en	28. Significantly better and more creative use should be made of technology in the teaching and learning of Welsh and also modern foreign languages.
cy	28. Dylai defnydd gwell a mwy creadigol o lawer gael ei wneud o dechnoleg wrth addysgu a dysgu Cymraeg yn ogystal ag ieithoedd tramor modern.

en	29. The Welsh Government should realign Welsh language qualifications at 16 with the proposed focus on speaking and listening and application in the workplace.
cy	29. Dylai Llywodraeth Cymru ailalinio cymwysterau iaith Gymraeg yn 16 oed â’r pwyslais arfaethedig ar siarad a gwrando a defnyddio’r iaith yn y gweithle.

en	30. Implications for enhancing competence in the Welsh language in the education workforce should be taken forward through the New Deal for the Education Workforce and Professor Furlong’s review of teacher education.
cy	30. Dylai’r goblygiadau o ran gwella cymhwysedd yn y Gymraeg yn y gweithlu addysg gael eu trafod drwy’r Fargen Newydd i’r Gweithlu Addysg ac adolygiad yr Athro Furlong o addysg athrawon.

en	Choice Choice is important in helping to engage children and young people in their learning.
cy	60 Dewis Mae dewis yn bwysig er mwyn helpu i ennyn diddordeb plant a phobl ifanc yn eu haddysg.

en	The curriculum purposes can be met in a wide variety of ways and allow for wide variations in the experiences of individual children and young people.
cy	Gellir cyflawni’r dibenion cwricwlwm mewn ffyrdd amrywiol iawn gan ddarparu ar gyfer amrywiadau mawr ym mhrofiadau plant a phobl ifanc unigol.

en	Up to the age of 14, the presumption in the Review is that they will all be working towards successive Progression Steps within and across all the Areas of Learning and Experience.
cy	Mae’r Adolygiad yn rhagdybio y bydd yr holl blant hyd at 14 oed yn gweithio i gyrraedd y naill Gam Cynnydd ar ôl y llall o fewn ac ar draws yr holl Feysydd Dysgu a Phrofiad.

en	However, the spacing of the steps at three-yearly intervals allows for a measure of choice, for example in topics for research, within these intervals if the school sees that as appropriate.
cy	Fodd bynnag, gan fod tair blynedd rhwng y camau hyn, gellir cynnig rhywfaint o ddewis, er enghraifft o ran pynciau ar gyfer ymchwil, yn y cyfnodau hyn os bydd yr ysgol yn gweld bod hynny’n briodol.

en	Similarly, teaching and learning methods can and should offer opportunities for children and young people to choose particular activities and experiences, again in line with the school’s overall approach.
cy	Yn yr un modd, bydd yn bwysig bod dulliau addysgu a dysgu’n cynnig cyfleoedd i blant a phobl ifanc ddewis gweithgareddau a phrofiadau penodol, yn unol eto â’r dull gweithredu cyffredinol yn yr ysgol.

en	From about the age of 14 onwards, young people begin to specialise and make choices.
cy	O tua 14 oed ymlaen, bydd pobl ifanc yn dechrau arbenigo a gwneud dewisiadau.

en	Implicit in these recommendations is the notion that, irrespective of their choices, all young people between the ages of 14 to 16 should continue to have experiences and opportunities to study that promote the four purposes of education, as well as continue to develop their literacy skills, numeracy skills, digital competence and wider skills, in line with the requirements of the new Welsh Baccalaureate.
cy	Y syniad sy’n rhedeg drwy’r argymhellion hyn yw y bydd yr holl bobl ifanc rhwng 14 ac 16 oed, beth bynnag fydd eu dewisiadau, yn parhau i gael profiadau a chyfleoedd i astudio sy’n hyrwyddo’r pedwar diben addysg, yn ogystal â pharhau i ddatblygu eu sgiliau llythrennedd, sgiliau rhifedd, cymhwysedd digidol a sgiliau ehangach, yn unol â gofynion Bagloriaeth Cymru ar ei newydd gwedd.

en	Young people should have an entitlement to select courses and undertake activities from all the Areas of Learning and Experience based upon Achievement Outcomes at the relevant Progression Step, in ways that reflect the requirements of 14–19 Learning Pathways and the Learning and Skills (Wales) Measure 2009.
cy	Dylid rhoi hawl i bobl ifanc ddewis cyrsiau ac ymgymryd â gweithgareddau ym mhob un o’r Meysydd Dysgu a Phrofiad ar sail Deilliannau Cyflawniad ar y Cam Cynnydd perthnasol, mewn ffyrdd sy’n adlewyrchu gofynion y Llwybrau Dysgu 14–19 a Mesur Dysgu a Sgiliau (Cymru) 2009.

en	As far as possible, schools should provide each young person with experiences that reflect all of the Areas of Learning and Experience.
cy	Hyd y gellir, dylai ysgolion ddarparu profiadau i bob person ifanc sy’n adlewyrchu’r holl Feysydd Dysgu a Phrofiad.

en	Some of these programmes will lead to recognised qualifications but other planned activities may lead to other forms of achievement which may be recognised in different ways.
cy	Bydd rhai o’r rhaglenni hyn yn arwain at gymwysterau cydnabyddedig ond mae’n bosibl y bydd gweithgareddau eraill sydd wedi’u cynllunio’n arwain at fathau eraill o gyflawniad a gaiff eu cydnabod mewn ffyrdd gwahanol.

en	Although young people will choose some of their courses for the period from 14 to 16, there are some aspects of the curriculum that all young people should continue to study regardless of those choices.
cy	Er y bydd pobl ifanc yn dewis rhai o’r cyrsiau ar gyfer y cyfnod rhwng 14 ac 16 oed, mae rhai agweddau ar y cwricwlwm y dylai’r holl bobl ifanc barhau i’w hastudio beth bynnag yw eu dewisiadau.

en	These aspects include those that reflect national priorities, such as the Welsh language, and health and well-being, those that are crucial to the future of the Welsh economy, such as science, and those such as RE that are important to achieving some of the characteristics of the four purposes that would not be achieved otherwise, and literacy, numeracy and digital competence. )))
cy	Ymhlith yr agweddau hyn bydd y rhai sy’n adlewyrchu blaenoriaethau cenedlaethol, fel y Gymraeg, ac iechyd a lles, y rhai sy’n hanfodol i ddyfodol economi Cymru, fel gwyddoniaeth, a rhai fel addysg grefyddol sy’n bwysig er mwyn gwireddu rhai o nodweddion y pedwar diben na fyddent yn cael eu gwireddu fel arall, a llythrennedd, rhifedd a chymhwysedd digidol. )))

en	Recommendation 31.
cy	Argymhelliad 31.

en	Between the ages of 14 and 16, all young people should select courses or undertake activities from each of the Areas of Learning and Experience, hence maintaining breadth and meeting national priorities, including science and health.
cy	Rhwng 14 ac 16 oed, y dylai’r holl bobl ifanc ddewis cyrsiau neu ymgymryd â gweithgareddau o bob un o’r Meysydd Dysgu a Phrofiad, gan felly gynnal ehangder eu haddysg a chwrdd â blaenoriaethau cenedlaethol, gan gynnwys gwyddoniaeth ac iechyd.

en	Chapter 5: Pedagogy Successful embedding of the Review’s proposals on the purposes and structure of the curriculum will depend ultimately on what happens in classrooms.
cy	61 Pennod 5: Addysgeg Bydd y gallu i gyflawni cynigion yr Adolygiad ar ddibenion a strwythur y cwricwlwm yn dibynnu yn y pen draw ar yr hyn sy’n digwydd yn yr ystafell ddosbarth.

en	There is an increasingly powerful body of evidence about the central importance of good teaching to effective learning39 40 41 42 43 44.
cy	Mae swm cynyddol o dystiolaeth gadarn sy’n dangos bod addysgu da yn hanfodol bwysig i sicrhau dysgu effeithiol39 40 41 42 43 44.

en	Taking full account of the implications for pedagogy, therefore, will be vital if the recommendations of this Review are to have the intended positive impact on learning and achievement.
cy	Felly, er mwyn sicrhau bod argymhellion yr Adolygiad hwn yn cael yr effaith gadarnhaol a fwriadwyd ar ddysgu a chyflawniad, bydd yn hanfodol ystyried yr holl oblygiadau o ran addysgeg.

en	This chapter therefore addresses the fundamental interdependency between the purposes of the curriculum and pedagogy.
cy	Yn y bennod hon, felly, rydym yn trafod y gyd-ddibyniaeth sylfaenol rhwng dibenion y cwricwlwm ac addysgeg.

en	Pedagogy is about more than ‘teaching’ in the narrow sense of methods used in the classroom.
cy	Mae addysgeg yn cwmpasu mwy na’r ‘addysgu’ sy’n digwydd drwy ddulliau yn yr ystafell ddosbarth yn unig.

en	It represents the considered selection of those methods in light of the purposes of the curriculum and the needs and developmental stage of the children and young people.
cy	Mae’n ymwneud â dethol y dulliau hynny’n ystyriol yng nghyd-destun dibenion y cwricwlwm ac anghenion a chyfnod datblygiadol y plant a phobl ifanc.

en	It combines theoretical and practical knowledge and skills with fine judgement about what is required to promote effective learning in particular contexts.
cy	Mae’n galw am gyfuno gwybodaeth a sgiliau damcaniaethol ac ymarferol â barn fanwl ynghylch yr hyn sydd ei angen i hybu dysgu effeithiol mewn cyd-destunau penodol.

en	It lies at the heart of what it means to be an excellent teacher.
cy	Mae wrth wraidd yr hyn sy’n gwneud athro neu athrawes ragorol.

en	What are the implications for pedagogy of the Review’s proposals?
cy	Beth yw goblygiadau cynigion yr Adolygiad o safbwynt addysgeg?

en	The elements of good teaching include in various ways: subject and methodological expertise; sound classroom craft skills; an understanding of the social and psychological factors that influence learning; and the ability to excite and inspire children to want to learn and to be able to learn independently.
cy	Mae’r canlynol, mewn gwahanol ffyrdd, yn cyfrannu at yr elfennau sy’n arwain at addysgu da: arbenigedd mewn pynciau a methodolegau; sgiliau crefft cadarn yn yr ystafell ddosbarth; dealltwriaeth o’r ffactorau cymdeithasol a seicolegol sy’n dylanwadu ar ddysgu; a’r gallu i symbylu ac ysbrydoli plant i ddymuno dysgu ac i ddysgu’n annibynnol.

en	There is a risk that changes to curriculum structures can be interpreted as implying particular pedagogical approaches.
cy	Mae perygl o ddehongli newidiadau yn strwythurau’r cwricwlwm fel petaent yn ffafrio dulliau addysgegol penodol.

en	To be clear, the recommendations of this Review do not imply an emphasis on any particular teaching approaches: decisions about teaching and learning are very context and purpose specific, and are best taken by teachers themselves.
cy	Er mwyn bod yn glir, nid yw’r argymhellion yn yr Adolygiad hwn yn golygu bod pwyslais ar unrhyw ddulliau addysgu penodol: mae penderfyniadau ynghylch addysgu a dysgu’n ymwneud yn benodol iawn â chyd-destunau a dibenion, a’r athrawon eu hunain sydd yn y lle gorau i’w gwneud.

en	It would, therefore, not be appropriate for this Review to offer detailed prescriptions on teaching methods.
cy	Felly ni fyddai’n briodol i’r Adolygiad hwn gynnig cyfarwyddiadau manwl ynghylch dulliau addysgu.

en	However, a number of pedagogical principles relate directly to the purposes outlined in Chapter 3 and the suggested curriculum and assessment arrangements45.
cy	Er hynny, mae nifer o egwyddorion addysgegol yn ymwneud yn uniongyrchol â’r dibenion sydd wedi’u disgrifio ym Mhennod 3 a’r cwricwlwm a’r trefniadau asesu sydd wedi’u hargymell45.

en	1. Good teaching and learning maintains a consistent focus on the overall purposes of the curriculum A central theme in the Review has been the need to be clear about the overall purposes that the curriculum is seeking to serve.
cy	63 1. Mae addysgu a dysgu da yn canolbwyntio’n gyson ar ddibenion cyffredinol y cwricwlwm Un o themâu canolog yr Adolygiad yw’r angen i fod yn glir ynghylch dibenion cyffredinol y cwricwlwm.

en	That principle should apply equally to the selection of teaching and learning approaches.
cy	Dylai’r egwyddor honno fod yn gymwys i’r un graddau i’r dewis o ddulliau addysgu a dysgu.

en	While it is difficult to maintain such a long-term focus on a day-to-day basis, it is important that the balance of experiences offered to children and young people is regularly reviewed in relation to the curriculum purposes.
cy	Er ei bod yn anodd canolbwyntio ar gyd-destun mor hirdymor o ddydd i ddydd, mae’n bwysig bod cydbwysedd y profiadau a gynigir i blant a phobl ifanc yn cael ei adolygu’n rheolaidd mewn perthynas â’r dibenion cwricwlwm.

en	The four curriculum purposes proposed by the Review will inevitably require a wide repertoire of teaching and learning approaches.
cy	Mae’n anochel y bydd y pedwar diben cwricwlwm a gynigir gan yr Adolygiad yn galw am ddefnyddio repertoire eang o ddulliau addysgu a dysgu.

en	By embedding the Cross-curriculum Responsibilities and wider skills in each Area of Learning and Experience the new structure gives clear signals about related teaching approaches.
cy	Drwy gynnwys y Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach ym mhob Maes Dysgu a Phrofiad, mae’r strwythur newydd yn rhoi arwyddion clir ynghylch y dulliau addysgu cysylltiedig.

en	The intention is to release the creativity and energy of teachers to provide rich learning for children and young people.
cy	Y bwriad yw rhyddhau creadigrwydd ac egni athrawon er mwyn darparu cyfleoedd dysgu cyfoethog i blant a phobl ifanc.

en	2. Good teaching and learning challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them The proposed Progression Steps should set expectations that challenge children and young people to have high personal aspirations and achievement.
cy	2. Mae addysgu a dysgu da yn rhoi her i’r holl ddysgwyr drwy eu hannog i gydnabod pwysigrwydd ymdrechu’n barhaus i gwrdd â disgwyliadau sy’n uchel ond o fewn eu cyrraedd Dylai’r Camau Cynnydd arfaethedig bennu disgwyliadau sy’n herio plant a phobl ifanc i anelu’n uchel o ran dyheadau a chyflawniad personol.

en	Teaching should proceed on optimistic assumptions about its ability to make a difference in ways that will encourage such high aspirations in all learners: ‘Notions such as talent, ability and intelligence...are not sufficient to explain learning or achievement’46.
cy	Dylid addysgu ar sail rhagdybiaethau optimistaidd ynghylch y gallu i wneud gwahaniaeth mewn ffyrdd a fydd yn symbylu dyheadau uchel o’r fath ym mhob dysgwr: ‘Notions such as talent, ability and intelligence...are not sufficient to explain learning or achievement’46.

en	Self-limiting beliefs about fixed ‘potential’ are difficult to alter and can have a profoundly negative effect on learning.
cy	Mae’n anodd newid credoau hunangyfyngol ynghylch ‘potensial’ penodedig a gallant gael effaith negyddol iawn ar ddysgu.

en	The consistent message should be that sustained effort is integral to good learning and can lead to high achievement.
cy	Dylid cyfleu neges gyson bod ymdrech barhaus yn rhan annatod o ddysgu da ac y gall arwain at gyflawniadau uchel.

en	Praise and support are essential but the opportunity to make and learn from errors in the pursuit of challenging goals builds confidence and resilience.
cy	Mae canmoliaeth a chefnogaeth yn hanfodol ond mae’r cyfle i wneud camgymeriadau a dysgu ohonynt wrth geisio cyrraedd nodau ymestynnol yn meithrin hyder a chadernid.

en	Teaching approaches that engage learners’ interest in relation to goals that they see as worthwhile can release additional discretionary effort and a ‘can do’ attitude.
cy	Bydd dulliau addysgu sy’n ennyn diddordeb dysgwyr mewn nodau sy’n fuddiol yn eu tyb nhw yn gallu sbarduno ymdrech ddisgresiynol ychwanegol ac ymagwedd ‘rydw i’n gallu’.

en	Tests or examinations are often used to prompt such motivation but the skill of the good teacher lies in establishing in children and young people the more intrinsic satisfaction that comes from making the effort to address and succeed with challenging tasks.
cy	Yn aml, defnyddir profion neu arholiadau i greu cymhelliant o’r fath ond mae athro/athrawes dda yn peri i blant a phobl ifanc deimlo’r boddhad mwy cynhenid a geir o ymdrechu i gyflawni a llwyddo mewn tasgau ymestynnol.

en	In that way, lifelong learning can become a matter of personal fulfilment as opposed to one-off responses to external demands.
cy	Drwy hynny, mae dysgu gydol oes yn gallu dod yn fater o gael boddhad personol yn hytrach nag ymateb yn achlysurol i alwadau allanol.

en	All children and young people will encounter difficulties with learning of one kind or another at different points in their school careers.
cy	Bydd pob plentyn a pherson ifanc yn cael anawsterau o ryw fath neu’i gilydd wrth ddysgu ar wahanol adegau yn ei yrfa ysgol.

en	Such difficulties need to be identified early and addressed before they become entrenched.
cy	Rhaid adnabod anawsterau o’r fath yn gynnar a chymryd camau i’w datrys cyn iddynt ymwreiddio.

en	Early intervention is therefore an integral part of good teaching and learning.
cy	Felly mae ymyriadau cynnar yn agwedd hanfodol ar addysgu a dysgu da.

en	3. Good teaching and learning means employing a blend of approaches including direct teaching Changes to the curriculum are often associated with moves to encourage particular approaches to teaching and learning.
cy	64 3. Mae addysgu a dysgu da yn galw am ddefnyddio cymysgedd o ddulliau sy’n cynnwys addysgu uniongyrchol Yn aml, bydd newidiadau yn y cwricwlwm yn cael eu cysylltu â chamau i hyrwyddo dulliau penodol o addysgu a dysgu.

en	On the one hand, they can be seen as a reassertion of ‘traditional’ methods, sometimes described as ‘direct teaching’, while on the other hand they may be seen as favouring discovery learning or constructivism.
cy	Ar y naill law, gellir eu gweld yn ffordd o ailddatgan dulliau ‘traddodiadol’, a elwir weithiau’n ‘addysgu uniongyrchol’ ac, ar y llaw arall, gellir gweld eu bod yn ffafrio dysgu drwy ddarganfod neu adeileddiaeth.

en	Such polarisation fails to reflect the complexity of decisions about appropriate teaching and learning approaches.
cy	Nid yw pegynu o’r fath yn adlewyrchu natur gymhleth y penderfyniadau a wneir ynghylch dulliau addysgu a dysgu priodol.

en	This Review, therefore, should not be regarded as falling into a particular ‘camp’; rather, it implies the need for a broad repertoire of teaching and learning experiences that reflect the curriculum purposes.
cy	Felly, gwelir nad yw’r Adolygiad hwn yn arddel unrhyw safbwynt penodol; yn hytrach, mae’n awgrymu bod angen repertoire eang o brofiadau addysgu a dysgu sy’n adlewyrchu’r dibenion cwricwlwm.

en	A particular risk lies in direct teaching being caricatured as didactic, whole-class instruction.
cy	Mae perygl arbennig mewn portreadu addysgu uniongyrchol fel dull didactig o hyfforddi’r dosbarth cyfan.

en	However, Hattie powerfully defines direct teaching as follows: ‘The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modelling, evaluates if they (the students) understand what they have been told by checking for understanding, and re-telling them what they have been told by tying it all together with closure’47.
cy	Fodd bynnag, mae Hattie yn rhoi’r diffiniad effeithiol canlynol o addysgu uniongyrchol: ‘The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modelling, evaluates if they (the students) understand what they have been told by checking for understanding, and re-telling them what they have been told by tying it all together with closure’47.

en	Its essence lies in clear purposes and success criteria, modelling and practice, and regular and insightful feedback.
cy	Yr elfennau hanfodol wrth arfer y dull hwn yw gosod dibenion a meini prawf llwyddiant clir, modelu ac ymarfer, ac adborth rheolaidd a chraff.

en	In this way, direct teaching involves the active engagement of the teacher in ‘scaffolding’ learning.
cy	Yn y modd hwn, mae addysgu uniongyrchol yn galw ar yr athro/athrawes i chwarae rhan drwy ‘sgaffaldio’ y broses dysgu.

en	Creating contexts within which learners can demonstrate the ability to apply learning independently in unfamiliar settings is an important part of that scaffolding.
cy	Agwedd bwysig ar y sgaffaldio hwnnw yw creu cyd-destunau lle y gall plant a phobl ifanc ddangos y gallu i ddysgu’n annibynnol mewn sefyllfaoedd anghyfarwydd.

en	4. Good teaching and learning means employing a blend of approaches including those that promote problem solving, creative and critical thinking The curriculum purposes give prominence to developing the ability of children and young people to critically evaluate information, make connections, develop deep conceptual understanding and transfer knowledge and skills to new situations to solve complex problems in a creative way48.
cy	4. Mae addysgu a dysgu da yn golygu defnyddio cymysgedd o ddulliau gan gynnwys y rheini sy’n hybu sgiliau datrys problemau, sgiliau creadigol a’r gallu i feddwl mewn modd beirniadol Mae lle amlwg yn y dibenion cwricwlwm i’r nod o feithrin gallu plant a phobl ifanc i werthuso gwybodaeth yn feirniadol, creu cysylltiadau, meithrin dealltwriaeth ddwfn o gysyniadau a throsglwyddo gwybodaeth a sgiliau i sefyllfaoedd newydd er mwyn datrys problemau cymhleth mewn ffordd greadigol48.

en	Pedagogy that makes full use of wider skills within and across each Area of Learning and Experience, particularly problem solving, creative and critical thinking, is likely to activate such powerful learning for children and young people.
cy	Mae addysgeg sy’n gwneud pob defnydd o sgiliau ehangach o fewn ac ar draws pob Maes Dysgu a Phrofiad, yn enwedig sgiliau datrys problemau, sgiliau creadigol a’r gallu i feddwl mewn modd beirniadol, yn debygol o ysgogi dysgu effeithiol o’r fath gan blant a phobl ifanc.

en	OECD suggests that the problem-solving process involves ‘exploring and understanding’ the problem and its context; ‘representing and formulating’ information gathered to create hypotheses; ‘planning and executing’ investigations, identifying success criteria; and ‘monitoring and reflecting’ on progress and outcomes49.
cy	Mae’r OECD yn awgrymu bod y broses datrys problemau yn cynnwys ymchwilio i’r broblem a’i deall ac ystyried ei chyd-destun; disgrifio a threfnu gwybodaeth a gasglwyd i greu damcaniaethau; cynllunio a chynnal ymchwiliadau, gan bennu meini prawf llwyddiant; a monitro a myfyrio ar gynnydd a deilliannau49. Mae

en	Creative and critical thinking are an essential part of problem solving50, providing processes for analysis, synthesis and evaluation of ideas and products, and making unique connections between or among them.
cy	65 meddwl yn greadigol a beirniadol yn rhan annatod o’r broses datrys problemau50, gan ei fod yn creu prosesau ar gyfer dadansoddi, syntheseiddio a gwerthuso syniadau a chynhyrchion, a chreu cysylltiadau unigryw rhyngddynt neu oddi mewn iddynt.

en	Such creativity relies heavily on access to high-quality authentic information from a range of subject disciplines that act as a catalyst for innovation.
cy	Mae creadigrwydd o’r fath yn dibynnu’n helaeth ar y gallu i gael gafael ar wybodaeth ddilys o ansawdd uchel o amrywiaeth o ddisgyblaethau pwnc a fydd yn gyfrwng i arloesi.

en	In order to fully engage with learning, children and young people require rich, stimulating environments where they can explore and experiment with ideas and resources, collaborate actively with their peers and make dynamic connections with a clear sense of purpose to construct meaning.
cy	Er mwyn iddynt ymroddi i ddysgu, mae angen amgylcheddau cyfoethog, symbylol ar blant a phobl ifanc lle y gallant ymchwilio ac arbrofi â syniadau ac adnoddau, cydweithio â’u cyfoedion a chreu cysylltiadau dynamig gan deimlo bod diben clir i hynny er mwyn llunio ystyr.

en	Good teaching in the context of the Review’s curriculum proposals will reinforce and extend the application of wider skills and be able to identify activities and strategies that can promote problem solving, critical and creative thinking and ensure that these processes can be monitored and assessed to ensure positive learning outcomes.
cy	Bydd addysgu da yng nghyd-destun cynigion yr Adolygiad ar gyfer y cwricwlwm yn cryfhau ac yn ymestyn y defnydd o sgiliau ehangach a bydd yn gallu pennu gweithgareddau a strategaethau i hybu sgiliau datrys problemau, sgiliau creadigol a’r gallu i feddwl mewn modd beirniadol ac yn sicrhau bod modd monitro ac asesu’r prosesau hyn er mwyn sicrhau deilliannau dysgu cadarnhaol.

en	5. Good teaching and learning sets tasks and selects resources that build on previous knowledge and experience and engage interest The strong emphasis on progression advocated by the Review means that teachers will need to set tasks and select resources that build on previous knowledge and experience and engage interest.
cy	5. Mae addysgu a dysgu da yn golygu gosod tasgau a dewis adnoddau sy’n adeiladu ar wybodaeth a phrofiad blaenorol ac yn ennyn diddordeb Mae’r pwyslais mawr ar ddilyniant sy’n cael ei argymell gan yr Adolygiad yn golygu y bydd angen i athrawon osod tasgau a dewis adnoddau sy’n adeiladu ar wybodaeth a phrofiad blaenorol ac yn ennyn diddordeb.

en	Children and young people arrive at school with different aspirations, interests and experiences and so will approach learning in their own particular way.
cy	Wrth ddechrau yn yr ysgol, bydd dyheadau, diddordebau a phrofiadau gwahanol gan blant a phobl ifanc ac felly byddant yn mynd ati i ddysgu yn eu ffordd eu hunain.

en	A one-size-fits-all approach to learning will not meet this wide range of needs.
cy	Ni fydd ymagwedd at ddysgu sy’n cynnig yr un dull ar gyfer pawb yn gallu cwrdd â’r anghenion amrywiol hyn.

en	At the same time, however, we must be careful not to assume too much about our ability to identify such needs and wants and be alive to the danger of separating children into potentially superficial groupings.
cy	Er hynny, rhaid i ni beidio â’i gymryd yn ganiataol y byddwn yn gallu adnabod anghenion o’r fath a bod yn effro i’r perygl o wahanu plant yn grwpiau ar sail arwynebol.

en	The Progression Steps proposed by the Review will provide a context within which teachers can select teaching and learning approaches that build from one step to the next but that still provide significant freedom to offer engaging experiences that match their children and young people’s needs.
cy	Bydd y Camau Cynnydd a gynigir gan yr Adolygiad yn creu cyd-destun lle y bydd athrawon yn gallu dewis dulliau addysgu a dysgu sy’n datblygu o gam i gam ond sydd, er hynny, yn rhoi cryn ryddid i gynnig profiadau deniadol sy’n cwrdd ag anghenion eu plant a’u pobl ifanc.

en	6. Good teaching and learning creates authentic contexts for learning The curriculum purposes and Progression Steps will reinforce the need to make learning meaningful and authentic.
cy	6. Mae addysgu a dysgu da yn creu cyd-destunau dilys ar gyfer dysgu Bydd y dibenion cwricwlwm a’r Camau Cynnydd yn ategu’r angen i sicrhau bod y dysgu’n ystyrlon ac yn ddilys.

en	Mick Waters describes good teaching as bringing ‘the world into range’51.
cy	Disgrifiad Mick Waters o addysgu da yw ‘bringing the world into range’51.

en	It is important that children and young people see the relevance in their learning to the world beyond the school gates and that opportunities are taken to forge links to that world.
cy	Mae’n bwysig bod plant a phobl ifanc yn gweld bod eu dysgu’n berthnasol i’r byd y tu allan i’r ysgol a bod cyfleoedd i ffurfio cysylltiadau â’r byd hwnnw’n cael eu gwireddu.

en	Many schools already recognise the need to go beyond their own expertise and have forged strong links with outside bodies and individuals.
cy	Mae nifer o ysgolion wedi cydnabod eisoes fod angen ymestyn ymhellach na’u harbenigedd eu hunain ac wedi ffurfio cysylltiadau cryf â chyrff ac unigolion y tu allan.

en	The Welsh Government has encouraged outside agencies to work with schools.
cy	Mae Llywodraeth Cymru wedi annog asiantaethau allanol i gydweithio ag ysgolion.

en	Visits and visitors can help to bring abstract learning to life.
cy	Bydd ymwelwyr ac ymweliadau yn gallu helpu i ddod â syniadau haniaethol yn fyw.

en	Similarly, the internet opens up immense possibilities to access resources, explore sources and engage with real-life issues.
cy	Yn yr un modd, mae’r rhyngrwyd yn cynnig llu o gyfleoedd i gael gafael ar adnoddau, ymchwilio i ffynonellau ac ymdrin â materion yn y byd go iawn.

en	Performance in its widest sense is also part of creating authenticity.
cy	Mae perfformiad yn ei ystyr ehangaf yn bwysig hefyd wrth greu dilysrwydd.

en	Leadership skills can be fostered in classroom roles as well as through more formal participation in clubs and societies.
cy	Gellir meithrin sgiliau arwain drwy chwarae rhan yn yr ystafell ddosbarth a hefyd drwy gymryd rhan yn fwy ffurfiol mewn clybiau a chymdeithasau.

en	The application of learning can and should be demonstrated in talks, debates, plays, choirs and so on – whatever form can best bring out the application of what has been learned in ways that are appropriate and not contrived.
cy	Mae’n bwysig bod ffyrdd o gymhwyso’r hyn a ddysgwyd yn cael eu dangos mewn sgyrsiau, dadleuon, dramâu, corau ac yn y blaen – ar ba bynnag ffurf sydd orau i ddangos bod yr hyn a ddysgwyd yn cael ei gymhwyso mewn ffyrdd priodol a naturiol.

en	7. Good teaching and learning means employing assessment for learning principles Assessment for learning is explored in greater depth in Chapter 6 but it is as relevant to good teaching and learning as it is to assessment.
cy	7. Mae addysgu a dysgu da yn golygu dilyn egwyddorion asesu ar gyfer dysgu Rydym yn edrych yn fwy manwl ar asesu ar gyfer dysgu ym Mhennod 6 ond mae yr un mor berthnasol i addysgu a dysgu da ag y mae i asesu.

