiadau corfforol ac emosiynol. 

en-gb	I can modify my behaviour to support my physical and emotional health, and can work collaboratively to plan and refine strengths and areas for improvements.
cy-gb	Rwy’n gallu addasu fy ymddygiad er mwyn cefnogi fy iechyd corfforol ac emosiynol ac rwy’n gallu gweithio ar y cyd i gynllunio a mireinio cryfderau a meysydd i’w gwella.

en-gb	I can evaluate the connection between physical and emotional changes, independently selecting from a range of strategies to improve my physical and emotional health and that of others. 
cy-gb	Rwy’n gallu gwerthuso’r cysylltiad rhwng newidiadau corfforol ac emosiynol, gan fynd ati’n annibynnol i ddethol o ystod o strategaethau er mwyn gwella iechyd corfforol ac emosiynol fy hun ac eraill.

en-gb	I am beginning to recognise some of the behaviours, conditions and situations that affect my physical health and well-being and I am beginning to know how to respond and get help.
cy-gb	Rwy’n dechrau adnabod rhai mathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n dechrau gwybod sut i ymateb a chael cymorth.

en-gb	I can recognise some of the behaviours, conditions and situations that affect my physical health and well-being, and I know how to respond and get help in a safe way. 
cy-gb	Rwy’n gallu adnabod rhai mathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n gwybod sut i ymateb a chael cymorth mewn ffordd ddiogel. 

en-gb	I can describe the behaviours, conditions and situations that affect my physical health and well-being, and I know how to respond to and/or manage these in order to actively reduce the risk of harm to myself.
cy-gb	Rwy’n gallu disgrifio’r  gwahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n gwybod sut i ymateb i, a/neu reoli’r rhain er mwyn gweithredu i leihau’r risg o niwed i mi fy hun.

en-gb	I can explain the behaviours, conditions and situations that affect my physical health and well-being and, through my actions, I can respond to and/or manage these in order to actively reduce the risk of harm to myself and to others. 
cy-gb	Rwy’n gallu esbonio’r  gwahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol a, thrwy fy ngweithredoedd, rwy’n gallu ymateb i a/neu reoli’r rhain er mwyn gweithredu i leihau’r risg o niwed i mi fy hun ac eraill.

en-gb	I can apply my knowledge of the behaviours, conditions and situations that affect my physical health and well-being, to keep myself and others safe. 
cy-gb	Rwy’n gallu cymhwyso fy ngwybodaeth o wahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol er mwyn cadw fy hun ac eraill yn ddiogel.  

en-gb	I can safely intervene, using learnt techniques, when others’ physical health is at risk.
cy-gb	Rwy’n gallu ymyrryd yn ddiogel, gan ddefnyddio technegau wedi’u dysgu, pan mae iechyd corfforol eraill mewn perygl.

en-gb	How we process and respond to our experiences affects our mental health and emotional well-being.
cy-gb	Mae’r ffordd rydym yn prosesu ein proﬁadau ac yn ymateb iddyn nhw yn effeithio ar ein hiechyd meddwl a’n lles emosiynol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I have an awareness of my perceptions and thoughts. 
cy-gb	Mae gen i ymwybyddiaeth o’r hyn rwy’n ei ganfod a’i feddwl. 

en-gb	I can focus my attention and am aware of being able to do this. 
cy-gb	Rwy’n gallu canolbwyntio fy sylw ac yn ymwybodol fy mod yn gallu gwneud hyn. 

en-gb	I am beginning to have an awareness that thoughts and feelings change, and I am starting to notice when change happens.
cy-gb	Rwy’n dechrau dod yn ymwybodol fod meddyliau a theimladau yn newid, ac rwy’n dechrau sylwi pan mae newid yn digwydd.

en-gb	I can, with support, focus attention on my perceptions and thoughts. 
cy-gb	Rwy’n gallu, gyda chefnogaeth, canolbwyntio ar yr hyn rwy’n ei ganfod a’i feddwl. 

en-gb	I can understand how and why my thoughts, feelings and actions change in response to different experiences. 
cy-gb	Rwy’n gallu deall sut a pham mae fy meddyliau, fy nheimladau a’m gweithredoedd yn newid mewn ymateb i wahanol broﬁadau. 

en-gb	I can recognise the benefits of being able to focus attention on my perceptions and thoughts and know that I am developing my self-awareness. 
cy-gb	Rwy’n  gallu adnabod manteision fy mod yn gallu canolbwyntio ar yr hyn rwy’n ei ganfod a’i feddwl ac rwy’n gwybod fy mod yn datblygu fy hunanymwybyddiaeth . 

en-gb	I can self-regulate my emotions in a healthy way using strategies that I have developed.
cy-gb	Rwy’n gallu hunan-rheoli  fy emosiynau mewn ffordd ddiogel gan ddefnyddio strategaethau rwyf wedi eu datblygu.

en-gb	I can independently focus attention on my perceptions , thoughts and feelings in order to further develop my self-awareness. 
cy-gb	Rwy’n gallu canolbwyntio’n  annibynnol ar yr hyn rwy’n ei ganfod a’i feddwl a’i theimlo er mwyn datblygu fy hunanymwybyddiaeth  ymhellach. 

en-gb	I can identify different strategies to self-regulate my emotions in response to a range of experiences.
cy-gb	Rwy’n gallu adnabod gwahanol strategaethau i hunan-reoli  fy emosiynau mewn ymateb i ystod o broﬁadau.

en-gb	I can use my self-awareness to appreciate the complexity of my emotions and apply strategies to self-regulate them in a healthy way and to connect with others.
cy-gb	Rwy’n gallu defnyddio fy hunanymwybyddiaeth  i werthfawrogi cymhlethdod fy emosiynau, a chymhwyso strategaethau i hunan-reoli fy emosiynau mewn ffordd iach ac er mwyn cysylltu ag eraill.

en-gb	I can notice and communicate how I am feeling. 
cy-gb	Rwy’n gallu sylwi sut rwy’n teimlo, a chyfathrebu hyn. 

en-gb	I am beginning to have an awareness of how feelings are communicated through actions.
cy-gb	Rwy’n dechrau magu ymwybyddiaeth o sut mae teimladau’n cael eu mynegi trwy weithredoedd.

en-gb	I can notice and communicate my feelings.
cy-gb	Rwy’n gallu sylwi ar fy nheimladau, a’u cyfathrebu. 

en-gb	I am beginning to notice when I need help to manage my feelings
cy-gb	Rwy’n dechrau sylwi pan mae angen cymorth arnaf i reoli fy nheimladau.

en-gb	I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
cy-gb	Rwy’n gallu gweld manteision cyfathrebu am deimladau fel un o’r ystod o strategaethau sy’n gallu bod o gymorth i hyrwyddo iechyd meddwl cadarnhaol a lles emosiynol.

en-gb	I can ask for help when I need it from people I trust.
cy-gb	Rwy’n gallu gofyn am gymorth gan bobl rwy’n ymddiried ynddyn nhw pan rwyf ei angen.

en-gb	I can advocate the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
cy-gb	Rwy’n gallu eirioli manteision cyfathrebu am deimladau fel un o’r ystod o strategaethau sy’n gallu bod o gymorth i hyrwyddo iechyd meddwl cadarnhaol a lles emosiynol.

en-gb	I can identify people and groups who can help me with my mental health and emotional well-being.
cy-gb	Rwy’n gallu adnabod pobl a grwpiau sy’n gallu bod o gymorth i mi gyda fy iechyd meddwl a lles emosiynol.

en-gb	I can contribute towards a culture where talking about mental health and emotional well-being is encouraged and normalised.
cy-gb	Rwy’n gallu cyfrannu tuag at ddiwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn weithred arferol sy’n cael ei hannog.

en-gb	I can identify when to seek help based on a good understanding of my mental health and emotional well-being.  
cy-gb	Rwy’n gallu adnabod pryd i chwilio am gymorth yn seiliedig ar ddealltwriaeth dda o’m hiechyd meddwl a lles emosiynol.

en-gb	I can reflect on my experiences.
cy-gb	Rwy’n gallu myfyrio ar fy mhrofiadau.

en-gb	I can reflect on the way that past events and experiences have affected my thoughts, feelings and actions. 
cy-gb	Rwy’n gallu myfyrio ar y ffordd y mae digwyddiadau a phroﬁadau yn y gorffennol wedi effeithio ar fy meddyliau, fy nheimladau a’m gweithredoedd. 

en-gb	I can anticipate how future events may make me and others feel.
cy-gb	Rwy’n gallu rhagweld sut y gallai digwyddiadau’r dyfodol wneud i mi ac i eraill deimlo.

en-gb	I can reflect and learn from the past in order to anticipate and prepare myself and others for future experiences.
cy-gb	Rwy’n gallu myfyrio a dysgu o’r gorffennol er mwyn rhagweld a pharatoi fy hun ac eraill ar gyfer proﬁadau yn y dyfodol.

en-gb	I can respond to current experiences, as well as reflect, and learn from the past, in order to anticipate and prepare myself and others for future experiences.
cy-gb	Rwy’n gallu ymateb i broﬁadau yn y gorffennol a’r presennol, myfyrio arnyn nhw a dysgu ganddyn nhw, a hyn er mwyn rhagweld a pharatoi fy hun ac eraill ar gyfer proﬁadau yn y dyfodol.

en-gb	I have an awareness of the feelings of others. 
cy-gb	Mae gen i ymwybyddiaeth o deimladau pobl eraill. 

en-gb	I am aware of when others are kind to me and when I am kind to others.
cy-gb	Rwy’n ymwybodol o adegau pan mae eraill yn garedig wrthyf a phan rwyf i’n garedig wrth eraill.

en-gb	I can pay attention to the feelings of others and I am learning to think about why they may feel that way.
cy-gb	Rwy’n gallu rhoi sylw i deimladau pobl eraill ac rwy’n dysgu meddwl am y rhesymau pam eu bod o bosibl yn teimlo felly.

en-gb	I can empathise with others. 
cy-gb	Rwy’n gallu dangos empathi tuag at eraill. 

en-gb	I can understand how and why experiences affect me and others.
cy-gb	Rwy’n gallu deall sut a pham mae proﬁadau yn effeithio arnaf i ac ar eraill.

en-gb	I can empathise with others and understand the value of demonstrating this through actions which are compassionate and kind.
cy-gb	Rwy’n gallu dangos empathi tuag at eraill a deall gwerth dangos hyn trwy weithredoedd tosturiol a charedig.

en-gb	I can empathise with others which helps me to be compassionate and kind towards myself and others.
cy-gb	Rwy’n gallu dangos empathi tuag at eraill, ac mae hyn o gymorth i mi fod yn dosturiol a charedig tuag ataf i fy hun ac eraill.

en-gb	Our decision-making impacts on the quality of our lives and the lives of others.
cy-gb	Mae’r ffordd rydym yn gwneud penderfyniadau yn effeithio ar ansawdd ein bywydau ni a bywydau eraill.  

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can make decisions based  on what I like and dislike. 
cy-gb	Rwy’n gallu gwneud penderfyniadau yn seiliedig ar beth rwy’n ei hofﬁ ac nad wyf yn ei hofﬁ.

en-gb	I can make decisions based on what I know. 
cy-gb	Rwy’n gallu gwneud penderfyniadau yn seiliedig ar yr hyn rwy’n ei wybod.

en-gb	I can make considered decisions, taking into account available information, including past experiences. 
cy-gb	Rwy’n gallu gwneud penderfyniadau ystyriol yn seiliedig ar yr wybodaeth sydd ar gael, gan gynnwys profiadau’r gorffennol.

en-gb	I can set appropriate goals.
cy-gb	Rwy’n gallu gosod nodau priodol.

en-gb	I can research, examine and evaluate a range of evidence to make considered and informed decisions.
cy-gb	Rwy’n gallu ymchwilio, archwilio a gwerthuso ystod o dystiolaeth er mwyn gwneud penderfyniadau ystyriol a gwybodus. 

en-gb	I can set appropriate goals and plan a course of action to achieve them. 
cy-gb	Rwy’n gallu gosod nodau addas a chreu cynllun gweithredu er mwyn eu gwireddu.

en-gb	I can set appropriate goals, plan a course of action and overcome challenges to achieve them.
cy-gb	Rwy’n gallu gosod nodau priodol , creu cynllun gweithredu a goresgyn heriau er mwyn gwireddu’r nodau.

en-gb	I have developed an awareness that my decisions can affect me and others.
cy-gb	Rwyf wedi datblygu ymwybyddiaeth y gall fy mhenderfyniadau effeithio arnaf i ac ar eraill.

en-gb	I can take part in group decisions.
cy-gb	Rwy’n gallu cymryd rhan mewn penderfyniadau grŵp.

en-gb	I can recognise that my decisions  can impact on me and others, both now and in the future.
cy-gb	Rwy’n gallu adnabod y gall fy mhenderfyniadau effeithio arnaf i ac ar eraill, nawr ac yn y dyfodol.

en-gb	I can take part in group decisions and I understand why some decisions need to be made as a group.
cy-gb	Rwy’n gallu cymryd rhan mewn penderfyniadau grŵp a deall pam mae angen gwneud rhai penderfyniadau fel grŵp.

en-gb	I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.
cy-gb	Rwy’n gallu adnabod y bydd rhai penderfyniadau rwy’n eu gwneud yn cael effaith hirdymor ar fy mywyd ac ar fywydau pobl eraill.

en-gb	I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors .
cy-gb	Rwy’n gallu deall y gall penderfyniadau gael eu gwneud yn unigol ac ar y cyd, ac y gall ystod o ffactorau  ddylanwadu arnyn nhw.

en-gb	I can consider relevant factors and implications when making decisions individually and collectively. 
cy-gb	Rwy’n gallu ystyried ffactorau perthnasol a goblygiadau wrth wneud penderfyniadau yn unigol ac ar y cyd. 

en-gb	I can critically evaluate factors and implications, including risks, when making decisions individually and collectively. 
cy-gb	Rwy’n gallu gwerthuso ffactorau  a goblygiadau, gan gynnwys risg, mewn ffordd feirniadol wrth wneud penderfyniadau yn unigol ac ar y cyd. 

en-gb	I have an understanding that things can be safe or unsafe.
cy-gb	Mae gen i ddealltwriaeth y gall pethau fod yn ddiogel neu’n beryglus.

en-gb	I can identify and assess risks.
cy-gb	Rwy’n gallu adnabod ac asesu risg.

en-gb	I can identify and assess risks, and I can take steps to reduce them.
cy-gb	Rwy’n gallu adnabod ac asesu risg, a chymryd camau i’w leihau.

en-gb	I can anticipate, assess and manage risks.
cy-gb	Rwy’n gallu rhagweld, asesu a rheoli risg.

en-gb	I can critically evaluate factors and implications, including risks, when making decisions  individually and collectively. 
cy-gb	Rwy’n gallu gwerthuso ffactorau a goblygiadau, gan gynnwys risg, mewn ffordd feirniadol wrth wneud penderfyniadau yn unigol ac ar y cyd. 

en-gb	How we engage with social influences shapes who we are and affects our health and well-being.
cy-gb	Mae’r ffordd rydyn ni’n ymwneud â dylanwadau cymdeithasol yn siapio pwy ydyn ni, ac yn effeithio ar ein hiechyd a’n lles.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can recognise and follow rules  and norms in the groups and situations in which I take part.
cy-gb	Rwy’n gallu adnabod a dilyn rheolau a normau yn y grwpiau a’r sefyllfaoedd rwy’n cymryd rhan ynddyn nhw.

en-gb	I can show  care and respect for others.
cy-gb	Rwy’n gallu dangos gofal a pharch tuag at eraill.

en-gb	I can recognise and follow the rules and norms of different groups and situations in which I take part.
cy-gb	Rwy’n gallu adnabod a dilyn rheolau a normau gwahanol grwpiau a sefyllfaoedd rwy’n cymryd rhan ynddyn nhw.

en-gb	I can change how I interact and behave in different situations with support.
cy-gb	Rwy’n gallu newid, gyda chefnogaeth, y ffordd rwy’n ymwneud ag eraill a’r ffordd rwy’n ymddwyn mewn gwahanol sefyllfaoedd.

en-gb	I can recognise that there are similarities and differences between people’s values  and attitudes .
cy-gb	Rwy’n gallu adnabod bod tebygrwydd a gwahaniaethau rhwng gwerthoedd  ac agweddau pobl.

en-gb	I have an understanding of the rules, norms and behaviours of different groups and situations, and I recognise that these have an influence on me.
cy-gb	Mae gen i ddealltwriaeth o reolau, normau ac ymddygiad gwahanol grwpiau a sefyllfaoedd, ac rwy’n sylweddoli bod ganddyn nhw ddylanwad arnaf fi.

en-gb	I can interact pro-socially  in different groups and situations.
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd.

en-gb	I have developed an understanding that my values , attitudes and identity are shaped by different groups and influences.
cy-gb	Rwyf wedi datblygu dealltwriaeth bod fy ngwerthoedd , fy agweddau  a’m hunaniaeth yn cael eu siapio gan wahanol grwpiau a dylanwadau.

en-gb	I have a developing awareness of how rules, norms and behaviours become established within groups and at times go unchallenged.
cy-gb	Mae gen i ymwybyddiaeth gynyddol o sut mae rheolau, normau ac ymddygiad yn ymsefydlu o fewn grwpiau, ac weithiau yn mynd heb eu herio.

en-gb	I can interact pro-socially in different groups and situations, adapting my behaviours accordingly. 
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd , gan addasu fy ymddygiad yn ôl y gofyn. 

en-gb	I can evaluate  how my values , attitudes and identity are shaped by the groups and social influences with which I interact.
cy-gb	Rwy’n gallu gwerthuso sut mae fy ngwerthoedd , fy agweddau  a’m hunaniaeth yn cael eu siapio gan y grwpiau a’r dylanwadau cymdeithasol rwy’n ymwneud â nhw.

en-gb	I have an understanding of the complexities of groups and situations, the interactions that take place within and between them, and their effect on those exposed to them.
cy-gb	Mae gen i ddealltwriaeth o gymhlethdod grwpiau a sefyllfaoedd, y rhyngweithio sy’n digwydd oddi mewn a rhyngddyn nhw, ac rwy’n deall effaith y cymhlethdod hwn ar bobl.

en-gb	I can interact pro-socially in different groups and situations, and actively  advocate for other individuals and groups. 
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd, ac eirioli’n  gadarnhaol o blaid unigolion a grwpiau eraill.

en-gb	I can recognise and understand how people’s values , attitudes  and identity are shaped by different  groups and influences.
cy-gb	Rwy’n gallu adnabod a deall sut mae gwerthoedd , agweddau  a hunaniaeth pobl yn cael eu siapio gan wahanol grwpiau a dylanwadau. 

en-gb	I can promote positive attitudes and values , and, where appropriate, I can challenge harmful ones.
cy-gb	Rwy’n gallu hyrwyddo agweddau a gwerthoedd cadarnhaol , a herio rhai niweidiol pan mae hyn yn addas.

en-gb	Healthy relationships are fundamental to our well-being. 
cy-gb	Mae cydberthnasau iach yn hanfodol ar gyfer ein lles.  

