en-gb	Assessment proposals to inform the development of statutory guidance 01
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 01

en-gb	Assessment proposals to inform the development of statutory guidance
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol

en-gb	Contents
cy-gb	Cynnwys

en-gb	Assessment proposals to inform the development of statutory guidance 02
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 02

en-gb	CONTENTS
cy-gb	CYNNWYS

en-gb	Introduction 03 Our vision 05 Context: 
cy-gb	Cyﬂwyniad 03 Ein gweledigaeth 05 Cyd-destun: 

en-gb	Progression and Curriculum for Wales 2022 06 What is the purpose of assessment? 
cy-gb	Cynnydd a Chwricwlwm i Gymru 2022 06 Beth yw diben asesu? 

en-gb	07 How should we use assessment? 
cy-gb	07 Sut y dylem ddefnyddio asesu? 

en-gb	08 Planning for assessment 09 Ensuring accuracy and consistency 12 Enabling active learners 13 Sharing information on learning 15
cy-gb	08 Cynllunio ar gyfer asesu 09 Sicrhau cywirdeb a chysondeb 12 Galluogi dysgwyr actif 13 Rhannu gwybodaeth am y dysgu 15

en-gb	Annex: 
cy-gb	Atodiad: 

en-gb	Legislative proposals to support the new assessment arrangements 18
cy-gb	Cynigion deddfwriaethol i gefnogi’r trefniadau asesu newydd 18 

en-gb	Introduction
cy-gb	Cyﬂwyniad

en-gb	Assessment proposals to inform the development of statutory guidance 03
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 03

en-gb	Introduction
cy-gb	Cyﬂwyniad

en-gb	Draft guidance to support the new Curriculum for Wales 2022 has been designed with the four purposes of the curriculum at its heart. 
cy-gb	Mae’r canllawiau drafft i gefnogi Cwricwlwm i Gymru 2022 newydd wedi’u cynllunio ar sail pedwar diben y cwricwlwm. 

en-gb	Our proposal is that this curriculum will provide our learners with authentic and relevant learning experiences, and equip them with the knowledge, skills and dispositions to respond to future challenges as lifelong learners. 
cy-gb	Ein cynnig yw y bydd y cwricwlwm hwn yn darparu proﬁadau dysgu dilys a pherthnasol ar gyfer ein dysgwyr, ac yn datblygu’r wybodaeth, y sgiliau a’r agweddau priodoli’w galluogi i ymateb i heriau’r dyfodol fel dysgwyr gydol oes. 

en-gb	It will be engaging and ambitious, providing support and challenge for each individual learner to make progress along their own learning journey.
cy-gb	Bydd yn gwricwlwm diddorol ac uchelgeisiol a fydd yn darparu cymorth a her i bob dysgwr unigol wneud cynnydd ar hyd ei daith dysgu ei hun.

en-gb	This document sets out proposals that will underpin assessment in Curriculum for Wales 2022. 
cy-gb	Mae’r ddogfen hon yn nodi’r cynigion a fydd yn sail i’r asesu yng Nghwricwlwm i Gymru 2022. 

en-gb	Learner progression and their journey towards the four purposes of the curriculum have been central in its development. 
cy-gb	Fe’i lluniwyd er mwyn sicrhau bod cynnydd dysgwyr a’u taith tuag at gyﬂawni pedwar diben y cwricwlwm wrth wraidd y trefniadau newydd. 

en-gb	We put forward high-level principles to provide broad direction at a national level, while ensuring ﬂexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level.
cy-gb	Rydym wedi cyﬂwyno egwyddorion lefel uchel er mwyn darparu cyfeiriad eang ar lefel genedlaethol, gan sicrhau hyblygrwydd a fydd yn galluogi lleoliadau a ariennir nas cynhelir ac ysgolion i gynllunio trefniadau asesu priodol i gefnogi eu cwricwla ar lefel leol.

en-gb	The legislative proposals to support the new curriculum and assessment arrangements were recently put forward in the White Paper consultation Our National Mission: 
cy-gb	Yn ddiweddar cyﬂwynwyd y cynigion deddfwriaethol i gefnogi’r cwricwlwm newydd a’r trefniadau asesu yn ymgynghoriad Papur Gwyn Cenhadaeth Ein Cenedl: 

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

en-gb	Details of the legislative proposals relating to assessment are annexed to this document.
cy-gb	Mae manylion y cynigion deddfwriaethol sy’n ymwneud ag asesu wedi’u hatodi i’r ddogfen hon.

en-gb	The core proposals are as follows.
cy-gb	Dyma’r cynigion craidd.

en-gb	• Headteachers will have a duty to set achievement outcomes for each progression step and must have regard to Welsh Ministers’ guidance in doing so. 
cy-gb	• Bydd dyletswydd ar benaethiaid i bennu deilliannau cyﬂawniad ar gyfer pob cam cynnydd, a rhaid  rhoi ystyriaeth i ganllawiau Gweinidogion Cymru wrth wneud hynny. 

en-gb	The draft guidance for this is set out in the six areas of learning and experience guidance published at the same time as this document.
cy-gb	Mae’r canllawiau drafft  perthnasol wedi’u nodi yn y canllawiau ar y chwe maes dysgu a phroﬁad a gyhoeddwyd ar yr un  pryd â’r ddogfen hon.

en-gb	• Assessment arrangements will be set out in subordinate legislation and the proposed functions to be given to funded non-maintained settings, schools and local authorities are set out in the annex. 
cy-gb	• Caiff y trefniadau asesu eu hamlinellu mewn is-ddeddfwriaeth, ac mae’r swyddogaethau arfaethedig sydd i’w rhoi i leoliadau a ariennir nas cynhelir, ysgolion ac awdurdodau lleol wedi’u  nodi yn yr atodiad. 

en-gb	Regard must be given to Welsh Ministers’ guidance in exercising those functions. 
cy-gb	Rhaid rhoi ystyriaeth i ganllawiau Gweinidogion Cymru wrth gyﬂawni’r  swyddogaethau hynny. 

en-gb	The guidance should be followed unless there are good reasons not to.
cy-gb	Dylid dilyn y canllawiau oni bai bod rhesymau da dros beidio â gwneud.

en-gb	This document sets out the type of things we think should be contained in the assessment guidance. 
cy-gb	Mae’r ddogfen hon yn nodi’r math o bethau y credwn ddylai gael eu cynnwys yn y canllawiau asesu. 

en-gb	It outlines proposals to support funded non-maintained settings and schools to develop and deliver assessment under the new arrangements. 
cy-gb	Mae’n amlinellu cynigion i gynorthwyo lleoliadau a ariennir nas cynhelir ac ysgolion i ddatblygu a darparu asesiad o dan y trefniadau newydd. 

en-gb	The proposals outlined here, along with your feedback, will form the basis of statutory guidance which settings and schools will have to have regard to when planning and undertaking assessment in Curriculum for Wales 2022. 
cy-gb	Bydd y cynigion a amlinellir yma, ynghyd â’ch adborth, yn ffurﬁo’r sail ar gyfer canllawiau statudol y bydd yn rhaid i leoliadau ac ysgolion eu hystyried wrth gynllunio ac ymgymryd ag asesiadau yng Nghwricwlwm i Gymru 2022. 

en-gb	This guidance will be published in January 2020.
cy-gb	Caiff y canllawiau hyn eu cyhoeddi ym mis Ionawr 2020.

en-gb	Assessment is key to supporting progression, for the purpose of identifying learners’ strengths, achievements and areas for improvement, and identifying next steps. 
cy-gb	Mae asesu yn allweddol i gynnydd er mwyn canfod cryfderau a chyﬂawniadau dysgwyr a’r meysydd lle mae angen iddynt wella, yn ogystal â chanfod y camau nesaf ar eu cyfer. 

en-gb	It is integral to learning and teaching, and should not be confused with those activities that contribute to external accountability and national monitoring. 
cy-gb	Mae asesu yn rhan annatod o ddysgu ac addysgu, ac ni ddylid drysu rhwng hynny â’r gweithgareddau hynny sy’n cyfrannu at atebolrwydd allanol a monitro cenedlaethol. 

en-gb	In the context of Curriculum for Wales 2022, the following will apply.
cy-gb	Yng nghyd-destun Cwricwlwm i Gymru 2022, bydd y canlynol yn berthnasol.

en-gb	• It is proposed that the Curriculum and Assessment Bill will contain provisions that will enable formative assessment to take place. 
cy-gb	• Cynigir y bydd y Bil Cwricwlwm ac Asesu yn cynnwys darpariaethau a fydd yn ei gwneud yn  bosibl asesu’n ffurﬁannol. 

en-gb	Statutory guidance will seek to explain the place of formative assessment. 
cy-gb	Bydd canllawiau statudol yn esbonio lle asesu ffurﬁannol. 

en-gb	It will recommend to settings and schools that assessment for formative purposes should be given priority over summative assessment under the new arrangements. 
cy-gb	Byddant yn argymell i leoliadau ac ysgolion y dylid rhoi blaenoriaeth i asesu at ddibenion ffurﬁannol dros  asesu crynodol o dan y trefniadau newydd. 

en-gb	This means that the focus of assessment should be on discerning learner progress, and informing next steps in learning and teaching.
cy-gb	Dylid canolbwyntio wrth asesu, felly, ar geisio dirnad cynnydd dysgwr, a llywio’r camau nesaf yn ei ddysgu a’i addysgu.

en-gb	Introduction
cy-gb	Cyﬂwyniad

en-gb	Assessment proposals to inform the development of statutory guidance 04
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 04

en-gb	• We will be moving away from phases and stages to a continuum of learning that ﬂows from the  ages of 3 to 16. 
cy-gb	• Byddwn yn symud i ffwrdd oddi wrth gyfnodau a chamau tuag at gontinwwm dysgu i blant o 3 i 16 oed. 

en-gb	Practitioners will be assessing learner progress along the same continuum, thus minimising the impact of transition between and within settings and schools.
cy-gb	Bydd ymarferwyr yn asesu cynnydd dysgwyr ar hyd yr un continwwm, a thrwy hynny’n lleihau effaith y broses bontio rhwng lleoliadau ac ysgolion, yn ogystal ag oddi mewn iddynt.

en-gb	• Progress will be signalled through progression steps which act as reference points on the continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. 
cy-gb	• Caiff cynnydd ei ddangos drwy gamau cynnydd sy’n gweithredu fel pwyntiau cyfeirio ar hyd y continwwm, gan gyfateb yn fras i’r disgwyliadau ar gyfer dysgwyr yn 5, 8, 11, 14 ac 16 oed.

en-gb	These progression steps are articulated through a series of achievement outcomes which provide broad expectations of learning over three-year periods. 
cy-gb	Caiff y camau cynnydd hyn eu difﬁnio drwy gyfres o ddeilliannau cyﬂawniad, sy’n pennu  disgwyliadau eang ar gyfer y dysgu dros gyfnod o dair blynedd. 

en-gb	We will, therefore, be moving away from our current system  where judgements are made on the overall attainment of a learner in a subject at a speciﬁc point in time through the allocation of a level on a ‘best-ﬁt’ basis. 
cy-gb	Felly, byddwn yn symud i ffwrdd oddi wrth ein system gyfredol, lle y caiff dyfarniadau eu gwneud ynghylch cyrhaeddiad cyffredinol dysgwr mewn pwnc ar adeg benodol drwy ddyrannu’r lefel fwyaf priodol. 

