en-gb	I have used proportional reasoning to compare two quantities, using direct or inverse proportion, and I can solve problems involving repeated and inverse proportional reasoning.
cy-gb	Rwyf wedi defnyddio rhesymu cyfrannol i gymharu dau faint gan ddefnyddio cyfrannedd union neu wrthdro , ac rwy’n gallu datrys problemau gan ddefnyddio rhesymu cyfrannol ailadroddus a rhesymu cyfrannol gwrthdro.

en-gb	I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.
cy-gb	Rwyf wedi defnyddio arian, ac iaith arian, mewn sefyllfaoedd chwarae a bywyd go iawn, ac rwy’n gallu deall bod angen i mi gyfnewid arian am eitemau.

en-gb	I can understand the equivalence and value of coins and notes to make appropriate transactions in role play.
cy-gb	Rwy’n gallu deall cywerthedd a gwerth darnau arian ac arian papur i wneud trafodion priodol wrth chwarae rôl.

en-gb	I can demonstrate an understanding of income and expenditure, and I can apply calculations to explore profit and loss.
cy-gb	Rwy’n gallu dangos dealltwriaeth o incwm a gwariant, ac rwy’n gallu cymhwyso fy sgiliau cyfrifo i archwilio elw a cholled.

en-gb	I can apply percentages and ratio to solve problems including simple and compound interest, appreciation and depreciation, calculating budgets, foreign currencies, and basic taxation on goods and services. 
cy-gb	Rwy’n gallu cymhwyso canrannau a chymhareb i ddatrys problemau gan gynnwys llog syml, adlog, arbrisiant, dibrisiant, cyfrifo cyllidebau, arian tramor a threth sylfaenol ar wasanaethau a nwyddau. 

en-gb	I have developed my understanding of finance in personal, local and global contexts.
cy-gb	Rwyf wedi datblygu fy nealltwriaeth o gyllid mewn cyd-destun personol, lleol a byd-eang.

en-gb	I have further developed my understanding of finance to include annual equivalent rate (AER) and annual percentage rate (APR) so that I can evaluate and compare financial products. 
cy-gb	Rwyf wedi dyfnhau fy nealltwriaeth ariannol gan gynnwys y gyfradd gywerth ﬂynyddol (AER) a’r gyfradd ganrannol ﬂynyddol (APR), er mwyn gwerthuso a chymharu cynnyrch ariannol. 

en-gb	I can calculate income tax and understand the implications of taxation including using the Welsh rates of income tax and other taxes devolved to Wales.
cy-gb	Rwy’n gallu cyfrifo treth incwm a deall goblygiadau trethiant gan gynnwys defnyddio cyfraddau treth incwm Cymru a threthi eraill sydd wedi eu datganoli i Gymru.

en-gb	Algebra uses symbol systems to express the structure of mathematical relationships.
cy-gb	Mae algebra yn defnyddio systemau symbolau i fynegi strwythur perthnasoedd mathemategol

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en-gb	Progression step 4
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en-gb	Progression step 5
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en-gb	I am beginning to recognise, copy, extend and generalise patterns and sequences around me.
cy-gb	Rwy’n dechrau adnabod, copïo, ymestyn a chyffredinoli patrymau a dilyniannau o’m cwmpas.

en-gb	I have explored patterns of numbers and shape. 
cy-gb	Rwy’n gallu archwilio patrymau rhifau a siapiau. 

en-gb	I can recognise, copy and generate sequences of numbers and visual patterns.
cy-gb	Rwy’n gallu adnabod, copïo a chynhyrchu dilyniannau rhifau a phatrymau gweledol.

en-gb	I can explore and create patterns of numbers and shapes. 
cy-gb	Rwy’n gallu archwilio a chreu patrymau rhifau a siapiau. 

en-gb	I can explain numerical sequences and spatial patterns in words and by generalising them.
cy-gb	Rwy’n gallu esbonio dilyniannau rhifyddol a phatrymau gofodol mewn geiriau ac wrth eu cyffredinoli.

en-gb	I can explore, generate, identify and represent both numerical and spatial linear sequences, including finding and using a general term.
cy-gb	Rwy’n gallu archwilio, creu, adnabod a chynrychioli dilyniannau llinol  rhifyddol a gofodol, gan gynnwys darganfod a defnyddio term cyffredinol.

en-gb	I can explore, generate, identify and represent both numerical and spatial patterns, using linear and non-linear sequences.
cy-gb	Rwy’n gallu archwilio, creu, adnabod a chynrychioli dilyniannau rhifyddol a gofodol, gan ddefnyddio dilyniannau llinol ac aflinol .

en-gb	I am beginning to demonstrate, using objects, an understanding of the concepts of ‘equal’ and ‘not equal’.
cy-gb	Rwy’n dechrau dangos dealltwriaeth o gysyniadau ‘hafal’ a ‘ddim yn hafal’ gan ddefnyddio gwrthrychau.

en-gb	I can use the equals sign to indicate that both sides of a number sentence have the same value and I can use inequality signs when comparing quantities to indicate ‘more than’ and ‘less than’.
cy-gb	Rwy’n gallu defnyddio’r arwydd hafal i ddangos bod gan ddwy ochr brawddeg rhif yr un gwerth â’i gilydd, ac rwy’n gallu defnyddio arwyddion anhafaledd wrth gymharu meintiau er mwyn nodi ‘mwy na’ a ‘llai na’.

en-gb	I have explored commutativity with addition and multiplication and I can recognise when two different numerical expressions describe the same situation but are written in different ways.
cy-gb	Rwyf wedi archwilio cymudedd mewn perthynas ag adio a lluosi, ac rwy’n gallu adnabod pan fydd dau fynegiad rhifyddol gwahanol yn disgriﬁo’r un sefyllfa ond eu bod wedi’u hysgrifennu mewn gwahanol ffyrdd. 

en-gb	I can use commutativity , distributivity and associativity to explore equality and inequality of expressions.
cy-gb	Rwy’n gallu defnyddio cymudedd , dosbarthedd a chysylltiadedd er mwyn archwilio hafaledd ac anhafaledd mynegiadau.

en-gb	I can demonstrate my understanding of the concept of a variable , using algebraic  notation to form linear expressions, equations and inequalities. 
cy-gb	Rwy’n gallu dangos fy nealltwriaeth o gysyniad newidyn , a defnyddio nodiant algebra i ffurfio mynegiadau, hafaliadau ac anhafaleddau llinol. 

en-gb	I can interpret algebraic expressions because I understand the way symbols are used to represent operations, multiples and powers.
cy-gb	Rwy’n gallu dehongli mynegiadau algebraidd gan fy mod yn deall y ffordd y defnyddir symbolau i gynrychioli gweithrediadau, lluosrifau a phwerau.

en-gb	I can explore the concepts of equality and identity , connecting geometric, algebraic and graphical representations.
cy-gb	Rwy’n gallu archwilio cysyniadau hafaledd ac unfathiant , gan gysylltu cynrychioliadau algebraidd a graffigol. 

en-gb	I can manipulate algebraic expressions fluently by simplifying, expanding, substituting and factorising by extracting a common factor.
cy-gb	Rwy’n gallu trin mynegiadau algebraidd yn rhugl drwy symleiddio, ehangu, tynnu a ffactorio drwy echdynnu ffactor cyffredin.

en-gb	I can manipulate algebraic expressions fluently by expanding double brackets, factorising quadratic expressions and simplifying algebraic fractions.
cy-gb	Rwy’n gallu trin mynegiadau algebraidd yn rhugl drwy ymestyn cromfachau dwbl, ffactorio mynegiadau cwadratig a symleiddio ffracsiynau algebraidd.

en-gb	I can find missing numbers when number bonds and multiplication facts are not complete.
cy-gb	Rwy’n gallu dod o hyd i rifau coll pan mae bondiau rhif  a ffeithiau lluosi yn anghyflawn. 

en-gb	I can demonstrate an understanding of the idea of input, application of a rule (including inverse operations) and output, using a function machine or other appropriate methods, a nd I have applied this idea to solve problems.
cy-gb	Rwy’n gallu dangos dealltwriaeth o’r syniad o fewnbwn, cymhwyso rheol (gan gynnwys gweithrediadau gwrthdro ) ac allbwn, defnyddio peiriant ffwythiant neu ddulliau priodol eraill, ac rwyf wedi cymhwyso’r syniad hwn i ddatrys problemau.

en-gb	I can model problems, using expressions and equations involving symbols or words to represent unknown values, adopting the conventions of algebra. 
cy-gb	Rwy’n gallu modelu problemau gan greu mynegiadau a hafaliadau sy’n defnyddio symbolau neu eiriau i gynrychioli gwerthoedd anhysbys, gan fabwysiadu dulliau algebra. 

en-gb	I can use inverse operations to find unknown values in simple equations.
cy-gb	Rwy’n gallu defnyddio gweithrediadau gwrthdro er mwyn dod o hyd i werthoedd anhysbys mewn hafaliadau syml.

en-gb	I can explore and use efficient methods of solving equations and inequalities in the first degree , and I can apply this knowledge to rearrange formulae where the subject appears in one term.
cy-gb	Rwy’n gallu archwilio a defnyddio dulliau effeithlon o ddatrys problemau ac anhafaleddau unradd , gan hefyd gymhwyso’r wybodaeth hon i ad-drefnu hafaliadau ble mae’r testun yn ymddangos mewn un term.

en-gb	I can use equations and inequalities in the first degree to represent and model real-life situations and solve problems, using a range of representations. 
cy-gb	Rwy’n gallu defnyddio hafaliadau ac anhafaleddau unradd i gynrychioli a modelu sefyllfaoedd go iawn a datrys problemau gan ddefnyddio amrywiaeth o gynrychioliadau.

en-gb	I can explore and use  efficient methods of solving simultaneous, quadratic and trigonometric equations, and I can apply this knowledge to rearrange formulae where the subject appears in more than one term.
cy-gb	Rwy’n gallu archwilio a defnyddio dulliau effeithlon o ddatrys hafaliadau cydamserol, cwadratig a thrigonometrig gan hefyd gymhwyso’r wybodaeth hon i ad-drefnu hafaliadau ble mae’r testun yn ymddangos mewn un term.

en-gb	I can use equations and inequalities , and relevant graphs, to represent and model real-life situations and solve problems, including those which describe proportion and exponentiation . 
cy-gb	Rwy’n gallu defnyddio hafaliadau ac anhafaleddau a graffiau perthnasol i gynrychioli a modelu sefyllfaoedd go iawn a datrys problemau, gan gynnwys rhai sy’n disgrifio cyfrannedd ac esbonyddiaeth .

en-gb	I can explore linear equations graphically and I can demonstrate an understanding of the effect on the line when the constant or coefficient of x is changed.
cy-gb	Rwy’n gallu archwilio hafaliadau llinol ar ffurf graff ac rwy’n gallu dangos dealltwriaeth o’r effaith ar y llinell ble mae cysonyn neu gyfernod x  yn cael ei newid.

en-gb	I can investigate a variety of non-linear graphs, including quadratic, cubic and reciprocal , to develop an understanding of the effect of the coefficients and constants on the shape of the graph. 
cy-gb	Rwy’n gallu archwilio amrywiaeth o graffiau aflinol , gan gynnwys rhai cwadratig, ciwbig a chilyddol er mwyn dod i ddeall effaith cyfernodau a chysonion ar siâp y graff.

en-gb	I can determine or approximate the rate of change at a point on a graph and I can investigate the area under a graph, understanding what these represent in real-life contexts.
cy-gb	Rwy’n gallu darganfod neu amcangyfrif cyfradd newid ar bwynt mewn graff, ac rwy’n gallu archwilio’r arwynebedd o dan graff, gan ddeall beth maen nhw’n ei gynrychioli yng nghyd-destun bywyd go iawn.

en-gb	Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world.
cy-gb	Mae geometreg yn canolbwyntio ar berthnasoedd sy’n ymwneud â phriodweddau siâp, gofod a saﬂe, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd fﬁsegol.

en-gb	Progression step 1
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en-gb	I can understand and apply the language of time in relation to my daily life.
cy-gb	Rwy’n gallu deall a chymhwyso iaith amser mewn perthynas â’m bywyd bob-dydd.

en-gb	I have used a variety of objects to measure. 
cy-gb	Rwyf wedi defnyddio amrywiaeth o wrthrychau i fesur. 

en-gb	I am beginning to understand the need to repeat the same physical unit without any gaps when measuring.
cy-gb	Wrth fesur, rwy’n dechrau deall yr angen i ailadrodd yr un uned ffisegol heb unrhyw fylchau.

en-gb	I can make estimates and comparisons with measures,  such as ‘shorter than’, ‘heavier than’.
cy-gb	Rwy’n gallu amcangyfrif a chymharu gyda mesurau megis ‘byrrach na...’, ‘trymach na...’.

en-gb	I am beginning to tell the time using a variety of devices. 
cy-gb	Rwy’n dechrau dweud yr amser gan ddefnyddio amrywiaeth o ddyfeisiau. 

en-gb	I have explored and used different ways of showing the passing of time, including calendars, timelines, simple timetables and schedules.
cy-gb	Rwyf wedi archwilio ac wedi defnyddio gwahanol ffyrdd o ddangos treigl amser, gan gynnwys calendrau, llinellau amser, amserlenni syml a rhestrau digwyddiadau.

en-gb	I have explored measuring, using counting, measuring equipment and calculating, and I can choose the most appropriate method to measure.
cy-gb	Rwyf wedi archwilio mesur, gan ddefnyddio cyfrif, offer mesur a chyfrifo, ac rwy’n gallu dewis y dull mwyaf addas i fesur.

en-gb	I can estimate and measure, using non-standard units ,  before progressing onto standard units. 
cy-gb	Rwy’n gallu amcangyfrif a mesur gan ddefnyddio unedau ansafonol priodol, cyn symud ymlaen i unedau safonol.

en-gb	I can use a variety of measuring devices from different starting points.
cy-gb	Rwy’n gallu defnyddio amrywiaeth o ddyfeisiau mesur o fannau cychwyn gwahanol.

en-gb	I can read analogue and digital clocks accurately and I can make interpretations and perform calculations involving time.
cy-gb	Rwy’n gallu darllen clociau analog a digidol yn gywir ac rwy’n gallu gwneud cynrychioliadau a chyfrifo sy’n gysylltiedig ag amser. 

en-gb	I can estimate and measure length, capacity, mass, temperature and time, using appropriate standard units.
cy-gb	Rwy’n gallu amcangyfrif a mesur hyd, cynhwysedd, màs, tymheredd ac amser, gan ddefnyddio unedau safonol priodol.

en-gb	I can convert between standard units, including applying my understanding of place value to convert between metric units.
cy-gb	Rwy’n gallu cyfnewid rhwng unedau safonol, gan gynnwys cymhwyso fy nealltwriaeth o werth lle i gyfnewid rhwng unedau metrig.

en-gb	I can represent and use compound measures , using standard units, and I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.
cy-gb	Rwy’n gallu cynrychioli a defnyddio mesurau cyfansawdd , gan ddefnyddio unedau safonol, ac rwy’n gallu dangos dealltwriaeth o’r berthynas rhwng fformiwla sy’n cynrychioli mesuriad a’r unedau a ddefnyddiwyd.

en-gb	I have explored, compared, and used the general language of shapes through investigative play.
cy-gb	Rwyf wedi archwilio, cymharu, a defnyddio iaith gyffredinol siapiau trwy chwarae ymchwiliol.

en-gb	I have explored two-dimensional and three-dimensional shapes and their properties in a range of contexts. 
cy-gb	Rwyf wedi archwilio siapiau dau ddimensiwn a thri dimensiwn, ynghyd â’u priodweddau, mewn amrywiaeth o gyd-destunau.

en-gb	I have explored reflective symmetry in a range of contexts and I can discuss it as a property of shapes and images.
cy-gb	Rwyf wedi archwilio cymesuredd adlewyrchol mewn amrywiaeth o gyd-destunau ac rwy’n gallu’i drafod fel un o briodweddau siapiau dau ddimensiwn.

en-gb	I can explore and consolidate my understanding of the properties of two-dimensional shapes to include the number of sides and symmetry.
cy-gb	Rwy’n gallu archwilio a chadarnhau fy nealltwriaeth o briodweddau siapiau dau ddimensiwn gan gynnwys nifer yr ochrau a chymesuredd.

en-gb	I can explore vertices, edges and faces of three-dimensional shapes and I can use these characteristics to describe a three-dimensional shape.
cy-gb	Rwy’n gallu archwilio fertigau, ymylon a wynebau siapiau tri dimensiwn ac rwy’n gallu defnyddio’r nodweddion hyn i ddisgriﬁo siâp tri dimensiwn.

en-gb	I can relate a three-dimensional shape to its two-dimensional nets.
cy-gb	Rwy’n gallu perthnasu siâp tri dimensiwn i’w rwydau dau ddimensiwn.

en-gb	I can use efficient methods for finding the perimeter and area of two-dimensional shapes , understanding how basic formulae are derived.
cy-gb	Rwy’n gallu defnyddio dulliau effeithlon i ddarganfod perimedr ac arwynebedd siapiau dau ddimensiwn, gan ddeall sut mae hafaliadau sylfaenol yn deillio ohonynt.

en-gb	I can use a variety of approaches to investigate, predict and demonstrate the effect of transformations on two-dimensional shapes.
cy-gb	Rwy’n gallu defnyddio dulliau amrywiol i ymchwilio, rhagfynegi a dangos effaith trawsffurfiadau ar siapiau dau ddimensiwn.

en-gb	I can explore and calculate the areas and perimeters of simple and compound two-dimensional shapes, including circles, and I have demonstrated an understanding of pi (π) as the ratio of the circumference of a circle to its diameter. 
cy-gb	Rwy’n gallu archwilio a chyfrifo arwynebedd a pherimedr siapiau dau ddimensiwn syml a chyfansawdd, gan gynnwys cylchoedd, ac rwyf wedi dangos dealltwriaeth o pi (π) fel cymhareb cylchedd cylch i’w ddiamedr. 

en-gb	I can apply my understanding of area to be able to calculate the surface area of simple prisms.
cy-gb	Rwy’n gallu cymhwyso fy nealltwriaeth o arwynebedd i gyfrifo arwynebedd arwyneb prismau syml.

en-gb	I can derive and apply the formulae for the volume of simple prisms.
cy-gb	Rwy’n gallu deillio a chymhwyso’r hafaliadau ar gyfer cyfaint prismau syml. 

en-gb	I can apply my understanding of area to demonstrate and use the relationship between right-angled triangles and squares in the context of Pythagoras’ theorem.
cy-gb	Rwy’n gallu cymhwyso fy nealltwriaeth o arwynebedd i ddangos a defnyddio’r berthynas rhwng trionglau ongl sgwâr a sgwariau yng nghyd-destun theorem Pythagoras.

en-gb	I can apply my understanding of the effect of transformations on the properties of shapes in order to explain why they are similar, congruent or neither.
cy-gb	Rwy’n gallu cymhwyso fy nealltwriaeth o effaith trawsffurfiadau ar briodweddau siapiau er mwyn esbonio pam maen nhw’n gyflun, yn gyfath neu ddim un o’r ddau.

en-gb	I can explore and demonstrate an understanding of the effect of scale when comparing measurements of similar shapes in all three dimensions.
cy-gb	Rwy’n gallu archwilio a dangos dealltwriaeth o effaith graddfa wrth gymharu mesuriadau siapiau cyflun ym mhob un o’r tri dimensiwn.

en-gb	I can use my knowledge of scale and ratio to calculate the lengths and areas of fractions of shapes, including arcs and segments of circles.
cy-gb	Rwy’n gallu dangos fy nealltwriaeth o raddfa a chymhareb wrth gyfrifo hyd ac arwynebedd ffracsiynau siapiau, gan gynnwys arcau a segmentau cylchoedd.

en-gb	I can use my knowledge of measurement to calculate the perimeter, area (or surface area) and volume of compound two-dimensional and three ‑ dimensional shapes.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth o fesur i gyfrifo perimedr, arwynebedd (neu arwynebedd arwyneb) a chyfaint siapiau dau ddimensiwn a thri dimensiwn cyfansawdd.

en-gb	I can explore trigonometric ratios in right-angled triangles and I can use my knowledge of them to solve problems involving lengths, angles and area of any triangle.
cy-gb	Rwy’n gallu archwilio cymarebau trigonometrig mewn trionglau ongl sgwâr ac rwy’n gallu defnyddio fy ngwybodaeth ohonyn nhw i ddatrys problemau sy’n cynnwys hydoedd, onglau ac arwynebedd unrhyw driongl.

en-gb	I have explored movements and directions and I am beginning to use mathematical language to describe position.
cy-gb	Rwyf wedi archwilio symudiadau a chyfeiriadau ac rwy’n dechrau defnyddio iaith fathemategol i ddisgriﬁo saﬂe.

en-gb	I c an describe and quantify the position of objects in relation to other objects.
cy-gb	Rwy’n gallu disgrifio a meintioli safle gwrthrychau mewn perthynas â gwrthrychau eraill.

en-gb	I have developed an understanding of the ways in which co-ordinates are used to solve problems involving position, length and shape.
cy-gb	Rwyf wedi datblygu dealltwriaeth o’r ffyrdd y defnyddir cyfesurynnau i ddatrys problemau sy’n ymwneud â safle, hyd a siâp.

en-gb	I can locate and describe the locus of points defined by a range of different criteria.
cy-gb	Rwy’n gallu lleoli a disgriﬁo locws pwyntiau a ddifﬁniwyd gan amrywiaeth o wahanol feini prawf.

en-gb	I have explored the concept of rotation and I am beginning to use simple fractions of a complete rotation to describe turns.
cy-gb	Rwyf wedi archwilio’r cysyniad o gylchdroi, ac rwy’n dechrau defnyddio ffracsiynau syml mewn perthynas â chylchdro cyﬂawn i ddisgriﬁo troeon.

en-gb	I can demonstrate my understanding of angle as a measure of rotation and I can recognise, name and describe types of angles.
cy-gb	Rwy’n gallu dangos fy nealltwriaeth o onglau fel ffordd o fesur cylchdro, ac rwy’n gallu adnabod, enwi a disgriﬁo mathau o onglau.

en-gb	I can use angle and shape facts to deduce further features and relationships of triangles and quadrilaterals.
cy-gb	Rwy’n gallu defnyddio ffeithiau am onglau a siapiau i ddiddwytho nodweddion a pherthnasoedd pellach yn ymwneud â thrionglau a phedrochrau. 

en-gb	I can explore and calculate angles formed by parallel lines and by a transversal . 
cy-gb	Rwy’n gallu archwilio a chyfrifo onglau a ffurfiwyd gan linellau paralel ac ardrawslin . 

en-gb	I have applied my understanding of angles to model and solve problems involving bearings.
cy-gb	Rwyf wedi cymhwyso fy nealltwriaeth o onglau i fodelu a datrys problemau yn ymwneud â chyfeiriannau.

en-gb	I can use logical arguments and my knowledge of polygons, intersecting lines, angle and the circle theorems to deduce and calculate the size of angles and length of lines.
cy-gb	Rwy’n gallu defnyddio dadleuon rhesymegol, ynghyd â’r hyn rwy’n ei wybod am bolygonau, llinellau sy’n croesdorri, onglau a’r theoremau cylch, i ddiddwytho a chyfrifo maint onglau a hyd llinellau.

en-gb	Statistics represent data, probability models chance, and both support informed inferences and decisions.
cy-gb	Mae ystadegau yn cynrychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus.

en-gb	Progression step 1
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en-gb	Progression step 3
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en-gb	Progression step 4
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en-gb	Progression step 5
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en-gb	I can investigate, collect and record data found in my environment.
cy-gb	Rwy’n gallu ymchwilio, casglu a chofnodi data sydd yn fy amgylchedd.

en-gb	I can collect and organise data to ask and answer questions in relevant situations.
cy-gb	Rwy’n gallu casglu a threfnu data er mwyn gofyn ac ateb cwestiynau mewn sefyllfaoedd perthnasol.

en-gb	I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data.
cy-gb	Rwy’n gallu casglu gwahanol fathau o ddata er mwyn ateb amrywiaeth o gwestiynau a ofynnwyd, gan ddangos fy mod yn deall pwysigrwydd casglu data perthnasol.

en-gb	I can choose a sensible hypothesis to investigate. 
cy-gb	Rwy’n gallu dewis rhagdybiaeth synhwyrol er mwyn ei harchwilio. 

en-gb	I have explored the relationship between the type of data I have collected (including qualitative and quantitative ) and how this can be manipulated and represented.
cy-gb	Rwyf wedi archwilio’r berthynas rhwng y math o ddata rwyf wedi eu casglu (gan gynnwys data ansoddol  a meintiol ) a sut y gellir trin a chynrychioli’r data hyn.

en-gb	I can explore different sampling methods, including systematic and stratified sampling, understanding the need to select appropriate sampling methods when collecting data.
cy-gb	Rwy’n gallu archwilio gwahanol ddulliau samplu, yn cynnwys samplu systematig a haenedig, gan ddeall yr angen i ddewis dull casglu sampl priodol wrth gasglu data.

en-gb	I can group sets into categories and I am beginning to communicate the rule(s) I have used.
cy-gb	Rwy’n gallu grwpio setiau mewn i gategorïau ac rwy’n dechrau cyfleu’r rheol neu’r rheolau rwyf wedi’u defnyddio.

en-gb	I can sort and classify using more than one criterion, including the use of Venn diagrams and Carroll diagrams.
cy-gb	Rwy’n gallu didoli a dosbarthu gan ddefnyddio mwy nag un maen prawf, gan ddefnyddio diagramau Venn a diagramau Carroll.

en-gb	I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.
cy-gb	Rwy’n dechrau cofnodi a chyflwyno data mewn amrywiol ffyrdd, gan gynnwys defnyddio siartiau rhifo, tablau amlder, a grafﬁau bloc lle y darperir echelinau a graddfeydd priodol.

en-gb	I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs.
cy-gb	Rwy’n gallu cynrychioli gwybodaeth drwy greu amrywiaeth o siartiau priodol sy’n cymhlethu’n gynyddol, gan gynnwys siartiau cyfrif, tablau amlder, grafﬁau bar a grafﬁau llinell.

en-gb	I can make informed choices about how to organise and represent data, using a wide range of graphs and charts, including pie charts, frequency diagrams and frequency polygons.
cy-gb	Rwy’n gallu gwneud dewisiadau gwybodus am sut i drefnu a chynrychioli data, gan ddefnyddio amrywiaeth eang o graffiau a siartiau, gan gynnwys siart cylch, diagram amlder a pholygon amlder.

en-gb	I can extend my methods for representing data, including cumulative frequency, box and whisker, and histograms, to interpret measures of central tendency and measures of spread .
cy-gb	Rwy’n gallu ymestyn fy nulliau cynrychioli data, gan gynnwys dulliau amlder cronnus, blwch a blewyn, a histogramau, er mwyn dehongli mesurau canolduedd  a mesurau gwasgariad .

en-gb	I am beginning to represent and interpret data, using a range of methods.
cy-gb	Rwy’n dechrau cyflwyno a dehongli data, gan ddefnyddio amrywiaeth o ddulliau.

en-gb	I am beginning to interpret and analyse simple graphs, charts and data.
cy-gb	Rwy’n dechrau dehongli a dadansoddi grafﬁau, siartiau a data syml.

en-gb	I can explain my findings and I am beginning to evaluate how well my method worked.
cy-gb	Rwy’n gallu esbonio fy nghanfyddiadau, a dechrau gwerthuso llwyddiant fy null gweithredu.

en-gb	I can use different scales to extract and interpret information from a range of diagrams, tables and graphs, including pie charts with simple fractions and proportions. 
cy-gb	Rwy’n gallu defnyddio gwahanol raddfeydd i echdynnu a dehongli gwybodaeth allan o amrywiaeth o ddiagramau, tablau a grafﬁau, gan gynnwys siartiau cylch gyda ffracsiynau a chyfraneddau syml. 

en-gb	I can recognise any trends that are seen.
cy-gb	Rwy’n gallu adnabod unrhyw dueddiadau a welir.

en-gb	I can find and use the mean of a simple set of data to explain how the statistics do, or do not, support an argument. 
cy-gb	Rwy’n gallu dod o hyd i gymedr set syml o ddata a’i ddefnyddio i esbonio sut mae’r ystadegau yn cefnogi neu yn gwrthddweud dadl. 

en-gb	I can recognise how anomalies affect the mean.
cy-gb	Rwy’n gallu adnabod sut mae anomaleddau yn effeithio ar y cymedr. 

en-gb	I can understand that different averages can be used to compare data, including grouped data, recognising the advantages and disadvantages of each average.
cy-gb	Rwy’n gallu deall y gellir defnyddio gwahanol gyfartaleddau i gymharu data, gan gynnwys data wedi’u grwpio, gan adnabod manteision ac anfanteision pob cyfartaledd.

en-gb	I can explore trends and anomalies in data sets, investigating correlation between two variables .
cy-gb	Rwy’n gallu archwilio tueddiadau ac anomaleddau mewn setiau data, gan ymchwilio i’r cydberthyniad rhwng dau newidyn .

en-gb	I can use data to draw conclusions about hypotheses and I have communicated my findings clearly. 
cy-gb	Rwy’n gallu defnyddio data er mwyn dod i gasgliadau am ragdybiaethau, ac rwyf wedi mynegi fy nghanfyddiadau yn glir. 

en-gb	I can critique my own methods and findings.
cy-gb	Rwy’n gallu trafod fy nulliau a’m canfyddiadau yn feirniadol.

en-gb	I can critically analyse statistics, considering how data is represented, its reliability, and whether and how the data has been manipulated to tell a particular story. 
cy-gb	Rwy’n gallu dadansoddi ystadegau’n feirniadol, gan ystyried sut y caiff data eu cyﬂwyno, eu dibynadwyedd, a’r modd, os o gwbl, y mae’r data wedi cael eu trin i adrodd stori benodol. 

en-gb	I can make informed decisions based on statistical evidence, identifying bias and anomalies.
cy-gb	Rwy’n gallu gwneud penderfyniadau gwybodus yn seiliedig ar dystiolaeth ystadegol, gan adnabod bias ac anomaleddau.

en-gb	I can explore outcomes and chance, using appropriate language, and I am beginning to use numerical values to represent probability.
cy-gb	Rwy’n gallu archwilio canlyniad a siawns, gan ddefnyddio iaith briodol, ac rwy’n dechrau defnyddio gwerth rhifol i gynrychioli tebygolrwydd.

en-gb	I can systematically explore all the possible mutually exclusive outcomes of successive and combined events.
cy-gb	Yn systematig, rwy’n gallu archwilio’r holl ganlyniadau cyd-anghynhwysol posibl sy’n gysylltiedig â digwyddiadau dilynol a chyfunol.

en-gb	I can use modelling to solve problems involving probabilities of mutually exclusive , independent and dependent events. 
cy-gb	Rwy’n gallu defnyddio modelu i ddatrys problemau sy’n ymwneud â thebygolrwydd digwyddiadau, cyd-anghynhwysol , annibynnol a dibynnol.

en-gb	I have explored the relationship between relative frequency and theoretical probability, and I can make judgements on the outcomes of experimental data.
cy-gb	Rwyf wedi archwilio’r berthynas rhwng amlder cymharol a thebygolrwydd damcaniaethol, ac rwy’n gallu llunio barn ar ganlyniadau data arbrofol.

en-gb	I can use probabilistic arguments, drawing on theory, information, research and experimentation, to make informed decisions.
cy-gb	Rwy’n gallu defnyddio dadleuon tebygoliaethol sy’n seiliedig ar ddamcaniaethau, gwybodaeth, gwaith ymchwil ac arbroﬁon er mwyn gwneud penderfyniadau gwybodus.