en	An assessment for learning approach provides practitioners with insight into the effectiveness of learning and involves providing regular and meaningful feedback and adapting teaching and materials to meet the needs of individuals.
cy	Mae’r dull asesu ar gyfer dysgu yn galluogi ymarferwyr i ddeall effeithiolrwydd y dysgu ac 67 yn golygu rhoi adborth rheolaidd ac ystyrlon ac addasu addysgu a deunyddiau i gwrdd ag anghenion unigolion.

en	It also helps learners raise standards and nurture ambition: learning can be particularly powerful when learners are given feedback that helps them to think through the issues and provides them with guidance on next steps.
cy	Yn ogystal â hyn, mae’n helpu dysgwyr i godi safonau a meithrin uchelgais: gall dysgu fod yn effeithiol iawn os rhoddir adborth i ddysgwyr sy’n eu helpu i ystyried materion ac yn rhoi cyfarwyddyd iddynt ar y camau nesaf.

en	Similarly, peer collaboration and feedback can provide a safe environment to articulate and test ideas.
cy	Yn yr un modd, mae cydweithio ac adborth rhwng cyfoedion yn gallu creu amgylchedd diogel i gyfleu syniadau a rhoi prawf arnynt.

en	Dylan Wiliam has suggested that effective teacher assessment can ‘double’ the rate of learning – that is, if implemented appropriately it could result in learners making what had previously been one year’s progress within six months52.
cy	Mae Dylan Wiliam wedi awgrymu bod asesu effeithiol gan athrawon yn gallu ‘dyblu’ cyflymder y dysgu – hynny yw, os caiff ei weithredu’n briodol, gallai dysgwyr wneud yr hyn a oedd yn flwyddyn o gynnydd o fewn chwe mis52.

en	According to Wiliam, implementation of assessment for learning strategies is relatively straightforward; the challenge is to change practitioner behaviour to embed assessment for learning practices consistently into classroom practice.
cy	Yn ôl Wiliam, mater cymharol syml yw gweithredu strategaethau asesu ar gyfer dysgu; yr her yw newid ymddygiad yr ymarferwr er mwyn cynnwys arferion asesu ar gyfer dysgu yn gyson yn yr arferion ystafell ddosbarth.

en	8. Good teaching and learning ranges within and across Areas of Learning and Experience One of the defining features of twenty-first century education will be the capacity to make connections and transfer knowledge and understanding across different contexts in order to address unfamiliar problems53.
cy	8. Mae addysgu a dysgu da yn ymestyn oddi mewn ac ar draws Meysydd Dysgu a Phrofiad Un o brif nodweddion addysg yr unfed ganrif ar hugain fydd y capasiti i greu cysylltiadau a throsglwyddo gwybodaeth a dealltwriaeth rhwng gwahanol gyd-destunau er mwyn delio â phroblemau anghyfarwydd53.

en	As indicated earlier, the Areas of Learning and Experience in the proposed curriculum should not be seen as distinct entities or timetabled subject areas, nor should the Cross-curriculum Responsibilities and wider skills be developed in isolation.
cy	Fel y nodwyd yn gynharach, ni ddylid edrych ar y Meysydd Dysgu a Phrofiad yn y cwricwlwm arfaethedig fel unedau ar wahân neu feysydd pwnc i’w hamserlennu, ac ni ddylid datblygu’r Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach ar wahân i’w gilydd.

en	Instead they should all be seen as promoting connections and unity within and between the Areas of Learning and Experience.
cy	Yn hytrach, pwrpas pob un ohonynt yw creu cysylltiadau ac undod oddi mewn a rhwng y Meysydd Dysgu a Phrofiad.

en	Artificial connections would render the exercise meaningless, but if powerful connections within and between Areas of Learning and Experience can be found they are likely to improve and reinforce learning in the constituent disciplines.
cy	Byddai cysylltiadau ffug yn peri i’r ymdrech fod yn ddiystyr, ond os gellir dod o hyd i gysylltiadau cryf oddi mewn a rhwng Meysydd Dysgu a Phrofiad, byddant yn debygol o wella a chryfhau’r dysgu yn y disgyblaethau sydd wedi’u cynnwys.

en	Pedagogical approaches that allow connections to be made via common questions, concepts or skills should be explored within and across Areas of Learning and Experience.
cy	Dylid ymchwilio i ddulliau addysgegol sy’n rhoi’r gallu i greu cysylltiadau drwy gwestiynau, cysyniadau neu sgiliau cyffredin oddi mewn ac ar draws Meysydd Dysgu a Phrofiad.

en	9. Good teaching and learning regularly reinforces Cross-curriculum Responsibilities, including literacy, numeracy and digital competence, and provides opportunities to practise them The Review proposals will see the Cross-curriculum Responsibilities of Literacy, numeracy and digital competence, together with the wider skills, embedded in the Areas of Learning and Experience.
cy	9. Drwy addysgu a dysgu da bydd y Cyfrifoldebau Trawsgwricwlaidd, gan gynnwys llythrennedd, rhifedd a chymhwysedd digidol, yn cael eu cryfhau’n gyson a chyfleoedd yn cael eu darparu i’w harfer O ganlyniad i gynigion yr Adolygiad, bydd y Cyfrifoldebau Trawsgwricwlaidd dros Lythrennedd, rhifedd a chymhwysedd digidol, ynghyd â’r sgiliau ehangach, yn cael eu cynnwys yn y Meysydd Dysgu a Phrofiad.

en	Following consultation, the Welsh Government has embedded literacy and numeracy in existing subjects and Areas of Learning.
cy	Ar ôl ymgynghori, mae Llywodraeth Cymru wedi ymgorffori llythrennedd a rhifedd yn y pynciau a Meysydd Dysgu presennol.

en	In due course, this work will require revision to take account of the revised curriculum structure.
cy	Bydd angen adolygu’r gwaith hwn maes o law yng nghyd-destun strwythur diwygiedig y cwricwlwm.

en	However, the principle of embedding will remain.
cy	Fodd bynnag, bydd yr egwyddor o ymgorffori’n parhau.

en	The proposed digital competence framework and the wider skills will similarly
cy	Yn yr un modd, bydd y fframwaith

en	be embedded in the Achievement Outcomes, identifying opportunities for application as part of the teaching and learning process.
cy	68 cymhwysedd digidol arfaethedig a’r sgiliau ehangach yn cael eu hymgorffori yn y Deilliannau Cyflawniad a fydd yn nodi cyfleoedd i’w cymhwyso yn ystod y broses addysgu a dysgu.

en	The challenge for teaching posed by the Cross-curriculum Responsibilities will be to maintain the focus on these responsibilities within teaching and learning so that their application becomes natural and authentic rather than an add-on.
cy	Yr her o ran addysgu o ganlyniad i fabwysiadu’r Cyfrifoldebau Trawsgwricwlaidd fydd parhau i ganolbwyntio ar y cyfrifoldebau hyn yn ystod y broses addysgu a dysgu fel y byddant yn cael eu cymhwyso mewn ffordd naturiol a dilys yn hytrach nag fel elfennau ychwanegol.

en	10. Good teaching and learning encourages children and young people to take increasing responsibility for their own learning The curriculum purposes stress the need to develop the confidence and capacity to learn throughout life.
cy	10. Mae addysgu a dysgu da yn cymell plant a phobl ifanc i gymryd cyfrifoldeb cynyddol dros eu dysgu eu hunain Mae’r dibenion cwricwlwm yn rhoi pwyslais ar yr angen i feithrin hyder a chapasiti i ddysgu drwy gydol oes.

en	The development of such capacities will be strongly influenced by how children and young people are taught.
cy	Bydd y dull o addysgu’r plant a phobl ifanc yn ddylanwad cryf ar ddatblygiad capasiti o’r fath.

en	Learners need to become involved in planning their own learning through discussions about where they have reached and how they can best be supported to achieve future aspirations.
cy	Mae angen i ddysgwyr gyfrannu at gynllunio eu dysgu eu hunain drwy gymryd rhan mewn trafodaethau ynghylch lle y maent wedi cyrraedd a beth yw’r ffordd orau o’u helpu i wireddu eu dyheadau yn y dyfodol.

en	Metacognition, or ‘learning to learn’, can help learners to take greater control of their own learning54.
cy	Mae metawybyddiaeth, neu ‘dysgu i ddysgu’, yn gallu helpu dysgwyr i gymryd mwy o reolaeth dros eu dysgu eu hunain54.

en	Metacognition involves the knowledge that an individual has about the way they and other people think, and knowing when and how to apply skills/strategies to support learning in different situations.
cy	Mae metawybyddiaeth yn ymwneud â’r wybodaeth sydd gan yr unigolyn am y ffordd y mae ef a phobl eraill yn meddwl, a gwybod sut a pha bryd i ddefnyddio sgiliau/strategaethau ar gyfer dysgu mewn gwahanol sefyllfaoedd.

en	It also involves the ability to think strategically and use a structure (for example planning, monitoring and evaluating) to achieve a goal or solve a problem.
cy	Mae hefyd yn cynnwys y gallu i feddwl yn strategol a defnyddio strwythurau (er enghraifft, cynllunio, monitro a gwerthuso) i gyrraedd nod neu ddatrys problem.

en	In order to become capable learners, children and young people need to be able to stand back and observe their own process of learning, and identify how it can be improved.
cy	Er mwyn dod yn ddysgwyr galluog, bydd angen i blant a phobl ifanc allu cymryd cam yn ôl ac arsylwi ar eu proses dysgu eu hunain, a gweld sut i’w gwella.

en	Working with practitioners and peers can help learners to hone their metacognitive skills because collaboration provides them with an opportunity to talk about their thinking processes, compare them with others and refine their learning skills as a result.
cy	Drwy gydweithio ag ymarferwyr a chyfoedion, gall dysgwyr fireinio eu sgiliau metawybyddol, gan fod cydweithio’n rhoi cyfle iddynt siarad am eu prosesau meddwl, eu cymharu ag eraill a mireinio eu sgiliau dysgu o ganlyniad.

en	This makes children and young people active participants in the learning process with an understanding of how to learn and how to create the best conditions for their own learning.
cy	Drwy wneud hyn, bydd y plant a phobl ifanc yn cymryd rhan yn y broses dysgu ac yn deall sut i ddysgu a sut i greu’r amodau gorau ar gyfer eu dysgu eu hunain.

en	Some learners may require more support, more examples, more practice and so on, but it remains important that, wherever possible, they take responsibility for their own learning and set themselves ambitious goals.
cy	Bydd ar rai dysgwyr angen mwy o gymorth, mwy o enghreifftiau, mwy o ymarfer ac yn y blaen ond bydd yn bwysig o hyd eu bod, lle bynnag bo’n bosibl, yn cymryd cyfrifoldeb am eu dysgu eu hunain ac yn gosod targedau uchelgeisiol i’w hunain hefyd.

en	The essence of personalised learning lies in interactions between teachers and children and young people and among the children and young people themselves.
cy	Yr elfen hanfodol mewn dysgu wedi’i bersonoli yw’r rhyngweithio rhwng athrawon a phlant a phobl ifanc ac ymysg y plant a phobl ifanc eu hunain.

en	Such interactions should be characterised by flexibility in approach and responsiveness to emerging needs.
cy	Bydd yn bwysig bod rhyngweithio o’r fath yn hyblyg ac yn ymateb i anghenion sy’n codi.

en	11. Good teaching and learning supports social and emotional development and positive relationships A 2013 OECD report suggests that ‘... learning cannot – and should not – be understood as a purely cognitive activity: practitioners need to be aware of and responsive to students’ emotions and motivations in order for successful learning to happen... They need to feel competent to do what is expected of them and learn better when they experience positive emotions’55.
cy	11. Mae addysgu a dysgu da yn hybu datblygiad cymdeithasol ac emosiynol a pherthnasoedd cadarnhaol Ceir yr awgrym hwn mewn adroddiad gan yr OECD a gyhoeddwyd yn 2013: ‘...learning cannot – and should not – be understood as a purely cognitive activity: practitioners need to be aware of and responsive to students’ emotions 69 and motivations in order for successful learning to happen...They need to feel competent to do what is expected of them and learn better when they experience positive emotions’55.

en	Pedagogy that supports social and emotional aspects of learning is important across every aspect of the curriculum and is integral to pursuing the curriculum purposes.
cy	Mae addysgeg sy’n hybu agweddau cymdeithasol ac emosiynol ar ddysgu yn bwysig ym mhob agwedd ar y cwricwlwm ac yn hanfodol ar gyfer cyflawni’r dibenion cwricwlwm.

en	It is also an important aspect of the definition of the curriculum adopted by the Review: the climate for learning is part of the learning experience.
cy	Mae hefyd yn agwedd bwysig ar y diffiniad o’r cwricwlwm sydd wedi’i fabwysiadu gan yr Adolygiad hwn: mae’r hinsawdd ar gyfer dysgu yn rhan o’r profiad dysgu.

en	Approaches that support learners’ social and emotional well-being provide opportunities for the development of emotional intelligence and metacognition.
cy	Bydd dulliau sy’n hybu lles cymdeithasol ac emosiynol y dysgwyr yn cynnig cyfleoedd i feithrin deallusrwydd emosiynol a metawybyddiaeth.

en	Learners can thus reflect on their own learning and understand the positive impact that they might have on the learning of others.
cy	O ganlyniad, bydd dysgwyr yn gallu myfyrio ar eu dysgu eu hunain a deall y byddant yn gallu cael effaith gadarnhaol ar y dysgu gan bobl eraill.

en	12. Good teaching and learning encourages collaboration The ability to function effectively as a member of a team is one of the key skills regularly cited by employers as essential in the modern workplace and is an important feature of the Review’s proposals.
cy	12. Mae addysgu a dysgu da yn hybu cydweithio Y gallu i weithredu’n effeithiol fel aelod o dîm yw un o’r sgiliau allweddol y bydd cyflogwyr yn cyfeirio ato’n aml fel un sy’n hanfodol yn y gweithle modern ac mae’n agwedd bwysig ar gynigion yr Adolygiad.

en	Cooperative learning is also important in its own right.
cy	Mae dysgu cydweithredol hefyd yn bwysig ohono’i hun.

en	Hattie’s research is unequivocal in concluding that, ‘...cooperative learning is effective’56.
cy	Mae Hattie yn dod i gasgliad diamwys yn ei ymchwil drwy ddatgan, ‘...cooperative learning is effective’56.

en	He cites a range of research evidence that highlights the positive effects of peer learning on motivation, problem solving and achievement.
cy	Mae’n cyfeirio at amrywiaeth o dystiolaeth o ymchwil sy’n dangos bod dysgu gyda chyfoedion yn cael effeithiau cadarnhaol ar gymhelliant, datrys problemau a chyflawniad.

en	In this context, feedback from peers is particularly powerful and good planning and teaching will create structured contexts for that to take place constructively.
cy	Yn y cyd-destun hwn, mae adborth gan gyfoedion yn neilltuol o effeithiol a bydd cynllunio ac addysgu da yn creu cyd-destunau strwythuredig ar gyfer cyflwyno adborth yn adeiladol.

en	))) Recommendations 32.
cy	70 ))) Argymhellion 32.

en	All teaching and learning should be directed to achieving the four curriculum purposes.
cy	Dylai pob addysgu a dysgu anelu at gyflawni’r pedwar diben cwricwlwm.

en	33. Teachers should apply the pedagogical principles identified in this report when planning their teaching and learning, to ensure that the activities relate directly to the curriculum purposes.
cy	33. Dylai athrawon ddilyn yr egwyddorion addysgegol sydd wedi’u nodi yn yr adroddiad hwn wrth gynllunio eu dysgu ac addysgu, er mwyn sicrhau bod y gweithgareddau’n ymwneud yn uniongyrchol â’r dibenion cwricwlwm.

en	34. Children and young people should have opportunities to learn from expertise and experience from outside the school.
cy	34. Dylai plant a phobl ifanc gael cyfleoedd i ddysgu o arbenigedd a phrofiad o’r tu allan i’r ysgol.

en	Sound pedagogy will be an integral part of the successful implementation of the Review’s proposals on curriculum and assessment.
cy	Bydd addysgeg gadarn yn hanfodol wrth weithredu cynigion yr Adolygiad ar y cwricwlwm ac asesu yn llwyddiannus.

en	It means much more than the implementation of a pre-determined repertoire of methods and requires high-quality teachers with a sound understanding of the ‘why’ and ‘how’ of teaching as well as the ‘what’.
cy	Mae hyn yn golygu llawer mwy na gweithredu repertoire o ddulliau sydd wedi’i bennu ymlaen llaw ac yn galw am athrawon o ansawdd uchel sydd â dealltwriaeth drylwyr o ddulliau addysgu a’r rhesymau drostynt yn ogystal â chynnwys yr addysgu.

en	The implications for the formation and subsequent growth of teachers as reflective practitioners are considerable.
cy	Mae’r goblygiadau o ran creu a datblygu athrawon sy’n ymarferwyr myfyriol yn sylweddol.

en	The implementation of the Review’s proposals, therefore, will be intimately associated with the Welsh Government’s New Deal for the Education Workforce and wider questions of teacher education being taken forward by Professor John Furlong.
cy	Felly bydd cysylltiad agos rhwng y camau i weithredu cynigion yr Adolygiad a Bargen Newydd Llywodraeth Cymru i’r Gweithlu Addysg a’r cwestiynau ehangach am addysg athrawon sy’n cael eu hystyried gan yr Athro John Furlong.

en	Chapter 6: Assessment The Review was asked to address both the curriculum and the assessment arrangements in Wales, in recognition both of the vital role of assessment in children and young people’s learning and of weaknesses in the current assessment arrangements.
cy	71 Pennod 6: Asesu Gofynnwyd i’r Adolygiad drafod y cwricwlwm a’r trefniadau asesu yng Nghymru, gan gydnabod y rhan hanfodol sydd i asesu yn y dysgu gan blant a phobl ifanc a’r gwendidau yn y trefniadau presennol ar gyfer asesu.

en	This chapter considers the evidence about the efficacy of current arrangements and what needs to happen to improve assessment.
cy	Yn y bennod hon, rydym yn ystyried y dystiolaeth ynghylch effeithiolrwydd y trefniadau presennol a’r camau y mae angen eu cymryd i wella asesu.

en	It also considers the implications for assessment of the proposed purposes and structure of the curriculum, taking account of the pedagogical principles for pedagogy outlined in the previous chapter.
cy	Rydym hefyd yn ystyried y goblygiadau o ran asesu sydd yn nibenion a strwythur arfaethedig y cwricwlwm, gan roi sylw i’r egwyddorion addysgegol a nodwyd yn y bennod flaenorol.

en	Current arrangements Developments in education policy in Wales have seen major changes to both assessment and accountability arrangements in recent years.
cy	Y trefniadau presennol Mae datblygiadau mewn polisi addysg yng Nghymru wedi arwain at newidiadau mawr yn y trefniadau ar gyfer asesu ac atebolrwydd yn y blynyddoedd diwethaf.

en	The Welsh Government has shown consistent support for the kind of assessment for learning approach referred to in the previous chapter57.
cy	Mae Llywodraeth Cymru wedi dangos cefnogaeth gyson i’r math o ddull o asesu ar gyfer dysgu sydd wedi’i grybwyll yn y bennod flaenorol57.

en	Following the publication of Learning Pathways through statutory assessment: Key Stages 2 and 358, Wales gave teachers the main responsibility for pupil assessment up to the end of Key Stage 3.
cy	Yn dilyn cyhoeddi Llwybrau Dysgu drwy asesiadau statudol: Cyfnodau Allweddol 2 a 358, rhoddwyd y prif gyfrifoldeb dros asesu disgyblion yng Nghymru hyd at ddiwedd Cyfnod Allweddol 3 i athrawon.

en	Judgements are made on a ‘best-fit’ basis in relation to defined levels.
cy	Gwneir barn ar sail y ‘cyd-fynd orau’ mewn perthynas â lefelau sydd wedi’u diffinio.

en	Guidance has been provided to support teachers in making such judgements.
cy	Darparwyd canllawiau i helpu athrawon i wneud barn o’r fath.

en	Results are published and are also gathered centrally by the Welsh Government which then uses them for a variety of monitoring and informational purposes.
cy	Mae’r canlyniadau yn cael eu cyhoeddi ac maent hefyd yn cael eu casglu’n ganolog gan Lywodraeth Cymru sy’n eu defnyddio wedyn at amrywiaeth o ddibenion monitro a gwybodaeth.

en	More recently, children and young people’s progress in reading and numeracy has been tested annually from Years 2 to 9 and teachers also assess children and young people’s progress in meeting expectations in the LNF.
cy	Yn fwy diweddar, mae profion ar gynnydd plant a phobl ifanc mewn darllen a rhifedd wedi’u cynnal yn flynyddol ar gyfer Blynyddoedd 2 i 9 ac mae athrawon hefyd yn asesu cynnydd plant a phobl ifanc ar gwrdd â disgwyliadau yn y FfLlRh.

en	The Welsh Government does not publish league tables of school performance.
cy	Nid yw Llywodraeth Cymru yn cyhoeddi tablau cynghrair o berfformiad ysgolion.

en	The Welsh Government has acknowledged weaknesses in its assessment framework and that assessment for learning approaches are not well understood and embedded59.
cy	Mae Llywodraeth Cymru wedi cydnabod bod gwendidau yn ei fframwaith asesu ac nad yw dulliau asesu ar gyfer dysgu wedi’u deall yn dda nac wedi’u gwreiddio59.

en	Its educational improvement plan recognises that there is a need to provide the kind of high-quality feedback that comes from good formative assessment – assessment for the purpose of informing the next steps in teaching and learning by identifying whether children and young people are progressing as intended – if the achievements of children and young people in Wales are to improve.
cy	Mae ei chynllun gwella addysgol yn cydnabod bod angen darparu’r math o adborth o ansawdd uchel a geir o asesu ffurfiannol da – asesu er mwyn pennu’r camau nesaf mewn addysgu a dysgu drwy ganfod a yw plant a phobl ifanc yn gwneud y cynnydd a fwriadwyd – er mwyn gwella cyflawniadau gan blant a phobl ifanc yng Nghymru.

en	Concern about the assessment of children and young people’s learning was reflected in the recent OECD60 report on Welsh education that identified the 73 need to ‘...Ensure that student assessments support learning for all and align to national objectives’.
cy	Roedd pryder ynghylch asesu’r dysgu gan blant a phobl ifanc wedi’i adlewyrchu yn yr adroddiad diweddar ar addysg yng Nghymru gan yr OECD60 a nododd yr angen hwn: ‘...Ensure that student assessments support learning for all and align to national objectives’.

en	The HMCI annual report for 2012–2013 indicates that the most common recommendation in inspection reports is about the need to improve teacher assessment, with nearly 40 per cent of schools inspected having this as a significant area for improvement.
cy	Yn adroddiad blynyddol Prif Arolygydd Ei Mawrhydi ar gyfer 2012–2013, nodwyd mai’r argymhelliad mwyaf cyffredin mewn adroddiadau arolygu oedd bod angen gwella’r asesu gan athrawon, a bod hyn wedi’i nodi’n faes pwysig o ran gwella ar gyfer bron i 40 y cant o’r ysgolion a arolygwyd.

en	Even in schools with good inspection outcomes overall, assessment is frequently identified as a shortcoming.
cy	Hyd yn oed mewn ysgolion lle y cafwyd arolygiadau da ar y cyfan, mae diffyg mewn asesu’n cael ei nodi’n aml.

en	Similarly, the Curriculum for Wales: Consultation on proposals for revised curriculum and assessment arrangements for Wales – Phase 1: Literacy, numeracy and wider skills (2013) suggested strongly that assessment arrangements were confusing and no longer fit for purpose.
cy	Yn yr un modd, yn y ddogfen Cwricwlwm Cymru: Ymgynghoriad ar y cynigion ar gyfer diwygio’r cwricwlwm a’r trefniadau asesu yng Nghymru – Cam 1: Llythrennedd, rhifedd a sgiliau ehangach (2013), cafwyd awgrym cryf bod y trefniadau asesu’n ddryslyd ac nad oeddent bellach yn addas i’w diben.

en	The evidence gathered for this Review supports these conclusions.
cy	Mae’r dystiolaeth a gasglwyd ar gyfer yr Adolygiad hwn yn ategu’r casgliadau hyn.

en	Dissatisfaction with current assessment arrangements was one of the strongest messages we received.
cy	Anfodlonrwydd ar y trefniadau asesu presennol oedd un o’r negeseuon cryfaf a gawsom.

en	For example, the report on our call for evidence highlighted in relation to one aspect of assessment that the National Reading and Numeracy Tests express results as standardised scores, Foundation Phase uses outcomes, Key Stage 2 and Key Stage 3 use levels, and Key Stage 4 measures attainment using grades.
cy	Er enghraifft, roedd yr adroddiad ar ein cais am dystiolaeth wedi tynnu sylw at y farn ganlynol mewn perthynas ag un agwedd ar asesu – ‘mae’r Cyfnod Sylfaen yn defnyddio deilliannau, mae Cyfnod Allweddol 2 a 3 yn defnyddio lefelau, mae Cyfnod Allweddol 4 yn mesur cyrhaeddiad plant a phobl ifanc gan ddefnyddio graddau ac mae’r Profion Darllen a Rhifedd Cenedlaethol yn cyflwyno canlyniadau ar ffurf sgoriau safonedig.

en	Some of the statutory assessment requirements take place at the end of a phase or key stage, while others are annual.
cy	Mae rhai o’r gofynion statudol yn rhai blynyddol tra bo rhai eraill yn digwydd ar ddiwedd y cyfnod neu’r cyfnod allweddol.

en	At Key Stage 4 there are no statutory assessment arrangements, but schools are still required to report progress to parents and carers.
cy	Nid oes unrhyw drefniadau asesu statudol ar gyfer Cyfnod Allweddol 4, ond mae’n ofynnol i ysgolion adrodd ar gynnydd wrth rieni a gofalwyr.

en	There is a need to establish a coherent and consistent approach to assessment in Wales61.
cy	O’r herwydd mae angen creu cyfres newydd o drefniadau asesu sy’n gyson ac yn ystyrlon’61.

en	The Welsh Government is currently undertaking a consultation on proposals for improving teacher assessment which, taken with the recommendations in this report, should make an important contribution to improving the validity and reliability of teacher assessment in Wales.
cy	Mae Llywodraeth Cymru yn ymgynghori ar hyn o bryd ar gynigion ar gyfer gwella’r asesu gan athrawon a rhagwelir y dylai’r rhain, ynghyd â’r argymhellion yn yr adroddiad hwn, gyfrannu’n sylweddol at wneud yr asesu gan athrawon yng Nghymru’n fwy dilys a dibynadwy.

en	What needs to happen?
cy	Pa newidiadau sydd eu hangen?

en	Evidence gathered in the course of the Review points to a number of requirements for change in order to improve assessment in Welsh education, to address current weaknesses and to ensure that the assessment arrangements support the purposes of education.
cy	Mae tystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos bod angen nifer o newidiadau er mwyn gwella’r asesu mewn addysg yng Nghymru, i ddelio â’r gwendidau presennol a sicrhau bod y trefniadau asesu’n ategu’r dibenion addysg.

en	Assessment arrangements should: > align assessment with the purposes of learning: assess what matters > be clear about the reasons for assessment and plan in advance for the intended uses of assessment results > promote the use of a wide range of techniques that are appropriate to their purpose > engage students in their own assessment > ensure that reports to parents and carers focus on progress > be as light-touch as possible and avoid unnecessary bureaucracy 74 > use assessment evidence systematically and in combination with other evidence to inform school self-evaluation > address the implications of good assessment practice for teacher capacity > form a coherent, agreed assessment and evaluation framework with a clear vision and strategy based on all of the above.
cy	Dylai’r trefniadau asesu: > alinio’r asesu â’r dibenion dysgu: asesu beth sy’n bwysig > bod yn glir am y rhesymau dros asesu a chynllunio ymlaen llaw ar gyfer y defnydd a wneir o’r canlyniadau asesu > hyrwyddo’r defnydd o amrywiaeth fawr o dechnegau sy’n addas i’w diben > cynnwys myfyrwyr yn eu hasesu eu hunain > sicrhau bod adroddiadau i rieni a gofalwyr yn canolbwyntio ar gynnydd 74 > bod mor ysgafn eu cyffyrddiad â phosibl ac osgoi biwrocratiaeth ddiangen > gwneud defnydd systematig o dystiolaeth asesu ynghyd â thystiolaeth arall ar gyfer hunanwerthuso gan yr ysgol > delio â’r goblygiadau o ran capasiti athrawon mewn arferion asesu da > ffurfio fframwaith asesu a gwerthuso cydlynol a chytûn wedi’i seilio ar weledigaeth a strategaeth glir yn unol â’r elfennau uchod.

en	Each of these elements is explored in turn in the following.
cy	Rydym yn trafod pob un o’r elfennau hyn yn ei thro isod.

en	1. Align assessment with the purposes of learning: assess what matters The validity of any assessment rests on its relationship to the purposes and intended outcomes of the teaching and learning process.
cy	1. Alinio’r asesu â’r dibenion dysgu: asesu beth sy’n bwysig Mae dilysrwydd unrhyw fath o asesu’n dibynnu ar ei berthynas â dibenion a deilliannau arfaethedig y broses addysgu a dysgu.

en	The challenge is to establish a clear line of sight from the overall purposes of the curriculum as a whole through to learning intentions in the classroom on a day-to-day basis.
cy	Yr her yw creu llinell welediad glir rhwng dibenion cyffredinol y cwricwlwm cyfan a’r bwriadau dysgu yn yr ystafell ddosbarth o ddydd i ddydd.

en	The existing national curriculum has no explicit overall guiding purposes and its organisation into subjects and levels (beyond the Foundation Phase) has tended to compromise the validity of assessment.
cy	Nid yw dibenion sylfaenol cyffredinol wedi cael eu datgan ar gyfer y cwricwlwm cenedlaethol presennol ac mae’r ffaith ei fod wedi’i drefnu’n bynciau a lefelau (ar ôl y Cyfnod Sylfaen) wedi tueddu i amharu ar ddilysrwydd yr asesu.

en	Learning in each subject is described differently and a best-fit approach to the assessment of levels opens up wide disparities in the weightings given to different aspects of children and young people’s achievement.
cy	Mae’r dysgu wedi’i ddisgrifio’n wahanol ym mhob pwnc ac mae’r dull ‘cyd-fynd orau’ ar gyfer asesu lefelau’n creu gwahaniaethau mawr rhwng y pwysoliadau ar wahanol agweddau ar gyflawniad gan blant a phobl ifanc.

en	Best-fit provides only limited information about actual achievement as a strong performance in one aspect of a subject may mask a weaker performance elsewhere.
cy	Ychydig o wybodaeth a geir o’r dull ‘cyd-fynd orau’ am gyflawniad gwirioneddol gan ei bod yn bosibl bod perfformiad da mewn un agwedd ar bwnc yn cuddio perfformiad gwannach mewn agweddau eraill.