en-gb	Achievement outcomes should not be used in a similar best-ﬁt model at a set age or point in time to produce a summative assessment  of a learner. 
cy-gb	Ni ddylid  defnyddio deilliannau cyﬂawniad mewn model tebyg o lunio barn sy’n cyd-fynd orau ar gyfer  oedran penodol neu adeg benodol er mwyn llunio asesiad crynodol o ddysgwr. 

en-gb	Instead, they should be used as the basis for building an accurate picture of how a learner is progressing along the continuum, in the context of the four purposes of the curriculum.
cy-gb	Yn lle hynny, dylid eu defnyddio fel sail i greu darlun cywir o gynnydd dysgwr ar hyd y continwwm, a hynny yng nghyd-destun pedwar diben y cwricwlwm.

en-gb	• In this document, we propose that a broader approach to moderation will be introduced. 
cy-gb	• Yn y ddogfen hon, rydym yn cynnig cyﬂwyno dull ehangach o gymedroli. 

en-gb	This will support professional dialogue regarding the nature of progression, the selection of appropriate learning and assessment activities, as well as ensuring a shared understanding of what achievement looks like in the context of the achievement outcomes.
cy-gb	Bydd hyn yn helpu’r  ddeialog broffesiynol o ran natur cynnydd, dewis gweithgareddau dysgu ac asesu priodol,  yn ogystal â sicrhau cyd-ddealltwriaeth ynghylch yr hyn y mae cyﬂawni yn ei olygu yng nghyd-destun y deilliannau cyﬂawniad.

en-gb	The Welsh Government is already taking steps to separate assessment for learning purposes from accountability at a national level. 
cy-gb	Mae Llywodraeth Cymru eisoes yn cymryd camau i wahanu dibenion asesu ar gyfer dysgu oddi wrth atebolrwydd, a hynny ar lefel genedlaethol. 

en-gb	Teacher assessment data and National Reading and Numeracy Test data at a school, local authority and regional consortia level will no longer be published. 
cy-gb	Ni fydd data asesu athrawon na data Proﬁon Darllen a Rhifedd Cenedlaethol ar lefel ysgolion, awdurdodau lleol a chonsortia rhanbarthol yn cael eu cyhoeddi mwyach. 

en-gb	This applies to the Foundation Phase, Key Stage 2 and Key Stage 3 in all maintained primary and secondary schools. 
cy-gb	Mae hyn yn berthnasol i’r Cyfnod Sylfaen, Cyfnod Allweddol 2 a Chyfnod Allweddol 3 ym mhob ysgol gynradd ac uwchradd a gynhelir. 

en-gb	As we move towards Curriculum for Wales 2022, these changes will help shift the focus back to using teacher assessment as a means to inform better learning and teaching.
cy-gb	Wrth i ni symud tuag at Gwricwlwm i Gymru 2022, bydd y newidiadau hyn yn ein helpu i ganolbwyntio unwaith eto ar ddefnyddio asesiadau athrawon fel sail i ddysgu ac addysgu gwell.

en-gb	Please be aware that this document does not cover assessment arrangements in the context of external qualiﬁcations taken by 14 to 16-year-olds. 
cy-gb	Sylwch nad yw’r ddogfen hon yn cwmpasu’r trefniadau asesu ar gyfer cymwysterau allanol a gaiff eu hastudio gan ddysgwyr 14 i 16 oed. 

en-gb	However, we are working closely withQualiﬁcations Wales, the independent regulator in Wales, to ensure alignment between Curriculum for Wales 2022 and future qualiﬁcations. 
cy-gb	Fodd bynnag, rydym yn gweithio’n agos gyda Chymwysterau Cymru, sef y rheoleiddiwr annibynnol yng Nghymru, i sicrhau cysondeb rhwng Cwricwlwm i Gymru 2022 a chymwysterau yn y dyfodol. 

en-gb	Following publication of the draft Curriculum for Wales 2022 guidance , Qualiﬁcations Wales will be undertaking a rolling programme of activities and events that will provide opportunities for practitioners and other stakeholders to engage in the development process for the qualiﬁcations offer.
cy-gb	Yn dilyn cyhoeddi canllawiau Cwricwlwm i Gymru 2022 drafft, bydd Cymwysterau Cymru yn cynnal rhaglen dreigl o weithgareddau a digwyddiadau a fydd yn cynnig cyﬂeoedd i ymarferwyr a rhanddeiliaid eraill fod yn rhan o’r broses o ddatblygu’r cynnig o ran cymwysterau.

en-gb	Our vision
cy-gb	Ein gweledigaeth

en-gb	Assessment proposals to inform the development of statutory guidance 05
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 05

en-gb	Our vision
cy-gb	Ein gweledigaeth

en-gb	In Wales, our vision for what it is to be an educated citizen is described through the four purposes of the curriculum, to help all children and young people to develop as:
cy-gb	Yng Nghymru, disgriﬁr ein gweledigaeth ar gyfer dinasyddion hyddysg drwy bedwar diben y  cwricwlwm, sef helpu pob plentyn a pherson ifanc i ddatblygu yn: 

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

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

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

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

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

en-gb	 Priority should be given to The purpose of  formative uses of assessment assessment is to support progression for each and every learner along the continuum of learning and towards the four purposes of the in order to support learning and teaching.
cy-gb	Dylid rhoi blaenoriaeth i Diben asesu yw cefnogi cynnydd pob dysgwr ar hyd y continwwm dysgu a thuag at gyﬂawni pedwar diben y cwricwlwm. 

en-gb	 Information on a learner’s progress and achievements should be shared effectively to engage the learner, their parents/carers and other practitioners in curriculum.
cy-gb	 Dylid rhannu gwybodaeth am gynnydd a chyﬂawniad dysgwr yn effeithiol, er mwyn ennyn diddordeb y dysgwr, ei rieni/gofalwyr ac ddulliau asesu ffurﬁannol er mwyn cefnogi’r dysgu a’r addysgu.

en-gb	 A wide range of assessment techniques  should be used to  provide a picture of a learner’s progress and needs across the breadth of the curriculum.
cy-gb	Dylai dysgwyr chwarae rhan weithredol yn y broses ddysgu ac asesu, gan gymryd perchenogaeth dros eu dysgu eu hunain.

en-gb	Ambitious, Enterprising, capable creative learners contributors
cy-gb	 Cyfranwyr  uchelgeisiol, galluog

en-gb	Learner
cy-gb	 Dysgwyr

en-gb	 Ethical, Healthy,
cy-gb	egwyddorol, iach,

en-gb	informed
cy-gb	 gwybodus

en-gb	 conﬁdent
cy-gb	hyderus

en-gb	 citizens
cy-gb	Dinasyddion

en-gb	 individuals
cy-gb	Unigolion

en-gb	identifying and supporting their next steps.
cy-gb	nodi a chefnogi ei gamau nesaf.

en-gb	Progression and Curriculum for Wales 2022
cy-gb	Cynnydd a Chwricwlwm i Gymru 2022

en-gb	Assessment proposals to inform the development of statutory guidance 06
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 06

en-gb	Context: 
cy-gb	Cyd-destun: 

en-gb	Progression and Curriculum for Wales 2022
cy-gb	Cynnydd a Chwricwlwm i Gymru 2022

en-gb	Curriculum for Wales 2022 comprises six areas of learning and experience.
cy-gb	Mae chwe maes dysgu a phroﬁad i Gwricwlwm i Gymru 2022.

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

en-gb	• Humanities.
cy-gb	• Dyniaethau.

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

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

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

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

en-gb	Statutory guidance for each of these six areas of learning and experience has been developed to support and enable learners to realise the four purposes of the curriculum. 
cy-gb	Mae canllawiau statudol ar gyfer pob un o’r chwe maes dysgu a phroﬁad wedi’u llunio i gefnogi a galluogi dysgwyr i gyﬂawni pedwar diben y cwricwlwm. 

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence are also embedded across all of the areas of learning and experience.
cy-gb	Mae’r cyfrifoldebau trawsgwricwlaidd o lythrennedd, rhifedd a chymhwysedd digidol wedi’u hymgorffori ar draws y chwe maes dysgu a phroﬁad.

en-gb	All learners will progress along the same continuum of learning for each area of learning and experience, from age 3 to 16 years; 
cy-gb	Bydd pob dysgwr yn datblygu ar hyd yr un continwwm dysgu ar gyfer pob maes dysgu a phroﬁad, a hynny o 3 i 16 oed; 

en-gb	however, the pace at which learners progress will differ. 
cy-gb	fodd bynnag, bydd pa mor gyﬂym y bydd dysgwyr yn gwneud cynnydd yn amrywio. 

en-gb	We recognise that learning should be seen as similar to an expedition – with stops, detours and spurts.
cy-gb	Rydym yn cydnabod y dylid ystyried dysgu fel taith – bydd y dysgwr yn stopio weithiau, bydd ei lwybr yn gwyro neu bydd yn cyﬂymu.

en-gb	Within each area of learning and experience guidance, learning is organised by what matters statements – these articulate fundamental aspects of learning which, together, express what matters in an area of learning and experience.
cy-gb	O fewn canllawiau pob maes dysgu a phroﬁad, trefnir y dysgu ar sail datganiadau o’r hyn sy’n bwysig – mae’r rhain yn egluro’r agweddau sylfaenol ar y dysgu sydd, gyda’i gilydd, yn cyﬂeu’r hynsy’n bwysig yn y maes dysgu a phroﬁad.

en-gb	Progression is signalled through progression steps which act as ﬁve reference points on the continuum. 
cy-gb	Caiff cynnydd ei ddangos drwy gamau cynnydd sy’n gweithredu fel pum pwynt cyfeirio ar hyd y continwwm. 

en-gb	These progression steps as reference points are articulated through a series of achievement outcomes for each what matters statement. 
cy-gb	Caiff camau cynnydd fel cyfeirbwyntiau eu difﬁnio drwy gyfres o ddeilliannau cyﬂawniad ar gyfer pob datganiad o’r hyn sy’n bwysig. 

en-gb	The achievement outcomes are described from a learner’s perspective, using the terms ‘I can … ’ and ‘I have … ’. 
cy-gb	Disgriﬁr y deilliannau cyﬂawniad o safbwynt dysgwr, gan ddefnyddio termau fel ‘Gallaf ... ’ ac ‘Rwyf wedi ... 

en-gb	They outline expectations broadly relating to ages 5, 8, 11, 14 and 16. 
cy-gb	Yn fras, maent yn amlinellu disgwyliadau ar gyfer 5, 8, 11, 14 ac 16 oed. 

en-gb	Learners will progress along the continuum of learning at an appropriate pace for them and will achieve the achievement outcomes set out at the ﬁve progression steps when they demonstrate secure learning in those outcomes.
cy-gb	Bydd dysgwyr yn dilyn y continwwm dysgu yn ôl y cyﬂymdra sy’n briodol iddynt ac yn cyﬂawni deilliannau cyﬂawniad y pum cam cynnydd pan fyddant yn dangos dysgu cadarn mewn perthynas â’r deilliannau hynny.