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

en-gb	This provides specific guidance to be used when incorporating learning in mathematics and numeracy in your curriculum. 
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn mathemateg a rhifedd 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 and schools should consider when designing learning and teaching in the Mathematics and Numeracy 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 Mathemateg a Rhifedd (Maes).

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

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	Practitioners should develop engaging and accessible experiences where learners are given regular opportunities to describe, explain and justify their understanding of various mathematical concepts, using appropriate mathematical vocabulary. 
cy-gb	Dylai ymarferwyr ddatblygu profiadau diddorol a hygyrch i ddysgwyr dderbyn cyfleoedd rheolaidd i ddisgrifio, esbonio a chyfiawnhau eu dealltwriaeth o amrywiol gysyniadau mathemategol, gan ddefnyddio geirfa fathemategol briodol. 

en-gb	Literacy skills can also be developed in order to describe mathematical processes, such as reasoning, understanding a range of calculation strategies, describing visualisation of shapes, studying and interpreting information in statistics and comparing alternative methods before arriving at a solution to a mathematical problem. 
cy-gb	Gellir datblygu sgiliau llythrennedd hefyd er mwyn disgrifio prosesau mathemategol, megis rhesymu, deall amrywiaeth o strategaethau cyfrifo, disgrifio delweddu siapiau, astudio a dehongli gwybodaeth mewn ystadegau a chymharu dulliau amgen cyn cyrraedd datrysiad i broblem fathemategol. 

en-gb	These literacy skills can be used as they encounter practical, real-life problems.
cy-gb	Gellir defnyddio’r sgiliau llythrennedd hyn wrth i ddysgwyr ddod ar draws problemau yn y byd go iawn.

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	This Area, by definition, has numeracy at its heart. 
cy-gb	Fel mae’r enw’n ei nodi, mae rhifedd wrth galon y Maes hwn. 

en-gb	The five mathematical proficiencies – Conceptual understanding, Communication using symbols, Fluency, Logical reasoning and Strategic competence – can be applied and connected by using a range of real-life contexts to introduce and explore mathematical concepts, as well as to consolidate them. 
cy-gb	Gellir cymhwyso a chysylltu’r pum hyfedredd mathemategol – Dealltwriaeth gysyniadol, Cyfathrebu gan ddefnyddio symbolau, Cymhwysedd strategol, Rhesymu rhesymegol a Rhuglder – gan ddefnyddio amrywiaeth o gyd-destunau bywyd go iawn i gyflwyno ac archwilio cysyniadau mathemategol, yn ogystal â’u cadarnhau. 

en-gb	For example, percentages can be applied to annual percentage rates (APRs) to demonstrate their use in financial literacy.
cy-gb	Er enghraifft, gellir cymhwyso’r defnydd o ganrannau i gyfraddau canrannol blynyddol (APR) er mwyn arddangos eu defnydd o safbwynt llythrennedd ariannol.

en-gb	Digital competence
cy-gb	Cymhwysedd digidol

en-gb	Digital approaches enhance learners’ mathematical and numeracy skills across a range of situations that will naturally occur within the area of learning and experience. 
cy-gb	Mae dulliau digidol yn gwella sgiliau mathemategol a rhifedd dysgwyr ar draws amrywiaeth o sefyllfaoedd a fydd yn digwydd yn naturiol o fewn y maes dysgu a phrofiad. 

en-gb	This is more than simply the interaction with technology. 
cy-gb	Mae hyn yn fwy na dim ond rhyngweithio â thechnoleg. 

en-gb	For instance, the development of learners’ digital skills could be done by collaborating to solve a problem and developing algorithms  to support the understanding of patterns. 
cy-gb	Er enghraifft, gellir datblygu sgiliau digidol y dysgwyr trwy gydweithredu i ddatrys problem a datblygu algorithmau i gefnogi deall patrymau. 

en-gb	Another instance would be creating a graph by using a spreadsheet to enhance digital understanding and also strengthen learners’ mathematical and numeracy skills. 
cy-gb	Enghraifft arall fyddai creu graff gan ddefnyddio taenlen er mwyn gwella dealltwriaeth ddigidol yn ogystal â chryfhau sgiliau mathemategol a rhifedd y dysgwyr. 

en-gb	As learners develop and progress, they will increasingly use more complex digital skills, processes, techniques and systems to create solutions to address specific problems, opportunities or needs. 
cy-gb	Wrth iddyn nhw ddatblygu a dangos cynnydd, byddan nhw’n defnyddio sgiliau, prosesau, technegau a systemau digidol mwy cymhleth yn amlach, a hyn er mwyn creu datrysiadau i ymateb i broblemau, cyfleoedd neu anghenion penodol. 

en-gb	Aspects of collection, representation and analysis, for example, will become more sophisticated as learners progress.
cy-gb	Wrth i ddysgwyr ddangos cynnydd bydd agweddau ar gasglu, cynrychioli a dadansoddi, er enghraifft, yn dod yn fwyfwy soffistigedig.

en-gb	Integral skills
cy-gb	Sgiliau cyfannol

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

en-gb	Mathematical working requires and develops creativity and curiosity which also transfer to other aspects of life. 
cy-gb	Mae gweithio mathemategol yn datblygu ac yn gofyn am greadigrwydd a chywreinrwydd sydd hefyd yn trosglwyddo i agweddau eraill o fywyd. 

en-gb	Frequently in mathematical problem-solving the learner does not immediately know how to approach the problem; it takes creativity and courage to explore different approaches before deciding how to proceed. 
cy-gb	Yn aml wrth ddatrys problemau mathemategol nid yw’r dysgwr yn gwybod yn syth sut i fynd i’r afael â’r broblem; mae’n gofyn am greadigrwydd a dewrder i archwilio gwahanol ddulliau cyn penderfynu ar y ffordd ymlaen. 

en-gb	Planning and modelling tasks within mathematics develops learners’ ability to turn ideas into action.
cy-gb	Mae cynllunio a modelu tasgau o fewn mathemateg yn datblygu gallu dysgwyr i droi syniadau yn weithredoedd.

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

en-gb	The development of logical and critical thinking underpins learning in mathematics. 
cy-gb	Mae datblygu meddwl rhesymegol a beirniadol yn sail i ddysgu ym mathemateg. 

en-gb	Mathematics teaches us problem-solving skills which transfer to all areas of the curriculum, to life in general and to the world of work. 
cy-gb	Mae mathemateg yn dysgu sgiliau datrys problemau i ni, sgiliau sy’n trosglwyddo i bob maes yn y cwricwlwm, i fywyd yn gyffredinol ac i fyd gwaith. 

en-gb	Mathematics involves solving problems and begins by analysing the requirements, before then asking questions and evaluating information. 
cy-gb	Mae mathemateg yn ymwneud â datrys problemau ac mae’n dechrau gyda dadansoddi’r anghenion cyn troi wedyn i ofyn cwestiynau a gwerthuso gwybodaeth. 

en-gb	In the development of solutions, learners identify potential approaches and develop arguments, justifying their decisions.
cy-gb	Wrth ddatblygu datrysiadau mae dysgwyr yn nodi dulliau posib ac yn datblygu dadleuon gan gyfiawnau eu penderfyniadau.

en-gb	Personal effectiveness
cy-gb	Effeithiolrwydd personol

en-gb	Studying mathematics develops personal effectiveness. 
cy-gb	Mae astudio mathemateg yn datblygu effeithiolrwydd personol. 

en-gb	When studying mathematics everyone encounters challenges at some point, and overcoming these challenges requires and develops resourcefulness and resilience. 
cy-gb	Wrth astudio mathemateg mae pawb yn wynebu heriau ar ryw adeg, ac mae goresgyn yr heriau hyn yn datblygu ac yn gofyn am ddyfeisgarwch a gwydnwch. 

en-gb	Communicating about mathematical thinking and solving problems is a core aspect of mathematics. 
cy-gb	Mae cyfathrebu am feddylfryd fathemategol a datrys problemau yn agwedd greiddiol o fathemateg. 

en-gb	Mathematical communication is precise and logical and will be useful in life generally.
cy-gb	Mae cyfathrebu mathemategol yn fanwl gywir a rhesymegol, a bydd yn ddefnyddiol mewn bywyd yn gyffredinol.

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

en-gb	Mathematical thinking requires learners to be organised and, as they progress through school, their organisational skills will develop, particularly as they plan and implement the sequential data-handling cycle . 
cy-gb	Mae meddylfryd fathemategol yn gofyn i ddysgwyr fod yn drefnus, ac wrth iddyn nhw fynd trwy’r ysgol bydd eu sgiliau trefniadol yn datblygu, yn arbennig wrth iddyn nhw gynllunio a gweithredu’r cylch trin data dilyniannol . 

en-gb	In their mathematical problem-solving, learners should be encouraged to predict and estimate solutions and then to check their answers, reflect on their results and evaluate their approaches. 
cy-gb	Wrth ddatrys problemau mathemategol, dylai dysgwyr gael eu hannog i ragfynegi ac amcangyfrif datrysiadau, ac yna wirio eu hatebion, myfyrio ar eu canlyniadau a gwerthuso eu dulliau. 

en-gb	Increasing confidence in decision-making for mathematical problem-solving supports learners to be more aspirational in setting goals and challenges for themselves including planning how to achieve these.
cy-gb	Mae hyder cynyddol mewn datrys problemau mathemategol yn cefnogi dysgwyr i fod yn fwy uchelgeisiol wrth osod targedau a heriau i’w hunain gan gynnwys cynllunio sut i gyflawni’r rhain.

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

en-gb	The different areas of mathematics are highly interconnected and dependent on one another and concepts are built up over time, drawing on prior knowledge and learning, often from more than one area of mathematics. 
cy-gb	Mae gwahanol feysydd mathemateg yn hynod o ryng-gysylltiedig a dibynnol ar ei gilydd, ac mae cysyniadau yn cael eu ffurfio dros gyfnod o amser, gan dynnu ar wybodaeth a dysgu cynharach, yn aml o fwy nag un maes mathemategol. 

en-gb	What is important when planning to teach any specific topic is to be aware of the prior knowledge the learners need in order to access and understand the new topic.
cy-gb	Wrth gynllunio ar gyfer dysgu unrhyw bwnc penodol mae’n bwysig bod yn ymwybodol o’r wybodaeth flaenorol y mae dysgwyr eu hangen er mwyn cael mynediad i’r pwnc newydd a’i ddeall.

en-gb	Algebra, geometry and statistics cannot be understood without a prior understanding of number and consistent reference to numbers, calculations and the number system. 
cy-gb	Nid oes modd deall algebra, geometreg nac ystadegaeth heb ddealltwriaeth flaenorol o rif a chyfeiriadau cyson at rifau, cyfrifiadau a’r system rifau. 

en-gb	As learners progress, they learn to see numerical expressions as relational rather than computational , e.g. a computation such as 2 + 8 = 10, and that this is the basis for deriving other facts, e.g. 
cy-gb	Wrth i ddysgwyr wneud cynnydd, maen nhw’n dysgu gweld mynegiannau rhifiadol yn berthynol yn hytrach nag yn gyfrifiannol , e.e. cyfrifiant megis 2 + 8 = 10, a bod hyn yn sail i ddeillio ffeithiau eraill e.e. 

en-gb	8 + 2 = 10, 8 = 10 – 2, and so on. 
cy-gb	8 + 2 = 10, 8 = 10 – 2, ac yn y blaen. 

en-gb	This lays the foundations for using algebraic symbolisation successfully.
cy-gb	Mae hyn yn gosod sail ar gyfer defnyddio symboleiddio algebraidd yn llwyddiannus.

en-gb	Making connections between arithmetic and algebra helps to develop tools and skills for abstract reasoning from an early age. 
cy-gb	Mae gwneud cysylltiadau rhwng rhifyddeg ac algebra o gymorth i ddatblygu offer a sgiliau ar gyfer rhesymu haniaethol o oedran cynnar. 

en-gb	Measure is an aspect of geometrical thinking which is closely connected to number, and much of the development of understanding of number can emerge through increasingly sophisticated measuring. 
cy-gb	Mae mesur yn agwedd ar feddylfryd geometraidd sy’n cysylltu’n agos â rhif, ac mae llawer o ddatblygiad dealltwriaeth o rif yn gallu ymddangos trwy fesur sy’n gynyddol soffistigedig. 

en-gb	Geometric thinking involves proportional reasoning , which connects with development in number work; it also involves transforming shapes, which relates to the use of functions and mapping in algebra. 
cy-gb	Mae meddylfryd geometraidd yn cynnwys rhesymu cyfrannol , sy’n cysylltu gyda datblygu mewn gwaith rhif; mae hefyd yn cynnwys trawsffurfio siapiau sy’n perthyn i’r defnydd o ffwythiannau a mapio mewn algebra. 

en-gb	Probability is expressed through number in various ways, using percentages, fractions and decimals, and an understanding of the different representations; the connections between them are necessary for effective expression of probability. 
cy-gb	Mae tebygolrwydd yn cael ei fynegi trwy rif mewn amrywiol ffyrdd, gan ddefnyddio canrannau, ffracsiynau a degolion ynghyd â dealltwriaeth o’r gwahanol gynrychioliadau; mae’r cysylltiadau rhyngddyn nhw yn angenrheidiol ar gyfer mynegi tebygolrwydd yn effeithiol. 

en-gb	Statistics involves manipulation, representation and interpretation of data, which in turn require numerical and geometric thinking.
cy-gb	Mae ystadegau yn ymwneud â thrin, cynrychioli a dehongli data, sydd yn ei dro yn gofyn am feddylfryd rhifiadol a geometraidd.

en-gb	The aspiration is to deliver this Area so that there is a shift in culture towards learners fostering a positive and resilient attitude towards it.
cy-gb	Y nod yw cyflwyno’r Maes fel bod newid mewn diwylliant gyda dysgwyr yn meithrin agwedd gadarnhaol a gwydn tuag ato.

en-gb	Considerations for curriculum development
cy-gb	Ystyriaethau ar gyfer datblygu cwricwlwm

en-gb	Learners should be given opportunities to explore mathematically rich environments both indoors and outdoors. 
cy-gb	Dylai dysgwyr gael cyfleoedd i archwilio amgylcheddau mathemategol cyfoethog dan do a thu allan. 

en-gb	The environment will be developmentally appropriate and facilitate first-hand experiences with mathematical concepts and a range of resources.
cy-gb	Bydd yr amgylchedd yn briodol ar gyfer datblygiad a bydd yn hwyluso profiadau uniongyrchol gyda chysyniadau mathemategol ac amrywiaeth o adnoddau.

en-gb	The structure and sequence of mathematics and numeracy topics should be informed by the hierarchical and connected nature of mathematical concepts, in order to ensure foundations are built upon and experiences are connected. 
cy-gb	Dylid llywio strwythur a dilyniant pynciau o fewn mathemateg a rhifedd gan natur hierarchaethol a chysylltiadol cysyniadau mathemategol, er mwyn sicrhau adeiladu ar seiliau a chysylltu profiadau. 

en-gb	Learners need to become increasingly fluent in their use of number, through a broad range of experiences, in order to describe, interpret and communicate size, scale and comparisons, both within and beyond mathematics. 
cy-gb	Mae angen i ddysgwyr ddod yn gynyddol rugl yn eu defnydd o rif, trwy amrywiaeth eang o brofiadau er mwyn disgrifio, dehongli a chyfathrebu maint, graddfa a chymariaethau, o fewn yn ogystal â thu hwnt i fathemateg. 

en-gb	They should also become increasingly fluent in their calculations, both with and without the use of calculators.
cy-gb	Dylen nhw ddod yn gynyddol rugl yn eu cyfrifo, gyda yn ogystal â heb gyfrifiannell.

en-gb	By introducing a reasoning and problem-solving approach to all mathematics and numeracy experiences, the development of the four purposes and positive dispositions will be supported. 
cy-gb	Trwy gyflwyno dull rhesymu a datrys problemau ar gyfer holl brofiadau mathemateg a rhifedd, cefnogir datblygu’r pedwar diben ac ymagweddau cadarnhaol. 

en-gb	By using real-life examples to introduce, explore and consolidate mathematical concepts, learners of all ages make connections between the concrete , the pictorial and the abstract . 
cy-gb	Trwy ddefnyddio enghreifftiau o fywyd go iawn i gyflwyno, archwilio a chadarnhau cysyniadau mathemategol, mae dysgwyr o bob oed yn gwneud cysylltiadau rhwng y diriaethol , y delweddol a’r haniaethol . 

en-gb	Through a broad range of experiences, learners appreciate the power of mathematics to express relationships concisely, in forms that are universally understood.
cy-gb	Trwy amrywiaeth o brofiadau, mae dysgwyr yn gwerthfawrogi grym mathemateg i fynegi perthnasoedd yn gryno, mewn ffurfiau sy’n gyffredinol ddealladwy.  

en-gb	Learners should engage in meaningful and substantial tasks such as: 
cy-gb	Dylai dysgwyr ymwneud â thasgau ystyrlon a sylweddol megis: 

en-gb	modelling real-life numerical problems, financial calculations such as creating and evaluating budgets for events and analysing risks, developing mathematical sequences through patterns in nature and using the sequential data-handling cycle to pose and investigate their own research questions.
cy-gb	modelu problemau rhifiadol bywyd go iawn, cyfrifo ariannol megis creu a gwerthuso cyllidebau ar gyfer digwyddiadau a dadansoddi risgiau, datblygu dilyniannau mathemategol trwy batrymau ym myd natur a defnyddio’r cylch trin data dilyniannol  i osod ac ymchwilio eu cwestiynau ymchwil eu hunain.

en-gb	Practitioners should consider the appropriate use of a range of digital technologies, manipulatives , everyday objects, and concrete and abstract representations of mathematical objects to help learners to engage with mathematical concepts from more than one perspective.
cy-gb	Dylai ymarferwyr ystyried y defnydd priodol o amrywiaeth o dechnolegau digidol, trinolion , gwrthrychau pob-dydd, a chynrychioliadau diriaethol a haniaethol o wrthrychau mathemategol i fod o gymorth i ddysgwyr ymwneud â chysyniadau mathemategol o fwy nag un persbectif.

en-gb	It is important that learners are able to interpret answers and check that they make sense in context, including by estimation, and are able to use appropriate methods to answer questions by collecting, analysing and summarising data and interpreting results. 
cy-gb	Mae’n bwysig bod dysgwyr yn gallu dehongli atebion a gwirio eu bod yn gwneud synnwyr mewn cyd-destun, gan gynnwys trwy amcangyfrif, a’u bod yn gallu defnyddio dulliau priodol i ateb cwestiynau drwy gasglu, dadansoddi a chrynhoi data a dehongli canlyniadau. 

en-gb	They are able to evaluate their methods and suggest different or better ways to approach investigations in the future.
cy-gb	Maen nhw’n gallu gwerthuso eu dulliau ac awgrymu ffyrdd gwahanol neu well o ymchwilio yn y dyfodol. 

en-gb	Deep understanding in mathematics and numeracy should develop through planning for all five of the mathematical proficiencies, and the connection and application of these in a range of contexts. 
cy-gb	Dylid datblygu dealltwriaeth ddofn mewn mathemateg a rhifedd trwy gynllunio ar gyfer y pum hyfedredd mathemategol, a sut mae’r rhain yn cysylltu a chymhwyso mewn amrywiaeth o gyd-destunau. 

en-gb	The proficiencies are interconnected and interdependent; they cannot be seen as hierarchical and they can be developed alongside each other. Learners will develop their mathematical proficiencies at different times and may be developing several at the same time. 
cy-gb	Mae’r hyfedreddau yn rhyng-gysylltiedig a rhyngddibynnol; ni ddylen nhw gael eu gweld yn hierarchaidd a gallan nhw ddatblygu ochr yn ochr â’i gilydd. Bydd dysgwyr yn datblygu eu hyfedreddau mathemategol ar amserau gwahanol ac efallai’n datblygu nifer ohonyn nhw ar yr un pryd. 

en-gb	For example, as a child becomes more fluent in adding two-digit numbers, they will be developing their conceptual understanding of place value.
cy-gb	Er enghraifft, wrth i blentyn ddod yn fwy rhugl yn adio rhifau dau ddigid, byddan nhw’n datblygu eu dealltwriaeth gysyniadol o werth lle.

en-gb	It is not expected that all five proficiencies will be developed in a single session, but all five need to be developed during a particular mathematical concept. 
cy-gb	Nid oes disgwyl i’r pum hyfedredd i gyd ddatblygu o fewn sesiwn unigol, ond mae angen i’r pump gael eu datblygu yn ystod cysyniad mathemategol penodol. 

en-gb	There are certain processes and applications, for example the sequential data-handling cycle, which should be introduced from the outset, as they are essential to conceptual understanding. 
cy-gb	Mae rhai prosesau a chymwysiadau, er enghraifft y cylch trin data dilyniannol, a ddylai gael eu cyflwyno o’r cychwyn gan eu bod yn hanfodol i ddealltwriaeth gysyniadol. 

en-gb	Using the proficiencies, a contextual example: 
cy-gb	Defnyddio’r hyfedreddau, enghraifft gyd-destunol: 

en-gb	Learning about fractions – the case of ½
cy-gb	Dysgu am ffracsiynau – achos ½

en-gb	Conceptual understanding
cy-gb	Dealltwriaeth gysyniadol

en-gb	Understanding that a half is a result of dividing something into two equal parts. 
cy-gb	Deall bod hanner yn deillio o rannu rhywbeth yn ddwy ran hafal. 

en-gb	This could be through connecting concrete and/or real-life experiences of partitioning objects and numbers into equal parts with images (e.g. pictures and images on the number line) and the abstract representation of a ½ using the symbolic notation. 
cy-gb	Gallai hyn fod trwy gysylltu profiadau diriaethol a/neu brofiadau bywyd go iawn o ddosrannu gwrthrychau a rhifau yn rhannau hafal gyda delweddau (e.e. lluniau a delweddau ar y llinell rif) a’r cynrychioliad haniaethol o ½ gan ddefnyddio’r nodiant symbolaidd. 

en-gb	A learner who understands what a half is might be able to give real-life or visual examples, and would also be able to explain why something might not be a half (e.g. a pizza cut into two parts which are not equal).
cy-gb	Efallai y gallai dysgwr sy’n deall beth yw hanner roi enghreifftiau o fywyd go iawn neu enghreifftiau delweddol, yn ogystal â gallu esbonio pam y gallai rhywbeth beidio â bod yn hanner (e.e. pitsa wedi’i dorri’n ddwy ran nad ydyn nhw’n hafal).

en-gb	Communicating using symbols
cy-gb	Cyfathrebu gan ddefnyddio symbolau

en-gb	Understanding the convention of how a half is written and what the symbols mean. 
cy-gb	Deall yr arferiad o sut mae hanner yn cael ei ysgrifennu, a beth mae’r symbolau yn ei olygu. 

en-gb	This could also involve linking division and fractions (i.e. ½ = 1 ÷ 2) and using terms such as numerator and denominator.
cy-gb	Gallai hyn hefyd gynnwys cysylltu rhannu a ffracsiynau (mewn geiriau eraill ½ = 1 ÷ 2) a defnyddio termau megis rhifiadur ac enwadur.

en-gb	Strategic competence
cy-gb	Cymhwysedd strategol

en-gb	Being able to recognise real-life situations which involve a half and being able to represent these mathematically; being able to model situations involving halving mathematically; using pictures/images and language and symbols to illustrate a half.
cy-gb	Gallu adnabod sefyllfaoedd bywyd go iawn sy’n ymwneud â hanner, a gallu cynrychioli’r rhain yn fathemategol; gallu modelu sefyllfaoedd yn ymwneud â haneru yn fathemategol; defnyddio lluniau/delweddau ac iaith a symbolau i ddangos hanner.

en-gb	Logical reasoning
cy-gb	Rhesymu rhesymegol

en-gb	Being able to understand the relationship between a half and a whole; being able to justify why  is also a half. 
cy-gb	Gallu deall y gwahaniaeth rhwng hanner a chyfan; gallu cyfiawnhau pam mae  hefyd yn hanner. 

en-gb	Being able to reason that ½ + ½ = 1, ½ x 2 = 1 and 1 ÷ 2 = ½. 
cy-gb	Gallu rhesymu bod ½ + ½ = 1, ½ x 2 = 1 a 1 ÷ 2 = ½. 

en-gb	Being able to justify why there may be many ways of splitting a shape in half.
cy-gb	Gallu cyfiawnhau pam mae llawer ffordd o hollti siâp yn ei hanner.

en-gb	Through connecting these proficiencies within a learner’s experience of ½, learners should develop a deep understanding of a half as an example of a fraction. 
cy-gb	Trwy gysylltu’r hyfedreddau hyn o fewn profiad dysgwr o ½, dylai dysgwyr ddatblygu dealltwriaeth ddofn o hanner fel enghraifft o ffracsiwn. 

en-gb	The way in which these foci are introduced could vary, but ultimately, having opportunities to explore and connect these proficiencies should ensure learner progression within this concept.
cy-gb	Gellir amrywio dulliau o gyflwyno’r elfennau hyn, ond yn y pen draw, dylai cael cyfleoedd i archwilio a chysylltu’r hyfedreddau hyn sicrhau cynnydd y dysgwr o fewn y cysyniad hwn.

en-gb	Considerations for pedagogy
cy-gb	Ystyriaethau o ran addysgeg

en-gb	There is no research that says one way of teaching mathematics is better than any other. 
cy-gb	Nid oes ymchwil sy’n dangos bod un ffordd o addysgu mathemateg yn well nag unrhyw ffordd arall. 

en-gb	Nevertheless pedagogy should ensure the overall development of these proficiencies and also be relevant for the mathematics being taught.
cy-gb	Er hyn, dylai addysgeg sicrhau datblygiad cyffredinol yr hyfedreddau hyn a hefyd fod yn berthnasol i’r fathemateg sy’n cael ei haddysgu.

en-gb	Mathematics teaching needs to be conceptually connected and coherent. 
cy-gb	Mae angen i addysgu mathemateg fod yn gysyniadol gysylltiedig a chydlynol. 

en-gb	This requires mastery and memory of earlier concepts; comprehensible starting points; consistent use of language, symbols, images and other representations; illuminating choice of examples; relevant use of digital tools. 
cy-gb	Mae hyn yn gofyn am feistrolaeth a chofio cysyniadau blaenorol; mannau cychwyn dealladwy; defnydd cyson o iaith, symbolau, delweddau a chynrychioliadau eraill; dewis goleuedig o enghreifftiau; defnydd perthnasol o offer digidol. 

en-gb	These should be combined into lesson sequences which might include problem-solving, exploration, direct instruction, application, exercises and extended tasks as appropriate for the specific mathematics being taught and the overall development of the five proficiencies. 
cy-gb	Dylai’r rhain gael eu cyfuno o fewn dilyniannau gwersi a allai gynnwys datrys problemau, archwilio, cyfarwyddyd uniongyrchol, cymhwysiad, ymarferion a thasgau estynedig fel sy’n briodol ar gyfer y fathemateg benodol a ddysgir a datblygiad cyffredinol y pum hyfedredd. 

en-gb	At any point in a sequence the mathematical focus might be a new concept, an extension of an earlier concept, a relationship, a technique, a fact, a theorem, a mathematical strategy or a way of thinking. 
cy-gb	Ar unrhyw bwynt yn y dilyniant gallai’r ffocws mathemategol fod yn gysyniad newydd, ymestyniad o gysyniad blaenorol, perthynas, techneg, ffaith, theorem, strategaeth fathemategol neu ffordd o feddwl. 

en-gb	Guiding questions and information about choice and sequencing of pedagogical approaches to manage this diversity will be included in the resource on pedagogy .
cy-gb	Bydd cwestiynau sy’n arwain, ynghyd â gwybodaeth am ddewis a dilyniannu dulliau addysgeg er mwyn rheoli’r amrywiaeth hon, yn cael eu cynnwys yn yr adnodd ar addysgeg .