en	The Review proposals are designed to strengthen the relationship between overall purpose, curriculum and lesson planning, and assessment, and to encourage a focus on progression.
cy	Amcan y cynigion sydd wedi’u cyflwyno gan yr Adolygiad yw cryfhau’r berthynas rhwng y dibenion cyffredinol, y cwricwlwm a chynlluniau gwersi ac asesu a rhoi mwy o bwyslais ar ddilyniant.

en	A fundamental Review principle is that the curriculum structure and associated assessment arrangements should give expression to the four overall curriculum purposes.
cy	Un o egwyddorion sylfaenol yr Adolygiad yw y bydd strwythur y cwricwlwm a’r trefniadau asesu cysylltiedig yn cyfleu’r pedwar diben cwricwlwm cyffredinol.

en	This is achieved using the six Areas of Learning and Experience as vehicles for organising relevant knowledge, skills and dispositions.
cy	Mae hyn yn cael ei wireddu drwy ddefnyddio’r chwe Maes Dysgu a Phrofiad yn gyfrwng ar gyfer trefnu gwybodaeth, sgiliau ac anian perthnasol.

en	The Achievement Outcomes at each of the five proposed Progression Steps are similarly defined with reference to the four curriculum purposes.
cy	Mae’r Deilliannau Cyflawniad ym mhob un o’r pum Cam Cynnydd arfaethedig hefyd wedi’u diffinio ar sail y pedwar diben cwricwlwm.

en	The clear purposes, smaller set of curriculum organisers and defined Progression Steps will provide a more coherent basis for learning, teaching and also assessment.
cy	Bydd y dibenion clir, y set lai o drefnyddion cwricwlwm a’r Camau Cynnydd a ddiffiniwyd yn sail fwy cydlynol ar gyfer dysgu ac addysgu yn ogystal ag asesu.

en	Many of the most worthwhile intentions for children and young people’s learning will be difficult to assess.
cy	Bydd nifer o’r bwriadau mwyaf buddiol ar gyfer dysgu gan blant a phobl ifanc yn anodd eu hasesu.

en	Assessment must provide relevant and proportionate information about progress and success in relation to all the intended outcomes.
cy	Rhaid cael gwybodaeth berthnasol a chymesur drwy’r asesu am y cynnydd a llwyddiant yn yr holl ddeilliannau arfaethedig.

en	Overemphasis on a small range of outcomes (especially when they are linked to high-stakes assessment) risks narrowing the curriculum and there is evidence that this is the case in significant numbers of schools in Wales.
cy	Os bydd gormod o bwyslais ar set gyfyng o ddeilliannau (yn enwedig rhai sy’n gysylltiedig ag asesu lle y mae llawer yn y fantol), mae perygl o leihau cwmpas y cwricwlwm ac mae tystiolaeth bod hyn wedi digwydd mewn nifer sylweddol o ysgolion yng Nghymru.

en	The validity of assessment derives from what it says about learning in relation to the purposes of the learning.
cy	Mae dilysrwydd asesu’n dibynnu ar yr hyn y mae’n ei ddweud am ddysgu mewn perthynas â dibenion y dysgu.

en	It is important to stress, however, that the extent of the assessment should always be proportionate to its benefits.
cy	Er hynny, mae’n bwysig pwysleisio y dylai graddau’r asesu fod yn gymesur â’i fuddion bob amser.

en	75 ))) Recommendations 35.
cy	75 ))) Argymhellion 35.

en	Assessment arrangements should ensure that all important learning intentions and progression in relation to the four curriculum purposes are covered by relevant and proportionate assessment.
cy	Dylai’r trefniadau asesu sicrhau y bydd yr holl fwriadau a dilyniant pwysig o ran dysgu mewn perthynas â’r pedwar diben cwricwlwm yn cael eu hasesu mewn ffordd berthnasol a chymesur.

en	36. Assessment arrangements should be based upon the intentions set out in the Achievement Outcomes at each Progression Step within each Area of Learning and Experience.
cy	36. Dylai’r trefniadau asesu gael eu seilio ar y bwriadau a nodir yn y Deilliannau Cyflawniad ar bob Cam Cynnydd ym mhob Maes Dysgu a Phrofiad.

en	2. Be clear about the reasons for assessment and plan in advance for the intended uses of assessment results Assessment requires careful advance planning.
cy	2. Bod yn glir am y rhesymau dros asesu a chynllunio ymlaen llaw ar gyfer y defnydd a wneir o’r canlyniadau asesu Rhaid cynllunio’n ofalus ymlaen llaw ar gyfer asesu.

en	Such a statement may appear obvious at first sight, but in practice assessment is often informal and may only be considered formally towards the end of a sequence of teaching, often in the form of a test or assignment for reporting purposes.
cy	Efallai fod datganiad o’r fath yn ymddangos yn amlwg ohono’i hun ond, wrth ymarfer, bydd yr asesu’n digwydd yn anffurfiol yn aml ac mae’n bosibl mai dim ond tua diwedd y drefn addysgu y bydd yn cael ei ystyried yn ffurfiol, a hynny’n aml drwy osod prawf neu aseiniad at ddibenion adrodd.

en	Dylan Wiliam describes assessment as the bridge between teaching and learning62.
cy	Mae Dylan Wiliam wedi dweud mai asesu yw’r bont rhwng addysgu a dysgu62.

en	There is no automatic relationship between what is taught and what is learned and we can only find out what actual learning has taken place through sound assessment.
cy	Nid oes perthynas awtomatig rhwng yr hyn a addysgir a’r hyn a ddysgir a dim ond drwy asesu trylwyr y gallwn ddarganfod pa ddysgu sydd wedi digwydd.

en	The evidence from those assessments can be used formatively to determine what the next steps should be or summatively to give an account of what has been learned.
cy	Gellir defnyddio’r dystiolaeth o’r asesiadau hynny mewn ffordd ffurfiannol i bennu’r camau nesaf neu mewn ffordd gyfunol i ddisgrifio’r hyn a ddysgwyd.

en	The same assessment evidence can be used for either purpose – it is not the means of assessment but the use made of assessment data that distinguishes one from the other.
cy	Mae modd defnyddio’r un dystiolaeth o asesu at y naill ddiben neu’r llall – nid y dull o asesu sy’n creu’r gwahaniaeth rhyngddynt ond y defnydd a wneir o’r data asesu.

en	It is important to be clear about those uses from the outset and to build assessment into the teaching and learning process.
cy	Mae’n bwysig bod yn glir o’r dechrau am y defnydd a wneir o’r data a chynnwys asesu o fewn y broses addysgu a dysgu.

en	Formative assessment should be an essential and natural part of the teaching process and not an additional ‘bolt-on’.
cy	Mae’n bwysig bod asesu ffurfiannol yn rhan annatod a naturiol o’r broses addysgu ac nid yn elfen a ychwanegir.

en	The characteristics of effective formative assessment are outlined in the work of Paul Black and Dylan Wiliam63 and are also clearly set out in documents such as The Assessment Reform Group’s principles of assessment for learning64 or, more recently, the Welsh Government’s How to develop thinking and assessment for learning in the classroom (2010)65.
cy	Mae nodweddion asesu ffurfiannol effeithiol wedi’u disgrifio yng ngwaith Paul Black a Dylan Wiliam63 ac maent hefyd wedi’u nodi’n glir mewn dogfennau fel Assessment for Learning yr Assessment Reform Group64 ac, yn fwy diweddar yn y ddogfen Sut i ddatblygu meddwl ac asesu ar gyfer dysgu yn yr ystafell ddosbarth (2010)65 a gyhoeddwyd gan Lywodraeth Cymru.

en	They include: planning effectively; having clear purposes; understanding the factors influencing learning; making flexible use of different techniques; seeing assessment as an ongoing and constructive part of classroom practice; sharing assessment criteria; early identification of difficulties in learning; giving effective and timely feedback and support to students that focuses on improving learning; and promoting self- and peer assessment.
cy	Maent yn cynnwys: cynllunio’n effeithiol; bod â dibenion clir; deall y ffactorau sy’n dylanwadu ar ddysgu; defnyddio gwahanol dechnegau mewn ffordd hyblyg; gweld asesu’n rhan barhaus ac adeiladol o ymarfer yn yr ystafell ddosbarth; rhannu meini prawf asesu; adnabod anawsterau’n gynnar wrth ddysgu; rhoi adborth a chymorth effeithiol ac amserol i fyfyrwyr sy’n canolbwyntio ar wella eu dysgu; a hyrwyddo hunanasesu ac asesu gan gyfoedion.

en	The characteristics of good-quality summative assessment are similar but with a stronger focus on assessing the cumulative nature of what has been learned at appropriate points in a course or series of lessons.
cy	Mae nodweddion asesu cyfunol da yn debyg ond yn rhoi mwy o bwyslais ar asesu natur gronnol yr hyn a ddysgwyd ar bwyntiau priodol yn ystod cwrs neu gyfres o wersi.

en	Summative assessment 76 may require children and young people to draw together different aspects of what they have learned over a period of time.
cy	Wrth asesu’n gyfunol, gellir gofyn i blant a phobl ifanc gyfuno gwahanol agweddau ar yr hyn y maent wedi’i ddysgu dros gyfnod penodol.

en	There is likely to be a greater emphasis on recording procedures that enable teachers to keep track of each child and young person’s learning, without feeling obliged to record everything.
cy	Mae’n debygol y bydd mwy o bwyslais ar weithdrefnau cofnodi sy’n galluogi athrawon i gadw golwg ar y dysgu gan bob plentyn a pherson ifanc, heb deimlo rheidrwydd i gofnodi pob dim.

en	It may be more important in summative assessment to minimise the variations in the standards applied by different teachers and also the possibility of biased judgements.
cy	Wrth asesu’n gyfunol, gall fod yn fwy pwysig lleihau’r amrywiadau yn y safonau a gymhwysir gan wahanol athrawon yn ogystal â’r posibilrwydd o gael dyfarniadau â thuedd.

en	It is also important that schools act in a planned, considered way on the summative assessments received from teachers and communicate information about progress to parents and carers appropriately66.
cy	Mae hefyd yn bwysig bod ysgolion yn gweithredu mewn ffordd gynlluniedig ac ystyriol ar sail yr asesiadau cyfunol y maent yn eu cael gan athrawon ac yn rhoi gwybodaeth am gynnydd mewn ffordd briodol i rieni a gofalwyr66.

en	The OECD report points out that ‘In all student assessment systems, there is a need for clear external reference points in terms of expected levels of student performance at different levels of education’67.
cy	Yn adroddiad yr OECD nodir: ‘In all student assessment systems, there is a need for clear external reference points in terms of expected levels of student performance at different levels of education’67.

en	The Achievement Outcomes for each Progression Step will provide the context for planning and assessment to which the OECD refers and are intended as long-term reference points.
cy	Bydd y Deilliannau Cyflawniad ar gyfer pob Cam Cynnydd yn darparu’r cyd-destun ar gyfer y cynllunio a’r asesu y mae’r OECD yn cyfeirio atynt a’r bwriad yw y byddant yn bwyntiau cyfeirio tymor hir.

en	They have been set deliberately at three-yearly intervals so as to allow teachers to plan and assess learning without constant reference to externally determined criteria.
cy	Maent wedi’u gosod yn fwriadol ar gyfer cyfnodau o dair blynedd er mwyn caniatáu i athrawon gynllunio ac asesu’r hyn a ddysgir heb gyfeirio’n gyson at feini prawf sydd wedi’u pennu’n allanol.

en	A further use of assessment information, beyond formative and summative purposes, is for accountability and external monitoring of progress.
cy	Ffordd ychwanegol o ddefnyddio gwybodaeth asesu, heblaw at ddibenion ffurfiannol a chyfunol, yw ar gyfer atebolrwydd a monitro cynnydd yn allanol.

en	A major OECD report on evaluation and assessment cautions that ‘...high-stakes uses of evaluation and assessment results might lead to distortions in the education process...‘, and that ‘...it is important to design the accountability uses of evaluation and assessment results in such a way these undesirable effects are minimised’68.
cy	Seiniwyd y rhybudd hwn mewn adroddiad pwysig gan yr OECD ar werthuso ac asesu: ‘...high-stakes uses of evaluation and assessment results might lead to distortions in the education process...’, a hefyd ‘...it is important to design the accountability uses of evaluation and assessment results in such a way that these undesirable effects are minimised’68.

en	The Review supports the analysis and conclusions of the OECD report.
cy	Mae’r Adolygiad yn ategu’r dadansoddiad a’r casgliadau yn adroddiad yr OECD.

en	The implications for accountability will be discussed in Chapter 7 but it is important to confirm here that the prime purpose for assessment should be to provide information that can guide decisions about how best to progress children and young people’s learning and to report to their parents and carers on that progress.
cy	Byddwn yn trafod y goblygiadau o ran atebolrwydd ym Mhennod 7 ond mae’n bwysig cadarnhau yma mai prif bwrpas asesu yw darparu gwybodaeth i lywio penderfyniadau ynghylch y ffordd orau o sicrhau cynnydd gan blant a phobl ifanc yn eu dysgu ac adrodd i’w rhieni a’u gofalwyr ar y cynnydd hwnnw.

en	By so doing, assessment should improve children and young people’s learning, teachers’ teaching and parents’ and carers’ understanding. )))
cy	Drwy wneud hynny, dylai asesu fod yn fodd i wella’r dysgu gan blant a phobl ifanc, yr addysgu gan athrawon ynghyd â dealltwriaeth rhieni a gofalwyr. )))

en	Recommendation 37.
cy	Argymhelliad 37.

en	Assessment arrangements should give priority to their formative role in teaching and learning.
cy	Dylai’r trefniadau ar gyfer asesu roi blaenoriaeth i’w rôl ffurfiannol mewn addysgu a dysgu.

en	3. Promote the use of a wide range of techniques that are appropriate to their purpose If assessment is to be applied to all the curriculum purposes, across a very wide range of skills, knowledge and disposition, it follows that teachers will need to use a wide repertoire of assessment techniques matched to the different outcomes.
cy	3. Hyrwyddo’r defnydd o amrywiaeth fawr o dechnegau sy’n addas i’w diben Os oes bwriad i gymhwyso asesu at bob un o’r dibenion cwricwlwm, gan gwmpasu ystod eang iawn o sgiliau, gwybodaeth ac anian, bydd angen i athrawon arfer repertoire eang o dechnegau asesu sy’n briodol i’r gwahanol ddeilliannau.

en	Any learning activity can and should be observed to determine whether or not the desired learning has taken place.
cy	Mae’n bosibl ac yn briodol arsylwi ar bob math o weithgarwch dysgu i ganfod a yw’r dysgu arfaethedig wedi digwydd ai peidio.

en	The Making the most of assessment 7–1469 document sets out some useful principles for effective assessment.
cy	Mae’r ddogfen Manteisio i’r eithaf ar asesu 7–1469 yn nodi rhai egwyddorion buddiol ar gyfer asesu effeithiol.

en	In particular, assessment information needs to be valid (that is, is it actually assessing what it purports to assess?), reliable (it would produce the same results when applied with similar groups of children and young people), manageable and meaningful for all – that is for children and young people, teachers, parents, carers and other audiences.
cy	Yn benodol, mae angen i wybodaeth asesu fod yn ddilys (hynny yw, yn asesu’r hyn y mae i fod i’w asesu), yn ddibynadwy (byddai’n arwain at yr un canlyniadau o’i chymhwyso at grwpiau tebyg o blant a phobl ifanc), yn hawdd ei thrafod ac yn ystyrlon i bawb – hynny yw, i blant a phobl ifanc, athrawon, rhieni, gofalwyr a chynulleidfaoedd eraill.

en	It goes on to say that school assessment systems should incorporate and use information in different forms, and that the system should recognise that different audiences have different information needs.
cy	Mae’n mynd ymlaen i ddweud y dylai systemau asesu ysgolion gynnwys a defnyddio gwahanol ffurfiau o wybodaeth, ac y dylent gydnabod bod gan wahanol gynulleidfaoedd wahanol anghenion o ran gwybodaeth.

en	Effective systems use qualitative information, such as commentaries from teachers and children and young people, and quantitative information, such as outcomes, grades, levels and that derived from tests.
cy	Mae systemau effeithiol yn defnyddio gwybodaeth ansoddol, fel sylwadau gan athrawon a phlant a phobl ifanc, a gwybodaeth feintiol, fel deilliannau, graddau, lefelau a’r wybodaeth a geir o brofion.

en	It also notes that the information from assessment activities helps to provide a shared language for discussing progress and improvement.
cy	Mae’r ddogfen yn nodi hefyd fod yr wybodaeth o weithgareddau asesu’n helpu i ddarparu iaith gyffredin ar gyfer trafod cynnydd a gwelliant.

en	Much of what is required for assessment can be gathered using familiar techniques and approaches: probing, open oral and written questioning that is designed to test understanding and to guide the next steps in learning; well-judged individual and group tasks; assignments; quizzes; tests; essays; projects, etc.
cy	Gellir casglu llawer o’r hyn sydd ei angen ar gyfer asesu drwy dechnegau a dulliau cyfarwydd: holi penagored a threiddgar ar lafar ac mewn ysgrifen i roi prawf ar ddealltwriaeth a llywio’r camau dysgu nesaf; tasgau addas ar gyfer unigolion a grwpiau; aseiniadau; cwisiau; profion; traethodau; prosiectau ac ati.

en	More imaginative approaches include performance-related assessments involving, for example, role play, practical experiments, presentations, portfolios, etc.
cy	Ymhlith y dulliau mwy dyfeisgar y mae asesiadau cysylltiedig â pherfformiad sy’n cynnwys, er enghraifft, chwarae rôl, arbrofion ymarferol, cyflwyniadau, portffolios, ac ati.

en	The scope to use digital recording more widely, for example drawing on current practice in special schools to show successful completion of learning targets, should be explored.
cy	Dylid ymchwilio i gyfleoedd i wneud mwy o ddefnydd o recordio digidol, er enghraifft drwy wneud defnydd o’r ymarfer presennol mewn ysgolion arbennig i ddangos bod targedau dysgu wedi’u cwblhau’n llwyddiannus.

en	Teacher assessment has the potential to have high validity because it can cover the full breadth of the intended learning, can relate to and be embedded in coursework and can take place on a regular or even continuous basis.
cy	Gellir cael lefel uchel o ddilysrwydd mewn asesu gan athrawon gan fod modd cynnwys holl ystod y dysgu arfaethedig ynddo, ei gysylltu â’r gwaith cwrs a’i gynnwys ynddo, a’i gynnal yn rheolaidd neu’n barhaus hyd yn oed.

en	However, that validity is highly dependent on the teacher’s capacity to design assessments that reflect the learning goals and that can be a complex and time-consuming task.
cy	Fodd bynnag, mae’r dilysrwydd hwnnw’n dibynnu’n helaeth ar gapasiti’r athro/athrawes i gynllunio asesiadau sy’n adlewyrchu’r nodau dysgu a gall hynny fod yn waith hir a chymhleth.

en	As a result teacher assessments can fall short in reflecting the breadth and purposes of learning, particularly in doing justice to more complex knowledge and skills.
cy	Oherwydd hyn, gall asesiadau gan athrawon fethu ag adlewyrchu ehangder a dibenion dysgu, yn enwedig o ran gwneud cyfiawnder â gwybodaeth a sgiliau mwy cymhleth.

en	Teachers are therefore likely to need support, through both professional development and exemplars, if the full contribution of assessment is to be realised.
cy	Felly, mae’n debygol y bydd angen cymorth ar athrawon, drwy ddatblygiad proffesiynol ac esiamplau, er mwyn manteisio i’r eithaf ar asesu.

en	In some aspects of assessment – notably when the results from different classes or schools are brought together or compared, for example for school improvement purposes – reliability assumes greater importance.
cy	Mewn rhai agweddau ar asesu – yn enwedig wrth gasglu neu gymharu’r canlyniadau ar gyfer gwahanol ddosbarthiadau neu ysgolion, er enghraifft, at ddibenion gwella ysgolion – mae dibynadwyedd yn fwy pwysig.

en	Teachers may apply different marking standards, and there may be variations in performance conditions and unconscious bias, and so there can be an issue with the reliability of such assessments.
cy	Gall athrawon gymhwyso safonau marcio gwahanol, a gellir cael amrywiadau mewn amodau perfformiad a thuedd anymwybodol, fel bod amheuaeth yn codi ynghylch dibynadwyedd asesiadau o’r fath.

en	Where necessary, this can be addressed though teachers working 78 together to agree standards and moderate the results.
cy	Os bydd angen, gellir delio â hyn drwy gydweithio rhwng athrawon i gytuno ar safonau a chymedroli’r canlyniadau.

en	However, where assessment is for learning rather than reporting, issues of reliability are of less importance.
cy	Fodd bynnag, os yw’r asesu ar gyfer dysgu yn hytrach nag ar gyfer adroddiadau, bydd ystyriaethau o ran dibynadwyedd yn llai pwysig.

en	Testing, both multiple-choice and open-response, is an important element in the repertoire of assessment techniques. Regular classroom testing is a long-established feature of teaching and learning.
cy	78 Mae profion, ar ffurf cwestiynau aml-ddewis neu benagored, yn elfen bwysig yn y repertoire o dechnegau asesu. Mae profion rheolaidd yn yr ystafell ddosbarth yn agwedd hirsefydlog ar addysgu a dysgu.

en	The construction of tests that do more than focus on recall and simple application is, however, both complex and time-consuming.
cy	Fodd bynnag, mae llunio profion sy’n canolbwyntio ar fwy na chofio a chymhwyso syml yn waith hir a chymhleth.

en	Care must be taken to ensure that, where it is appropriate, tests cover the breadth of intended learning and that they are seen as only one of a number of ways of informing the teaching and learning process.
cy	Rhaid sicrhau, lle bo’n briodol, fod y profion yn cwmpasu’r holl ddysgu arfaethedig a’u bod yn cael eu gweld yn ddim ond un o blith nifer o ffyrdd o gyfrannu at y broses addysgu a dysgu.

en	Too often tests are invested with an authority that does not reflect their limited contribution to assessing what matters.
cy	Yn rhy aml, rhoddir gormod o bwyslais ar brofion nad ydynt yn cyfrannu ond ychydig at asesu’r hyn sy’n bwysig.

en	External, standardised testing has the merit of high reliability but may have only limited validity in its relationship to the breadth of intended learning.
cy	Y fantais mewn profion allanol, safonedig yw eu bod yn ddibynadwy iawn ond mae’n bosibl mai prin fydd eu dilysrwydd mewn perthynas ag ehangder y dysgu arfaethedig.

en	As indicated earlier, every child and young person currently undertakes National Reading and Numeracy Tests every year from Year 2 to Year 9.
cy	Fel y nodwyd yn gynharach, mae pob plentyn a pherson ifanc yn ymgymryd â Phrofion Darllen a Rhifedd Cenedlaethol ar hyn o bryd ym mhob blwyddyn rhwng Blwyddyn 2 a Blwyddyn 9.

en	Many of those who engaged with the Review saw the tests as a useful complement to teacher assessment that could provide benchmarks to support teaching and learning.
cy	Roedd nifer o’r rheini a gysylltodd â’r Adolygiad yn credu bod profion yn rhywbeth buddiol i ategu asesu gan athrawon a allai roi meincnodau i gefnogi addysgu a dysgu.

en	However, teachers of younger children in particular felt that their usefulness was limited and did not necessarily merit the disruption to teaching and learning, and in some cases the levels of anxiety, which they generated.
cy	Er hynny, roedd athrawon plant iau yn enwedig yn teimlo nad oeddent o fudd mawr ac nad oeddent o reidrwydd yn cyfiawnhau’r ymyrraeth ag addysgu a dysgu ac, mewn rhai achosion, y graddau o bryder yr oeddent yn ei greu.

en	In addition, the OECD report70 raised the issue that Wales is the only country that conducts national tests of this nature on an annual basis.
cy	Ar ben hynny, nodwyd yn adroddiad yr OECD70 mai Cymru yw’r unig wlad sy’n cynnal profion cenedlaethol o’r math hwn yn flynyddol.

en	As discussed later in this report, there is scope to revise the current arrangements to reduce the negative impact of these tests while retaining their useful functions.
cy	Fel y nodir yn ddiweddarach yn yr adroddiad hwn, mae lle i adolygu’r trefniadau presennol i leihau effaith negyddol y profion hyn gan gadw eu swyddogaethau buddiol.

en	Internationally, there are interesting developments in testing.
cy	Gwelwyd datblygiadau diddorol yn y profion a gynhelir mewn gwledydd eraill.

en	Adaptive testing adjusts the difficulty in a sequence of questions to take account of the pattern of responses.
cy	Drwy ddefnyddio dulliau profi ymaddasol, gellir newid graddau’r anhawster mewn cyfres o gwestiynau er mwyn ystyried patrwm yr ymatebion.

en	Thus a sequence of correct answers would lead to a more complex track while those having difficulty would be directed down a less complex route.
cy	Felly byddai cyfres o atebion cywir yn arwain at lwybr mwy cymhleth tra byddai’r rheini sy’n cael anhawster yn cael eu cyfeirio ar hyd llwybr llai cymhleth.

en	The start-up costs of such an approach can be considerable and they pose technical challenges in determining relative levels of question difficulty with any precision, but it would be important to explore the potential to use this approach.
cy	Gall y costau cychwynnol ar gyfer dull o’r fath fod yn sylweddol ac mae’n creu heriau technegol o ran pennu union lefel yr anhawster cymharol mewn cwestiynau, ond byddai’n bwysig edrych ar y posibiliad o ddefnyddio’r dull hwn.

en	Advances in digital technology, drawing partly on computer gaming techniques, are opening up fresh possibilities for more interactive assessment.
cy	Mae datblygiadau mewn technoleg ddigidol, sy’n deillio’n rhannol o dechnegau gemau cyfrifiadurol, yn creu posibiliadau newydd o ran asesu mwy rhyngweithiol.

en	Simulations, for example, can allow quite sophisticated assessment of complex learning.
cy	Er enghraifft, gellir cael ffyrdd eithaf soffistigedig o asesu dysgu cymhleth drwy ddefnyddio dulliau efelychu.

en	Denmark has been using adaptive testing for a number of years and the Netherlands and Northern Ireland are also exploring its possibilities.
cy	Mae Denmarc wedi defnyddio profion ymaddasol ers rhai blynyddoedd ac mae’r Iseldiroedd a Gogledd Iwerddon yn ymchwilio i’w posibiliadau hefyd.

en	The Review’s recommended focus, through curriculum purposes, on a wide range of skills, competences, knowledge and dispositions will inevitably pose challenges for assessment.
cy	Mae’n anochel y bydd y pwyslais y mae’r Adolygiad yn argymell ei roi, drwy’r dibenion cwricwlwm, ar ystod eang o sgiliau, cymwyseddau, gwybodaeth ac anian yn creu heriau o ran asesu.

en	Developments in a range of countries are important indicators of how such broader competences might be assessed71.
cy	Mae datblygiadau mewn nifer o wledydd yn dangos enghreifftiau pwysig o ffyrdd posibl o asesu cymwyseddau ehangach o’r fath71.

en	Australia’s online diagnostic tool, New Zealand’s National Educational Monitoring Project, Finland’s ‘learning to learn’ programme, France’s Personal Competency Booklet and the Flemish Community of Belgium’s non-cognitive learning tools are a few of such examples.
cy	Yn eu plith y mae’r offeryn diagnostig ar-lein yn Awstralia, y Prosiect Monitro Addysgol Cenedlaethol yn Seland Newydd, y rhaglen ‘dysgu i ddysgu’ yn y Ffindir, y Llyfryn Cymhwysedd Personol yn Ffrainc a’r offer dysgu anwybyddol yng Nghymuned Fflemeg Gwlad Belg.

en	In different ways, they are all seeking to create assessment tools and techniques that extend the range of competences that can be validly and reliably assessed.
cy	Yn eu gwahanol ffyrdd, maent i gyd yn ceisio creu offer a thechnegau asesu a fydd yn caniatáu i ystod ehangach o gymwyseddau gael eu hasesu mewn ffordd ddilys a dibynadwy.

en	79 Recent developments in Singapore are particularly relevant to the Review’s proposals.
cy	79 Mae datblygiadau diweddar yn Singapôr yn berthnasol iawn i gynigion yr Adolygiad.

en	Singapore, a high performer on PISA tests, wants to strengthen the focus of its curriculum and assessment arrangements on creativity and problem solving.
cy	Mae Singapôr, sy’n ennill sgoriau uchel ym mhrofion PISA, am roi mwy o bwyslais yn ei chwricwlwm a’i threfniadau asesu ar greadigrwydd a datrys problemau.

en	The focus is on integrative tasks requiring knowledge and skills from different subject domains.
cy	Mae’n canolbwyntio ar dasgau integreiddiol sy’n galw am wybodaeth a sgiliau o wahanol feysydd pwnc.

en	Students must work collaboratively and make written reports and oral presentations.
cy	Rhaid i’r myfyrwyr gydweithio ac ysgrifennu adroddiadau a llunio cyflwyniadau llafar.

en	Assessment relates to both process and product and is carried out by classroom teachers against centrally specified criteria.
cy	Mae’r asesu’n ymwneud â’r broses a’r cynnyrch a chaiff ei gyflawni gan athrawon ystafell ddosbarth ar sail meini prawf sydd wedi’u pennu’n ganolog.

en	Evaluations of the success of this work are mixed, however, with strong messages about the importance of effective and sustained professional development72. )))
cy	Fodd bynnag cafwyd canlyniadau cymysg o’r gwerthusiadau o lwyddiant y gwaith hwn a rhoddwyd cryn bwyslais ar bwysigrwydd datblygiad proffesiynol effeithiol a pharhaus72. )))

en	Recommendations 38.
cy	Argymhellion 38.

en	A wide range of assessment techniques, selected on ‘fit-for-purpose’ criteria, should be used to reflect the breadth of the curriculum purposes.
cy	Dylai amrywiaeth fawr o dechnegau asesu sydd wedi’u dewis ar sail meini prawf ‘addas i’w diben’ gael eu defnyddio i adlewyrchu ehangder y dibenion cwricwlwm.

en	39. Teacher assessment, which allows a wide range of learning to be covered, should remain as the main vehicle for assessment before qualifications.
cy	39. Dylai asesu gan athrawon, sy’n caniatáu asesu ystod eang o ddysgu, barhau’n brif gyfrwng ar gyfer asesu cyn ymgeisio am gymwysterau.

en	40. Where the results of assessment are to be used for purposes of comparison, issues of reliability in teacher assessment should be addressed through effective moderation; where the prime purpose of assessment is assessment for learning there is less of a need for reliability between schools.
cy	40. Lle y mae bwriad i ddefnyddio canlyniadau asesu ar gyfer cymharu, dylai materion sy’n ymwneud â dibynadwyedd asesu gan athrawon gael eu datrys drwy gymedroli effeithiol; os mai asesu ar gyfer dysgu yw prif bwrpas yr asesu, bydd llai o angen i sicrhau dibynadwyedd rhwng ysgolion.