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can identify who looks after me and who my family and friends are.
cy-gb	Rwy’n gallu adnabod pwy sy’n gofalu amdanaf fi a phwy yw fy nheulu a’m ffrindiau.

en-gb	I can recognise that there are different types of relationships beyond my family and friends.
cy-gb	Rwy’n gallu adnabod fod gwahanol fathau o gydberthnasau, y tu hwnt i’m teulu a’m ffrindiau.

en-gb	I can understand that there are differences within types of relationships and that relationships change over time.
cy-gb	Rwy’n gallu deall bod amrywiaethau o fewn gwahanol fathau o gydberthnasau, a’u bod yn newid dros amser.

en-gb	I can show a developing awareness of the complex nature of relationships.
cy-gb	Rwy’n gallu dangos ymwybyddiaeth gynyddol o natur gymhleth cydberthnasau. 

en-gb	I can show an understanding of the complex nature of relationships in a range of contexts and an understanding of how they are influenced by a range of factors.
cy-gb	Rwy’n gallu dangos dealltwriaeth o natur gymhleth cydberthnasau mewn ystod o gyd-destunau, a dealltwriaeth o sut y mae ystod o ffactorau yn dylanwadu arnyn nhw.

en-gb	I can communicate my needs and feelings in my relationships. 
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau yn fy nghydberthnasau. 

en-gb	I can communicate my needs and feelings in my relationships, and notice the needs and feelings of others.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau yn fy nghydberthnasau, ac rwy’n sylwi ar anghenion a theimladau pobl eraill.

en-gb	I can communicate my needs and feelings, and respond to those of others.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau, ac ymateb i anghenion a theimladau pobl eraill.

en-gb	I can communicate my needs and feelings, and respect those of others. 
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau, a pharchu anghenion a theimladau pobl eraill. 

en-gb	I can make meaningful connections with others, valuing safe, healthy and equitable relationships in a range of contexts. 
cy-gb	Rwy’n gallu creu cysylltiadau ystyrlon ag eraill ac rwy’n gwerthfawrogi cydberthnasau diogel, iach a theg, a hynny mewn ystod o gyd-destunau.

en-gb	I can get along with others with and without support.
cy-gb	Rwy’n gallu cyd-dynnu ag eraill gyda chymorth a heb gymorth. 

en-gb	I can make friends and try to resolve disagreements, seeking support when needed.
cy-gb	Mae gen i’r gallu i wneud ffrindiau a cheisio datrys anghytundeb, gan ofyn am gymorth pan fydd angen.

en-gb	I can make and maintain relationships that matter to me, identifying conflict and taking steps to resolve it.
cy-gb	Rwy’n gallu ffurfio a chynnal cydberthnasau sy’n bwysig i mi, gan adnabod gwrthdaro a chymryd camau i ddatrys achosion o wrthdaro.

en-gb	I can form and maintain healthy relationships with a wider circle of people.
cy-gb	Rwy’n gallu meithrin a chynnal cydberthnasau iach o fewn cylch ehangach o bobl.

en-gb	I can respect other people’s points of view and use this to help resolve conflict.
cy-gb	Rwy’n gallu parchu safbwyntiau pobl eraill a defnyddio hyn er mwyn helpu i ddatrys achosion o wrthdaro.

en-gb	I can make meaningful connections with others, valuing safe, healthy and equitable relationships in a range of contexts. 
cy-gb	Rwy’n gallu creu cysylltiadau ystyrlon ag eraill ac rwy’n gwerthfawrogi cydberthnasau diogel, iach a theg, a hynny mewn ystod o gyd-destunau.

en-gb	I can take steps to avoid conflict and to remove myself from unsafe relationships. 
cy-gb	Rwy’n gallu cymryd camau i osgoi achosion o wrthdaro, a thynnu fy hun o gydberthnasau peryglus. 

en-gb	I can draw on support systems for myself and others when needed.
cy-gb	Rwy’n gallu pwyso ar systemau cymorth ar gyfer fy hun ac eraill yn ôl y gofyn.

en-gb	I am beginning to recognise safe and unsafe behaviour in relationships.
cy-gb	Rwy’n dechrau adnabod ymddygiad diogel a pheryglus mewn cydberthnasau.

en-gb	I can recognise when I feel safe in my relationships and I can communicate when I do not feel safe.
cy-gb	Rwy’n gallu adnabod pan rwy’n teimlo’n ddiogel mewn fy nghydberthnasau, ac yn gallu mynegi pan nad wyf yn teimlo’n ddiogel.

en-gb	I can reflect on the characteristics of safe relationships and I can seek support when needed.
cy-gb	Rwy’n gallu myfyrio ar nodweddion cydberthnasau diogel, ac yn gallu gofyn am gymorth pan mae angen.

en-gb	I can consider the role of safety in relationships and I can identify where my safety or the safety of others is threatened and I know how to respond to this. 
cy-gb	Rwy’n gallu ystyried rôl diogelwch mewn cydberthnasau, ac rwy’n gallu adnabod lle mae fy niogelwch i neu ddiogelwch rhywun arall o dan fygythiad, ac rwy’n gwybod sut i ymateb i hyn.

en-gb	I can take steps to avoid conflict and to remove myself from unsafe relationships. 
cy-gb	Rwy’n gallu cymryd camau i osgoi achosion o wrthdaro, a thynnu fy hun o gydberthnasau peryglus. 

en-gb	I can draw on support systems for myself and others when needed.
cy-gb	Rwy’n gallu pwyso ar systemau cymorth ar gyfer fy hun ac eraill yn ôl y gofyn.

en-gb	I am beginning to recognise that I have the right to be treated fairly and respectfully.
cy-gb	Rwy’n dechrau sylweddoli bod gen i’r hawl i gael fy nhrin mewn ffordd deg a pharchus.

en-gb	I can understand that everyone has rights and, with support, I can respect those rights.
cy-gb	Rwy’n gallu deall fod gan bawb hawliau, ac rwy’n gallu parchu’r hawliau hyn gyda chymorth.

en-gb	I can respect the rights of others and I understand how these impact on myself and others.
cy-gb	Rwy’n gallu parchu hawliau pobl eraill a deall sut y maen nhw’n effeithio arnaf i ac ar eraill. 

en-gb	I can exercise my own rights and respect those of others, and I can recognise that rights can be infringed.
cy-gb	Rwy’n gallu arfer fy hawliau fy hun a pharchu hawliau pobl eraill, ac rwy’n sylweddoli y gall hawliau cael eu troseddu. 

en-gb	I can advocate the rights of myself and others.
cy-gb	Rwy’n gallu eirioli dros hawliau fy hun a hawliau eraill. 

en-gb	Designing your curriculum
cy-gb	Cynllunio eich cwricwlwm

en-gb	This provides specific guidance when incorporating learning in health and well-being in your curriculum. 
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn iechyd a lles yn eich cwricwlwm. 

en-gb	It should be read together with the overarching Designing your curriculum section, which is relevant to learning and teaching through all areas of learning and experience (Areas).
cy-gb	Dylai gael ei ddarllen ynghyd ag adran gyffredinol Cynllunio eich cwricwlwm  sy’n berthnasol i ddysgu ac addysgu trwy bob maes dysgu a phrofiad (Maes).

en-gb	Cross-curricular skills and integral skills
cy-gb	Sgiliau trawsgwricwlaidd a sgiliau cyfannol

en-gb	A curriculum must embed the mandatory cross-curricular skills and the integral skills which underpin the four purposes of the curriculum. 
cy-gb	Rhaid i gwricwlwm ymwreiddio’r sgiliau trawsgwricwlaidd gorfodol a’r sgiliau cyfannol sy’n sail i bedwar diben y cwricwlwm. 

en-gb	The following are some key principles which settings and schools should consider when designing learning and teaching in the Health and Well-being Area of Learning and Experience (Area).
cy-gb	Mae’r canlynol yn rhai egwyddorion allweddol y dylai lleoliadau ac ysgolion eu hystyried wrth gynllunio dysgu ac addysgu ym Maes Dysgu a Phrofiad Iechyd a Lles (Maes).

en-gb	Cross-curricular skills
cy-gb	Sgiliau trawsgwricwlaidd

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	Literacy is a fundamental enabler of well-being. 
cy-gb	Mae llythrennedd yn sylfaenol i hwyluso lles. 

en-gb	Learning about and through literature has significant potential to provide learners with the means to communicate their feelings, develop relationships with others, and seek help and support. 
cy-gb	Mae gan ddysgu am lenyddiaeth a dysgu trwy lenyddiaeth botensial sylweddol i gynnig y modd i ddysgwyr gyfathrebu eu teimladau, datblygu cydberthnasau a chwilio am gymorth a chefnogaeth. 

en-gb	The role of communication in expressing emotions is fundamental. 
cy-gb	Mae gan gyfathrebu rôl sylfaenol ym mynegi’r emosiynau. 

en-gb	Literature has significant potential to support learners’ empathy , mental health and emotional well-being. 
cy-gb	Mae gan lenyddiaeth botensial sylweddol i gefnogi empathi , iechyd meddwl a lles emosiynol y dysgwyr. 

en-gb	Literacy provides learners with the opportunity to develop improved decision-making skills. 
cy-gb	Mae llythrennedd yn cynnig cyfle i ddatblygu gwell sgiliau gwneud penderfyniad. 

en-gb	Opportunities to critically engage with a range of texts can support learners’ decision-making and support learners to articulate their views with greater confidence, further developing their values and identity  which, in turn, can develop confidence and ambition.
cy-gb	Gall cyfleoedd i ymwneud yn feirniadol gydag ystod o destunau gefnogi gallu dysgwyr i wneud penderfyniadau a’u cefnogi i fynegi eu barn gyda hyder cynyddol gan ddatblygu eu gwerthoedd a’u hunaniaeth ymhellach. Gall hyn yn ei dro ddatblygu hyder ac uchelgais.

en-gb	Developing literacy skills, being able to organise writing and adapt language confidently, is important in enabling learners to apply for learning pathways and a preferred career. 
cy-gb	Mae datblygu sgiliau llythrennedd, gallu trefnu ysgrifennu ac addasu iaith yn hyderus, yn bwysig i alluogi dysgwyr i ymgeisio am lwybrau dysgu a gyrfa o’u dewis.   

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	Learning in this Area should provide opportunity to develop numeracy skills in the real-world context. 
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfle i ddatblygu sgiliau rhifedd yng nghyd-destun y byd go iawn. 

en-gb	Numeracy is a key enabler in making a number of informed decisions, in particular managing money and supporting good financial decision-making and critically engaging with social norms around money. 
cy-gb	Mae rhifedd yn allweddol wrth hwyluso gwneud nifer o benderfyniadau gwybodus, yn arbennig rheoli arian a chefnogi gwneud penderfyniadau ariannol doeth ac ymwneud yn feirniadol gyda normau cymdeithasol ynghylch arian. 

en-gb	Numeracy also plays a role in purchasing and preparing food to support nutrition.
cy-gb	Mae rhifedd hefyd yn chwarae rôl wrth brynu a pharatoi bwyd i gefnogi maeth. 

en-gb	Digital competenceLearning in  this Area is fundamental to developing safe behaviour in relation to digital media and the online world. 
cy-gb	Cymhwysedd digidol Mae dysgu yn y Maes hwn yn sylfaenol i ddatblygu ymddygiad diogel mewn perthynas â’r cyfryngau digidol a’r byd ar-lein. 

en-gb	Learners should be encouraged to develop their understanding of the increasing influence of technology on their daily lives and the implications this may have for their health and well-being, in particular the possible impact on physical, mental and emotional health and well-being. 
cy-gb	Dylid annog dysgwyr i ddatblygu eu dealltwriaeth o ddylanwad cynyddol technoleg ar eu bywydau dyddiol, a’r goblygiadau allai hyn ei gael er eu hiechyd a lles, yn arbennig yr effaith bosib ar iechyd a lles corfforol, meddyliol ac emosiynol. 

en-gb	Decision-making, risk assessment and safe and unsafe situations and interactions should all be considered in digital contexts. 
cy-gb	Dylid ystyried gwneud penderfyniad, asesiad risg, sefyllfaoedd a rhyngweithio diogel a pheryglus, oll mewn cyd-destunau digidol. 

en-gb	This includes relationships with others, online safety, legal implications and social influences  online (including social media).
cy-gb	Mae hyn yn cynnwys perthynas ag eraill, diogelwch ar-lein, goblygiadau cyfreithiol a dylanwadau cymdeithasol ar-lein (gan gynnwys cyfryngau cymdeithasol). 

en-gb	As technology develops, settings and schools need to maintain a current understanding of what learners are accessing or using and how they are going about this. 
cy-gb	Wrth i dechnoleg ddatblygu, mae angen i leoliadau ac ysgolion gynnal dealltwriaeth gyfredol o’r hyn sydd gan y dysgwyr fynediad ato neu yn ei ddefnyddio, a sut maen nhw’n cyflawni hyn. 

en-gb	Provision should allow learners to explore  the vast array of opportunities that these technologies present, as well as developing the awareness and skills needed to be responsible digital citizens. 
cy-gb	Dylai’r ddarpariaeth alluogi dysgwyr i archwilio’r cyfleoedd helaeth mae’r technolegau hyn yn eu cynnig, yn ogystal â datblygu’r ymwybyddiaeth a’r sgiliau sydd eu hangen i fod yn ddinasyddion digidol gyfrifol. 

en-gb	Settings and schools should also consider how they promote positive engagement with media and the online world as well as how they prepare learners to deal with the challenges these can present.
cy-gb	Dylai lleoliadau ac ysgolion hefyd ystyried sut maen nhw’n hybu ymwneud yn gadarnhaol â chyfryngau a’r byd ar-lein yn ogystal â sut maen nhw’n paratoi dysgwyr i ddelio â'r heriau y gall rhain eu cyflwyno. 

en-gb	Integral skills
cy-gb	Sgiliau cyfannol

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

en-gb	Learning in this Area provides learners with the opportunity to develop the confidence and openness to explore ideas, to consider the opinions of others, and the courage to express their own. 
cy-gb	Mae dysgu yn y Maes hwn yn cynnig y cyfle i ddysgwyr ddatblygu’r hyder a’r meddwl agored i archwilio syniadau, i ystyried barn pobl eraill, a’r dewrder i fynegi eu safbwyntiau eu hunain. 

en-gb	Learners should be given opportunities to express themselves and develop creatively in physical activity including sport, and to generate ideas to create nutritious healthy meals. 
cy-gb	Dylid rhoi cyfleoedd i ddysgwyr fynegi eu hunain a datblygu’n greadigol mewn gweithgaredd corfforol, yn cynnwys chwaraeon, ac i gynhyrchu syniadau i greu prydau maethlon ac iach. 

en-gb	Learners will be encouraged to explore and pursue innovative thinking in respect of career pathways. 
cy-gb	Anogir dysgwyr i archwilio a mynd ar drywydd meddylfryd arloesol mewn perthynas â llwybrau gyrfa. 

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

en-gb	Learning across the statements of what matters in this Area provides opportunities to develop critical analysis, evaluation and appraisal skills. 
cy-gb	Mae dysgu ar draws y datganiadau o’r hyn sy’n bwysig yn y Maes hwn yn darparu cyfleoedd i ddatblygu sgiliau dadansoddi beirniadol, gwerthuso ac arfarnu. 

en-gb	Decision-making is heavily dependent on critical and logical processes such as analysing the benefits and risks of a course of action. 
cy-gb	Mae gwneud penderfyniad yn dibynnu’n drwm ar brosesau beirniadol a rhesymegol megis dadansoddi manteision a risgiau unrhyw weithred. 

en-gb	Drawing on learning in this Area learners should be encouraged to develop responses and solutions to experiences they encounter and critically analyse the factors that influence decision-making, such as social influences , values , beliefs and biases . 
cy-gb	Gan ddefnyddio dysgu yn y Maes hwn, dylid annog dysgwyr i ddatblygu ymatebion a datrysiadau i brofiadau maen nhw’n dod ar eu traws a dadansoddi’n feirniadol y ffactorau sy’n dylanwadu ar wneud penderfyniad, megis dylanwadau cymdeithasol, gwerthoedd , credoau a rhagfarnau . 

en-gb	Personal effectiveness 
cy-gb	Effeithiolrwydd personol

en-gb	Learning in this Area should provide learners with opportunities to develop an awareness of, control over, and the ability to express their emotions: 
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfleoedd i ddysgwyr ddatblygu ymwybyddiaeth o’r sgiliau i fynegi eu emosiynau, ynghyd â’r sgiliau i fynegi’r syniadau hyn a rheolaeth drostyn nhw. 

en-gb	the skills required to develop emotional intelligence.
cy-gb	Dyma’r sgiliau sydd eu hangen i ddatblygu deallusrwydd emosiynol. 

en-gb	Through gaining an understanding of the factors that impact on mental health and emotional well-being learners can be helped to manage their experiences and act with empathy, compassion and kindness for themselves and others. 
cy-gb	Trwy gynnig dealltwriaeth o’r ffactorau sy’n effeithio ar iechyd meddwl a lles emosiynol, gellir bod o gymorth i ddysgwyr reoli eu profiadau ac ymddwyn gydag empathi, trugaredd a charedigrwydd ar eu cyfer eu hunain yn ogystal ag eraill. 

en-gb	Learning should enable and support learners to develop good interpersonal skills, by providing an understanding of norms and attitudes; an ability to reject and challenge these and an understanding of differences and how these should be respected.    
cy-gb	Dylai dysgu alluogi a chefnogi dysgwyr i ddatblygu sgiliau rhyngbersonol da trwy gynnig dealltwriaeth o normau ac agwedd pobl, a’r gallu i wrthod a herio’r rhain; a dealltwriaeth am y gwahaniaethau a sut dylai rhain cael eu parchu.    

en-gb	Learners should develop an understanding of the factors that influence decision-making, helping them to make considered, informed decisions that they are able to justify and explain while also understanding the risks and possible consequences of their decisions for themselves and others. 
cy-gb	Dylai dysgwyr ddatblygu dealltwriaeth o’r ffactorau sy’n effeithio ar wneud penderfyniad, gan fod o gymorth iddyn nhw wneud penderfyniadau ystyriol, gwybodus, rhai y maen nhw’n gallu eu cyfiawnhau a’u hesbonio tra hefyd yn deall risgiau a goblygiadau posib eu penderfyniadau iddyn nhw eu hunain ac eraill. 

en-gb	This learning should help provide learners with the skills to critically evaluate learning and mistakes and identify areas for further development. 
cy-gb	Dylai’r dysgu hwn fod o gymorth i gynnig sgiliau i ddysgwyr allu gwerthuso dysgu a chamgymeriadau’n feirniadol a nodi meysydd ar gyfer datblygu ymhellach. 

en-gb	Learning and experiences within this Area should provide opportunities for learners to develop the skills and attitudes which allow learners to be independent, to have healthy relationships, to know their rights and the rights of others, to know how to manage conflict, to recognise unhealthy relationships, to be safe, and to understand when and how to seek support for themselves and others.  
cy-gb	Dylai dysgu a phrofiadau o fewn y Maes hwn gynnig cyfleoedd i ddysgwyr ddatblygu’r sgiliau ac agweddau sy’n galluogi dysgwyr i fod yn annibynnol, i gael cydberthnasau iach, gwybod eu hawliau a hawliau pobl eraill, gwybod sut i reoli gwrthdaro, adnabod unrhyw gydberthnasau sydd ddim yn iach, bod yn ddiogel, a deall pryd a sut i chwilio am gefnogaeth iddyn nhw eu hunain ac i eraill.  

en-gb	Knowledge and understanding drawn from across learning in the statements of what matters can support learners  to develop confidence and independence.
cy-gb	Gall wybodaeth a dealltwriaeth o’r ddysgu yn y datganiadau o’r hyn sy’n bwysig gefnogi dysgwyr i ddatblygu hyder ac annibyniaeth.

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

en-gb	Learning in this Area specifically seeks to provide learners with opportunities to build an awareness of, and to develop skills in, decision-making and goal-setting. 
cy-gb	Mae dysgu yn y Maes hwn yn anelu’n benodol at gynnig cyfleoedd i ddysgwyr adeiladu ymwybyddiaeth o, a datblygu sgiliau mewn, gwneud penderfyniad a gosod targed. 

en-gb	Drawing on learning in this Area provides opportunities for learners to understand and explore how decision-making affects them and others, to understand and develop the skills to make collective decisions, and to critically evaluate factors and implications of decision-making. 
cy-gb	Mae defnyddio dysgu yn y Maes hwn yn darparu cyfleoedd i ddysgwyr ddeall ac archwilio sut mae gwneud penderfyniad yn effeithio arnyn nhw ac eraill, deall a datblygu’r sgiliau i wneud penderfyniadau ar y cyd, ac i werthuso’n feirniadol ffactorau a goblygiadau gwneud penderfyniad. 

en-gb	Learning in health and well-being should provide learners with the opportunities to plan and set short-term and long-term goals and to take steps to achieve these. 
cy-gb	Dylai dysgu mewn iechyd a lles rhoi’r cyfleoedd i ddysgwyr gynllunio a gosod targedau tymor byr a hirdymor ac i gymryd camau i gyrraedd y rhain. 

en-gb	Learning should also support learners to plan and implement sustainable , balanced and positive behaviours to support physical health and well-being. 
cy-gb	Dylai dysgu hefyd gefnogi dysgwyr i gynllunio a gwireddu ymddygiadau cynaliadwy, cytbwys a chadarnhaol i gefnogi iechyd a lles corfforol. 

en-gb	Learners should be encouraged to develop an understanding of emotions, behaviours and social influences, skills essential to building strong relationships.
cy-gb	Dylid annog dysgwyr i ddatblygu dealltwriaeth o emosiynau, ymddygiadau a dylanwadau cymdeithasol: sgiliau sy’n hanfodol i adeiladu perthynas gref ag eraill.   

en-gb	Specific considerations for this Area
cy-gb	Ystyriaethau penodol ar gyfer y Maes hwn

en-gb	The five statements of what matters should be viewed holistically. 
cy-gb	Dylid edrych ar y pum datganiad am yr hyn sy’n bwysig yn holistaidd.  

en-gb	When viewed together they encapsulate the fundamental elements which are the foundation upon which health and well-being can be developed. 
cy-gb	Wrth eu gweld gyda’i gilydd maen nhw’n crisialu‘r elfennau sylfaenol y gellir eu defnyddio i fod yn sail i ddatblygu iechyd a lles. 

en-gb	They are meant to act as lenses through which different topics and issues can be explored giving professionals the flexibility to identify those which are relevant to the needs of their learners, their setting or school and their community.  
cy-gb	Trwy’r rhain gellir archwilio gwahanol bynciau a materion gan roi hyblygrwydd i athrawon nodi’r rhai sy’n berthnasol i anghenion eu dysgwyr, eu lleoliad neu eu hysgol a’u cymuned. 

en-gb	When designing learning and teaching in this Area in the curriculum practitioners should ensure that they draw from across the statements of what matters wherever possible. 
cy-gb	Wrth gynllunio dysgu ac addysgu o fewn y Maes yn y cwricwlwm dylai ymarferwyr sicrhau eu bod yn cwmpasu’r holl ddatganiadau am yr hyn sy’n bwysig gymaint â phosib. 