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	Numeracy and knowledge of real-world contexts could include understanding exchange rates, mortgage calculations and taxation, including the developing system of Welsh taxes. 
cy-gb	Gallai rhifedd a gwybodaeth am gyd-destunau byd go iawn gynnwys deall cyfraddau cyfnewid, cyfrifiadau morgeisi a threthiant, gan gynnwys y system treth sy'n datblygu yng Nghymru. 

en-gb	Through algebraic thinking and knowledge, learners could develop capabilities that can be applied to topics including personal finance and energy production in Wales and elsewhere. 
cy-gb	Drwy feddwl algebraidd a gwybodaeth am algebra, gallai dysgwyr ddatblygu galluoedd y gellir eu cymhwyso i destunau gan gynnwys cyllid personol a chynhyrchu ynni yng Nghymru ac mewn mannau eraill. 

en-gb	Geometry could draw examples from, and help develop a knowledge of, urban development as it differs across Wales, medical technology and computer imaging. 
cy-gb	Gallai geometreg dynnu ar enghreifftiau, a helpu i ddatblygu gwybodaeth, o ddatblygu trefol, sy’n wahanol ledled Cymru, technoleg feddygol a delweddu cyfrifiadurol. 

en-gb	From a strong foundation of problem solving, logical reasoning and understanding data, Mathematics and Numeracy is critical for informed citizens who are ready to play a full part in life and work.
cy-gb	O sylfaen gadarn o ddatrys problemau, rhesymu rhesymegol a deall data, mae Mathemateg a Rhifedd yn hanfodol i ddinasyddion gwybodus sy'n barod i chwarae rhan lawn mewn bywyd a gwaith.

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

en-gb	When designing your curriculum, you should consider how learning links across Areas in order to achieve a holistic approach to learning. 
cy-gb	Wrth gynllunio eich cwricwlwm, dylech ystyried sut mae dysgu yn cysylltu ar draws Meysydd er mwyn sicrhau dull holistaidd o ddysgu. 

en-gb	Mathematics and numeracy can be used across all other Areas to enhance, stimulate and support learning. 
cy-gb	Gellir defnyddio mathemateg a rhifedd ar draws pob Maes arall i gyfoethogi ysgogi a chefnogi dysgu. 

en-gb	Equally, mathematics and numeracy can be developed through other Areas. 
cy-gb	Yn ogystal, gellir datblygu mathemateg a rhifedd trwy Feysydd eraill. 

en-gb	Some of the key links to learning in this Area are detailed below.
cy-gb	Mae rhai o’r cysylltiadau allweddol i ddysgu yn y Maes hwn yn cael eu hamlinellu isod. 

en-gb	Expressive Arts
cy-gb	Celfyddydau Mynegiannol

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 during the early progression steps.
cy-gb	Gall defnyddio caneuon a rhigymau gynorthwyo gydag ymwreiddio rhifedd yn ystod y camau cynnydd cynnar.

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

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	Humanities
cy-gb	Dyniaethau

en-gb	The Humanities Area of Learning and Experience  provides authentic contexts for the application of mathematics and numeracy skills. 
cy-gb	Mae Maes Dysgu a Phrofiad y Dyniaethau yn cynnig cyd-destunau dilys ar gyfer cymhwyso mathemateg a sgiliau rhifedd. 

en-gb	Enquiries in the humanities will use a range of qualitative and quantitative data. 
cy-gb	Mae ymholiadau yn y dyniaethau yn defnyddio ystod o ddata ansoddol a meintiol. 

en-gb	Humanities enquiries will often include the collection of primary data using sampling methods, and the representation and analysis of data and statistics in a range of forms. 
cy-gb	Yn aml byddant hefyd yn cynnwys casgliad o ddata craidd gan ddefnyddio dulliau samplu, a chynrychioliad a dadansoddiad data ac ystadegau mewn amrywiaeth o ffurfiau. 

en-gb	Learners are provided with opportunities to sort and classify data, and identify patterns, trends and anomalies. 
cy-gb	Cynigir cyfleoedd i ddysgwyr drefnu a dosbarthu data ac adnabod tueddiadau, patrymau ac anomaleddau. 

en-gb	Supporting entrepreneurship, ratio and scale; finance; rounding; ordering will also be relevant.
cy-gb	Mae cefnogi entrepreneuriaeth, cymhareb a graddfa, cyllid, talgrynnu a threfnu hefyd yn berthnasol.

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

en-gb	Songs and rhymes can be used to teach early numeracy in all languages. 
cy-gb	Gellir defnyddio caneuon a rhigymau i ddysgu rhifedd cynnar ym mhob iaith. 

en-gb	Finding and applying patterns for problem solving is a skill required for progress in these two Areas.
cy-gb	Mae dod o hyd i batrymau a’u cymhwyso ar gyfer datrys problemau yn sgil sydd ei hangen ar gyfer cynnydd yn y ddau Faes yma.

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

en-gb	From the use of data and statistics in inquiry and evidence, geometry and measurement in design and development, through to data handling in technology learning in science and technology is often underpinned by progression in mathematical understanding, as expressed through the five mathematical proficiencies. 
cy-gb	O’r defnydd o ddata ac ystadegau mewn ymholiad a thystiolaeth, geometreg a mesur mewn dylunio a datblygu, hyd at drin data mewn technoleg, mae dysgu mewn gwyddoniaeth a thechnoleg yn aml yn seiliedig ar gynnydd mewn dealltwriaeth fathemategol, fel y’u mynegir trwy’r pum hyfedredd mathemategol. 

en-gb	Curriculum links between these two Areas are, therefore, multiple and often quite detailed. 
cy-gb	Felly mae sawl cysylltiad cwricwlaidd rhwng y ddau Faes yma ac, yn aml, maen nhw’n eithaf manwl. 

en-gb	Schools may wish to consider curriculum sequencing in particular when designing and planning their curriculum to ensure opportunities in science and technology to contextualise mathematical conceptual learning are fully optimised.
cy-gb	Gall ysgolion ddymuno ystyried dilyniannu cwricwlwm yn arbennig wrth ddylunio a chynllunio eu cwricwlwm er mwyn sicrhau bod cyfleoedd mewn gwyddoniaeth a thechnoleg i gyd-destunoli dysgu mathemategol cysyniadol yn cael eu gweithredu’n llawn.

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

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

en-gb	Mathematics is a universal language. 
cy-gb	Mae mathemateg yn iaith fyd-eang. 

en-gb	To make sense of this language and to understand mathematical concepts, learners need examples rooted in everyday life. 
cy-gb	Er mwyn gwneud synnwyr o’r iaith hon a deall cysyniadau mathemategol, mae dysgwyr angen enghreifftiau wedi’u gwreiddio mewn bywyd pob-dydd. 

en-gb	This is especially important for young learners who are often unable to think abstractly. 
cy-gb	Mae hyn yn arbennig o bwysig i ddysgwyr ifanc nad ydyn nhw’n aml yn gallu meddwl yn haniaethol. 

en-gb	Learning within local, national and international contexts will enable learners to understand the connection between mathematics and numeracy and authentic real-life contexts that span both Wales and the world .
cy-gb	Bydd dysgu o fewn cyd-destunau lleol, cenedlaethol a rhyngwladol yn galluogi dysgwyr i ddeall y cysylltiad rhwng mathemateg a rhifedd a chyd-destunau dilys bywyd go iawn sy’n cwmpasu Cymru yn ogystal â’r byd .

en-gb	Wales has a proud history of producing outstanding mathematicians and schools should consider every opportunity to highlight their achievements, inspiring learners to become mathematicians themselves.
cy-gb	Mae gan Gymru hanes balch o gynhyrchu mathemategwyr nodedig, a dylai ysgolion ystyried pob cyfle i dynnu sylw i’w llwyddiannau, gan ysbrydoli dysgwyr i ddod yn fathemategwyr eu hunain.

en-gb	Using international examples from a range of cultures enables learners to understand the history of mathematics and its development into an international and universally applicable language. 
cy-gb	Mae defnyddio enghreifftiau rhyngwladol o amrywiaeth o ddiwylliannau yn galluogi dysgwyr i ddeall hanes mathemateg a’i datblygiad i fod yn iaith ryngwladol, ac un y gellir ei chymhwyso’n fyd-eang. 

en-gb	This also promotes and supports cross-curricular learning.
cy-gb	Mae hyn hefyd yn hyrwyddo a chefnogi dysgu trawsgwricwlaidd.

en-gb	Practitioners should explore local sources and resources, using a school’s unique environment to enhance learning in mathematics and numeracy. 
cy-gb	Dylai ymarferwyr archwilio ffynonellau ac adnoddau lleol, gan ddefnyddio amgylchedd unigryw ysgol i wella dysgu ym mathemateg a rhifedd. 

en-gb	Using Welsh examples when teaching financial matters, such as the Welsh rates of income tax as set by the Welsh Government and agreed by The Senedd, highlights the link between mathematics and numeracy and the real world.
cy-gb	Mae defnyddio enghreifftiau Cymreig wrth addysgu materion ariannol, er enghraifft cyfraddau treth incwm sy’n cael eu gosod gan Lywodraeth Cymru a’u cytuno gan y Senedd, yn pwysleisio’r cyswllt rhwng mathemateg a rhifedd a’r byd go iawn.

en-gb	Welsh language: 
cy-gb	Y Gymraeg: 

en-gb	consider teaching learners the traditional, vigesimal , way of counting in Welsh, as well as the modern decimal way, to highlight the distinctive nature of mathematics in a Welsh language context. 
cy-gb	ystyriwch addysgu dysgwyr y ffordd draddodiadol, ugeiniol , o gyfrif yn Gymraeg, yn ogystal â’r ffordd ddegol, er mwyn pwysleisio natur arbennig mathemateg yng nghyd-destun y Gymraeg.

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	An engaging and exciting Mathematics and Numeracy curriculum inspires learners and equips them with the foundations to become life-long learners, embarking upon rich and varied career opportunities. 
cy-gb	Mae cwricwlwm Mathemateg a Rhifedd sy’n ddiddorol a chyffrous yn ysbrydoli dysgwyr ac yn rhoi sail iddyn nhw ddod yn ddysgwyr gydol oes. Byddan nhw’n derbyn cyfleoedd gyrfa cyfoethog ac amrywiol. 

en-gb	Studying mathematics and numeracy helps develop skills in logical thinking, problem-solving and decision-making, which are qualities valued by employers across many job sectors.
cy-gb	Mae astudio mathemateg a rhifedd yn gymorth i ddatblygu sgiliau mewn meddwl yn rhesymegol, datrys problemau a gwneud penderfyniadau, ac mae’r rhain yn rhinweddau sy’n cael eu gwerthfawrogi gan gyflogwyr ar draws nifer o sectorau swyddi.

en-gb	Teachers should make learners aware of the wide range of careers available through employer engagement such as employer talks, visits to workplaces, events or practical activities to show how mathematics and numeracy is essential in the world of work, whether in employment or as an entrepreneur. 
cy-gb	Dylai athrawon wneud dysgwyr yn ymwybodol o’r amrywiaeth eang o yrfaoedd sydd ar gael trwy ymwneud â chyflogwyr megis sgyrsiau â chyflogwyr, ymweliadau â safleoedd gwaith, digwyddiadau neu weithgareddau ymarferol i ddangos sut mae mathemateg a rhifedd yn angenrheidiol i’r byd gwaith, wrth fod yn weithiwr neu’n entrepreneur. 

en-gb	Incorporating careers and work-related experiences within Mathematics and Numeracy enables greater engagement, raises aspirations, and informs effective decision-making. 
cy-gb	Mae ymgorffori gyrfaoedd a phrofiadau yn ymwneud â byd gwaith o fewn mathemateg a rhifedd yn galluogi mwy o ymwneud, yn codi dyheadau ac yn llywio gwneud penderfyniadau’n effeithiol. 

en-gb	It allows learners to understand and evaluate the world of work.
cy-gb	Mae’n galluogi dysgwyr i ddeall a gwerthuso byd gwaith. 

en-gb	Through authentic contexts, learners should be given opportunities to experience mathematics within the world of work. 
cy-gb	Trwy gyd-destunau dilys, dylai dysgwyr gael cyfleoedd i brofi mathemateg o fewn byd gwaith. 

en-gb	Schools should give purpose to mathematical learning through the creation of school and locally based enterprise projects which develop, foster and evaluate entrepreneurial skills.
cy-gb	Dylai ysgolion roi pwrpas i ddysgu mathemategol trwy greu prosiectau menter o fewn yr ysgol ac yn y gymuned leol gan ddatblygu, meithrin a gwerthuso sgiliau entrepreneuraidd.

en-gb	Science and Technology Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Gwyddoniaeth a Thechnoleg

en-gb	Introduction
cy-gb	Cyflwyniad

en-gb	The importance of science and technology in our modern world cannot be overstated. 
cy-gb	Nid oes modd gorbwysleisio pwysigrwydd gwyddoniaeth a thechnoleg yn ein byd modern. 

en-gb	Developments in these areas have always been drivers of change in society, underpinning innovation and impacting on everyone’s lives economically, culturally and environmentally. 
cy-gb	Mae datblygiadau yn y meysydd hyn wedi bod yn gyfrifol am arwain newid yn ein cymdeithas erioed. Mae’r rhain yn sail i arloesi ac yn effeithio ar fywyd pob un, yn economaidd, yn ddiwylliannol ac yn amgylcheddol. 

en-gb	As such, the Science and Technology Area of Learning and Experience (Area) will be increasingly relevant in the opportunities young people encounter and the life choices that they make.
cy-gb	Felly bydd Maes Dysgu a Phrofiad Gwyddoniaeth a Thecnoleg (Maes) yn gynyddol berthnasol yn y cyfleoedd y bydd ein hieuenctid ni yn eu profi, a’r dewisiadau y byddan nhw’n eu gwneud mewn bywyd.

en-gb	Ready access to vast amounts of data requires all learners to be able to assess inputs critically, understand the basis of information presented as fact, and make informed judgements that impact their own behaviours and values. 
cy-gb	Mae mynediad parod i gasgliad enfawr o ddata yn gofyn bod dysgwyr yn gallu asesu mewnbynau’n feirniadol, deall sail gwybodaeth sy’n cael ei chyflwyno fel ffaith, a gwneud penderfyniadau gwybodus sy’n effeithio ar eu hymddygiad a’u gwerthoedd eu hunain. 

en-gb	They need to develop the ability to meaningfully ask the question, ‘Just because we can, does that mean we should?’
cy-gb	Mae angen iddyn nhw feithrin y gallu i ofyn, yn ystyrlon, y cwestiwn: ‘Ydy’r ffaith ein bod ni’n gallu yn golygu y dylen ni?’

en-gb	What matters in this Area has been expressed in six 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 chwe 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	Through robust and consistent evaluation of scientific and technological evidence, learners can become ethical, informed citizens of Wales and the world , who will be able to make informed decisions about future actions. 
cy-gb	Drwy werthuso tystiolaeth wyddonol a thechnolegol mewn ffordd gadarn a chyson, gall dysgwyr ddod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd , a fydd yn gallu gwneud penderfyniadau gwybodus am eu gweithredoedd yn y dyfodol. 

en-gb	Healthy, confident individuals, ready to lead fulfilling lives as valued members of society are informed by knowledge of their bodies and the ecosystems around them, and of how technological innovations can support improvements in health and lifestyle.
cy-gb	Daw unigolion iach, hyderus sy’n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas yn wybodus drwy wybod am eu cyrff a’r ecosystemau o’u hamgylch, a thrwy wybod sut y gall datblygiadau technolegol arloesol gefnogi gwelliannau mewn perthynas ag iechyd a ffordd o fyw.

en-gb	Ambitious, capable learners, ready to learn throughout their lives should engage with scientific and technological change. The knowledge and deep understanding gained through experiencing what matters in science and technology can help learners live independent and fulfilling lives that sees them contributing to society and culture in a variety of ways. 
cy-gb	Dylai dysgwyr uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes  ymwneud â newidiadau gwyddonol a thechnolegol. Gall yr wybodaeth a’r ddealltwriaeth ddofn a geir wrth brofi’r hyn sy’n bwysig mewn gwyddoniaeth a thechnoleg fod o gymorth i ddysgwyr fyw bywydau annibynnol a chyflawn, a’u hannog i gyfrannu tuag at gymdeithas a diwylliant mewn amryfal ffyrdd. 

en-gb	Learners who are enterprising, creative contributors, ready to play a full part in life and work embrace such challenges, as they are encouraged to take risks, to innovate and evaluate, and learn to develop solutions. 
cy-gb	Mae dysgwyr sy’n gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn mewn bywyd a gwaith yn croesawu heriau o’r fath, oherwydd byddan nhw’n cael eu hannog i gymryd risg, i arloesi a gwerthuso, a dysgu sut i ddarganfod atebion. 

en-gb	Thus, they can become more resilient and purposeful learners across all areas of learning and experience.
cy-gb	Felly, gallan nhw ddod yn ddysgwyr mwy gwydn a phwrpasol ar draws yr holl feysydd dysgu a phrofiad. 

en-gb	This Area draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance learners’ knowledge and understanding of the world.
cy-gb	Mae’r Maes hwn yn tynnu ar ddisgyblaethau bioleg, cemeg, gwyddoniaeth gyfrifiadurol, dylunio a thechnoleg, a ffiseg er mwyn dyfnhau gwybodaeth a dealltwriaeth dysgwyr o’r byd.

en-gb	Statements of What Matters
cy-gb	Datganiadau o’r hyn sy’n bwysig

en-gb	Being curious and searching for answers is essential to understanding and predicting phenomena.
cy-gb	Mae bod yn chwilfrydig a chwilio am atebion yn hanfodol i ddeall a rhagfynegi ffenomenau.

en-gb	Curiosity about science and technology leads us to ask questions about the world around us. 
cy-gb	Mae chwilfrydedd am wyddoniaeth a thechnoleg yn ein hannog i ofyn cwestiynau am y byd o’n cwmpas. 

en-gb	By being encouraged to use logic, evidence and creativity, learners will be supported to inquire into and apply scientific knowledge to further understanding of how our world works. 
cy-gb	Wrth gael eu hannog i ddefnyddio rhesymeg, tystiolaeth a chreadigrwydd, caiff dysgwyr eu cefnogi i ymchwilio i wybodaeth wyddonol, a’i chymhwyso, er mwyn dyfnhau eu dealltwriaeth o sut mae’r byd yn gweithio. 

en-gb	Developing and testing models will also help them make sense of its complexity. 
cy-gb	Bydd datblygu a phrofi modelau defnyddiol hefyd o gymorth iddyn nhw wneud synnwyr o gymhlethdod y byd. 

en-gb	With evidence derived from observations, new theories can be developed, and existing ideas may be refined or challenged. 
cy-gb	Gyda thystiolaeth sy’n deillio o arsylwadau, gellir datblygu damcaniaethau newydd a gellir mireinio neu herio syniadau sy’n bodoli eisoes.

en-gb	Learners need to be able to evaluate scientific claims to help make informed decisions that affect our environment and well-being. 
cy-gb	Bydd angen i ddysgwyr allu gwerthuso honiadau gwyddonol i’w helpu i wneud penderfyniadau gwybodus sy’n effeithio ar ein hamgylchedd ac ar ein lles. 

en-gb	The choices we make depend on many factors, including moral viewpoints and personal beliefs. 
cy-gb	Mae’r dewisiadau a wnawn yn dibynnu ar lawer o ffactorau, gan gynnwys safbwyntiau moesol a chredoau personol. 

en-gb	However, rigorous and robust evidence-based research provides a solid foundation on which to base decisions. 
cy-gb	Fodd bynnag, mae gwaith ymchwil trylwyr a chadarn, sy’n seiliedig ar dystiolaeth, yn cynnig sylfaen gadarn ar gyfer penderfyniadau. 

en-gb	As ethically informed citizens, learners will need to consider the impact of our actions and of scientific and technological developments, locally and elsewhere in Wales, as well as in the wider world, asking ‘Just because we can, does that mean we should?’
cy-gb	Fel dinasyddion egwyddorol wybodus, bydd angen i ddysgwyr ystyried effaith eu gweithredoedd a datblygiadau gwyddonol a thechnolegol yn lleol, yng Nghymru a’r byd ehangach, gan ofyn ‘Ydy’r ffaith ein bod ni’n gallu yn golygu y dylen ni?’

en-gb	Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.
cy-gb	Mae meddylfryd dylunio a pheirianneg yn cynnig ffyrdd technegol a chreadigol i ddiwallu anghenion a dymuniadau cymdeithas.

en-gb	By applying their experiences, skills and knowledge, learners can design and shape innovative engineered solutions. 
cy-gb	Trwy gymhwyso eu profiadau, eu sgiliau a’u gwybodaeth, gall dysgwyr ddylunio a siapio datrysiadau peirianyddol arloesol. 

en-gb	Being part of a user ‑ centred design process will encourage them to use creativity to develop ideas, manage and mitigate risks, and minimise complexities. 
cy-gb	Bydd bod yn rhan o broses ddylunio sy’n canolbwyntio ar y defnyddiwr yn annog dysgwyr i fod yn greadigol er mwyn datblygu syniadau, rheoli a lliniaru risg, a lleihau cymhlethdodau. 

en-gb	When engineering products, services and systems, they will need to understand and control the interactions between materials, structures, components and users. 
cy-gb	Wrth greu cynnyrch, gwasanaethau a systemau, bydd angen i ddysgwyr ddeall a rheoli’r rhyngweithio rhwng defnyddiau, strwythurau, cydrannau a defnyddwyr. 

en-gb	The application of engineering processes allows learners to develop accuracy, precision, dexterity and craftsmanship. 
cy-gb	Trwy gymhwyso prosesau peirianyddol, galluogir dysgwyr i ddatblygu cywirdeb, manylder, deheurwydd a chrefftwaith. 

en-gb	By designing and engineering outcomes in response to needs and wants, learners can become enterprising problem solvers.
cy-gb	Trwy ddylunio a dyfeisio canlyniadau mewn ymateb i anghenion a dymuniadau, gall dysgwyr ddod yn ddatryswyr problem blaengar.

en-gb	The world around us is full of living things which depend on each other for survival.
cy-gb	Mae’r byd o’n cwmpas yn llawn pethau byw sy’n dibynnu ar ei gilydd i oroesi.

en-gb	By recognising the diversity of living things and how they interact with their environment, learners can develop an understanding of how these have evolved over significant periods of time. 
cy-gb	Trwy sylwi ar amrywiaeth pethau byw, a sut maen nhw’n ymwneud â’u hamgylchedd, gall dysgwyr ddod i ddeall sut mae’r rhain wedi esblygu dros gyfnodau sylweddol o amser. 

en-gb	All living things require specific conditions and resources to survive and they may have to compete with other organisms to do so. 
cy-gb	Mae angen amodau ac adnoddau penodol ar bob peth byw er mwyn goroesi, a gall fod yn rhaid iddyn nhw gystadlu ag organebau eraill er mwyn gwneud hynny. 

en-gb	Humans form part of the living world and our decisions and actions, along with natural selection, can have a significant impact on the diversity of life. 
cy-gb	Mae pobl yn rhan o’r byd hwn o bethau byw, a gall ein penderfyniadau a’n gweithredoedd, ynghyd â’r broses ddetholiad naturiol, gael effaith sylweddol ar amrywiaeth bywyd. 

en-gb	Knowing about the structures and functions of living things enables learners  to understand how these things  grow, develop and reproduce successfully. 
cy-gb	Mae gwybod am strwythurau a swyddogaethau pethau byw yn galluogi dysgwyr i ddeall sut mae’r rhain yn tyfu, datblygu ac atgenhedlu’n llwyddiannus. 

en-gb	Developing an understanding of the factors which affect the health and success of organisms allows us to make informed decisions, including about the prevention and treatments of diseases.
cy-gb	Mae datblygu dealltwriaeth o’r ffactorau sy’n effeithio ar iechyd a llwyddiant organebau yn caniatáu i ni wneud penderfyniadau gwybodus, gan gynnwys chwilio am ffyrdd o atal a thrin clefydau.