en	41. Teachers should use tests as an important part of overall assessment arrangements but the limitations of such tests in covering the full range of desired learning should be recognised.
cy	41. Dylai athrawon roi lle pwysig i brofion yn y trefniadau asesu cyffredinol ond dylid cydnabod cyfyngiadau profion o’r fath o ran cwmpasu’r holl fathau o ddysgu arfaethedig.

en	42. External, standardised testing provides important benchmarking information and should be used in combination with school tests and teacher assessment.
cy	42. Mae profion allanol, safonedig yn rhoi gwybodaeth bwysig ar gyfer meincnodi a dylid eu defnyddio ar y cyd â phrofion ysgol ac asesu gan athrawon.

en	Its frequency should be kept to a minimum in view of its impact on the curriculum and teaching and learning.
cy	Dylid eu defnyddio mor anaml â phosibl oherwydd eu heffaith ar y cwricwlwm ac addysgu a dysgu.

en	43. Innovative approaches to assessment, including interactive approaches, should be developed drawing on the increasing potential contribution of digital technology.
cy	43. Dylai dulliau arloesol o asesu, gan gynnwys dulliau rhyngweithiol, gael eu datblygu gan fanteisio ar y posibiliadau cynyddol mewn technoleg ddigidol.

en	4. Engage students in the assessment process through both self-assessment and peer assessment If children and young people are to develop the capacity to learn throughout life, they need to be able to reflect and diagnose their own progress and further learning needs.
cy	4. Cynnwys myfyrwyr yn y broses asesu drwy hunanasesu ac asesu gan gyfoedion Er mwyn i blant a phobl ifanc feithrin eu gallu i ddysgu drwy gydol eu hoes, bydd angen iddynt allu myfyrio a dadansoddi eu cynnydd eu hunain a’u hanghenion am ddysgu pellach.

en	That means developing the skills of self-assessment and the disposition to deploy and act on those skills.
cy	Mae hyn yn golygu meithrin sgiliau hunanasesu a’r anian ar gyfer defnyddio’r sgiliau hynny a gweithredu ar eu sail.

en	Self-assessment is therefore an important way of helping children and young people to take more responsibility for their own learning.
cy	Felly mae hunanasesu’n ffordd bwysig o helpu plant a phobl ifanc i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain.

en	By reflecting on their understanding and performance in relation to clear criteria, they can identify areas of difficulty that might not be easily seen by an external observer.
cy	Drwy fyfyrio ar eu dealltwriaeth a’u perfformiad ar sail meini prawf clir, byddant yn gallu adnabod meysydd sy’n peri anhawster na fyddant mor amlwg o reidrwydd i berson allanol sy’n arsylwi.

en	Children and young people can also introduce additional evidence of performance in relation to the four broad curriculum purposes that can provide a more rounded picture of progress.
cy	Bydd plant a phobl ifanc hefyd yn gallu cyflwyno tystiolaeth ychwanegol am eu perfformiad mewn perthynas â’r pedwar diben cwricwlwm cyffredinol i roi darlun mwy cyflawn o’u cynnydd.

en	7 Peer assessment involves children and young people assessing one another’s work in pairs or in groups.
cy	Mae asesu gan gyfoedion yn ddull lle y mae plant a phobl ifanc yn asesu gwaith ei gilydd mewn parau neu grwpiau.

en	Thinking about the performance of others can be an important learning experience for the person undertaking the assessment as it requires a depth of understanding of the nature of the learning itself in order to make such evaluations.
cy	Mae meddwl am berfformiad pobl eraill yn gallu bod yn brofiad dysgu pwysig i’r person sy’n asesu gan ei fod yn galw am ddealltwriaeth ddwfn o natur y dysgu ei hun er mwyn gwneud gwerthusiadau o’r fath.

en	The approach may also elicit different kinds of response, reflecting the more relaxed nature of the context and the likely greater familiarity with the language used for questioning.
cy	Mae hefyd yn ddull sy’n gallu ysgogi gwahanol fathau o ymateb oherwydd natur fwy hamddenol y cyd-destun a’r tebygolrwydd o fod yn fwy cyfarwydd â’r termau a ddefnyddir i holi.

en	The proposed form of the Achievement Outcomes that are written in ‘I can...’ and ‘I have...’ format lends itself to being adapted to a language that children and young people can understand and could, for example, be extended to include their own ‘I now need to...’ contributions.
cy	Mae ffurf arfaethedig y Deilliannau Cyflawniad a fydd yn defnyddio’r geiriau ‘Rydw i’n gallu...’, ‘Rydw i wedi...’, yn un y gellir ei haddasu i iaith y bydd plant a phobl ifanc yn gallu ei deall a gellid ei hymestyn, er enghraifft, i gynnwys eu cyfraniadau eu hunain ar y ffurf ‘Nawr mae angen i mi...’.

en	They should also provide longer-term learning objectives that can be shared with children and young people, and success criteria to guide self-assessment and peer assessment.
cy	Mae disgwyl hefyd y bydd y Deilliannau Cyflawniad yn darparu amcanion dysgu tymor hwy i’w rhannu â phlant a phobl ifanc, a meini prawf llwyddiant ar gyfer hunanasesu ac asesu gan gyfoedion.

en	There is also significant scope for exploring the role that children and young people might play in the process of reporting to their parents or carers: with that intended audience, children and young people can outline their achievements and difficulties and identify what they intend to do next. )))
cy	Bydd cyfle mawr hefyd i ystyried y rhan y gallai plant a phobl ifanc ei chwarae yn y broses o adrodd i’w rhieni neu eu gofalwyr: wrth gyfathrebu â’r gynulleidfa arfaethedig honno, bydd plant a phobl ifanc yn gallu disgrifio eu cyflawniadau a’u hanawsterau a nodi beth y maent yn bwriadu ei wneud nesaf. )))

en	Recommendations 44.
cy	Argymhellion 44.

en	Both self-assessment and peer assessment should be developed as ways of encouraging children and young people to take greater responsibility for their own learning.
cy	Dylai hunanasesu ac asesu gan gyfoedion gael eu datblygu fel ffyrdd o annog plant a phobl ifanc i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain.

en	45. Reporting to parents and carers on progress in learning should include contributions from their children in relation to their own achievements and aspirations.
cy	45. Dylai adroddiadau i rieni a gofalwyr ar gynnydd wrth ddysgu gynnwys cyfraniadau gan eu plant mewn perthynas â’u cyflawniadau a’u dyheadau eu hunain.

en	81 5. Ensure that records of achievement and reporting focus on progress against important learning goals, including the four broad curriculum purposes In addition to the ongoing assessment which takes place as part of the normal classroom routine, children and young people and parents and carers need to be given more summative views of their progress, achievements and next steps when appropriate.
cy	81 5. Sicrhau bod cofnodion o gyflawniad ac adroddiadau yn canolbwyntio ar gynnydd ar sail nodau dysgu pwysig, gan gynnwys y pedwar diben cwricwlwm eang Yn ogystal â’r asesu parhaus sy’n digwydd yn ystod y gwaith arferol mewn ystafell ddosbarth, mae angen rhoi barn fwy cyfunol i blant a phobl ifanc a’u rhieni a’u gofalwyr am gynnydd, cyflawniadau a’r camau nesaf i’w cymryd, lle bo’n briodol.

en	Parents and carers need regular information to find out how well their children are doing and show how they can support them in improving their learning.
cy	Mae angen i rieni a gofalwyr gael gwybodaeth reolaidd er mwyn cael gwybod am gynnydd eu plant a gweld sut y gallant eu helpu i ddysgu’n well.

en	The Achievement Outcomes and Progression Steps will provide the context for this reporting, and reports should include an evaluation of children’s achievements and progress for each Area of Learning and Experience and Cross-curriculum Responsibility, as well as what they need to do next to progress further.
cy	Bydd yr adroddiadau hyn yn cael eu llunio yng nghyd-destun y Deilliannau Cyflawniad a’r Camau Cynnydd. Dylai’r adroddiadau gynnwys gwerthusiad o gyflawniadau a chynnydd plentyn ym mhob un o’r Meysydd Dysgu a Phrofiad a Chyfrifoldebau Trawsgwricwlaidd a hefyd ddisgrifio’r camau y bydd angen eu cymryd iddo wneud mwy o gynnydd.

en	Reports should also include more holistic evidence of how children are developing towards the purposes, drawing on relevant achievements not directly arising from classroom learning.
cy	Dylai adroddiadau hefyd gynnwys tystiolaeth fwy cyfannol am ddatblygiad plant mewn perthynas â’r dibenion, a chyfeirio at gyflawniadau perthnasol sydd heb godi’n uniongyrchol o ddysgu yn yr ystafell ddosbarth.

en	Increasingly, the use of digital media can allow more frequent feedback and also has the benefit of encouraging parents and carers to become more directly engaged with their children’s learning.
cy	Bydd mwy o gyfleoedd i ddefnyddio cyfryngau digidol i roi adborth mwy cyson ac un fantais ychwanegol o hynny yw y bydd yn annog rhieni a gofalwyr i ymwneud yn fwy uniongyrchol â dysgu eu plant.

en	Cumulative records of each child or young person’s achievements can encourage a continuing focus on progress in learning and also allow wider achievements relating to the curriculum purposes to be captured and highlighted.
cy	Bydd cofnodion cronnol o gyflawniadau pob plentyn a pherson ifanc yn gallu tynnu sylw’n barhaus at gynnydd wrth ddysgu a hefyd yn fodd i gofnodi cyflawniadau ehangach sy’n ymwneud â’r dibenion cwricwlwm a thynnu sylw atynt.

en	Personal e-portfolios and ‘e-badges’ that mark notable achievements can be built up as they move through the system and can provide such a record.
cy	Gellir creu cofnodion o’r fath drwy ddatblygu e-bortffolios ac ‘e-fathodynnau’ personol sy’n nodi eu cyflawniadau pwysig wrth symud ymlaen drwy’r system.

en	Such portfolios can be developed and ‘owned’ by the children and young people themselves, and can contribute to developing their digital competence.
cy	Bydd yn bosibl i’r plant a phobl ifanc ddatblygu portffolios o’r fath eu hunain, a bod yn ‘berchen’ arnynt, a gall hyn eu helpu i feithrin cymhwysedd digidol.

en	They could contain information about any test outcomes, progression in relation to each Area of Learning and Experience and Cross-curriculum Responsibility, statements about progress towards the four purposes, extra-curricular achievements and so on.
cy	Gallent gynnwys gwybodaeth am ddeilliannau o brofion, dilyniant ym mhob Maes Dysgu a Phrofiad a Chyfrifoldeb Trawsgwricwlaidd, datganiadau am gynnydd ar y pedwar diben, cyflawniadau allgyrsiol ac yn y blaen.

en	Teachers need to have straightforward ways of tracking individual children and young people’s progress in ways that show progress over time and across the curriculum, including information from assessments that draw together different aspects of what children and young people have learned over a period of time and where they are asked to apply what they have learned to new contexts.
cy	Bydd angen i athrawon ddefnyddio dulliau syml o dracio’r cynnydd gan blant a phobl ifanc unigol mewn ffyrdd sy’n dangos cynnydd dros amser ac ar draws y cwricwlwm. Bydd y rhain yn cynnwys gwybodaeth o asesiadau sy’n cwmpasu gwahanol agweddau ar yr hyn y mae’r plant a phobl ifanc wedi’i ddysgu dros gyfnod penodol a lle y gofynnwyd iddynt gymhwyso’r hyn a ddysgwyd mewn cyd-destunau newydd.

en	At major transitions, for example between infant and junior schools and primary and secondary schools, there needs to be more face-to-face discussion between teachers and with individuals about their strengths and weaknesses, and less reliance on simply transferring data.
cy	Ar y pwyntiau trosglwyddo pwysig, er enghraifft rhwng yr ysgol fabanod a’r ysgol iau a rhwng yr ysgol gynradd a’r ysgol uwchradd, bydd angen mwy o drafodaethau wyneb yn wyneb rhwng athrawon a chydag unigolion ynghylch eu cryfderau a’u gwendidau, gan ddibynnu’n llai ar drosglwyddo data yn unig.

en	The progress of all children and young people needs to be considered at these transition points, not only those who need additional support.
cy	Rhaid ystyried cynnydd yr holl blant a phobl ifanc ar y pwyntiau trosglwyddo hyn, nid y rheini sydd ag angen cymorth ychwanegol yn unig.

en	The proposed portfolio could play a key role in underpinning and facilitating these discussions.
cy	Bydd y portffolio arfaethedig yn gallu chwarae rhan allweddol drwy fod yn sail i’r trafodaethau hyn a’u hwyluso.

en	82 ))) Recommendations 46.
cy	82 ))) Argymhellion 46.

en	Summative reporting to parents and carers should include holistic assessments of achievement in relation to the curriculum purposes, drawing on experience from beyond the formal classroom.
cy	Dylai adroddiadau cyfunol i rieni a gofalwyr gynnwys asesiadau cyfannol o gyflawniadau mewn perthynas â’r dibenion cwricwlwm, gan wneud defnydd o brofiad o’r tu allan i’r ystafell ddosbarth ffurfiol.

en	47. Children and young people should develop their own e-portfolio, possibly including ‘e-badges’, to record key achievements and experiences.
cy	47. Dylai plant a phobl ifanc ddatblygu eu e-bortffolio eu hunain, gan gynnwys ‘e-fathodynnau’ o bosibl, i gofnodi cyflawniadau a phrofiadau allweddol.

en	48. Summative reporting at key transition points should be supported by portfolio evidence and face-to-face discussions involving the relevant teaching staff.
cy	48. Dylai adroddiadau cyfunol ar bwyntiau trosglwyddo allweddol gael eu hategu gan dystiolaeth mewn portffolios a thrafodaethau wyneb yn wyneb sy’n cynnwys y staff addysgu perthnasol.

en	49. Increased use of digital media should be explored to help to improve the immediacy of feedback to parents and carers and engage them more directly in supporting learning.
cy	49. Dylid ymchwilio i’r posibilrwydd o wneud mwy o ddefnydd o gyfryngau digidol i gael adborth yn gynt gan rieni a gofalwyr a’u cynnwys yn fwy uniongyrchol er mwyn cefnogi dysgu.

en	6. Be as light-touch as possible and avoid unnecessary bureaucracy Much teacher assessment does not take additional time, because it consists of observation and the ongoing dialogue within the classroom.
cy	6. Bod mor ysgafn ei gyffyrddiad â phosibl ac osgoi biwrocratiaeth ddiangen Gan amlaf, ni fydd angen amser ychwanegol ar gyfer asesu gan athrawon, gan ei fod yn deillio o arsylwi a deialog parhaus yn yr ystafell ddosbarth.

en	Other aspects do require careful planning, time for children to undertake the assessments, marking, feedback and recording.
cy	Mae agweddau eraill ar asesu’n galw am gynllunio gofalus, amser i’r plant gwblhau’r asesiadau, marcio, adborth a chofnodi.

en	In arriving at plans for assessment a balance needs to be struck between the more informal, ongoing forms of assessment and more formal assessment activities.
cy	Wrth benderfynu ar gynlluniau ar gyfer asesu, mae angen dal y ddysgl yn wastad rhwng y mathau mwy anffurfiol o asesu parhaus a’r gweithgareddau asesu mwy ffurfiol.

en	Over-elaborate arrangements for assessment eat into teachers’ and children and young people’s time.
cy	Mae trefniadau asesu sy’n rhy gymhleth yn mynd ag amser athrawon a phlant a phobl ifanc.

en	Judgement about what aspects of learning should be formally assessed and to what extent, what needs to be recorded and in what level of detail, and how much assessment information is sufficient to be able to gauge progress in learning, will therefore be very important. )))
cy	Felly bydd dyfarniadau ynghylch pa agweddau ar ddysgu sydd i’w hasesu’n ffurfiol ac i ba raddau, beth sydd i’w gofnodi a pha mor fanwl, a faint o wybodaeth asesu sydd ei hangen i fesur cynnydd wrth ddysgu, yn bwysig iawn. )))

en	Recommendation 50.
cy	Argymhelliad 50.

en	Local and national policies and practices for assessment should be carefully designed to be as light-touch as possible, while giving sufficient information to assess progress, and avoid unnecessary bureaucracy.
cy	Dylai polisïau ac arferion lleol a chenedlaethol ar gyfer asesu gael eu cynllunio’n ofalus fel eu bod mor ysgafn eu cyffyrddiad â phosibl, gan roi digon o wybodaeth yr un pryd i asesu cynnydd, ac osgoi biwrocratiaeth ddiangen.

en	7. Use assessment evidence systematically and in combination with other evidence to inform school self-evaluation School self-evaluation should make a vital contribution to raising the quality of education and standards of achievement.
cy	7. Gwneud defnydd systematig o dystiolaeth asesu ynghyd â thystiolaeth arall i lywio hunanwerthuso gan yr ysgol Dylai hunanwerthuso gan ysgolion wneud cyfraniad allweddol, gan wella ansawdd addysg a safonau cyflawniad.

en	Teachers and leaders at all levels need regular information from the assessment recording system to track the progress of individuals and groups of children and young people.
cy	Mae angen i athrawon ac arweinwyr ar bob lefel gael gwybodaeth reolaidd o’r system cofnodi asesiadau er mwyn olrhain cynnydd unigolion a grwpiau o blant a phobl ifanc.

en	This should have as its prime purpose the identification of any particular successes and challenges within the school as a whole, but it will also be a valuable source of evidence for 83 evaluating the impact of teaching, the curriculum, leadership and management.
cy	Y prif bwrpas wrth wneud hyn yw pennu unrhyw lwyddiannau a heriau penodol o fewn yr ysgol 83 gyfan, ond bydd yn ffynhonnell dystiolaeth bwysig hefyd ar gyfer gwerthuso effaith yr addysgu, y cwricwlwm, yr arweinyddiaeth a’r rheolaeth.

en	Leaders and governors need this information to inform their evaluations of the progress of the school and to set future priorities for improvement.
cy	Mae angen i arweinwyr a llywodraethwyr gael yr wybodaeth hon wrth werthuso cynnydd yr ysgol a phennu blaenoriaethau ar gyfer gwella yn y dyfodol.

en	Together with other sources of evidence such as observations of classroom activities and performance data, Progression Steps and their Achievement Outcomes can be used to develop a picture about the strengths and weaknesses of the school.
cy	Yn ogystal â ffynonellau tystiolaeth eraill fel arsylwi ar weithgareddau yn yr ystafell ddosbarth a data perfformiad, gellir defnyddio’r Camau Cynnydd a’u Deilliannau Cyflawniad i greu darlun o gryfderau a gwendidau’r ysgol.

en	In addition, there is a requirement for assessment information that can inform monitoring of national performance.
cy	Mae gofyniad hefyd am wybodaeth asesu ar gyfer monitro perfformiad cenedlaethol.

en	This aspect is addressed in Chapter 7. )))
cy	Rydym yn trafod yr agwedd hon ym Mhennod 7. )))

en	Recommendation 51.
cy	Argymhelliad 51.

en	Schools should use teacher assessment of progression systematically, together with other sources of evidence, to inform their self-evaluation for school improvement purposes.
cy	Dylai ysgolion wneud defnydd systematig o asesiadau o gynnydd gan athrawon, ynghyd â ffynonellau tystiolaeth eraill, i lywio eu hunanwerthusiad at ddibenion gwella ysgolion.

en	8. Take full account of the implications of good assessment practice for teacher capacity The ability to assess learning, particularly the application of complex learning, places heavy demands on teachers’ professional skills.
cy	8. Ystyried yr holl oblygiadau sydd mewn arferion asesu da o ran capasiti athrawon Mae’r gallu i asesu dysgu, yn enwedig ffyrdd o gymhwyso dysgu cymhleth, yn gofyn llawer gan athrawon o ran arfer sgiliau proffesiynol.

en	Yet assessment is rarely the focus of sustained professional development, either in initial teacher education or in subsequent career-long learning.
cy	Er hynny, anaml y bydd asesu’n cael y prif sylw mewn datblygiad proffesiynol parhaus, boed mewn hyfforddiant cychwynnol athrawon neu mewn dysgu ar hyd gyrfa ar ôl hynny.

en	Effective teaching and learning requires a deep and secure understanding of the curriculum and of the roles of both formative and summative assessment together with the skills associated with designing and interpreting the wide range of techniques that good assessment demands.
cy	Mae addysgu a dysgu effeithiol yn galw am ddealltwriaeth sicr a manwl o’r cwricwlwm ac o’r cyfraniad gan asesu ffurfiannol a chyfunol ynghyd â’r sgiliau sy’n gysylltiedig â chynllunio a dehongli’r amrywiaeth fawr o dechnegau sydd eu hangen ar gyfer asesu da.

en	The review of teacher education currently being undertaken by Professor John Furlong provides an important opportunity to address the significant implications of assessment practice for teachers’ professional skills. )))
cy	Mae’r adolygiad o addysg athrawon sy’n cael ei gynnal ar hyn o bryd gan yr Athro John Furlong yn gyfle pwysig i ystyried y goblygiadau sylweddol sydd ynghlwm wrth arferion asesu o ran datblygu sgiliau proffesiynol athrawon. )))

en	Recommendation 52.
cy	Argymhelliad 52.

en	Initial and career-long professional learning programmes should include elements that build teachers’ capacity to assess the full range of curriculum purposes and Achievement Outcomes.
cy	Dylai’r rhaglenni dysgu proffesiynol cychwynnol ac ar hyd gyrfa gynnwys elfennau sy’n meithrin capasiti athrawon i asesu’r holl ddibenion cwricwlwm a Deilliannau Cyflawniad.

en	9. Form a coherent, agreed assessment and evaluation framework with a clear vision and strategy The need for a nationally agreed assessment and evaluation framework is one of the key policy recommendations of the major international review of assessment and evaluation undertaken by the OECD73.
cy	9. Ffurfio fframwaith cydlynol a chytûn ar gyfer asesu a gwerthuso, wedi’i seilio ar weledigaeth a strategaeth glir Yr angen i sefydlu fframwaith asesu a gwerthuso y cytunir arno ar lefel genedlaethol yw un o’r prif argymhellion polisi yn yr adolygiad rhyngwladol pwysig o drefniadau asesu a gwerthuso a gynhaliwyd gan yr OECD73.

en	The absence of such a framework in Wales has contributed to the confusion surrounding existing approaches.
cy	Mae’r ffaith 84 nad oes fframwaith o’r fath yng Nghymru wedi cyfrannu at y dryswch ynghylch y dulliau gweithredu presennol.

en	84 In line with the wider Review proposals, the framework should ‘...aim to align curriculum, teaching and assessment around key learning goals and include a range of different assessment approaches and formats...’74.
cy	Yn unol â chynigion ehangach yr Adolygiad hwn, ei argymhellion ar gyfer y fframwaith yw ‘...aim to align curriculum, teaching and assessment around key learning goals and include a range of different assessment approaches and formats...’74.

en	It should be clear about the formative and summative roles of assessment and distinguish between those activities whose place lies in learning and teaching and those that will contribute to self-evaluation, external accountability and national monitoring.
cy	Dylai nodi’n glir y rhan sydd i’w chwarae gan asesu ffurfiannol ac asesu cyfunol a dylai wahaniaethu rhwng y gweithgareddau hynny sy’n asesu dysgu ac addysgu a’r rheini sy’n cyfrannu at hunanwerthuso, atebolrwydd allanol a monitro cenedlaethol.

en	In particular, it should explain how the components of the assessment framework address issues of validity and reliability in the methods used. )))
cy	Yn benodol, dylai egluro sut y mae cydrannau’r fframwaith asesu’n delio â materion sy’n ymwneud â dilysrwydd a dibynadwyedd y dulliau a ddefnyddir. )))

en	Recommendation 53.
cy	Argymhelliad 53.

en	The Welsh Government should establish a comprehensive assessment and evaluation framework in line with the recommendations of this report.
cy	Dylai Llywodraeth Cymru sefydlu fframwaith asesu a gwerthuso cynhwysfawr i weithredu’r argymhellion yn yr adroddiad hwn.

en	85 Chapter 7: Implications This chapter considers in more detail some of the implications of the Review’s recommendations for subsequent implementation.
cy	85 Pennod 7: Goblygiadau Yn y bennod hon, rydym yn edrych yn fwy manwl ar rai o’r goblygiadau a fydd yn codi wrth weithredu argymhellion yr Adolygiad.

en	Implications for nursery, primary and secondary schools The recommended changes to curriculum and assessment made by the Review provide a new way of thinking about the education of children and young people throughout the period of schooling.
cy	Goblygiadau i ysgolion meithrin, cynradd ac uwchradd Mae’r newidiadau yn y cwricwlwm a’r trefniadau asesu sydd wedi’u hargymell gan yr Adolygiad yn cynnig ffordd newydd o feddwl am addysg plant a phobl ifanc drwy gydol eu cyfnod yn yr ysgol.

en	They present primary and secondary schools jointly with greater scope to plan and provide a curriculum and an approach to assessment that builds progressively from ages 3–16.
cy	Maent yn cynnig mwy o gyfle i ysgolion cynradd ac uwchradd weithio ar y cyd i gynllunio a darparu cwricwlwm a dull o asesu sy’n datblygu o gam i gam rhwng 3 ac 16 oed.

en	They offer teachers fresh opportunities to provide interesting and challenging learning experiences for their children and young people.
cy	Maent yn cynnig cyfleoedd newydd i athrawon ddarparu profiadau dysgu diddorol ac ymestynnol i’r plant a phobl ifanc.

en	Additionally, if embedded effectively, they will provide children and young people with a deeper, more satisfying and relevant educational experience and wider recognition of their achievements.
cy	Yn ogystal â hyn, os byddant yn cael eu sefydlu’n effeithiol, byddant yn rhoi profiad addysgol i blant a phobl ifanc sy’n ddyfnach ac yn fwy boddhaol a pherthnasol ac sy’n cydnabod eu cyflawniadau’n fwy eang.

en	Some of the possibilities offered by the new arrangements are illustrated below.
cy	Mae rhai o’r posibiliadau sy’n codi o’r trefniadau newydd wedi’u disgrifio isod.

en	Nursery and primary Nursery and primary school leaders identified the ethos, principles and pedagogy of the current Foundation Phase as a significant strength of current educational practice in Wales.
cy	Ysgolion meithrin a chynradd Nododd arweinwyr ysgolion meithrin a chynradd fod ethos, egwyddorion ac addysgeg y Cyfnod Sylfaen presennol yn gryfder mawr yn yr ymarfer addysgol presennol yng Nghymru.

en	A curriculum based on Areas of Learning and Experience instead of subjects will enable schools to build on successful ‘Foundation’ practice into the middle and later years of primary education and beyond.
cy	Bydd cwricwlwm wedi’i seilio ar Feysydd Dysgu a Phrofiad yn hytrach na phynciau’n galluogi ysgolion i wneud defnydd o ymarfer llwyddiannus yn y Cyfnod Sylfaen ym mlynyddoedd canol a blynyddoedd diweddarach addysg gynradd ac wedi hynny.

en	A few schools have already extended the ‘Foundation’ philosophy and pedagogy into the 7–11 age range in this way.
cy	Mae nifer bach o ysgolion eisoes wedi ymestyn athroniaeth ac addysgeg y Cyfnod Sylfaen fel hyn i gynnwys yr ystod oedran 7–11.

en	Often they have found it successful in increasing children and young people’s engagement and removing the subject barriers that are often seen as inhibitors to creativity and flexibility in the curriculum.
cy	Yn aml, maent wedi barnu ei fod yn llwyddo i ennyn mwy o ddiddordeb ymysg plant a phobl ifanc ac i ddileu’r ffiniau rhwng pynciau a welir mor aml yn cyfyngu ar greadigrwydd a hyblygrwydd yn y cwricwlwm.

en	In schools and settings where ‘Foundation’ practice is good or excellent and teachers and practitioners think and plan creatively to enable all children to experience all aspects of the current Foundation Phase Areas of Learning over time, the new curriculum may not feel significantly different.
cy	Mewn ysgolion a lleoliadau lle y mae ymarfer y Cyfnod Sylfaen yn dda neu’n rhagorol a lle y mae athrawon ac ymarferwyr yn meddwl ac yn cynllunio’n greadigol i alluogi pob plentyn i gael profiad o holl Feysydd Dysgu’r Cyfnod Sylfaen presennol dros amser, mae’n bosibl na fydd y cwricwlwm newydd yn ymddangos yn wahanol iawn.

en	Naturally, planning will need to take into account the new Areas of Learning and Experience in place of the current Areas of Learning, but in successful settings and schools there should not be a need for a huge shift in thinking or practice.
cy	Wrth gwrs, bydd angen i ysgolion ystyried y Meysydd Dysgu a Phrofiad newydd yn lle’r Meysydd Dysgu presennol ond, mewn lleoliadau ac ysgolion llwyddiannus, y disgwyl yw na fydd angen newid mawr o ran meddwl nac ymarfer.

en	However, evidence from recent evaluations suggests that there is still some way to go to establish high-quality ‘Foundation’ philosophy and practice and necessary improvements in children’s learning in all schools.
cy	Fodd bynnag, mae tystiolaeth o werthusiadau diweddar yn awgrymu bod cryn waith i’w wneud o hyd i sefydlu athroniaeth ac ymarfer o ansawdd uchel ar gyfer y Cyfnod Sylfaen a gwelliannau angenrheidiol yn y dysgu gan blant yn yr holl ysgolion.

en	There are likely to be more changes for teachers in the 7–11 age range (currently called Key Stage 2).
cy	Mae’n debygol y bydd mwy o newidiadau ar gyfer athrawon yn yr ystod oedran 7–11 (a elwir yn Gyfnod Allweddol 2 ar hyn o bryd).

en	Instead of feeling pressured to cover all subjects of the curriculum every week and doing so inadequately, as many teachers say they do, they will be able to think more flexibly and creatively about planning learning experiences for their children and young people.
cy	Yn hytrach na theimlo bod pwysau arnynt i gynnwys holl bynciau’r cwricwlwm bob wythnos, a gwneud 87 hynny’n annigonol, fel y mae nifer o athrawon wedi dweud, byddant yn gallu meddwl yn fwy hyblyg a chreadigol ynghylch cynllunio profiadau dysgu ar gyfer eu plant a’u pobl ifanc.

en	With less specific content, 87 children and young people will be entitled to encounter a range of learning and experiences in each area that builds up to a broad, balanced curriculum over time.
cy	Gan y bydd llai o gynnwys penodedig, bydd hawl gan blant a phobl ifanc i gael amrywiaeth o ddysgu a phrofiadau ym mhob maes a fydd yn ffurfio cwricwlwm eang a chytbwys dros amser.