en-gb	There is considerable scope for overlap with the other Areas and it is important that planning for this Area should happen in collaboration with them.
cy-gb	Mae cyfleoedd eang i orgyffwrdd gyda’r Meysydd eraill ac mae’n bwysig fod cynllunio ar gyfer y Maes hwn yn digwydd mewn cydweithrediad â nhw.

en-gb	This Area is an entirely new element of the curriculum in Wales. 
cy-gb	Mae’r Maes hwn yn elfen gwbl newydd o’r cwricwlwm yng Nghymru. 

en-gb	In addition to providing new and exciting opportunities, this will also present settings and schools with some new challenges. 
cy-gb	Yn ychwanegol at gynnig cyfleoedd newydd a chyffrous, bydd hefyd yn cynnig rhai heriau newydd i leoliadau ac ysgolion. 

en-gb	This section is intended to help guide settings and schools from the initial identification of priorities to putting it into practice.
cy-gb	Bwriad yr adran hon yw bod o gymorth i arwain lleoliadau ac ysgolion o’r adnabyddiaeth gychwynnol o flaenoriaethau tuag at eu gweithredu.

en-gb	Successful design, learning and teaching of the Area in the curriculum should be both underpinned and supported by the whole-school approach as the two go hand-in-hand. 
cy-gb	Dylai’r dull gweithredu ysgol gyfan fod yn sail i gynllunio, dysgu ac addysgu’r Maes yn llwyddiannus yn y cwricwlwm, yn ogystal â’u cefnogi, gan eu bod yn mynd law yn llaw. 

en-gb	A whole-school approach to health and well-being should pervade all aspects of school life and be supported by school policies and practices. 
cy-gb	Dylai dull gweithredu ysgol gyfan tuag at iechyd a lles ymdreiddio i bob agwedd o fywyd ysgol a chael ei gefnogi gan arferion a pholisïau’r ysgol. 

en-gb	If there is not alignment between the two then learning in the Area would be compromised.  
cy-gb	Pe na byddai cydweithio rhwng y ddau, byddai’r dysgu yn y Maes hwn yn gwanhau. 

en-gb	For example, a healthy food offer in the school canteen can support the learners in their enjoyment and understanding about the importance of having a healthy, balanced diet. 
cy-gb	Er enghraifft, gall cynnig bwyd maethlon yn ffreutur yr ysgol gefnogi dysgwyr yn eu mwynhad a dealltwriaeth o bwysigrwydd cael deiet iach a chytbwys. 

en-gb	Similarly, learning about the benefits of regular physical activity will be enriched and embedded if there are plenty of opportunities throughout a school day to be physically active.
cy-gb	Hefyd, byddai dysgu am fuddiannau gweithgaredd corfforol cyson yn cael ei gyfoethogi a’i ymwreiddio pe bai digon o gyfleoedd trwy’r diwrnod ysgol i fod yn actif. 

en-gb	These are the key considerations which settings, schools and practitioners should consider when developing their curriculum:
cy-gb	Dyma’r ystyriaethau allweddol y dylai lleoliadau, ysgolion ac ymarferwyr eu hystyried wrth ddatblygu eu cwricwlwm.

en-gb	What are the needs of your learners? 
cy-gb	Beth yw anghenion eich dysgwyr? 

en-gb	Identify the needs of learners
cy-gb	Nodi anghenion dysgwyr

en-gb	Every setting and school will have a range of information available to help them carry out an analysis of need. 
cy-gb	Bydd gan bob lleoliad ac ysgol ystod o wybodaeth ar gael i fod o gymorth iddyn nhw gynnal dadansoddiad o’r hyn sydd ei angen. 

en-gb	For schools this will include School Health Research Network (SHRN) data,  Welsh Network of Healthy Schools data , and the School Sport Survey.  
cy-gb	I ysgolion bydd hyn yn cynnwys data Rhwydwaith Ymchwil Iechyd mewn Ysgolion, Rhwydwaith Ysgolion Iach Cymru a’r Arolwg ar Chwaraeon Ysgol. 

en-gb	It is important that this process also draws upon information at a local, cluster-wide, regional and national level.  
cy-gb	Mae’n bwysig fod y broses hon hefyd yn ystyried gwybodaeth ar lefel leol, clwstwr, rhanbarthol a chenedlaethol.  

en-gb	The elements of this Area of the curriculum need a sufficient degree of flexibility and it is important that flexibility is built into the design, and sufficient time is allocated to do this. 
cy-gb	Mae angen elfen ddigonol o hyblygrwydd ar agweddau o’r Maes hwn yn y cwricwlwm, ac mae’n bwysig fod hyblygrwydd yn rhan o’r cynllun a bod digon o amser yn cael ei glustnodi i wneud hyn. 

en-gb	Needs and priorities will change and learning and teaching in the Area should respond to these changes. 
cy-gb	Bydd anghenion a blaenoriaethau yn newid, a bydd angen i ddysgu ac addysgu yn y Maes ymateb i’r newidiadau hyn. 

en-gb	It may be felt that there are times when it would be beneficial to use external organisations to provide support in planning and delivery on certain topics and issues. 
cy-gb	Efallai y byddai’n fanteisiol defnyddio cyrff allanol i gynnig cefnogaeth wrth gynllunio a gweithredu rhai pynciau a materion. 

en-gb	It should be noted that this should enhance rather than replace teaching. 
cy-gb	Dylid nodi y dylai hyn gyfoethogi yn hytrach na chymryd lle addysgu. 

en-gb	External organisations can also assist settings and schools to develop links with the wider community and support parental engagement.
cy-gb	Gall cyrff allanol hefyd fod o gymorth i leoliadau ac ysgolion ddatblygu cysylltiadau gyda’r gymuned ehangach a chefnogi ymwneud â rhieni.

en-gb	Consider what influences learners’ health and well-being 
cy-gb	Ystyried yr hyn sy’n dylanwadu ar iechyd a lles dysgwyr 

en-gb	As well as considering learners’ health and well-being, this process could consider the following.
cy-gb	Yn ogystal ag ystyried iechyd a lles dysgwyr, gallai’r broses hyn ystyried y canlynol.

en-gb	What are the drivers and influencers of learners’ health and well-being?  
cy-gb	Beth sy’n gyrru a dylanwadu ar iechyd a lles y dysgwyr?  

en-gb	How do these drivers and influences impact on different aspects of learners’ health and well-being?
cy-gb	Sut mae’r gyrru a’r dylanwadu hyn yn effeithio ar wahanol agweddau o iechyd a lles y dysgwyr?

en-gb	These more specific questions below may be helpful in considering the above. 
cy-gb	Gallai’r cwestiynau mwy penodol isod fod o gymorth wrth ystyried yr uchod. 

en-gb	They are not an exhaustive list but meant to help promote honest and open discussions which form an important part of the curriculum design process.
cy-gb	Dydyn nhw ddim yn rhestr gyflawn, ond gallan nhw fod o gymorth i hyrwyddo trafodaethau gonest ac agored sy’n ffurfio rhan bwysig o’r broses gynllunio’r cwricwlwm.

en-gb	What opportunities for physical activity will your learners find enjoyable and meaningful? 
cy-gb	Pa gyfleoedd ar gyfer gweithgaredd corfforol y bydd eich dysgwyr yn eu mwynhau a’u gweld yn ystyrlon? 

en-gb	What motivates them to engage in a variety of roles, responsibilities and environments (e.g. indoor, outdoor, in and around water)?  
cy-gb	Beth sy’n eu hysgogi i ymwneud â gwahanol rolau, cyfrifoldebau ac amgylcheddau (e.e. dan do, y tu allan, mewn ac o amgylch dŵr)?  

en-gb	What factors, influences and behaviours shape your learners’ physical health? 
cy-gb	Pa ffactorau, dylanwadau ac ymddygiadau sy’n llywio iechyd corfforol eich dysgwyr? 

en-gb	What is learners’ understanding of the interconnections between their diet, sleep, physical activity and their health and well-being?
cy-gb	Beth yw dealltwriaeth eich dysgwyr o’r rhyng-gysylltiadau rhwng eu deiet, cwsg, gweithgaredd corfforol a’u hiechyd a lles?

en-gb	What decisions do your learners make that influence their health and well-being and that of others? 
cy-gb	Pa benderfyniadau mae eich dysgwyr yn eu gwneud sy’n dylanwadu ar eu hiechyd a lles eu hunain ac iechyd a lles eraill? 

en-gb	What decisions are they likely to make as they grow? 
cy-gb	Pa benderfyniadau maen nhw’n debygol o’u gwneud wrth iddyn nhw dyfu? 

en-gb	How is your learners’ health and well-being influenced by their interactions with digital technology? 
cy-gb	Sut mae iechyd a lles eich dysgwyr yn cael eu dylanwadu gan eu cysylltiadau gyda a thrwy dechnoleg ddigidol? 

en-gb	What opportunities should your learners have to develop healthy, safe and responsible use of digital technology and the online world?
cy-gb	Pa gyfleoedd ddylai eich dysgwyr eu cael i ddatblygu defnydd iach, diogel a chyfrifol o dechnoleg ddigidol a’r byd ar-lein?

en-gb	What experiences impact your learners’ mental health and emotional well-being?
cy-gb	Pa brofiadau sy’n effeithio ar iechyd meddwl a lles emosiynol eich dysgwyr?

en-gb	What skills do your learners need to care for themselves and others?
cy-gb	Pa sgiliau mae eich dysgwyr eu hangen i ofalu amdanyn nhw eu hunain ac eraill?

en-gb	What are the different social influences and groups that impact on your learners, your setting or school and your wider community? 
cy-gb	Beth yw’r gwahanol grwpiau a dylanwadau cymdeithasol  sy’n effeithio ar eich dysgwyr unigol, eich lleoliad/ysgol a’r gymuned ehangach? 

en-gb	What relationships do your learners have that influence their health and well-being?
cy-gb	Pa cydberthnasau sydd gan eich dysgwyr sy’n dylanwadu ar eu hiechyd a lles?

en-gb	What skills do your learners need to develop healthy relationships?  
cy-gb	Pa sgiliau sydd eu hangen ar eich dysgwyr i ddatblygu cydberthnasau iach?  

en-gb	How are the different needs and experiences of learners interconnected?
cy-gb	Sut mae gwahanol anghenion a phrofiadau eich dysgwyr yn rhyng-gysylltiedig?

en-gb	2. 
cy-gb	2. 

en-gb	What topics, themes and activities will help respond to learners’ needs?
cy-gb	Pa bynciau, themâu a gweithgareddau sydd o gymorth i ymateb i anghenion dysgwyr?

en-gb	Learners’ needs can be addressed by a wide range of learning and teaching. 
cy-gb	Gellir ymateb i anghenion dysgwyr gydag ystod eang o ddysgu ac addysgu. 

en-gb	When selecting these, settings, schools and practitioners should ask the following:
cy-gb	Wrth ddewis rhain, dylai lleoliadau, ysgolion ac ymarferwyr ofyn y canlynol:

en-gb	What activities, topics and themes are most relevant to learners, their needs and context?
cy-gb	Pa weithgareddau, pynciau a themâu sydd fwyaf perthnasol i ddysgwyr, eu hanghenion a chyd-destun?

en-gb	What experiences, knowledge and skills will support learners to recognise how different drivers and influences may affect their health and well-being?
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i adnabod sut y gall gwahanol ysgogyddion a dylanwadau effeithio ar eu hiechyd a lles?

en-gb	What experiences, knowledge and skills will support learners to develop sustained, health-affirming and pro-social behaviours?
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i ddatblygu ymddygiadau cyson, cefnogol i iechyd ac sydd er lles y gymdeithas?

en-gb	More specific considerations should include the following.
cy-gb	Dylai ystyriaethau mwy penodol gynnwys y canlynol:

en-gb	What are the range of experiences and activities that can support learners to enjoy lifelong physical activity and care for themselves and others?
cy-gb	Beth yw’r ystod o brofiadau a gweithgareddau all gefnogi dysgwyr i fwynhau gweithgaredd corfforol gydol oes ac i ofalu amdanyn nhw eu hunain ac eraill?

en-gb	Positive learning experiences can support learners to value physical activity, including sport, which in turn can motivate them to lead physically active lives . 
cy-gb	Gall profiadau dysgu cadarnhaol gefnogi dysgwyr i werthfawrogi gweithgaredd corfforol, gan gynnwys chwaraeon, a gall hyn yn ei dro eu symbylu i fyw bywydau corfforol actif. 

en-gb	Learner-centred pedagogies such as purposeful play, a multiskills approach, the Teaching Games for Understanding (TGfU) approach and the Sport Education Model (SEM) can all contribute to a learning culture where physical activity is enjoyed by all. 
cy-gb	Gall addysgegau sy’n canolbwyntio ar y dysgwr megis chwarae pwrpasol, dull aml-sgil, dull Dysgu Gemau er Mwyn Deall ( Teaching Games for Understanding (TGfU) ) a’r Model Addysg Chwaraeon ( Sport Education Model (SEM) ) i gyd gyfrannu tuag at ddiwylliant dysgu lle mae gweithgaredd corfforol yn cael ei fwynhau gan bawb. 

en-gb	Learners should also be supported to value the benefits of this, including social, recreational and performance aspects, as well as how it supports their physical health and well-being. 
cy-gb	Dylai dysgwyr gael eu cefnogi hefyd i werthfawrogi manteision hyn, gan gynnwys agweddau cymdeithasol, hamdden a pherfformio, yn ogystal â sut mae’n cefnogi eu hiechyd a lles corfforol. 

en-gb	These activities should also support the development of knowledge, understanding and transferable skills within and beyond the physical health element of this Area. 
cy-gb	Dylai’r gweithgareddau hyn hefyd gefnogi datblygu gwybodaeth, dealltwriaeth a sgiliau trosglwyddadwy o fewn a thu hwnt i elfen iechyd corfforol y Maes hwn. 

en-gb	Settings and schools should consider how opportunities, experiences and pedagogies, including participation in various sports and activities, support the development and refinement of gross motor and fine motor movements , transferable skills and the ability to connect progress with perseverance and confidence. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut mae cyfleoedd, profiadau ac addysgegau, gan gynnwys cyfranogiad mewn wahanol chwaraeon a gweithgareddau amrywiol, yn cefnogi datblygu a mireinio symudiadau echddygol bras a symudiadau echddygol manwl , sgiliau trosglwyddadwy a’r gallu i gysylltu cynnydd gyda dyfalbarhad a hyder. 

en-gb	Realising progress in physical competence supports learners’ motivation to persevere and supports their confidence to continue participating throughout life.  
cy-gb	Mae gwireddu cynnydd mewn gallu corfforol yn cefnogi symbyliad dysgwyr i ddyfalbarhau ac yn cefnogi eu hyder i barhau gyda gweithgareddau corfforol weddill eu bywydau. 

en-gb	Learners should be supported to develop positive behaviours in their wider physical health and well-being. 
cy-gb	Dylid cefnogi dysgwyr i ddatblygu ymddygiadau cadarnhaol yn eu hiechyd a lles ehangach. 

en-gb	This could relate to a range of factors, including diet, substances, hygiene, infection, the physical environment, sleep and rest. 
cy-gb	Gallai hyn berthyn i ystod o ffactorau, gan gynnwys deiet, sylweddau, glendid, haint, yr amgylchedd ffisegol, cwsg a gorffwys. 

en-gb	Settings, schools and practitioners should consider what experiences will support learners to understand how these factors can influence their health and well-being, develop the skills to support healthy behaviours relating to these factors, and the confidence and motivation to support those behaviours for life. 
cy-gb	Dylai lleoliadau, ysgolion ac ymarferwyr ystyried pa brofiadau fydd yn cefnogi dysgwyr i ddeall sut y gall y ffactorau hyn ddylanwadu ar eu hiechyd a lles, datblygu’r sgiliau i gefnogi ymddygiadau iach yn perthyn i’r ffactorau hyn a’r hyder ac ysgogiad i gefnogi’r ymddygiadau hyn gydol oes. 

en-gb	For example, developing skills to support a healthy balanced diet should consider how learners can develop the skills and the enjoyment of preparing food which forms part of a healthy balanced diet. 
cy-gb	Er enghraifft, dylai datblygu sgiliau i gefnogi deiet iach a chytbwys ystyried sut mae dysgwyr yn gallu datblygu sgiliau a mwynhad paratoi bwyd sy’n ffurfio rhan o ddeiet iach a chytbwys. 

en-gb	Practitioners should support learners to recognise how these factors are interconnected and impact on the whole of their health and well-being, not simply its physical aspect. 
cy-gb	Dylai ymarferwyr gefnogi dysgwyr i adnabod sut mae’r ffactorau hyn yn rhyng-gysylltiedig ac yn effeithio ar eu hiechyd a lles yn gyfan, nid yr agwedd gorfforol yn unig. 

en-gb	For example, enjoyment of activities outdoors will influence learners’ mental health and emotional well-being.     
cy-gb	Er enghraifft, bydd mwynhad o weithgareddau y tu allan yn dylanwadu ar iechyd meddwl a lles emosiynol dysgwyr.     

en-gb	Growing up will have a critical impact on learners’ health and well-being and settings and schools should consider how they will support learners to understand and manage the developmental changes as well as how those changes affect learners in a range of different ways. 
cy-gb	Bydd tyfu yn cael effaith allweddol ar iechyd a lles dysgwyr a dylai lleoliadau ac ysgolion ystyried sut y byddan nhw’n cefnogi dysgwyr i ddeall a rheoli’r newidiadau datblygiadol yn ogystal â sut mae’r newidiadau hyn yn effeithio ar ddysgwyr mewn gwahanol ffyrdd. 

en-gb	Learners should be provided with appropriate opportunities to assess and manage risk so they can keep themselves and others safe. 
cy-gb	Dylid cynnig cyfleoedd i ddysgwyr asesu a rheoli risg fel y gallan nhw gadw eu hunain ac eraill yn ddiogel. 

en-gb	Schools should also consider what strategies their learners may need to be able to safely intervene to support others who may be at risk. 
cy-gb	Dylai lleoliadau ac ysgolion hefyd ystyried pa strategaethau y gallai fod eu hangen ar ei dysgwyr i ymyrryd yn ddiogel i gefnogi eraill a allai fod mewn perygl. 

en-gb	This may include lifesaving skills and first aid.    
cy-gb	Gallai hyn gynnwys sgiliau achub bywyd a chymorth cyntaf.

en-gb	How can settings and schools create and promote a culture where talking about mental health and emotional well-being is encouraged? 
cy-gb	Sut y gall lleoliadau/ysgolion greu a hybu diwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn cael ei annog? 

en-gb	What experiences, knowledge and skills will support learners to respond to their experiences? 
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i ymateb i’w profiadau? 

en-gb	How can an understanding of the brain support this?
cy-gb	Sut y gall dealltwriaeth o’r ymennydd gefnogi hyn?

en-gb	Learners need to understand the links between mental health and emotional well-being, how mental health and emotional well-being affects them and that our mental health can change over time. 
cy-gb	Mae angen i ddysgwyr ddeall y cysylltiadau rhwng iechyd meddwl a lles emosiynol, sut mae iechyd meddwl a lles emosiynol yn effeithio arnyn nhw a bod ein iechyd meddwl yn gallu newid dros gyfnod o amser. 

en-gb	Schools should ensure that their whole-school ethos and support systems enable learners to openly talk not only about their mental health, feelings, thoughts and emotions but also those of others. 
cy-gb	Dylai lleoliadau ac ysgolion sicrhau bod ethos a systemau cefnogi ysgol gyfan yn galluogi dysgwyr i siarad yn agored nid yn unig am eu hiechyd meddwl, teimladau, meddyliau ac emosiynau eu hunain ond am rai pobl eraill yn ogystal. 

en-gb	Settings and schools should ensure that learners have a deep appreciation of the importance of positive relationships and the benefits of seeking help. 
cy-gb	Dylai lleoliadau ac ysgolion sicrhau bod gan ddysgwyr werthfawrogiad dwfn o bwysigrwydd cydberthnasau cadarnhaol a manteision gofyn am gymorth. 

en-gb	Settings and schools should provide opportunities for learners to explore the factors that impact on their mental health and well-being. 
cy-gb	Dylai lleoliadau ac ysgolion gynnig cyfleoedd i ddysgwyr archwilio’r ffactorau sy’n effeithio ar eu hiechyd meddwl a lles. 

en-gb	These may include, but are not limited to, the importance of regular exercise, the effect of a balanced diet, how to respond to stress, and the impact of environments, including the online world.
cy-gb	Gallai’r rhain gynnwys, ond nid yn gyfyngedig i, bwysigrwydd ymarfer cyson, effaith deiet cytbwys, sut i ymateb i bwysau ac effaith amgylcheddau, gan gynnwys y byd ar-lein. 

en-gb	What opportunities should your learners have to participate in authentic decision-making? How can you support learners to develop their decision-making skills?
cy-gb	Pa gyfleoedd ddylai dysgwyr eu cael i gymryd rhan mewn gwneud penderfyniadau dilys?Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i ddatblygu eu sgiliau gwneud penderfyniadau?

en-gb	Settings and schools should consider how to provide a range of opportunities for learners to make decisions, both individually and collectively. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut i gynnig ystod o gyfleoedd i ddysgwyr wneud penderfyniadau, yn unigol ac ar y cyd. 