en-gb	Matter and the way it behaves defines our universe and shapes our lives.
cy-gb	Mae mater, a’r ffordd y mae’n ymddwyn, yn diffinio ein bydysawd ac yn ffurfio ein bywydau.

en-gb	The universe and all living things are made up of matter . 
cy-gb	Mae’r bydysawd a phob peth byw wedi cael eu gwneud o fater. 

en-gb	The behaviour of matter determines the properties of materials and allows us to use natural resources, as well as to create new substances. 
cy-gb	Mae sut mae mater yn ymddwyn yn pennu priodweddau defnyddiau ac yn ein galluogi i ddefnyddio adnoddau naturiol, yn ogystal â chreu sylweddau newydd. 

en-gb	Understanding the nature of matter can help learners to appreciate the impact that chemistry has on the world around them, as well as how it contributes to advances in science and technology. 
cy-gb	Gall deall natur mater fod o gymorth i ddysgwyr werthfawrogi’r dylanwad y mae cemeg yn ei gael ar y byd o’u hamgylch, yn ogystal â’r ffordd y mae’n cyfrannu at ddatblygiadau mewn gwyddoniaeth a thechnoleg. 

en-gb	Chemical reactions happen continuously in our environment as well as in living things. 
cy-gb	Mae adweithiau cemegol yn digwydd yn gyson yn ein hamgylchedd yn ogystal ag oddi mewn i bethau byw. 

en-gb	Learning how to control and apply these reactions has benefits to individuals and industry.
cy-gb	Mae dysgu sut i reoli a chymhwyso’r adweithiau hyn o fudd i unigolion a diwydiant.

en-gb	Forces and energy provide a foundation for understanding our universe.
cy-gb	Mae grymoedd ac egni yn gosod sail i ddeall ein bydysawd.

en-gb	Forces and energy can be used to describe the behaviour of everything from the smallest building blocks of matter to the motion of planets and stars. 
cy-gb	Gellir defnyddio grymoedd ac egni er mwyn disgrifio ymddygiad popeth, o flociau adeiladu lleiaf mater i symudiad y sêr a’r planedau. 

en-gb	Understanding forces and energy helps us to predict and control the behaviour of our environment. 
cy-gb	Gall deall grymoedd ac egni ein helpu i ragfynegi a rheoli ymddygiad ein hamgylchedd. 

en-gb	These ideas can be modelled and expressed formally, providing a consistent mathematical framework to describe physical systems. 
cy-gb	Gellir modelu’r syniadau hyn a’u mynegi’n ffurfiol, gan ddarparu fframwaith mathemategol cyson ar gyfer disgrifio systemau ffisegol. 

en-gb	This has enabled some of society’s greatest scientific breakthroughs and engineering achievements. 
cy-gb	Mae hyn wedi arwain at rai o ddarganfyddiadau gwyddonol a chyflawniadau peirianyddol mwyaf cymdeithas. 

en-gb	An understanding of forces and energy can help learners overcome future challenges and use our planet’s resources efficiently and sustainably, helping them become responsible citizens of Wales and the world.
cy-gb	Gall deall grymoedd ac egni fod o gymorth i ddysgwyr ddod i ben â heriau yn y dyfodol ac i ddefnyddio adnoddau ein planed yn effeithlon a chynaliadwy, gan eu helpu i ddod yn ddinasyddion cyfrifol.

en-gb	Computation is the foundation for our digital world.
cy-gb	Mae cyfrifiaduraeth yn gosod sail i’n byd digidol.

en-gb	Computation involves algorithms processing data to solve a wide range of real-world problems. 
cy-gb	Mae cyfrifiaduraeth yn ymwneud ag algorithmau yn prosesu data er mwyn datrys amrywiaeth eang o broblemau bywyd go iawn. 

en-gb	Computational processes have changed the way we live, work, study and interact with each other and our environment. 
cy-gb	Mae prosesau cyfrifiadurol wedi newid y ffordd rydyn ni’n byw, gweithio, astudio a rhyngweithio â’n gilydd a’n hamgylchedd. 

en-gb	They provide  the foundation  for all software and hardware systems, but learners should also be aware of the limitations of what computers can achieve. 
cy-gb	Dyma fan cychwyn pob system caledwedd a meddalwedd, ond mae angen i ddysgwyr hefyd fod yn ymwybodol o gyfyngiadau’r hyn y gall cyfrifiaduron eu cyflawni. 

en-gb	To create and use digital technologies to their full potential, learners need to know how they work. 
cy-gb	Er mwyn creu a defnyddio’r technolegau hyn i’w llawn botensial, bydd angen i ddysgwyr wybod sut maen nhw’n gweithio. 

en-gb	They also need to understand that there are broad legal, social and  ethical consequences to the use of technology. 
cy-gb	Bydd angen iddyn nhw hefyd ddeall fod yna ganlyniadau eang, yn gyfreithiol, cymdeithasol a moesol, i’r defnydd o dechnoleg. 

en-gb	This can help learners to make informed decisions about the future development and application of technology.
cy-gb	Gall  hyn fod o gymorth i ddysgwyr wneud penderfyniadau gwybodus am ddatblygiad a’r defnydd o dechnoleg yn y dyfodol.

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 Science and Technology Area of Learning and Experience (Area) is demonstrated by learners exploring and experiencing increasingly complex ideas and concepts that sit within the statements of what matters. 
cy-gb	Caiff cynnydd ym Maes Dysgu a Phrofiad Gwyddoniaeth a Thechnoleg (Maes) ei ddangos wrth i ddysgwyr archwilio a phrofi syniadau a chysyniadau cynyddol gymhleth sy'n rhan o'r datganiadau o'r hyn sy'n bwysig. 

en-gb	Knowledge moves through exploration from a personal understanding of the world to an abstract view that enables learners to conceptualise and justify their understandings. 
cy-gb	Mae gwybodaeth yn symud, drwy archwilio, o ddealltwriaeth bersonol o'r byd i safbwynt haniaethol sy'n galluogi'r dysgwr i gysyniadu a chyfiawnhau ei ddealltwriaeth. 

en-gb	Progression of learning is not linear but cyclical with learners revisiting existing knowledge, linking this with their new learning, and adjusting schema in light of new discovery.
cy-gb	Yn hytrach na bod yn llinol, mae cynnydd dysgu yn gylchol, gyda dysgwyr yn ailystyried eu gwybodaeth bresennol, yn ei chysylltu â'r hyn y maen nhw newydd ei ddysgu, ac yn addasu sgemâu yn sgil darganfyddiadau newydd. 

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 in this Area includes the development of a deep understanding of the learning expressed within all the statements of what matters within the Area and the complex relationships and connections which exist between them. 
cy-gb	cynnwys meithrin dealltwriaeth ddofn o'r dysgu sy'n cael ei fynegi ym mhob datganiad o'r hyn sy'n bwysig yn y Maes a'r cydberthnasau a'r cysylltiadau cymhleth sy'n bodoli rhyngddyn nhw. 

en-gb	Investigative skills which are developed within the context of one statement of what matters can be applied in others. 
cy-gb	Gellir cymhwyso sgiliau ymchwilio sy'n cael eu meithrin yng nghyd-destun un datganiad o'r hyn sy'n bwysig mewn rhai eraill. 

en-gb	Iterative approaches to problem-solving from computer science and design and technology can also be beneficial to all sciences. 
cy-gb	Gall dulliau iteraidd o ddatrys problemau mewn cyfrifiadureg a dylunio a thechnoleg hefyd fod o fudd i bob gwyddoniaeth. 

en-gb	Early stage learning will be typified by a holistic approach to asking questions and exploring the world around the learner, with increasing specialisation at later stages.
cy-gb	Caiff dysgu yn y cyfnod cynnar ei nodweddu gan ddull holistaidd o ofyn cwestiynau ac archwilio'r byd o gwmpas y dysgwr, gan arbenigo'n gynyddol yn ystod cyfnodau diweddarach. 

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	Investigation, exploration, analysis, problem-solving, and design are key skills required as learners work along the continuum of learning in this Area. 
cy-gb	Mae ymchwilio, archwilio, dadansoddi, datrys problemau, a dylunio yn sgiliau allweddol sydd eu hangen wrth i ddysgwyr weithio ar hyd continwwm dysgu y Maes hwn. 

en-gb	As a learner makes progress, there is increasing sophistication in the way in which they explore and investigate problems and the resulting formulation of creative solutions. 
cy-gb	Wrth i ddysgwr wneud cynnydd, mae'n archwilio ac yn ymchwilio i broblemau ac yn ffurfio atebion creadigol canlyniadol mewn ffordd gynyddol soffistigedig. 

en-gb	There is a refinement and increasing accuracy in what learners are able to do and produce both in the physical and digital environments.
cy-gb	Mae coethder a chywirdeb cynyddol yn yr hyn y mae dysgwyr yn gallu ei wneud a'i gynhyrchu yn yr amgylcheddau ffisegol a digidol.

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

en-gb	As learners progress across the continuum they will increasingly be able to make links between current learning and other experiences and knowledge developed within and beyond this Area. 
cy-gb	Wrth i ddysgwyr wneud cynnydd ar hyd y continwwm, byddan nhw’n gallu nodi cysylltiadau cynyddol rhwng dysgu presennol a phrofiadau eraill a gwybodaeth arall a gafwyd yn y Maes hwn a'r tu hwnt. 

en-gb	This will include making links with knowledge and experiences from outside the school environment. 
cy-gb	Bydd hyn yn cynnwys creu cysylltiadau â gwybodaeth a phrofiadau o'r tu hwnt i amgylchedd yr ysgol. 

en-gb	Problems within science and technology involve ethical or moral dilemmas and it is an increased understanding in the way in which these dilemmas are or even should be approached which will signify progression. 
cy-gb	Mae problemau ym maes gwyddoniaeth a thechnoleg yn ymwneud â phenblethau moesegol neu foesol a bydd dealltwriaeth gynyddol o'r ffordd yr ymdrinnir neu y dylid ymdrin â'r penblethau hyn yn dangos cynnydd. 

en-gb	Learners will develop the capacity to apply their learning in science and technology to inform their thinking and action beyond the classroom.
cy-gb	Bydd dysgwyr yn datblygu'r gallu i gymhwyso eu dysgu ym maes gwyddoniaeth a thechnoleg er mwyn llywio'r ffordd y maen nhw’n meddwl ac yn gweithredu y tu hwnt i'r ystafell ddosbarth. 

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

en-gb	Problem-solving and design tend to be iterative; the development of skills-related resilience and self-efficacy become important to enable learning through a ‘trial and improve’ approach. 
cy-gb	Mae datrys problemau a dylunio yn tueddu i fod yn iteraidd; daw meithrin hunaneffeithiolrwydd a gwydnwch sy'n gysylltiedig â sgiliau yn bwysig er mwyn galluogi dull 'treialu a gwella'. 

en-gb	Over time there is an increased independence in learning, including interdependence in peer group learning. 
cy-gb	Dros amser, ceir annibyniaeth gynyddol wrth ddysgu, gan gynnwys rhyngddibyniaeth mewn dysgu drwy grŵp cyfoedion. 

en-gb	Learners should develop an awareness of their increasing sophistication of understanding and an ability to regulate their own thinking. 
cy-gb	Dylai dysgwyr feithrin ymwybyddiaeth o'u dealltwriaeth gynyddol soffistigedig a'r gallu i reoleiddio eu meddwl eu hunain. 

en-gb	Descriptions of learning
cy-gb	Disgrifiadau dysgu

en-gb	Exploration of the world around us at progression steps 1 and 2 provides the foundation for learning across statements of what matters in science and technology. 
cy-gb	Mae archwilio’r byd o’n cwmpas yng Nghamau cynnydd 1 a 2 yn darparu sylfaen ar gyfer dysgu ar draws datganiadau am yr hyn sy’n bwysig mewn gwyddoniaeth a thechnoleg. 

en-gb	Some descriptions of learning at these foundational progression steps are, therefore, duplicated across some statements of what matters, where directly relevant, to better support planning for learning progression.
cy-gb	Felly, mae rhai disgrifiadau dysgu yn y camau cynnydd sylfaenol hyn yn cael eu dyblygu ar draws rhai datganiadau yr hyn sy’n bwysig, lle bo hynny’n uniongyrchol berthnasol, er mwyn cefnogi cynllunio ar gyfer cynnydd dysgu yn well.

en-gb	Being curious and searching for answers is essential to understanding and predicting phenomena.
cy-gb	Mae bod yn chwilfrydig a chwilio am atebion yn hanfodol i ddeall a rhagfynegi ffenomenau.

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 show curiosity and question how things work.
cy-gb	Rwy’n gallu dangos chwilfrydedd a chwestiynu sut mae pethau’n gweithio. 

en-gb	I can explore the environment, make observations and communicate my ideas.
cy-gb	Rwy’n gallu archwilio’r amgylchedd, gwneud arsylwadau a mynegi fy syniadau.

en-gb	I can ask questions and use my experience to suggest simple methods of inquiry.
cy-gb	Rwy’n gallu gofyn cwestiynau a defnyddio fy mhroﬁad i awgrymu dulliau ymholi syml. 

en-gb	I can recognise patterns from my observations and investigations and can communicate my findings.
cy-gb	Rwy’n gallu adnabod patrymau ar sail fy arsylwadau a’m hymchwiliadau, ac rwy’n gallu mynegi fy nghanfyddiadau.

en-gb	I can use my knowledge and understanding to predict effects as part of my scientific exploration.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ragfynegi effeithiau fel rhan o’m hymchwiliadau gwyddonol.

en-gb	I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.
cy-gb	Rwy’n gallu adnabod y gall yr hyn a wnaf, a’r pethau a ddefnyddiaf, gael effaith ar fy amgylchedd ac ar bethau byw.

en-gb	I can explore relationships between living things, their habitats and their  life cycles.
cy-gb	Rwy’n gallu archwilio’r berthynas rhwng pethau byw, eu cynefinoedd a’u cylchoedd bywyd .

en-gb	I can observe and describe ways in which materials change when they are mixed together.
cy-gb	Rwy’n gallu arsylwi ar a disgriﬁo’r ffyrdd y mae defnyddiau yn newid wrth eu cymysgu gyda’i gilydd.

en-gb	I can investigate different forms of energy and how it can be transferred.
cy-gb	Rwy’n gallu archwilio gwahanol ffurfiau o egni, a sut y mae’n gallu cael ei drosglwyddo.

en-gb	I can explore and communicate the basic properties of light, sound, electricity and magnetism.
cy-gb	Rwy’n gallu archwilio a mynegi priodweddau sylfaenol golau, sain, trydan a magnetau.

en-gb	I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others.
cy-gb	Rwy’n gallu nodi pethau yn yr amgylchedd a all fod yn niweidiol, a gallu gweithredu er mwyn lleihau risg i mi fy hun ac i eraill.

en-gb	I can identify questions that can be investigated scientifically and suggest suitable methods of inquiry.
cy-gb	Rwy’n gallu nodi cwestiynau y mae modd eu hymchwilio’n wyddonol, a gallu awgrymu dulliau ymholi addas.

en-gb	I can suggest conclusions as a result of carrying out my inquiries. 
cy-gb	Rwy’n gallu awgrymu canlyniadau ar sail fy ngwaith ymchwil. 

en-gb	I can evaluate methods to suggest improvements.
cy-gb	Rwy’n gallu gwerthuso dulliau er mwyn awgrymu gwelliannau.

en-gb	I can research, devise and use suitable methods of inquiry to investigate my scientific questions.
cy-gb	Rwy’n gallu ymchwilio, dyfeisio a defnyddio dulliau ymholi addas er mwyn ymchwilio i’m cwestiynau gwyddonol. 

en-gb	I can use my findings to draw valid conclusions.
cy-gb	Rwy’n gallu ddefnyddio fy nghanfyddiadau er mwyn dod i gasgliadau dilys.

en-gb	I can evaluate and identify ways of improving the reliability of data, taking anomalies into account.
cy-gb	Rwy’n gallu gwerthuso a nodi ffyrdd o wella dibynadwyedd data, gan ystyried anomaleddau.

en-gb	I can devise, justify and use systematic methods of inquiry to rigorously investigate my scientific questions and recognise limitations.
cy-gb	Rwy’n gallu dyfeisio, cyﬁawnhau a defnyddio dulliau ymholi systematig er mwyn ymchwilio’n drylwyr i gwestiynau gwyddonol, a gallu adnabod cyfyngiadau.

en-gb	I can link experimental findings and theoretical knowledge to draw valid conclusions.
cy-gb	Rwy’n gallu cysylltu canfyddiadau arbrofol a gwybodaeth ddamcaniaethol er mwyn dod i gasgliadau dilys.

en-gb	I can critically evaluate the quality of data and justify improvements. 
cy-gb	Rwy’n gallu gwerthuso ansawdd data yn feirniadol, a chyfiawnhau gwelliannau.

en-gb	I can use a range of models to explain and make predictions.
cy-gb	Rwy’n gallu defnyddio ystod o fodelau i esbonio a rhagfynegi.

en-gb	I can apply and make links between a range of models and use them to support or challenge theories.
cy-gb	Rwy’n gallu cymhwyso a gwneud cysylltiadau rhwng amrywiaeth o fodelau a’u defnyddio i gefnogi neu wrthbroﬁ damcaniaethau.

en-gb	I can evaluate the effectiveness of models and refine them to better fit the evidence available.
cy-gb	Rwy’n gallu gwerthuso effeithiolrwydd modelau a’u mireinio er mwyn sicrhau eu bod yn gweddu’n well i’r dystiolaeth sydd ar gael.

en-gb	I can engage with scientific and technological evidence to inform my own opinions.
cy-gb	Rwy’n gallu mynd i’r afael â materion gwyddonol a thechnolegol i lywio fy marn fy hun.

en-gb	I can select relevant scientific knowledge from a range of evidence sources to evaluate claims presented as scientific facts.
cy-gb	Rwy’n gallu dewis gwybodaeth wyddonol berthnasol o ystod o ffynonellau tystiolaeth er mwyn gwerthuso honiadau a gyﬂwynir fel ffeithiau gwyddonol.

en-gb	I can review my own opinions based on new scientific evidence.
cy-gb	Rwy’n gallu adolygu fy safbwyntiau fy hun yn seiliedig ar dystiolaeth wyddonol newydd.

en-gb	I can research and evaluate claims presented as scientific facts by considering the validity of the supporting evidence.
cy-gb	Rwy’n gallu ymchwilio i honiadau a gyﬂwynir fel ffeithiau gwyddonol, a’u gwerthuso, drwy ystyried dilysrwydd y dystiolaeth ategol.

en-gb	I can evaluate alternative theories, where the evidence available does not conclusively support one outcome, to form a considered opinion.
cy-gb	Rwy’n gallu gwerthuso damcaniaethau amgen, lle nad yw’r dystiolaeth sydd ar gael yn cefnogi un canlyniad yn bendant, a hyn er mwyn llunio barn ystyriol.

en-gb	I can understand how my actions and the actions of others impact on the environment and living things.
cy-gb	Rwy’n gallu deall sut y gall yr hyn a wnaf fi a phobl eraill gael effaith ar yr amgylchedd ac ar bethau byw.

en-gb	I can describe the impacts of science and technology, past and present, in my everyday life.
cy-gb	Rwy’n gallu disgriﬁo effeithiau gwyddoniaeth a thechnoleg, y gorffennol a’r presennol, yn fy mywyd pob-dydd.

en-gb	I can explain how the impact of our actions contribute to the changes in the environment and biodiversity. 
cy-gb	Rwy’n gallu esbonio sut mae effaith yr hyn a wnawn ni yn cyfrannu at newidiadau yn yr amgylchedd a bioamrywiaeth. 

en-gb	I can describe the impacts of science and technology, past and present, on society.
cy-gb	Rwy’n gallu disgriﬁo effeithiau gwyddoniaeth a thechnoleg, y gorffennol a’r presennol, ar gymdeithas.

en-gb	I can evaluate contemporary issues that affect the planet and biodiversity.
cy-gb	Rwy’n gallu gwerthuso materion cyfoes sy’n effeithio ar y blaned a’i bioamrywiaeth.

en-gb	I can evaluate the effectiveness and impact of scientific and technological solutions on a personal, societal and environmental level.
cy-gb	Rwy’n gallu gwerthuso effeithiolrwydd ac effaith datrysiadau gwyddonol a thechnolegol ar lefel bersonol, gymdeithasol ac amgylcheddol.

en-gb	Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.
cy-gb	Mae meddylfryd dylunio a pheirianneg yn cynnig ffyrdd technegol a chreadigol i ddiwallu anghenion a dymuniadau cymdeithas.

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 design while I make and communicate about what I am making.
cy-gb	Rwy’n gallu dylunio wrth wneud, a chyfathrebu am yr hyn rwyf yn ei wneud.

en-gb	I can safely use simple tools, materials and equipment to construct and deconstruct.
cy-gb	Rwy’n gallu defnyddio offer syml, defnyddiau a chyfarpar yn ddiogel er mwyn adeiladu a dadadeiladu. 

en-gb	I can explore the properties of materials and choose different materials for a particular use.
cy-gb	Rwy’n gallu archwilio priodweddau defnyddiau, a dewis gwahanol ddefnyddiau at ddefnydd penodol. 

en-gb	I can identify, follow and begin to create sequences and patterns in everyday activities.
cy-gb	Rwy’n gallu nodi, dilyn a dechrau creu dilyniannau a phatrymau mewn gweithgareddau pob-dydd. 

en-gb	I can produce designs to communicate my ideas in response to particular contexts.
cy-gb	Rwy’n gallu cynhyrchu dyluniadau i fynegi fy syniadau mewn ymateb i gyd-destunau penodol.

en-gb	I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.
cy-gb	Rwy’n gallu gwneud penderfyniadau dylunio, gan ddefnyddio fy ngwybodaeth am ddefnyddiau a chynnyrch sy’n bodoli eisoes, ac awgrymu gwelliannau dylunio.

en-gb	I can explore how different component parts work together.
cy-gb	Rwy’n gallu archwilio sut mae gwahanol gydrannau yn cydweithio.

en-gb	I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
cy-gb	Rwy’n gallu ddefnyddio ystod o offer, defnyddiau a chyfarpar yn ddiogel er mwyn adeiladu at amrywiaeth o ddibenion. 

en-gb	I have experienced using basic prototyping techniques to improve outcomes.
cy-gb	Rwyf wedi cael profiad o ddefnyddio dulliau prototeipio sylfaenol i wella fy nghanlyniadau. 

en-gb	I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others.
cy-gb	Rwy’n gallu nodi pethau yn yr amgylchedd a all fod yn niweidiol, a gallu gweithredu er mwyn lleihau risg i mi fy hun ac i eraill.

en-gb	I can explore and describe the properties of materials and justify their uses.
cy-gb	Rwy’n gallu archwilio a disgriﬁo priodweddau defnyddiau, a chyﬁawnhau’r defnydd a wneir ohonyn nhw.

en-gb	I can draw inspiration to design from historical, cultural and other sources.
cy-gb	Rwy’n gallu dwyn ysbrydoliaeth o ffynnonellau hanesyddol a diwylliannol ymhlith eraill er mwyn dylunio.

en-gb	I can creatively respond to the needs and wants of the user, based on the context and on the information collected.
cy-gb	Rwy’n gallu ymateb yn greadigol i anghenion a dymuniadau’r defnyddiwr, yn seiliedig ar gyd-destun ac ar yr wybodaeth a gasglwyd.

en-gb	I can investigate and draw inspiration from historical, cultural and other sources to design creative solutions.
cy-gb	Rwy’n gallu ymchwilio a dwyn ysbrydoliaeth o ffynonellau hanesyddol a diwylliannol ymhlith eraill er mwyn dylunio datrysiadau creadigol.

en-gb	I can recognise and act on user needs and wants in increasingly challenging contexts.
cy-gb	Rwy’n gallu adnabod anghenion a dymuniadau defnyddwyr a gweithredu arnyn nhw mewn cyd-destunau cynyddol heriol.

en-gb	I can investigate, analyse and draw inspiration from historical, cultural and other sources to design new proposals that add value.
cy-gb	Rwy’n gallu ymchwilio, dadansoddi a dwyn ysbrydoliaeth o ffynonellau hanesyddol a diwylliannol ymhlith eraill er mwyn dylunio cynigion newydd sy’n ychwanegu gwerth.

en-gb	I can tackle challenging problems, independently and collaboratively, to address wider design requirements in increasingly unfamiliar contexts.
cy-gb	Rwy’n gallu mynd i’r afael â phroblemau anodd, ar fy mhen fy hun ac ar y cyd, er mwyn ymdrin â gofynion dylunio ehangach mewn cyd-destunau cynyddol anghyfarwydd.

en-gb	I can identify and consider factors when developing design proposals.
cy-gb	Rwy’n gallu nodi ac ystyried ffactorau wrth ddatblygu cynigion dylunio.

en-gb	I can use design thinking t o test and refine my design decisions without fear of failure.
cy-gb	Rwy’n gallu defnyddio meddylfryd dylunio  i broﬁ a mireinio fy mhenderfyniadau dylunio, heb ofni methu.

en-gb	I can apply my knowledge and skills when making design decisions in order to produce specific outcomes.
cy-gb	Rwy’n gallu cymhwyso fy ngwybodaeth a’m sgiliau wrth wneud fy mhenderfyniadau dylunio er mwyn cynhyrchu canlyniadau penodol.

en-gb	I can consider how my design proposals will solve problems and how this may affect the environment.
cy-gb	Rwy’n gallu ystyried sut y bydd fy nghynigion dylunio yn datrys problemau a sut y gall hyn effeithio ar yr amgylchedd.

en-gb	I can identify and prioritise factors which inform my design proposals.
cy-gb	Rwy’n gallu nodi a blaenoriaethu ffactorau sy’n llywio fy nghynigion dylunio.

en-gb	I can develop my design thinking to test and refine my design decisions by responding to success and failure.
cy-gb	Rwy’n gallu datblygu fy meddylfryd dylunio er mwyn profi a mireinio fy mhenderfyniadau dylunio mewn ymateb i lwyddiant a methiant.

en-gb	I can develop my knowledge and skills to support and refine my design decisions in order to produce purposeful outcomes.
cy-gb	Rwy’n gallu datblygu fy ngwybodaeth a’m sgiliau i gefnogi a mireinio fy mhenderfyniadau dylunio er mwyn cynhyrchu canlyniadau pwrpasol.

en-gb	I can adopt an iterative process to improve my design proposals, while minimising their negative impact on the environment and society.
cy-gb	Rwy’n gallu dilyn proses iterus i wella fy nghynigion dylunio gan leihau eu heffaith negyddol ar yr amgylchedd a’r gymdeithas.

en-gb	I can prioritise and justify multiple design factors to improve the effectiveness of my design decisions.
cy-gb	Rwy’n gallu baenoriaethu a chyﬁawnhau nifer o ffactorau dylunio i wella effeithiolrwydd fy mhenderfyniadau dylunio.

en-gb	I can fluently use design thinking , including my successes and failures, to test and refine my design decisions. 
cy-gb	Rwy’n gallu defnyddio meddylfryd dylunio yn rhugl, gan gynnwys fy llwyddiannau a’m methiannau, er mwyn profi a mireinio fy mhenderfyniadau dylunio.

en-gb	I can identify when I need to seek out new knowledge and skills to support and refine my design decisions in order to produce purposeful outcomes.
cy-gb	Rwy’n gallu nodi pan mae angen i mi chwilio gwybodaeth a sgiliau newydd i gefnogi a mireinio fy mhenderfyniadau dylunio. er mwyn cynhyrchu canlyniadau pwrpasol.

en-gb	I can use an iterative process naturally which considers both potential intended and unintended consequences of my designs, in order to adapt and justify proposals.
cy-gb	Rwy’n gallu dilyn proses iterus yn naturiol, sy’n ystyried canlyniadau bwriadol ac anfwriadol fy nyluniadau, a hyn er mwyn addasu a chyfiawnhau cynigion.