en-gb	The achievement outcomes articulated for each progression step should be used on an ongoing basis to support practitioners to know whether a learner is ‘on track’ with their learning progression. 
cy-gb	Dylid defnyddio’r deilliannau cyﬂawniad a nodir ar gyfer pob cam cynnydd yn rheolaidd er mwyn helpu ymarferwyr i wybod a yw dysgwr ‘ar y trywydd iawn’, o ran ei gynnydd dysgu. 

en-gb	This will help them plan appropriately, agree next steps for each individual learner, seek additional support if needed, and report back to parents/carers. 
cy-gb	Bydd hyn yn eu helpu i gynllunio’n briodol, cytuno ar y camau nesaf ar gyfer pob dysgwr unigol, gofyn am gymorth ychwanegol os oes angen, ac adrodd yn ôl i’r rhieni/gofalwyr. 

en-gb	No matter a learner’s age, the focus will be on ensuring that each individual securely reaches the achievement outcomes at a progression step before proceeding to work towards the next. 
cy-gb	Beth bynnag yw oedran y dysgwr, bydd y ffocws ar sicrhau ei fod yn llwyddo yn ei ddeilliannau cyﬂawniad mewn cam cynnydd cyn mynd ati i weithio tuag at y nesaf. 

en-gb	For instance, a learner may be working towards achievement outcomes relating to speciﬁc aspects of learning at one progression step but working towards achievement outcomes relating to other aspects of learning at a different progression step.
cy-gb	Efallai y bydd dysgwr, er enghraifft, yn gweithio tuag at ddeilliannau cyﬂawniad sy’n ymwneud ag agweddau penodol ar ddysgu mewn un cam cynnydd, ond yn gweithio tuag at ddeilliannau cyﬂawniad sy’n ymwneud ag agweddau eraill ar ddysgu mewn cam cynnydd gwahanol.

en-gb	The aim is to provide a clear picture of the learner’s achievements which will help determine next steps – and not make ‘best-ﬁt’ judgements based on the achievement outcomes for each progression step.
cy-gb	Y nod yw darparu darlun clir o’r hyn y mae’r dysgwr yn ei gyﬂawni a fydd yn helpu i benderfynu ar y camau nesaf – a pheidio â dod i farn sy’n cyd-fynd orau ar sail y deilliannau cyﬂawniad ar gyfer pob cam cynnydd.

en-gb	What is the purpose of assessment?
cy-gb	Beth yw diben asesu?

en-gb	Assessment proposals to inform the development of statutory guidance 07
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 07

en-gb	What is the purpose of assessment?
cy-gb	Beth yw diben asesu?

en-gb	The purpose of assessment is to support progression for each and every learner along the continuum of learning and towards the four purposes of the curriculum.
cy-gb	Diben asesu yw cefnogi cynnydd pob dysgwr ar hyd y continwwm dysgu a thuag at gyﬂawni pedwar diben y cwricwlwm.

en-gb	Assessment is how we recognise and support progress in learning for all of our learners, to know how well they are learning, what they understand and are able to do, any misconceptions, and to develop an understanding of learners’ individual needs in order to identify the most appropriate next steps for them to move their learning forward. 
cy-gb	Rydym yn defnyddio dulliau asesu i nodi a chefnogi cynnydd mewn dysgu ar gyfer pob un o’n dysgwyr, i weld pa mor dda y maent yn dysgu, yr hyn y maent yn ei ddeall ac yn gallu ei wneud, unrhyw gamdybiaethau, a datblygu dealltwriaeth o’u hanghenion unigol er mwyn nodi’r camau nesaf mwyaf priodol i symud eu dysgu yn ei ﬂaen. 

en-gb	Key to this is assessing what is important to support learner progression, and the intended outcomes of the learning and the teaching process.
cy-gb	Mae asesu’r hyn sy’n bwysig er mwyn cefnogi cynnydd dysgwr, a’r deilliannau dysgu a fwriedir a’r broses addysgu, yn allweddol i hyn.

en-gb	Curriculum, pedagogy and assessment must support each other to ensure that every learner in Wales has the opportunity to realise our vision for the four purposes of the curriculum.
cy-gb	Rhaid i’r cwricwlwm, yr addysgeg a’r asesu gefnogi ei gilydd er mwyn sicrhau bod pob dysgwr yng Nghymru yn cael cyﬂe i wireddu ein gweledigaeth ar gyfer pedwar diben y cwricwlwm.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Assessment is an integral part of learning and teaching and should be undertaken with and by all learners from ages 3 to 16.
cy-gb	• Mae asesu’n rhan annatod o ddysgu ac addysgu a dylai gael ei ddefnyddio gan ac ar gyfer pob dysgwr rhwng 3 a 16 oed.

en-gb	• Appropriate pedagogical approaches should be identiﬁed, planned and used to enable learners to demonstrate their learning and their development fully.
cy-gb	• Dylid nodi, cynllunio a defnyddio dulliau addysgeg priodol er mwyn galluogi dysgwyr i ddangos eu dysgu a’u datblygiad yn llawn.

en-gb	• Assessment should provide relevant and proportionate information about progress and success in relation to all the intended learning. 
cy-gb	• Dylai asesu ddarparu gwybodaeth berthnasol a chymesur am gynnydd a llwyddiant mewn perthynas â’r dysgu a fwriedir. 

en-gb	It should be proportionate to its beneﬁts.
cy-gb	Dylai fod yn gymesur â’i fanteision.

en-gb	How should we use assessment?
cy-gb	Sut y dylem ddefnyddio asesu?

en-gb	Assessment proposals to inform the development of statutory guidance 08
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 08

en-gb	How should we use assessment?
cy-gb	Sut y dylem ddefnyddio asesu?

en-gb	Priority should be given to formative uses of assessment in order to support learning and teaching.
cy-gb	Dylid rhoi blaenoriaeth i ddulliau asesu ffurﬁannol er mwyn cefnogi’r dysgua’r addysgu.

en-gb	The information gained from a learning activity can be used for both formative and summative purposes, with the common goal being to support learning progression for all learners.
cy-gb	Gellir defnyddio’r wybodaeth a geir o weithgarwch dysgu at ddibenion ffurﬁannol a chrynodol, gan anelu at y nod cyffredinol o gefnogi cynnydd pob dysgwr.

en-gb	Assessment for formative purposes is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. 
cy-gb	Caiff asesu ffurﬁannol ei gynnal, yn bennaf, yn ystod y broses ddysgu, drwy fynd ati gyda’r dysgwyr i wirio eu cynnydd a nodi’r hyn a gyﬂawnwyd ganddynt, yn ogystal â nodi’r meysydd lle y gallent ddatblygu eu dysgu ymhellach. 

en-gb	This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning.
cy-gb	Yna, caiff yr wybodaeth hon ei defnyddio gan ddysgwyr ac ymarferwyr er mwyn pennu’r camau nesaf y mae angen i’r dysgwyr eu cymryd i wella eu dysgu ymhellach a llywio gwaith cynllunio’r ymarferydd.

en-gb	From time to time, practitioners may also wish to sum up a learner’s achievements, giving them insights into what they have learned, focusing on the cumulative nature of their progress at the end of a period of instruction, exploration or project. 
cy-gb	O bryd i’w gilydd, efallai y bydd ymarferwyr hefyd yn dymuno crynhoi cyﬂawniadau’r dysgwyr, gan roi gwybodaeth iddynt am yr hyn y maent wedi ei ddysgu, gan ganolbwyntio ar natur gronnus eu cynnydd ar ddiwedd cyfnod o gyfarwyddiadau, archwilio neu brosiect. 

en-gb	Although the purpose of such assessment activities is primarily summative, they should also have a formative purpose. 
cy-gb	Er bod diben gweithgareddau asesu o’r fath yn grynodol yn bennaf, dylai fod iddynt ddiben ffurﬁannol hefyd. 

en-gb	This will enable practitioners to provide feedback on where learners have made progress along the continuum, and what the next steps might be in their learning journey.
cy-gb	Bydd hyn yn galluogi ymarferwyr i ddarparu adborth ar y meysydd lle mae’r dysgwyr wedi gwneud cynnydd ar hyd y continwwm, ynghyd â’r camau nesaf posibl ar eu taith dysgu.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Assessment should inform a holistic view of a learner’s development and learning progression.
cy-gb	• Dylai’r asesu roi darlun holistiadd o ddatblygiad a chynnydd dysgwr.

en-gb	• Practitioners can and should use assessment information to consider the progress of both  individuals and speciﬁc groups, in order to plan appropriately and respond appropriately to ﬁndings, e.g. through the provision of appropriate intervention strategies 1 .
cy-gb	• Gall, a dylai, ymarferwyr ddefnyddio gwybodaeth asesu i ystyried cynnydd unigolion a grwpiau penodol, er mwyn ymateb yn briodol i ganfyddiadau, e.e. drwy ddarparu strategaethau ymyrryd priodol 1 .

en-gb	• Practitioners can and should use assessment information to reﬂect and evaluate, in order  to adapt their practices to ensure they meet learners’ needs effectively, keeping what works best, and improving or changing the direction of what is not working well.
cy-gb	• Gall, a dylai, ymarferwyr ddefnyddio gwybodaeth asesu i fyfyrio a gwerthuso, er mwyn addasu eu harferion i sicrhau eu bod yn diwallu anghenion dysgwyr yn effeithiol, gan gadw’r hyn sy’n gweithio’n dda, a gwella neu newid cyfeiriad yr hyn nad yw’n gweithio cystal.

en-gb	1 Information on the evidence required when deciding whether a learner has additional learning needs (ALN) can be found in the draft Additional Learning Needs (ALN) Code. 
cy-gb	1 Mae gwybodaeth am y dystiolaeth sy’n ofynnol wrth benderfynu a oes gan ddysgwr anghenion dysgu ychwanegol (ADY) i’w gweld yn y Cod Anghenion Dysgu Ychwanegol drafft. 

en-gb	The consultation on the Code closed on 22 March 2019.
cy-gb	Daeth yr ymgynghoriad ynghylch y Cod i ben ar 22 Mawrth 2019.

en-gb	Planning for assessment
cy-gb	Cynllunio ar gyfer asesu

en-gb	Assessment proposals to inform the development of statutory guidance 09
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 09

en-gb	Planning for assessment
cy-gb	Cynllunio ar gyfer asesu

en-gb	A wide range of assessment techniques should be used to provide a picture of a learner’s progress across the breadth of the curriculum.
cy-gb	Dylid defnyddio amrywiaeth eang o dechnegau asesu er mwyn rhoi darlun o gynnydd ac anghenion dysgwyr ar draws y cwricwlwm.

en-gb	Assessment should be based upon the intentions set out in the achievement outcomes at each progression step for each area of learning and experience. 
cy-gb	Dylai’r technegau asesu fod yn seiliedig ar y bwriadau a nodir yn y deilliannau cyﬂawniad ar bob cam cynnydd ar gyfer pob maes dysgu a phroﬁad. 

en-gb	Progression steps as reference points are to be used to plan learning and teaching, and planning should recognise that there are a number of different pathways for learners’ journeys, with the progression steps providing a common routemap.
cy-gb	Dylid defnyddio camau cynnydd fel pwyntiau cyfeirio i gynllunio’r dysgu a’r addysgu, a dylai’r cynllunio gydnabod bod nifer o lwybrau gwahanol ar gyfer teithiau dysgwyr, gyda’r camau cynnydd yn darparu map llwybr cyffredin.