en-gb	Earlier in progression these may include choices involving friendship, food and activities before moving onto more complex decisions with wider implications. 
cy-gb	Yn gynnar yn eu cynnydd gallai’r rhain gynnwys dewisiadau yn ymwneud â chyfeillgarwch, bwyd a gweithgareddau cyn symud ymlaen at benderfyniadau mwy cymhleth gyda goblygiadau ehangach. 

en-gb	Provision should also be made for learners to make decisions in areas such as careers, financial management, relationships and interactions with and through digital technology. 
cy-gb	Yn ogystal, dylid rhoi cyfle i ddysgwyr wneud penderfyniadau mewn meysydd megis gyrfaoedd, rheolaeth ariannol, cydberthnasau a rhyngweithio gyda a thrwy dechnoleg ddigidol. 

en-gb	The decision-making process may include problem-solving, identifying potential solutions, critically assessing information, appraising arguments for merit and engaging with and responding constructively to opposing opinions. 
cy-gb	Gallai’r broses o wneud penderfyniad gynnwys datrys problemau, nodi datrysiadau posib, asesu gwybodaeth yn feirniadol, gwerthuso dadleuon am haeddiant ac ymwneud â safbwyntiau gwahanol ac ymateb yn gadarnhaol iddyn nhw. 

en-gb	Settings and schools are encouraged to provide learners with opportunities to reflect on the short-term, medium-term and long-term implications of the decisions they make. 
cy-gb	Anogir lleoliadau ac ysgolion i gynnig cyfleoedd i ddysgwyr fyfyrio ar oblygiadau tymor byr, tymor canolig a hirdymor y penderfyniadau maen nhw’n eu gwneud. 

en-gb	It should recognise that learners do not necessarily have responsibility for many of the decisions affecting them and this responsibility grows over time. 
cy-gb	Dylai’r broses gydnabod nad oes gan ddysgwyr o angenrheidrwydd gyfrifoldeb dros lawer o’r penderfyniadau sy’n effeithio arnyn nhw a bod y cyfrifoldeb hwn yn tyfu dros gyfnod o amser. 

en-gb	Reflecting on the impact of decisions not only on oneself, but on other people and wider society is important, particularly with regard to decisions that have been made by others or other groups. 
cy-gb	Mae’n bwysig myfyrio ar effaith penderfyniadau nid yn unig ar yr hunan ond ar bobl eraill a’r gymdeithas ehangach, yn arbennig mewn perthynas â phenderfyniadau sydd wedi cael eu gwneud gan bobl eraill/grwpiau eraill. 

en-gb	Learners will need to understand the implications and importance of developing sound decision-making in areas such as careers, finances and the law. 
cy-gb	Bydd angen i ddysgwyr ddeall goblygiadau a phwysigrwydd datblygu’r gallu i wneud penderfyniadau cadarn mewn meysydd megis gyrfaoedd, cyllid a’r gyfraith. 

en-gb	In particular, learners will need to be aware that these are life decisions with long-term implications.
cy-gb	Yn arbennig, bydd angen i ddysgwyr fod yn ymwybodol fod rhain yn benderfyniadau am fywyd gyda goblygiadau hir dymor.

en-gb	How can learners be supported to engage with a range of social influences that affect their lives?
cy-gb	Sut y gellir cefnogi dysgwyr i ymwneud ag ystod o ddylanwadau cymdeithasol sy’n effeithio ar eu bywydau?

en-gb	Settings and schools should identify opportunities for learners to engage with positive social influences as well as carefully considering how to reduce the impact of negative social influences. 
cy-gb	Dylai lleoliadau ac ysgolion nodi cyfleoedd i ddysgwyr ymwneud â dylanwadau cymdeithasol cadarnhaol yn ogystal ag ystyried yn ofalus sut i leihau effaith dylanwadau cymdeithasol negyddol. 

en-gb	Settings and schools should take account of the role that social influences can play on learner behaviour and the influences that can promote and encourage healthy prosocial behaviours as well as those that lead to issues such as discrimination, racism or prejudice. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried y rôl y gall dylanwadau cymdeithasol ei chael ar ymddygiad dysgwyr, a’r dylanwadau all hyrwyddo ac annog ymddygiadau iach er lles y gymdeithas, yn ogystal â’r rhai sy’n arwain at faterion megis gwahaniaethu, hiliaeth neu ragfarn. 

en-gb	Settings and schools are encouraged to think about how to provide support for learners when negative social influences create difficulties for individuals and groups and celebrate those social influences that contribute to health and well-being. 
cy-gb	Anogir lleoliadau ac ysgolion i feddwl am sut i gynnig cefnogaeth i ddysgwyr pan mae dylanwadau cymdeithasol negyddol yn creu trafferthion i unigolion a grwpiau a dathlu’r dylanwadau cymdeithasol sy’n cyfrannu tuag at iechyd a lles. 

en-gb	These may be more global influences that affect large numbers of learners, but could also include things that affect smaller groups of learners. 
cy-gb	Gall y rhain fod yn ddylanwadau byd-eang sy’n effeithio ar nifer mawr o ddysgwyr, ond gall hefyd gynnwys elfennau sy’n effeithio ar grwpiau llai o ddysgwyr. 

en-gb	Through a whole-school approach to health and well-being together with curriculum design, practitioners are encouraged to provide opportunities for learners to explore and critically evaluate how and why they choose to engage with particular social influences and how these can affect behaviour. 
cy-gb	Trwy ddull gweithredu ysgol gyfan tuag at iechyd a lles ynghyd â chynllunio’r cwricwlwm, anogir ymarferwyr i gynnig cyfleoedd i ddysgwyr archwilio a gwerthuso’n feirniadol sut a pham maen nhw’n dewis ymwneud â dylanwadau cymdeithasol penodol, a sut mae’r rhain yn gallu effeithio ar ymddygiad. 

en-gb	What experiences could settings and schools offer to provide learners with an appreciation and understanding of the benefits of healthy relationships? 
cy-gb	Pa brofiadau gall lleoliadau/ysgolion eu cynnig er mwyn cynnig gwerthfawrogiad a dealltwriaeth i ddysgwyr o fanteision cydberthnasau iach? 

en-gb	How should settings and schools actively promote and model healthy relationships?
cy-gb	Sut y dylai lleoliadau/ysgolion hyrwyddo a modelu cydberthnasau iach ag eraill yn weithredol?

en-gb	Settings and schools should consider the relationships that are familiar to learners such as family and friends, pets, animals, peers, professional, virtual, romantic, sexual, religious and spiritual , and those relationships which they may not yet be familiar with but are highly likely to encounter in their lives. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried y cydberthnasau sy’n gyfarwydd i’r dysgwyr megis teulu a chyfeillion, anifeiliaid yn cynnwys rhai anwes, cyfoedion, pobl broffesiynol, rhithiol, rhamantus, rhywiol, crefyddol ac ysbrydol , ac unrhyw cydberthynas nad sydd eto’n gyfarwydd iddyn nhw ond eu bod yn debygol iawn o ddod ar eu traws yn ystod eu bywydau. 

en-gb	This should include opportunities to develop relationships with people who have different backgrounds, experiences and characteristics to them. 
cy-gb	Dylai hyn gynnwys cyfleoedd i ddatblygu cydberthynas â phobl sydd â chefndiroedd, profiadau a nodweddion gwahanol iddyn nhw. 

en-gb	In order to form, maintain and develop healthy relationships for life, learners will need to invest time in those relationships and acquire an array of skills and dispositions. 
cy-gb	Er mwyn ffurfio, cynnal a datblygu cydberthnasau iach gydol oes, bydd angen i ddysgwyr roi amser i’r cydberthynasau a chaffael ystod o sgiliau a rhinweddau. 

en-gb	Settings and schools should consider how they are supporting learners to develop the skills they need in order to build healthy relationships. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut maen nhw’n cefnogi dysgwyr i ddatblygu’r sgiliau sydd eu hangen arnyn nhw i adeiladu cydberthynas iach. 

en-gb	These should include, but may not be limited to, open communication and discussion, acceptance, celebration, empathy , trust, managing mobile technology, give and take feedback, compassion, problem-solving, cooperation, negotiation, respecting others’ views, values  and rights, mediation, responding constructively and appropriately to conflict, understanding that relationships change and develop over time. 
cy-gb	Dylai’r rhain gynnwys, ond heb fod yn gyfyngedig i, cyfathrebiad a trafodaeth agored, derbyniad, dathliad, empathi , ymddiriedaeth, rheoli technoleg symudol, rhoi a derbyn adborth, tosturi, datrys problemau, negyddu, parchu safbwyntiau pobl eraill, gwerthoedd  a hawliau, myfyrio, ymateb yn adeiladol a phriodol i wrthdaro, dealltwriaeth y gall cydberthynas newid a datblygu dros gyfnod o amser. 

en-gb	While these concepts should be integral to the whole-school ethos practitioners should be aware that many of these will also need to be taught explicitly throughout the curriculum. 
cy-gb	Tra dylai’r cysyniadau hyn fod yn rhan annatod o’r ethos ysgol gyfan, dylai ymarferwyr fod yn ymwybodol y bydd angen dysgu llawer o’r rhain yn benodol trwy’r holl gwricwlwm. 

en-gb	They should make the most of opportunities to develop these skills as they naturally occur. 
cy-gb	Dylen nhw fanteisio’n llawn ar y cyfleoedd i ddatblygu’r sgiliau hyn wrth iddyn nhw godi yn naturiol. 

en-gb	Learners should be given time to reflect on, explore and critically evaluate their experiences, as well as to use their knowledge to manage their behaviour in situations they may encounter in the future to self-regulate . 
cy-gb	Dylid rhoi amser i ddysgwyr fyfyrio ar eu profiadau, eu harchwilio a'u gwerthuso'n feirniadol er mwyn defnyddio'r wybodaeth i effeithio ar eu hymddygiad mewn sefyllfaoedd y gallan nhw ddod ar eu traws yn y dyfodol a defnyddio'r wybodaeth hon i hunanreoleiddio .

en-gb	How can settings and schools support learners to recognise that relationships or aspects of relationships may not always be safe or healthy?
cy-gb	Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i gydnabod nad yw cydberthynas neu agweddau o’r cydberthnasau o angenrheidrwydd yn ddiogel neu yn iach?

en-gb	It is important that learners understand what may constitute an unhealthy or abusive relationship. 
cy-gb	Mae’n bwysig fod dysgwyr yn deall beth yw ystyr cydberthynas nad yw’n iach neu gydberthynas dreisiol. 

en-gb	They will need to recognise unwanted attention and learn how to respond appropriately. 
cy-gb	Bydd angen iddyn nhw adnabod sylw digroeso a dysgu sut i ymateb yn briodol. 

en-gb	Learners should understand the importance of privacy and consent. 
cy-gb	Dylai dysgwyr ddeall pwysigrwydd preifatrwydd a chydsynio. 

en-gb	They should be given opportunities to develop the knowledge and skills needed to seek help for themselves and others, and who to approach for support in a variety of situations, ranging from friends, family and teachers to external agencies and organisations such as Childline, Women’s Aid, NSPCC, the police, counselling services and charities, health professionals, Child Exploitation and Online Protection (CEOP), etc. 
cy-gb	Dylen nhw gael cyfleoedd i ddatblygu’r wybodaeth a’r sgiliau sydd eu hangen i chwlio cymorth iddyn nhw eu hunain ac i eraill, a phwy i fynd atyn nhw ar gyfer cymorth mewn ystod o sefyllfaoedd, o ffrindiau, teulu ac athrawon i asiantaethau a chyrff allanol megis Childline, Cymorth i Fenywod, NSPCC, yr heddlu, gwasanaethau cwnsela ac elusennau, gweithwyr iechyd proffesiynol, Child Exploitation and Online Protection (CEOP), ac ati. 

en-gb	Safe behaviours may include appropriate touch, personal space and positive verbal communication, including consent. 
cy-gb	Gall ymddygiadau diogel gynnwys cyffwrdd priodol, gwagle personol a chyfathrebu geiriol cadarnhaol, yn gynnwys cydsynio. 

en-gb	Unsafe behaviours may include physical, emotional, verbal, sexual and online abuse. 
cy-gb	Gall ymddygiadau sydd heb fod yn ddiogel gynnwys camdriniaeth corfforol, emosiynol, rhywiol ac ar-lein. 

en-gb	Learners need to know that they have rights, including human rights and those in the United Nations Convention on the Rights of the Child (UNCRC), and that these should protect them from harm. 
cy-gb	Mae angen i ddysgwyr wybod bod ganddyn nhw hawliau, gan gynnwys hawliau dynol a’r hawliau yng Nghonfensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP), a bod yr hawliau hyn yn gallu eu diogelu rhag niwed. 

en-gb	They should understand the importance of equity and of recognising one another’s rights in developing safe relationships.
cy-gb	Dylen nhw ddeall pwysigrwydd tegwch a chydnabod hawliau eu hunain a hawliau pobl eraill wrth ddatblygu cydberthynas ddiogel.

en-gb	3. 
cy-gb	3. 

en-gb	How can topics, themes and activities be considered holistically? 
cy-gb	Sut y gall pynciau, themâu a gweithgareddau gael eu hystyried yn holistaidd?

en-gb	Topics, themes and activities should be considered holistically, considering different aspects of a learners’ health and well-being. 
cy-gb	Dylid ystyried pynciau, themâu a gweithgareddau yn holistaidd gan ystyried gwahanol agweddau ar iechyd a lles dysgwyr. 

en-gb	The statements of what matters are designed to be used as different lenses through which to look at and consider the same curriculum content. 
cy-gb	Cynlluniwyd y datganiadau o’r hyn sy’n bwysig i’w defnyddio fel ffordd o feddwl ac ystyried yr un cynnwys cwricwlaidd. 

en-gb	Planning should begin by thinking about topics relevant to learners’ needs and then exploring how the topic or theme can be used to deliver learning in each of the statements of what matters. 
cy-gb	Dylai cynllunio ddechrau trwy feddwl am bynciau sy’n berthnasol i anghenion dysgwyr ac yna archwilio sut y gellir defnyddio’r pwnc neu’r thema i wireddu dysgu ymhob un o’r datganiadau o’r hyn sy’n bwysig. 

en-gb	The descriptions of learning can then support the development of learning and teaching. 
cy-gb	Gall y disgrifiadau dysgu wedyn gefnogi datblygu dysgu ac addysgu. 

en-gb	For example, if harmful substances were identified as a focus area, then curriculum design would require an exploration of how the descriptions of learning for each of the statements of what matters can offer a particular way of approaching it. 
cy-gb	Er enghraifft, pe bai sylweddau niweidiol yn cael eu nodi fel maes i ganolbwyntio arno, er mwyn cynllunio byddai angen archwilio sut mae’r disgrifiadau dysgu ar gyfer pob un o’r datganiadau o’r hyn sy’n bwysig yn gallu cynnig ffordd benodol o weithredu’r dysgu. 

en-gb	Initial thinking may identify the following links to the statements of what matters: 
cy-gb	Gall yr ystyriaethau dechreuol nodi’r cysylltiadau canlynol i’r datganiadau o’r hyn sy’n bwysig: 

en-gb	the impact of harmful substances and sleep patterns, appetite, motivation to exercise, emotional well-being, impulsive decision-making and risk-taking, friendship groups, and the ability to distinguish between healthy and harmful relationships. 
cy-gb	effaith sylweddau niweidiol a phatrymau cysgu, archwaeth, ysgogiad i ymarfer, lles emosiynol, gwneud penderfyniadau ar y pryd a chymryd risg, grwpiau cyfeillion, a’r gallu i wahaniaethu rhwng cydberthynas iach a niweidiol. 

en-gb	The descriptions of learning can then be used to provide the framework upon which to build detailed learning. 
cy-gb	Gellir defnyddio’r disgrifiadau dysgu wedyn i gynnig y fframwaith i adeiladu’r dysgu manwl arno. 

en-gb	Another example may be that the need to collaborate has been identified as a focus area and the following links may be developed: 
cy-gb	Enghraifft arall o bosib yw bod yr angen i gydweithredu wedi cael ei nodi fel maes i ganolbwyntio arno, gellir datblygu’r dolenni canlynol: 

en-gb	using physical activity as a vehicle for building collaboration, exploring the benefits of supporting one another on mental health and emotional well-being, making collective decisions and learning from mistakes, exploring how different social groups within a setting or school can identify commonalities, share goals and collaborate to build relationships with the wider community.
cy-gb	defnyddio gweithgaredd corfforol fel cyfrwng i adeiladu cydweithredu, archwilio manteision cefnogi pobl eraill mewn perthynas ag iechyd meddwl a lles emosiynol, gwneud penderfyniadau ar y cyd a dysgu oddi wrth gamgymeriadau, archwilio sut y gall gwahanol grwpiau cymdeithasol o fewn lleoliad neu ysgol nodi elfennau sy’n debyg, rhannu targedau a chydweithredu i adeiladu gwahanol fathau o berthnasau gyda’r gymuned ehangach.

en-gb	Settings and schools should consider the nature of the learning experiences and the supporting pedagogy to ensure that themes and topics contribute to learners’ progression. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried natur y profiadau dysgu a’r addysgeg gefnogol er mwyn sicrhau bod themâu a phynciau yn cyfrannu at gynnydd dysgwyr. 

en-gb	It is also important to remember that influences are not necessarily wholly positive or negative. 
cy-gb	Mae hefyd yn bwysig cofio nad yw dylanwadau bob amser yn gyfan gwbl gadarnhaol neu negyddol. 

en-gb	Behaviours and relationships can have both healthy and harmful aspects. 
cy-gb	Gall ymddygiadau a chydberthnasau fod ag agweddau iach yn ogystal â niweidiol. 

en-gb	Learning and teaching should be designed to encourage positive behaviours.
cy-gb	Dylid cynllunio dysgu ac addysgu i annog ymddygiadau cadarnhaol. 

en-gb	When identifying experiences, positive approaches are important. 
cy-gb	Wrth nodi profiadau, mae dulliau gweithredu cadarnhaol yn bwysig. 

en-gb	The approach to learning should ensure learners develop enjoyment and a positive perception of healthy and pro-social behaviours. 
cy-gb	Dylai dull gweithredu’r dysgu sicrhau fod dysgwyr yn datblygu mwynhad a chanfyddiad cadarnhaol o ymddygiadau iach sydd er lles y gymdeithas. 

en-gb	It should not be about shaming specific behaviours or creating a long list of dos and don’ts. 
cy-gb	Ni ddylai’r dysgu gynnwys codi cywilydd ynghylch ymddygiadau penodol neu greu rhestr hir o dic a chroes. 

en-gb	Learning and teaching should recognise that while understanding the impacts of different behaviours is important, this alone is very unlikely to influence learners’ behaviours.
cy-gb	Dylai dysgu ac addysgu gydnabod tra bod deall effaith gwahanol ymddygiadau yn bwysig, mae hyn ar ei ben ei hun yn annhebygol o ddylanwadu ar ymddygiadau dysgwyr.

en-gb	Illustrating breadth
cy-gb	Enghreifftio ehangder

en-gb	Learners can participate in a range of team and individual sports to support their understanding and application of positive health behaviours. 
cy-gb	Gall dysgwyr gymryd rhan mewn amrywiaeth o chwaraeon tîm a chwaraeon unigol i gefnogi eu dealltwriaeth o arferion iechyd positif a’u gweithredu. 

en-gb	This also supports the development of team-working, resilience and individual confidence. 
cy-gb	Mae hyn hefyd yn cefnogi datblygu gweithio mewn tîm, gwydnwch a hyder unigolion. 

en-gb	A study of sport can also unlock aspects of social history, politics, geography and science in Wales and across the world. 
cy-gb	Gall astudio chwaraeon hefyd ddatgloi agweddau ar hanes cymdeithasol, gwleidyddiaeth, daearyddiaeth a gwyddoniaeth Cymru ac ar draws y byd.  

en-gb	Learning about behaviours, situations and conditions that affect physical health and well-being could include learning about substance misuse, the development of first aid skills and an understanding of health conditions. 
cy-gb	Gallai dysgu am ymddygiadau, sefyllfaoedd a chyflyrau sy’n effeithio ar iechyd corfforol a lles gynnwys dysgu am gamddefnyddio sylweddau, datblygu sgiliau cymorth cyntaf a deall cyflyrau iechyd. 

en-gb	An understanding of diet and nutrition could be enhanced by a knowledge of food supply, both within Wales and internationally, and how it has changed over time.
cy-gb	Gellid gwella dealltwriaeth o ddeiet a maeth drwy ddysgu am y cyflenwad bwyd, yng Nghymru ac yn rhyngwladol, a sut mae hyn wedi newid dros amser.

en-gb	Key links with other Areas
cy-gb	Cysylltiadau allweddol gyda Meysydd eraill

en-gb	Links across Areas should be considered and drawn on to fully embed holistic learning. 
cy-gb	Dylid ystyried a thynnu ar gysylltiadau ar draws Meysydd er mwyn ymwreiddio dysgu holistaidd yn llawn. 

en-gb	Settings and schools should consider if there  are different elements of learning which could be considered together in order to support this. 
cy-gb	Dylai lleoliadau ac ysgolion ystyried a oes gwahanol elfennau o ddysgu y gellid eu hystyried gyda’i gilydd er mwyn cefnogi dysgu mwy holistaidd. 

en-gb	There are many links between this Area and other Areas. 
cy-gb	Mae llawer o gysylltiadau rhwng y Maes hwn a Meysydd eraill.

en-gb	Expressive Arts
cy-gb	Celfyddydau mynegiannol

en-gb	The Health and Well-being Area of Learning and Experience provides opportunities for creative movement and dance as a physical activity and can enable learners to develop gross motor and fine motor movements to support participation in the arts’ disciplines. 
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfleoedd ar gyfer symud a dawns creadigol fel gweithgaredd corfforol ac yn ffordd o alluogi dysgwyr i ddatblygu symudiadau echddygol bras a symudiadau echddygol manwl er mwyn cefnogi cyfranogiad mewn gwahanol ddisgyblaethau celfyddydol. 

en-gb	Involvement in the expressive arts can enable learners to develop a sense of self, build confidence, and explore different forms of communication and relationships, which can support mental health and emotional well-being. 
cy-gb	Gall cyfranogiad yn y celfyddydau mynegiannol alluogi dysgwyr i ddatblygu ymdeimlad o’r hunan, adeiladu hyder, ac archwilio gwahanol ffurfiau o gyfathrebu a chydberthnasau a all gefnogi iechyd meddwl a lles emosiynol

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	These two Areas link together to deepen learners’ knowledge and understanding of identity, communities, societies, social norms and values , and social influences . 
cy-gb	Mae’r ddau Faes yma yn cysylltu i ddyfnhau gwybodaeth a dealltwriaeth dysgwyr o hunaniaeth, cymunedau, cymdeithasau, normau a gwerthoedd  cymdeithasol, a dylanwadau cymdeithasol . 

en-gb	They support understanding of citizenship, rights, respect and equality. 
cy-gb	Maen nhw’n cefnogi dealltwriaeth o ddinasyddiaeth, hawliau, parch a chyfartaledd. 

en-gb	The Health and Well-being Area of Learning and Experience supports learners’ understanding of how individual and collective decision-making can support ethical and sustainable responses to challenges and opportunities that are faced by humanity.
cy-gb	Mae’r Maes hwn yn cefnogi dealltwriaeth dysgwyr o sut y gall penderfyniadau gan unigolion a rhai ar y cyd gefnogi ymatebion moesegol a chynaliadwy i gyfleoedd a wynebir gan ddynoliaeth yn gyffredinol ac yng Nghymru yn benodol.