en	Schools and teachers can choose to organise learning in whichever way is likely to result in the best outcomes and standards for their children and young people.
cy	Gall ysgolion ac athrawon ddewis trefnu’r dysgu ym mha ffordd bynnag sy’n debygol o arwain at y deilliannau a safonau gorau ar gyfer eu plant a’u pobl ifanc.

en	This may include learning through topics, projects, thematic or research weeks, special events, considering and researching big questions.
cy	Gall hyn gynnwys dysgu drwy dopigau, prosiectau, wythnosau thematig, wythnosau ymchwilio, digwyddiadau arbennig, ac ystyried ac ymchwilio i faterion pwysig.

en	Changes to assessment and accountability should reinforce this new sense of direction.
cy	Rydym yn rhagweld y bydd newidiadau mewn trefniadau asesu ac atebolrwydd yn cryfhau’r ymdeimlad hwn o symud i gyfeiriad newydd.

en	Teachers can confidently use assessment to promote progression in each child’s learning, diagnosing difficulties and indicating what the next steps should be.
cy	Bydd athrawon yn gallu bod yn hyderus wrth ddefnyddio dulliau asesu i hyrwyddo dilyniant yn y dysgu gan bob plentyn, gan bennu anawsterau a dangos beth fydd y camau nesaf.

en	Testing should be the servant and not the master in this process.
cy	Dylai profion fod yn was ac nid yn feistr yn y broses hon.

en	Peer moderation will help improve reliability but, equally importantly, will provide opportunities for professional discussion about expectations and about how to assess the most important aspects of learning.
cy	Bydd cymedroli gan gyfoedion yn helpu i wneud yr asesu’n fwy dibynadwy ond bydd yn cynnig cyfleoedd sydd yr un mor bwysig ar gyfer trafodaeth broffesiynol ynghylch disgwyliadau a sut i asesu’r agweddau pwysicaf ar ddysgu.

en	Importantly, teachers should never feel constrained to work only within individual Areas of Learning and Experience.
cy	Mae’n bwysig na fydd athrawon byth yn teimlo eu bod yn gorfod gweithio mewn un Maes Dysgu a Phrofiad yn unig.

en	Rather, they should feel more able to make genuine connections between Areas, using the Progression Steps and Achievement Outcomes as a compass that will allow them to maintain continuity and secure progression in each child’s learning.
cy	Yn hytrach, dylent deimlo eu bod yn fwy rhydd i greu cysylltiadau gwirioneddol rhwng Meysydd, gan ddefnyddio’r Camau Cynnydd a Deilliannau Cyflawni i’w galluogi i sicrhau parhad a dilyniant yn y dysgu gan bob plentyn.

en	For children and young people, the new arrangements will help to ensure that they experience the full benefits of primary education.
cy	O safbwynt y plant a phobl ifanc, bydd y trefniadau newydd yn helpu i sicrhau eu bod yn profi’r holl fanteision sydd ynghlwm wrth addysg gynradd.

en	The curriculum purposes will help ensure that they are developing as well-rounded individuals with strong literacy and numeracy skills and the ability to acquire and deploy digital competences in creative settings.
cy	Bydd y dibenion cwricwlwm yn helpu i sicrhau eu bod yn datblygu’n unigolion sydd â chymeriad crwn, sydd â sgiliau cryf mewn llythrennedd a rhifedd ac sy’n gallu dysgu a defnyddio cymwyseddau digidol mewn cyd-destunau creadigol.

en	Their Welsh language skills will develop progressively as they move through primary.
cy	Bydd eu sgiliau Cymraeg yn datblygu’n raddol wrth iddynt symud drwy addysg gynradd.

en	They will feel confident about themselves and know how to stay healthy and safe.
cy	Byddant yn hyderus ac yn gwybod sut i aros yn iach a diogel.

en	They will be encouraged to engage directly in shaping their own learning, providing examples of achievements that they feel proud of.
cy	Byddant yn cael eu hannog i ymwneud yn uniongyrchol â siapio eu dysgu eu hunain, gan gynnig enghreifftiau o gyflawniadau y maent yn falch ohonynt.

en	The study of a local river, for example, may be rooted in the Humanities Area of Learning and Experience.
cy	Er enghraifft, gellid seilio astudiaeth o afon leol ar Faes Dysgu a Phrofiad y Dyniaethau.

en	However, it opens up wide-ranging opportunities across other areas.
cy	Fodd bynnag, mae hyn yn cynnig cyfleoedd o bob math mewn meysydd eraill.

en	It might connect with the Expressive arts Area of Learning and Experience through listening to music, such as Smetana’s Vltava, and composing music or creating visual interpretations or dance or dramatic performances to express the river’s journey from its source to the sea.
cy	Gellid ei gysylltu â Maes Dysgu a Phrofiad y Celfyddydau mynegiannol drwy wrando ar ddarn o gerddoriaeth fel Vltava gan Smetana a chyfansoddi cerddoriaeth neu greu dehongliadau gweledol neu berfformiadau dawns neu ddrama i gyfleu taith yr afon rhwng ei tharddle a’r môr.

en	It offers opportunities to use factual and creative language purposefully to create brochures or poems and to apply mathematical and scientific skills to observe and investigate natural phenomena and measure depth and speed.
cy	Bydd cyfleoedd i ddefnyddio iaith ffeithiol a chreadigol yn bwrpasol i greu llyfrynnau neu farddoniaeth ac i gymhwyso sgiliau mathemategol a gwyddonol i arsylwi ac ymchwilio i ffenomenau naturiol a mesur dyfnder a chyflymder.

en	It enables children and young people to improve their health and well-being by appreciating the joy of fresh air and walking safely in the hills to seek the source of their local stream and using map skills to follow all or part of its journey.
cy	Bydd yn galluogi plant a phobl ifanc i wella eu hiechyd a lles drwy fwynhau awyr iach a cherdded yn ddiogel yn y bryniau i chwilio am darddle nant leol a defnyddio sgiliau darllen mapiau i ddilyn y cyfan neu ran o’i thaith.

en	88 None of this is new.
cy	88 Nid yw hyn yn rhywbeth newydd.

en	It is what the most successful schools and practitioners in Wales have been doing effectively for many years.
cy	Dyma beth y mae’r rhan fwyaf o ysgolion ac ymarferwyr llwyddiannus yng Nghymru wedi’i wneud yn effeithiol ers blynyddoedd lawer.

en	Such good practice, however, often seemed to take place despite and not because of curriculum and assessment requirements.
cy	Fodd bynnag, roedd yn ymddangos yn aml fod ymarfer da o’r fath yn digwydd er gwaethaf ac nid oherwydd gofynion y cwricwlwm a’r trefniadau asesu.

en	A new focus and a different way of organising and thinking about the curriculum through Areas of Learning and Experience and Progression Steps is intended to reinvigorate education and make learning exciting and relevant for children and young people and teachers.
cy	Y bwriad wrth gyflwyno ffocws newydd a ffordd wahanol o drefnu a meddwl am y cwricwlwm drwy Feysydd Dysgu a Phrofiad a Chamau Cynnydd yw ailfywiogi addysg a sicrhau bod dysgu’n rhywbeth cyffrous a pherthnasol i blant a phobl ifanc ac athrawon.

en	Secondary For school leaders, the new arrangements will provide greater freedom to plan and provide a more relevant curriculum that will raise standards and meet their young people’s needs within a reduced, more coherent and consistent framework of national expectations.
cy	Ysgolion uwchradd Ar gyfer arweinwyr ysgol, bydd y trefniadau newydd yn rhoi mwy o ryddid i gynllunio ac yn darparu cwricwlwm mwy perthnasol a fydd yn codi safonau ac yn cwrdd ag anghenion eu pobl ifanc drwy fframwaith o ddisgwyliadau cenedlaethol sy’n llai ond yn fwy cydlynol a chyson.

en	The new arrangements do not represent a recommended timetable structure and schools can work imaginatively to organise the school day, week and year in ways that will ensure breadth and progression in each young person’s learning while avoiding the fragmentation that can arise from an exclusively subject-based timetable.
cy	Nid yw’r trefniadau newydd yn argymell strwythur amserlen penodol a gall ysgolion drefnu’r diwrnod, yr wythnos a’r flwyddyn ysgol mewn ffyrdd dyfeisgar a fydd yn sicrhau ehangder a dilyniant yn y dysgu gan bob person ifanc gan osgoi’r darnio sy’n gallu codi o amserlen sydd wedi’i seilio’n llwyr ar bynciau.

en	The expectation to raise standards will remain but performance measures will be tailored to the new arrangements and reinforce the need to plan a curriculum that meets the four curriculum purposes.
cy	Bydd y disgwyliad o ran codi safonau’n parhau ond bydd mesuriadau perfformiad yn cael eu haddasu ar gyfer y trefniadau newydd ac yn ategu’r angen i gynllunio cwricwlwm sy’n cyflawni’r pedwar diben cwricwlwm.

en	The curriculum in the early years of secondary should be designed in ways that fulfil the expectations of the very many young people who are excited by the move up from primary only to become disillusioned with a curriculum that often lacks conviction and integrity.
cy	Ym mlynyddoedd cynnar addysg uwchradd, bydd yn bwysig cynllunio’r cwricwlwm mewn ffyrdd sy’n cyflawni’r disgwyliadau sydd gan nifer mawr o bobl 89 ifanc sy’n edrych ymlaen yn eiddgar at symud o addysg gynradd ond sy’n cael eu dadrithio wedyn gan gwricwlwm sydd yn aml yn annilys ac yn anniddorol.

en	These years should be a stimulating 89 culmination of progression in learning that began in ‘Foundation’, now reinforced and extended by exposure to specialist subject teaching.
cy	Dylai’r blynyddoedd hyn fod yn uchafbwynt cyffrous i’r dilyniant o ddysgu a ddechreuodd yn y Cyfnod Sylfaen, a fydd yn cael ei gryfhau a’i ymestyn yn awr drwy addysgu arbenigol mewn pynciau.

en	These years should be used to build the knowledge and skills that will underpin future qualifications but that does not mean that these years should be seen as a ‘waiting room’ for these qualifications or that courses should be designed based on anticipated examination requirements.
cy	Dylid defnyddio’r blynyddoedd hyn i feithrin y sgiliau a’r wybodaeth a fydd yn sail i gymwysterau yn y dyfodol ond nid yw hynny’n golygu mai rhyw fath o ‘ystafell aros’ yw’r blynyddoedd hyn cyn gweithio ar gyfer y cymwysterau hynny nac y dylai cyrsiau gael eu cynllunio ar sail y gofynion disgwyliedig mewn arholiadau.

en	The new Welsh Baccalaureate, with its focus on skills and ‘challenges’, already has implications for the secondary curriculum more generally.
cy	Mae Bagloriaeth Cymru ar ei newydd gwedd, a’i phwyslais ar sgiliau a ‘heriau’, eisoes wedi creu goblygiadau newydd i’r cwricwlwm uwchradd yn fwy cyffredinol.

en	The new curriculum structure encourages development of these elements of the ‘Bac’ across the Areas of Learning and Experience and throughout secondary education.
cy	Mae’r strwythur cwricwlwm newydd yn annog datblygu’r elfennau hyn yn y ‘Bac’ drwy’r holl Feysydd Dysgu a Phrofiad ac ym mhob rhan o addysg uwchradd.

en	In that way the Review proposals should provide a better platform for performance in qualifications.
cy	Drwy wneud hyn, rydym yn rhagweld y bydd cynigion yr Adolygiad yn darparu’n well ar gyfer perfformiad mewn cymwysterau.

en	For teachers, much of the existing complexity will be reduced.
cy	Ar gyfer athrawon, bydd y trefniadau’n llai cymhleth o lawer nag ar hyn o bryd.

en	Guidance will now be all in one place and expectations relating to literacy, numeracy, digital competence and wider skills will be embedded and not require to be planned for separately.
cy	Bellach bydd yr holl ganllawiau mewn un lle a bydd disgwyliadau o ran llythrennedd, rhifedd, cymhwysedd digidol a sgiliau ehangach wedi’u hymgorffori ac ni fydd angen cynllunio ar eu cyfer ar wahân.

en	The curriculum purposes will provide consistent points of reference for decisions about how learning might best be organised and assessed.
cy	Bydd y dibenion cwricwlwm yn bwyntiau cyfeirio cyson ar gyfer penderfyniadau am y ffordd orau o drefnu ac asesu dysgu.

en	Together with the proposals on structure and assessment, they signal the importance of sustaining challenge and depth in learning and of applying what is being learned across the curriculum.
cy	Bydd y rhain, ynghyd â’r cynigion ar strwythur a threfniadau asesu, yn pwysleisio pwysigrwydd cynnal dysgu ymestynnol a dwfn a chymhwyso’r hyn sy’n cael ei ddysgu ar draws y cwricwlwm.

en	Teaching and learning approaches will be less constrained by detailed prescription and narrow performance measures.
cy	Bydd llai o gyfarwyddiadau manwl a mesuriadau perfformiad cul i gyfyngu ar ddulliau addysgu a dysgu.

en	The Review proposals will allow teachers much greater scope to use assessment as a constructive and integral part of teaching and learning.
cy	Bydd cynigion yr Adolygiad yn rhoi cyfle mwy o lawer i athrawon gynnwys asesu mewn addysgu a dysgu mewn ffordd adeiladol a chyfannol.

en	They reaffirm the importance of teacher assessment but suggest ways in which the distorting effects of making such assessments too ‘high-stakes’ can be avoided.
cy	Maent yn cadarnhau bod asesu gan athrawon yn bwysig ond yn awgrymu ffyrdd o osgoi’r camystumio a geir o roi gormod yn y fantol mewn asesu o’r fath.

en	One of the challenges for secondary teachers will lie in developing the skills needed to assess the kind of deep and applied learning that the Review recommends.
cy	Un o’r heriau i athrawon uwchradd fydd meithrin y sgiliau sydd eu hangen i asesu’r math o ddysgu dwfn a chymhwysol sydd wedi’i argymell gan yr Adolygiad.

en	The importance of working together both within and across schools will be an important part of developing such expertise.
cy	Bydd y cydweithio rhwng ac oddi mewn i ysgolion yn bwysig wrth feithrin arbenigedd o’r fath.

en	The proposed Areas of Learning and Experience include both subject and instrumental learning.
cy	Mae’r Meysydd Dysgu a Phrofiad arfaethedig yn cynnwys dysgu am bynciau a dysgu cyfryngol.

en	The Progression Steps provide clear milestones in learning without constraining day-to-day decisions about teaching and learning.
cy	Mae’r Camau Cynnydd yn darparu cerrig milltir clir ar gyfer dysgu heb gyfyngu ar benderfyniadau ar addysgu a dysgu o ddydd i ddydd.

en	The best planning is likely to take place in collaboration, with teachers working together to address the requirements of the Achievement Outcomes, to plan team-teaching opportunities and to identify and develop resources.
cy	Mae’n debygol y bydd y cynllunio gorau’n digwydd drwy gydweithio rhwng athrawon i ateb gofynion y Deilliannau Cyflawniad, i gynllunio cyfleoedd ar gyfer addysgu mewn tîm ac i bennu a datblygu adnoddau.

en	For young people, the new arrangements will provide an education that is directed towards curriculum purposes that are designed to equip them for future life and work.
cy	Ar gyfer pobl ifanc, bydd y trefniadau newydd yn darparu addysg ar gyfer cyflawni dibenion cwricwlwm sydd â’r bwriad o’u paratoi ar gyfer bywyd a gwaith yn y dyfodol.

en	They will experience a broad and challenging curriculum within which their skills in literacy, numeracy and digital competence will be developed consistently.
cy	Byddant yn dysgu ar sail cwricwlwm eang ac ymestynnol a fydd yn meithrin eu sgiliau mewn llythrennedd, rhifedd a chymhwysedd digidol yn gyson.

en	They will engage with Welsh culture across the curriculum and develop their Welsh language skills to at least a functional standard.
cy	Byddant yn ymdrin â diwylliant Cymru ar draws y cwricwlwm ac yn datblygu eu sgiliau iaith Gymraeg at safon weithredol o leiaf.

en	They will be encouraged to be creative and to have high aspirations.
cy	Bydd anogaeth iddynt fod yn greadigol a chael dyheadau uchel.

en	They will be supported to help them meet those aspirations with no artificial ceilings placed on their progress.
cy	Byddant yn cael cymorth i wireddu’r 90 dyheadau hynny ac ni fydd unrhyw derfyn artiffisial ar eu cynnydd.

en	That progress will be recognised in different ways, including through portfolios that contain examples of achievements relating to the curriculum purposes from beyond the formal curriculum.
cy	Bydd y cynnydd hwnnw’n cael ei gydnabod mewn gwahanol ffyrdd, er enghraifft, drwy lunio portffolios a fydd yn cynnwys enghreifftiau o gyflawniadau y tu allan i’r cwricwlwm ffurfiol sy’n gysylltiedig â’r dibenion cwricwlwm.

en	90 For example, a school could provide a Year 7 programme for a significant part of the school week that develops a wide range of skills through a themed approach, thereby aiding continuity with primary practice.
cy	Er enghraifft, gallai ysgol ddarparu rhaglen ar gyfer Blwyddyn 7 yn ystod rhan helaeth o’r wythnos ysgol sy’n meithrin sgiliau o bob math drwy ddull thematig, gan hwyluso dilyniant o’r ymarfer yn yr ysgol gynradd.

en	This approach could involve a series of projects to cover the year, and use the thinking skills methodology of ‘plan, develop and reflect’ as the organising structure.
cy	Gellid cynnwys cyfres o brosiectau mewn rhaglen o’r fath dros y flwyddyn a’i chynllunio ar sail methodoleg y sgiliau meddwl, sef ‘cynllunio, datblygu a myfyrio’.

en	Projects would cover all subjects, although specialist teaching could be provided for literacy, numeracy and areas such as modern foreign languages and PE.
cy	Byddai’r prosiectau’n cwmpasu’r holl bynciau, er y gellid darparu addysgu arbenigol ar gyfer llythrennedd a rhifedd a meysydd fel ieithoedd tramor modern ac addysg gorfforol.

en	The projects could be based on a range of interesting topics that develop different skills and subject areas, for example on topics such as ‘sustainability’ and ‘innovation’.
cy	Gellid seilio’r prosiectau ar amrywiaeth o dopigau diddorol sy’n datblygu gwahanol sgiliau a meysydd pwnc, er enghraifft, ar dopigau fel ‘cynaliadwyedd’ ac ‘arloesedd’.

en	Teams of staff drawn from all subjects would design and deliver the curriculum, while timetabling based on multiple lessons would allow both the flexibility to create larger or smaller teaching groups as well as team teaching.
cy	Byddai timau staff o’r holl bynciau’n cynllunio ac yn cyflwyno’r cwricwlwm, tra byddai amserlennu ar sail gwersi lluosog yn rhoi hyblygrwydd i greu grwpiau addysgu o wahanol feintiau a hefyd i addysgu mewn tîm.

en	All of this will ultimately depend on what happens in classrooms day by day.
cy	Yn y pen draw, bydd y cwbl yn dibynnu ar yr hyn sy’n digwydd yn yr ystafell ddosbarth o ddydd i ddydd.

en	The problem of sustaining the motivation of young people, particularly in the early years of secondary, is a feature of schools across the United Kingdom and beyond.
cy	Mae’r broblem o gynnal cymhelliant pobl ifanc, yn enwedig ym mlynyddoedd cynnar addysg uwchradd, yn un a welir mewn ysgolion ledled y Deyrnas Unedig a thu hwnt.

en	The proposed changes to curriculum and assessment cannot solve this problem but they are intended to provide schools and teachers with greater freedom to create approaches to teaching and learning that will better meet the needs and aspirations of their children and young people.
cy	Ni fydd y newidiadau arfaethedig yn y cwricwlwm a’r trefniadau asesu yn gallu datrys y broblem hon ond y bwriad yw y byddant yn rhoi mwy o ryddid i ysgolion ac athrawon greu dulliau o addysgu a dysgu a fydd yn well o ran cwrdd ag anghenion a dyheadau eu plant a’u pobl ifanc.

en	Implications for children and young people with additional learning needs This Review presents a curriculum and assessment framework for all children and young people in Wales wherever they receive their education.
cy	Goblygiadau i blant a phobl ifanc sydd ag anghenion dysgu ychwanegol Mae’r Adolygiad hwn yn cyflwyno cwricwlwm a fframwaith asesu ar gyfer yr holl blant a phobl ifanc yng Nghymru lle bynnag y maent yn derbyn eu haddysg.

en	Special schools provide education for a wide range of learning needs and much of their existing good practice, including in assessment, is already in harmony with the Review’s proposals.
cy	Mae ysgolion arbennig yn darparu addysg ar gyfer dysgwyr sydd ag anghenion dysgu amrywiol iawn ac mae llawer o’u harferion da presennol, gan gynnwys eu harferion asesu, eisoes yn cyd-fynd â chynigion yr Adolygiad.

en	The four identified purposes of the curriculum apply to all children and young people.
cy	Gellir cymhwyso’r pedwar diben cwricwlwm a ddisgrifiwyd i bob plentyn a pherson ifanc.

en	Similarly, the Progression Steps and Achievement Outcomes should also be relevant to all children and young people and will provide opportunities for a rich range of experiences.
cy	Yn yr un modd, dylai’r Camau Cynnydd a’r Deilliannau Cyflawniad fod yn berthnasol i bob plentyn a pherson ifanc, gan greu cyfleoedd iddynt elwa ar brofiadau amrywiol iawn.

en	The programmes of learning currently on offer in special schools should be relatively easy to adapt to deliver a curriculum that comprises the six Areas of Learning and Experience, the three cross-cutting responsibilities and wider skills.
cy	Dylai fod yn gymharol hawdd i addasu’r rhaglenni dysgu a gynigir mewn ysgolion arbennig ar hyn o bryd er mwyn gallu cyflwyno cwricwlwm sy’n cynnwys y chwe Maes Dysgu a Phrofiad, y tri chyfrifoldeb trawsgwricwlaidd a sgiliau ehangach.

en	As at present, they will need to design pedagogical approaches to match the specific learning needs of their individual children and young people.
cy	Yn unol â’r arfer bresennol bydd angen iddynt gynllunio dulliau addysgegol er mwyn bodloni anghenion dysgu penodol eu plant a’u pobl ifanc unigol.

en	The curriculum will provide scope for creativity and innovation and it will be vitally important that teachers and learning support workers (classroom support staff) use this scope to develop and deliver programmes of learning that are relevant and meaningful to the children and young people in their schools.
cy	Bydd y cwricwlwm yn creu cwmpas ar gyfer creadigrwydd ac arloesi a bydd yn hollbwysig fod athrawon a gweithwyr cymorth dysgu (staff cymorth mewn 91 ystafelloedd dosbarth) yn defnyddio’r cwmpas hwn i ddatblygu a chyflwyno rhaglenni dysgu sy’n berthnasol ac yn ystyrlon i’r plant a’r bobl ifanc yn eu hysgolion.

en	Schools will be able to decide the most appropriate implementation strategies, taking account of their own circumstances.
cy	Bydd modd i ysgolion ddewis y strategaethau gweithredu mwyaf priodol, gan ystyried eu hamgylchiadau.

en	Parents, carers and children and young people will have key roles to play in the development of learning programmes, as is highlighted in the principles of the Review.
cy	Bydd gan rieni, gofalwyr a phlant a phobl ifanc rolau hollbwysig o safbwynt datblygu rhaglenni dysgu, yn unol ag egwyddorion yr Adolygiad.

en	Additionally, 91 multi-agency support will need to be integrated into all planning for children and young people who have the most complex learning needs.
cy	Yn ogystal, bydd angen integreiddio cymorth amlasiantaethol yn yr holl waith cynllunio mewn perthynas â phlant a phobl ifanc sydd â’r anghenion dysgu mwyaf cymhleth.

en	All of these developments will require bespoke training to ensure that teachers and learning support workers have the skills and confidence to deliver the new curriculum.
cy	Bydd angen darparu hyfforddiant pwrpasol i sicrhau bod athrawon a gweithwyr cymorth dysgu yn meithrin y sgiliau a’r hyder sydd eu hangen i ddarparu’r cwricwlwm newydd.

en	This should be seen as an important part of the New Deal for the Education Workforce.
cy	Dylid ystyried hyn fel rhan bwysig o’r Fargen Newydd i’r Gweithlu Addysg.

en	The reform process Throughout the course of this Review, one of the recurring issues was whether the mechanisms for implementing previous decisions about the curriculum had taken sufficient account of the capacity of schools and teachers to deliver well what was expected of them.
cy	Y broses diwygio Yn ystod yr Adolygiad hwn, un o’r materion a godwyd dro ar ôl tro oedd a oedd y mecanweithiau ar gyfer penderfynu am y cwricwlwm a ddefnyddiwyd yn y gorffennol wedi rhoi digon o ystyriaeth i gapasiti ysgolion ac athrawon i gyflawni’r hyn a ddisgwylid ganddynt yn dda.

en	The general feeling was that while the policy aspirations had been generally accepted as appropriate, insufficient account had often been taken of the complexities of implementation.
cy	Y farn gyffredinol oedd bod y dyheadau polisi wedi’u derbyn yn rhai priodol at ei gilydd, ond nad oedd digon o ystyriaeth wedi’i rhoi mewn llawer achos i’r agweddau cymhleth ar weithredu.

en	There is no single, best approach to effective educational reform.
cy	Nid oes un dull sy’n rhagori ar gyfer diwygio addysg yn effeithiol.

en	Research evidence paints a fairly unpromising picture of experiences of educational reform in different settings75 76 77.
cy	Mae tystiolaeth o waith ymchwil yn cynnig darlun eithaf anaddawol o’r profiadau o ddiwygio addysg mewn gwahanol gyd-destunau75 76 77.

en	Change strategies are highly culture and context specific and there is a danger that a highly complex matter like the reform of education becomes reduced to oversimplified solutions that do not take sufficient account of the nature and complexity of education.
cy	Mae strategaethau newid yn ddibynnol iawn ar y diwylliant a’r cyd-destun penodol ac mae perygl mewn ceisio troi mater cymhleth iawn fel diwygio addysg yn atebion orsyml heb roi digon o sylw i natur addysg a’i chymhlethdodau.

en	What works in one country may well be inappropriate when applied elsewhere.
cy	Mae’n ddigon posibl y bydd yr hyn sy’n llwyddo mewn un wlad yn amhriodol o’i gymhwyso mewn mannau eraill.

en	The implementation of the Review’s recommendations needs to learn the lessons from the limitations of past reform and adopt a change strategy that best meets the nature of the Welsh context and its educational culture.
cy	Wrth weithredu argymhellion yr Adolygiad, bydd angen dysgu gwersi o gyfyngiadau ymdrechion i ddiwygio addysg yn y gorffennol a mabwysiadu’r strategaeth ar gyfer newid sy’n fwyaf addas i’r cyd-destun yng Nghymru a’i diwylliant addysgol.

en	Experience of major curriculum reform over many decades provides some positive as well as negative examples, and suggests that an effective change strategy should: > have a governance structure that can maintain strategic oversight of implementation, is inclusive, has reliable evaluation and feedback mechanisms and allows clear and timely decision making > ensure that the purposes and intended benefits of the proposed reform programme are communicated clearly and effectively > establish engagement mechanisms designed to secure the active involvement of the teaching profession 92 > secure the understanding and support of key stakeholder groups, particularly parents and carers > set expectations about the pace of change that takes full account of the need to build the confidence and capacity of teachers and other practitioners, who will determine the ultimate success of the reform programme > be agile and creative, using evidence to shape and adjust the programme as it develops > be responsive – using evidence to balance those features that must be in place in all schools against the benefits of local ownership and responsiveness to particular needs and circumstances > be supported by a strategic approach to developing capacity, including appropriate initial teacher education and continuing professional development > establish necessary ‘scaffolding’, for example in the form of guidance, exemplar materials and other resources, to support implementation including the targeted development of resources for use during preparation and implementation > establish accountability mechanisms that reinforce the purposes of reform and can evaluate and report on its impact > establish independent evaluation mechanisms that can inform development and report on outcomes.
cy	Cafwyd nifer o enghreifftiau da o ddiwygio helaeth ar y cwricwlwm dros ddegawdau lawer yn ogystal ag enghreifftiau negyddol, ac mae’r rhain yn awgrymu y dylai strategaeth effeithiol ar gyfer newid fod yn un: › sydd â strwythur llywodraethu sy’n cadw trosolwg strategol ar weithredu, sy’n gynhwysol, sy’n cynnwys mecanweithiau dibynadwy ar gyfer gwerthuso ac adborth ac yn caniatáu penderfynu clir ac amserol 7 92 > sy’n sicrhau bod dibenion a manteision arfaethedig y rhaglen ddiwygio arfaethedig yn cael eu cyfleu’n glir ac yn effeithiol > sy’n sefydlu mecanweithiau ar gyfer ymgysylltu i sicrhau bod y proffesiwn addysgu’n cymryd rhan > sy’n sicrhau bod grwpiau rhanddeiliaid allweddol, yn enwedig rhieni a gofalwyr, yn deall ac yn cefnogi’r diwygiadau > sy’n pennu disgwyliadau o ran cyflymder y newid gan ystyried yr angen i feithrin hyder a chapasiti athrawon ac ymarferwyr eraill, sef y rhai y bydd llwyddiant y rhaglen ddiwygio, yn y pen draw, yn dibynnu arnynt > sy’n hyblyg a chreadigol ac yn siapio ac addasu’r rhaglen ar sail tystiolaeth wrth iddi ddatblygu > sy’n ymatebol, drwy gadw cydbwysedd rhwng y nodweddion hynny sydd eu hangen yn yr holl ysgolion a’r manteision o berchenogaeth leol a’r gallu i ymateb i anghenion ac amgylchiadau penodol > sydd wedi’i seilio ar ddull strategol o feithrin capasiti, gan gynnwys addysg gychwynnol briodol i athrawon a datblygiad proffesiynol parhaus > sy’n gosod y ‘sgaffaldio’ angenrheidiol, er enghraifft, canllawiau, deunyddiau enghreifftiol ac adnoddau eraill, ar gyfer gweithredu gan gynnwys camau i ddatblygu adnoddau pwrpasol i’w defnyddio wrth baratoi a gweithredu > sy’n sefydlu mecanweithiau atebolrwydd a fydd yn ategu dibenion y diwygio ac yn gwerthuso ac yn adrodd ar ei effaith > sy’n sefydlu mecanweithiau gwerthuso annibynnol a gyfer datblygu ac adrodd ar ddeilliannau.

en	The proposals flowing from this Review are radical and fundamental, and imply deep and enduring change.
cy	Mae’r cynigion sy’n codi o’r Adolygiad hwn yn rhai radical a sylfaenol a fydd yn golygu newid pellgyrhaeddol a pharhaol.