en-gb	As outlined in the section ‘Context: 
cy-gb	Fel yr amlinellir yn adran ‘Cyd-destun: 

en-gb	Progression and Curriculum for Wales 2022’, achievement outcomes articulated at each progression step are not to be used to make a best-ﬁt judgement at a set age or point in time to produce a formal summative assessment of a learner. 
cy-gb	Cynnydd a Chwricwlwm i Gymru 2022’, ni ddylai’r deilliannau cyﬂawniad a ddifﬁnnir ar bob cam cynnydd gael eu defnyddio i ddod i farn sy’n cyd-fynd orau ar gyfer oedran penodol neu adeg benodol er mwyn llunio asesiad crynodol ffurﬁol o ddysgwr. 

en-gb	Instead they should be used as the basis for ongoing assessment – building an accurate picture of how a learner is progressing, in relation to the various knowledge, skills and competencies across the curriculum. 
cy-gb	Yn lle hynny, dylent gael eu defnyddio fel sail i asesiad parhaus – er mwyn creu darlun cywir o gynnydd dysgwr mewn perthynas â’r amrywiol wybodaeth, sgiliau a chymwyseddau ar draws y cwricwlwm. 

en-gb	This will provide direction for practitioners and learners on where they are making progress, where support is required to make further progress, and what they should do next. 
cy-gb	Bydd hyn yn rhoi cyfeiriad i ymarferwyr a dysgwyr o ran y meysydd lle maent yn gwneud cynnydd, y meysydd lle mae angen cymorth arnynt i wneud cynnydd pellach, a’r camau nesaf. 

en-gb	The focus should always be on moving learning forward and ensuring that each learner is supported and challenged appropriately, according to their individual needs.
cy-gb	Dylid bob amser ganolbwyntio ar symud y dysgu yn ei ﬂaen a sicrhau bod pob dysgwr yn cael ei gefnogi a’i herio’n briodol, yn unol â’i anghenion unigol.

en-gb	Assessment should be used to identify those who could progress to more advanced activities, and those who require further consolidation in relation to the relevant achievement outcomes. 
cy-gb	Dylid defnyddio asesu i nodi’r dysgwyr hynny a allai symud ymlaen i weithgareddau mwy ymestynnol, ynghyd â’r dysgwyr hynny y mae angen rhagor o gymorth arnynt i gyﬂawni’r deilliannau cyﬂawniad perthnasol. 

en-gb	Deep learning is evidenced when the learning descriptions in the achievement outcomes have been met securely. 
cy-gb	Amlygir dysgu dwfn pan fo disgriﬁadau’r dysgu yn y deilliannau cyﬂawniad wedi cael eu cyﬂawni’n gadarn. 

en-gb	This deep, or secure, learning brings together a breadth of knowledge and skills which learners can use and apply in new and challenging contexts. 
cy-gb	Mae’r dysgu dwfn, neu gadarn, hwn yn cyfuno amrywiaeth o wybodaeth a sgiliau y gall dysgwyr eu defnyddio mewn cyd-destunau newydd a heriol. 

en-gb	Teacher assessment is key to supporting this as it can cover the full breadth of intended learning. 
cy-gb	Mae asesiadau athrawon yn allweddol i ategu hyn gan eu bod yn gallu cwmpasu’r holl ddysgu. 

en-gb	In relation to the early years of education, as part of day-to-day activities, practitioners will look for evidence of ‘embedded learning’. 
cy-gb	O ran addysg y blynyddoedd cynnar, fel rhan o’r gweithgareddau bob dydd, bydd ymarferwyr yn chwilio am dystiolaeth o ddysgu sydd wedi’i wreiddio. 

en-gb	This is to assess what a learner can do consistently and independently, in a range of everyday situations.
cy-gb	Nod hyn yw asesu’r hyn y gall dysgwr ei wneud yn gyson ac yn annibynnol, mewn amrywiaeth o sefyllfaoedd pob-dydd.

en-gb	When assessing learner progress a range of assessment methods should be used, some of which may be distinctive to individual areas of learning and experience, others which may support learner progression across more than one area of learning and experience.
cy-gb	Wrth asesu cynnydd dysgwr, dylid defnyddio amrywiaeth o ddulliau asesu, y gall rhai ohonynt fod yn benodol i feysydd dysgu a phroﬁad unigol a rhai eraill i gefnogi cynnydd dysgwr ar draws mwy nag un maes dysgu a phroﬁad.

en-gb	Baseline assessment
cy-gb	Asesiad sylfaenol

en-gb	To support and enable practitioners to plan appropriately to meet the needs of each individual, it is proposed that a baseline assessment 2 will be carried out for each learner within the ﬁrst six weeks of them entering the Reception year.
cy-gb	Er mwyn cefnogi a galluogi ymarferwyr i gynllunio’n briodol i ddiwallu anghenion pob unigolyn, cynigir cynnal asesiad sylfaenol 2 o bob dysgwr yn ystod ei chwe wythnos gyntaf yn y dosbarth Derbyn.

en-gb	2 Currently, baseline assessments are completed using the Foundation Phase Proﬁle. 
cy-gb	2 Ar hyn o bryd, caiff asesiadau sylfaenol eu cwblhau gan ddefnyddio Profﬁl y Cyfnod Sylfaen. 

en-gb	Although in Curriculum for Wales 2022 the concept of ‘phases’ and ‘stages’ in education will no longer be
cy-gb	Er na fydd y cysyniad o ‘gamau’ a ‘chyfnodau’ yn berthnasol mwyach yng Nghwricwlwm i

en-gb	applicable, there will still be a clear need for an on-entry assessment, to enable practitioners to provide a developmentally appropriate curriculum from which all learners can beneﬁt, and which is aligned to their needs. 
cy-gb	Gymru 2022, bydd angen cynnal asesiad ar fynediad o hyd, er mwyn galluogi ymarferwyr i ddarparu cwricwlwm sy’n briodol o ran datblygiad, sy’n diwallu anghenion y dysgwyr ac y gall pob un ohonynt gael budd ohono. 

en-gb	The Welsh Government will be working with partners during 2019 to review the current Foundation Phase Proﬁle, and to consider how we can build on the tool to seamlessly align assessment arrangements in the early years with Curriculum for Wales 2022.
cy-gb	Bydd Llywodraeth Cymru yn gweithio gyda phartneriaid yn ystod 2019 i adolygu Profﬁl cyfredol y Cyfnod Sylfaen ac ystyried sut y gallwn adeiladu ar yr adnodd er mwyn cysoni’n ddidrafferth y trefniadau asesu yn y blynyddoedd cynnar â Chwricwlwm i Gymru 2022.

en-gb	Planning for assessment
cy-gb	Cynllunio ar gyfer asesu

en-gb	Assessment proposals to inform the development of statutory guidance 10
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 10

en-gb	Online personalised assessment
cy-gb	Asesiadau personol ar-lein

en-gb	One assessment method is the use of online personalised assessments for learners in Years 2 to 9 3 to enable practitioners to understand how a learner’s reading and numeracy skills are developing. 
cy-gb	Un dull asesu yw defnyddio asesiadau personol ar-lein ar gyfer dysgwyr ym Mlynyddoedd 2 i 9 3 er mwyn galluogi ymarferwyr i ddeall cynnydd dysgwr o ran ei sgiliau darllen a rhifedd. 

en-gb	The purpose of these assessments is solely formative and they have not been designed to be used as an accountability measure. 
cy-gb	Mae’r asesiadau hyn yn gyfan gwbl ffurﬁannol ac nid ydynt wedi’u cynllunio i’w defnyddio fel mesurau atebolrwydd. 

en-gb	The outcomes of each assessment provide a range of information on skills, which can be used to inform learning and teaching in order to move learners forward. 
cy-gb	Mae deilliannau pob asesiad yn darparu amrywiaeth o wybodaeth am sgiliau y gellir ei defnyddio i lywio’r dysgu a’r addysgu er mwyn helpu dysgwyr i wneud cynnydd. 

en-gb	A suite of resources on personalised assessments is available to help support practitioners and can be accessed online at hwb.gov.wales/draft-curriculum-for-wales-2022/reading-and-numeracy- assessments .
cy-gb	Mae cyfres o adnoddau ar gael i gefnogi ymarferwyr a gellir ei weld ar-lein yn hwb.gov.wales/cwricwlwm-drafft- i-gymru-2022/asesiadau-darllen-a-rhifedd .

en-gb	Routes for Learning
cy-gb	Ar Drywydd Dysgu

en-gb	Practitioners can draw on Routes for Learning to assess learners with profound and multiple learning difﬁculties (PMLD). 
cy-gb	Gall ymarferwyr ddefnyddio Ar Drywydd Dysgu i asesu dysgwyr sydd ag anawsterau dysgu dwys a lluosog (ADDLl). 

en-gb	The Routes for Learning materials focus on early communication and cognitive skills.
cy-gb	Mae deunyddiau Ar Drywydd Dysgu yn canolbwyntio ar sgiliau cyfathrebu a gwybyddol cynnar.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Assessment techniques, selected on ‘ﬁt-for-purpose’ criteria, should assess what is important,with clarity about what is being assessed and for what purpose.
cy-gb	• Dylai technegau asesu, a ddewisir yn ôl eu haddasrwydd at y diben, asesu’r hyn sy’n bwysig, gan nodi’n glir yr hyn a asesir, ac at ba ddiben.

en-gb	• When planning assessment a balance should be struck between the more day-to-day, ongoing forms of assessment and periodic summative assessment activities.
cy-gb	• Wrth gynllunio’r asesu, dylid sicrhau cydbwysedd rhwng y mathau mwy parhaus, dyddiol o asesu a gweithgareddau asesu crynodol rheolaidd.

en-gb	• Assessment by practitioners should remain the main vehicle for assessment before  qualiﬁcations, as it can cover the full breadth of intended learning and can take place on a  regular or continuous basis.
cy-gb	• Dylai asesu gan ymarferwyr barhau’n brif gyfrwng asesu cyn cymwysterau, gan y gallant gwmpasu holl rychwant y dysgu a fwriedir a chael eu cynnal yn rheolaidd neu’n barhaus.

en-gb	• Early on in the continuum, assessment should be based on the practitioner’s knowledge of the learner, gained predominantly from observation and interaction in a range of daily activities, conversations, learning opportunities, playful interactions and events.
cy-gb	• Yn gynnar yn y continwwm, dylai asesu fod yn seiliedig ar wybodaeth yr ymarferydd am y dysgwr, yn bennaf drwy arsylwi a rhyngweithio mewn amrywiaeth o weithgareddau, sgyrsiau,  cyﬂeoedd dysgu, rhyngweithio drwy chwarae a digwyddiadau dyddiol.

en-gb	• Input from parents/carers and other relevant adults, as well as the learner, can be useful in planning for assessment.
cy-gb	• Gall mewnbwn gan rieni/gofalwyr ac oedolion perthnasol eraill, yn ogystal â’r dysgwr, fod yn ddefnyddiol wrth gynllunio ar gyfer asesu.

en-gb	• Settings and schools should use their judgement to decide which aspects of learning should  be assessed, how much assessment information is sufﬁcient to gauge progress in learning,  what needs to be recorded, and in what level of detail.
cy-gb	• Dylai lleoliadau ac ysgolion arfer eu crebwyll i benderfynu pa agweddau ar y dysgu y dylid eu hasesu, faint o wybodaeth asesu sy’n ddigonol i fesur cynnydd wrth ddysgu, yr hyn sydd angen ei gofnodi, a pha mor fanwl y dylai fod.