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

en-gb	These two Areas link together to provide learners with the skills to effectively communicate which in turn provide a foundation for developing healthy relationships. 
cy-gb	Mae’r ddau Faes yma yn cyfuno i ddarparu sgiliau fydd yn galluogi dysgwyr i gyfathrebu’n effeithiol. Bydd hyn yn ei dro yn darparu sail ar gyfer datblygu cydberthnasau iach. 

en-gb	Physical and cognitive development will impact on the acquisition of speech and language and the development of fine motor movements , such as handwriting. 
cy-gb	Bydd datblygiad corfforol a gwybyddol yn effeithio ar gaffael lleferydd ac iaith a datblygu symudiadau echddygol manwl fel llawysgrifen. 

en-gb	Literacy skills allow learners to explore texts related to health and well-being. 
cy-gb	Mae sgiliau llythrennedd yn galluogi dysgwyr i archwilio testunau sy’n ymwneud ag iechyd a lles. 

en-gb	Reading and writing for pleasure also provides opportunities to improve the learner’s sense of well-being . 
cy-gb	Mae darllen ac ysgrifennu er mwyn pleser hefyd yn darparu cyfleoedd i wella ymdeimlad o les yn y dysgwr. 

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

en-gb	One of the most important links is with the Health and Well-being Area of Learning and Experience and an example would be around financial literacy and risk. 
cy-gb	Un o’r cysylltiadau pwysicaf yw’r cysylltiad â Maes Dysgu a Phrofiad Iechyd a Lles ac mae’r enghreifftiau yn cynnwys ymdrin â llythrennedd ariannol a risg. 

en-gb	Financial literacy is provided for in the statement of what matters dealing with the number system. 
cy-gb	Ymdrinnir â llythrennedd ariannol yn y datganiad o’r hyn sy’n bwysig sy’n ymdrin â’r system rif. 

en-gb	This is complemented in health and well-being where learning could explore financial literacy through risk and personal debt, and its consequences. 
cy-gb	Mae hyn yn cael ei gadarnhau yn iechyd a lles lle y gallai dysgu archwilio llythrennedd ariannol trwy risg a dyled bersonol, a’u canlyniadau. 

en-gb	Because of such close links, it is strongly recommended that both elements are taught in parallel.
cy-gb	Oherwydd cysylltiadau mor agos anogir yn gryf ddysgu’r ddwy elfen arbennig yma yn gyfochrog.

en-gb	The Health and Well-being Area of Learning and Experience also provides learners with the knowledge and understanding of the process of decision-making, including the implications of decisions and consideration of risk. 
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles hefyd yn darparu i’r dysgwyr yr wybodaeth a’r ddealltwriaeth o’r broses o wneud penderfyniadau, gan gynnwys goblygiadau penderfyniadau ac ystyriaethau risg. 

en-gb	Numeracy provides an important context in which to explore and support positive decision-making, particularly in respect of financial decisions. 
cy-gb	Mae rhifedd yn cynnig cyd-destun pwysig ar gyfer archwilio a chefnogi gwneud penderfyniadau’n gadarnhaol, yn arbennig mewn perthynas â phenderfyniadau ariannol. 

en-gb	Furthermore, the Health and Well-being Area of Learning and Experience provides opportunity to explore the role of numeracy in purchasing and preparing food to support nutrition and its role in measuring distance, weight and time. 
cy-gb	Ar ben hynny, mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfle i archwilio rôl rhifedd wrth brynu a pharatoi bwyd i gefnogi maeth, a’i rôl wrth fesur pellter, pwysau ac amser. 

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

en-gb	These Areas are inherently linked. 
cy-gb	Mae cysylltiad cynhenid rhwng y ddau Faes yma. 

en-gb	Knowledge and understanding of biology, physical development, biological and sexual relationships and the link between physical and emotional health are fundamental to learning in the Health and Well-being Area of Learning and Experience. 
cy-gb	Mae gwybodaeth a dealltwriaeth o fioleg, datblygiad corfforol, cydberthnasau biolegol a rhywiol a’r cyswllt rhwng iechyd corfforol ac emosiynol yn hanfodol i ddysgu yn y Maes hwn. 

en-gb	Learning how the brain works can help learners understand their thoughts, feelings and emotions. 
cy-gb	Gall dysgu sut mae’r ymennydd yn gweithio fod o gymorth i ddysgwyr ddeall eu meddyliau, teimladau ac emosiynau. 

en-gb	How lifestyle choices can impact the human body (including diet, drug use and exercise) can be considered, as well as the science behind hormones, sexual reproduction and human development in support of relationships and sexuality education (RSE). 
cy-gb	Gellir ystyried sut y gall dewisiadau ffordd o fyw effeithio ar y corff dynol (gan gynnwys deiet, defnyddio cyffuriau ac ymarfer), yn ogystal â’r wyddoniaeth y tu ôl i hormonau, atgenhedlu rhywiol a datblygiad dynol er mwyn cefnogi addysg cydberthynas a rhywioldeb. 

en-gb	Technology is important to the health and well-being of learners, including supporting the preparation of healthy diets. 
cy-gb	Mae technoleg yn bwysig i iechyd a lles dysgwyr. 

en-gb	Understanding how digital media works and how to use the online world safely and responsibly, exploring relationships in an online context and understanding social norms and influences in respect of technology all support stronger decision-making in relation to online safety, online bullying and promoting positive online behaviours.
cy-gb	Mae dealltwriaeth sut mae’r cyfryngau digidol yn gweithio a sut i ddefnyddio’r byd ar-lein yn ddiogel a chyfrifol, archwilio perthnasau mewn cyd-destun ar-lein, a deall normau a dylanwadau cymdeithasol mewn perthynas â thechnoleg oll yn cyfrannu at wneud gwell penderfyniadau mewn perthynas â diogelwch ar-lein, bwlio ar-lein a hybu ymddygiad cadarnhaol ar-lein.

en-gb	Cross-cutting themes
cy-gb	Themâu trawsgwricwlaidd 

en-gb	Local, national and international contexts in this Area
cy-gb	Cyd-destunau lleol, cenedlaethol a rhyngwladol yn y Maes hwn

en-gb	The drivers and influences of learners’ health and well-being may vary depending on local context and these should be considered when designing your curriculum. 
cy-gb	Gall yr hyn sy’n gyrru a dylanwadu ar iechyd a lles y dysgwyr amrywio gan ddibynnu ar gyd-destun lleol a dylid ystyried rhain wrth gynllunio eich cwricwlwm. 

en-gb	Learning should be informed by local, national and global trends, issues and factors which affect different aspects of learners’ health and well-being.
cy-gb	Dylai dysgu gael ei lywio gan dueddiadau lleol, cenedlaethol a byd-eang, materion a ffactorau sy’n effeithio ar wahanol agweddau o iechyd a lles dysgwyr. 

en-gb	The decision-making skills learners develop should enable them to understand and critically evaluate the impacts of their decisions locally, nationally and internationally in a wide range of contexts.  
cy-gb	Dylai’r sgiliau gwneud penderfyniad mae dysgwyr yn eu datblygu eu galluogi i ddeall a gwerthuso’n feirniadol effeithiau eu penderfyniadau yn lleol, yn genedlaethol ac yn rhyngwladol mewn ystod o gyd-destunau. 

en-gb	Learners should develop a range of relationships that enable them to value similarities and differences within their local communities and with different individuals and communities nationally and internationally.
cy-gb	Dylai dysgwyr ddatblygu gwahanol fathau o gydberthnasau sy’n eu galluogi i werthfawrogi tebygrwydd a gwahaniaethau o fewn eu cymunedau lleol, a chyda gwahanol unigolion a chymunedau, yn genedlaethol ac yn rhyngwladol. 

en-gb	The social influences that inform learners’ may be local, national or international. 
cy-gb	Gall y dylanwadau cymdeithasol sy’n cynnig gwybodaeth i ddysgwyr fod yn lleol, yn genedlaethol neu’n rhyngwladol. 

en-gb	They may also vary locally. 
cy-gb	Gallan nhw amrywio’n lleol yn ogystal. 

en-gb	Developing an understanding of the norms, values  and cultures of local communities, national communities and international communities will help inform a learner’s identity .  
cy-gb	Bydd datblygu dealltwriaeth o normau, gwerthoedd a diwylliannau cymunedau lleol, cymunedau cenedlaethol a chymunedau rhyngwladol o gymorth i lywio hunaniaeth dysgwr.

en-gb	Through developing and modelling empathy , learners should be supported to become active citizens who engage pro-socially with each of these different contexts.  
cy-gb	Trwy ddatblygu a modelu empathi, dylid cefnogi dysgwyr i ddod yn ddinasyddion gweithredol sy’n ymwneud â phob un o’r cyd-destunau hyn, a hynny mewn ffordd sydd er lles y gymdeithas.     

en-gb	Careers and work-related experiences in this Area
cy-gb	Gyrfaoedd a phrofiadau cysylltiedig â gwaith yn y Maes hwn

en-gb	Key decisions for learners will be those around careers. 
cy-gb	Penderfyniadau allweddol ar gyfer dysgwyr fydd y rhai hynny yn ymwneud â gyrfaoedd. 

en-gb	Through developing decision-making skills and developing an awareness of the impact of decisions upon oneself and others, learners can begin to recognise the relevance of learning, developing skills and interests on future life choices. 
cy-gb	Trwy ddatblygu sgiliau gwneud penderfyniad a datblygu ymwybyddiaeth o effaith penderfyniadau ar yr hunan ac ar eraill, gall dysgwyr ddechrau sylweddoli bod dysgu, datblygu sgiliau a diddordebau ynghylch dewisiadau’r dyfodol oll yn berthnasol. 

en-gb	In developing knowledge and understanding of the decision-making process learners can develop an understanding of the need to research and critically evaluate career choices, developing an understanding of the experiences, knowledge and skills required to pursue a preferred career or learning pathway. 
cy-gb	Wrth ddatblygu gwybodaeth a dealltwriaeth o’r broses gwneud penderfyniadau, gall dysgwyr ddatblygu dealltwriaeth o’r angen i ymchwilio a gwerthuso eu dewisiadau gyrfa yn feirniadol, datblygu dealltwriaeth o’r profiadau, gwybodaeth a sgiliau sydd eu hangen i ddilyn gyrfa neu lwybr dysgu o’u dewis nhw. 

en-gb	Careers and work-related experiences should be considered through the decision-making statement of what matters and other statements of what matters throughout progression.
cy-gb	Dylid ystyried gyrfaoedd a phrofiadau cysylltiedig â gwaith trwy’r datganiad o’r hyn sy’n bwysig sy’n cyfeirio at wneud penderfyniadau, yn ogystal â’r datganiadau eraill o’r hyn sy’n bwysig trwy gydol cynnydd y dysgwr. 

en-gb	At the beginning of the continuum learners should engage with their likes and dislikes, choose activities based on their interests and explore different work-based roles. 
cy-gb	Ar ddechrau’r continwwm dylai dysgwyr ymwneud â’u hoff a chas bethau, dewis gweithgareddau yn seiliedig ar eu diddordebau ac archwilio gwahanol rolau cysylltiedig â gwaith. 

en-gb	As they progress they should develop an awareness of a range of different opportunities that are relevant to their learning, skills and interests. 
cy-gb	Wrth iddyn nhw ddangos cynnydd, dylen nhw ddatblygu ymwybyddiaeth o ystod o wahanol gyfleoedd sy’n berthnasol i’w dysgu, sgiliau a diddordebau. 

en-gb	They should be supported to set goals, and research information about potential pathways in order to help them to take steps to support their ambitions. 
cy-gb	Dylen nhw gael eu cefnogi i osod targedau a chwilio am wybodaeth am lwybrau posib i fod o gymorth iddyn nhw wireddu uchelgais. 

en-gb	Careers can also be considered through the perspective of other statements of what matters, for instance professional working relationships. 
cy-gb	Gall gyrfaoedd hefyd gael eu hystyried o safbwynt datganiadau eraill o’r hyn sy’n bwysig, er enghraifft perthynas weithio broffesiynol. 

en-gb	The learning about careers in this Area should provide a foundation for learning about careers through and within all other Areas.  
cy-gb	Dylai dysgu am yrfaoedd yn y Maes hwn gynnig sail ar gyfer dysgu am yrfaoedd trwy ac o fewn pob Maes arall.  

en-gb	Drawing on learning in this Area, learners should be encouraged to develop knowledge, understanding and skills to adapt behaviours according to different situations and contexts. 
cy-gb	Gan dynnu ar ddysgu yn y Maes hwn, dylid annog dysgwyr i ddatblygu gwybodaeth, dealltwriaeth a sgiliau i addasu ymddygiadau yn ôl gwahanol sefyllfaoedd a chyd-destunau. 

en-gb	These skills could assist learners when applying for jobs and engaging in the world of work.
cy-gb	Gallai’r sgiliau hyn fod o gymorth i ddysgwyr wrth iddyn nhw ymgeisio am swyddi ac ymwneud â’r byd gwaith.

en-gb	Human rights education and diversity in this Area
cy-gb	Addysg hawliau dynol ac amrywiaeth yn y Maes hwn

en-gb	Understanding and valuing diversity is intrinsic to delivering learning in this Area and to developing knowledge and understanding of rights.   
cy-gb	Mae deall a gwerthfawrogi amrywiaeth yn greiddiol i wireddu dysgu yn y Maes hwn ac i ddatblygu gwybodaeth a dealltwriaeth o hawliau.   

en-gb	Learning in this Area specifically looks to provide opportunity for learners to develop knowledge and understanding of rights – individual rights, the rights of others, the impacts of rights on themselves and others, and the need to respect the rights of others. 
cy-gb	Mae dysgu yn y Maes hwn yn edrych yn benodol ar gynnig cyfleoedd i ddysgwyr ddatblygu gwybodaeth a dealltwriaeth o hawliau – hawliau’r unigolyn, hawliau pobl eraill, effeithiau hawliau ar y dysgwyr eu hunain ac ar bobl eraill, a’r angen i barchu hawliau pobl eraill. 

en-gb	It also advocates learners being given the opportunity to experience exercising of their rights.  
cy-gb	Mae hefyd yn argymell rhoi cyfle i ddysgwyr brofi ymarfer eu hawliau eu hunain. 

en-gb	Learning across the statements of what matters in this Area provides opportunities to develop a detailed understanding of the diverse nature of people and to develop the skill and understanding to interact accordingly with people of different backgrounds and cultures. 
cy-gb	Mae dysgu ar draws y datganiadau o’r hyn sy’n bwysig yn y Maes hwn yn darparu cyfleoedd i ddatblygu dealltwriaeth fanwl o natur amrywiol pobl ac i ddatblygu’r sgil a’r ddealltwriaeth i ryngweithio’n addas gyda phobl o wahanol gefndiroedd a diwylliannau. 

en-gb	Learning enables opportunities to explore diversity of values , identities, behaviours and physical characteristics, and provides opportunities for learners to develop the characteristics to understand and respect diversity. 
cy-gb	Mae dysgu’n cynnig cyfleoedd i archwilio amrywiol werthoedd , hunaniaethau, ymddygiadau a nodweddion corfforol, a darparu cyfleoedd i ddysgwyr ddatblygu’r nodweddion i ddeall a pharchu amrywiaeth. 

en-gb	It also provides opportunities for learners to understand that there are different social groups, situations and cultures and that these have different rules, social norms and attitudes , and opportunities for learners to understand how these differences influence values and behaviours.   
cy-gb	Mae hefyd yn darparu cyfleoedd i ddysgwyr ddeall bod gwahanol grwpiau cymdeithasol, sefyllfaoedd a diwylliannau, a bod gan y rhain wahanol reolau, normau cymdeithasol ac agweddau , a chyfleoedd i ddysgwyr deall sut mae’r gwahaniaethau hyn yn dylanwadu ar werthoedd ac ymddygiadau.   

en-gb	Humanities Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Y Dyniaethau

en-gb	Introduction
cy-gb	Cyflwyniad

en-gb	The Humanities Area of Learning and Experience (Area) seeks to awaken a sense of wonder, fire the imagination and inspire learners to grow in knowledge, understanding and wisdom. 
cy-gb	Gall Maes Dysgu a Phrofiad y Dyniaethau (Maes) gynnau ymdeimlad o ryfeddod, tanio dychymyg ac ysbrydoli dysgwyr i dyfu mewn gwybodaeth, dealltwriaeth a doethineb. 

en-gb	This Area encourages learners to engage with the most important issues facing humanity, including sustainability and social change, and help to develop the skills necessary to interpret and articulate the past and the present.
cy-gb	Mae’r Maes hwn yn ysgogi dysgwyr i ymwneud â’r materion pwysicaf sy’n wynebu dynoliaeth, gan gynnwys cynaladwyedd a newid cymdeithasol, ac yn gymorth i ddatblygu’r sgiliau sydd eu hangen i ddehongli a disgrifio’r gorffennol a’r presennol. 

en-gb	The Area encompasses geography; history; religion, values and ethics;  business studies and social studies. 
cy-gb	Mae’r Maes hwn yn cwmpasu daearyddiaeth; hanes; crefydd, gwerthoedd a moeseg; astudiaethau busnes ac astudiaethau cymdeithasol. 

en-gb	These disciplines share many common themes, concepts and transferable skills, while having their own discrete body of knowledge and skills. 
cy-gb	Mae’r disgyblaethau hyn yn rhannu llawer o themâu, cysyniadau a sgiliau trosglwyddadwy cyffredin, ond hefyd mae ganddyn nhw eu corff penodol eu hunain o wybodaeth a sgiliau. 

en-gb	Learners may also be introduced to other complementary disciplines, such as classics, economics, law, philosophy, politics, psychology and sociology, if and where appropriate.
cy-gb	Yn ogystal, gall dysgwyr gael eu cyflwyno i ddisgyblaethau cysylltiedig eraill, megis y clasuron, economeg, y gyfraith, athroniaeth, gwleidyddiaeth, seicoleg a chymdeithaseg, os a lle bydd hynny’n briodol.

en-gb	What matters in this Area has been expressed in five statements which support and complement one another, and should not be viewed in isolation. 
cy-gb	Mae’r hyn sy’n bwysig yn y Maes hwn wedi’i fynegi mewn pum datganiad sy’n cefnogi a chadarnhau ei gilydd, ac ni ddylid eu hystyried fel datganiadau ar wahân. 

en-gb	Together they contribute to realising the four purposes of the curriculum.
cy-gb	Gyda’i gilydd maen nhw’n cyfrannu at wireddu pedwar diben y cwricwlwm.

en-gb	Humanities is central to learners becoming ethical, informed citizens of Wales and the world . In contemporary and historical contexts, investigation and exploration of the human experience in their own localities and elsewhere in Wales, as well as in the wider world, can help learners discover their heritage and develop a sense of place and cynefin . 
cy-gb	Mae’r Dyniaethau yn ganolog i ddysgwyr ddod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd . Mewn cyd-destunau cyfoes a hanesyddol, gall ymchwilio ac archwilio’r profiad dynol yn eu hardal eu hunain a gweddill Cymru, yn ogystal ag yn y byd ehangach, fod o gymorth i ddysgwyr ddarganfod eu treftadaeth a datblygu ymdeimlad o le a chynefin . 