en	The scale of the changes will take time to implement and this suggests that the changes should be carefully phased in as part of a comprehensive implementation plan.
cy	Oherwydd graddfa’r newidiadau, byddant yn cael eu gweithredu dros gyfnod ac mae hyn yn awgrymu y dylid eu cyflwyno’n raddol ac yn ofalus drwy gynllun gweithredu cynhwysfawr.

en	Experience from elsewhere suggests a long-term plan – both Northern Ireland and Scotland have been engaged in their reform programmes for a decade.
cy	Ar sail y profiad a gafwyd mewn mannau eraill, rydym yn credu bod angen cynllun tymor hir – mae’r rhaglenni diwygio yng Ngogledd Iwerddon a’r Alban wedi bod ar waith ers degawd.

en	Building a robust basis of support across all stakeholders and political parties is key if Wales is to achieve the sort of sustained and sustainable approach to change necessary to underpin these proposals.
cy	Bydd yn hanfodol meithrin cefnogaeth gadarn ymysg yr holl randdeiliaid a phleidiau gwleidyddol er mwyn i Gymru sicrhau’r ymagwedd barhaus a chynaliadwy at newid sydd ei hangen i weithredu’r cynigion hyn.

en	The plan will need to take account of priorities for early implementation as, for example, in the case of the development of a digital competence framework and related developments in computer science.
cy	Wrth lunio’r cynllun, bydd angen ystyried blaenoriaethau ar gyfer gweithredu cynnar, er enghraifft, er mwyn llunio fframwaith cymhwysedd digidol a sicrhau datblygiadau cysylltiedig mewn cyfrifiadureg.

en	Even though there may be a process of staged implementation over a number of years, it is vital that the children and young people currently in schools are not forgotten and there is a need to make sure that their interests and needs are protected at all times.
cy	Er ei bod yn bosibl y bydd y newidiadau’n cael eu cyflwyno fesul cam dros nifer o flynyddoedd, mae’n hollbwysig na fydd y plant a phobl ifanc sydd yn ein hysgolion yn awr yn cael eu hanghofio a rhaid sicrhau bod eu buddiannau a’u hanghenion yn cael eu gwarchod bob amser.

en	There will need to be substantial training programmes and the provision of adequate time for teachers to prepare.
cy	93 Bydd angen sefydlu rhaglenni hyfforddi sylweddol a neilltuo digon o amser i athrawon ar gyfer paratoi.

en	Some of the proposals also have implications for how schools are organised and in particular how they structure 93 the curriculum, and again these will take time to plan and embed.
cy	Mae goblygiadau hefyd yn rhai o’r cynigion o ran y ffordd o drefnu ysgolion ac, yn benodol, eu ffordd o strwythuro’r cwricwlwm ac, unwaith eto, bydd angen amser i gynllunio ac ymgorffori’r rhain.

en	One of the first tasks will be to elaborate the Areas of Learning and Experience, and that task is described below. )))
cy	Un o’r tasgau cyntaf fydd manylu ar y Meysydd Dysgu a Phrofiad, ac mae’r dasg honno wedi’i disgrifio isod.

en	Recommendations 54. The revised curriculum and assessment arrangements should be introduced through an agile change strategy that establishes understanding and support, sets a measured pace, builds capacity and manages dependencies, particularly accountability arrangements.
cy	))) Argymhellion 54. Dylai’r cwricwlwm a’r trefniadau asesu diwygiedig gael eu cyflwyno drwy strategaeth newid hyblyg a fydd yn sicrhau dealltwriaeth a chefnogaeth, yn pennu cyflymder addas ar gyfer eu cyflwyno, yn meithrin capasiti ac yn rheoli elfennau dibynnol, yn enwedig y trefniadau atebolrwydd.

en	55. Separate and independent evaluation arrangements should be established to monitor the effectiveness of the change structure and the new curriculum arrangements in relation to improvements in the quality of learning and performance.
cy	55. Dylai trefniadau gwerthuso annibynnol gael eu sefydlu ar wahân i fonitro effeithiolrwydd y strwythur newid a’r trefniadau newydd ar gyfer y cwricwlwm mewn cysylltiad â gwelliannau yn ansawdd dysgu a pherfformiad.

en	Leadership and steering Since 2006, when the Qualifications, Curriculum and Assessment Authority (ACCAC) was merged with the Department for Education, Lifelong Learning and Skills, responsibility for national curriculum development has been an entirely governmental responsibility.
cy	Arwain a llywio Er 2006, pan unwyd Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC) â’r Adran Addysg, Dysgu Gydol Oes a Sgiliau, y llywodraeth sydd wedi bod yn llwyr gyfrifol am ddatblygu’r cwricwlwm cenedlaethol.

en	The advantages of streamlined decision making arising from such a merger are clear.
cy	Cafwyd manteision clir drwy’r cyfuno hwn o ran symleiddio penderfyniadau.

en	However, the nature of the change in culture and approach implied by the Review’s recommendations and the evidence about how best to embed reform point to the need for a broader and more inclusive approach.
cy	Fodd bynnag, mae natur y newid mewn diwylliant a dulliau gweithredu sydd ymhlyg yn argymhellion yr Adolygiad a’r dystiolaeth am y ffordd orau o sefydlu newid yn awgrymu bod angen dull ehangach a mwy cynhwysol o weithredu.

en	The Review therefore proposes that, while Ministers should continue to have responsibility for setting the national direction, there is a case for securing greater, arms-length involvement in advising on that direction and in overseeing the implementation process itself.
cy	Felly, mae’r Adolygiad yn cynnig y dylai Gweinidogion barhau i fod yn gyfrifol am bennu’r cyfeiriad cenedlaethol, ond bod dadl o blaid sicrhau mwy o gyfranogi hyd braich mewn cynghori ar y cyfeiriad hwnnw a goruchwylio’r broses weithredu ei hun.

en	The precise mechanism for such an approach is not a matter for this Review. )))
cy	Nid yw’r union fecanwaith ar gyfer dull gweithredu o’r fath yn fater i’r Adolygiad hwn. )))

en	Recommendation 56.
cy	Argymhelliad 56.

en	The Welsh Government should establish an arms-length structure for day-to-day leadership and steering of curriculum and assessment arrangements.
cy	Dylai Llywodraeth Cymru sefydlu strwythur hyd braich ar gyfer arwain a llywio’r cwricwlwm a’r trefniadau asesu o ddydd i ddydd.

en	94 Elaboration and development of Areas of Learning and Experience Following agreement on the way ahead, one of the first priorities for development work will be to flesh out the basic curriculum structure outlined in this report, including the Areas of Learning and Experience.
cy	94 Datblygu a manylu ar y Meysydd Dysgu a Phrofiad Ar ôl cytuno ar y ffordd ymlaen, un o’r blaenoriaethau cyntaf ar gyfer gwaith datblygu fydd ymhelaethu ar strwythur sylfaenol y cwricwlwm sydd wedi’i ddisgrifio yn yr adroddiad hwn, gan gynnwys y Meysydd Dysgu a Phrofiad.

en	The task of central development teams will be to create, for each Area of Learning and Experience, Outcome Statements for each Progression Step.
cy	Gorchwyl y timau datblygu canolog fydd llunio Datganiadau ar Ddeilliannau ar gyfer yr holl Gamau Cynnydd ym mhob un o’r Meysydd Dysgu a Phrofiad.

en	These statements will express the desired learning, taking account of how children and young people will need to develop and progress in each Area of Learning and Experience and addressing appropriate aspects of the four purposes, Cross-curriculum Responsibilities and wider skills.
cy	Bydd y datganiadau hyn yn nodi’r dysgu sy’n ddymunol, gan ystyried sut y bydd angen i blant a phobl ifanc ddatblygu a gwneud cynnydd ym mhob Maes Dysgu a Phrofiad ac ymdrin ag agweddau priodol ar y pedwar diben, Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach.

en	The aim is to reduce the requirement for schools and teachers to engage in the complex task of balancing these various elements within the curriculum, and to allow them to focus on selecting relevant content and creating stimulating teaching and learning contexts and activities for their children and young people.
cy	Y nod fydd lleihau’r angen i ysgolion ac athrawon ymgymryd â’r dasg gymhleth o gydbwyso’r gwahanol elfennau hyn yn y cwricwlwm, a chaniatáu iddynt ganolbwyntio ar ddewis cynnwys perthnasol a chreu cyd-destunau a gweithgareddau symbylol ar gyfer addysgu a dysgu i’w plant a’u pobl ifanc.

en	Among the elements to be taken forward by the central development teams for each Area of Learning and Experience there should be: > a clear statement of how the Area of Learning and Experience promotes the four purposes of the curriculum > a description of the scope and boundaries of the Area of Learning and Experience, including its central concerns, how it is distinct from other areas and why it is important for the education of each child and young person > a decision about how best to present the various component subjects and/or strands within the Area of Learning and Experience > advice on the incorporation of relevant elements of the Cwricwlwm Cymreig within the Area of Learning and Experience > a description of development and progression within the Area of Learning and Experience, including reference to how Routes for Learning can be incorporated > an outline of the desired Achievement Outcomes at each Progression Step in terms of knowledge, skills and experiences > identification of ways in which key elements in the three Cross-curriculum Responsibilities of literacy, numeracy and digital competence, and the wider skills, can be promoted and taken forward > an explanation of progression and the definition of achievement at the specified progression steps > advice on teaching and learning strategies that are particular to the Area of Learning and Experience > a description of how assessment should contribute to learning in that Area of Learning and Experience and advice, where appropriate, on how evidence might be gathered.
cy	Ymysg yr elfennau y bydd y timau datblygu canolog yn gweithredu arnynt ar gyfer pob un o’r Meysydd Dysgu a Phrofiad fydd: > datganiad clir am y ffordd y mae’r Maes Dysgu a Phrofiad yn hyrwyddo’r pedwar diben cwricwlwm > disgrifiad o gwmpas a ffiniau’r Maes Dysgu a Phrofiad, gan gynnwys ei elfennau canolog, ym mha ffordd y mae’n wahanol i feysydd eraill a pham y mae’n bwysig i addysg pob plentyn a pherson ifanc > penderfyniad am y ffordd orau o gyflwyno’r gwahanol bynciau a/neu linynnau sy’n rhan o’r Maes Dysgu a Phrofiad > cyngor ynghylch cynnwys elfennau perthnasol o’r Cwricwlwm Cymreig o fewn y Maes Dysgu a Phrofiad > disgrifiad o ddatblygiad a dilyniant o fewn y Maes Dysgu a Phrofiad, gan gynnwys cyfeiriad at ffyrdd posibl o gynnwys deunyddiau Ar Drywydd Dysgu > disgrifiad o’r Deilliannau Cyflawniad dymunol ym mhob Cam Cynnydd o safbwynt gwybodaeth, sgiliau a phrofiadau > ffyrdd o hyrwyddo a datblygu’r elfennau allweddol yn y tri Chyfrifoldeb Trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, a’r sgiliau ehangach > esboniad o ddilyniant a’r diffiniad o gyflawniad yn y Camau Cynnydd a nodir > cyngor ar strategaethau addysgu a dysgu sy’n ymwneud yn benodol â’r Maes Dysgu a Phrofiad > disgrifiad o’r ffordd y dylai asesu gyfrannu at ddysgu yn y Maes Dysgu a Phrofiad hwnnw a chyngor, lle bo’n briodol, ynghylch ffyrdd posibl o gasglu tystiolaeth.

en	95 In some areas, notably literacy and numeracy and Routes for Learning, the team will need to revisit existing frameworks in the light of the new structure of Areas of Learning and Experience and Progression Steps. ))) Recommendation 57.
cy	Mewn rhai meysydd, yn enwedig llythrennedd, rhifedd a deunyddiau Ar Drywydd Dysgu, bydd angen i’r tîm ailystyried y fframweithiau presennol yng nghyd-destun strwythur newydd y Meysydd Dysgu a Phrofiad a’r Camau Cynnydd. 95 ))) Argymhelliad 57.

en	Each Area of Learning and Experience should be elaborated in line with the brief provided in this report in order to provide practitioners with easily accessible guidance to help with their planning.
cy	Dylai pob Maes Dysgu a Phrofiad gael ei ddatblygu’n unol â’r brîff yn yr adroddiad hwn er mwyn darparu canllawiau hylaw i ymarferwyr i’w helpu i gynllunio.

en	The complexity of the national development task should not be underestimated and marshalling and supporting central teams with the necessary experience and expertise will be essential.
cy	Rhaid cofio y bydd gorchwyl datblygu cenedlaethol yn un cymhleth a bydd yn hanfodol trefnu a chefnogi timau canolog sydd â’r profiad ac arbenigedd angenrheidiol.

en	Teaching and leadership capacity The new curriculum and assessment arrangements will have significant implications for teaching and learning and therefore for the ways in which teachers’ skills, and those of the wider workforce, are developed.
cy	Capasiti o ran addysgu ac arwain Bydd goblygiadau mawr yn y cwricwlwm a’r trefniadau asesu newydd o ran addysgu a dysgu ac felly o ran y ffyrdd o feithrin sgiliau athrawon a’r gweithlu ehangach.

en	In particular the cross-cutting digital competence responsibility, the enhanced focus on the Welsh language in pre-school/primary, and the greater emphasis on the use of the Welsh language in secondary will have wide implications for teaching.
cy	Yn benodol, bydd goblygiadau eang o ran addysgu yn y Cyfrifoldeb Trawsgwricwlaidd ar gyfer cymhwysedd digidol, y sylw ychwanegol i’r Gymraeg yn y cyfnod cyn ysgol/cynradd, a’r pwyslais trymach ar ddefnyddio’r Gymraeg yn y cyfnod uwchradd.

en	Other areas which are likely to have implications for professional development are the Health and well-being Area of Learning and Experience, computer science (in the Science and technology Area of Learning and Experience) and assessment.
cy	Meysydd eraill lle y mae’n debygol y bydd goblygiadau o ran datblygiad proffesiynol yw Maes Dysgu a Phrofiad Iechyd a lles, cyfrifiadureg (ym Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg) ac asesu.

en	If the proposals are to be successful, there needs to be an extensive, well-coordinated and sustained professional learning programme that involves all leaders, teachers and other practitioners.
cy	Er mwyn sicrhau llwyddiant y cynigion, bydd angen cynnal rhaglen dysgu proffesiynol eang, estynedig a chydgysylltiedig a fydd yn cynnwys yr holl arweinwyr, athrawon ac ymarferwyr eraill.

en	The programme should be scheduled carefully to coincide with the timescales for the introduction of new arrangements and should be matched to the particular needs of individual practitioners.
cy	Bydd yn rhaid amserlennu’r rhaglen yn ofalus i gyd-fynd â’r amserlen ar gyfer cyflwyno’r trefniadau newydd a rhaid iddi gwrdd ag anghenion penodol yr ymarferwyr unigol.

en	The New Deal for the Education Workforce and the associated National Model of Professional Learning currently being developed by the Welsh Government should make an important contribution to building necessary capacity.
cy	Rydym yn rhagweld y bydd y Fargen Newydd i’r Gweithlu Addysg a’r Model Cenedlaethol o Ddysgu Proffesiynol sy’n cael eu datblygu ar hyn o bryd gan Lywodraeth Cymru yn cyfrannu’n helaeth at feithrin y capasiti angenrheidiol.

en	Similarly, the recommendations from Professor John Furlong on ways in which the system of teacher development can be improved further will form an important complement to the work of the Review. )))
cy	Yn yr un modd, bydd argymhellion yr Athro John Furlong ar ffyrdd pellach o wella’r system datblygu athrawon yn ategiad pwysig i waith yr Adolygiad. )))

en	Recommendations 58.
cy	Argymhellion 58.

en	An extensive and sustained programme of professional learning should be developed to ensure that the implications of the Review recommendations for the skills and knowledge of teachers and other practitioners are fully met.
cy	Dylai rhaglen eang ac estynedig o ddysgu proffesiynol gael ei datblygu i sicrhau bod goblygiadau argymhellion yr Adolygiad o ran sgiliau a gwybodaeth athrawon ac ymarferwyr eraill yn cael eu hateb yn llawn.

en	59. The longer-term implications of the Review for building teacher capacity should be taken forward in the context of the Welsh Government’s New Deal for the Education Workforce and Professor John Furlong’s recommendations on teacher education.
cy	59. Dylai goblygiadau tymor hwy yr Adolygiad o ran meithrin capasiti athrawon gael eu trafod yng nghyd-destun Bargen Newydd Llywodraeth Cymru i’r Gweithlu Addysg ac argymhellion yr Athro John Furlong ar addysg athrawon. Bydd y diwygiadau’n cynnig her hefyd i arweinwyr ar bob lefel.

en	96 The reforms will also pose challenges for leadership at all levels. Greater freedom will offer opportunities for creative decision making about the kind of curriculum that will best meet the needs of the children and young people in the school.
cy	O ganlyniad i gael mwy o ryddid, bydd cyfleoedd i wneud penderfyniadau creadigol am y math o gwricwlwm a fydd orau o ran diwallu anghenion y plant a’r bobl ifanc yn yr ysgol.

en	Improving the quality of teaching and learning and ensuring consistent high quality will continue to be important.
cy	Bydd gwella ansawdd yr addysgu a’r dysgu a sicrhau ansawdd cyson uchel yn parhau’n bwysig.

en	Inspiring, coaching and supporting staff in realising the new possibilities will be a critical task of leadership.
cy	Bydd y dasg o ysbrydoli, hyfforddi a chynorthwyo staff i wireddu’r posibiliadau newydd yn un hanfodol i arweinwyr.

en	Tests of success will be different, with new accountability measures and greater expectations of self-evaluation.
cy	Bydd y meini prawf ar gyfer llwyddiant yn wahanol, a bydd mesuriadau atebolrwydd newydd a mwy o ddisgwyliadau o ran hunanwerthuso.

en	The likelihood of success will be enhanced by an increase of collaboration within and between schools, joint planning, sharing good practice and rigorous moderation of assessment.
cy	Bydd llwyddiant yn fwy tebygol os ceir mwy o gydweithio oddi mewn a rhwng ysgolion, cynllunio ar y cyd, rhannu arferion da a chymedroli trwyadl ar ganlyniadau asesu.

en	Skills associated with the ability to lead in a partnership arrangement, share resources and negotiate will be essential.
cy	Bydd sgiliau sy’n ymwneud ag arwain mewn partneriaeth, rhannu adnoddau a negodi yn hanfodol.

en	And, critically, leaders will have to make sure that parents and carers understand, are convinced by and supportive of the new curriculum and assessment arrangements, and that their children will not be disadvantaged by the process of implementation. )))
cy	A bydd yn hollbwysig i arweinwyr sicrhau bod rhieni a gofalwyr yn deall, yn derbyn ac yn cefnogi’r cwricwlwm a’r trefniadau asesu newydd ac na fydd y broses weithredu’n rhoi eu plant dan anfantais. )))

en	Recommendation 60.
cy	Argymhelliad 60.

en	Priority should be given to developing the leadership commitment, understanding and skills necessary for the proposed reforms to succeed.
cy	Dylai blaenoriaeth gael ei rhoi i feithrin yr ymrwymiad, y ddealltwriaeth a’r sgiliau sydd eu hangen ymysg arweinwyr i sicrhau llwyddiant y diwygiadau arfaethedig.

en	System capacity In addition to teachers and leaders, the implementation of the proposals will have implications for capacity in other players in the education system.
cy	Capasiti’r system Yn ogystal ag athrawon ac arweinwyr, bydd goblygiadau wrth weithredu’r cynigion o ran y capasiti mewn sefydliadau eraill sy’n rhan o’r system addysg.

en	These players include the Department for Education and Skills, Estyn, regional consortia and local authorities.
cy	Ymysg y sefydliadau hyn y mae’r Adran Addysg a Sgiliau, Estyn, consortia rhanbarthol ac awdurdodau lleol.

en	All will have to learn about and fully understand the proposals, and the implications for schools, especially in terms of the impact it will have on schools as they adjust to the new arrangements.
cy	Bydd yn rhaid i bob un ohonynt ddysgu am y cynigion a’u deall yn drylwyr, yn ogystal â’r goblygiadau i ysgolion, yn enwedig o ran eu heffaith ar ysgolion sy’n ymaddasu i’r trefniadau newydd.

en	They will also have to appreciate fully the implications of the proposed new arrangements for local decision making and for accountability.
cy	Bydd yn rhaid iddynt ddeall hefyd beth fydd y goblygiadau yn y trefniadau arfaethedig newydd o ran penderfynu lleol ac atebolrwydd.

en	At the heart of this is the need for all these agents to work together.
cy	Yn y bôn bydd yn rhaid i’r holl asiantau hyn gydweithio.

en	The Department for Education and Skills will not only have to develop the systems to evaluate the success of the country as a whole but it will also have to manage the implementation plan.
cy	Bydd angen i’r Adran Addysg a Sgiliau ddatblygu systemau i werthuso llwyddiant ledled Cymru yn ogystal â rheoli’r cynllun gweithredu.

en	It will also have to take through any necessary changes to legislation and to develop guidance for those aspects that are non-statutory.
cy	Bydd yn rhaid iddi hefyd sicrhau unrhyw newidiadau mewn deddfwriaeth sy’n angenrheidiol a llunio canllawiau ar yr agweddau anstatudol.

en	Regional consortia and local authorities will need to develop strategies to support their schools through the engagement and implementation and to introduce the accountability arrangements for individual schools that are proposed here.
cy	Bydd angen i’r consortia rhanbarthol a’r awdurdodau lleol ddatblygu strategaethau i gynorthwyo eu hysgolion yn ystod y cyfnod o ymgysylltu a gweithredu ac i gyflwyno’r trefniadau atebolrwydd ar gyfer ysgolion unigol sydd wedi’u cynnig yma.

en	Estyn will need to adjust its inspection programme and possibly its approach to recognise and fit into the implementation phase.
cy	Bydd angen i Estyn addasu ei rhaglen arolygu ac, o bosibl, ei dull o weithredu er mwyn cydnabod a chyd-fynd â’r cyfnod gweithredu.

en	This may mean taking on more of a supportive role with schools in the early stages, while at the same time ensuring that schools are performing as well as they should.
cy	Mae’n bosibl y bydd hyn yn galw am gynnig mwy o gymorth i ysgolion yn y cyfnod cynnar gan sicrhau, yr un pryd, fod perfformiad yr ysgolion gystal ag y dylai fod.

en	The development of new accountability arrangements will also have implications for the way Estyn works.
cy	Bydd goblygiadau hefyd wrth ddatblygu trefniadau atebolrwydd newydd o ran y ffordd y mae Estyn yn gweithio.

en	97 The proposals here will also generate a great deal of activity in developing enhanced and sometimes new approaches to research and evaluation.
cy	Bydd y cynigion hyn yn arwain hefyd at lawer o weithgarwch wrth lunio dulliau gwell, a newydd weithiau, ar gyfer ymchwilio a gwerthuso.

en	The Review has referred to the implications for capacity building, especially in improving formative assessment and devising new arrangements for accountability.
cy	Mae’r Adolygiad 97 wedi cyfeirio at y goblygiadau o ran meithrin capasiti, yn enwedig wrth wella trefniadau asesu ffurfiannol a dyfeisio trefniadau newydd ar gyfer atebolrwydd.

en	Other high-performing countries have established specific research and support systems to help to coordinate and promote these types of developments in assessment practices and a similar mechanism should be considered in Wales. )))
cy	Mae gwledydd eraill sy’n uchel eu perfformiad wedi sefydlu systemau ymchwil a chymorth penodol i helpu i gydgysylltu a hyrwyddo datblygiadau o’r fath mewn arferion asesu a dylid ystyried cyflwyno mecanwaith tebyg yng Nghymru. )))

en	Recommendation 61.
cy	Argymhelliad 61.

en	The significant implications of the Review proposals for national and local educational infrastructure should be fully recognised.
cy	Dylai’r goblygiadau sylweddol sydd ynghlwm wrth gynigion yr Adolygiad o safbwynt seilwaith addysgol cenedlaethol a lleol gael eu cydnabod yn llawn.

en	The Department for Education and Skills, regional consortia, Estyn, Qualifications Wales and universities will need to establish mechanisms for coordination and joint working that recognise the responsibilities and respective strengths of each.
cy	Bydd angen i’r Adran Addysg a Sgiliau, y consortia rhanbarthol, Estyn, Cymwysterau Cymru a phrifysgolion sefydlu mecanweithiau ar gyfer cydgysylltu a chydweithio sy’n cydnabod cyfrifoldebau a phriod gryfderau’r gwahanol sefydliadau hyn.

en	National and local ownership A recurring theme in the evidence presented to the Review was whether the current curriculum arrangements in Wales had achieved the right balance between what is required of schools at a national level through legislation, and the extent to which schools and teachers could shape the curriculum at a local level in light of the particular needs of their communities and their children and young people.
cy	Perchenogaeth genedlaethol a lleol Un thema a gododd droeon yn y dystiolaeth a gyflwynwyd i’r Adolygiad oedd gofyn a oedd y trefniadau cwricwlwm presennol yng Nghymru wedi sicrhau’r cydbwysedd priodol rhwng y gofynion i ysgolion ar lefel genedlaethol mewn deddfwriaeth, a’r graddau yr oedd ysgolion ac athrawon yn gallu ffurfio’r cwricwlwm ar lefel leol yng nghyd-destun anghenion penodol eu cymunedau a’u plant a phobl ifanc.

en	98 A key challenge for educational reform is to strike the right balance between central direction and local flexibility.
cy	98 Her allweddol wrth ddiwygio addysg yw sicrhau’r cydbwysedd priodol rhwng cyfarwyddyd canolog a hyblygrwydd lleol.

en	A report by McKinsey and Company78 that drew on an analysis of 20 education systems suggests that there are clusters of approaches that seem to be appropriate to different stages of educational development.
cy	Mae adroddiad a gyhoeddwyd gan McKinsey and Company78 a oedd wedi’i seilio ar ddadansoddiad o 20 o systemau addysg yn awgrymu bod clystyrau o ddulliau gweithredu sy’n ymddangos yn addas i wahanol gyfnodau o ddatblygiad addysgol.

en	Strong central direction, support and accountability mechanisms can be appropriate in raising the quality of relatively underdeveloped systems with limited professional capacity.
cy	Mae mecanweithiau canolog effeithiol ar gyfer cyfarwyddo, cymorth ac atebolrwydd yn gallu bod yn briodol ar gyfer gwella ansawdd mewn systemau cymharol annatblygedig lle nad oes fawr o gapasiti proffesiynol.

en	However, if the aim is to create a high-performing system, approaches should focus less on central direction and more on the need to develop local responsibility and decision making, build capacity and engage teachers and schools more creatively in the improvement process.
cy	Fodd bynnag, os mai’r nod yw creu system uchel ei pherfformiad, bydd yn bwysig canolbwyntio i lai o raddau ar gyfarwyddyd canolog ac yn fwy ar yr angen i ddatblygu cyfrifoldeb a phrosesau penderfynu lleol, ar feithrin capasiti ac ar gynnwys athrawon ac ysgolion yn fwy creadigol yn y broses gwella.

en	The McKinsey analysis is helpful up to a point, but education systems inevitably include schools and teachers with varying experience, confidence and capacity; some will be ready to take full advantage of greater freedom while others will require a more extended period of continuing support.
cy	Mae’r dadansoddiad gan McKinsey o gymorth i ryw raddau, ond mae’n anochel bod systemau addysg yn cynnwys ysgolion ac athrawon sy’n amrywio o ran profiad, hyder a chapasiti; bydd rhai ohonynt yn barod i fanteisio’n llawn ar ryddid cynyddol tra bydd angen cymorth parhaus ar eraill dros gyfnod estynedig.

en	The challenge when arriving at the appropriate balance of central and local ownership is to create an approach that covers both ends of the spectrum of schools and teachers.
cy	Yr her wrth geisio penderfynu ar gydbwysedd priodol rhwng perchenogaeth ganolog a pherchenogaeth leol yw creu dull o weithredu sy’n cwmpasu ysgolion ac athrawon ar ddau ben y sbectrwm.

en	Charles Handy describes subsidiarity as ‘...the idea of reverse delegation – the delegation by the parts to the centre’.
cy	Disgrifiad Charles Handy o sybsidiaredd yw ‘...the idea of reverse delegation – the delegation by the parts to the centre’.

en	Subsidiarity means that power stays as close as possible to the action.
cy	Mae sybsidiaredd yn golygu bod pŵer yn aros mor agos â phosibl at y weithred.

en	Rather than relying on a set of rules, which suggest a lack of confidence and can breed corruption, subsidiarity is dependent on mutual trust and confidence which supports positive disagreement and argument.
cy	Yn hytrach na dibynnu ar set o reolau, sy’n awgrymu diffyg hyder ac yn gallu achosi llygredd, mae sybsidiaredd yn dibynnu ar gydymddiriedaeth sy’n hyrwyddo dadlau ac anghytuno positif.

en	Subsidiarity is about ensuring that power is where it belongs – rather than about empowerment which involves someone in power giving something away79.
cy	Mae sybsidiaredd yn golygu sicrhau bod pŵer yn y lle priodol – yn hytrach na grymuso sy’n golygu bod rhywun mewn awdurdod yn ildio rhywbeth79.

en	In moving to a higher-performing education system, the message for Wales is for the Welsh government to set the direction and place trust in the vast majority of schools and teachers to follow that lead in ways that will serve their children and young people well.
cy	Wrth symud tuag at system addysg sy’n perfformio’n well, y neges i Gymru yw y dylai Llywodraeth Cymru bennu’r cyfeiriad ac ymddiried yn y mwyafrif helaeth o ysgolion ac athrawon i ddilyn yr arweiniad hwnnw mewn ffyrdd a fydd yn llesol i’w plant a’u pobl ifanc.

en	The CBI has called for greater freedom to innovate at school level, ‘...allowing teachers and headteachers to utilise their professional skills to drive improved outcomes’80.
cy	Mae’r CBI wedi galw am fwy o ryddid i arloesi ar lefel yr ysgol, ‘...allowing teachers and headteachers to utilise their professional skills to drive improved outcomes’80.

en	At the same time, however, there will remain a need to buttress this approach with appropriate legislation, inclusive leadership, support for capacity building, and constructive systems of accountability. )))
cy	Er hynny, bydd angen parhau i gryfhau’r dull hwn o weithredu drwy ddeddfu priodol, arweinyddiaeth gynhwysol, cymorth i feithrin capasiti, a systemau atebolrwydd adeiladol. )))

en	Recommendation 62.
cy	Argymhelliad 62.

en	The change strategy associated with the Review should apply the principle of subsidiarity, encouraging local ownership and responsibility within a clear national framework of expectation and support.
cy	Dylai’r strategaeth newid sy’n gysylltiedig â’r Adolygiad gymhwyso egwyddor sybsidiaredd, gan hybu perchenogaeth a chyfrifoldeb lleol o fewn fframwaith cenedlaethol o ddisgwyliadau a chymorth.

