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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

en-gb	Learner involvement
cy-gb	Cynnwys y dysgwr

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

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

en-gb	Outcomes
cy-gb	Deilliannau

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

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

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

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

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

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

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

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

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

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

en-gb	Transition planning
cy-gb	Cynllunio pontio

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

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

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

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

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

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

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

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

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

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

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

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

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

en-gb	Learner involvement
cy-gb	Cynnwys y dysgwr

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

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

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

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

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

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

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

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

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

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

en-gb	Learner involvement
cy-gb	Cynnwys y dysgwyr

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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