en-gb	It can also promote an understanding of how the people of Wales, its communities, history, culture, landscape, resources and industries, interrelate with the rest of the world. 
cy-gb	Gall hyn hefyd hyrwyddo dealltwriaeth o’r ffordd y mae pobl Cymru, ei chymunedau, ei hanes, ei diwylliant, ei thirwedd, ei hadnoddau a’i diwydiannau yn cydberthyn i weddill y byd. 

en-gb	Contemplating different perspectives will in turn help promote an understanding of the ethnic and cultural diversity within Wales. 
cy-gb	Yn ei dro bydd ystyried safbwyntiau gwahanol o gymorth i hyrwyddo dealltwriaeth o’r amrywiaeth ethnig a diwylliannol yng Nghymru. 

en-gb	Taken together, these experiences will help learners appreciate the extent to which they are part of a wider international community, fostering a sense of belonging that can encourage them to contribute positively to their communities. 
cy-gb	Gyda’i gilydd, bydd y profiadau hyn o gymorth i ddysgwyr werthfawrogi cymaint rhan ydyn nhw o gymuned ryngwladol ehangach, gan feithrin ymdeimlad o berthyn a allai eu hysgogi i gyfrannu’n gadarnhaol at eu cymunedau.  

en-gb	It is important that learners reflect upon the impact of their actions and those of others, and how such actions are influenced by interpretations of human rights, values, ethics, philosophies, religious and non-religious views. 
cy-gb	Mae’n bwysig fod dysgwyr yn myfyrio ar effaith eu gweithredoedd a gweithredoedd pobl eraill, a sut y dylanwadir ar y gweithredoedd hyn gan ddehongliadau o hawliau dynol, gwerthoedd, moeseg, athroniaethau, a safbwyntiau crefyddol ac anghrefyddol. 

en-gb	Through being encouraged to engage with, respect and challenge a variety of worldviews, as well as to understand how to exercise their democratic rights, learners can imagine possible futures and take social action. 
cy-gb	Trwy gael eu hannog i ymwneud ag amrywiaeth o fydolygon, ynghyd â’u parchu a’u herio, hefyd trwy ddeall sut i ymarfer eu hawliau democrataidd, gall dysgwyr ddychmygu dyfodol posib a gweithredu’n gymdeithasol. 

en-gb	Such critical engagement with local, national and global challenges and opportunities past and present will help learners become enterprising, creative contributors, ready to play a full part in life and work .  
cy-gb	Bydd y math hwn o ymwneud beirniadol â heriau a chyfleoedd lleol, cenedlaethol a byd-eang, o’r gorffennol a’r presennol, o gymorth i ddysgwyr ddod yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn mewn bywyd a gwaith .

en-gb	As they explore their locality and Wales, as well as the wider world, learners can establish a solid base of knowledge and understanding of geographical, historical, religious, non-religious, business and social studies concepts. 
cy-gb	Wrth iddyn nhw archwilio eu hardal leol a Chymru, yn ogystal â’r byd ehangach, gall dysgwyr ddatblygu sail gadarn o wybodaeth am gysyniadau daearyddol, hanesyddol, crefyddol, anghrefyddol, busnes, ac astudiaethau cymdeithasol, ynghyd â dealltwriaeth ohonyn nhw. 

en-gb	This exploration will encourage learners to participate in different methods of enquiry, evaluate the evidence that they find, and apply and communicate their findings effectively. 
cy-gb	Gall yr archwilio hwn ysgogi dysgwyr i gymryd rhan mewn gwahanol ddulliau ymholi, gwerthuso’r dystiolaeth y byddan nhw’n ei chanfod, a chymhwyso a mynegi eu canfyddiadau yn effeithiol. 

en-gb	These experiences, in and outside the classroom, will help them become ambitious, capable learners, ready to learn throughout their lives .
cy-gb	Bydd y profiadau hyn, oddi mewn a thu allan i’r ystafell ddosbarth, o gymorth iddyn nhw ddod yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes .

en-gb	It is important that learners have opportunities to discuss and explore their personal perspectives on religious and non-religious worldviews, ethical challenges and social inclusion issues. 
cy-gb	Mae’n bwysig fod gan ddysgwyr gyfleoedd i drafod ac archwilio eu safbwyntiau personol ar fydolygon crefyddol ac anghrefyddol, heriau moesol a materion cynhwysiant cymdeithasol. 

en-gb	Likewise, opportunities to explore the natural world, locally, within and beyond Wales, will help foster in them a sense of place and of well-being. 
cy-gb	Yn ogystal, gall cyfleoedd i archwilio’r byd naturiol, yn lleol, ledled Cymru a thu hwnt, fod o gymorth iddyn nhw feithrin ymdeimlad o le ac o les. 

en-gb	These experiences will help develop learners’ resilience, build independence, and increase self-confidence and self-esteem. 
cy-gb	Bydd y profiadau hyn o gymorth i ddatblygu gwydnwch yn y dysgwyr, magu annibyniaeth a chynyddu hunan-hyder a hunan-werth. 

en-gb	This will support the development of healthy, confident individuals, ready to lead fulfilling lives as valued members of society . Body text here.
cy-gb	Gall hyn gefnogi datblygu unigolion iach, hyderus sy’n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas .

en-gb	Statements of what matters
cy-gb	Datganiadau o’r hyn sy’n bwysig

en-gb	Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future.
cy-gb	Mae ymholi, archwilio ac ymchwilio yn ysbrydoli chwilfrydedd am y byd, ei orffennol, ei bresennol a’i ddyfodol.

en-gb	The learners’ journey through this Area will encourage enquiry and discovery, as they are challenged to be curious and to question, to think critically and to reflect upon evidence. 
cy-gb	Bydd taith y dysgwyr trwy’r Maes hwn yn ysgogi ymholi a darganfod, wrth iddyn nhw gael eu herio i fod yn chwilfrydig ac i gwestiynu, i feddwl yn feirniadol a myfyrio ar dystiolaeth. 

en-gb	An enquiring mind stimulates new and creative thinking, through which learners can gain a deeper understanding of the concepts underpinning humanities, and their application in local, national and global contexts. 
cy-gb	Mae meddwl ymholgar yn ysgogi ffordd greadigol a newydd o feddwl, a thrwy hyn gall dysgwyr feithrin dealltwriaeth ddyfnach o’r cysyniadau sy’n sail i’r dyniaethau, a sut i’w cymhwyso mewn cyd-destunau lleol, cenedlaethol a bydeang. 

en-gb	Such thinking can help learners to understand human experiences and the natural world better.
cy-gb	Gall meddylfryd o’r fath fod o gymorth i ddysgwyr ddeall profiadau pobl a’r byd naturiol yn well.

en-gb	Appropriate disciplinary approaches, including digital humanities will help learners gather, justify, present, analyse, and evaluate a range of evidence. 
cy-gb	Bydd dulliau gweithredu disgyblaethol addas, gan gynnwys dyniaethau digidol , yn gymorth i ddysgwyr gasglu, cyfiawnhau, cyflwyno, dadansoddi a gwerthuso ystod o dystiolaeth. 

en-gb	Interpreting and synthesising information will help learners build upon what they have already learned and further inform their understanding of the world. 
cy-gb	Bydd dehongli a chyfuno gwybodaeth o gymorth i ddysgwyr adeiladu ar yr hyn a ddysgwyd eisoes a llywio ymhellach eu dealltwriaeth o’r byd. 

en-gb	By thinking critically about their discoveries, learners can then draw informed conclusions, but also understand that some conclusions can only be partial or inconclusive and open to different interpretations. 
cy-gb	Trwy feddwl yn feirniadol am eu canfyddiadau, gall dysgwyr wedyn ddod i gasgliadau gwybodus, ond hefyd ddod i ddeall mai dim ond casgliadau rhannol neu amhendant a geir weithiau ac y gellir eu dehongli mewn gwahanol ffyrdd. 

en-gb	They will need to reflect carefully in order to improve their methodology and extend or deepen their enquiry.
cy-gb	Bydd angen iddyn nhw fyfyrio’n ofalus er mwyn gwella eu methodoleg ac ehangu neu ddyfnhau eu hymholiad. 

en-gb	Enquiry is more than an academic exercise; it enables reflection, which can help learners understand the human condition. 
cy-gb	Mae ymholi yn fwy nag ymarferiad academaidd; mae’n galluogi myfyrio sydd o gymorth i ddysgwyr ddeall y cyflwr dynol. 

en-gb	This, in turn, can add meaning to learners’ own lives and contribute to their sense of place and worldview.
cy-gb	Yn ei dro, gall hyn ychwanegu ystyr at fywydau’r dysgwyr, a chyfrannu at eu hymdeimlad o le a bydolwg.

en-gb	This aspect of the Area will encourage the exploration of concepts, including questioning, evidence, evaluation, ethics and judgements.
cy-gb	Mae’r agwedd hon o’r Maes hwn yn ysgogi archwilio cysyniadau gan gynnwys cwestiynu, tystiolaeth, gwerthuso, moeseg a barn. 

en-gb	Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
cy-gb	Mae digwyddiadau a phrofiadau dynol yn gymhleth a chânt eu hamgyffred, eu dehongli a’u cynrychioli mewn gwahanol ffyrdd.

en-gb	We encounter and make sense of the world though a variety of events and experiences. 
cy-gb	Rydyn ni’n profi a gwneud synnwyr o’r byd trwy amrywiaeth o ddigwyddiadau a phrofiadau. 

en-gb	Humanities encourages learners to critically review the ways these events and experiences are perceived, interpreted and represented. 
cy-gb	Mae’r dyniaethau yn annog dysgwyr i adolygu’n feirniadol y ffyrdd mae’r digwyddiadau a’r profiadau hyn yn cael eu hamgyffred, eu dehongli a’u cynrychioli. 

en-gb	As they form their own informed viewpoints and recognise those of others, learners can also develop self-awareness.
cy-gb	Wrth iddyn nhw ddatblygu eu safbwyntiau gwybodus eu hunain, ynghyd â chydnabod barn eraill, gall dysgwyr hefyd ddatblygu hunan-ymwybyddiaeth.

en-gb	Learning how various worldviews and factors can influence their own and others’ perceptions and interpretations will encourage learners to develop an appreciation of how contexts influence the constructions of narratives and representations. 
cy-gb	Gall dysgu sut y gall gwahanol fydolygon a ffactorau ddylanwadu ar eu canfyddiadau a’u dehongliadau eu hunain, yn ogystal â rhai pobl eraill, annog dysgwyr i ddatblygu gwerthfawrogiad o sut mae cyd-destun yn dylanwadu ar greu naratif a ffyrdd o gyfleu. 

en-gb	By exploring how and why interpretations may differ and by critical understanding of a range of interpretations and representations derived from a variety of evidence, they will be better placed to evaluate their validity. 
cy-gb	Trwy archwilio sut a pham y gall dehongliadau wahaniaethu, ac wrth ddatblygu dealltwriaeth feirniadol o ystod o ddehongliadau a ffyrdd o gyfleu, elfennau a gasglwyd o amrywiaeth o dystiolaeth, bydd dysgwyr mewn sefyllfa well i werthuso pa mor ddilys yw’r rhain.

en-gb	This aspect of the Area will encourage the exploration of concepts, including seeking meaning, making judgements, ultimate and philosophical questions , representations, perspectives, interpretations, significance and validity.
cy-gb	Mae’r agwedd hon o’r Maes hwn yn ysgogi archwilio cysyniadau, gan gynnwys archwilio ystyr, dod i farn, cwestiynau athronyddol a phwysig bywyd , ffyrdd o gyfleu, safbwyntiau, dehongliadau, arwyddocâd a dilysrwydd.

en-gb	Our natural world is diverse and dynamic, influenced by processes and human actions.
cy-gb	Mae ein byd naturiol yn amrywiol a deinamig, wedi’i ddylanwadu gan brosesau a gweithredoedd dynol.

en-gb	Experiencing the wonder of the natural world can contribute to learners’ spiritual development and well-being, and can help to cultivate in them a sense of place and sense of belonging, as embodied in the Welsh word cynefin .
cy-gb	Gall profi rhyfeddod y byd naturiol gyfrannu at ddatblygiad ysbrydol a lles y dysgwyr, a bod yn gymorth i ennyn ynddyn nhw ymdeimlad o le ac o berthyn, fel sy’n cael ei ymgorffori yn y gair cynefin . 

en-gb	Nurturing curiosity can help learners understand and appreciate how and why places, landscapes and environments in their locality and elsewhere in Wales, as well as in the wider world, are changing. 
cy-gb	Gall meithrin chwilfrydedd fod o gymorth i ddysgwyr ddeall a gwerthfawrogi sut a pham mae lleoedd, tirwedd ac amgylchedd yn newid, yn lleol, yng Nghymru yn ogystal ag yn fyd-eang. 

en-gb	This in turn will enable learners to identify what makes places and spaces distinct, and to develop an awareness of the interconnections between humans and their environment in both contemporary and historical contexts. 
cy-gb	Yn ei dro, gall hyn alluogi dysgwyr i adnabod beth sy’n gwneud lleoedd a gofodau yn wahanol ac i ddatblygu ymwybyddiaeth o’r cysylltiadau sydd rhwng pobl a’u hamgylchedd, a hynny mewn cyd-destun cyfoes a hanesyddol.  

en-gb	Consequently, learners will be in a better position to make connections between the past and present, and to consider possible futures.
cy-gb	O ganlyniad, mae dysgwyr mewn sefyllfa well i wneud cyswllt rhwng y gorffennol a’r presennol ac i ddychmygu dyfodol posibl.

en-gb	Developing an understanding of how human actions in the past and present can affect interrelationships between the natural world and people will heighten learners’ awareness of how the future sustainability of our world is influenced by the impact of those actions. 
cy-gb	Bydd datblygu dealltwriaeth o sut y gall gweithredoedd dynol yn y gorffennol a’r presennol effeithio ar y berthynas rhwng y byd naturiol a phobl yn dwysáu ymwybyddiaeth dysgwyr o’r modd y mae’r gweithredoedd hyn yn dylanwadu ar gynaladwyedd ein byd yn y dyfodol. 

en-gb	It will also encourage learners to understand, as producers and consumers, their own impact on the natural world. 
cy-gb	Bydd hyn hefyd yn annog dysgwyr, fel cynhyrchwyr a defnyddwyr, i ddeall eu heffaith hwy eu hunain ar y byd naturiol. 

en-gb	In addition, an exploration of a range of beliefs, philosophies and worldviews about the natural world can help learners realise how these influence people’s interactions with the world.
cy-gb	Yn ogystal, gall archwilio amrywiaeth o gredoau, athroniaethau a bydolygon am y byd naturiol fod o gymorth i ddysgwyr sylweddoli sut mae’r rhain yn dylanwadu ar y modd y mae pobl yn rhyngweithio â’r byd.

en-gb	This aspect of the Area encourages learners to explore concepts, including the interrelationships between humans and the natural world, cause and effect, change and continuity, significance, place, space and physical processes .
cy-gb	Mae’r agwedd hon o’r Maes hwn yn annog dysgwyr i archwilio cysyniadau gan gynnwys y berthynas rhwng pobl a’r byd naturiol, achos ac effaith, newid a pharhad, arwyddocâd, lle, gofod a phrosesau ffisegol.

en-gb	Human societies are complex and diverse, and shaped by human actions and beliefs. 
cy-gb	Mae cymdeithasau dynol yn gymhleth ac yn amrywiol, ac maen nhw’n cael eu llywio gan weithredoedd a chredoau pobl.

en-gb	An appreciation of identity, heritage and cynefin can influence learners emotionally and spiritually, and help build their sense of self and of belonging. 
cy-gb	Gall gwerthfawrogi hunaniaeth, treftadaeth a chynefin  ddylanwadu’n emosiynol ac yn ysbrydol ar ddysgwyr, a bod o gymorth i greu ymdeimlad o hunan ac o berthyn. 

en-gb	Through an understanding of themselves, learners develop their own identity and an awareness of how they, as individuals, can shape the communities in which they live. 
cy-gb	Trwy ddeall eu hunain, mae dysgwyr yn meithrin eu hunaniaeth, ac ymwybyddiaeth o sut y gallan nhw, fel unigolion, siapio’r cymunedau y maen nhw’n byw ynddyn nhw. 

en-gb	Consequently, learners will come to realise that the choices we all make, individually and collectively, can have major impacts on society.
cy-gb	O ganlyniad, daw dysgwyr i ddeall y gall y dewisiadau y mae pob un ohonon ni’n eu gwneud gael effaith sylweddol ar gymdeithas, boed yn ddewisiadau unigol neu ar y cyd.

en-gb	Through consistent exposure to the story of their locality and the story of Wales, as well as to the story of the wider world, learners can develop an understanding of the complex, pluralistic and diverse nature of societies, past and present. 
cy-gb	Trwy ymwybyddiaeth gyson o’u stori leol a stori Cymru yn ogystal â’r stori fyd-eang, gall dysgwyr ddod i ddeall natur gymhleth, luosog  ac amrywiol cymdeithasau, yn y gorffennol a’r presennol.

en-gb	Over time, places, communities and societies evolve, experiencing continuity and change that has affected, and continues to affect, their own and other people’s lives. 
cy-gb	Dros amser, mae lleoedd, cymunedau a chymdeithasau yn esblygu, gan brofi parhad a newid sydd wedi effeithio ar fywydau’r dysgwyr eu hunain ac ar fywydau pobl eraill, ac mae’r effaith yn parhau. 

en-gb	As they explore this, learners can come to appreciate how this evolution is driven by the interplay between a range of factors, including environmental, economic, social, political and cultural processes, human actions and religious and non-religious beliefs and worldviews. 
cy-gb	Wrth iddyn nhw archwilio hyn, gall dysgwyr  ddod i werthfawrogi sut mae’r esblygiad hwn yn cael ei sbarduno gan y rhyngweithio sydd rhwng ystod o ffactorau, gan gynnwys prosesau amgylcheddol, economaidd, cymdeithasol, gwleidyddol a diwylliannol, ynghyd â gweithredoedd pobl, credoau crefyddol ac anghrefyddol a bydolygon. 

en-gb	It will also help them build an understanding of the causes, consequences and significance of the changes and interrelationships that have shaped societies at different levels of development.
cy-gb	Gall hefyd fod o gymorth iddyn nhw ddatblygu dealltwriaeth o achosion, canlyniadau ac arwyddocâd y newidiadau a’r rhyng-berthnasau sydd wedi ffurfio cymdeithasau ar wahanol lefelau o ddatblygiad.

en-gb	Experiences in this Area can encourage a critical understanding of how societies are and have been organised, structured and led, in the learners’ own locality and in Wales, as well as in the wider world. 
cy-gb	Gall profiadau yn y Maes hwn annog dealltwriaeth feirniadol o sut mae cymdeithasau wedi cael eu trefnu, eu strwythuro a’u harwain, yn lleol, yng Nghymru ac yn fyd-eang. 

en-gb	Societies are characterised by a range of cultural, linguistic, economic, legal and political norms and values. 
cy-gb	Caiff cymdeithasau eu nodweddu gan amrywiaeth o normau a gwerthoedd diwylliannol, ieithyddol, economaidd, cyfreithiol a gwleidyddol. 

en-gb	They are also dynamic, both driving and reacting to changes on a local, national and global scale. 
cy-gb	Maen nhw hefyd yn ddeinamig, gan sbarduno ac ymateb i newidiadau, ar raddfa leol, genedlaethol a byd-eang. 

en-gb	Learners can explore the connections and interdependence between such societies in the past and present, in the context of a globalised world. 
cy-gb	Gall dysgwyr archwilio’r cysylltiadau a’r rhyng-ddibyniaethau rhwng y cymdeithasau hyn, yn y gorffennol a’r presennol, yng nghyd-destun globaleiddio byd-eang. 

en-gb	Further engagement will also encourage them to explore – and develop a tolerant and empathetic understanding of – the varied beliefs, values, traditions and ethics that underpin and shape human society.
cy-gb	Gall ymwneud pellach eu hannog hefyd i archwilio a meithrin dealltwriaeth oddefgar ac empathetig o’r amrywiol gredoau, gwerthoedd, traddodiadau ac egwyddorion sydd wrth wraidd ac yn llywio cymdeithas ddynol.

en-gb	This aspect of the Area encourages learners to explore concepts, including chronology, change and continuity, diversity, cause and effect, interconnectedness, community, identity and belonging, authority and governance .
cy-gb	Mae’r agwedd hon o’r Maes hwn yn annog dysgwyr i archwilio cysyniadau gan gynnwys cronoleg, newid a pharhad, amrywiaeth, achos ac effaith, cydgysylltiad, cymuned, hunaniaeth a pherthyn, awdurdod a llywodraethiant .

en-gb	Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action. 
cy-gb	Mae dinasyddion gwybodus, hunanymwybodol yn mynd i’r afael â’r heriau a’r cyfleoedd sy’n wynebu dynoliaeth, ac yn gallu cymryd camau ystyrlon ac egwyddorol.