en	99 Legislation If the revised curriculum and assessment arrangements are to secure the direct involvement of schools and teachers in taking key decisions about both what and how to teach, then we need to be very clear about the level of detail to be included in legislation.
cy	99 Deddfwriaeth Er mwyn cynnwys ysgolion ac athrawon yn uniongyrchol mewn penderfyniadau allweddol ar y cwricwlwm a’r trefniadau asesu diwygiedig mewn cysylltiad â’r hyn a gaiff ei addysgu a’r ffyrdd o wneud hynny, bydd angen bod yn glir iawn ynghylch graddau’r manylion sydd i’w cynnwys mewn deddfwriaeth.

en	In formulating its recommendations the Review has sought to strike a balance between enabling teachers to use their professionalism and creativity to respond to the needs of their own children and young people, and ensuring that those aspects of the curriculum deemed to be essential are given legislative force.
cy	Wrth lunio ei argymhellion, mae’r Adolygiad wedi ceisio cadw cydbwysedd rhwng galluogi athrawon i arfer eu proffesiynoldeb a chreadigrwydd wrth ymateb i anghenion eu plant a’u pobl ifanc a sicrhau yr un pryd fod sail ddeddfwriaethol i’r agweddau ar y cwricwlwm sy’n cael eu hystyried yn hanfodol.

en	The case for the central role of aims and purposes in driving decisions about form content and assessment has been made in Chapter 3 of this report.
cy	Mae’r ddadl o blaid rhoi lle canolog i nodau a dibenion wrth lywio penderfyniadau am ffurf, cynnwys ac asesu wedi’i chyflwyno ym Mhennod 3 o’r adroddiad hwn.

en	There is therefore a strong argument that the four recommended curriculum purposes should be reflected in primary legislation – reinforcing the need for them to underpin all teaching and learning in schools.
cy	Felly mae dadl gryf o blaid ymgorffori’r pedwar diben cwricwlwm arfaethedig mewn deddfwriaeth sylfaenol i bwysleisio bod rhaid iddynt fod yn sail i’r holl addysgu a dysgu mewn ysgolion.

en	It is therefore proposed that a general duty be placed on schools to organise and deliver a curriculum for all children and young people that is designed to meet the four purposes of education.
cy	Rydym yn cynnig, felly, y bydd ysgolion yn cael eu rhoi o dan ddyletswydd gyffredinol i drefnu a darparu cwricwlwm a fydd yn cyflawni’r pedwar diben addysg ar gyfer yr holl blant a phobl ifanc.

en	In line with national policy, specific duties may also be placed on schools in relation to the Welsh language and RE.
cy	Yn unol â pholisi cenedlaethol, gellir gosod dyletswyddau penodol ar ysgolion hefyd mewn perthynas â’r Gymraeg ac addysg grefyddol.

en	In order to ensure breadth, the primary legislative duty should encapsulate the notion of entitlement to receive education across all of the six Areas of Learning and Experience throughout the period of statutory education.
cy	Er mwyn sicrhau bod y cwricwlwm yn eang, bydd yn bwysig bod y ddyletswydd mewn deddfwriaeth sylfaenol yn ymgorffori’r syniad o’r hawl i gael addysg ym mhob un o’r chwe Maes Dysgu a Phrofiad drwy gydol y cyfnod mewn addysg statudol.

en	It is further recommended that the duty should encapsulate the need to ensure that educational provision is designed to help all children and young people to move through the Progression Steps as specified in related national guidance.
cy	Argymhelliad pellach yw y bydd y ddyletswydd yn cynnwys yr angen i sicrhau bod y ddarpariaeth addysg yn cael ei chynllunio fel ei bod yn helpu’r holl blant a phobl ifanc i symud drwy’r Camau Cynnydd yn unol â chanllawiau cenedlaethol cysylltiedig.

en	To be clear, the Review is not recommending that the content of the Areas of Learning and Experience or the related Progression Steps be specified in primary legislation but that they should be set out in guidance.
cy	Er mwyn bod yn glir, nid yw’r Adolygiad yn argymell bod cynnwys y Meysydd Dysgu a Phrofiad neu’r Camau Cynnydd cysylltiedig yn cael ei bennu mewn deddfwriaeth sylfaenol ond, yn hytrach, y dylid eu disgrifio mewn canllawiau.

en	Such an arrangement will allow greater flexibility in adapting the curriculum over time and in light of evidence about its implementation.
cy	Bydd trefniant o’r fath yn caniatáu mwy o hyblygrwydd wrth addasu’r cwricwlwm dros amser ac yng ngoleuni’r profiad o’i weithredu.

en	It is the Review’s intention that, by adopting a lighter touch in respect to legislation, schools and teachers would be encouraged to take significant responsibility for developing a curriculum which is consistent with national expectations, but which is also able to reflect the needs of the children and young people in their school.
cy	Bwriad yr Adolygiad, wrth beidio â rhoi pwyslais mawr ar ddeddfu, yw y bydd ysgolion ac athrawon yn cael eu hannog i gymryd cyfrifoldeb sylweddol dros ddatblygu cwricwlwm sy’n gyson â disgwyliadau cenedlaethol, ond sydd hefyd yn gallu adlewyrchu anghenion y plant a phobl ifanc yn eu hysgol.

en	Some schools and individual teachers will be better placed than others to adopt this approach.
cy	Bydd rhai ysgolion ac athrawon unigol mewn lle gwell na’i gilydd i fabwysiadu’r dull hwn o weithredu.

en	The Review therefore recommends that further detail of content, assessment arrangements and pedagogy should be set out in guidance and other forms of ‘scaffolding’ that could be used to support practice, particularly in the initial stages of implementation.
cy	Felly mae’r Adolygiad yn argymell y bydd mwy o fanylion am gynnwys, trefniadau asesu ac addysgeg yn cael eu cynnwys mewn canllawiau a mathau eraill o ‘sgaffaldio’ y gellir eu defnyddio i gefnogi ymarfer, yn enwedig yn y cyfnodau gweithredu cyntaf.

en	100 ))) Recommendations 63.
cy	100 ))) Argymhellion 63.

en	The principle of a national curriculum for Wales should be reaffirmed and legislation should define a broad set of duties rather than detailed prescription of content.
cy	Dylai’r egwyddor o gael cwricwlwm cenedlaethol i Gymru gael ei hailddatgan a dylai deddfwriaeth ddiffinio set eang o ddyletswyddau yn hytrach na rhoi cyfarwyddyd manwl ynghylch cynnwys.

en	64. Where necessary, specific requirements in relation to curriculum and assessment should be described in regulation and guidance, and subject to regular review.
cy	64. Lle bo angen, dylai gofynion penodol sy’n ymwneud â’r cwricwlwm ac asesu gael eu disgrifio mewn rheoliadau a chanllawiau, a dylent gael eu hadolygu’n rheolaidd.

en	Accountability In common with all areas of public service, education should be subject to and benefit from constructive and robust systems and methods of evaluation and accountability.
cy	Atebolrwydd Yn yr un modd â phob gwasanaeth cyhoeddus arall, mae’n bwysig bod systemau a dulliau adeiladol a chadarn ar waith ym maes addysg i’w werthuso a sicrhau atebolrwydd.

en	Inevitably, the revised curriculum and assessment arrangements proposed in this Review will have implications for current approaches.
cy	Mae’n anochel y bydd goblygiadau i’r dulliau gweithredu presennol yn y cwricwlwm a’r trefniadau asesu diwygiedig sydd wedi’u cynnig yn yr Adolygiad hwn.

en	In an environment where key decisions are taken at the local level, it is vital to strengthen and enhance accountability arrangements in ways that help to embed the new arrangements and drive improvement while avoiding the distorting effects that can arise from external performance and reporting requirements.
cy	Mewn cyd-destun lle y bydd penderfyniadau allweddol yn cael eu gwneud ar lefel leol, bydd yn rhaid cryfhau a gwella’r trefniadau atebolrwydd mewn ffyrdd a fydd yn helpu i sefydlu’r trefniadau newydd a hybu gwelliant gan osgoi’r ystumio sy’n digwydd weithiau o ganlyniad i ofynion allanol ar gyfer mesur perfformiad a chofnodi canlyniadau.

en	It may be necessary to establish transitional accountability arrangements during the early stages of the implementation programme.
cy	Mae’n bosibl y bydd angen sefydlu trefniadau atebolrwydd trosiannol yn ystod camau cyntaf y rhaglen weithredu.

en	The OECD81 sees a number of apparent strengths in the current accountability arrangements in Wales (called ‘evaluation’ in the report), for example through the existence of a national system at all levels, the focus on the achievements of children and young people, and the availability of comprehensive performance data.
cy	Mae’r OECD81 yn gweld nifer o gryfderau amlwg yn y trefniadau presennol ar gyfer atebolrwydd yng Nghymru (‘evaluation’ yw’r enw arnynt yn yr adroddiad), er enghraifft, bod system genedlaethol ar waith ar bob lefel, bod pwyslais ar gyflawniadau plant a phobl ifanc, a bod data cynhwysfawr ar gael am berfformiad.

en	An additional strength of the system is that the performance data is set in context in that it compares performance with similar schools.
cy	Un cryfder ychwanegol yn y system yw bod y data perfformiad yn cael eu cyflwyno yn eu cyd-destun drwy gymharu perfformiad mewn ysgolion tebyg.

en	The Review’s proposals aim to build on these strengths.
cy	Mae’r Adolygiad yn ceisio datblygu’r cryfderau hyn drwy ei gynigion.

en	The OECD report also identifies a number of weaknesses in current approaches to accountability.
cy	Mae adroddiad yr OECD hefyd yn nodi nifer o wendidau yn y dulliau atebolrwydd presennol.

en	It concludes that the current arrangements lack coherence and that Wales has struggled to strike a balance between accountability and improvement, with scope for a greater emphasis on improvement in future.
cy	Mae’n dod i’r casgliad nad yw’r trefniadau presennol yn gydlynol a bod Cymru wedi’i chael yn anodd cadw cydbwysedd rhwng atebolrwydd a gwella, a bod lle i roi mwy o bwyslais ar wella yn y dyfodol.

en	In creating a coherent framework, the OECD report recommends that assessment should support learning for all and that it should be aligned to national objectives.
cy	Er mwyn creu fframwaith cydlynol, mae adroddiad yr OECD yn argymell y dylai’r trefniadau asesu gefnogi dysgu ar gyfer pawb ac y dylai fod yn gyson ag amcanion cenedlaethol.

en	It also recommends that the school accountability process supports school improvement.
cy	Mae hefyd yn argymell bod y broses atebolrwydd mewn ysgolion yn cefnogi gwelliant mewn ysgolion.

en	The Review evidence strongly supports these conclusions of the OECD.
cy	Mae’r dystiolaeth a gafodd yr Adolygiad yn ategu casgliadau’r OECD yn gryf.

en	In addition to ensuring that schools and the nation as a whole are performing as well as they should, systems of national and local accountability should have a key aim of supporting the effective introduction of the revised curriculum and assessment arrangements and evaluating how well its intentions are being realised.
cy	Yn ogystal â sicrhau bod ysgolion a’r genedl gyfan yn perfformio cystal ag y dylent, dylai cyflwyno’r cwricwlwm a’r trefniadau asesu diwygiedig yn effeithiol a gwerthuso’r graddau y mae ei amcanion yn cael eu gwireddu fod yn nod allweddol i’r systemau atebolrwydd lleol a chenedlaethol.

en	These accountability systems should address the question ‘How far is 101 the school developing all of its children and young people as: ambitious, capable learners; enterprising, creative individuals; ethical, informed citizens of Wales and the world; and healthy, confident individuals?’
cy	Dylai’r trefniadau 101 atebolrwydd hyn ateb y cwestiwn hwn: ‘I ba raddau y mae’r ysgol yn datblygu ei holl blant a phobl ifanc yn ddysgwyr uchelgeisiol, galluog; yn unigolion mentrus, creadigol; yn ddinasyddion egwyddorol, gwybodus i Gymru a’r byd; ac yn unigolion iach, hyderus?’

en	They should be designed to encourage schools to be creative in their planning of the revised curriculum and to minimise the risk of superficial change solely for reasons of compliance.
cy	Rhaid eu cynllunio fel eu bod yn annog ysgolion i gynllunio’r cwricwlwm diwygiedig mewn ffordd greadigol ac i leihau’r perygl o gael newidiadau arwynebol er mwyn cydymffurfio’n unig.

en	The new National School Categorisation System, which applies to all schools, provides a potentially helpful basis for helping to promote effective introduction of new curriculum and assessment arrangements.
cy	Mae’n bosibl y bydd y System Genedlaethol newydd ar gyfer Categoreiddio Ysgolion, sy’n gymwys i bob ysgol, yn gymorth i gyflwyno’r cwricwlwm a’r trefniadau asesu newydd mewn ffordd effeithiol.

en	It should have a strong focus on the extent to which schools are establishing the revised curriculum arrangements in a way that is well designed and effectively implemented in relation to the agreed purposes of education.
cy	Dylai’r system hon ganolbwyntio ar y graddau y mae ysgolion yn cyflwyno trefniadau’r cwricwlwm diwygiedig yn drefnus ac effeithiol mewn perthynas â’r dibenion addysg y cytunwyd arnynt.

en	Clarity is needed about the use of assessment data for learning and its use for accountability.
cy	Mae angen bod yn glir ynghylch y defnydd a wneir o ddata o asesiadau ar gyfer dysgu a’r defnydd ohonynt ar gyfer atebolrwydd.

en	In particular, when teacher assessments are used explicitly for accountability, as at the end of the current Foundation Phase, Key Stage 2 and Key Stage 3, the reliability of the teacher assessments may be in doubt and there can also be serious perverse effects on the curriculum.
cy	Yn neilltuol, lle y mae asesiadau gan athrawon yn cael eu defnyddio’n benodol ar gyfer atebolrwydd, fel y gwneir ar hyn o bryd ar ddiwedd y Cyfnod Sylfaen, Cyfnod Allweddol 2 a Chyfnod Allweddol 3, gall amheuon godi ynghylch y graddau y mae’r asesiadau gan athrawon yn ddibynadwy a gellir cael effeithiau gwrthnysig difrifol hefyd ar y cwricwlwm.

en	The Review therefore proposes that teacher assessments should not be reported to the Welsh Government.
cy	Felly, mae’r Adolygiad yn cynnig na ddylai’r canlyniadau o asesiadau gan athrawon gael eu hadrodd i Lywodraeth Cymru.

en	Assessment data must, of course, inform broader evaluations of how well a school is serving its children and young people.
cy	Wrth gwrs, bydd yn rhaid defnyddio data asesu mewn gwerthusiadau mwy cyffredinol o’r graddau y mae’r ysgol yn gwasanaethu ei phlant a’i phobl ifanc.

en	However, assessment data should inform such judgements in ways that minimise known distorting tendencies.
cy	Fodd bynnag, wrth ddefnyddio data asesu i ffurfio dyfarniadau o’r fath, rhaid gwneud hynny mewn ffyrdd sy’n lleihau’r tueddiadau i ystumio yr ydym yn gwybod amdanynt.

en	It should also not be the sole source of evidence for evaluation but should contribute to a broader evidence base, reducing its prominence and minimising possible distorting effects.
cy	Ni ddylent fod yr unig ffynhonnell dystiolaeth ar gyfer gwerthuso ychwaith: yn hytrach, dylent fod yn rhan o sylfaen dystiolaeth ehangach, fel y byddant yn llai amlwg ac yn llai tebygol o ystumio dyfarniadau.

en	The Review proposals also have implications for local authorities, regional consortia and Estyn.
cy	Mae goblygiadau hefyd yng nghynigion yr Adolygiad i awdurdodau lleol, consortia rhanbarthol ac Estyn.

en	For the foreseeable future, the regional consortia will have a vital role in monitoring the performance of individual schools and in identifying those schools that need additional support.
cy	Hyd y gellir rhagweld, bydd y consortia rhanbarthol yn chwarae rhan hanfodol wrth fonitro perfformiad ysgolion unigol ac wrth bennu’r angen am gymorth ychwanegol mewn ysgolion.

en	The relationship should be more of a professional dialogue, expecting schools themselves to become better at self-evaluation and improvement planning.
cy	Dylai’r berthynas honno fod yn debycach i ddeialog proffesiynol, lle y mae disgwyl i’r ysgolion ddod yn well mewn perthynas ag asesu eu hunain a chynllunio ar gyfer gwella.

en	Even so, the process will still need to be robust as consortia discharge their responsibility to ensure children and young people in their area have a high-quality educational experience.
cy	Er hynny, bydd angen i’r broses fod yn un drylwyr o hyd gan fod y consortia yn gyfrifol am sicrhau bod plant a phobl ifanc yn eu hardal yn cael profiad addysgol o ansawdd uchel.

en	As well as information on the progress of their children, parents and carers need to have information about how well their child’s school is performing.
cy	Yn ogystal â gwybodaeth am gynnydd eu plant, mae angen i rieni a gofalwyr gael gwybodaeth am berfformiad ysgol eu plentyn.

en	Information is currently available through the governors’ annual report, school prospectus, the My Local School website, Estyn inspection reports and the new school categorisation system.
cy	Mae gwybodaeth ar gael ar hyn o bryd drwy adroddiad blynyddol y llywodraethwyr, prosbectws yr ysgol, gwefan Fy Ysgol Leol, adroddiadau arolygu Estyn a’r system newydd ar gyfer categoreiddio ysgolion.

en	As the Review proposes that teacher assessments are not to be reported to the Welsh Government, the nature of the performance information available to parents and carers will need to change.
cy	Gan fod yr Adolygiad yn cynnig na fydd asesiadau gan athrawon yn cael eu hadrodd i Lywodraeth Cymru, bydd angen newid natur yr wybodaeth am berfformiad sydd ar gael i rieni a gofalwyr.

en	For secondary schools it will still be possible to provide performance information on external examinations at 16 and beyond, but for the earlier years in secondary schools or in primary schools there will need to be changes in how information is provided for parents and carers.
cy	Yn achos ysgolion uwchradd, bydd modd o hyd i ddarparu gwybodaeth am berfformiad mewn arholiadau allanol yn 16 oed ac ar ôl hynny ond, ar gyfer y blynyddoedd cynnar mewn ysgolion 102 uwchradd ac ar gyfer ysgolion cynradd, bydd angen newid y ffordd o ddarparu gwybodaeth i rieni a gofalwyr.

en	Although it is proposed that the Welsh Government should no longer gather school-level data about the performance of all children and young people, national monitoring of the performance of the system as a whole remains 102 important if policy is to be able to respond appropriately.
cy	Er ein bod yn cynnig na fydd Llywodraeth Cymru bellach yn casglu data ar lefel yr ysgol am berfformiad yr holl blant a phobl ifanc, bydd yn bwysig parhau i fonitro perfformiad y system gyfan ar lefel genedlaethol er mwyn sicrhau bod polisi’n gallu ymateb yn briodol.

en	The Review therefore proposes that national monitoring of achievement by the Welsh Government should be informed by a rolling programme of sample testing in, for example, literacy (English and Welsh), numeracy, digital competence and science and by reports from Estyn.
cy	Felly, mae’r Adolygiad yn cynnig y bydd Llywodraeth Cymru yn monitro cyflawniad ar lefel genedlaethol ar sail rhaglen dreigl o brofion samplu, er enghraifft, mewn llythrennedd (Cymraeg a Saesneg), rhifedd, cymhwysedd digidol a gwyddoniaeth ac ar sail adroddiadau gan Estyn.

en	Such sample assessments, which would only involve some children and young people, would not need to take place every year, and there could be a timetable of such assessments over a period of years with a single topic being assessed each year.
cy	Byddai asesiadau samplu o’r fath yn cynnwys rhai plant a phobl ifanc yn unig ac ni fyddai angen eu cynnal bob blwyddyn. Gellid trefnu amserlen ar gyfer asesiadau o’r fath dros nifer o flynyddoedd gan asesu un topig bob blwyddyn.

en	Assessments of progress towards meeting the four purposes should be part of school inspections and also reported on by Estyn on a regular basis. )))
cy	Dylid cynnwys asesiadau o gynnydd ar gyflawni’r pedwar diben mewn arolygiadau ysgol a dylai Estyn adrodd arnynt yn rheolaidd. )))

en	Recommendations 65.
cy	Argymhellion 65.

en	Accountability arrangements should be strengthened and enhanced in ways that help to embed the new arrangements and drive improvement.
cy	Dylai’r trefniadau atebolrwydd gael eu cryfhau a’u gwella mewn ffyrdd a fydd yn helpu i sefydlu’r trefniadau newydd a hybu gwelliant.

en	66. Accountability arrangements, particularly inspection, should evaluate and encourage the successful embedding of the curriculum purposes in the day-to-day work of schools and ultimately the outcomes being achieved by children and young people.
cy	66. Dylai’r trefniadau atebolrwydd, a threfniadau arolygu yn benodol, werthuso a hybu llwyddiant o ran ymgorffori’r dibenion cwricwlwm yng ngwaith ysgolion o ddydd i ddydd ac yn y pen draw y deilliannau a gaiff eu cyflawni gan blant a phobl ifanc.

en	67. The school categorisation system should, in due course, be adjusted to reflect the recommendations of this Review.
cy	67. Dylai’r system ar gyfer categoreiddio ysgolion gael ei haddasu maes o law i adlewyrchu argymhellion yr Adolygiad hwn.

en	68. The Welsh Government should no longer gather information about children and young people’s performance on a school-by-school basis but should monitor performance in key aspects of the curriculum through annual testing on a sampling basis.
cy	68. Ni ddylai Llywodraeth Cymru bellach gasglu gwybodaeth am berfformiad plant a phobl ifanc fesul ysgol ond dylai fonitro perfformiad ar agweddau allweddol ar y cwricwlwm drwy brofion samplu blynyddol.

en	103 Chapter 8: Conclusions and Recommendations This report is called Successful Futures because of the critical and enduring importance of education for the long-term success and well-being of each and every child and young person in Wales, and ultimately for the social, cultural and economic health of the country itself.
cy	103 Pennod 8: Casgliadau ac Argymhellion Rhoddwyd yr enw Dyfodol Llwyddiannus i’r adroddiad hwn am fod addysg o bwys hanfodol a pharhaol i lwyddiant a lles hirdymor pob plentyn a pherson ifanc yng Nghymru ac, yn y pen draw, i iechyd cymdeithasol, diwylliannol ac economaidd y wlad ei hun.

en	The curriculum and associated assessment arrangements are the embodiment of the aspirations that Wales has for its children and young people and must therefore be designed and realised in ways that fully meet those aspirations.
cy	Mae’r cwricwlwm a’r trefniadau asesu cysylltiedig yn ymgorffori dyheadau Cymru ar gyfer ei phlant a’i phobl ifanc ac felly rhaid eu cynllunio a’u gweithredu mewn ffyrdd sy’n llwyr gyflawni’r dyheadau hynny.

en	The school curriculum in Wales has evolved in scope and shape over the last 25 years as it has responded to both short- and long-term pressures.
cy	Mae’r cwricwlwm ysgol yng Nghymru wedi datblygu o ran ei gwmpas a’i ffurf dros y 25 mlynedd diwethaf wrth ymateb i bwysau tymor byr a thymor hir.

en	Assessment arrangements have similarly changed over time.
cy	Mae’r trefniadau asesu wedi newid yn yr un modd dros amser.

en	The task of the Review was to examine the current arrangements, identify areas of strength that could be built upon and make proposals for necessary change.
cy	Tasg yr Adolygiad oedd edrych ar y trefniadau presennol, nodi meysydd cryf y gellid eu datblygu a gwneud cynigion ar gyfer newidiadau angenrheidiol.

en	The Review involved as many people in Wales in its work as possible.
cy	Roedd yr Adolygiad wedi cynnwys cynifer â phosibl o bobl Cymru yn ei waith.

en	We were gratified by the large response to our call for evidence and the very open and constructive discussions we had in schools around the country and with individuals and representatives of organisations in Wales.
cy	Cawsom ein plesio gan yr ymateb mawr i’n cais am dystiolaeth a’r trafodaethau hynod agored ac adeiladol a gawsom mewn ysgolion o gwmpas y wlad a chydag unigolion a chynrychiolwyr sefydliadau yng Nghymru.

en	The conclusions and recommendations contained in this report are therefore significantly influenced both by teachers in Wales and also, importantly, by children and young people themselves.
cy	Felly mae athrawon yng Nghymru a hefyd, yn bwysig, y plant a’r bobl ifanc eu hunain wedi cael dylanwad mawr ar y casgliadau a’r argymhellion yn yr adroddiad hwn.

en	In addition, the Review took account of the best of emerging trends and developments internationally.
cy	Yn ogystal â hynny, roedd yr Adolygiad wedi rhoi sylw i’r tueddiadau a’r datblygiadau gorau a welir mewn gwledydd eraill.

en	The evidence gathered in the Review identified important strengths in the current arrangements in Wales, in particular, the commitment to equity and inclusion, the attention given to supporting children and young people with special educational needs through Routes for Learning, the Foundation Phase, the emphasis on the development of literacy, numeracy and wider skills, the importance attached to the Welsh culture and language, and the revised Welsh Baccalaureate.
cy	Roedd y dystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos bod cryfderau pwysig yn y trefniadau presennol yng Nghymru, yn benodol, yr ymrwymiad i degwch a chynhwysiant, y sylw i gynorthwyo plant a phobl ifanc sydd ag anghenion addysgol arbennig drwy Ar Drywydd Dysgu, y Cyfnod Sylfaen, y pwyslais ar feithrin llythrennedd, rhifedd a sgiliau ehangach, y pwys a roddir ar y Gymraeg a diwylliant Cymru, ac ar Fagloriaeth Cymru ar ei newydd gwedd.

en	The evidence also confirmed that there is a strong case for fundamental change.
cy	Roedd y dystiolaeth hefyd yn cadarnhau bod dadl gryf o blaid newid sylfaenol.

en	It was clear that there is a strong appetite for radical changes to the existing curriculum and assessment arrangements, for example to address the overload, redundancy and complexity which has resulted from successive modifications.
cy	Roedd yn glir bod awydd mawr am newidiadau radical yn y cwricwlwm a’r trefniadau asesu presennol, er enghraifft, er mwyn delio â’r gorlwytho, y gwaith diangen a’r cymhlethdod a gafwyd o ganlyniad i’r naill newid ar ôl y llall.

en	There was an accumulation of evidence that the current curriculum was not enabling children and young people to achieve the standards they should be capable of.
cy	Roedd tystiolaeth gynyddol nad oedd y cwricwlwm presennol yn galluogi plant a phobl ifanc i gyrraedd y safonau a ddisgwylid ganddynt.

en	Similarly, assessment and accountability had become unhelpfully intertwined in ways that weaken the power of both to serve children’s learning.
cy	Yn yr un modd, roedd y trefniadau ar gyfer asesu ac atebolrwydd wedi plethu i’w gilydd mewn ffordd a oedd yn effeithio ar allu y naill broses a’r llall i wasanaethu dysgu gan blant.

en	Very importantly, people saw a need for a curriculum that would better prepare children and young people in Wales to thrive and be successful in a rapidly changing world.
cy	Yn bwysig iawn, roedd pobl yn gweld bod angen cwricwlwm a fyddai’n paratoi plant a phobl ifanc yng Nghymru yn well er mwyn ffynnu a llwyddo mewn byd sy’n newid yn gyflym.

en	105 It is important to have a clear definition of what we mean by ‘the curriculum’.
cy	Mae’n bwysig cael diffiniad clir o’r hyn yr ydym yn ei olygu wrth ‘y cwricwlwm’.

en	In the past, the curriculum was often seen as the set of subjects and syllabuses to be taught to children and young people during their school years. However, this definition does not do justice to the broader outcomes that the modern world demands or to the scope of what many teachers already do to support children and young people’s development.
cy	Yn y gorffennol, roedd y cwricwlwm yn cael ei weld yn aml fel set o bynciau a meysydd llafur i’w haddysgu i blant a phobl ifanc yn ystod eu blynyddoedd yn yr 105 ysgol. Fodd bynnag, nid yw’r diffiniad hwn yn gwneud cyfiawnder â’r deilliannau ehangach y mae’r byd modern yn galw amdanynt na chwmpas y pethau y mae llawer o athrawon yn eu gwneud eisoes i gefnogi datblygiad plant a phobl ifanc.

en	It fails to establish the overall purposes that the curriculum is intended to serve.
cy	Nid yw’n pennu’r dibenion cyffredinol ar gyfer y cwricwlwm.

en	Learning is also crucially affected by what and how progress is assessed and how the results of assessment are used.
cy	Yn ogystal â hyn, mae’r math o gynnydd a asesir, a’r ffordd o wneud hynny, a’r defnydd o ganlyniadau’r asesu, yn cael effaith sylfaenol ar ddysgu.

en	Assessment, therefore, needs to be seen as an integral part of the learning process.
cy	Felly rhaid ystyried asesu’n rhan annatod o’r broses dysgu.

en	The Review has therefore taken the following broad view of the curriculum.
cy	Oherwydd hyn, mae’r Adolygiad wedi edrych ar y cwricwlwm fel a ganlyn.

en	The curriculum includes all the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
cy	Mae’r cwricwlwm yn cynnwys yr holl brofiadau dysgu a gweithgareddau asesu y mae’r ysgol wedi’u cynllunio er mwyn cyflawni dibenion addysg y cytunwyd arnynt.

en	The new curriculum should have clear purposes (see page 31).
cy	Rhaid cael dibenion clir i’r cwricwlwm newydd (gweler tudalen 31).

en	Many countries have adopted statements of aims or purposes as the starting point for their curriculum specification, some more successfully than others.
cy	Mae nifer o wledydd wedi mabwysiadu datganiadau o nodau neu ddibenion yn fan cychwyn ar gyfer manyleb eu cwricwlwm, a rhai wedi gwneud hynny’n fwy llwyddiannus na’i gilydd.

en	Clear and specific curriculum purposes that are firmly and directly linked to learning and teaching can help teachers to see what their specific contributions to a child or young person’s learning should be.
cy	Mae dibenion cwricwlwm clir a phenodol sy’n uniongyrchol gysylltiedig â dysgu ac addysgu yn gallu helpu athrawon i weld ym mha ffyrdd penodol y dylent gyfrannu i’r dysgu gan y plentyn neu’r person ifanc.

en	They can help children and young people, and their parents and carers, to see the point of what they are learning and how the aspects of learning fit together.
cy	Gall y dibenion helpu plant a phobl ifanc, a’u rhieni a’u gofalwyr, i weld pwrpas yr hyn y maent yn ei ddysgu a sut y mae’r agweddau ar ddysgu’n ffitio i’w gilydd.