en-gb	I can use design communication methods to develop and present ideas, and respond to feedback.
cy-gb	Rwy’n gallu defnyddio dulliau cyfathrebu dylunio i ddatblygu a chyﬂwyno syniadau, ac ymateb i adborth.

en-gb	I can use a variety of design communication methods and techniques to develop and present ideas clearly, and can respond constructively to feedback.
cy-gb	Rwy’n gallu defnyddio amrywiaeth o ddulliau a thechnegau cyfathrebu dylunio er mwyn datblygu a chyﬂwyno syniadau’n glir, ac rwy’n gallu ymateb yn adeiladol i adborth.

en-gb	I can independently select and apply appropriate communication methods to develop and present my ideas fluently.
cy-gb	Rwy’n gallu dewis a chymhwyso dulliau cyfathrebu addas yn annibynnol er mwyn datblygu a chyflwyno fy syniadau yn rhugl. 

en-gb	I can engage with feedback from different audiences and respond constructively to it.  
cy-gb	Rwy’n gallu mynd i’r afael ag adborth gan wahanol gynulleidfaoedd ac ymateb yn adeiladol iddo. 

en-gb	I can combine component parts, materials and processes to achieve functionality and improve the effectiveness of my outcomes.
cy-gb	Rwy’n gallu cyfuno cydrannau, defnyddiau a phrosesau er mwyn sicrhau bod y cyfan yn weithredol ac i wella effeithiolrwydd fy nghynnyrch terfynol.

en-gb	I can investigate, evaluate, select and combine component parts, materials or processes to improve the functionality and effectiveness of my outcomes.
cy-gb	Rwy’n gallu ymchwilio, gwerthuso, dewis a chyfuno cydrannau, defnyddiau neu brosesau er mwyn bod fy nghynnyrch terfynol yn gwella o ran swyddogaeth ac  effeithiolrwydd.

en-gb	I can independently select, justify and combine component parts, materials and processes to improve functionality and can evaluate their impact on the effectiveness of my outcomes.
cy-gb	Rwy’n gallu dewis, cyfiawnhau a chyfuno cydrannau, defnyddiau a phrosesau yn annibynnol er mwyn gwella cynnyrch o ran swyddogaeth. 

en-gb	I can select and safely use appropriate tools, materials and equipment to construct purposeful outcomes.
cy-gb	Rwyf hefyd yn gallu gwerthuso effaith y rhain ar effeithiolrwydd fy nghynnyrch terfynol.

en-gb	I can use prototyping as a link between my designing and making.
cy-gb	Rwy’n gallu dewis a defnyddio offer, defnyddiau a chyfarpar addas yn ddiogel i sicrhau cynnyrch terfynol pwrpasol.

en-gb	I can take into account the impact my making may have on the environment.
cy-gb	Rwy’n gallu ddefnyddio dull prototeipio fel cyswllt rhwng fy nylunio a’m gwneud.

en-gb	I can select and safely use specialist tools and techniques in order to develop and construct my outcomes.
cy-gb	Rwy’n gallu cymryd i ystyriaeth yr effaith y bydd fy ngwaith llunio yn ei gael ar yr amgylchedd.

en-gb	I can use my making skills and knowledge of materials to produce high-quality and purposeful outcomes.
cy-gb	Rwy’n gallu dewis a defnyddio offer a thechnegau arbenigol yn ddiogel er mwyn datblygu a llunio fy nghynnyrch terfynol.

en-gb	I can use prototyping techniques to test ideas and support my making.
cy-gb	Rwy’n gallu ddefnyddio technegau prototeipio i broﬁ syniadau a helpu gyda’r broses o wneud.

en-gb	I can evaluate and apply responsible habits of working which consider environmental and societal impacts.
cy-gb	Rwy’n gallu gwerthuso a chymhwyso arferion gweithio cyfrifol sy’n ystyried effeithiau amgylcheddol a chymdeithasol.

en-gb	I can independently select specialist equipment and use it with precision in order to perform complex tasks safely and effectively.
cy-gb	Rwy’n gallu dewis offer arbenigol yn annibynol, a’i ddefnyddio gyda chywirdeb manwl, er mwyn cyflawni tasgau cymhleth yn ddiogel ac effeithiol.

en-gb	I can independently select and apply low-fidelity and high-fidelity prototyping to test ideas, materials and structures.
cy-gb	Rwy’n gallu dewis a chymhwyso prototeipiau manwl a bras yn annibynnol er mwyn profi syniadau, defnyddiau a strwythurau.

en-gb	I can use my making skills and knowledge of materials to produce high-quality and effective outcomes.
cy-gb	Rwy’n gallu ddefnyddio fy sgiliau gwneud a gwybodaeth am ddefnyddiau i sicrhau cynnyrch terfynol pwrpasol o safon uchel.

en-gb	I can apply and justify responsible habits of working which take into account impacts on the environment and society.
cy-gb	Rwy’n gallu cymhwyso a chyﬁawnhau arferion gweithio cyfrifol sy’n ystyried effeithiau ar yr amgylchedd a chymdeithas.

en-gb	The world around us is full of living things which depend on each other for survival.
cy-gb	Mae’r byd o’n cwmpas yn llawn pethau byw sy’n dibynnu ar ei gilydd i oroesi.

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 that plants and animals are living things which grow.
cy-gb	Rwy’n gallu adnabod bod planhigion ac anifeiliaid yn bethau byw sy’n tyfu.

en-gb	I can identify, follow and begin to create sequences and patterns in everyday activities.
cy-gb	Rwy’n gallu nodi, dilyn a dechrau creu dilyniannau a phatrymau mewn gweithgareddau pob-dydd. 

en-gb	I can recognise patterns from my observations and investigations and can communicate my findings.
cy-gb	Rwy’n gallu adnabod patrymau ar sail fy arsylwadau a’m hymchwiliadau, ac rwy’n gallu mynegi fy nghanfyddiadau.

en-gb	I can use my knowledge and understanding to predict effects as part of my scientific exploration.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ragfynegi effeithiau fel rhan o’m hymchwiliadau gwyddonol.

en-gb	I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.
cy-gb	Rwy’n gallu adnabod y gall yr hyn a wnaf, a’r pethau a ddefnyddiaf, gael effaith ar fy amgylchedd ac ar bethau byw.

en-gb	I can explore relationships between living things, their habitats and their life cycles.
cy-gb	Rwy’n gallu archwilio’r berthynas rhwng pethau byw, eu cynefinoedd a’u cylchoedd bywyd .

en-gb	I can describe how living things compete for specific resources and depend on each other for survival.
cy-gb	Rwy’n gallu disgriﬁo sut mae pethau byw yn cystadlu am adnoddau penodol ac yn dibynnu ar ei gilydd er mwyn goroesi.

en-gb	I can describe the features of organisms and recognise how they allow them to live, grow and reproduce for survival in their environment.
cy-gb	Rwy’n gallu disgrifio nodweddion organebau ac adnabod sut mae’r nodweddion hyn yn galluogi’r organebau i fyw, tyfu ac atgenhedlu er mwyn gallu goroesi yn eu hamglychedd.

en-gb	I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival. 
cy-gb	Rwy’n gallu disgrifio cyd-ddibyniaeth organebau mewn ecosystemau ac esbonio sut mae hyn yn effeithio ar eu siawns o oroesi. 

en-gb	I can explain how reproduction, mutations and the environment can lead to variation and adaptations within organisms which can affect their chances of survival. 
cy-gb	Rwy’n gallu esbonio sut y gall atgenhedlu, mwtaniadau a’r amgylchedd arwain at amrywiad ac addasiadau o fewn organebau a all effeithio ar eu siawns o oroesi.

en-gb	I can explain how variation of organisms within a changing environment leads to natural selection which drives evolution.
cy-gb	Rwy’n gallu esbonio sut mae amrywiad organebau o fewn amgylchedd cyfnewidiol yn arwain at ddethol naturiol, sy’n ei dro yn llywio esblygiad.

en-gb	I can explain the role of different organs and systems that enable plants and animals to live and grow.  
cy-gb	Rwy’n gallu esbonio’r rôl gwahanol organau a systemau sy’n galluogi i blanhigion ac anifeiliaid fyw a thyfu.

en-gb	I can describe some changes in growth and development caused by hormones.
cy-gb	Rwy’n gallu disgrifio rhai newidiadau mewn tyfiant a datblygiad sy’n cael eu hachosi gan hormonau.

en-gb	I can describe the levels of cellular organisation and how cells perform biological processes that ensure the development and survival of organisms. 
cy-gb	Rwy’n gallu disgrifio lefelau trefniadaeth celloedd, a sut mae celloedd yn cyflawni prosesau biolegol sy’n sicrhau bod organebau’n datblygu a goroesi.

en-gb	I can explain how biological processes and control mechanisms enable organisms to function, develop, reproduce and survive. 
cy-gb	Rwy’n gallu esbonio sut mae prosesau biolegol a mecanweithiau rheoli yn galluogi i organebau weithio, datblygu, atgenhedlu a goroesi.

en-gb	I can identify the threats to the development and health of organisms and recognise some natural defences, preventions and treatments.
cy-gb	Rwy’n gallu nodi’r bygythiadau i ddatblygiad ac iechyd organebau ac yn adnabod rhai amddiffynfeydd naturiol, ataliad haint a thriniaethau.

en-gb	I can explain the threats to the development and health of organisms and describe how the effects of these are reduced by natural defences, preventions and treatments.
cy-gb	Rwy’n gallu esbonio’r bygythiadau i ddatblygiad ac iechyd organebau, a gallu disgrifio sut mae effeithiau’r rhain yn cael eu lleihau drwy amddiffynfeydd naturiol, ataliad haint a thriniaethau.

en-gb	I can evaluate the factors which affect the development and health of organisms. 
cy-gb	Rwy’n gallu gwerthuso’r ffactorau ay’n effeithio ar ddatblygiad ac iechyd organebau. 

en-gb	I can explain how prevention and treatment can support natural defence systems and enhance the health of organisms.
cy-gb	Rwy’n gallu esbonio sut y gall ataliad haint a thriniaeth gefnogi systemau amddiffyn naturiol, a gwella iechyd organebau.

en-gb	Matter and the way it behaves defines our universe and shapes our lives.
cy-gb	Mae mater, a’r ffordd y mae’n ymddwyn, yn diffinio ein bydysawd ac yn ffurfio ein bywydau.

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 the properties of materials and choose different materials for a particular use.
cy-gb	Rwy’n gallu archwilio priodweddau defnyddiau, a dewis gwahanol ddefnyddiau at ddefnydd penodol. 

en-gb	I can identify, follow and begin to create sequences and patterns in everyday activities.
cy-gb	Rwy’n gallu nodi, dilyn a dechrau creu dilyniannau a phatrymau mewn gweithgareddau pob-dydd. 

en-gb	I can recognise patterns from my observations and investigations and can communicate my findings.
cy-gb	Rwy’n gallu adnabod patrymau ar sail fy arsylwadau a’m hymchwiliadau, ac rwy’n gallu mynegi fy nghanfyddiadau.

en-gb	I can use my knowledge and understanding to predict effects as part of my scientific exploration.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ragfynegi effeithiau fel rhan o’m hymchwiliadau gwyddonol.

en-gb	I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.
cy-gb	Rwy’n gallu gwneud penderfyniadau dylunio, gan ddefnyddio fy ngwybodaeth am ddefnyddiau a chynnyrch sy’n bodoli eisoes, ac awgrymu gwelliannau dylunio.

en-gb	I can explore and describe the properties of materials and justify their uses.
cy-gb	Rwy’n gallu archwilio a disgriﬁo priodweddau defnyddiau, a chyﬁawnhau’r defnydd a wneir ohonyn nhw.

en-gb	I can observe and describe ways in which materials change when they are mixed together.
cy-gb	Rwy’n gallu arsylwi ar a disgriﬁo’r ffyrdd y mae defnyddiau yn newid wrth eu cymysgu gyda’i gilydd.

en-gb	I can recognise that changes in materials affect their properties and uses under different conditions. 
cy-gb	Rwy’n gallu adnabod bod newidiadau mewn defnyddiau, o dan wahanol amodau, yn effeithio ar eu priodweddau a’r defnydd a wneir ohonyn nhw.

en-gb	I can describe and explain the properties of different types of matter and relate these to how they are used.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio priodweddau gwahanol fathau o fater a nodi sut mae hyn yn berthnasol i sut maen nhw’n cael eu defnyddio.

en-gb	I can use my knowledge of the atomic nature of matter to explain the structure and properties of materials and apply this to their uses.
cy-gb	Rwy’n gallu ddefnyddio’r hyn rwy’n ei wybod am natur atomig mater er mwyn esbonio strwythur a phriodweddau defnyddiau, a chymhwyso hyn i ba ddefnydd a wneir ohonyn nhw.

en-gb	I can describe different types of chemical reactions , explain their uses and identify any effects of the products formed.
cy-gb	Rwy’n gallu disgrifio gwahanol fathau o adweithiau cemegol, egluro’r defnydd a wneir ohonyn nhw a nodi unrhyw effeithiau’r cynnyrch sy’n cael ei ffurfio.

en-gb	I can use my knowledge of chemical reactions to explain what happens when conditions are changed.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am adweithiau c emegol i esbonio beth sy’n digwydd pan mae amodau yn cael eu newid.

en-gb	I can explain how and why different types of chemical reactions occur and can describe them in atomic or molecular terms, as well as in quantitative terms. 
cy-gb	Rwy’n gallu esbonio sut a pham mae gwahanol fathau o adweithiau cemegol yn digwydd, a gallu disgrifio’r rhain mewn termau atomig neu foleciwlaidd, yn ogystal â mewn termau meintiol.

en-gb	I can understand how the products and effects of reactions can be managed and controlled.
cy-gb	Rwy’n deall sut y gellir rheoli a chadw trefn ar gynnyrch ac effeithiau adweithiau.

en-gb	I can recognise that our planet provides natural materials and can explain why they may have been processed to make them useful.
cy-gb	Rwy’n gallu adnabod bod ein planed yn darparu defnyddiau naturiol, a gallu esbonio pam y gellir eu bod wedi cael eu prosesu i’w gwneud yn ddefnyddiol.

en-gb	I can use different methods to analyse materials in order to understand their composition.
cy-gb	Rwy’n gallu defnyddio gwahanol ddulliau i ddadansoddi defnyddiau er mwyn deall eu cyfansoddiad.

en-gb	I can describe how various materials need different techniques in order to separate and refine them.
cy-gb	Rwy’n gallu disgrifio sut mae angen gwahanol dechnegau i wahanu a phuro defnyddiau amrywiol.

en-gb	I can use my knowledge and understanding of matter to explain how different techniques can be used to extract, refine and analyse materials for a variety of uses.
cy-gb	Rwy’n gallu ddefnyddio fy ngwybodaeth a’m dealltwriaeth o fater i esbonio sut y gellir defnyddio gwahanol dechnegau i echdynnu puro a dadansoddi defnyddiau at amrywiaeth o ddibenion.

en-gb	Forces and energy provide a foundation for understanding our universe.
cy-gb	Mae grymoedd ac egni yn gosod sail i ddeall ein bydysawd.

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, follow and begin to create sequences and patterns in everyday activities.
cy-gb	Rwy’n gallu nodi, dilyn a dechrau creu dilyniannau a phatrymau mewn gweithgareddau pob-dydd. 

en-gb	I can recognise patterns from my observations and investigations and can communicate my findings.
cy-gb	Rwy’n gallu adnabod patrymau ar sail fy arsylwadau a’m hymchwiliadau, ac rwy’n gallu mynegi fy nghanfyddiadau.

en-gb	I can use my knowledge and understanding to predict effects as part of my scientific exploration.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ragfynegi effeithiau fel rhan o’m hymchwiliadau gwyddonol.

en-gb	I can investigate different forms of energy and how it can be transferred.
cy-gb	Rwy’n gallu archwilio gwahanol ffurfiau o egni, a sut y mae’n gallu cael ei drosglwyddo.

en-gb	I can communicate the effect forces have on myself and on objects.
cy-gb	Rwy’n gallu mynegi’r effaith y mae grymoedd yn ei gael arnaf fi ac ar wrthrychau.

en-gb	I can explore and communicate the basic properties of light, sound, electricity and magnetism.
cy-gb	Rwy’n gallu archwilio a mynegi priodweddau sylfaenol golau, sain, trydan a magnetau.

en-gb	I can explore how the motion of objects can be affected by applying specific forces .
cy-gb	Rwy’n gallu archwilio sut mae gweithredu grymoedd penodol yn gallu effeithio ar fudiant gwrthrych.

en-gb	I can use a variety of simple models to describe the forces acting on an object. 
cy-gb	Rwy’n gallu ddefnyddio modelau syml mewn amrywiaeth o ffurfiau i ddisgriﬁo’r grymoedd sy’n gweithredu ar wrthrych.

en-gb	I can explain and calculate how multiple forces acting on an object will affect its motion.
cy-gb	Rwy’n gallu esbonio a chyfrifo sut mae nifer o rymoedd sy’n gweithedau ar wrthrych yn effeithio ar ei fudiant.

en-gb	I can quantitively analyse the movement of objects and understand how applying forces to them can change their motion.
cy-gb	Rwy’n gallu dadansoddi symudiad gwrthrychau’n feintiol, a deall sut y gall gweithredu grymoedd arnyn nhw newid eu mudiant.

en-gb	I can explain that energy can be transferred from one place to another and how this can be used to provide the energy we need in our modern lives.
cy-gb	Rwy’n gallu esbonio y gellir trosglwyddo egni o un lle i’r llall, a sut y gellir defnyddio hyn i ddarparu’r egni sydd ei angen arnom yn ein bywydau modern.

en-gb	I can understand conservation of energy and can explain that energy is used at differing rates, and that this affects the power and efficiency of a system. 
cy-gb	Rwy’n gallu deall cadwraeth egni a gallu esbonio bod egni’n cael ei ddefnyddio ar wahanol gyfraddau, a bod hyn yn effeithio ar b ŵ er ac effeithlonrwydd system.

en-gb	I can apply my knowledge of energy and forces to new designs and can improve the efficiency of systems.
cy-gb	Rwy’n gallu cymhwyso’r hyn rwy’n ei wybod am egni a grymoedd i ddyluniadau newydd, a gallu gwella effeithlonrwydd systemau.

en-gb	I can quantify the energy in systems and apply this to system design in order to improve efficiency.
cy-gb	Rwy’n gallu meintioli’r egni mewn systemau a chymhwyso hyn i ddyluniadau system er mwyn gwella effeithlonrwydd.

en-gb	I can describe the factors that affect electrical circuits and this will enable me to change variables and predict what will happen.
cy-gb	Rwy’n gallu disgrifio’r ffactorau sy’n effeithio ar gylchedau trydanol, a bydd hyn yn galluogi i mi addasu newidynnau a rhagfynegi beth fydd yn digwydd.

en-gb	I can explain the factors that affect current and describe the way in which it behaves in various circuits.
cy-gb	Rwy’n gallu esbonio’r ffactorau sy’n effeithio ar gerrynt a disgrifio’r ffordd y mae’n ymddwyn mewn amrywiol gylchedau. 

en-gb	I can design and create circuits that will perform a desired function.
cy-gb	Rwy’n gallu dylunio a chreu cylchedau fydd yn cyflawni gwaith penodol.

en-gb	I can explain and quantitatively model the behaviour of circuits.
cy-gb	Rwy’n gallu esbonio a modelu’n feintiol sut mae cylchedau’n ymddwyn.

en-gb	I can independently design and build multiple-component circuits to solve problems.
cy-gb	Rwy’n gallu dylunio ac adeiladu cylchedau aml-gydran yn annibynnol er mwyn datrys problemau.

en-gb	I can explain how the properties of sound and light will affect how they are experienced.
cy-gb	Rwy’n gallu esbonio sut mae priodweddau sain a golau yn effeithio ar sut maen nhw’n cael eu profi.

en-gb	By manipulating the properties of sound and light, I can produce a desired effect.
cy-gb	Wrth drin priodweddau sain a golau, rwy’n gallu cynhyrchu effaith pendodol.

en-gb	I can predict the behaviour of waves in different circumstances. 
cy-gb	Rwy’n gallu rhagfynegi ymddygiad tonnau mewn gwahanol sefyllfaoedd.

en-gb	By applying simple rules, I can use waves in order to learn more about the world around me.
cy-gb	Trwy gymhwyso rheolau syml, rwy’n gallu defnyddio tonnau i ddysgu mwy am y byd o’m cwmpas.

en-gb	I can explain how and why various categories of waves are used for different applications. 
cy-gb	Rwy’n gallu esbonio sut a pham mae amrywiol gategorïau o donnau yn cael eu defnyddio at wahanol ddibenion.

en-gb	I can apply understanding of waves to ask questions and solve problems.
cy-gb	Rwy’n gallu cymhwyso dealltwriaeth o donnau i ofyn cwestiynau a datrys problemau.

en-gb	I can describe how magnetic fields behave and explore a range of practical uses for them. 
cy-gb	Rwy’n gallu disgrifio sut mae meysydd magnetig yn ymddwyn, ac archwilio gwahanol ffyrdd ymarferol o’u defnyddio.

en-gb	Through experiment, I can explore magnetic fields to investigate factors that affect their strength.
cy-gb	Rwy’n gallu archwilio meysydd magnetig trwy arbrofi er mwyn ymchwilio i ffactorau sy’n effeithio ar eu cryfder.

en-gb	I can apply my understanding of the interaction of fields in order to explore uses of magnetism.
cy-gb	Rwy’n gallu cymhwyso fy nealltwriaeth o sut mae meysydd yn rhyngweithio er mwyn archwilio’r gwahanol ffyrdd o ddefnyddio magnetedd. 

en-gb	I can use models to enable deeper understanding of the links between force, current and magnetic fields.
cy-gb	Rwy’n gallu defnyddio modelau i  sicrhau dealltwriaeth ddyfnach o’r cysylltiadau rhwng grym, cerrynt a meysydd magnetig.

en-gb	Computation is the foundation for our digital world.
cy-gb	Mae cyfrifiaduraeth yn gosod sail i’n byd digidol.

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, follow and begin to create sequences and patterns in everyday activities.
cy-gb	Rwy’n gallu nodi, dilyn a dechrau creu dilyniannau a phatrymau mewn gweithgareddau pob-dydd. 

en-gb	I am beginning to follow a sequence of instructions .
cy-gb	Rwy’n dechrau dilyn cyfres o gyfarwyddiadau .

en-gb	I can experiment with and identify uses of a range of computing technology in the world around me.
cy-gb	Rwy’n gallu arbroﬁ ag ystod o dechnolegau cyfriﬁadurol yn y byd o’m cwmpas, a nodi pa ddefnydd a wneir ohonyn nhw.

en-gb	I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
cy-gb	Rwy’n gallu defnyddio ystod o offer, defnyddiau a chyfarpar yn ddiogel er mwyn adeiladu at amrywiaeth o ddibenion. 

en-gb	I can use computational thinking techniques, through unplugged or offline activities.
cy-gb	Rwy’n gallu defnyddio technegau meddylfryd cyfrifiadurol gan ddefnyddio gweithgareddau di-blwg neu all-lein .  

en-gb	I can create simple algorithms and am beginning to explain errors. 
cy-gb	Rwy’n gallu creu algorithmau syml ac yn dechrau esbonio camgymeriadau.

en-gb	I can follow algorithms to determine their purpose and predict outcomes.
cy-gb	Rwy’n gallu dilyn algorithmau i ddarganfod eu pwrpas a rhagfynegi canlyniadau.

en-gb	I am beginning to explain the importance of accurate and reliable data to ensure a desired outcome. 
cy-gb	Rwy’n dechrau esbonio pwysigrwydd data cywir a dibynadwy er mwyn sicrhau canlyniad boddhaol.

en-gb	I can follow instructions to build and control a physical device .
cy-gb	Rwy’n gallu ddilyn cyfarwyddiadau er mwyn adeiladu a rheoli dyfais fﬁsegol. 

en-gb	I can use conditional statements to add control and decision-making to algorithms .
cy-gb	Rwy’n gallu defnyddio datganiadau amodol i ychwanegu rheoli a phenderfyniadau at algorithmau .

en-gb	I can identify repeating patterns and use loops to make my algorithms more concise. 
cy-gb	Rwy’n gallu nodi patrymau ailadroddol a defnyddio dolennau i wneud fy alorithmau yn fwy cryno. 

en-gb	I can explain and debug algorithms .
cy-gb	Rwy’n gallu esbonio a dadfygio algorithmau .

en-gb	I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
cy-gb	Rwy’n gallu dadelfennu problemau penodedig a dewis lluniadau addas i fynegi datrysiadau mewn amrywiaeth o amgylcheddau.

en-gb	I can select and use data structures that efficiently manage data in algorithms .
cy-gb	Rwy’n gallu dewis a defnyddio strwythurau data sy’n rheoli data yn effeithlon mewn algorithmau .

en-gb	I can plan and implement test strategies to identify errors in programs.
cy-gb	Rwy’n gallu cynllunio a gweithredu strategaethau profi er mwyn adnabod gwallau mewn rhaglenni.

en-gb	I can identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments. 
cy-gb	Rwy’n gallu nodi, diffinio a dadelfennu problemau, dewis lluniadau addas a mynegi datrysiadau mewn amrywiaeth o amgylcheddau.

en-gb	I can use file-handling techniques to manipulate data in algorithms .
cy-gb	Rwy’n gallu defnyddio technegau trafod ffeiliau i drin data mewn algorithmau. 

en-gb	I can test, evaluate and improve a solution in software.
cy-gb	Rwy’n gallu profi, gwerthuso a gwella datrysiadau mewn meddalwedd.

en-gb	I can use sensors and actuators in systems that gather and process data about the systems’ environment.
cy-gb	Rwy’n gallu defnyddio synwyryddion ac ysgogyddion mewn systemau sy’n casglu a phrosesu data am amgylchedd y systemau.

en-gb	I can identify positive and negative design elements that affect user interactions.
cy-gb	Rwy’n gallu nodi elfennau dylunio cadarnhaol a negyddol sy’n effeithio ar sut mae defnyddwyr yn rhyngweithio.

en-gb	I can select and use multiple sensors and actuators that allow computer systems to interact with the world around them.
cy-gb	Rwy’n gallu dethol a defnyddio nifer o synwyryddion ac ysgogyddion sy’n galluogi i systemau cyfrifiadurol ryngweithio gyda’r byd o’u cwmpas.

en-gb	I can apply design principles in order to design a range of efficient user interactions.
cy-gb	Rwy’n gallu cymhwyso egwyddorion dylunio er mwyn dylunio ystod o ryngweithiau effeithlon ar gyfer defnyddwyr.

en-gb	I can design and create physical systems that use appropriate components and logic to complete tasks and achieve goals.
cy-gb	Rwy’n gallu cynllunio a chreu systemau ffisegol sy’n defnyddio cydrannau addas a rhesymeg i gyflawni tasgu neu i gyrraedd at nod.

en-gb	I can apply design principles in order to design a range of efficient user interactions, and evaluate effectiveness through user studies.
cy-gb	Rwy’n gallu cymhwyso egwyddorion dylunio  er mwyn dylunio ystod o ryngweithiau effeithlon ar gyfer defnyddwyr, a gwerthuso effeithiolrwydd trwy astudiaethau’r defnyddwyr.

en-gb	I can explain how digital devices can be interconnected locally and globally.
cy-gb	Rwy’n gallu esbonio sut y gellir rhyng-gysylltu dyfeisiau digidol yn lleol a byd-eang.

en-gb	I can explain the importance of securing the technology I use and protecting the integrity of my data.
cy-gb	Rwy’n gallu esbonio pwysigrwydd diogelu’r  dechnoleg rwy’n ei defnyddio a phwysigrwydd gwarchod safon fy nata.

en-gb	I can explain how my data is used by services, which can help me make more informed decisions when using technology.
cy-gb	Rwy’n gallu esbonio sut mae fy nata yn cael eu defnyddio gan wasanaethau er mwyn fy helpu i wneud penderfyniadau mwy gwybodus wrth ddefnyddio technoleg. 

en-gb	I can explain how systems communicate, in order to design a network.
cy-gb	Rwy’n gallu esbonio sut mae systemau’n cyfathrebu, er mwyn dylunio rhwydwaith.

en-gb	I can explain the techniques used to store and transfer data and understand their vulnerabilities. 
cy-gb	Rwy’n gallu esbonio’r technegau a ddefnyddir i gadw a throsglwyddo data, a deall sut maen nhw’n agored i niwed. 

en-gb	I can build and test communication systems with the aim of safeguarding my own systems and data.
cy-gb	Rwy’n gallu adeiladu a phrofi systemau cyfathrebu gyda’r nod o warchod fy systemau a’m data fy hun.

en-gb	I can explain how data is stored and processed.
cy-gb	Rwy’n gallu esbonio sut mae data yn cael ei storio a’i brosesu.

en-gb	I can effectively store and manipulate data to produce and give a visual form to useful information.
cy-gb	Rwy’n gallu storio a thrin data yn effeithiol er mwyn cynhyrchu a dangos gwybodaeth ddefnyddiol yn weledol.

en-gb	I can choose the most appropriate format for the storage and interrogation of data.
cy-gb	Rwy’n gallu dewis y ffurf fwyaf addas o gadw data a’u harchwilio.

en-gb	I can make use of mathematical and logical operators in different software tools to investigate a line of inquiry independently.
cy-gb	Rwy’n gallu defnyddio gweithredyddion mathemategol a rhesymegol o fewn gwahanol feddalwedd er mwyn archwilio trywydd ymholi yn annibynnol.

en-gb	I can apply computational techniques to interrogate data sets in order to produce useful insight.
cy-gb	Rwy’n gallu cymhwyso technegau cyfrifiadurol i archwilio setiau data er mwyn cael gwybodaeth ddefnyddiol ohonyn nhw. 