en-gb	Experiences in this Area can help learners develop an understanding of their responsibilities as citizens of Wales and the wider interconnected world, and of the importance of creating a just and sustainable future for themselves and their local, national and global communities. 
cy-gb	Gall profiadau yn y Maes hwn fod o gymorth i ddysgwyr feithrin dealltwriaeth o’u cyfrifoldebau fel dinasyddion Cymru a’r byd rhyng-gysylltiedig ehangach, ynghyd â phwysigrwydd creu dyfodol cyfiawn a chynaladwy iddyn nhw eu hunain a’u cymunedau lleol, cenedlaethol a byd-eang. 

en-gb	Exploration of the humanities encourages learners to be active, informed, and responsible citizens and consumers, who can identify with and contribute to their communities, and who can engage with the past, contemporary and anticipated challenges and opportunities facing them, their communities and Wales, as well as the wider world. 
cy-gb	Mae archwilio’r dyniaethau’n annog dysgwyr i fod yn ddinasyddion a defnyddwyr gweithredol, gwybodus a chyfrifol sy’n gallu uniaethu â’u cymunedau a chyfrannu atyn nhw, yn ogystal â gallu mynd i’r afael â heriau a chyfleoedd y gorffennol, y presennol a’r dyfodol sy’n wynebu’r dysgwyr, eu cymunedau, Cymru yn ogystal â’r byd ehangach. 

en-gb	This Area will encourage learners to understand the interconnected nature of economic, environmental and social sustainability; justice and authority; and the need to live in and contribute to a fair and inclusive society. 
cy-gb	Bydd y Maes hwn yn annog dysgwyr i ddeall natur ryng-gysylltiol cynaladwyedd economaidd, amgylcheddol a chymdeithasol; cyfiawnder ac awdurdod; a’r angen i fyw mewn cymdeithas decach a mwy cynhwysol, ynghyd â chyfrannu ati. 

en-gb	Experiences in this Area will also help learners develop an awareness of their own rights, needs, concerns and feelings, and those of others, and of the role such an awareness plays in the creation of a sustainable and interconnected world.
cy-gb	Bydd profiadau yn y Maes hwn hefyd o gymorth i ddysgwyr feithrin ymwybyddiaeth o’u hawliau, anghenion, pryderon a’u teimladau hwy eu hunain a phobl eraill, a sut mae’r fath ymwybyddiaeth yn cyfrannu at greu byd cynaladwy a rhyng-gysylltiedig.

en-gb	Questioning and evaluating existing responses to challenges and opportunities can encourage learners to develop as self-aware, informed, ethical global citizens, who critically reflect on their own and others’ beliefs, values and attitudes. 
cy-gb	Gall cwestiynu a gwerthuso ymatebion i heriau a chyfleoedd, ymatebion sydd eisoes yn bodoli, helpu dysgwyr i ddatblygu fel dinasyddion byd-eang hunanymwybodol, gwybodus ac egwyddorol sy’n myfyrio’n feirniadol ar eu credoau, gwerthoedd a’u hagweddau eu hunain ac eraill. 

en-gb	Experiences in this Area will also help learners to consider the impact of their actions when making choices and exercising their democratic rights and responsibilities. 
cy-gb	Bydd profiadau yn y Maes hwn hefyd o gymorth i ddysgwyr ystyried effaith eu gweithredoedd wrth iddyn nhw wneud dewisiadau ac arfer eu hawliau a’u cyfrifoldebau democrataidd. 

en-gb	These experiences will also underline the need for learners to be able to justify their decisions when acting socially, politically, economically and entrepreneurially. 
cy-gb	Bydd y profiadau hyn hefyd yn tanlinellu’r angen i’r dysgwyr allu cyfiawnhau eu penderfyniadau wrth weithredu mewn ffordd gymdeithasol, gwleidyddol, economaidd ac entrepreneuraidd. 

en-gb	This can enable learners to take committed social action as caring, participative citizens of their local, national and global communities, showing an understanding of and commitment to justice, diversity and the protection of the environment. 
cy-gb	Gall hyn alluogi dysgwyr i ymroi i weithredu cymdeithasol fel dinasyddion cyfranogol, gofalgar o’u cymunedau lleol, cenedlaethol a byd-eang, gan ddangos ymrwymiad i gyfiawnder, amrywiaeth a diogelu’r amgylchedd, ynghyd â dealltwriaeth ohonyn nhw. 

en-gb	By responding to challenges, and taking opportunities for social and sustainable action, they can create meaning and purpose in their own lives .
cy-gb	Trwy ymateb i heriau, a manteisio ar gyfleoedd i weithredu’n gymdeithasol a chynaladwy, gall dysgwyr greu ystyr a diben yn eu bywydau eu hunain. 

en-gb	This aspect of the Area encourages learners to explore concepts, including citizenship, authority and governance ,  interconnectedness, justice and equality, enterprise, rights, and social action and responsibility.
cy-gb	Mae’r agwedd hon o’r Maes hwn yn annog dysgwyr i archwilio cysyniadau gan gynnwys dinasyddiaeth, awdurdod a llywodraethiant,  rhyng-gysylltu, cyfiawnder a chydraddoldeb,  menter, hawliau, a gweithredu  a chyfrifoldeb cymdeithasol.

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Increasing breadth and depth of knowledge
cy-gb	Ehangder a dyfnder gwybodaeth cynyddol 

en-gb	Progression in the Humanities Area of Learning and Experience (Area) is demonstrated by learners engaging with an increasing breadth and depth of knowledge and underlying concepts. 
cy-gb	Caiff cynnydd ym Maes Dysgu a Phrofiad y Dyniaethau (Maes) ei ddangos wrth i ddysgwyr ymgysylltu â gwybodaeth a chysyniadau sylfaenol cynyddol eang a dwfn.

en-gb	Learners increasingly develop the capacity to organise and make links across propositional knowledge, to identify and develop more powerful underpinning concepts, and to make supported judgements in more complex contexts.
cy-gb	Mae dysgwyr yn datblygu’r gallu i drefnu a nodi cysylltiadau rhwng gwybodaeth osodiadol yn gynyddol, er mwyn nodi a datblygu cysyniadau ategol mwy pwerus, a gwneud penderfyniadau wedi’u hategu mewn cyd-destunau mwy cymhleth.

en-gb	Learners connect new ideas and information to knowledge acquired from previous learning from within and outside school and use it to build an increasingly clear and coherent understanding of the world around them. 
cy-gb	Mae dysgwyr yn cysylltu syniadau a gwybodaeth newydd â gwybodaeth sy’n deillio o ddysgu blaenorol yn yr ysgol a’r tu hwnt iddi, ac yn eu defnyddio i feithrin dealltwriaeth gynyddol glir a chydlynol o’r byd o’u cwmpas. 

en-gb	Deepening understanding of the ideas and disciplines within Areas
cy-gb	Dyfnhau’r ddealltwriaeth o’r syniadau a’r disgyblaethau yn y Meysydd

en-gb	Progression within this Area is demonstrated in the early stages as learners experience holistic approaches to exploring the world around them and are supported in shaping an understanding of themselves in the world. 
cy-gb	Caiff cynnydd yn y Maes hwn ei ddangos yn ystod y cyfnodau cynnar wrth i ddysgwyr brofi dulliau holistaidd o archwilio’r byd o’u cwmpas, a chael eu cefnogi i feithrin dealltwriaeth ohonyn nhw eu hunain yn y byd. 

en-gb	Learners will move on to more focused awareness of the lives of others, in their own social context, elsewhere in the world and in different eras . 
cy-gb	Bydd dysgwyr yn symud ymlaen i ymwybyddiaeth sy’n canolbwyntio’n fwy ar fywydau pobl eraill, yn eu cyd-destun cymdeithasol eu hunain, mewn mannau eraill yn y byd ac mewn gwahanol oesoedd . 

en-gb	As they move through the continuum of learning, learners have an increased understanding of the defining features of the constituent disciplines (including history; geography; religion, values and ethics;  business studies and social studies) and how these can be brought together to provide different lenses through which to view issues and address questions or problems.
cy-gb	Wrth iddyn nhw symud drwy’r continwwm dysgu, mae dysgwyr yn meithrin dealltwriaeth gynyddol o’r nodweddion sy’n diffinio’r disgyblaethau sylfaenol (gan gynnwys hanes; daearyddiaeth; crefydd, gwerthoedd a moeseg; astudiaethau busnes ac astudiaethau cymdeithasol) a’r ffordd y gellir dod â’r rhain at ei gilydd i ddarparu ffyrdd gwahanol o ystyried materion a mynd i’r afael â chwestiynau neu broblemau. 

en-gb	Refinement and growing sophistication in the use and application of skills
cy-gb	Mireinio sgiliau a soffistigeiddrwydd cynyddol wrth eu defnyddio a’u cymhwyso

en-gb	As learners experience, understand and apply increasingly complex concepts, they show an increasing accuracy and fluency in using a variety of skills identified in the descriptions of learning and statements of what matters. 
cy-gb	Wrth i ddysgwyr brofi, deall a chymhwyso cysyniadau cynyddol gymhleth, maen nhw’n dangos cywirdeb a rhuglder cynyddol wrth ddefnyddio ystod o sgiliau a nodir yn y disgrifiadau dysgu a’r datganiadau o’r hyn sy’n bwysig. 

en-gb	As they progress, learners will be continually refining and developing a growing sophistication of key disciplinary skills including those relating to enquiry such as framing questions and using evidence to construct and support an answer and relating to representation and interpretation. 
cy-gb	Wrth iddyn nhw wneud cynnydd, bydd dysgwyr yn mireinio’r sgiliau disgyblaethol allweddol yn barhaus ac yn datblygu soffistigeiddrwydd cynyddol wrth eu defnyddio a’u cymhwyso, gan gynnwys y rhai sy’n ymwneud ag ymholi, megis llunio cwestiynau a defnyddio tystiolaeth i lunio ac ategu ateb a’r rhai sy’n ymwneud â chynrychioli a dehongli. 

en-gb	Progression in this Area is demonstrated through an ability to work with an increasing number and sophistication of sources of information, and a growing understanding of how to resolve contradictory or conflicting accounts. 
cy-gb	Caiff cynnydd yn y Maes hwn ei ddangos drwy’r gallu i weithio gyda nifer cynyddol o ffynonellau gwybodaeth fwyfwy soffistigedig, a dealltwriaeth gynyddol o ffyrdd o ymdrin â hanesion anghyson. 

en-gb	Making connections and transferring learning into new contexts
cy-gb	Nodi cysylltiadau a throsglwyddo dysgu i gyd-destunau newydd 

en-gb	Progression in this Area is also characterised through more sophisticated use of relevant skills and the growing ability to transfer existing skills and knowledge into new, and increasingly unfamiliar contexts. 
cy-gb	Caiff cynnydd yn y Maes hwn ei nodweddu hefyd gan ddefnydd mwy soffistigedig o’r sgiliau perthnasol a’r gallu cynyddol i drosglwyddo sgiliau a gwybodaeth bresennol i gyd-destunau cynyddol anghyfarwydd. 

en-gb	As learners progress, they will be able to make links within and between periods and places, identifying similarities and differences, changes and continuities, and use the understanding of concepts to identify connections between new and previous learning. 
cy-gb	Wrth i ddysgwyr wneud cynnydd, byddan nhw’n gallu nodi cysylltiadau mewn cyfnodau a lleoedd a rhyngddyn nhw, gan adnabod yr hyn sy’n debyg a’r hyn sy’n wahanol, newidiadau a pharhad, a defnyddio’r ddealltwriaeth o gysyniadau i nodi cysylltiadau rhwng dysgu newydd a dysgu blaenorol. 

en-gb	With greater understanding of the world, of other people and their values, in different times, places and circumstances, of their environment and how it has been shaped, learners will demonstrate greater ability to influence events by exercising informed and responsible citizenship. 
cy-gb	Gyda dealltwriaeth well o’r byd, o bobl eraill a’u gwerthoedd, mewn gwahanol gyfnodau, lleoedd ac amgylchiadau, ac o’u hamgylchedd a’r ffordd y cafodd ei lunio, bydd dysgwyr yn dangos mwy o allu i ddylanwadu ar ddigwyddiadau drwy fod yn ddinasyddion gwybodus a chyfrifol.   

en-gb	Increasing effectiveness as a learner
cy-gb	Effeithiolrwydd cynyddol fel dysgwr

en-gb	As learners make progress within this Area, they will be asking increasingly sophisticated enquiry questions. 
cy-gb	Wrth i ddysgwyr wneud cynnydd yn y Maes hwn, byddan nhw’n gofyn cwestiynau ymholi cynyddol soffistigedig. 

en-gb	They will show a greater independence in finding suitable information, making informed predictions and hypotheses, and making judgments including about reliability and utility. They will also become more able to effectively work with others, especially, but not limited to, taking part in social action. 
cy-gb	Byddan nhw’n dangos mwy o annibyniaeth wrth ddod o hyd i wybodaeth addas, gan wneud rhagfynegiadau a damcaniaethau gwybodus, a gwneud penderfyniadau ynghylch dibynadwyedd a chyfleustod, ymysg pethau eraill.

en-gb	Descriptions of learning
cy-gb	Disgrifiadau dysgu

en-gb	Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future.
cy-gb	Mae ymholi, archwilio ac ymchwilio yn ysbrydoli chwilfrydedd am y byd, ei orffennol, ei bresennol a’i ddyfodol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can, through play, explore, discover and begin to ask simple questions and offer possible answers based on previous experiences.
cy-gb	Rwy’n gallu, trwy chwarae,  archwilio, darganfod a dechrau gofyn cwestiynau syml a chynnig atebion posibl yn seiliedig ar broﬁadau blaenorol.

en-gb	I have experienced a range of stimuli that have enthused and inspired me to imagine and be curious about my locality and Wales, as well as the wider world.
cy-gb	Rwyf wedi profi ystod o symbyliadau sydd wedi fy nghyffroi a’m hysbrydoli i ddychmygu a bod yn chwilfrydig am fy ardal leol, am Gymru yn ogystal ag am y byd.

en-gb	I have been curious and made suggestions for possible enquiries and have asked and responded to a range of questions during an enquiry.
cy-gb	Rwyf wedi bod yn chwilfrydig ac wedi gwneud awgrymiadau am ymholiadau posib, ac wedi gofyn ac ymateb i ystod o gwestiynau yn ystod ymholiad.

en-gb	I have experienced a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and with growing independence. 
cy-gb	Rwyf wedi profi ystod o symbyliadau ac wedi cael cyﬂeoedd i gymryd rhan mewn ymholiadau, ar y cyd yn ogystal â chydag annibyniaeth cynyddol.

en-gb	I can use my experiences, knowledge and beliefs to generate ideas and frame enquiries. 
cy-gb	Rwy’n gallu defnyddio fy mhrofiadau, gwybodaeth a chredoau i gynhyrchu syniadau a threfnu ymholiadau. 

en-gb	I have actively engaged with a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and independently.
cy-gb	Rwyf wedi ymwneud yn weithredol gydag ystod o symbyliadau, ac wedi cael cyfle i gymryd rhan mewn ymchwiliadau, ar y cyd ac yn annibynnol.

en-gb	I can use my experiences, knowledge and beliefs to generate ideas independently and frame enquiries, using a range of research approaches when required.
cy-gb	Rwy’n gallu defnyddio fy mhrofiadau, gwybodaeth a chredoau i greu syniadau yn annibynnol a threfnu ymholiadau, gan ddefnyddio ystod o ddulliau ymchwil yn ôl y gofyn. 

en-gb	I can independently undertake a range of full and thorough enquiries, selecting the most effective approach and justifying my methodologies.
cy-gb	Rwy’n gallu cyflawni ymchwiliadau llawn a manwl yn annibynnol, gan ddewis y dulliau mwyaf effeithiol a chyfiawnhau fy methodoleg.

en-gb	I am beginning to communicate my observations in simple ways.
cy-gb	Rwy’n dechrau cyfleu fy arsylwadau mewn ffyrdd syml.

en-gb	I can collect and record information and data from given sources. 
cy-gb	Rwy’n gallu casglu a chofnodi gwybodaeth a data o ffynonellau penodol. 

en-gb	I can then sort and group my findings using different criteria.
cy-gb	Rwyf wedyn yn gallu trefnu a grwpio fy nghanfyddiadau gan ddefnyddio gwahanol feini prawf.

en-gb	I can use appropriate methods to gather information related to my enquiries and I am able to interpret the information obtained in the context of the enquiry question. 
cy-gb	Rwy’n gallu defnyddio dulliau priodol i gasglu gwybodaeth yn ymwneud â’m hymchwiliadau, ac rwy’n gallu dehongli’r wybodaeth a gasglwyd yng nghyd-destun cwestiwn yr ymchwiliad.

en-gb	I can analyse, present and reflect on my findings, describing patterns and explaining relationships across data and sources.
cy-gb	Rwy’n gallu dehongli, cyflwyno a myfyrio ar fy nghanfyddiadau, gan ddisgrifio patrymau ac esbonio cydberthnasau ar draws data a ffynonellau.

en-gb	I can evaluate and reflect on my findings, synthesise information, analyse patterns and trends, predict possible outcomes (where appropriate), and present well-supported and justified conclusions.
cy-gb	Rwy’n gallu gwerthuso fy nghanfyddiadau, a myfyrio arnyn nhw, cyfuno gwybodaeth, dadansoddi patrymau a thueddiadau, rhagfynegi deilliannau posib (lle bo’n briodol), a chyflwyno canlyniadau wedi’u cefnogi’n dda a’u cyfiawnhau.

en-gb	I can recognise the difference between facts and beliefs. 
cy-gb	Rwy’n gallu adnabod y gwahaniaeth rhwng ffeithiau a chredoau.

en-gb	I can understand the difference between facts, opinions and beliefs, and consider how this may affect the importance and usefulness of evidence.
cy-gb	Rwy’n gallu deall y gwahaniaeth rhwng ffeithiau, barn a chredoau, ac ystyried sut mae hyn yn effeithio ar bwysigrwydd a defnyddioldeb tystiolaeth.

en-gb	I can reflect on the strengths and weaknesses of the approaches I have taken to my enquiries. 
cy-gb	Rwy’n gallu myfyrio ar gryfderau a gwendidau’r dulliau rwyf wedi eu defnyddio yn fy ymchwiliadau.

en-gb	I can analyse the usefulness and consider the reliability and validity of a range of evidence relating to my enquiry. 
cy-gb	Rwy’n gallu dadansoddi defnyddioldeb ac ystyried dibynadwyedd a dilysrwydd ystod o dystiolaeth sy’n ymwneud â’m hymchwil.

en-gb	I can reflect on the approaches I have taken to enquiries and identify areas of improvement for future enquires.
cy-gb	Rwy’n gallu myfyrio ar y dulliau rwyf wedi eu defnyddio mewn ymchwiliadau ac adnabod cyfleoedd i wella ar gyfer ymchwiliadau’r dyfodol.

en-gb	I can critically evaluate the usefulness, validity and reliability of qualitative and quantitative evidence. 
cy-gb	Rwy’n gallu gwerthuso defnyddioldeb, hygrededd a dilysrwydd tystiolaeth ansoddol a meintiol yn feirniadol.

en-gb	I can independently evaluate the success of enquiries, suggesting improvements and refining methods for future enquiries.
cy-gb	Rwy’n gallu gwerthuso’n annibynnol lwyddiant ymchwiliadau, gan gynnig gwelliannau a mireinio dulliau ar gyfer ymchwiliadau’r dyfodol.

en-gb	I am beginning to communicate my findings in simple ways.
cy-gb	Rwy’n dechrau cyfleu fy nghanfyddiadau mewn ffyrdd syml.

en-gb	I can present what I have discovered in a variety of ways and draw simple conclusions.
cy-gb	Rwy’n gallu cyflwyno, mewn amrywiol ffyrdd, yr hyn rwyf wedi’i ddarganfod, a dod i gasgliadau syml.

en-gb	I can present my findings in a variety of ways, drawing conclusions and making judgements based on the evidence used. 
cy-gb	Rwy’n gallu cyflwyno fy nghanfyddiadau mewn amrywiol ffyrdd, gan ddod i gasgliadau a barn yn seiliedig ar y dystiolaeth a ddefnyddiwyd.

en-gb	I can draw considered and reasoned conclusions to my enquiries, while understanding that other people may form different conclusions from the available evidence.  
cy-gb	Rwy’n gallu dod i gasgliadau ystyriol a rhesymegol yn fy ymchwiliadau, tra’n deall y gall pobl eraill ddod i ganlyniadau gwahanol yn seiliedig ar y dystiolaeth sydd ar gael.

en-gb	I can make coherent and reasoned responses and judgements that take into consideration different viewpoints.
cy-gb	Rwy’n gallu llunio ymatebion a barnau cydlynol a chytbwys, sy’n ystyried gwahanol safbwyntiau.

en-gb	Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
cy-gb	Mae digwyddiadau a phrofiadau dynol yn gymhleth a chânt eu hamgyffred, eu dehongli a’u cynrychioli mewn gwahanol ffyrdd.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I can form and express simple opinions about my likes and dislikes.
cy-gb	Rwy’n gallu ffurfio a mynegi barn syml am yr hyn rwyf yn ei hoffi a’r hyn nad wyf yn ei hoffi.