en-gb	• Success criteria 4 used within assessment should be well-deﬁned, appropriate for the task and  achievable, yet challenging, for all learners involved in the activity. 
cy-gb	• Dylai’r meini prawf llwyddiant 4 a ddefnyddir wrth asesu fod wedi’u difﬁnio’n glir, yn briodol  ar gyfer y dasg ac yn gyraeddadwy, ond yn heriol, i bob dysgwr sy’n rhan o’r gweithgaredd. 

en-gb	These criteria should be understood by all learners, in order for them to understand what they can do, what they need to do to further develop and how they can achieve this.
cy-gb	Dylai pob dysgwr ddeall y meini prawf hyn er mwyn iddo ddeall yr hyn y mae’n gallu ei wneud, yr hyn y mae angen iddo ei wneud er mwyn datblygu ymhellach, a’r modd y gall  gyﬂawni hyn.

en-gb	3 Learners in Years 2 to 9 studying in maintained schools in Wales are required to take the online personalised assessments for Numeracy (Procedural and Reasoning) and Reading (English and Welsh) once a year. 
cy-gb	3 Mae’n ofynnol i ddysgwyr ym Mlynyddoedd 2 i 9 sy’n astudio mewn ysgolion a gynhelir yng Nghymru gwblhau’r asesiadau personol ar-lein ar gyfer Rhifedd (Gweithdrefnol a Rhesymu) a Darllen (Cymraeg a Saesneg) unwaith y ﬂwyddyn. 

en-gb	These assessments have been developed with Curriculum for Wales 2022 in mind.
cy-gb	Datblygwyd yr asesiadau hyn gyda Chwricwlwm i Gymru 2022 mewn golwg.

en-gb	4 Success criteria refers to criteria set in relation to a speciﬁc learning activity so that learners are clear what’s expected of them and what ‘success’ might look like.
cy-gb	4 Caiff meini prawf llwyddiant eu pennu mewn perthynas â gweithgaredd dysgu penodol fel bod dysgwyr yn glir ynghylch yr hyn sy’n ddisgwyliedig ganddynt a’r hyn a olygir wrth ‘lwyddiant’.

en-gb	Planning for assessment
cy-gb	Cynllunio ar gyfer asesu

en-gb	Assessment proposals to inform the development of statutory guidance 11
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 11

en-gb	• Over time learners should be supported to develop their own success criteria, where appropriate, which can engage them further in the task, and help yield better outcomes.
cy-gb	• Dros amser, dylai dysgwyr gael eu cefnogi i ddatblygu eu meini prawf llwyddiant eu hunain, lle y bo’n briodol, a gall hyn ennyn eu diddordeb yn y dasg ymhellach a helpu i sicrhau deilliannau gwell.

en-gb	• A broad and balanced curriculum should be maintained throughout the academic year,  incorporating the online personalised assessments at points that ﬁt the natural rhythm of  learning and teaching.
cy-gb	• Dylid cynnal cwricwlwm eang a chytbwys drwy’r ﬂwyddyn academaidd, gan gynnwys yr asesiadau personol ar-lein ar adegau sy’n gweddu’n naturiol i rythm y dysgu a’r addysgu.

en-gb	• Settings and schools should establish clear policies and procedures around effective assessment, supporting the progression of each learner.
cy-gb	• Dylai lleoliadau ac ysgolion lunio polisïau a gweithdrefnau clir ynghylch asesu effeithiol, gan gefnogi cynnydd pob dysgwr.

en-gb	Ensuring accuracy and consistency
cy-gb	Sicrhau cywirdeb a chysondeb

en-gb	Assessment proposals to inform the development of statutory guidance 12
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 12

en-gb	Ensuring accuracy and consistency
cy-gb	Sicrhau cywirdeb a chysondeb

en-gb	Practitioners should work together to develop an informed, dependable, accurate and consistent understanding of learner progression in order to inform learning and teaching.
cy-gb	Dylai ymarferwyr gydweithio er mwyn meithrin dealltwriaeth wybodus, ddibynadwy, gywir a chyson o gynnydd dysgwyr i fod yn sail i ddysgu ac addysgu.

en-gb	Moderation is the process whereby practitioners within and across settings and schools share, reﬂect on and discuss their practice in, and understanding of, assessment. 
cy-gb	Cymedroli yw’r broses a ddefnyddir gan ymarferwyr o fewn ac ar draws lleoliadau ac ysgolion i rannu, i drafod ac i fyfyrio ar eu harferion a’u dealltwriaeth mewn perthynas ag asesu. 

en-gb	This will include learning intentions, development of success criteria, and examples of learners’ work and assessment information.
cy-gb	Bydd hyn yn cynnwys bwriadau dysgu, datblygu meini prawf llwyddiant ac enghreifftiau o waith a gwybodaeth asesu dysgwyr.

en-gb	The process should allow practitioners to consider their understanding of what progression is and what it looks like, the learning and assessment activities which a setting or school undertakes, and whether the learning and assessment arrangements are delivering the expected outcomes. 
cy-gb	Dylai’r broses alluogi ymarferwyr i ystyried eu dealltwriaeth o ystyr a natur cynnydd, y gweithgareddau dysgu ac addysgu y mae lleoliad neu ysgol yn eu cynnal, ac a yw’r trefniadau dysgu ac asesu yn cyﬂawni’r deilliannau disgwyliedig. 

en-gb	Moderation often takes place informally, but practitioners will also continue to participate in formal, planned moderation activities.
cy-gb	Mae cymedroli’n aml yn digwydd yn anffurﬁol, ond bydd ymarferwyr hefyd yn parhau i gymryd rhan mewn gweithgareddau cymedroli ffurﬁol, wedi’u cynllunio.

en-gb	Moderation provides opportunities for professional dialogue between practitioners to ensure understanding of progression and that the appropriate methods are selected from a range of techniques to assess what is intended to be learned. 
cy-gb	Mae cymedroli’n cynnig cyﬂeoedd i ymarferwyr gael trafodaethau proffesiynol i sicrhau dealltwriaeth o gynnydd, ac i sicrhau bod y dulliau priodol, o blith amrywiaeth o dechnegau, yn cael eu dewis er mwyn asesu’r hyn y bwriedir ei ddysgu. 

en-gb	The moderation process, therefore, is not just important within a setting or school and within individual year groups, but also across different settings and schools. 
cy-gb	Felly, yn ogystal â bod yn bwysig o fewn lleoliad neu ysgol ac o fewn grwpiau blwyddyn unigol, mae’r broses gymedroli hefyd yn bwysig ar draws lleoliadau ac ysgolion gwahanol. 

en-gb	This is particularly key in relation to transition within and between settings and schools.
cy-gb	Mae hyn yn arbennig o allweddol mewn perthynas â’r broses bontio o fewn lleoliadau ac ysgolion, a rhyngddynt.

en-gb	Developing shared broad expectations in relation to the achievement outcomes articulated for the progression steps on the continuum of learning is a key part of the process. 
cy-gb	Mae datblygu disgwyliadau eang, cyffredin mewn perthynas â’r deilliannau cyﬂawniad a ddifﬁnnir ar gyfer y camau cynnydd ar y continwwm dysgu yn rhan allweddol o’r broses. 

en-gb	Practitioners working together to agree and exemplify the standards, and then to moderate assessments against these expectations, will help to ensure that assessment is consistent and based on a common understanding of learner progress. 
cy-gb	Bydd cydweithio er mwyn cytuno ar y safonau, a’u henghreifftio, ac yna i gymedroli asesiadau yn unol â’r disgwyliadau hynny, yn helpu ymarferwyr i sicrhau bod yr asesu’n gyson, ac yn seiliedig ar ddealltwriaeth gytûn o gynnydd dysgwyr. 

en-gb	A focus on what achievement looks like, making use of evidence of learning, discussion with learners, and completed work will support the process of reaching agreement on how attaining the achievement outcomes can be evidenced in different ways.
cy-gb	Bydd ffocws ar yr hyn y mae cyﬂawniad yn ei olygu, drwy ddefnyddio tystiolaeth o waith dysgu, trafodaethau gyda dysgwyr, a gwaith a gwblhawyd, yn cefnogi’r broses o gytuno ar y ffyrdd gwahanol o ddangos sut mae cyrraedd y deilliannau cyﬂawniad.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Moderation should make use of a broad range of assessment information (which includes the learning and assessment activities undertaken), e.g. written work, practical work, videos and  practitioner observations. 
cy-gb	• Dylai’r broses gymedroli gynnwys amrywiaeth eang o wybodaeth asesu (sy’n cynnwys y gweithgareddau dysgu ac asesu a gwblhawyd), e.e. gwaith ysgrifenedig, gwaith ymarferol,  ﬁdeos ac arsylwadau ymarferwyr. 

en-gb	This should not be produced speciﬁcally for moderation purposes,  but should be built up over time.
cy-gb	Ni ddylai’r wybodaeth hon gael ei chynhyrchu’n benodol  at ddibenion cymedroli, ond dylai gael ei chasglu dros amser.

en-gb	• Moderation should be undertaken within settings and schools, and between settings and schools.
cy-gb	• Dylid ymgymryd â phrosesau cymedroli o fewn lleoliadau ac ysgolion, a rhyngddynt.

en-gb	• Settings and schools should develop policies and procedures to support effective moderation.
cy-gb	• Dylai lleoliadau ac ysgolion ddatblygu polisïau a gweithdrefnau i gefnogi prosesau cymedroli effeithiol.

en-gb	Enabling active learners
cy-gb	Galluogi dysgwyr actif

en-gb	Assessment proposals to inform the development of statutory guidance 13
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 13

en-gb	Enabling active learners
cy-gb	Galluogi dysgwyr actif

en-gb	Learners should be active participants in the learning and assessment process, taking ownership of their own learning.
cy-gb	Dylai dysgwyr chwarae rhan weithredol yn y broses ddysgu ac asesu, gan gymryd perchenogaeth dros eu dysgu eu hunain.

en-gb	Peer assessment, self-assessment and the use of e-Portfolios are ways in which learners can be encouraged to take greater responsibility for their own learning.
cy-gb	Gellir annog dysgwyr i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain drwy asesiadau gan gyfoedion, hunanasesiadau a defnyddio e-Bortffolios.

en-gb	Enabling active learners through peer assessment and self-assessment
cy-gb	Galluogi dysgwyr actif drwy asesiadau gan gyfoedion a hunanasesiadau

en-gb	Using assessment information learners can understand their strengths, their areas for development and help plan the next steps in their learning. 
cy-gb	Drwy ddefnyddio gwybodaeth asesu gall dysgwyr ddeall eu cryfderau, y meysydd lle mae angen iddynt ddatblygu, a chynllunio’r camau nesaf o ran eu dysgu. 

en-gb	When used critically, both peer assessment and self-assessment provide opportunities for learners to engage actively in the assessment process, complementing practitioner feedback, while also providing valuable information for practitioners on how to adapt their teaching.
cy-gb	O’u defnyddio mewn ffordd feirniadol, mae asesiadau gan gyfoedion a hunanasesiadau yn cynnig cyﬂe i ddysgwyr chwarae rhan weithredol yn y broses asesu, gan ategu adborth ymarferwyr, yn ogystal â darparu gwybodaeth werthfawr iddynt o ran sut y gallant addasu eu haddysgu.