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

en-gb	This provides specific guidance when incorporating learning in science and technology in your curriculum. 
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn gwyddoniaeth a thechnoleg 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
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	The following are some key principles which settings/schools should consider when designing learning and teaching in the Science and Technology 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 Gwyddoniaeth a Thechnoleg (Maes).

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

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	Learners’ knowledge and use of scientific and technical vocabulary is essential in developing understanding of important ideas and concepts within this Area. 
cy-gb	Mae gwybodaeth a defnydd dysgwyr o eirfa wyddonol a thechnegol yn hanfodol i ddatblygu deallusrwydd o syniadau a chysyniadau pwysig o fewn y Maes hwn. 

en-gb	Settings and schools can help learners to develop use of a range of specialist vocabulary, understand the origin of these terms and use them naturally from an early age.
cy-gb	Gall lleoliadau ac ysgolion fod o gymorth i ddysgwyr ddatblygu defnydd o ystod o eirfa arbenigol, deall tarddiad y termau hyn a’u defnyddio’n naturiol o oedran cynnar.

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	Numeracy skills are important in deepening learners’ practical understanding of scientific and technological concepts, including recognition of the mathematical foundations of the underlying disciplines. 
cy-gb	Mae sgiliau rhifedd yn bwysig wrth ddyfnhau dealltwriaeth ymarferol dysgwyr o gysyniadau gwyddonol a thechnolegol, gan gynnwys cydnabyddiaeth o sail fathemategol y disgyblaethau sylfaenol. 

en-gb	Settings and schools can help learners develop effective numeracy skills, including those to design and measure, model and communicate ideas, analyse and predict then draw conclusions.
cy-gb	Gall lleoliadau ac ysgolion fod o gymorth i ddysgwyr ddatblygu sgiliau rhifedd effeithiol, gan gynnwys rhai ar gyfer dylunio a mesur, modelu a chyfathrebu syniadau, dadansoddi a rhagfynegi, ac yna ddod i ganlyniad.

en-gb	Digital competence
cy-gb	Cymhwysedd digidol

en-gb	This Area provides a range of opportunities to develop a diverse set of digital competencies, recognising their cross-curricular nature and application. 
cy-gb	Mae’r Maes hwn yn cynnig ystod o gyfleoedd i ddatblygu casgliad amrywiol o gymwyseddau digidol gan gydnabod eu natur a’u cymhwysiad trawsgwricwlaidd. 

en-gb	Contributions in this Area can include capturing and interrogating data, recognising and evaluating computational processes, designing and expressing learners’ thinking using digital devices and systems. 
cy-gb	Gall cyfraniadau yn y Maes hwn gynnwys cipio ac archwilio data, adnabod a gwerthuso prosesau cyfrifiadurol, dylunio a mynegi meddwl dysgwyr gan ddefnyddio dyfeisiau a systemau digidol. 

en-gb	Learners’ use of a range of digital technologies and software applications is also implicit in a number of the descriptions of learning in this Area, which complement similar opportunities to develop these skills in other Areas. 
cy-gb	Mae defnydd dysgwyr o ystod o dechnolegau digidol a rhaglenni meddalwedd hefyd ymhlyg mewn nifer o’r disgrifiadau dysgu yn y Maes hwn, sy’n ategu cyfleoedd tebyg i ddatblygu’r sgiliau hyn mewn meysydd eraill. 

en-gb	Therefore, when designing their curriculum, settings/schools should consider how and when the ability to use these should be taught, building on prior learning.  
cy-gb	Felly, wrth gynllunio eu cwricwlwm, dylai lleoliadau ac ysgolion ystyried sut a phryd y dylid dysgu’r gallu i ddefnyddio’r rhain, gan adeiladu ar ddysgu blaenorol.  

en-gb	Integral skills
cy-gb	Sgiliau cyfannol

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

en-gb	In this Area schools can foster these skills through learners’ curiosity and inquisitiveness about the physical and digital world, helping learners question or challenge established knowledge to deepen their own understanding, and providing a foundation for product development and entrepreneurial actions. 
cy-gb	O fewn y Maes hwn gall ysgolion ddatblygu’r sgiliau hyn trwy annog y dysgwyr i fod yn chwilfrydig ac ymholgar am y byd ffisegol a digidol, gan fod o gymorth i ddysgwyr gwestiynu neu herio gwybodaeth wedi’i sefydlu eisoes er mwyn dyfnhau eu dealltwriaeth eu hunain. Bydd hyn yn cynnig sail i ddatblygu cynnyrch a gweithredoedd yn dangos menter.

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

en-gb	This enables learners to tackle misconceptions within this Area, and deeper conceptual understanding, greater independence and self-regulation, and stronger inquiry skills. 
cy-gb	Mae hyn yn galluogi dysgwyr i fynd i’r afael â chamdybiaethau o fewn y Maes hwn, ac yn galluogi dealltwriaeth gysyniadol ddyfnach, mwy o annibyniaeth a hunanreoleiddio, a sgiliau ymchwilio cryfach. 

en-gb	Problem-solving is a key driver in the design and engineering of innovative solutions. 
cy-gb	Mae datrys problemau yn sbardun allweddol wrth ddylunio a pheiriannu datrysiadau arloesol.

en-gb	P ersonal  effectiveness
cy-gb	Effeithiolrwydd personol

en-gb	These skills can be enhanced through reflection on scientific and technological processes and developments. 
cy-gb	Gellir dyfnhau’r sgiliau hyn trwy fyfyrio ar brosesau a datblygiadau gwyddonol a thechnolegol. 

en-gb	Learners’ understanding of the world around them can help them work towards purposeful outcomes while developing resilience and perseverance, where failure is seen as a stepping stone to success.
cy-gb	Gall dealltwriaeth y dysgwyr am y byd o’u hamgylch fod o gymorth iddyn nhw weithio tuag at ganlyniadau pwrpasol tra’n datblygu gwydnwch a dyfalbarhad, lle mae methu’n cael ei gyfri fel cam tuag at lwyddo.

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

en-gb	In scientific and technological processes these skills can allow learners to become increasingly independent when developing their ideas, implementing solutions, and monitoring and reflecting on results.
cy-gb	Mewn prosesau gwyddonol a thechnolegol gall y sgiliau hyn alluogi dysgwyr i ddod yn gynyddol annibynnol wrth ddatblygu eu syniadau, gweithredu datrysiadau, a monitro a myfyrio ar ganlyniadau .

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

en-gb	The six statements of what matters for this Area do not align exactly with traditional subject areas, however aspects of the traditional science and technology subjects can be identified throughout the Area. 
cy-gb	Nid yw’r chwe datganiad o’r hyn sy’n bwysig yn y Maes hwn yn cyfateb yn union i’r meysydd pynciau traddodiadol. Er hyn, gellir adnabod agweddau o’r pynciau traddodiadol gwyddoniaeth a thechnoleg trwy’r holl Faes. 

en-gb	The statement of what matters about being curious and searching for answers should be contextualised throughout the whole Area. 
cy-gb	Dylid cyd-destunoli’r datganiad o’r hyn sy’n bwysig ynghylch bod yn chwilfrydig a chwilio am atebion trwy’r holl Faes. 

en-gb	When considering scientific inquiry, the National Numeracy Framework gives additional detail to support curriculum planning on these aspects of learning. 
cy-gb	Yn ychwanegol at hyn, wrth ystyried ymchwiliad gwyddonol mae’r Fframwaith Rhifedd Cenedlaethol yn rhoi manylion pellach er mwyn cefnogi cynllunio cwricwlwm yn seiliedig ar yr agweddau hyn o addysgu. 

en-gb	In addition, the statement of what matters about design and engineering gives opportunities to apply learning expressed in the other five statements of what matters in order to find scientific and technological solutions. Key principles when designing your curriculum for this Area
cy-gb	Hefyd mae’r datganiad o’r hyn sy’n bwysig ynghylch dylunio a pheirianneg yn cynnig cyfleoedd i gymhwyso dysgu sy’n cael ei fynegi yn y pum datganiad arall o’r hyn sy’n bwysig er mwyn dod o hyd i atebion gwyddonol a thechnolegol. Egwyddorion allweddol wrth gynllunio eich cwricwlwm ar gyfer y Maes hwn

en-gb	Breadth of learning in science and technology is fundamentally interlinked with and complementary to developing depth of understanding. 
cy-gb	Mae ehangder dysgu mewn gwyddoniaeth a thechnoleg yn sylfaenol gysylltiedig â datblygu dyfnder deallusrwydd, ac mae’r naill yn cefnogi’r llall. 

en-gb	“Breadth and specialisation doesn’t mean breadth is lost in the latter … understanding a lot about trees is essential to understand forests” (Wineburg, S., 1997). 
cy-gb	“Nid yw ehanger ac arbenigo yn golygu colli ehangder wrth arbenigo … mae deall llawer am goed yn hanfodol i ddeall coedwigoedd.” (Wineburg, S., 1997). 

en-gb	Depth of knowledge enables learners to more independently transfer their learning to new contexts, thus enhancing their breadth of understanding. 
cy-gb	Mae dyfnder gwybodaeth yn galluogi dysgwyr i drosglwyddo’r hyn a ddysgir i gyd-destunau newydd, a hynny’n annibynnol. Trwy hyn bydd ehangder eu dealltwriaeth yn dyfnhau ymhellach. 

en-gb	That is why the statements of what matters in this Area have been designed with strong interdependencies, and should not be considered separately in school curriculum design and planning. 
cy-gb	Dyna pam mae’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn wedi cael eu dylunio gyda rhyngddibyniaethau cadarn, ac ni ddylid eu hystyried ar wahân wrth gynllunio cwricwlwm yr ysgol. 

en-gb	Developing a range of partnerships and engaging with science and technology professionals and experts, including but not limited to designers, scientists, engineers, computer scientists and craftspeople, can broaden experiences to deepen learners’ understanding. 
cy-gb	Gall datblygu ystod o bartneriaethau, ac ymwneud â phobl broffesiynol ac arbenigwyr ym myd gwyddoniaeth a thechnoleg, gan gynnwys ond heb gyfyngu i ddylunwyr, gwyddonwyr, peirianwyr, gwyddonwyr cyfrifiadurol a chrefftwyr, ehangu profiadau i ddyfnhau dealltwriaeth dysgwyr. 

en-gb	Seeking opportunities to collaborate with a range of experts and science and technology stakeholders when engaging in curriculum design and planning (including local industry and third sector organisations) can therefore be helpful to schools. 
cy-gb	Felly gall chwilio cyfleoedd i gydweithio gydag ystod o arbenigwyr a rhanddeiliaid gwyddoniaeth a thechnoleg wrth ymwneud â dylunio a chynllunio’r cwricwlwm (gan gynnwys diwydiant lleol a sefydliadau trydydd sector) fod o gymorth i ysgolion. 

en-gb	Drawing on subject specialist expertise across schools to help inform curriculum design and development can also be explored.
cy-gb	Gellir hefyd archwilio defnyddio arbenigedd pynciol ar draws ysgolion er mwyn llywio cynllunio a datblygu cwricwlwm.

en-gb	The Area draws on the work of leading researchers in the field and the work of other organisations. 
cy-gb	Mae’r Maes hwn yn tynnu ar waith ymchwilwyr blaenllaw ym maes ac yng ngwaith sefydliadau eraill. 

en-gb	When designing and planning their curriculum, schools could specifically consider work on The Big Ideas of Science  and The Big Ideas in Design and Technology,  together with curriculum development work of the Institute of Physics, Royal Society of Biology, Royal Society of Chemistry, the British Computer Society and the Design and Technology Education journal.
cy-gb	Wrth gynllunio eich cwricwlwm, gallai ysgolion ystyried yn benodol waith ar The Big Ideas of Science  a The Big Ideas in Design and Technology , yn ogystal â gwaith y canlynol ar ddatblygu cwricwlwm: Sefydliad Ffiseg, Cymdeithas Frenhinol Bioleg, Cymdeithas Frenhinol Cemeg, Cymdeithas Gyfrifiaduron Prydain ac Addysg a’r cyfnodolyn Addysg Dylunio a Thechnoleg.

en-gb	When designing and planning the science and technology aspects of your curriculum schools should, where relevant, facilitate learning through active and practical experiences . 
cy-gb	Wrth gynllunio agweddau gwyddoniaeth a thechnoleg eich cwricwlwm, lle bo’n briodol, dylai ysgolion hwyluso dysgu trwy brofiadau gweithredol ac ymarferol. 

en-gb	Practical learning experiences of a specific, thematic or multi-disciplinary nature should strengthen learning and conceptual understanding, not simply engage learners in memorable and enjoyable tasks. 
cy-gb	Dylai profiadau dysgu ymarferol o natur benodol, thematig neu aml-ddisgyblaethol gryfhau dysgu a dealltwriaeth gysyniadol, ac nid sicrhau bod dysgwyr yn ymwneud â thasgau cofiadwy a dymunol yn unig. 

en-gb	The planned sequencing of science and technology learning and teaching should consider the development of the knowledge or skills learners’ need, in advance of engaging them in more practical activities or inquiry.
cy-gb	Wrth gynllunio dilyniant o fewn dysgu ac addysgu gwyddoniaeth a thechnoleg dylid ystyried yr wybodaeth neu’r sgiliau sydd eu hangen ar ddysgwyr, cyn cynnau eu diddordeb mewn ymholiadau neu weithgareddau mwy ymarferol.

en-gb	Exploration and experience of the world through inquiry including fieldwork, investigating environments indoors and outdoors in a safe and systematic way, are crucial for all learners across the 3 to 16 continuum. 
cy-gb	Mae archwilio a phrofi’r byd trwy ymholi gan gynnwys gwaith maes, ymchwilio amgylcheddau dan do a thu allan mewn ffordd ddiogel a threfnus, yn allweddol i’r holl ddysgwyr ar draws y continwwm 3 i 16. 

en-gb	This can help build learners’ understanding of different environmental issues and help them to learn to demonstrate care, responsibility, concern and respect for all living things and the environment in which we live.
cy-gb	Gall hyn helpu adeiladu dealltwriaeth dysgwyr o wahanol faterion amgylcheddol a bod o gymorth iddyn nhw ddangos gofal, cyfrifoldeb, pryder a pharch tuag at bopeth byw a’r amgylchedd rydyn ni’n byw ynddo.

en-gb	Key considerations when designing your curriculum for this Area 
cy-gb	Ystyriaethau allweddol wrth gynllunio eich cwricwlwm ar gyfer y Maes hwn

en-gb	How can undertaking different types of inquiry, which builds scientific and technological procedural knowledge, also reinforce conceptual understanding?
cy-gb	Sut y gall ymholiad sy’n atgyfnerthu dealltwriaeth gysyniadol, hefyd datblygu gwybodaeth weithredol?

en-gb	How can you develop contextualised learning about physical, mathematical and conceptual models ? 
cy-gb	Sut y gallwch ddatblygu dysgu cyd-destunol am fodelau ffisegol, mathemategol a chysyniadol? 

en-gb	How will you approach consideration of the nature of scientific evidence, alongside the ethical implications and impact of science and technology on sustainability and the environment?
cy-gb	Pa ddull fyddwch chi’n ei ddefnyddio i ystyried natur tystiolaeth wyddonol, ochr yn ochr â goblygiadau ac effaith gwyddoniaeth a thechnoleg ar gynaladwyedd a’r amgylchedd?

en-gb	How can you spark learner creativity and innovation, while developing the complexities of designing and making?
cy-gb	Sut y gallwch danio creadigrwydd ac arloesedd dysgwyr, tra’n datblygu cymhlethdodau dylunio a chreu?

en-gb	How can you ensure that learners’ ability to produce outcomes is developed as an integrated element of the curriculum?
cy-gb	Sut y gallwch sicrhau bod gallu dysgwyr i gynhyrchu canlyniadau yn cael ei ddatblygu fel elfen gynhenid o’r cwricwlwm?

en-gb	How can you support understanding of biodiversity , biological processes, health and disease, and evolution?
cy-gb	Sut y gallwch gefnogi dealltwriaeth o fioamrywiaeth , prosesau biolegol, iechyd a haint ac esblygiad?

en-gb	How can learners’ understanding of the structure and properties of materials be supported, alongside exploration of chemical reactions ?
cy-gb	Sut y gallwch gefnogi dealltwriaeth dysgwyr o strwythur a phriodweddau defnyddiau, yn ogystal ag ymchwiliad o adweithiau cemegol?

en-gb	How can developing understanding of how materials can be extracted, refined and analysed be contextualised?
cy-gb	Sut y gellir rhoi datblygiad dealltwriaeth sut mae echdynnu, puro a dadansoddi defnyddiau mewn cyd-destun?

en-gb	How can the teaching of electricity, forces and magnetism be integrated more widely in your school curriculum?
cy-gb	Sut y gall dysgu am drydan, grymoedd a magnetedd gael ei integreiddio’n ehangach yn eich cwricwlwm ysgol?

en-gb	How can learning about space and the universe be used to support scientific conceptual understanding?
cy-gb	Sut y gall dysgu am y gofod a’r bydysawd gael ei ddefnyddio i gefnogi dealltwriaeth wyddonol gysyniadol?

en-gb	How can you put learning about the application of waves into context?
cy-gb	Sut y gallwch roi dysgu am gymhwyso tonnau mewn cyd-destun?

en-gb	How can learning about the design, development and application of technology, software and systems be explored across your school?
cy-gb	Sut y gall dysgu am ddylunio, datblygu a chymhwyso technoleg, meddalwedd a systemau gael ei archwilio ar draws eich ysgol?

en-gb	How will you capitalise on the learning in this Area to plan the development of learners’ digital skills using a range of technology and software? 
cy-gb	Sut y byddwch chi’n manteisio ar y dysgu yn y Maes hwn er mwyn cynllunio datblygiad sgiliau digidol y dysgwyr gan ddefnyddio ystod o dechnoleg a meddalwedd? 

en-gb	Key contexts and experiences for this Area
cy-gb	Cyd-destunau a phrofiadau allweddol yn y Maes hwn

en-gb	These can be considered through three aspects of knowledge; procedural, epistemic and content, which can be helpful in considering the nature of the learning in science and technology when developing a school curriculum. 
cy-gb	Gellir ystyried rhain drwy dair agwedd o wybodaeth; trefniadol, epistemig a chynnwys, a allai fod o gymorth wrth ystyried natur y dysgu mewn gwyddoniaeth a thechnoleg wrth ddatblygu cwricwlwm ysgol. 

en-gb	Developing knowledge on how to undertake science and technology activity (procedural) can be closely related to knowing about their value and place in society (epistemic) and, together, can be considered as aspects of learning ‘about’ science and technology. 
cy-gb	Gall datblygu gwybodaeth sut i ymgymryd â gweithgaredd gwyddoniaeth a thechnoleg (trefniadol) berthyn yn agos i wybod am eu gwerth a’u safle mewn cymdeithas (epistemig) a chyda’i gilydd gallan nhw gael eu hystyried fel agweddau ar ddysgu ‘am’ wyddoniaeth a thechnoleg. 

en-gb	In particular, this learning can be seen in the statements of what matters relating to being curious and searching for answers, and design and engineering. 
cy-gb	Yn benodol, gellir gweld y dysgu hwn yn y datganiadau o’r hyn sy’n bwysig fel rhywbeth sy’n ymwneud â bod yn chwilfrydig a chwilio am atebion, a dylunio a pheirianneg. 

en-gb	While there are multiple inter-relationships, content knowledge (or learning ‘of’ science and technology) is expressed more directly in the other statements of what matters. 
cy-gb	Tra bod yna ryngberthnasau lluosog, mae gwybodaeth am gynnwys (neu ddysgu ‘ynghylch’ gwyddoniaeth a thechnoleg) yn cael ei fynegi yn fwy uniongyrchol yn y datganiadau eraill o’r hyn sy’n bwysig. 

en-gb	Procedural  aspects of this Area can include : 
cy-gb	Gall agweddau trefniadol y Maes hwn gynnwys: 

en-gb	different types of inquiry , including out of classroom learning, the identification and mitigation of risks and hazards and appropriate use of a range of equipment, as well as user-centred inquiry as part of the design thinking process
cy-gb	gwahanol fathau o ymchwiliad , gan gynnwys dysgu y tu hwnt i’r ystafell ddosbarth, adnabod a lliniaru risg a pheryglon, a defnydd priodol o ystod o offer, yn ogystal ag ymchwiliad sy'n canolbwyntio ar y defnyddiwr fel rhan o'r broses meddylfryd dylunio

en-gb	using models ( from Progression step 3) with learners building, refining, using and evaluating a range of models (including conceptual and mathematical models ), which may include learning about how they have been advanced and refined through scientific and technological discovery. 
cy-gb	defnyddio modelau ( o Gam cynnydd 3) gyda dysgwyr yn adeiladu, mireinio, defnyddio a gwerthuso ystod o fodelau (gan gynnwys modelau mathemategol a chysyniadol), gall hyn gynnwys dysgu am sut maen nhw wedi cael eu datblygu a’u mireinio trwy ddarganfyddiadau gwyddonol a thechnolegol. 

en-gb	A wide range of models are used in the Area including: 
cy-gb	Defnyddir ystod eang o fodelau yn y Maes hwn gan gynnwys: 

en-gb	representing interdependence, understanding nutrient cycles, abstract models of electrical currents, and computational processes
cy-gb	cynrychioli rhyngddibyniaeth, deall cylchred maeth, modelau haniaethol o gerrynt trydanol, a phrosesau cyfrifiadurol

en-gb	observing living things  in their natural habitats throughout the 3 to 16 continuum, leading to more sophisticated classification and collection of data to measure and compare biodiversity
cy-gb	gwylio pethau byw yn eu cynefin naturiol trwy’r continwwm 3 i 16, gan arwain at ddosbarthiad mwy soffistigedig o ddosbarthu a chasglu data i fesur a chymharu bioamrywiaeth

en-gb	learning  how materials can be manipulated :
cy-gb	dysgu sut y gellir trin defnyddiau :

en-gb	at earlier steps through play, mixing materials and knowing that materials can change, and under certain conditions will react to form something new, as well as be combined to create new products
cy-gb	trwy chwarae yn y camau cynharach, cymysgu defnyddiau a gwybod y gall defnyddiau newid, ac o dan rai amodau byddan nhw’n adweithio a ffurfio rhywbeth newydd, yn ogystal â chael eu cyfuno i greu cynhyrchion newydd

en-gb	at later steps, different types of chemical reactions can be explored including: 
cy-gb	yn y camau diweddarach, gellir archwilio gwahanol fathau o adweithiau cemegol gan gynnwys: 

en-gb	neutralisation, oxidation, exothermic and endothermic reactions, as well as displacement and reduction
cy-gb	niwtraliad, ocsideiddio, adweithiau ecsothermig ac endothermig, yn ogystal â dadleoliad a rhydwythiad

en-gb	a range of practical techniques , which become increasingly more complex as learning progresses (including taking measurements and making observations), as well as considering how specific techniques to separate and analyse are appropriate for different purposes, and methods of extraction
cy-gb	ystod o dechnegau ymarferol , sy’n dod yn gynyddol gymhleth wrth i ddysgu ddatblygu (gan gynnwys cymryd mesuriadau a gwneud arsylwadau), yn ogystal ag ystyried sut mae technegau gwahanu a dadansoddi penodol yn briodol ar gyfer gwahanol ddibenion, a dulliau echdynnu

en-gb	developing conceptual and procedural  knowledge of a range of materials and techniques  through practical experiences to inform learners’ design thinking and support their capacity for engineering and making
cy-gb	datblygu gwybodaeth gysyniadol a threfniadol o ystod o ddefnyddiau a thechnegau  trwy brofiadau ymarferol i oleuo meddylfryd dylunio dysgwyr a chefnogi eu gallu i wneud pethau a pheirianneg  

en-gb	iterative design  processes, including continual testing and evaluating. 
cy-gb	prosesau dylunio iteraidd , gan gynnwys profi a gwerthuso cyson. 

en-gb	Failure and critical feedback are important experiences and learning to respond to these helps build resilience. 
cy-gb	Mae methiant ac ymateb beirniadol yn brofiadau pwysig ac mae dysgu ymateb i’r rhain yn gymorth i adeiladu gwydnwch. 

en-gb	Using low-fidelity and high-fidelity prototyping and high-quality making also supports the iterative design process
cy-gb	Mae defnyddio prototeipio bras a manwl a chynhyrchu o safon uchel hefyd yn cefnogi prosesau dylunio iteraidd

en-gb	developing fine motor movements and gross motor movements leading to accuracy, precision and craftsmanship  through a range of learning activities which increase in variety as learners progress
cy-gb	datblygu sgiliau motor manwl a sgiliau motor bras yn arwain at gywirdeb, manylder a chrefftwaith  trwy ystod o weithgareddau dysgu sy’n cynyddu mewn amrywiaeth wrth i ddysgwyr ddangos cynnnydd 

en-gb	exploring the uses of waves  as a means of making observations and conducting tests. 
cy-gb	archwilio’r defnydd o donnau  fel modd o wneud arsylwadau a chynnal profion. 

en-gb	Experimenting with the simple refraction of light in early progression steps, for example, can build to understanding how microscopes and magnifying glasses function 
cy-gb	Gall arbrofi gyda phlygiant syml golau yn y camau cynharaf, er enghraifft, adeiladau dealltwriaeth sut mae microscopau a chwyddwydrau yn gweithio

en-gb	using ‘unplugged’ activities throughout the 3 to 16 continuum  to help visualise computational concepts. 
cy-gb	defnyddio gweithgareddau ‘di-blwg’ trwy’r continwwm 3 i 16  i fod o gymorth i droi cysyniadau cyfrifiadurol yn weledol. 