en-gb	I can form and express opinions about something that is important to me, considering my own ideas, feelings and those of others.
cy-gb	Rwy’n gallu llunio a mynegi barn am rywbeth sy’n bwysig i mi gan ystyried fy syniadau a’m teimladau fy hun yn ogystal â rhai pobl eraill.

en-gb	I can recognise and explain that my opinions and the opinions of others have value.
cy-gb	Rwy’n gallu cydnabod ac esbonio bod fy marn i, a barn pobl eraill, yn werthfawr. 

en-gb	I can recognise that opinions may change over time.
cy-gb	Rwy’n gallu cydnabod y gall safbwyntiau newid dros amser.

en-gb	I am beginning to recognise other people’s feelings and viewpoints about familiar events or experiences.
cy-gb	Rwy’n dechrau cydnabod teimladau pobl eraill, a’u safbwyntiau am ddigwyddiadau neu broﬁadau cyfarwydd.

en-gb	I can form, express and discuss my own opinions on a range of issues after considering evidence and the views of others.
cy-gb	Rwy’n gallu ffurfio, mynegi a thrafod fy marn fy hun ar ystod o faterion, ar ôl ystyried tystiolaeth a safbwyntiau pobl eraill.

en-gb	I can infer and compare people’s opinions, viewpoints and interpretations from sources and evidence.
cy-gb	Rwy’n gallu cymharu a dod i gasgliad am farnau, safbwyntiau a dehongliadau pobl o ffynonellau a thystiolaeth.

en-gb	I can express, discuss and justify my personal opinions and understand that interpretations can change over time, especially in the light of new evidence or when approached from a different perspective .
cy-gb	Rwy’n gallu mynegi, trafod a chyfiawnhau fy marn bersonol, ac yn deall y gall dehongliadau  newid dros amser, yn enwedig o ystyried tystiolaeth newydd neu o ystyried y dehongliadau o safbwynt  gwahanol.

en-gb	I can infer and evaluate opinions, viewpoints and interpretations from a range of sources and evidence in order to develop my own informed judgements. 
cy-gb	Rwy’n gallu gwerthuso a dod i gasgliad am dybiaethau, safbwyntiau a dehongliadau o ystod o ffynonellau a thystiolaeth er mwyn datblygu fy marn wybodus fy hun.

en-gb	I can appreciate a variety of perspectives on the world, recognise the limitations of my own perspective and have begun to challenge my values and opinions.
cy-gb	Rwy’n gallu gwerthfawrogi ystod o safbwyntiau ar y byd, cydnabod cyfyngiadau fy safbwynt fy hun, ac rwyf wedi dechrau herio fy safbwyntiau  a’m gwerthoedd fy hun.

en-gb	I can analyse, explain and evaluate the validity of opinions, viewpoints and interpretations , considering how they are shaped and influenced by a variety of factors , and how they can change over time. 
cy-gb	Rwy’n gallu dadansoddi, esbonio a gwerthuso dilysrwydd barn, safbwyntiau a dehongliadau gan ystyried sut y maen nhw’n cael eu ffurfio a’u dylanwadu gan wahanol ffactorau , a sut maen nhw’n gallu newid dros amser. 

en-gb	Subsequently, I can develop my own informed and justified judgements. 
cy-gb	Yn dilyn hyn, rwy’n gallu datblygu fy marn wybodus fy hun, a’i chyfiawnhau.

en-gb	I can use evidence to explain how aspects of the past have been represented and interpreted in different ways.
cy-gb	Rwy’n gallu defnyddio tystiolaeth i esbonio sut mae agweddau o’r gorffennol wedi cael eu cynrychioli a’u dehongli mewn gwahanol ffyrdd.

en-gb	I can begin to understand that interpretations are influenced by identity, experiences, viewpoints and beliefs.
cy-gb	Rwy’n gallu dechrau deall bod dehongliadau’n cael eu dylanwadu gan hunaniaeth, profiadau, safbwyntiau a chredoau.

en-gb	I can explain, using a range of evidence, why people have different interpretations and that  interpretations are influenced by the availability, validity and credibility of evidence, identity, experiences, viewpoints and beliefs. 
cy-gb	Rwy’n gallu esbonio, gan ddefnyddio ystod o dystiolaeth, pam mae gan bobl ddehongliadau gwahanol, a bod dehongliadau yn cael eu dylanwadu gan argaeledd, dilysrwydd a hygrededd tystiolaeth, yn ogystal â hunaniaeth, profiadau, safbwyntiau a chredoau.

en-gb	I can explain how and why a range of different interpretations are formed and how they may change over time. 
cy-gb	Rwy’n gallu esbonio sut a pham mae ystod o wahanol ddehongliadau yn cael eu ffurfio, a sut y gallan nhw newid dros amser. 

en-gb	I can appreciate that responses to questions about life, experiences and the world are complex, and are often partial and inconclusive.
cy-gb	Rwy’n gallu gwerthfawrogi bod ymatebion i gwestiynau am fywyd, profiadau a’r byd yn gymhleth, a bod yr ymatebion hyn yn aml yn rhannol neu heb lwyddo i argyhoeddi.

en-gb	Our natural world is diverse and dynamic, influenced by processes and human actions. 
cy-gb	Mae ein byd naturiol yn amrywiol a deinamig, wedi’i ddylanwadu gan brosesau a gweithredoedd dynol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I am beginning to recognise the effects that I have on the natural world.  
cy-gb	Rwy’n dechrau adnabod yr effeithiau rwy’n eu cael ar y byd naturiol.

en-gb	I can recognise why places are important to me.
cy-gb	Rwy’n gallu adnabod pam mae lleoedd yn bwysig i mi.

en-gb	I can describe how people and the natural world may impact on each other.
cy-gb	Rwy’n gallu disgrifio sut y gall pobl a’r byd naturiol gael effaith ar ei gilydd.

en-gb	I can describe how places, spaces, environments and landscapes are important to different people and for different reasons.
cy-gb	Rwy’n gallu disgrifio sut mae lleoedd, gofodau, amgylcheddau a thirweddau yn bwysig i wahanol bobl ac am wahanol resymau.

en-gb	I can describe and give simple explanations about the impact of human actions on the natural world in the past and present. 
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml beth yw effaith gweithredoedd dynol ar y byd naturiol yn y gorffennol a’r presennol. 

en-gb	I can describe and give simple explanations about the impact that physical processes have had on people, places and landscapes in the past and present.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml beth yw effaith prosesau ffisegol ar bobl, lleoedd a thirweddau yn y gorffennol a’r presennol. 

en-gb	I can describe and give simple explanations on how and why some places, spaces, environments and landscapes are especially important to different people and for different reasons.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml sut a pham mae rhai lleoedd, gofodau, amgylcheddau a thirweddau yn arbennig o bwysig i wahanol bobl ac am wahanol resymau.

en-gb	I can understand and explain how human actions affect the physical processes that shape places, spaces, environments and landforms over time. 
cy-gb	Rwy’n gallu deall ac esbonio sut mae gweithredoedd dynol yn effeithio ar y prosesau ffisegol sy’n siapio lleoedd, gofodau, amgylcheddau a thirffurfiau dros gyfnod o amser.

en-gb	I can understand the range of factors that affect the interrelationships between humans and physical processes.
cy-gb	Rwy’n gallu deall ac esbonio yr ystod o ffactorau sy’n effeithio’r rhyngberthnasau  rhwng pobl a phrosesau ffisegol.

en-gb	I can understand and explain how significant places, spaces environments and landforms in the natural world are associated with economic, historical, political, and religious and non-religious beliefs and practices.
cy-gb	Rwy’n gallu deall ac esbonio sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau arwyddocaol yn y byd naturiol yn gysylltiedig â chredoau ac arferion economaidd, hanesyddol, gwleidyddol, crefyddol ac anghrefyddol .

en-gb	I can explain and analyse the wide range of interrelationships and interdependencies between the human actions and physical processes that shape places, spaces, environments and landforms over time
cy-gb	Rwy’n gallu esbonio a dadansoddi’r ystod eang o rhyngberthnasau  a rhyng-ddibyniaethau rhwng y gweithredoedd dynol a’r prosesau ffisegol sy’n siapio lleoedd, gofodau, amgylcheddau a thirffurfiau dros gyfnod o amser.

en-gb	I can evaluate the extent to which economic, social, political, cultural, religious and non-religious beliefs, practices and actions have led to changes to the natural world. 
cy-gb	Rwy’n gallu gwerthuso i ba raddau mae credoau, arferion a gweithredoedd economaidd, cymdeithasol, gwleidyddol, diwylliannol, crefyddol ac anghrefyddol wedi arwain at newidiadau yn y byd naturiol . 

en-gb	I have first-hand experience of the natural world and am beginning to recognise places which are familiar to me. 
cy-gb	Mae gen i brofiad uniongyrchol o’r byd naturiol, ac rwy’n dechrau adnabod lleoedd sy’n gyfarwydd i mi.

en-gb	I can recognise the distinct physical features of places, environments and landscapes in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgriﬁo nodweddion fﬁsegol penodol lleoedd, amgylcheddau a thirweddau yn fy ardal leol ac yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu lleoli a rhoi esboniadau syml am nodweddion arbennig lleoedd, gofodau a thirffurfiau yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can describe and explain the distinctive features of places, spaces and landscapes at a variety of scales, in my locality and in Wales, as well as in the wider world, along with the processes at work in them.
cy-gb	Rwy’n gallu disgrifio ac esbonio nodweddion arbennig lleoedd, gofodau a thirweddau i ystod o raddfeydd yn fy ardal leol ac yng Nghymru yn ogystal ag yn y byd ehangach, ynghyd â’r prosesau sydd ar waith ynddyn nhw.

en-gb	I can give comprehensive explanations for the distinctive features of places, spaces and landscapes at a variety of scales in my locality and in Wales, as well as in the wider world, along with the processes at work in them.
cy-gb	Rwy’n gallu roi disgriﬁadau ac esboniadau cynhwysfawr o nodweddion lleoedd, gofodau a thirweddau i ystod o raddfeydd yn fy ardal leol ac yng Nghymru, yn ogystal ac yn y byd ehangach, ynghyd â’r prosesau sydd ar waith ynddyn nhw.

en-gb	I can describe how and where some places and environments are similar, and others are different.
cy-gb	Rwy’n gallu disgrifio sut a ble mae rhai lleoedd ac amgylcheddau’n debyg i’w gilydd, ac eraill yn wahanol. 

en-gb	I can describe spatial patterns of places, environments and landforms in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgriﬁo patrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can describe and explain why spatial patterns of places, environments and landforms may change over time in my locality and in Wales, as well as in the wider world. 
cy-gb	Rwy’n gallu disgriﬁo ac esbonio pam y gall patrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau newid dros gyfnod o amser yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can give comprehensive explanations for the spatial patterns of places, environments and landforms at a range of scales and predict how patterns and trends may continue or change in the future in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu rhoi esboniadau cynhwysfawr ar batrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau i ystod o raddfeydd, a rhagfynegi sut y gall patrymau neu dueddiadau barhau neu newid yn y dyfodol yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can recognise the distinctive features of places, environments and landforms, and how these may change.
cy-gb	Rwy’n gallu adnabod nodweddion arbennig lleoedd, amgylcheddau a thirffurfiau, a sut y gall rhain newid.

en-gb	I can give simple descriptions of how places, spaces, environments and landforms have changed over time.
cy-gb	Rwy’n gallu rhoi disgrifiadau syml o sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser. 

en-gb	I can give simple descriptions of the processes that lead to change in the natural world.
cy-gb	Rwy’n gallu rhoi disgrifiadau syml o’r prosesau sy’n arwain at newid yn y byd naturiol.

en-gb	I can describe and explain how places, spaces, environments and landforms have changed over time and outline the processes that cause these changes in the natural world.
cy-gb	Rwy’n gallu disgrifio ac esbonio sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser, ac amlinellu’r prosesau sy’n achosi’r newidiadau hyn yn y byd naturiol.

en-gb	I can give comprehensive explanations and analysis of how and why places, spaces, environments and landforms have changed over time.
cy-gb	Rwy’n gallu rhoi esboniadau a dadansoddiad cyflawn o sut a pham mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser.

en-gb	Human societies are complex and diverse, and shaped by human actions and beliefs.
cy-gb	Mae cymdeithasau dynol yn gymhleth ac yn amrywiol, ac maen nhw’n cael eu llywio gan weithredoedd a chredoau pobl.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	I am beginning to identify important events that have happened to me in the past. 
cy-gb	Rwy’n dechrau adnabod digwyddiadau pwysig sydd wedi digwydd i mi yn y gorffennol. 

en-gb	I am beginning to understand that some events have happened in the past, other events are happening in the present and that more events will happen in the future.     
cy-gb	Rwy’n dechrau deall fod rhai pethau wedi digwydd yn y gorffennol, rhai yn digwydd yn y presennol, ac y bydd mwy yn digwydd yn y dyfodol.

en-gb	I can sequence events and I am beginning to understand that the past can be divided into periods of time.
cy-gb	Rwy’n gallu rhoi digwyddiadau mewn trefn, ac yn dechrau deall y gellir rhannu’r gorffennol i gyfnodau o amser.

en-gb	I can recognise similarities and differences between people’s lives, both in the past and present.
cy-gb	Rwy’n gallu adnabod pethau tebyg a gwahanol ym mywydau pobl, yn y gorffennol a’r presennol. 

en-gb	I can identify aspects of life in my community that have changed over time.
cy-gb	Rwy’n gallu adnabod agweddau o fywyd yn fy nghymuned sydd wedi newid dros gyfnod o amser.

en-gb	I have an understanding that the past can be divided into periods of time. 
cy-gb	Rwy’n deall y gellir rhannu’r gorffennol i gyfnodau o amser a bod gan y cyfnodau hyn nodweddion nodedig. 

en-gb	I also have an understanding that these periods have distinctive features and are different from one another, as well as different from the present.
cy-gb	Rwy’n deall hefyd bod y cyfnodau hyn yn wahanol i’w gilydd yn ogystal â bod yn wahanol i’r presennol.

en-gb	I can describe and explain similarities and differences between people’s lives both in the past and present
cy-gb	Rwy’n gallu disgrifio ac esbonio pethau tebyg a gwahanol ym mywydau pobl, yn y gorffennol a’r presennol.

en-gb	I can describe how some different characteristics of communities and societies have changed, within and across periods of time, in my locality and in Wales, as well as in the wider world. 
cy-gb	Rwy’n gallu disgrifio’r modd y mae rhai gwahanol nodweddion cymunedau a chymdeithasau wedi newid o fewn a thros gyfnod o amser, yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach. 

en-gb	I can make meaningful connections and comparisons between a broad range of historical periods of time in order to develop a chronological map of the past.
cy-gb	Rwy’n gallu gwneud cysylltiadau  a dangos cymharu pwrpasol rhwng ystod eang o gyfnodau hanesyddol er mwyn datblygu map cronolegol o’r gorffennol.

en-gb	I can use my knowledge and understanding to analyse and explain how different communities and societies have changed over time, in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ddadansoddi ac esbonio’r modd y mae gwahanol gymunedau a chymdeithasau wedi newid dros gyfnod o amser yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can give comprehensive explanations and analysis of  the characteristics of different periods of time, recognising the dynamics of continuity and change over periods of varying lengths in order to develop an increasingly detailed chronological map of the past. 
cy-gb	Rwy’n gallu rhoi esboniadau a dadansoddiad cynhwysfawr o nodweddion gwahanol gyfnodau o amser, gan adnabod deinamig cysondeb a newid dros gyfnodau o wahanol hyd er mwyn datblygu map cronolegol cynyddol fanwl o’r gorffennol. 

en-gb	I can use my detailed understanding of the nature and extent of change and continuity to explain and analyse how communities and societies have adapted and changed in my locality and in Wales, as well as in the wider world. 
cy-gb	Rwy’n gallu ddefnyddio fy nealltwriaeth fanwl o natur a graddau newid a pharhad i esbonio a dadansoddi’r modd y mae cymunedau a chymdeithasau wedi addasu a newid, a hynny yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach. 

en-gb	I can also use this knowledge to consider possible futures.
cy-gb	Rwyf hefyd yn gallu defnyddio’r wybodaeth hon i ystyried dyfodol posib.

en-gb	I am beginning to understand that my actions and those of others have causes and effects.
cy-gb	Rwy’n dechrau deall bod gan fy ngweithredoedd i, a gweithredoedd pobl eraill, achosion ac effeithiau.

en-gb	I have explored some causes and effects of events and changes in my community over time.
cy-gb	Rwyf wedi archwilio rhai achosion ac effeithiau digwyddiadau a newidiadau yn fy nghymuned dros gyfnod o amser.

en-gb	I can identify and explain the main causes and effects of events in a range of contexts, and I can recognise how these impact communities and societies. 
cy-gb	Rwy’n gallu adnabod ac esbonio prif achosion ac effeithiau digwyddiadau mewn ystod o gyd-destunau, ac rwy’n gallu adnabod sut mae’r rhain yn effeithio ar gymunedau a chymdeithasau.

en-gb	I can explain and analyse the causes of a range of events and changes in the past and present, and can appreciate how causes can often be interconnected and differ in importance.
cy-gb	Rwy’n gallu esbonio a dadansoddi achosion ystod o ddigwyddiadau a newidiadau yn y gorffennol a’r presennol, ac yn gallu gwerthfawrogi sut y gall achosion fod yn aml yn rhyng-gysylltiedig, a gwahaniaethu o ran pwysigrwydd. 

en-gb	I can explain and analyse the effects and consequences of a range of events and changes in the past and present, and understand that they differ in importance.
cy-gb	Rwy’n gallu esbonio a dadansoddi effeithiau a chanlyniadau ystod o ddigwyddiadau a newidiadau yn y gorffennol a’r presennol, a deall eu bod yn gwahaniaethu o ran pwysigrwydd. 

en-gb	I can critically evaluate how various causal factors interrelate over a range of timescales and in a range of contexts. 
cy-gb	Rwy’n gallu gwerthuso’n feirniadol sut y mae amrywiaeth o ffactorau achosol yn rhyng-gysylltu dros ystod o gyfnodau o amser ac o fewn ystod o gyd-destunau. 

en-gb	I can subsequently appreciate how and why the significance of these factors may be contested. 
cy-gb	Rwyf wedyn yn gallu gwerthfawrogi pam a sut y gellir cwestiynu arwyddocâd y ffactorau hyn. 

en-gb	I can critically evaluate the consequences and significance of events and changes in a range of societies in the past and present. 
cy-gb	Rwy’n gallu gwerthuso’n feirniadol  ganlyniadau ac arwyddocâd digwyddiadau a newidiadau mewn ystod o gymdeithasau yn y gorffennol a’r presennol. 

en-gb	I can show an awareness of who I am and that I am similar and different to others.
cy-gb	Rwy’n gallu ddangos ymwybyddiaeth o bwy ydwyf a’m bod i’n debyg ac yn wahanol i eraill.

en-gb	I can explore my identity and compare it with those of others, recognising that society is made up of diverse groups, beliefs and viewpoints. 
cy-gb	Rwy’n gallu archwilio fy hunaniaeth, a’i chymharu â rhai pobl eraill, gan gydnabod bod nifer o wahanol grwpiau, credoau a safbwyntiau o fewn cymdeithas.

en-gb	I can explore a range of ways in which identity is formed and some of the influences that impact upon diversity in society.
cy-gb	Rwy’n gallu archwilio ystod o ffyrdd mae hunaniaeth yn cael ei ffurfio, a rhai o’r dylanwadau sy’n effeithio ar amrywiaeth o fewn cymdeithas. 

en-gb	I can analyse and explain how identity is formed. 
cy-gb	Rwy’n gallu dadansoddi ac esbonio sut mae hunaniaeth yn cael ei ffurfio. 

en-gb	I can explain the connections between diverse societies. 
cy-gb	Rwy’n gallu esbonio’r cysylltiadau rhwng cymdeithasau amrywiol.

en-gb	I can evaluate the multifaceted nature of identity and explain how it influences people’s interaction and impact within and across diverse societies in my locality and in Wales, as well as in the wider world. 
cy-gb	Rwy’n gallu gwerthuso natur amlochrog hunaniaeth, a gallu esbonio sut y gall hyn ddylanwadu ar ymwneud pobl â’i gilydd, ac effeithio o fewn ac ar draws cymdeithasau amrywiol yn fy ardal leol ac yng Nghymru, yn ogystal â’r byd ehangach.

en-gb	I am beginning to develop my awareness of similarities and differences between people.
cy-gb	Rwy’n dechrau datblygu ymwybyddiaeth o’r hyn sy’n debyg ac yn wahanol rhwng pobl.

en-gb	I have explored and am aware of diversity in communities. 
cy-gb	Rwyf wedi archwilio amrywiaeth o fewn cymunedau, ac rwy’n ymwybodol o hyn.

en-gb	I can describe and explain the ways in which my life is similar and different to others, and I understand that not everyone shares the same experiences, beliefs and viewpoints. 
cy-gb	Rwy’n gallu disgrifio ac esbonio’r ffyrdd mae fy mywyd i yn debyg ac yn wahanol i eraill, ac rwy’n deall nad yw pawb yn rhannu’r un profiadau, credoau a safbwyntiau.