en-gb	Peer assessment is about establishing a dialogue between learners around the evaluation of progress. 
cy-gb	Mae asesiadau gan gyfoedion yn ymwneud â sefydlu deialog rhwng dysgwyr ynglŷn â’r broses o werthuso cynnydd. 

en-gb	When based on a good comprehension of success criteria and progression, this can expose them to a broader range of ideas and help them to consider new ways of thinking about their own work. 
cy-gb	Pan fo hyn yn seiliedig ar ddealltwriaeth dda o’r meini prawf llwyddiant a chynnydd, gall gyﬂwyno amrywiaeth ehangach o syniadau iddynt, a’u helpu i ystyried ffyrdd newydd o feddwl am eu gwaith eu hunain. 

en-gb	It promotes interdependent learning, encouraging learners to highlight strengths and areas for development, to identify next steps and to make these clear to their peers through constructive feedback. 
cy-gb	Mae’n hyrwyddo dysgu annibynnol, gan annog dysgwyr i amlygu cryfderau a meysydd i’w datblygu, nodi’r camau nesaf, a’u hegluro i’w cyfoedion drwy adborth cadarnhaol. 

en-gb	It can also help to develop a positive and reﬂective attitude towards giving and receiving feedback for learning. 
cy-gb	Gall hefyd helpu i feithrin agwedd gadarnhaol a myfyriol tuag at roi a derbyn adborth ar gyfer dysgu. 

en-gb	In order to achieve this it is important that settings and schools establish a strong learning culture and an environment of mutual trust and respect. 
cy-gb	Er mwyn cyﬂawni hyn, mae’n bwysig bod lleoliadau ac ysgolion yn sefydlu diwylliant dysgu cryf, ynghyd ag amgylchedd o ymddiriedaeth a pharch. 

en-gb	From an early age, learners should be encouraged to develop the skills they need to carry out peer assessment effectively.
cy-gb	O oedran cynnar, dylid annog dysgwyr i feithrin y sgiliau sydd eu hangen arnynt i asesu eu cyfoedion yn effeithiol.

en-gb	Self-assessment is about learners being able to evaluate their own progress based on clearly understood success criteria and to participate in dialogue about their progress and next steps. 
cy-gb	Mae hunanasesu yn ymwneud â gallu dysgwyr i werthuso eu cynnydd eu hunain ar sail meini prawf llwyddiant a ddeellir yn glir, ac i gymryd rhan mewn deialog am eu cynnydd, a’r camau nesaf y mae angen eu cymryd. 

en-gb	It promotes independent learning and thinking, helping learners to gain increased independence in identifying their own next steps and to take greater responsibility for their own progress. 
cy-gb	Mae’n hyrwyddo dysgu a meddwl annibynnol, gan helpu dysgwyr i feithrin annibyniaeth gynyddol wrth nodi eu camau nesaf eu hunain, ac i gymryd mwy o gyfrifoldeb am eu cynnydd eu hunain. 

en-gb	By encouraging self-assessment, learners will develop the ability to think critically about their own learning.
cy-gb	Drwy annog hunanasesu, bydd dysgwyr yn meithrin y gallu i feddwl yn feirniadol am eu dysgu eu hunain.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Settings and schools should establish a culture whereby learners are able to:
cy-gb	• Dylai lleoliadau ac ysgolion sefydlu diwylliant lle y gall dysgwyr:

en-gb	– evaluate their own progress and the progress of others
cy-gb	– werthuso eu cynnydd eu hunain a chynnydd eraill

en-gb	– use clear and focused success criteria to reﬂect on feedback
cy-gb	– defnyddio meini prawf llwyddiant clir a phenodol i fyfyrio ar adborth

en-gb	– participate in discussions with peers and practitioners regarding achievements and next steps.
cy-gb	– cymryd rhan mewn trafodaethau â chyfoedion ac ymarferwyr ynghylch cyﬂawniadau a chamau nesaf.

en-gb	• Practitioners should support learners to assess their own work and the work of others, and should model how to give clear, speciﬁc, constructive feedback related to the success criteria.
cy-gb	• Dylai ymarferwyr gefnogi dysgwyr i asesu eu gwaith eu hunain a gwaith gan eraill, a dylent fodelu sut i roi adborth adeiladol clir a phenodol sy’n gysylltiedig â’r meini prawf llwyddiant.

en-gb	Enabling active learners
cy-gb	Galluogi dysgwyr actif

en-gb	Assessment proposals to inform the development of statutory guidance 14
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 14

en-gb	• To enable learners to contribute to discussions about their own progression, they should  understand how speciﬁc assessment opportunities relate to their journey on the continuum of  learning, in relation to each area of learning and experience.
cy-gb	• Er mwyn galluogi dysgwyr i gyfrannu at drafodaethau am eu cynnydd eu hunain, dylent ddeall  sut mae cyﬂeoedd asesu penodol yn berthnasol i’w taith ar hyd y continwwm dysgu, a hynny mewn perthynas â phob maes dysgu a phroﬁad.

en-gb	• Over time, learners should develop the capacity to:
cy-gb	• Dros amser, dylai dysgwyr feithrin y gallu i:

en-gb	– objectively reﬂect on and critically evaluate their own and others’ progress
cy-gb	– fyfyrio’n wrthrychol ar eu gwaith eu hunain a gwaith gan eraill a’i werthuso

en-gb	– identify gaps in their understanding and capabilities
cy-gb	 – nodi bylchau yn eu dealltwriaeth a’u galluoedd

en-gb	– discern how to improve their performance, challenging themselves to reach their next steps 
cy-gb	– deall sut i wella eu perfformiad, gan herio eu hunain i gyrraedd eu camau nesaf 

en-gb	– develop their own success criteria
cy-gb	– datblygu eu meini prawf llwyddiant eu hunain

en-gb	– learn independently and think critically.
cy-gb	– dysgu’n annibynnol a meddwl yn feirniadol.

en-gb	Enabling active learners through e-Portfolios
cy-gb	Galluogi dysgwyr actif drwy e-Bortffolios

en-gb	Being able to recognise what matters in their learning journeys and having opportunities to exemplify what’s important to their own progression contributes to developing independent and lifelong learners. 
cy-gb	Mae’r gallu i nodi’r hyn sy’n bwysig ar hyd eu taith dysgu a chael cyﬂeoedd i amlygu’r hyn sy’n bwysig o ran eu cynnydd eu hunain yn helpu i feithrin dysgwyr annibynnol a gydol oes. 

en-gb	Ownership of their own learning allows learners to value what’s important to them both within and outside the classroom.
cy-gb	Drwy berchenogi eu dysgu eu hunain gall dysgwyr werthfawrogi’r hyn sy’n bwysig iddynt, a hynny yn yr ystafell ddosbarth a thu hwnt iddi.

en-gb	An e-Portfolio is a digital record, the content of which reﬂects the experiences, achievements and learning journey of an individual learner. 
cy-gb	Cofnod digidol yw e-Bortffolio y mae ei gynnwys yn adlewyrchu proﬁadau, cyﬂawniadau a thaith dysgu dysgwr unigol. 

en-gb	It supports learners to gather and capture examples of their progression and notable achievements, both within and beyond the classroom, reﬂecting on what matters to them within the context of the four purposes of the curriculum. 
cy-gb	Mae’n cefnogi dysgwyr wrth iddynt gasglu a chofnodi enghreifftiau o’u cynnydd a’u cyﬂawniadau mwyaf nodedig, a hynny yn yr ystafell ddosbarth a thu hwnt, gan fyfyrio ar yr hyn sy’n bwysig iddynt mewn perthynas â phedwar diben y cwricwlwm. 

en-gb	The Welsh Government is establishing an e-Portfolio system which will be available for use by all schools in Wales 5 . 
cy-gb	Mae Llywodraeth Cymru yn sefydlu system e-Bortffolio, a fydd ar gael i bob ysgol yng Nghymru ei defnyddio 5 . 

en-gb	All learners from Reception year onwards should have access to a suitable e-Portfolio system.
cy-gb	Dylai pob dysgwr gael mynediad at system e-Bortffolio addas, a hynny o’r dosbarth Derbyn ymlaen.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Learners should begin creating their e-Portfolio from the point at which this will support their learning and progression.
cy-gb	• Dylai dysgwyr ddechrau creu e-Bortffolio o’r adeg pan fydd hynny’n cefnogi eu dysgu a’u cynnydd.

en-gb	• Learners should be encouraged to capture key achievements and experiences within their e-Portfolio, including those that go beyond the classroom.
cy-gb	• Dylid annog dysgwyr i gofnodi eu prif gyﬂawniadau a phroﬁadau yn eu e-Bortffolio,gan gynnwys y rhai hynny sy’n mynd y tu hwnt i’r ystafell ddosbarth.

en-gb	5 We are currently working with stakeholders to clarify how e-Portfolios will be implemented, including the role of both learners and practitioners within the classroom and who will have access to an individual learner’s e-Portfolio. 
cy-gb	5 Ar hyn o bryd, rydym wrthi’n gweithio gyda rhanddeiliaid i sefydlu eglurder ynghylch sut y caiff e-Bortffolios eu gweithredu, gan gynnwys rôl dysgwyr ac ymarferwyr yn y dosbarth, a phwy fydd yn cael mynediad i e-Bortffolio dysgwr unigol. 

en-gb	Further details will be provided during 2019.
cy-gb	Darperir rhagor o fanylion yn ystod 2019.

en-gb	Sharing information on learning
cy-gb	Rhannu gwybodaeth am y dysgu

en-gb	Assessment proposals to inform the development of statutory guidance 15
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 15

en-gb	Sharing information on learning
cy-gb	Rhannu gwybodaeth am y dysgu

en-gb	Information on a learner’s progress and achievements should be shared effectively to engage the learner, their parents/carers and other practitioners in identifying and supporting their next steps.
cy-gb	Dylid rhannu gwybodaeth am gynnydd a chyﬂawniad dysgwr yn effeithiol, er mwyn ennyn diddordeb y dysgwr, ei rieni/gofalwyr ac ymarferwyr eraill wrth nodi a chefnogi ei gamau nesaf.

en-gb	Sharing information on learning with parents/carers
cy-gb	Rhannu gwybodaeth am y dysgu â rhieni/gofalwyr

en-gb	Sharing information, or reporting, is the process through which parents/carers, as well as learners, can be informed about progress and be provided with an insight into the holistic development of the learner. 
cy-gb	Mae’r broses o rannu gwybodaeth, neu adrodd, yn rhoi gwybod i rieni/gofalwyr, yn ogystal â dysgwyr, am gynnydd a datblygiad holistaidd y dysgwr. 

en-gb	This can include formal reports, produced according to a planned timetable 6 , discussions at parent/carer evenings, correspondence home and invitations to additional discussions. 
cy-gb	Gall hyn gynnwys adroddiadau ffurﬁol, a lunnir yn unol ag amserlen a gynlluniwyd 6 , trafodaethau yn ystod nosweithiau rhieni/gofalwyr, gohebiaeth â’r cartref a gwahoddiadau i drafodaethau ychwanegol. 