en-gb	Hands-on, practical activities  with a range of tools and devices is especially relevant for teaching principles of programming and developing deeper conceptual understanding of key syntax and constructs before implementation and application
cy-gb	Mae gweithgareddau ymarferol gydag ystod o offer a dyfeisiau yn arbennig o berthnasol ar gyfer dysgu egwyddorion rhaglennu a datblygu dealltwriaeth gysyniadol ddyfnach o gystrawen a lluniadau allweddol cyn gweithredu a chymhwyso

en-gb	experiences bridging the physical and digital worlds , through use of sensors, actuators and devices that interact with and manipulate their environment, monitoring and collecting data. 
cy-gb	profiadau sy’n pontio’r byd ffisegol a’r byd digidol , trwy ddefnyddio synwyryddion, ysgogyddion a dyfeisiau sy’n rhyngweithio gyda’u hamgylchedd, ac yn ei drin, gan fonitro a chasglu data. 

en-gb	When designing digital artefacts learning can be explored that focuses on human-computer interaction and user-centred design (as expressed in the design and engineering statement of what matters).  
cy-gb	Wrth ddylunio arteffactau digidol gellir archwilio dysgu sy’n canolbwyntio ar ryngweithio dynol-gyfrifiadurol a dylunio sy’n ddefnyddiwr-ganolog (fel sy’n cael eu mynegi yn y datganiad o’r hyn sy’n bwysig sy’n ymwneud a dylunio a pheirianneg).  

en-gb	Epistemic  aspects of this Area include :
cy-gb	Mae agweddau epistemig yn y Maes hwn yn cynnwys:

en-gb	evaluating evidence , with learners sourcing and engaging with a range of evidence of varying validity, reliability and credibility. 
cy-gb	gwerthuso tystiolaeth , gyda  dysgwyr yn dod o hyd i ac ymwneud ag ystod o dystiolaeth o ddilysrwydd, dibynadwyedd a hygrededd amrywiol. 

en-gb	This includes current and past investigations, technological developments and, as learners progress, the role of data in evidence and how empirical evidence shapes ideas in science
cy-gb	Mae hyn yn cynnwys ymchwiliadau yn y presennol a’r gorffennol, datblygiadau technolegol ac, wrth i ddysgwyr wneud cynnydd, rôl data mewn tystiolaeth, a sut mae tystiolaeth empirig yn llywio syniadau mewn gwyddoniaeth

en-gb	the impact of science and technology  on society and the evaluation of evidence of this, including in the context of the climate emergency. 
cy-gb	effaith gwyddoniaeth a thechnoleg  ar gymdeithas a sut mae hyn yn cael ei werthuso, gan gynnwys yng nghyd-destun argyfwng yr hinsawdd. 

en-gb	Learners should have opportunities to debate the benefits and risks of technological and scientific development, building their understanding of the impact of human activity on different environments, and developing and evaluating strategies (including circular design ) to minimise the negative impacts of human activity
cy-gb	Dylai dysgwyr gael cyfleoedd i drafod manteision a pheryglon datblygiadau technolegol a gwyddonol, adeiladu eu dealltwriaeth o effaith gweithgarwch dynol ar wahanol amgylcheddau, a datblygu a gwerthuso strategaethau (gan gynnwys dylunio cylchol ) i leihau effeithiau negyddol gweithgarwch dynol

en-gb	investigating models from Progression step 3. 
cy-gb	archwilio modelau o Gam cynnydd 3. 

en-gb	Learners should learn about different models and how they can be used to solve problems, observe trends, explain and predict behaviours 
cy-gb	Dylai dysgwyr ddysgu am wahanol fodelau a sut y gallan nhw gael eu defnyddio i ddatrys problemau, gwylio tueddiadau, esbonio a rhagfynegi ymddygiad

en-gb	how components can be combined  and integrated to produce outcomes and improve functionality, including systems thinking
cy-gb	sut y gellir cyfuno ac integreiddio cydrannau i gynhyrchu canlyniadau a gwella swyddogaethedd, gan gynnwys meddylfryd systemau

en-gb	designing technology , with deep understanding of t he needs and wants of users, using empathy and investigation. 
cy-gb	technoleg dylunio , gyda dealltwriaeth ddofn o ddymuniadau ac anghenion dysgwyr, gan ddefnyddio empathi ac archwiliad . 

en-gb	Contexts can include entrepreneurial, speculative and imagining future possibilities, and should consider social, cultural, economic and environmental factors. 
cy-gb	Gall cyd-destunau gynnwys rhai entrepreneuraidd, damcaniaethol a dychmygu dyfodol posib, a dylen nhw ystyried ffactorau cymdeithasol, diwylliannol, economaidd ac amgylcheddol. 

en-gb	By pursuing effective and informed design solutions, learners can acquire and apply an ever-growing body of knowledge about the world they are designing for
cy-gb	Wrth anelu at ddatrysiadau dylunio effeithiol a gwybodus, gall dysgwyr gaffael a chymhwyso corff cynyddol o wybodaeth am y byd y maen nhw’n ei ddylunio ar ei gyfer

en-gb	opportunities to create and innovate  through wide-ranging and unexpected sources of inspiration to find solutions. 
cy-gb	cyfleoedd i greu ac arloesi trwy ffynonellau ystod eang ac annisgwyl o ysbrydoliaeth er mwyn dod o hyd i ddatrysiadau. 

en-gb	From Progression step 4 concepts such as circular design , planned obsolescence and disruptive technologies can be explored
cy-gb	O Gam cynnydd 4 ymlaen, gellir archwilio cysyniadau megis dylunio cylchol, darfodiad bwriadus a thechnolegau aflonyddgar 

en-gb	how knowledge of how different materials can be applied  supports their selection for the design and manufacture of useful products 
cy-gb	sut mae gwybodaeth am sut y gellir cymhwyso gwahanol ddefnyddiau  yn cefnogi eu dewis ar gyfer dylunio a chynhyrchu cynnyrch defnyddiol

en-gb	how using a range of digital technologies, tools and systems  across the curriculum builds understanding of how technologies can impact learners’ lives and future careers.
cy-gb	sut mae defnyddio ystod o dechnolegau digidol, offer a systemau  ar draws y cwricwlwm yn adeiladu dealltwriaeth o sut y gall technolegau effeithio ar fywydau a gyrfaoedd dysgwyr yn y dyfodol.

en-gb	Content  aspects of this Area can include :
cy-gb	Gall agweddau yn y Maes hwn gynnwys :

en-gb	the classification of living things  and the conditions they need to survive, alongside factors which affect biological processes and the health of organisms. 
cy-gb	dosbarthiad pethau byw  a’r amodau maen nhw eu hangen i oroesi, ochr yn ochr â ffactorau sy’n effeithio ar brosesau biolegol ac iechyd organebau. 

en-gb	As learners progress processes should include respiration, photosynthesis, digestion, cell division and reproduction. 
cy-gb	Wrth i ddysgwyr wneud cynnydd dylai prosesau gynnwys resbiradu, ffotosynthesis, treuliad, cellraniad ac atgenhedlu. 

en-gb	This also supports learners understanding of evolution
cy-gb	Mae hyn hefyd yn cefnogi dealltwriaeth dysgwyr o esblygiad

en-gb	understanding their own health : 
cy-gb	deall eu hiechyd eu hunain : 

en-gb	how behaviours can impact learners’ physical health (including nutrition, substance use and activity) as well as sexual reproduction, human development and the role of hormones
cy-gb	sut y gall ymddygiad effeithio ar iechyd corfforol y dysgwyr (gan gynnwys maeth, defnydd o sylweddau a gweithgaredd) yn ogystal ag atgenhedlu rhywiol, datblygiad dynol a rôl hormonau

en-gb	the nature of materials  and the different ways that substances can be classified. 
cy-gb	natur defnyddiau  a’r gwahanol ffyrdd y gellir dosbarthu sylweddau. 

en-gb	As learners progress this can build deep knowledge of particle theory including the composition of particles and how they interact: 
cy-gb	Wrth i ddysgwyr wneud cynnydd gall hyn adeiladu gwybodaeth ddofn o theori gronynnau gan gynnwys cyfansoddiad gronynnau a sut maen nhw’n rhyngweithio â’i gilydd: 

en-gb	building from exploratory learning through play, learning about physical properties of materials and states (such as solids, liquids and gases) can lead in later learning to developing knowledge about molecular structures 
cy-gb	gall adeiladu ar ddysgu archwiliadol trwy chwarae, dysgu am briodweddau ffisegol defnyddiau a chyflyrau (megis solidau, hylifau a nwyon) arwain mewn dysgu diweddarach at ddatblygu gwybodaeth am strwythurau molecylau

en-gb	over time, understanding the properties of metals and non-metals, how properties are affected by their structures (e.g. conductivity, melting point and malleability), the nature of organic and inorganic substances, and different types of radiation
cy-gb	dros gyfnod o amser, dealltwriaeth o briodweddau metalau ac anfetelau, sut mae priodweddau yn cael eu heffeithio gan eu strwythurau (e.e. dargludedd, pwynt toddi a hydrinedd), natur sylweddau organig ac anorganig, a gwahanol fathau o ymbelydredd

en-gb	how understanding trends in reactivity  can be supported by learning through the periodic table in later progression steps:
cy-gb	sut y gellir cefnogi deall  tueddiadau mewn adweithedd  gyda dysgu trwy’r tabl cyfnodol mewn camau cynnydd diweddarach:

en-gb	knowledge of the relationships between elements; recognising trends and patterns and making predictions about different types of bonding
cy-gb	gwybodaeth am y berthynas rhwng elfennau; adnabod tueddiadau a phatrymau a rhagfynegi ynghylch gwahanol fathau o fondio

en-gb	how rates of reactions are affected by factors (such as temperature, concentration and surface area) leading to other factors (such as using a catalyst or changing pressure)
cy-gb	sut effeithir ar gyfraddau adweithiau gan ffactorau (megis tymheredd, crynodiad ac arwynebedd arwyneb) sy’n arwain at ffactorau eraill (megis defnyddio catalydd neu newid gwasgedd)

en-gb	undertaking calculations on the physical properties involved in reactions; masses, concentrations, volumes and energy using word and symbol equations and interpretation of chemical formulae
cy-gb	gweithredu cyfrifiadau ar y priodweddau ffisegol sy’n ymwneud ag adweithiau; masau, crynodiadau, cyfeintiau ac egni gan ddefnyddio hafaliadau â geiriau a symbolau, a dehongliad o fformiwlâu cemegol

en-gb	natural materials  (e.g. oil and ores) and their processing, as well as different chemical tests. 
cy-gb	defnyddiau naturiol  (e.e. olew a mwynau) a’u prosesu, ynghyd â gwahanol brofion cemegol. 

en-gb	Understanding of the use of the reactivity series in metal extraction, and that the majority of materials must be processed before they can be used is, for example, helpful in learning about the impact of science and technology on the environment
cy-gb	Mae dealltwriaeth o’r defnydd o gyfres adweithedd wrth echdynnu metal, a bod rhaid i fwyafrif o ddefnyddiau gael eu prosesu cyn y gellir eu defnyddio, er enghraifft, o gymorth wrth ddysgu am effaith gwyddoniaeth a thechnoleg ar yr amgylchedd

en-gb	knowledge of the working properties of materials  (including finishes), as well as making, manufacturing and construction techniques (including those that learners will not be able to experience in school, but will need to have an understanding of)
cy-gb	gwybodaeth o sut mae priodweddau deunyddiau yn gweithio  (gan gynnwys gorffeniadau), yn ogystal â thechnegau gwneud, gweithgynhyrchu ac adeiladu (gan gynnwys y rhai na fydd dysgwyr yn gallu eu profi yn yr ysgol, ond bydd angen iddyn nhw ddeall)

en-gb	magnetic fields  and the nature of permanent magnets, with connections that enable broader learning about motors and generators. 
cy-gb	meysydd magnetig a natur magnetau parhaol, gyda chysylltiadau sy’n galluogi dysgu ehangach am foduron a generaduron. 

en-gb	The combination of magnetic fields and forces enables electricity to be generated and used to create motion, which builds towards an understanding of Fleming's Laws in later progression steps 
cy-gb	Mae’r cyfuniad o feysydd a grymoedd magnetig yn galluogi trydan i gael ei gynhyrchu a’i ddefnyddio i greu mudiant sy’n datblygu tuag at ddealltwriaeth o Ddeddfau Fleming mewn camau cynnydd diweddarach 

en-gb	the conversion of energy  to various useful or wasted forms through electricity generation or use. 
cy-gb	trawsnewidiad egni  i amrywiol ffurfiau defnyddiol neu wastraff trwy gynhyrchu neu ddefnydd o drydan. 

en-gb	This can lead to an appreciation of the Law of Energy Conservation 
cy-gb	Gall hyn arwain at werthfawrogiad o Ddeddf Cadwraeth Egni

en-gb	electricity  produced by generators can lead to either direct current or alternating current. 
cy-gb	gall  trydan  a gynhyrchir gan eneraduron arwain at naill ai gerrynt union neu gerrynt eiledol. 

en-gb	In the case of alternating current, an understanding of waves is required. 
cy-gb	Yn achos cerrynt eiledol, mae angen dealltwriaeth o donnau. 

en-gb	For these reasons, schools can consider electricity, forces, motion, energy and magnets holistically in the design of their curriculum 
cy-gb	Am y rhesymau hyn, gall ysgolion ystyried trydan, grymoedd, mudiant, egni a magnedau yn holistaidd wrth gynllunio eu cwricwlwm 

en-gb	the role of different types of waves  can enable learners to understand how we deduce the structure of the Earth, provide evidence for theories of the evolution and structure of the Universe, from digital communications in computation and contexts of diagnostic exploration using waves and data collection. 
cy-gb	gall r ôl gwahanol fathau o donnau  alluogi dysgwyr i ddeall sut rydyn ni’n diddwytho cyfansoddiad y Ddaear, darparu tystiolaeth ar gyfer damcaniaethau o esblygiad a strwythur y Bydysawd, o gyfathrebu digidol cyfrifiadurol a chysyniadau archwilio diagnostig gan ddefnyddio tonnau a chasglu data. 

en-gb	Knowledge about waves can also support learners’ contextual understanding of sound, acoustics and soundscapes 
cy-gb	Gall gwybodaeth am donnau hefyd gefnogi dealltwriaeth gysyniadol dysgwyr o sain, acwsteg a seingylchedd 

en-gb	space  provides a rich source of engagement for learners, including a context for considering energy transfer , as well as waves and the electromagnetic spectrum to enable observations and evidence gathering. 
cy-gb	sut mae’r  gofod yn cynnig cyfleoedd cyfoethog i gyffroi dysgwyr, gan gynnwys cyd-destun ar gyfer ystyried trosglwyddiad egni , yn ogystal â thonnau a’r sbectrwm electromagnetig i alluogi arsylwadau a chasglu tystiolaeth. 

en-gb	Building on knowledge of the solar system, learners can consider the motion of celestial bodies caused by the forces they experience and exert on other objects, to build an understanding of Newton’s Laws of Motion 
cy-gb	Gan adeiladu ar wybodaeth am y system solar, gall dysgwyr ystyried mudiant cyrff wybrennol a achoswyd gan y grymoedd maen nhw’n eu profi ac yn ei weithredu ar wrthrychau eraill er mwyn adeiladu dealltwriaeth o Ddeddfau Mudiant Newton 

en-gb	creating software solutions  that are fit for purpose. 
cy-gb	creu atebion meddalwedd  sy’n addas i’r diben. 

en-gb	Knowing how to design, create, test and use software that is functional, robust and considerate of diverse audiences provides learners with the fundamental knowledge , skills  and experience  of how modern technologies work and can be applied
cy-gb	Mae gwybod sut i ddylunio, creu, profi a defnyddio meddalwedd sy’n ymarferol, yn gadarn ac yn ystyriol o gynulleidfaoedd amrywiol yn darparu dysgwyr gyda’r wybodaeth , sgiliau  a phrofiad sylfaenol o sut mae technolegau modern yn gweithio a’r modd y gellir eu cymhwyso

en-gb	physical computing  focuses on the interactions between humans and our environment, using technologies that can enable us to extend, enhance and automate. 
cy-gb	mae cyfrifiadura ffisegol  yn canolbwyntio ar y rhyngweithiadau rhwng pobl a'n hamgylchedd, gan ddefnyddio technolegau a all ein galluogi i ymestyn, gwella ac awtomeiddio. 

en-gb	Physical computing is a creative framework for better understanding human relationships to the digital world
cy-gb	Mae cyfrifiadura ffisegol yn fframwaith creadigol ar gyfer deall cysylltiadau dynol yn well i'r byd digidol

en-gb	communication systems . 
cy-gb	systemau cyfathrebu. 

en-gb	Obtaining a deeper understanding of how the technologies that connect our world operate, their features and benefits - and the potential for misuse - can enable us to live more safely and responsibly in our interconnected world
cy-gb	Mae cael dealltwriaeth ddyfnach o sut mae technolegau sy'n cysylltu ein byd yn gweithredu, eu nodweddion a'u budd-daliadau - a'r potensial ar gyfer camddefnydd – yn medru ein galluogi i fyw'n fwy diogel a chyfrifol yn ein byd rhyng-gysylltiedig

en-gb	storing and processing data . 
cy-gb	cadw a phrosesu data.

en-gb	Through data literacy and data management, learners can better understand how data drives our computational world. 
cy-gb	Trwy lythrennedd data a rheoli data, gall dysgwyr ddeall yn well sut mae data yn ysgogi ein byd cyfrifiadurol. 

en-gb	They can use a range of software tools to create, manage and interrogate datasets to investigate lines of inquiry. 
cy-gb	Gallant ddefnyddio ystod o offer meddalwedd i greu, rheoli ac archwilio setiau data er mwyn ymchwilio elfennau ymholi. 

en-gb	Using mathematical and logical operators also supports learning expressed in the Mathematics and Numeracy Area of Learning and Experience. 
cy-gb	Mae defnyddio gweithredyddion rhesymegol a mathemategol hefyd yn cefnogi dysgu a fynegir ym Maes Dysgu a Phrofiad Mathemateg a Rhifedd.

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	Encouraging learners to evaluate scientific and technological developments in relation to the climate emergency can lead to understanding the relationships between science, personal agency, government action and economic factors here in Wales and at an international level. 
cy-gb	Gall annog dysgwyr i werthuso datblygiadau gwyddonol a thechnolegol mewn perthynas â'r argyfwng hinsawdd arwain at ddeall y berthynas rhwng gwyddoniaeth, pŵer personol, gweithredu llywodraeth a ffactorau economaidd yma yng Nghymru ac ar lefel ryngwladol. 

en-gb	Evaluation of scientific and technological evidence, as well as the history of science and technology, could lead learners to discover the contributions of figures such as Frances Elizabeth Hoggan, Dorothy Hodgkin, Alan Turing and Alfred Russel Wallace. 
cy-gb	Gallai gwerthuso tystiolaeth wyddonol a thechnolegol, yn ogystal â hanes gwyddoniaeth a thechnoleg, arwain dysgwyr i ddarganfod cyfraniadau ffigurau megis Frances Elizabeth Hoggan, Dorothy Hodgkin, Alan Turing ac Alfred Russel Wallace. 

en-gb	In developing coding skills, learners can also understand and evaluate how computational process have changed, and continue to change, the way we live, work and study. 
cy-gb	Wrth ddatblygu sgiliau codio, gall dysgwyr hefyd ddeall a gwerthuso sut mae prosesau cyfrifiadurol wedi newid, ac yn parhau i newid y ffordd rydyn ni'n byw, yn gweithio ac yn astudio. 

en-gb	This can include the legal and ethical considerations around social networking, misinformation and big data.
cy-gb	Gall hyn gynnwys ystyriaethau cyfreithiol a moesegol sy'n ymwneud â rhwydweithio cymdeithasol, camwybodaeth a data mawr.

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

en-gb	School curriculum design and planning should include consideration of authentic links between this Area and other areas of learning and experience, for example: 
cy-gb	Dylai cynllunio a datblygu cwricwlwm ysgol gynnwys ystyriaeth o gysylltiadau dilys rhwng maes dysgu a phrofiad gwyddoniaeth a thechnoleg a meysydd dysgu a phrofiad eraill, er enghraifft: 

en-gb	Expressive Arts 
cy-gb	Celfyddydau Mynegiannol 

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, ac 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	Health and Well-being 
cy-gb	Iechyd a Lles

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 o fewn Iechyd a Lles. 

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 ACR. 

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, gan gynnwys cefnogi paratoi deiet iach. 

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’r canlynol i gyd yn cyfrannu at wneud gwell penderfyniadau mewn perthynas â diogelwch ar-lein, bwlio ar-lein a hybu ymddygiad cadarnhaol ar-lein: dealltwriaeth sut mae’r cyfryngau digidol yn gweithio a sut i ddefnyddio’r byd ar-lein yn ddiogel a chyfrifol, archwilio perthynas ag eraill mewn cyd-destun ar-lein, a deall normau a dylanwadau cymdeithasol mewn perthynas â thechnoleg.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	Both of these Areas have similar and yet distinct methods and principles of inquiry. 
cy-gb	Mae gan y ddau Faes yma ddulliau ac egwyddorion ymchwilio tebyg ac eto’n benodol i’r Maes. 

en-gb	However, field work for example where learners observe living things in their natural habitats leading to the collection of data to measure and compare biodiversity , supports learning in both Areas. 
cy-gb	Serch hynny mae gwaith maes, er enghraifft lle mae dysgwyr yn sylwi ar bethau byw yn eu cynefinoedd naturiol gan arwain at gasglu data i fesur a chymharu bioamrywiaeth , yn cefnogi dysgu yn y ddau Faes. 

en-gb	Knowledge of current and past scientific investigations and technological developments and their impacts on society, can also support learners in their ability to source and filter evidence. 
cy-gb	Gall gwybodaeth am ymchwiliadau gwyddonol a datblygiadau technolegol cyfredol ac yn y gorffennol, a’u heffaith ar gymdeithas, hefyd gefnogi dysgwyr yn eu gallu i chwilio a hidlo tystiolaeth. 

en-gb	Scientific and technological developments have significant impact on human societies, and on our relationship with the natural world. 
cy-gb	Mae gan ddatblygiadau gwyddonol a thechnolegol effaith sylweddol ar gymdeithasau dynol ac ar ein perthynas â’r byd naturiol. 

en-gb	Science and technology can offer solutions and responses to the challenges that humanity faces in the modern world. 
cy-gb	Gall gwyddoniaeth a thechnoleg gynnig datrysiadau ac ymatebion i’r heriau mae dynoliaeth yn eu hwynebu yn y byd modern. 

en-gb	Other aspects of science and technology are intrinsically linked to humanities in terms of connections with, for example, physical geography and knowledge of natural materials and their processing, and these should be explored. 
cy-gb	Mae gan agweddau eraill ar wyddoniaeth a thechnoleg gysylltiadau cynhenid â’r Dyniaethau yn nhermau perthynas ag elfennau megis daearyddiaeth ffisegol a gwybodaeth am ddefnyddiau naturiol a’r dull o’u prosesu, a dylai’r cysylltiadau hyn gael eu harchwilio. 

en-gb	The digital economy is a powerful influence in shaping modern societies, economies and people's lives.
cy-gb	Mae’r economi digidol yn ddylanwad grymus wrth lywio cymdeithasau, economïau a bywydau pobl yn y byd modern.

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

en-gb	Digital communication and computer languages offer opportunities for links to reinforce learning across these two Areas. 
cy-gb	Mae cyfathrebu digidol ac ieithoedd cyfrifiadurol yn cynnig cyfleoedd ar gyfer cyswllt i atgyfnerthu dysgu ar draws y ddau Faes yma . 

en-gb	Learners apply literacy skills such as instructional and observational languages in this Area, as well as accessing and producing texts and accurately using technical and scientific vocabulary. 
cy-gb	Mae sgiliau llythrennedd megis iaith gyfarwyddiadol ac arsylwadol yn gyffredin i’r ddau faes, yn ogystal â datblygiad mewn perthynas  â chael mynediad at, a chynhyrchu, testunau ffeithiol a defnydd cywir o eirfa technegol a gwyddonol mor gynnar â phosib. 

en-gb	Design communication skills bring these two Areas together both in developing learners’ design thinking as well as communicating their ideas to others. 
cy-gb	Mae Ieithoedd, Llythrennedd a Chyfathrebu  yn cynnig cyfleoedd i gefnogi dysgwyr i ddatblygu eu sgiliau cyfathrebu dylunio, er mwyn datblygu meddyfryd dylunio dysgwyr yn ogystal â chyfathrebu eu syniadau i eraill.