en-gb	Use of a range of means should ensure that information is shared with parents/carers at such times, and in such a way as to ensure that any intervention is effective.
cy-gb	Dylai’r defnydd o amrywiaeth o ddulliau sicrhau bod gwybodaeth yn cael ei rhannu â rhieni/gofalwyr ar adegau o’r fath, a hynny mewn ffordd sy’n sicrhau bod unrhyw ymyrraeth yn effeithiol.

en-gb	Used well, reporting provides reassurance and initiates purposeful, meaningful dialogue about ways in which further learning can be supported. 
cy-gb	Mae dulliau adrodd da yn rhoi sicrwydd, ac yn ysgogi deialog pwrpasol ac ystyrlon am ffyrdd o gefnogi dysgu pellach. 

en-gb	This can help engage parents/carers, establishing effective working relationships, whereby parents/carers can support learning outside of the setting or school environment. 
cy-gb	Gall hyn helpu i gynnwys rhieni/gofalwyr, gan feithrin cydberthnasau gwaith effeithiol lle y gall rhieni/gofalwyr gefnogi’r dysgu y tu hwnt i’r lleoliad neu ysgol. 

en-gb	Reporting should also provide information on any support, interventions or additional needs required for the learner’s development.
cy-gb	Dylai’r broses adrodd hefyd ddarparu gwybodaeth am unrhyw anghenion ychwanegol y mae angen eu diwallu, ac unrhyw gymorth ac ymyriadau sy’n ofynnol er mwyn helpu’r dysgwr i ddatblygu.

en-gb	Ideally, learners should contribute to reporting by gathering and selecting evidence, articulating their own progress and achievements, conveying their aspirations and views on the next steps in their learning, and participating in practitioner and parent/carer dialogue. 
cy-gb	Yn ddelfrydol, dylai dysgwyr gyfrannu at y broses adrodd drwy gasglu a dethol tystiolaeth, nodi eu cynnydd a’u cyﬂawniadau eu hunain, egluro eu dyheadau a’u barn am y camau nesaf yn eu dysgu, a chyfrannu at ddeialog rhwng yr ymarferydd a’r rhiant/gofalwr. 

en-gb	Information contained within a learner’s e-Portfolio and outputs from self-assessment activities can also provide useful sources of information.
cy-gb	Gall yr wybodaeth sy’n rhan o e-Bortffolio dysgwr ac allbynnau gweithgareddau hunanasesu hefyd ddarparu ffynonellau gwybodaeth ddefnyddiol.

en-gb	Parents/carers should also be provided with the opportunity to provide input to the reporting process in order to help capture a full picture of a learner’s achievements, both inside and outside of the setting or school.
cy-gb	Dylid cynnig cyﬂe i rieni/gofalwyr gyfrannu at y broses adrodd er mwyn helpu i gael darlun cyﬂawn o gyﬂawniadau dysgwr, o fewn a thu allan i’r lleoliad neu ysgol.

en-gb	For learners with individual development plans (IDPs), these documents are an essential element of the reporting process.
cy-gb	O ran y dysgwyr hynny sydd â chynlluniau datblygu unigol, mae’r dogfennau hyn yn elfen hanfodol o’r broses adrodd.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• Reporting should focus on progress and contain information on the learner’s next steps.
cy-gb	• Dylai pob proses adrodd ganolbwyntio ar gynnydd a chynnwys gwybodaeth am gamau nesaf y dysgwr.

en-gb	• All reporting should be timely, open, honest and fair, to ensure that there are no ‘surprises’ for parents/carers or learners themselves regarding their attainment.
cy-gb	• Dylai’r broses adrodd fod yn amserol, yn agored, yn onest ac yn deg, er mwyn sicrhau nad oes unrhyw ‘syndod’ i’r rheini/gofalwyr na’r dysgwyr eu hunain mewn perthynas  â’u cyﬂawniad.

en-gb	• Reporting should make use of the assessment information and knowledge gathered on a learner over a period of time. 
cy-gb	• Dylai wneud defnydd o’r wybodaeth asesu a’r wybodaeth a gasglwyd am ddysgwr dros  gyfnod o amser. 

en-gb	This should include experiences beyond the classroom in order to provide a more cumulative, deeper assessment of a learner’s progress.
cy-gb	Dylai hyn gynnwys proﬁadau y tu hwnt i’r ystafell ddosbarth er mwyn darparu  asesiad mwy cronnus a manwl am gynnydd dysgwr.

en-gb	6 The requirement for headteachers to provide parents/carers with a formal report at least once a year will continue.
cy-gb	6 Bydd y gofyniad i benaethiaid ddarparu adroddiad ffurﬁol i rieni/gofalwyr o leiaf unwaith y ﬂwyddyn yn parhau.

en-gb	Sharing information on learning
cy-gb	Rhannu gwybodaeth am y dysgu

en-gb	Assessment proposals to inform the development of statutory guidance 16
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 16

en-gb	• Progression steps should not be used as a numerical way of measuring progress. 
cy-gb	• Ni ddylid defnyddio’r camau cynnydd fel ffordd rifol o fesur cynnydd. 

en-gb	Instead, reporting should be based on a narrative which gives a well-rounded account of the learner, drawing on the language of the achievement outcomes, where appropriate.
cy-gb	Yn hytrach, dylai’r broses  adrodd fod yn seiliedig ar naratif sy’n rhoi cyfrif cyﬂawn am y dysgwr, gan ddefnyddio iaith y deilliannau cyﬂawniad, lle y bo’n briodol.

en-gb	• Reporting should be an ongoing process which makes use of a variety of communication means. 
cy-gb	• Dylai’r broses adrodd fod yn un barhaus, gan ddefnyddio amrywiaeth o ddulliau cyfathrebu.

en-gb	A formal report will be provided to the parents/carers of every learner at a maintained school at least once in the academic year.
cy-gb	Bydd adroddiad ffurﬁol yn cael ei gyﬂwyno i rieni/gofalwyr pob dysgwr mewn ysgol a gynhelir o leiaf unwaith yn ystod y ﬂwyddyn academaidd.

en-gb	• Where possible, both learners and parents/carers should contribute to the reporting process.
cy-gb	• Lle y bo’n bosibl, dylai dysgwyr a rheini/gofalwyr gyfrannu at y broses adrodd.

en-gb	• Settings and schools should develop and publish clear policies around parent/carer reporting, which should specify the nature and frequency of reporting to be undertaken.
cy-gb	• Dylai lleoliadau ac ysgolion ddatblygu a chyhoeddi polisïau clir ynghylch adrodd i rieni/gofalwyr, a dylent nodi natur ac amlder y broses adrodd.

en-gb	Sharing information on learning to support transition
cy-gb	Rhannu gwybodaeth am y dysgu er mwyn cefnogi’r broses bontio

en-gb	Effective transition is about promoting a smooth movement of learners through the learning continuum from class to class and year to year, as well as at other transition points, such as between nursery and primary schools and primary and secondary schools. 
cy-gb	Mae proses bontio effeithiol yn ymwneud â hyrwyddo llwybr llyfn wrth i ddysgwyr symud ar hyd y continwwm dysgu, o ddosbarth i ddosbarth ac o ﬂwyddyn i ﬂwyddyn, yn ogystal â chamau pontio eraill, megis o’r ysgol feithrin i’r ysgol gynradd ac o’r ysgol gynradd i’r ysgol uwchradd. 

en-gb	This helps support both continuity and progression in learning, while also facilitating the well-being of learners.
cy-gb	Mae hyn yn helpu i gefnogi parhad a chynnydd o ran y dysgu, gan hwyluso lles dysgwyr ar yr un pryd.

en-gb	The use of assessment information is an important element of the transition process. 
cy-gb	Mae’r defnydd o wybodaeth asesu yn elfen bwysig o’r broses bontio. 

en-gb	A broad range of assessment information on the learner should be shared as part of transition. 
cy-gb	Dylid rhannu amrywiaeth eang o wybodaeth asesu am y dysgwr fel rhan o’r broses bontio. 

en-gb	Using assessment information to inform effective communication about the learner’s progression between practitioners, parents/carers and learners themselves is integral to ensuring successful transition.
cy-gb	Mae defnyddio gwybodaeth asesu fel sail i gyfathrebu effeithiol am gynnydd y dysgwr rhwng ymarferwyr, rhieni/gofalwyr a’r dysgwr ei hun, yn allweddol i sicrhau proses bontio lwyddiannus.

en-gb	Key considerations
cy-gb	Ystyriaethau allweddol

en-gb	• The learner should be at the centre of the transition process, using and passing on rounded assessment information effectively, to build on strengths and identify areas of development. 
cy-gb	• Dylai’r dysgwr fod wrth wraidd y broses bontio, gan ddefnyddio a throsglwyddo gwybodaeth  asesu gyﬂawn yn effeithiol, er mwyn adeiladu ar gryfderau a nodi meysydd i’w datblygu.

en-gb	This should show a learner’s individual progression across the curriculum, drawing on all six areas of learning and experience.
cy-gb	Dylai’r broses ddangos cynnydd dysgwr unigol ar draws y cwricwlwm, gan gyfeirio at bob  un o’r chwe maes dysgu a phroﬁad.

en-gb	• Information and knowledge shared for transition should cover the learner’s welfare, health and well-being, behaviour, and history of support.
cy-gb	• Dylai’r wybodaeth a rennir ar gyfer y broses bontio gwmpasu lles y dysgwr, ei iechyd a’i lesiant, ei ymddygiad, a’i hanes cymorth.

en-gb	• Settings and schools should develop policies and procedures to support effective transition across the learning continuum.
cy-gb	• Dylai lleoliadau ac ysgolion ddatblygu polisïau a gweithdrefnau i gefnogi proses bontio effeithiol ar draws y continwwm dysgu.

en-gb	• Secondary schools and their partner primary/junior schools will jointly draw up transition plans to support all learners moving from primary/junior to secondary school.
cy-gb	• Bydd ysgolion uwchradd a’u hysgolion cynradd/iau partner yn llunio cynlluniau pontio ar y cyd er mwyn cefnogi pob dysgwr sy’n symud o’r ysgol gynradd/iau i’r ysgol uwchradd.

en-gb	• Transition plans should set out how schools will work together to support progression in learning, with a focus on effective communication between practitioners, including face-to-face interactions 7 .
cy-gb	• Dylai’r cynlluniau pontio nodi’r modd y bydd yr ysgolion yn cydweithio i gefnogi cynnydd y dysgwr, gan ganolbwyntio ar gyfathrebu effeithiol rhwng ymarferwyr, yn cynnwys rhyngweithio wyneb yn wyneb 7 .

en-gb	7 The Additional Learning Needs (ALN) Code provides information on transition planning. 
cy-gb	7 Mae’r Cod Anghenion Dysgu Ychwanegol (ADY) yn darparu gwybodaeth am gynlluniau pontio. 

en-gb	In addition, the individual development plans (IDP) contain a section on transition speciﬁc to learners with ALN.
cy-gb	Mae’r cynlluniau datblygu unigol hefyd yn cynnwys adran ar y broses bontio sy’n benodol i ddysgwyr ag ADY.