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

en-gb	From the use of data and statistics in inquiry and evidence, geometry and measurement in design and development, through to data handling in technology learning in science and technology is often underpinned by progression in mathematical understanding, as expressed through the five mathematical proficiencies . 
cy-gb	O’r defnydd o ddata ac ystadegau mewn ymholiad a thystiolaeth, geometreg a mesur mewn dylunio a datblygu, hyd at drin data mewn technoleg, mae dysgu mewn gwyddoniaeth a thechnoleg yn aml yn seiliedig ar  gynnydd mewn dealltwriaeth fathemategol, fel y’u mynegir trwy’r pum medr mathemategol . 

en-gb	Curriculum links between these two Areas are, therefore, multiple and often quite detailed. 
cy-gb	Felly mae cysylltiadau cwricwlaidd rhwng y ddau Faes yma yn lluosog ac, yn aml, yn eithaf manwl. 

en-gb	Schools may wish to consider curriculum sequencing in particular when designing  and planning their curriculum to ensure opportunities in science and technology to contextualise mathematical conceptual learning are fully optimised.
cy-gb	Gall ysgolion ddymuno ystyried dilyniannu cwricwlwm yn arbennig wrth ddylunio a chynllunio eu cwricwlwm er mwyn sicrhau bod cyfleoedd mewn gwyddoniaeth a thechnoleg i gyd-destunoli dysgu mathemategol cysyniadol yn cael ei weithredu’n llawn.

en-gb	Cross-curricular themes
cy-gb	Themau trawsgwricwlaidd

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

en-gb	Learning from careers and labour market information is a key area for science and technology as it is essential for learners to develop an understanding of contexts for possible employment, as well as life skills. 
cy-gb	Mae dysgu oddi wrth yr wybodaeth am y farchnad yrfaoedd a llafur yn faes allweddol mewn gwyddoniaeth a thechnoleg gan ei fod yn hanfodol i ddysgwyr ddatblygu dealltwriaeth o gyd-destunau ar gyfer cyflogaeth bosib yn ogystal â sgiliau bywyd. 

en-gb	Employers’ need for science and technology-based knowledge and skills remains strong, alongside opportunities for rewarding career and life options. 
cy-gb	Mae’r angen gan gyflogwyr am wybodaeth a sgiliau sy’n seiliedig ar wyddoniaeth a thechnoleg yn parhau’n gryf, ochr yn ochr â chyfleoedd am ddewisiadau gwerthfawr mewn gyrfa a bywyd. 

en-gb	The skills developed through science and technology are transferable, highly valued and sought after by employers. 
cy-gb	Mae’r sgiliau a ddatblygir trwy wyddoniaeth a thechnoleg yn drosglwyddadwy, yn cael eu gwerthfawrogi’n fawr ac mae galw mawr amdanyn nhw gan gyflogwyr. 

en-gb	These include problem-solving, creativity and innovation, interpreting data and information, reasoning ability and the ability to think logically.
cy-gb	Mae’r rhain yn cynnwys datrys problemau, creadigrwydd ac arloesedd, dadansoddi data a gwybodaeth, a’r gallu i resymu a meddwl yn rhesymegol. 

en-gb	While there isn’t a ‘typical’ science and technology job, stereotypes persist and need to be challenged. 
cy-gb	Tra nad oes swydd ‘nodweddiadol’ gwyddoniaeth a thechnoleg, mae stereoteipiau’n parhau, ac mae angen eu herio. 

en-gb	Women, disabled people and those from minority or socially-disadvantaged groups are consistently under-represented. 
cy-gb	Mae menywod, pobl anabl a rhai o grwpiau lleiafrifol neu o dan anfantais gymdeithasol yn cael eu tangynrychioli’n gyson. 

en-gb	With the introduction of careers-related education in primary schools, these sorts of stereotypes can be addressed from an early age; an age when they are often formed. 
cy-gb	Wrth gyflwyno addysg byd gwaith mewn ysgolion cynradd, gellir mynd i’r afael â’r math hwn o stereoteipio o oedran cynnar, oedran lle mae’r stereoteipio’n aml yn cael ei ffurfio. 

en-gb	A more diverse workforce with rounded scientific and technological understanding is not just desirable in terms of equality, but essential to maximising opportunities for all learners and meeting Wales’ economic needs.
cy-gb	Mae gweithlu mwy amrywiol gyda dealltwriaeth gyflawn wyddonol a thechnolegol yn ddymunol yn nhermau amrywiaeth, ond hefyd yn hanfodol i amlhau cyfleoedd ar gyfer pob dysgwr ac i gwrdd ag anghenion economaidd Cymru.

en-gb	Collaboration and access to individuals and employers provide learners with experiences to learn about work, employment and the skills valued in the workplace. 
cy-gb	Mae cydweithio, a mynediad at unigolion a chyflogwyr yn cynnig profiadau i ddysgwyr ddod i wybod am waith, cyflogaeth a’r sgiliau sy’n cael eu gwerthfawrogi yn y gweithle. 

en-gb	Learners can use the knowledge and skills gained from taking part in work-related experiences to develop successful enterprise activities in support of their science and technology learning. 
cy-gb	Gall dysgwyr ddefnyddio’r wybodaeth a sgiliau a enillwyd trwy gymryd rhan mewn profiadau cysylltiedig â gwaith er mwyn datblygu gweithgareddau menter llwyddiannus i gefnogi dysgu o fewn gwyddoniaeth a thechnoleg. 

en-gb	These provide authentic learning experiences which can help them develop as creative, enterprising contributors, forming links to the world of work. 
cy-gb	Mae’r rhain yn cynnig profiadau dysgu dilys a all fod o gymorth iddyn nhw ddatblygu fel cyfranwyr creadigol, mentrus ac yn rhai sy’n ffurfio cysylltiadau â byd gwaith.

en-gb	Supporting learner progression: 
cy-gb	Cefnogi cynnydd dysgwyr: 

en-gb	Assessment guidance
cy-gb	Canllawiau asesu

en-gb	Introduction
cy-gb	Cyflwyniad

en-gb	Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. 
cy-gb	Mae cynnydd dysgwyr ar hyd continwwm dysgu o 3 i 16 oed yn ganolog i Gwricwlwm i Gymru. 

en-gb	Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 
cy-gb	Mae asesu yn chwarae rhan sylfaenol o ran galluogi pob dysgwr unigol i wneud cynnydd, a hynny ar gyflymder priodol, gan sicrhau ei fod yn cael ei gefnogi a’i herio’n briodol. 

en-gb	This guidance outlines the key principles and purpose of assessment. 
cy-gb	Mae’r canllawiau hyn yn amlinellu prif egwyddorion a diben asesu. 

en-gb	It provides a clear direction for schools  when developing their assessment arrangements. 
cy-gb	Mae’n rhoi cyfeiriad clir i ysgolion wrth iddynt ddatblygu eu trefniadau asesu. 

en-gb	In order to support learners’ progress, this guidance also covers the key processes needed for effective learner progression, namely:
cy-gb	Er mwyn cefnogi cynnydd dysgwyr, mae’r canllawiau hyn hefyd yn cynnwys y prosesau allweddol sydd eu hangen i sicrhau cynnydd effeithiol i ddysgwyr, sef:

en-gb	ensuring a shared understanding of progression
cy-gb	sicrhau dealltwriaeth gyffredin o gynnydd

en-gb	transition along the 3 to 16 continuum
cy-gb	symud ar hyd y continwwm 3 i 16 

en-gb	communicating and engaging with parents/carers .
cy-gb	cyfathrebu  ac ymgysylltu â rhieni/gofalwyr.

en-gb	The purpose of this guidance, and the wider Curriculum for Wales guidance published alongside it, is to help schools to start thinking about designing their curriculum and assessment arrangements. 
cy-gb	Diben y canllawiau hyn, a chanllawiau ehangach Cwricwlwm i Gymru a gyhoeddwyd yr un pryd, yw helpu ysgolion i ddechrau meddwl am gynllunio eu cwricwlwm a’u trefniadau asesu. 

en-gb	It also aims to assist funded non-maintained nursery settings, pupil referral units (PRUs) and persons who commission education other than at schools (EOTAS) to understand more about the Curriculum for Wales framework.  
cy-gb	Maent hefyd yn anelu at gynorthwyo lleoliadau meithrin a ariennir nas cynhelir, unedau cyfeirio disgyblion a phersonau sy’n comisiynu addysg heblaw yn yr ysgol (EOTAS) i ddeall mwy am Fframwaith Cwricwlwm i Gymru.  

en-gb	This guidance details those aspects of the assessment arrangements that we intend to be statutory for schools, as well as those aspects to which schools will need to have due regard when designing and planning their school curriculum. 
cy-gb	Mae’r canllawiau hyn yn manylu ar yr agweddau hynny ar y trefniadau asesu yr ydym yn bwriadu iddynt fod yn statudol i ysgolion, yn ogystal â’r agweddau hynny y bydd angen i ysgolion roi sylw dyledus iddynt wrth gynllunio eu cwricwlwm ysgol. 

en-gb	These should not be conflated with activities that contribute to external accountability and national monitoring. 
cy-gb	Ni ddylid cymysgu’r rhain â gweithgareddau sy’n cyfrannu at atebolrwydd allanol a monitro cenedlaethol. 

en-gb	Information gathered through individual learner assessment is for use within schools only and should not be collected or published by any external body/party. 
cy-gb	Mae gwybodaeth a gesglir drwy asesiadau dysgwyr unigol i’w defnyddio o fewn yr ysgol yn unig, ac ni ddylai unrhyw gorff/parti allanol ei chasglu na’i chyhoeddi. 

en-gb	The Welsh Government is committed to creating an inclusive education system to help ensure that all young people have access to a high standard of education and reach their full potential. 
cy-gb	Mae Llywodraeth Cymru wedi ymrwymo i greu system addysg gynhwysol i helpu i sicrhau bod pob person ifanc yn cael mynediad at addysg o safon uchel ac yn cyrraedd eu potensial llawn. 

en-gb	In support of this commitment, this guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and the support they may need differs given their particular circumstances.
cy-gb	I gefnogi’r ymrwymiad hwn, datblygwyd y canllawiau hyn i ystyried anghenion pob dysgwr ac i gydnabod bod eu hunaniaeth, eu hiaith, eu gallu, eu cefndir a’r cymorth sydd eu hangen arnynt o bosibl yn wahanol yn unol â’u hamgylchiadau penodol.

en-gb	How to use this guidance
cy-gb	Sut i ddefnyddio’r canllawiau hyn

en-gb	Assessment is a fundamental part of Curriculum for Wales and is integral to the learning process. 
cy-gb	Mae asesu yn rhan sylfaenol o Gwricwlwm i Gymru ac yn greiddiol i’r broses ddysgu. 

en-gb	Where reference is made within this guidance to either ‘curriculum’, ‘learning and teaching’ or ‘planning for learning’, assessment is seen as implicit. 
cy-gb	Pan cyfeirir yn y canllawiau hyn at ‘cwricwlwm’, ‘dysgu ac addysgu’ neu ‘cynllunio ar gyfer dysgu’, ystyrir bod hyn yn cynnwys asesu.

en-gb	This guidance should be read in conjunction with the rest of the Curriculum for Wales guidance for curriculum design and implementation available online at 
cy-gb	Dylid darllen y canllawiau hyn ar y cyd â gweddill canllawiau Cwricwlwm i Gymru ar gyfer cynllunio a gweithredu’r cwricwlwm sydd ar gael ar-lein yn

en-gb	hwb.gov.wales/curriculum-for-wales .
cy-gb	hwb.llyw.cymru/cwricwlwm-i-gymru .

en-gb	In addition to guidance on a range of core learning , the Curriculum for Wales guidance includes information on the principles of progression that span the whole curriculum, as well as for each area of learning and experience (Area). 
cy-gb	Yn ogystal â’r canllawiau ar ystod o ddysgu craidd , mae canllawiau Cwricwlwm i Gymru yn cynnwys gwybodaeth am egwyddorion cynnydd sy’n rhychwantu’r cwricwlwm cyfan, yn ogystal ag egwyddorion cynnydd ar gyfer pob maes dysgu a phrofiad (Maes). 

en-gb	The principles of progression are supported by descriptions of learning which provide more detailed guidance on progression within each Area. 
cy-gb	Ategir yr egwyddorion cynnydd gan ddisgrifiadau dysgu sy’n rhoi arweiniad manylach ar gynnydd ym mhob Maes. 

en-gb	These descriptions articulate what it means for a learner to progress along the continuum of learning and provide reference points for the pace of that progression . 
cy-gb	Mae’r disgrifiadau’n cyfleu’r hyn y mae’n ei olygu i ddysgwr symud ar hyd y continwwm dysgu ac maent yn bwyntiau cyfeirio ar gyfer cyflymdra’r cynnydd hwnnw. 

en-gb	Headteachers should use the assessment guidance as a basis for professional discussions and learning within their schools . 
cy-gb	Dylai penaethiaid ddefnyddio’r canllawiau asesu fel sail ar gyfer trafodaethau a dysgu proffesiynol o fewn eu hysgolion . 

en-gb	It will also support discussions within clusters, and wider networks where appropriate, in order to build collaborative approaches for learner progression within curriculum and assessment arrangements. 
cy-gb	Byddant hefyd yn cefnogi trafodaethau o fewn clystyrau, a rhwydweithiau ehangach lle bo’n briodol, er mwyn datblygu dulliau cydweithredol ar gyfer cynnydd dysgwyr o fewn trefniadau’r cwricwlwm ac asesu. 

en-gb	This guidance will also assist those working closely with schools in preparation for the introduction of Curriculum for Wales from 2022.
cy-gb	Bydd y canllawiau hyn hefyd yn helpu’r bobl sy’n gweithio’n agos gydag ysgolion i baratoi ar gyfer cyflwyno’r Cwricwlwm i Gymru o 2022 ymlaen.

en-gb	The responsibility for implementing the assessment guidance will be placed upon headteachers and governing bodies of all maintained schools. 
cy-gb	Bydd y cyfrifoldeb am roi’r canllawiau asesu ar waith yn cael ei roi ar brifathrawon a chyrff llywodraethu pob ysgol a gynhelir. 

en-gb	It will, however, be important for all practitioners to familiarise themselves with the approach outlined in this guidance so that they are able to implement it effectively from September 2022. 
cy-gb	Fodd bynnag, bydd yn bwysig i bob ymarferydd ymgyfarwyddo â’r dull a amlinellir yn y canllawiau hyn, er mwyn iddynt allu ei roi ar waith yn effeithiol o fis Medi 2022 ymlaen. 

en-gb	Providers of funded non-maintained nursery education will not be expected to design their own curriculum. 
cy-gb	Ni fydd disgwyl i ddarparwyr addysg feithrin a ariennir nas cynhelir gynllunio eu cwricwlwm eu hunain. 

en-gb	Instead, Welsh Ministers will publish a curriculum, including appropriate assessment arrangements, for these providers in 2021 which can be implemented from 2022. 
cy-gb	Yn hytrach, bydd Gweinidogion Cymru yn cyhoeddi cwricwlwm, gan gynnwys trefniadau asesu priodol, ar gyfer y darparwyr hyn yn 2021 i’w roi ar waith o 2022 ymlaen. 

en-gb	Separate statutory guidance to support PRUs and those responsible for the provision of EOTAS will also be published in 2021. 
cy-gb	Caiff canllawiau statudol ar wahân eu cyhoeddi yn 2021 i gefnogi unedau cyfeirio disgyblion a phobl sy’n gyfrifol am ddarparu addysg heblaw yn yr ysgol. 

en-gb	Therefore, while this assessment guidance is aimed primarily at schools, other providers may wish to familiarise themselves with it to understand the approach being taken to assessment to underpin Curriculum for Wales.
cy-gb	Felly, er bod y canllawiau asesu hyn wedi’u hanelu’n bennaf at ysgolion, efallai y bydd darparwyr eraill yn dymuno ymgyfarwyddo â nhw i ddeall y dull sy’n cael ei weithredu o ran asesu fel sail i Gwricwlwm i Gymru.

en-gb	Our key principles
cy-gb	Ein hegwyddorion allweddol

en-gb	The purpose of assessment
cy-gb	Diben asesu

en-gb	Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. 
cy-gb	Mae asesu yn hanfodol i ddyluniad y cwricwlwm a phwrpas cyffredinol asesu o fewn y cwricwlwm yw cefnogi pob dysgwr i wneud cynnydd. 

en-gb	It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 
cy-gb	Mae’n rhan annatod o ddysgu ac addysgu ac mae’n gofyn am bartneriaethau effeithiol rhwng pawb sy’n gysylltiedig, gan gynnwys y dysgwr. 

en-gb	Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 
cy-gb	Mae asesu yn chwarae rhan sylfaenol o ran sicrhau bod pob dysgwr unigol yn cael ei gefnogi a’i herio’n briodol. 

en-gb	It should contribute to developing a holistic picture of the learner – their strengths, the ways in which they learn, and their areas for development – in order to inform next steps in learning and teaching. 
cy-gb	Dylai gyfrannu at ddatblygu darlun holistaidd o’r dysgwr – ei gryfderau, y ffyrdd y mae’n dysgu, a’i feysydd i’w datblygu – er mwyn llywio’r camau nesaf yn y dysgu a’r addysgu. 

en-gb	Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a ‘best-fit’ basis.
cy-gb	Ni ddylid defnyddio asesu i wneud dyfarniad untro ar gyflawniad cyffredinol dysgwr ar adeg neu oedran penodol er mwyn llunio barn sy’n cyd-fynd orau â disgrifyddion neu feini prawf .

en-gb	To support individual learner progression, assessment has three main roles – supporting individual learners on an ongoing, day-to-day basis; identifying, capturing and reflecting on individual learner progress over time; and understanding group progress in order to reflect on practice. 
cy-gb	I gefnogi cynnydd dysgwyr unigol, mae gan asesu dair prif swyddogaeth – cefnogi dysgwyr unigol yn barhaus o ddydd i ddydd; pennu cynnydd dysgwyr unigol dros amser, llunio darlun ohono, a myfyrio arno; a deall cynnydd grwpiau er mwyn myfyrio ar arferion. 

en-gb	When planning and delivering learning experiences, schools and practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why.
cy-gb	Wrth gynllunio a chyflwyno profiadau dysgu, dylai ysgolion ac ymarferwyr fod yn glir ynghylch rôl benodol pob asesiad sy’n cael ei gynnal, a sut y bydd y ddealltwriaeth sy’n deillio o’r asesu yn cael ei ddefnyddio, a pham.

en-gb	Supporting individual learners  on an ongoing, day-to-day basis
cy-gb	Cefnogi  dysgwyr unigol yn barhaus o ddydd i ddydd

en-gb	Assessment should focus on identifying each individual learner’s strengths, achievements, areas for improvement and, if relevant, any barriers to learning. 
cy-gb	Dylai asesu ganolbwyntio ar nodi cryfderau, cyflawniadau a meysydd i’w gwella ar gyfer pob dysgwr unigol ac, os yw’n berthnasol, unrhyw bethau sy’n eu rhwystro rhag dysgu. 

en-gb	This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. 
cy-gb	Dylai’r ymarferydd ddefnyddio’r ddealltwriaeth hon, mewn trafodaeth â’r dysgwr, i bennu’r camau nesaf sydd eu hangen i symud y dysgu yn ei flaen, gan gynnwys unrhyw her a chefnogaeth ychwanegol sydd eu hangen. 

en-gb	This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. 
cy-gb	Dylid cyflawni hyn drwy ymwreiddio a sefydlu asesu mewn arferion o ddydd i ddydd mewn ffordd sy’n ennyn diddordeb y dysgwr ac sy’n golygu na ellir gweld y gwahaniaeth rhwng asesu a dysgu. 

en-gb	This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis.
cy-gb	Mae hyn yn caniatáu i’r ymarferydd ymateb i anghenion unigol yr ystod lawn o ddysgwyr yn ei ddosbarth, a hynny’n barhaus.

en-gb	Identifying, capturing and reflecting on  individual learner progress over time
cy-gb	Pennu  cynnydd dysgwyr unigol dros amser, llunio darlun ohono, a myfyrio arno

en-gb	Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand their journey over different periods of time and in a variety of ways. 
cy-gb	Dylai asesu gynorthwyo ymarferwyr i bennu’r cynnydd a wneir gan ddysgwr unigol, a chofnodi hyn, lle y bo’n briodol, er mwyn deall taith y dysgwr hwnnw dros wahanol gyfnodau o amser ac mewn amrywiaeth o ffyrdd. 

en-gb	This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 
cy-gb	Mae hyn yn cynnwys datblygu dealltwriaeth o’r modd y mae dysgwr wedi dysgu, yn ogystal â’r hyn y mae wedi’i ddysgu ac y gall ddangos ei fod wedi ei ddysgu. 

en-gb	Reflecting on a learner’s progress over time will enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge which may be required. 
cy-gb	Bydd myfyrio ar gynnydd dysgwr dros amser yn galluogi ymarferwyr i roi adborth a helpu i gynllunio ei ddysgu at y dyfodol, gan gynnwys unrhyw ymyriadau, cymorth neu heriau ychwanegol a all fod yn ofynnol. 

en-gb	This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning.
cy-gb	Dylai hyn gynnwys y camau nesaf ac amcanion a nodau tymor hwy y dylai’r dysgwr weithio tuag atynt i helpu i barhau i symud ymlaen yn eu dysgu. 

en-gb	It can also be used as a basis for communicating and engaging with parents/carers. 
cy-gb	Gellir hefyd ddefnyddio hyn fel sail ar gyfer cyfathrebu ac ymgysylltu â rhieni/gofalwyr. 

en-gb	Understanding group progress  in order to reflect on practice
cy-gb	Deall cynnydd grwpiau er mwyn myfyrio ar arferion

en-gb	Assessment should also enable practitioners and leaders within the school to understand whether different groups of learners are making expected progress. 
cy-gb	Dylai asesu hefyd alluogi ymarferwyr ac arweinwyr o fewn ysgolion i ddeall a yw gwahanol grwpiau o ddysgwyr yn gwneud y cynnydd disgwyliedig. 

en-gb	This should be used to identify strengths and areas for improvement in both the school curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. 
cy-gb	Dylid defnyddio hyn i bennu cryfderau a meysydd i’w gwella yn y cwricwlwm ysgol ac mewn arferion dyddiol, gan gynnwys ystyried sut y mae anghenion dysgwyr fel unigolion wedi’u bodloni. 

en-gb	This important focus is a means for schools to ensure their curriculum, and the learning and teaching, helps raise standards as well as helping to raise the attainment of learners from disadvantaged backgrounds. 
cy-gb	Mae’r ffocws pwysig hwn yn fodd i ysgolion sicrhau bod eu cwricwlwm, a’r dysgu a’r addysgu, yn helpu i godi safonau yn ogystal â helpu i wella cyrhaeddiad dysgwyr o gefndiroedd difreintiedig. 

en-gb	It is not about external reporting, but about a school understanding what it needs to know about its learners in order for them all to maximise their potential, and identifying specific challenges and the support which particular groups might need. 
cy-gb	Nid adrodd allanol yw nod hyn, ond sicrhau bod ysgol yn deall yr hyn y mae angen iddi ei wybod am ei dysgwyr er mwyn iddynt i gyd wneud y mwyaf o’u potensial, a nodi heriau penodol a’r cymorth y gallai fod ei angen ar grwpiau penodol. 

en-gb	This understanding will also contribute to a school’s process of self-evaluation and continuous improvement.
cy-gb	Bydd y ddealltwriaeth hon hefyd yn cyfrannu at broses hunanwerthuso a gwelliant parhaus yr ysgol.

en-gb	Awarding external qualifications
cy-gb	Dyfarnu cymwysterau allanol

en-gb	While this guidance focusses on learner progression from ages 3 to 16 at a school level and a classroom level, assessment for the purposes of awarding external qualifications is different in nature, as external qualifications have a greater level of external control and prescription. 
cy-gb	Mae’r canllawiau hyn yn canolbwyntio ar gynnydd dysgwyr o 3 i 16 oed ar lefel ysgol ac ystafell ddosbarth, ond mae asesu at ddibenion dyfarnu cymwysterau allanol yn wahanol o ran natur, gan fod gan gymwysterau allanol fwy o reolaeth allanol a’u bod yn fwy rhagnodedig. 

en-gb	Assessment for this purpose is outside the scope of this guidance.  
cy-gb	Mae asesu at y diben hwn y tu hwnt i gwmpas y canllawiau hyn.

en-gb	External qualifications will be developed to reflect Curriculum for Wales and help to realise its ambition. 
cy-gb	Bydd cymwysterau allanol yn cael eu datblygu i adlewyrchu Cwricwlwm i Gymru ac i helpu i wireddu ei uchelgais. 

en-gb	Qualifications Wales is currently considering the development of future qualifications. 
cy-gb	Mae Cymwysterau Cymru ar hyn o bryd yn ystyried cymwysterau at y dyfodol. 

en-gb	More information can be found online at 
cy-gb	Gellir cael rhagor o wybodaeth ar-lein yn 

en-gb	qualificationswales.org/english/qualified-for-the-future .
cy-gb	qualificationswales.org/cymraeg/cymwys-ar-gyfer-y-dyfodol . 

en-gb	Who needs to engage in the assessment process?
cy-gb	Pwy ddylai fod yn rhan o’r broses asesu?

en-gb	Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. 
cy-gb	Mae ymgysylltu gweithredol a rheolaidd rhwng y dysgwr a’r ymarferydd wrth wraidd cefnogi cynnydd dysgwyr. 

en-gb	To be truly effective, all those involved with a learner’s journey need to collaborate and work together. 
cy-gb	Er mwyn bod yn wirioneddol effeithiol, mae angen i bawb sy’n ymwneud â thaith dysgwr weithio gyda’i gilydd. 

en-gb	The foundation for this engagement and partnership is establishing:
cy-gb	Mae’r sylfaen ar gyfer yr ymgysylltu a’r bartneriaeth hon yn sefydlu:

en-gb	where learners are in their learning
cy-gb	lle mae dysgwyr arni o ran eu dysgu

en-gb	where they need to go in their learning
cy-gb	i ble mae angen iddynt fynd o ran eu dysgu

en-gb	what needs to be done for them to get there, taking account of any barriers to their learning.
cy-gb	beth sydd angen ei wneud er mwyn iddynt gyrraedd yno, gan ystyried unrhyw rwystrau i’w dysgu.

en-gb	Schools must design, adopt and implement a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. 
cy-gb	Rhaid i ysgolion gynllunio, mabwysiadu a gweithredu cwricwlwm sy’n galluogi dysgwyr i wireddu’r pedwar diben, gan ddarparu ar gyfer cynnydd priodol i bob dysgwr. 

en-gb	Therefore, supporting learner progression is a matter for consideration by individual schools. 
cy-gb	Felly, mae cefnogi cynnydd dysgwyr yn fater i’w ystyried gan ysgolion unigol. 

en-gb	To fully support progression along the 3 to 16 continuum, schools should also work collaboratively in their clusters and, where appropriate, across wider networks.
cy-gb	Er mwyn cefnogi’n llawn y cynnydd ar hyd y continwwm 3 i 16, dylai ysgolion hefyd weithio ar y cyd yn eu clystyrau a, lle bo’n briodol, ar draws rhwydweithiau ehangach.

en-gb	The main participants in the learning process, of which assessment is a fundamental part, are leaders, practitioners, learners, parents/carers and external partners. 
cy-gb	Y prif gyfranogwyr yn y broses ddysgu, y mae asesu yn rhan sylfaenol ohoni, yw arweinwyr, ymarferwyr, dysgwyr, rhieni/gofalwyr a phartneriaid allanol. 

en-gb	More information on each of these main participants is detailed below.
cy-gb	Mae rhagor o wybodaeth am bob un o’r prif gyfranogwyr hyn isod.

en-gb	Leaders
cy-gb	Arweinwyr

en-gb	The role of leaders is to establish a strong learning culture which supports and challenges practitioners to enable learners to make appropriate progress . 
cy-gb	Rôl arweinwyr yw sefydlu diwylliant dysgu cadarn sy’n cefnogi ac yn herio ymarferwyr i alluogi dysgwyr i wneud cynnydd priodol. 

en-gb	This should be achieved through:
cy-gb	Dylid cyflawni hyn drwy:

en-gb	creating an environment based on mutual trust and respect, rather than one focused on compliance and reporting
cy-gb	greu amgylchedd yn seiliedig ar ymddiriedaeth a pharch o’r ddwy ochr, yn hytrach nag un sy’n canolbwyntio ar gydymffurfiaeth ac adrodd

en-gb	enabling practitioners to develop the knowledge and skills necessary to carry out their role in assessment effectively
cy-gb	galluogi ymarferwyr i ddatblygu’r wybodaeth a’r sgiliau sydd eu hangen i gyflawni eu rôl asesu yn effeithiol

en-gb	developing and embedding processes and structures that enables practitioners to develop a shared understanding of progression
cy-gb	datblygu ac ymwreiddio prosesau a strwythurau sy’n galluogi ymarferwyr i ddatblygu dealltwriaeth gyffredin o gynnydd

en-gb	ensuring the development and review of a curriculum which affords opportunities for practitioners to plan purposeful learning that addresses the needs of each learner
cy-gb	sicrhau y datblygir ac yr adolygir cwricwlwm sy’n cynnig cyfleoedd i ymarferwyr gynllunio dysgu pwrpasol sy’n mynd i’r afael ag anghenion pob dysgwr

en-gb	ensuring there is a clear picture of learner progression within the school that is understood by all practitioners – a process that should not lead to additional burden being placed on practitioners or learners
cy-gb	sicrhau darlun clir o gynnydd dysgwyr o fewn yr ysgol, a hwnnw’n ddarlun y mae pob ymarferydd yn ei ddeall – proses na ddylai arwain at roi baich ychwanegol ar ymarferwyr na dysgwyr

en-gb	considering how additional challenge and support for the learner can be best provided, including working with other partners 
cy-gb	ystyried sut orau i ddarparu her a chefnogaeth ychwanegol i ddysgwyr, gan gynnwys gweithio gyda phartneriaid eraill 

en-gb	encouraging engagement between all participants in the learning and teaching process in order to develop effective partnerships 
cy-gb	annog ymgysylltu rhwng yr holl gyfranogwyr yn y broses dysgu ac addysgu er mwyn datblygu partneriaethau effeithiol 

en-gb	ensuring that due regard has been paid to the statutory requirements and guidance for assessment, and that practitioners are taking account of this in planning learning and teaching and within daily practice.
cy-gb	sicrhau bod sylw dyledus wedi’i roi i’r gofynion statudol a’r canllawiau ar gyfer asesu, a bod ymarferwyr yn ystyried hyn wrth gynllunio dysgu ac addysgu ac yn eu harferion dyddiol.

en-gb	Practitioners
cy-gb	Ymarferwyr 

en-gb	The role of the practitioner is to plan for and provide effective learning experiences which are appropriate to the age and development of each individual learner. 
cy-gb	Rôl yr ymarferydd yw cynllunio ar gyfer, a darparu, profiadau dysgu effeithiol sy’n briodol i oedran a datblygiad pob dysgwr unigol. 

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

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

en-gb	This should be achieved through:
cy-gb	Dylid cyflawni hyn drwy:

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

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

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

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

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

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

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

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

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

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

en-gb	Learners
cy-gb	Dysgwyr

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

en-gb	Approach
cy-gb	Dull

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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