en-gb	Sharing information on learning
cy-gb	Rhannu gwybodaeth am y dysgu

en-gb	Assessment proposals to inform the development of statutory guidance 17
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 17

en-gb	• Transition plans should consider those learners moving between funded non-maintained settings and primary school and infant and junior school, where these are separate school settings. 
cy-gb	• Dylai cynlluniau pontio gynnwys y dysgwyr hynny sy’n symud rhwng lleoliadau a ariennir nas cynhelir ac ysgolion cynradd ac ysgolion babanod ac iau, lle bo’r rhain yn ysgolion ar wahân. 

en-gb	Planning should be considered for the transition of learners to and from non-maintained settings, pupil referral units (PRUs) and further education colleges.
cy-gb	Dylid ystyried cynlluniau ar gyfer dysgwyr sy’n symud o leoliadau nas cynhelir, unedau cyfeirio disgyblion a cholegau addysg bellach.

en-gb	Annex
cy-gb	Atodiad

en-gb	Assessment proposals to inform the development of statutory guidance 18
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 18

en-gb	Annex: 
cy-gb	Atodiad: 

en-gb	Legislative proposals to support the new assessment arrangements
cy-gb	Cynigion deddfwriaethol i gefnogi’r trefniadau asesu newydd

en-gb	In January 2019, the Welsh Government published legislative proposals to support the new curriculum and assessment arrangements in the White Paper consultation Our National Mission: 
cy-gb	Ym mis Ionawr 2019, cyhoeddodd Llywodraeth Cymru gynigion deddfwriaethol i gefnogi’r cwricwlwm a’r trefniadau asesu newydd yn ymgynghoriad Papur Gwyn Cenhadaeth Ein Cenedl: 

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

en-gb	The consultation closed on 25 March 2019 and we are currently considering the responses.
cy-gb	Daeth yr ymgynghoriad ar y ddogfen hon i ben ar 25 Mawrth 2019, ac rydym wrthi’n ystyried yr ymatebion.

en-gb	This annex outlines the legislative proposals relevant to the new assessment arrangements. 
cy-gb	Mae’r atodiad hwn yn amlinellu’r cynigion deddfwriaethol sy’n berthnasol i’r trefniadau asesu newydd. 

en-gb	When published, the assessment guidance will reﬂect not only the feedback received on the proposals outlined in this document, but the latest position on the legislative proposals outlined below. 
cy-gb	Pan gânt eu cyhoeddi, bydd y canllawiau asesu yn adlewyrchu nid dim ond yr adborth a ddaeth i law ar y cynigion a amlinellir yn y ddogfen hon, ond hefyd y sefyllfa ddiweddaraf o ran y cynigion deddfwriaethol a amlinellir isod. 

en-gb	Subject to the legislation being made, the relevant requirements will be set out within the assessment guidance. 
cy-gb	Os caiff y ddeddfwriaeth ei phasio, caiff y gofynion perthnasol eu hamlinellu yn y canllawiau asesu.

en-gb	The following is proposed.
cy-gb	Cynigir y canlynol.

en-gb	• There will be a power in the Curriculum and Assessment Bill to set out in secondary legislation the assessment arrangements for Curriculum for Wales 2022. 
cy-gb	• Cynnwys pŵer yn y Bil Cwricwlwm ac Asesu i nodi mewn is-ddeddfwriaeth y trefniadau asesu  ar gyfer Cwricwlwm i Gymru 2022. 

en-gb	That legislation will be supplemented by statutory guidance, which funded non-maintained settings, schools and local authorities will have to have regard to when designing and delivering assessment. 
cy-gb	Bydd canllawiau statudol yn ategu’r ddeddfwriaeth honno, a bydd yn rhaid i leoliadau a ariennir nas cynhelir, ysgolion ac awdurdodau lleol roi ystyriaeth i’r canllawiau wrth gynllunio trefniadau asesu a’u gweithredu. 

en-gb	The assessment guidance will be published in January 2020.
cy-gb	Caiff y canllawiau asesu eu cyhoeddi ym mis Ionawr 2020.

en-gb	• We anticipate that secondary legislation will set out the following.
cy-gb	• Rydym yn rhagweld y bydd yr is-ddeddfwriaeth yn amlinellu’r canlynol.

en-gb	– Schools to be required to take part in group moderation in accordance with secondary legislation 8 .
cy-gb	– Bod gofyn i ysgolion gymryd rhan mewn gwaith cymedroli grwpiau yn unol â’r is-ddeddfwriaeth 8 .

en-gb	– It is proposed that headteachers must provide a formal report to be shared with parents/carers at least once a year. 
cy-gb	– Cynigir bod yn rhaid i benaethiaid roi adroddiad ffurﬁol i rieni/gofalwyr o leiaf unwaith y ﬂwyddyn. 

en-gb	We therefore intend to retain the provision under section 408 of the Education Act 1996 to enable the Welsh Ministers to make Regulations for reporting to parents/carers 9 .
cy-gb	Rydym felly yn bwriadu cadw’r ddarpariaeth o dan adran 408 o Ddeddf Addysg  1996 er mwyn galluogi Gweinidogion Cymru i lunio Rheoliadau ar roi adroddiad i rieni/gofalwyr 9 .

en-gb	– Secondary schools and their feeder primary schools to jointly draw up transition plans to facilitate the transition from primary school to secondary school of learners at those primary schools who are admitted to the secondary school. 
cy-gb	– Bod ysgolion uwchradd a’r ysgolion cynradd sy’n eu bwydo yn cydlunio cynlluniau i hwyluso’r broses bontio rhwng yr ysgol gynradd a’r ysgol uwchradd i ddysgwyr yn yr ysgolion cynradd hynny sy’n cael eu derbyn i’r ysgol uwchradd. 

en-gb	Therefore, section 198 of the Education Act 2002, which allows the Welsh Ministers to make Regulations setting out how the detail of how that will work, will be retained 10 .
cy-gb	Felly, bydd adran 198 o  Ddeddf Addysg 2002, sy’n caniatáu i Weinidogion Cymru lunio Rheoliadau yn nodi sut y  bydd manylion hynny yn gweithio, yn cael ei chadw 10 .

en-gb	– Schools to be required to carry out a baseline assessment to understand where learners are on entry to statutory schooling in accordance with secondary legislation 11 .
cy-gb	– Bod gofyn i ysgolion gynnal asesiad sylfaenol er mwyn deall lle mae dysgwyr arni wrth ddechrau ar eu haddysg statudol yn unol â’r is-ddeddfwriaeth 11 .

en-gb	– Schools to be required to administer national tests in accordance with secondary legislation 12 .
cy-gb	– Bod gofyn i ysgolion weinyddu proﬁon cenedlaethol yn unol â’r is-ddeddfwriaeth 12 .

en-gb	8 It is anticipated that provision will be along the lines of that currently in the National Curriculum (Moderation of Assessment Arrangements for the Second and Third Key Stages) (Wales) Order 2015 (2015/1309 (W.113)).
cy-gb	8 Rhagwelir y bydd y ddarpariaeth yn debyg i’r hyn sydd eisoes yng Ngorchymyn y Cwricwlwm Cenedlaethol (Cymedroli Trefniadau Asesu ar gyfer yr Ail Gyfnod Allweddol a’r Trydydd Cyfnod Allweddol) (Cymru) 2015 (2015/1309 (Cy.113))

en-gb	9 The detail is currently set out in the Head Teacher’s Report to Parents and Adult Pupils (Wales) Regulations 2011 (2011/1943 (W.210)) but it is anticipated that the detail would need to change substantially to reﬂect the new curriculum and assessment arrangements.
cy-gb	9 Mae’r manylion wedi’u nodi yn Rheoliadau Adroddiad Pennaeth i Rieni a Disgyblion sy’n Oedolion (Cymru) 2011 (2011/1943 (Cy.210)), ond rhagwelir y byddai angen i’r manylion newid yn sylweddol i adlewyrchu’r cwricwlwm a’r trefniadau asesu newydd.

en-gb	10 It is anticipated that provision will be along the lines of that currently in the Transition from Primary to Secondary School (Wales) Regulations 2006 (S.I. 2006/520 (W.64)).
cy-gb	10 Rhagwelir y bydd y ddarpariaeth yn debyg i’r hyn sydd eisoes yn Rheoliadau Trosglwyddo o’r Ysgol Gynradd i’r Ysgol Uwchradd (Cymru) 2006 (OS 2006/520 (Cy.64)).

en-gb	11 The detail is currently set out in the National Curriculum (Desirable Outcomes, Educational Programmes and Baseline and End of Phase Assessment Arrangements for the Foundation Phase) (Wales) Order 2015 (2015/1596 (W.195)) but it is anticipated that the detail would need to change substantially to reﬂect the new curriculum and assessment arrangements.
cy-gb	11 Mae’r manylion wedi’u nodi yng Ngorchymyn y Cwricwlwm Cenedlaethol (Deilliannau Dymunol, Rhaglenni Addysg a Threfniadau Asesu Sylfaenol a Diwedd Cyfnod ar gyfer y Cyfnod Sylfaen) (Cymru) 2015 (2015/1596 (Cy.195)), ond rhagwelir y byddai angen i’r manylion newid yn sylweddol i adlewyrchu’r cwricwlwm a’r trefniadau asesu newydd.

en-gb	12 It is anticipated that provision will be along the lines of that currently in the Education (National Curriculum) (Assessment Arrangements for Reading and Numeracy) (Wales) Order 2013 (2013/433 (W.51)).
cy-gb	12 Rhagwelir y bydd y ddarpariaeth yn debyg i’r hyn sydd eisoes yng Ngorchymyn Addysg (Y Cwricwlwm Cenedlaethol) (Trefniadau Asesu ar gyfer Darllen a Rhifedd) (Cymru) 2013 (2013/433 (Cy.51)).

en-gb	Annex
cy-gb	Atodiad

en-gb	Assessment proposals to inform the development of statutory guidance 19
cy-gb	Cynigion asesu fel sail i ddatblygu canllawiau statudol 19

en-gb	• Schools to be required to conduct formative and summative assessments, and make the relevant arrangements in accordance with secondary legislation.
cy-gb	• Ei gwneud yn ofynnol i ysgolion gynnal asesiadau ffurﬁannol a chrynodol, a gwneud y trefniadau perthnasol yn unol â’r is-ddeddfwriaeth.

en-gb	• The ﬁve progression steps and their related ages will be set out in legislation. 
cy-gb	• Bod y pum cam cynnydd a’r oedrannau cysylltiedig yn cael eu hamlinellu mewn deddfwriaeth.

en-gb	However, the  responsibility for setting achievement outcomes at each progression step for their school will lie with the headteacher, who must have regard to those achievement outcomes set out in each of the six areas of learning and experience statutory guidance. 
cy-gb	Fodd bynnag, cyfrifoldeb y pennaeth fydd pennu deilliannau cyﬂawniad camau cynnydd ei ysgol, a rhaid iddo roi ystyriaeth i’r deilliannau cyﬂawniad hynny a nodir yng nghanllawiau statudol pob un o’r chwe maes dysgu a phroﬁad. 

en-gb	They should follow the area of learning and experience statutory guidance unless they have a very good reason not to.
cy-gb	Dylid dilyn canllawiau statudol y maes dysgu a phroﬁad oni  bai bod rheswm da iawn dros beidio â gwneud hynny.

en-gb	© Crown copyright 2019   WG37153 Mae’r ddogfen yma hefyd ar gael yn Gymraeg. 
cy-gb	© Hawlfraint y Goron 2019   WG37153