en	They can inform the design of national expectations for the curriculum and be used to identify and plan the content and intended outcomes.
cy	Gallant gyfrannu at lunio disgwyliadau cenedlaethol ar gyfer y cwricwlwm a gellir eu defnyddio i bennu a chynllunio’r cynnwys a’r deilliannau arfaethedig.

en	They can also be used to determine priorities in the face of inevitable new pressures.
cy	Gellir eu defnyddio hefyd i bennu blaenoriaethau yn wyneb y pwysau newydd sy’n sicr o godi.

en	If the stated purposes are to succeed, they should be clear and command general support, be consistent with shared values and reflect national priorities and culture.
cy	Er mwyn sicrhau y bydd y dibenion a ddatgenir yn llwyddo, rhaid iddynt fod yn glir ac ennyn cefnogaeth gyffredinol, bod yn gyson â gwerthoedd a rennir ac adlewyrchu’r blaenoriaethau a diwylliant cenedlaethol.

en	The evidence gathered during the Review pointed, with remarkable consistency, towards elements that should feature in a statement of curriculum purposes for Wales.
cy	Roedd y dystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos yn hynod gyson beth oedd yr elfennau y dylid eu cynnwys mewn datganiad o ddibenion cwricwlwm i Gymru.

en	The Review has developed curriculum purposes to encapsulate a vision of the well-educated learner completing their statutory education in Wales.
cy	Mae’r Adolygiad wedi datblygu dibenion cwricwlwm er mwyn crisialu gweledigaeth o ddysgwr sydd wedi’i addysgu’n dda wrth gwblhau ei addysg statudol yng Nghymru.

en	These purposes are that all our children and young people will be: > ambitious, capable learners, ready to learn throughout their lives > enterprising, creative contributors, ready to play a full part in life and work > ethical, informed citizens of Wales and the world > healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy	Y dibenion hyn yw y bydd ein holl blant a phobl ifanc: > yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes > yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith > yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd > yn unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en	The curriculum purposes elaborate these headlines with key characteristics, to provide a practical guide for the planning of the curriculum and teaching and learning.
cy	Mae’r dibenion cwricwlwm yn ymhelaethu ar y penawdau hyn drwy ychwanegu nodweddion allweddol, er mwyn cynnig canllaw ymarferol ar gyfer cynllunio’r cwricwlwm ac addysgu a dysgu.

en	106 The curriculum is a curriculum for all children and young people in Wales.
cy	Mae’r cwricwlwm yn gwricwlwm i holl blant a phobl ifanc Cymru.

en	The new arrangements are intended to include all of the children and young people of Wales and to enable each of them to progress successfully in their learning.
cy	Y bwriad yw i’r trefniadau newydd gynnwys yr holl blant a phobl ifanc yng Nghymru ac i 106 alluogi pob un ohonynt i wneud cynnydd llwyddiannus yn eu dysgu.

en	In particular, the curriculum purposes apply to all children.
cy	Yn benodol, mae’r dibenion cwricwlwm yn gymwys i bob plentyn.

en	Much of what is proposed in terms of continuity and progression is already a feature of teaching and learning in schools serving children and young people with special educational needs.
cy	Mae llawer o’r hyn a gynigir yn nhermau parhad a dilyniant wedi’i gynnwys eisoes mewn addysgu a dysgu mewn ysgolion sy’n gwasanaethu plant a phobl ifanc sydd ag anghenion addysgol arbennig.

en	The Review proposes a simpler, more coherent structure for the curriculum.
cy	Mae’r Adolygiad yn cynnig strwythur symlach, mwy cydlynol ar gyfer y cwricwlwm.

en	The current national curriculum comprises a framework of phases and key stages, core, foundation and basic subjects (statutory and non-statutory), programmes of study, a literacy and numeracy framework and a wider skills framework.
cy	Mae’r cwricwlwm cenedlaethol presennol yn cynnwys fframwaith o gyfnodau a chyfnodau allweddol, pynciau craidd, sylfaen a sylfaenol (statudol ac anstatudol), rhaglenni astudio, fframwaith llythrennedd a rhifedd a fframwaith sgiliau ehangach.

en	Pressures to add to this list are also growing and a number of important ‘Task and Finish’ reports are also waiting to be incorporated in this already overcrowded landscape.
cy	Ceir pwysau cynyddol i ychwanegu elfennau at y rhain ac mae nifer o adroddiadau pwysig gan Grwpiau Gorchwyl a Gorffen hefyd yn disgwyl eu tro i gael eu cynnwys yn y fframwaith gorlawn hwn.

en	The strong view emerging from the evidence to the Review was that this structure was too complicated and too prescriptive, and has inhibited flow and progression in children and young people’s learning and responsiveness to local needs.
cy	Y farn bendant a gododd o’r dystiolaeth i’r Adolygiad oedd bod y strwythur hwn yn rhy gymhleth ac yn rhy gyfarwyddol, a’i fod wedi cyfyngu ar y llif a’r dilyniant yn y dysgu gan blant a phobl ifanc ac ar y gallu i ymateb i anghenion lleol.

en	There was support for a more consistent approach encompassing both the primary and secondary stages, at least to the current Key Stage 3.
cy	Roedd cefnogaeth i ddull mwy cyson o weithredu a fydd yn cwmpasu’r camau cynradd a’r camau uwchradd, hyd at y Cyfnod Allweddol 3 presennol o leiaf.

en	The evidence therefore points to the need for a simpler, more connected curriculum that would provide breadth, enable greater depth of learning, ensure better progression and give scope for more imaginative use of time.
cy	Felly mae’r dystiolaeth yn awgrymu bod angen cwricwlwm symlach a mwy cysylltiedig a fydd yn eang, yn darparu ar gyfer dysgu dyfnach, yn sicrhau gwell dilyniant ac yn rhoi cyfle i ddefnyddio amser mewn ffordd fwy creadigol.

en	The weight of the evidence would also support a greater emphasis on skills and an extension of the approach adopted in the Foundation Phase, where Areas of Learning rather than discrete subjects are used as building blocks.
cy	Mae’r dystiolaeth hefyd yn ffafrio mwy o bwyslais ar sgiliau ac ymestyn y dull o weithredu sydd wedi’i fabwysiadu yn y Cyfnod Sylfaen, lle y defnyddir Meysydd Dysgu yn hytrach na phynciau ar wahân fel blociau adeiladu.

en	Such an approach is increasingly common in curriculum specifications across the world.
cy	Mae dull gweithredu o’r fath yn fwyfwy cyffredin mewn manylebau cwricwlwm ledled y byd.

en	In terms of the breadth of the curriculum, the Review proposes using six Areas of Learning and Experience as organisers for the entire age range from 3 to 16.
cy	O ran ehangder y cwricwlwm, mae’r Adolygiad yn cynnig defnyddio chwe Maes Dysgu a Phrofiad yn drefnyddion ar gyfer yr ystod oedran gyfan rhwng 3 ac 16 oed.

en	The Areas of Learning and Experience are: > Expressive arts Area of Learning and Experience > Health and well-being Area of Learning and Experience > Humanities Area of Learning and Experience > Languages, literacy and communication Area of Learning and Experience > Mathematics and numeracy Area of Learning and Experience > Science and technology Area of Learning and Experience.
cy	Y Meysydd Dysgu a Phrofiad yw: > Maes Dysgu a Phrofiad y Celfyddydau mynegiannol > Maes Dysgu a Phrofiad Iechyd a lles > Maes Dysgu a Phrofiad y Dyniaethau > Maes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu > Maes Dysgu a Phrofiad Mathemateg a rhifedd > Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg.

en	The case for the importance and integrity of each of the Areas of Learning and Experience is made in Chapter 4 of this report.
cy	Mae’r ddadl o blaid pwysigrwydd a dilysrwydd pob un o’r Meysydd Dysgu a Phrofiad wedi’i chyflwyno ym Mhennod 4 o’r adroddiad hwn.

en	Each has been conceived such that it can encompass significant disciplinary and functional knowledge and skills and have direct relevance to children and young people from 3 to 16.
cy	Mae pob un ohonynt wedi’i ddyfeisio mewn ffordd sy’n cwmpasu gwybodaeth a sgiliau disgyblaethol a swyddogaethol pwysig ac sy’n uniongyrchol berthnasol i blant a phobl ifanc rhwng 3 ac 16 oed.

en	They also provide distinctive contexts within which the four curriculum purposes, including 107 elements of Cwricwlwm Cymreig, can be pursued.
cy	Maent hefyd yn cynnig cyd-destunau penodol lle y gellir cyflawni’r pedwar diben cwricwlwm, gan gynnwys elfennau 107 o’r Cwricwlwm Cymreig.

en	The Areas of Learning and Experience should not be seen as constraining the ways in which schools organise the school day, week or year.
cy	Nid yw’r Meysydd Dysgu a Phrofiad i’w hystyried yn ffactorau a fydd yn cyfyngu ar y ffyrdd y mae ysgolion yn trefnu’r diwrnod, yr wythnos neu’r flwyddyn ysgol.

en	They do not lead directly to a timetable based on the Areas of Learning and Experience headings.
cy	Ni fyddant yn arwain yn uniongyrchol at amserlen wedi’i seilio ar benawdau Meysydd Dysgu a Phrofiad.

en	Their purpose is to organise, in a relatively straightforward way, the national expectations about what children and young people are expected to learn and experience, enabling synergies and connectedness as well as rigour in disciplinary studies.
cy	Eu pwrpas yw trefnu, mewn ffordd gymharol syml, y disgwyliadau cenedlaethol ynghylch yr hyn y bydd plant a phobl ifanc yn ei ddysgu a’i brofi, gan greu synergeddau a chysylltedd yn ogystal â thrylwyredd mewn astudiaethau disgyblaethol.

en	They also signal that the education of children and young people should include rich experiences that are valuable in their own right.
cy	Maent hefyd yn dangos y dylai addysg plant a phobl ifanc gynnwys profiadau cyfoethog sy’n werthfawr ar eu pen eu hunain.

en	The Review proposes that literacy, numeracy and digital competence should be the responsibility of all teachers.
cy	Mae’r Adolygiad yn cynnig y dylai llythrennedd, rhifedd a chymhwysedd digidol fod yn gyfrifoldeb i bob athro/athrawes.

en	These are so fundamental to thinking, learning and life that they should be developed and reinforced across the curriculum as a whole.
cy	Mae’r cymwyseddau hyn mor hanfodol ar gyfer meddwl, dysgu a bywyd fel y dylid eu datblygu a’u cryfhau ym mhob rhan o’r cwricwlwm.

en	The case for treating literacy and numeracy in this way is now widely accepted and they should both be represented in the curriculum in ways that ensure their progressive development for all children and young people.
cy	Mae’r ddadl o blaid ymdrin â llythrennedd a rhifedd yn y modd hwn wedi’i derbyn yn gyffredinol bellach a dylid cynnwys y ddau yn y cwricwlwm mewn ffyrdd sy’n sicrhau bod yr holl blant a phobl ifanc yn eu datblygu’n gynyddol.

en	Literacy and numeracy must mean more than basic competence and must acknowledge their central role in thinking and the ability to use language and number confidently and creatively.
cy	Rhaid i lythrennedd a rhifedd olygu mwy na chymhwysedd sylfaenol a rhaid cydnabod y rhan ganolog y maent yn ei chwarae mewn meddwl a’r gallu i ddefnyddio iaith a rhif yn hyderus a chreadigol.

en	The LNF has been widely welcomed, at least in principle, and should be represented in the revised curriculum and assessment arrangements in ways that ensure both the establishment of firm foundations and their further development and reinforcement across all Areas of Learning and Experience.
cy	Cafwyd croeso cyffredinol i’r FfLlRh, mewn egwyddor o leiaf, a dylid ei gynnwys yn y cwricwlwm a’r trefniadau asesu diwygiedig mewn ffyrdd sy’n gosod sylfeini cadarn i lythrennedd a rhifedd ac yn sicrhau eu bod yn cael eu datblygu a’u cryfhau ymhellach yn yr holl Feysydd Dysgu a Phrofiad.

en	The argument for treating ‘digital competence’ in a similar way to literacy and numeracy has become increasingly compelling.
cy	Mae’r ddadl o blaid trafod ‘cymhwysedd digidol’ mewn ffordd debyg i lythrennedd a rhifedd wedi dod yn fwyfwy perswadiol.

en	Our children and young people already inhabit a digital world and their personal, social and educational lives are increasingly intertwined with technology in various, rapidly changing forms.
cy	Mae ein plant a phobl ifanc yn byw mewn byd digidol yn barod ac mae eu bywydau personol, cymdeithasol ac addysgol yn cydblethu fwyfwy â gwahanol fathau o dechnoleg sy’n newid yn gyflym.

en	Full participation in modern society and the workplace already demands increasingly high levels of digital competence and that process can only continue into a future that we cannot imagine.
cy	Mae’r gallu i gymryd rhan yn llawn mewn cymdeithas fodern ac yn y gweithle eisoes yn galw am lefelau cynyddol uwch o gymhwysedd digidol ac mae’r broses honno’n sicr o barhau hyd y gellir rhagweld.

en	The Review, therefore, takes the view that a digital competence framework should be developed to establish progression in children and young people’s learning.
cy	Felly, mae’r Adolygiad yn credu bod angen datblygu fframwaith cymhwysedd digidol i greu dilyniant yn y dysgu gan blant a phobl ifanc.

en	The place of the Welsh language in the curriculum needs to be strengthened.
cy	Mae angen cryfhau lle’r Gymraeg yn y cwricwlwm.

en	The importance attached to the Welsh language is reflected in the proposals of the Review that all children and young people should continue to learn the Welsh language to the age of 16.
cy	Mae’r pwysigrwydd a roddir i’r Gymraeg wedi’i adlewyrchu yng nghynigion yr Adolygiad sy’n nodi y dylai’r holl blant a phobl ifanc barhau i ddysgu Cymraeg nes cyrraedd 16 oed.

en	Evidence points to confidence in the work of Welsh-medium schools in successfully developing language skills.
cy	Mae tystiolaeth yn dangos bod hyder yng ngallu ysgolion cyfrwng Cymraeg i feithrin sgiliau iaith yn llwyddiannus.

en	There remains, however, a need to improve the quality and relevance of teaching and learning of the Welsh language in English-medium schools, particularly for older children.
cy	Er hynny, mae angen o hyd am wella ansawdd a pherthnasedd wrth addysgu a dysgu’r Gymraeg mewn ysgolion cyfrwng Saesneg, yn enwedig ymhlith plant hŷn.

en	We therefore propose greater focus on children and young people’s ability to communicate confidently in everyday settings in the Welsh language, with an emphasis on its increasing role in workplace settings.
cy	Felly rydym yn cynnig canolbwyntio’n fwy ar allu plant a phobl ifanc i gyfathrebu’n hyderus yn Gymraeg mewn cyd-destunau pob dydd, gan roi pwyslais ar ei rôl gynyddol yn y gweithle.

en	Welsh-medium schools employ specialists and have a wide range of available Welsh language resources.
cy	Mae ysgolion cyfrwng Cymraeg yn cyflogi arbenigwyr ac mae amrywiaeth fawr o adnoddau Cymraeg ar gael iddynt.

en	They are well placed to act as hubs for the Welsh language and to provide support for teachers and other practitioners in English-medium schools.
cy	Maent mewn lle da i weithredu fel canolbwynt ar gyfer y Gymraeg ac i ddarparu cymorth i athrawon ac ymarferwyr eraill mewn ysgolion cyfrwng Saesneg.

en	108 The Review proposes that the current separation of the curriculum into phases and key stages should be removed.
cy	108 Mae’r Adolygiad yn cynnig dileu’r rhaniadau presennol yn y cwricwlwm rhwng cyfnodau a chyfnodau allweddol.

en	Transition points, whether between sectors or phases, give rise to inevitable questions about continuity and progression.
cy	Mae pwyntiau trosglwyddo, boed rhwng sectorau neu gyfnodau, yn sicr o godi cwestiynau ynghylch parhad a dilyniant.

en	If stages are intended to be distinct from each other, how persuasive are the arguments for separation and what are the consequences?
cy	Os oes bwriad i gyfnodau fod yn wahanol i’w gilydd, pa mor berswadiol yw’r dadleuon o blaid y gwahanu a beth yw’r canlyniadau?

en	If stages are not distinct, then why do they require a separate label?
cy	Os nad yw cyfnodau’n wahanol i’w gilydd, pam y mae angen eu labelu ar wahân?

en	In exploring these questions, the Review reached the firm conclusion that the period of statutory schooling, at least, should be seen as a coherent and progressive whole, including the move between the primary and secondary sectors.
cy	Wrth ymchwilio i’r cwestiynau hyn, daeth yr Adolygiad i’r casgliad pendant y dylid gweld y cyfnod o addysg statudol, o leiaf, yn gyfanwaith cydlynol a dilynol, gan gynnwys y trosglwyddo rhwng y sector cynradd a’r sector uwchradd.

en	The Review proposes that depth and progression in learning should be described through Progression Steps, which each encompass a range of Achievement Outcomes.
cy	Mae’r Adolygiad yn cynnig y dylai dyfnder a dilyniant mewn dysgu gael eu disgrifio drwy Gamau Cynnydd, gyda phob un ohonynt yn cwmpasu nifer o Ddeilliannau Cyflawniad.

en	The Review evidence suggested that while the current system of levels within subjects provided elements of depth, the approach had become centred on making general, best-fit judgements about performance at defined points with insufficient attention to progression based on secure learning.
cy	Mae’r dystiolaeth a gasglwyd gan yr Adolygiad yn awgrymu bod y system bresennol o lefelau o fewn pynciau’n cynnig elfennau o ddyfnder, ond bod y dull hwn bellach yn canolbwyntio ar wneud dyfarniadau cyffredinol, cyd-fynd orau am berfformiad ar bwyntiau penodedig heb roi sylw digonol i ddilyniant wedi’i seilio ar ddysgu diogel.

en	The Review is therefore recommending that Progression Steps should be identified within each Area of Learning and Experience at three-yearly intervals over the period of statutory education.
cy	Felly, mae’r Adolygiad yn argymell y dylai Camau Cynnydd gael eu pennu o fewn pob Maes Dysgu a Phrofiad, a bwlch o dair blynedd rhyngddynt, dros y cyfnod o addysg statudol.

en	Achievement Outcomes should be developed for each Progression Step to reflect the curriculum purposes and embody both disciplinary and instrumental learning as appropriate.
cy	Dylid llunio Deilliannau Cyflawniad ar gyfer pob Cam Cynnydd sy’n adlewyrchu’r dibenion cwricwlwm ac sy’n ymgorffori dysgu disgyblaethol a chyfryngol, fel y bo’n briodol.

en	The descriptions of expected achievement should be accessible and challenging for all children and young people and draw upon research into children’s progress in learning and international norms.
cy	Dylai’r disgrifiadau o gyflawniadau disgwyliedig fod yn hawdd eu deall a dylent gynnig her i’r holl blant a phobl ifanc a bod yn seiliedig ar ymchwil i gynnydd plant wrth ddysgu ac ar normau rhyngwladol.

en	They should be expressed in ways that offer headroom for those who master skills and knowledge earlier and support and intervention for those whose progress is slower.
cy	Dylid eu mynegi mewn ffyrdd sy’n cynnig digon o le i symud ymlaen i’r rheini sy’n meistroli sgiliau a gwybodaeth yn gynharach a chymorth ac ymyrraeth i’r rheini sy’n gwneud cynnydd yn arafach.

en	Wherever possible, the various expectations about learning should be embedded in the Progression Steps.
cy	Lle bo modd, bydd y gwahanol ddisgwyliadau ynghylch dysgu wedi’u hymgorffori yn y Camau Cynnydd.

en	Schools and teachers are currently faced with the complex and time-consuming task of accommodating all of the various curriculum expectations in their planning, teaching and assessment.
cy	Ar hyn o bryd, mae ysgolion ac athrawon yn wynebu’r dasg hir a chymhleth o gynnwys holl wahanol ddisgwyliadau’r cwricwlwm wrth gynllunio, addysgu ac asesu.

en	Their task would, therefore, be simplified greatly if such expectations were captured and incorporated at a single point.
cy	Felly, byddai eu tasg yn symlach o lawer pe byddai disgwyliadau o’r fath yn cael eu disgrifio a’u cynnwys mewn un man.

en	The Progression Steps provide the vehicle for so doing.
cy	Gellir gwneud hynny drwy’r Camau Cynnydd.

en	The expectations for progression in the three Cross-curriculum Responsibilities should be highlighted and embedded, as appropriate, in the Progression Steps in each of the six Areas of Learning and Experience.
cy	Dylid nodi’r disgwyliadau o ran dilyniant yn y tri Chyfrifoldeb Trawsgwricwlaidd a’u hymgorffori, fel y bo’n briodol, yn y Camau Cynnydd ym mhob un o’r chwe Maes Dysgu a Phrofiad.

en	The wider skills of critical thinking and problem solving, planning and organising, creativity and innovation, and personal effectiveness together with the elements of the Cwricwlwm Cymreig and Routes for Learning should be similarly embedded within the Areas of Learning and Experience.
cy	Mae’r sgiliau ehangach, sef meddwl yn feirniadol a datrys problemau, cynllunio a threfnu, creadigrwydd ac arloesedd, ac effeithiolrwydd personol, ynghyd ag elfennau’r Cwricwlwm Cymreig ac Ar Drywydd Dysgu i’w cynnwys yn yr un modd yn y Meysydd Dysgu a Phrofiad.

en	In addition, all teachers should seek opportunities to reinforce and extend these elements wherever that can be done naturally within their normal teaching and learning approaches.
cy	Yn ogystal â hyn, dylai’r holl athrawon chwilio am gyfleoedd i gryfhau ac ymestyn yr elfennau hyn lle bynnag y gellir gwneud hynny’n naturiol yn eu dulliau addysgu a dysgu arferol.

en	The Review’s ambitions can only be translated into reality for children and young people through teachers’ and other education practitioners’ professional skill and judgement in selecting appropriate teaching methods.
cy	Yr unig ffordd o wireddu uchelgeisiau’r Adolygiad ar gyfer plant a phobl ifanc yw drwy arfer barn a sgiliau proffesiynol gan athrawon ac ymarferwyr addysg eraill wrth ddewis dulliau addysgu priodol.

en	The impact of the recommended changes to the curriculum on children and young people’s learning will depend ultimately on the quality of the teaching 109 and learning they experience.
cy	Bydd effaith y newidiadau sydd wedi’u hargymell yn y cwricwlwm ar y dysgu gan blant a phobl ifanc yn dibynnu yn y pen draw ar ansawdd yr addysgu a’r dysgu y maent yn eu cael.

en	The Review proposals will require approaches to teaching and learning that capitalise on the greater professional freedom that they offer to teachers.
cy	Mae cynigion 109 yr Adolygiad yn galw am ddulliau o addysgu a dysgu sy’n manteisio ar y rhyddid proffesiynol ehangach y maent yn ei gynnig i athrawon.

en	The high expectations embedded in the Progression Steps will only be realised through effective teaching that engages children and young people’s curiosity and enthusiasm through a blend of teaching and learning approaches.
cy	Yr unig ffordd o wireddu’r disgwyliadau uchel sydd yn y Camau Cynnydd fydd drwy addysgu effeithiol sy’n ennyn chwilfrydedd a brwdfrydedd mewn plant a phobl ifanc drwy gymysgedd o ddulliau addysgu a dysgu.

en	Teaching needs to be directly related to pursuing the curriculum purposes, exploiting opportunities to apply and make connections in learning in authentic contexts.
cy	Rhaid creu cysylltiad uniongyrchol rhwng addysgu a chyflawni’r dibenion cwricwlwm, drwy fanteisio ar gyfleoedd i gymhwyso’r hyn a ddysgir a chreu cysylltiadau wrth ddysgu mewn cyd-destunau dilys.

en	Learning should be a pleasurable activity pursued for its own sake and not simply as a means to passing a test or gaining a qualification.
cy	Dylai dysgu fod yn weithgarwch pleserus sy’n cael ei gyflawni er ei fwyn ei hun ac nid dim ond er mwyn llwyddo mewn prawf neu ennill cymhwyster.

en	Children and young people should learn how to work collaboratively and creatively, taking greater responsibility for their own learning and seeing the relevance of what they are doing to their present and future needs.
cy	Mae’n bwysig bod plant a phobl ifanc yn dysgu sut i gydweithio a gweithio’n greadigol, gan gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain a gweld bod yr hyn y maent yn ei wneud yn berthnasol i’w hanghenion yn awr ac yn y dyfodol.

en	The Review proposes a simplification of assessment procedures as well as a stronger role for assessment to support learning.
cy	Mae’r Adolygiad yn cynnig symleiddio gweithdrefnau asesu a rhoi rôl bwysicach i asesu o ran cefnogi dysgu.

en	Assessment is integral to effective learning and to informative reporting on achievement.
cy	Mae asesu’n hanfodol ar gyfer dysgu effeithiol a chyflwyno gwybodaeth am gyflawniad mewn adroddiadau.

en	Current assessment arrangements were widely criticised in the Review as being confused, over-elaborate and heavily influenced by the demands of accountability.
cy	Beirniadwyd y trefniadau asesu presennol gan lawer yn ystod yr Adolygiad ar y sail eu bod yn ddryslyd, yn rhy gymhleth ac yn drwm o dan ddylanwad y broses atebolrwydd.

en	The Review is recommending a simplified approach to assessment that seeks to strengthen teacher assessment as part of arrangements that reassert its prime role in supporting progression in learning.
cy	Mae’r Adolygiad yn argymell dull symlach o asesu o dan drefniadau sy’n rhoi blaenoriaeth i asesu gan athrawon ar gyfer cefnogi dilyniant wrth ddysgu.

en	Assessment should be driven by a clear understanding of its various potential contributions both to learning and to summative reporting.
cy	Dylai asesu gael ei ysgogi gan ddealltwriaeth glir o’r gwahanol ffyrdd y mae’n gallu cyfrannu at ddysgu ac at adroddiadau cyfunol.

en	The key questions about assessment are: who needs what evidence about progress and/or outcomes in achievement, for what purposes and against what deadlines?
cy	Y cwestiynau allweddol i’w hateb ynghylch asesu yw: pwy sydd ag angen y gwahanol fathau o dystiolaeth am gynnydd a/neu ddeilliannau cyflawniad, at ba ddibenion ac erbyn pa bryd?

en	The answers to these questions determine which assessment approaches are fit for purpose.
cy	Yr atebion i’r cwestiynau hyn fydd yn pennu pa ddulliau asesu sy’n addas.

en	In particular, our proposals distinguish between purposes that relate to helping children and young people to progress in their learning and those that are required for accountability.
cy	Yn benodol, mae ein cynigion yn gwahaniaethu rhwng dibenion sy’n ymwneud â helpu plant a phobl ifanc i wneud cynnydd wrth ddysgu a’r rheini sy’n ofynnol ar gyfer atebolrwydd.

en	Both are important but both can be compromised if they become confused.
cy	Mae’r ddau’n bwysig ond bydd amheuon yn codi ynghylch canlyniadau o’r ddau ddull os byddant yn cael eu cymysgu.

en	Sound assessment evidence is essential in promoting both consolidation and flow in learning.
cy	Rhaid cael tystiolaeth gadarn o asesiadau er mwyn cysoni dysgu a sicrhau gwell llif.

en	To be effective, assessment requires a clear understanding about what is to be learned and effective and efficient means of gathering evidence about achievement, including through the use of digital technology.
cy	Er mwyn asesu’n effeithiol, rhaid cael dealltwriaeth glir o’r hyn sydd i’w ddysgu a ffyrdd effeithiol ac effeithlon o gasglu tystiolaeth am gyflawniad, gan gynnwys rhai sy’n defnyddio technoleg ddigidol.

en	It is the prime means of establishing the extent to which the teaching process is bringing about the desired progress in each young person’s learning.
cy	Dyma’r brif ffordd o ganfod y graddau y mae’r broses addysgu’n sicrhau’r cynnydd sy’n ddymunol yn y dysgu gan bob person ifanc.

en	More direct engagement of children and young people in the assessment process will encourage them to take greater responsibility for their own learning and help develop their capacity to continue to learn effectively after they leave school.
cy	Drwy gynnwys plant a phobl ifanc yn fwy uniongyrchol yn y broses asesu, byddant yn cael eu hannog i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain ac yn meithrin eu gallu i barhau i ddysgu’n effeithiol ar ôl gadael yr ysgol.

en	The Review proposes that the Welsh Government should develop an overall assessment and evaluation framework as recommended by the OECD82.
cy	Mae’r Adolygiad yn cynnig y dylai Llywodraeth Cymru ddatblygu fframwaith asesu a gwerthuso cyffredinol yn unol â’r argymhelliad gan yr OECD.82

en	That framework should define the various roles of pupil assessment and school 110 evaluation and establish clearly the respective contributions of teacher assessment and external testing, stressing their complementary roles.
cy	Rhaid i’r fframwaith hwnnw ddiffinio’r gwahanol rolau sydd i’r prosesau asesu disgyblion a gwerthuso ysgolion a phennu’n glir y priod gyfraniadau drwy asesu gan athrawon a phrofion allanol, gan bwysleisio eu bod yn ategu ei gilydd.

en	We advise against an over-reliance on external or internal tests, which limits the scope of what can be assessed and fails to reflect necessary breadth in the curriculum.
cy	Rydym yn cynghori 110 yn erbyn dibynnu’n ormodol ar brofion allanol neu fewnol, sy’n cyfyngu ar yr hyn y gellir ei asesu ac yn methu ag adlewyrchu ehangder angenrheidiol y cwricwlwm.

en	The potential of teacher assessment to cover the full range of learning intentions will require a wider range of appropriate techniques than has traditionally been the case.
cy	Er mwyn gallu asesu’r holl fathau o fwriadau ar gyfer dysgu drwy asesu gan athrawon, bydd yn rhaid cael ystod ehangach o dechnegau priodol nag a ddefnyddiwyd yn draddodiadol.

en	The recommended depth and connected nature of learning can best be assessed by teachers but that will not happen automatically and will require resources and support.
cy	Athrawon sydd yn y sefyllfa orau i asesu dysgu dwfn a chysylltiedig o’r math sydd wedi’i argymell, ond ni fydd hynny’n digwydd yn awtomatig a bydd yn galw am adnoddau a chymorth.

en	There will be a need to ensure that, taken together, the arrangements for assessment are proportionate and as light-touch as possible and not over-bureaucratic.
cy	Bydd angen sicrhau bod y trefniadau ar gyfer asesu, at ei gilydd, yn gymesur ac mor ysgafn eu cyffyrddiad â phosibl ac na fyddant yn rhy fiwrocrataidd.

en	A major, sustained change programme will be required to convert the recommendations of the Review into practice.
cy	Bydd angen rhaglen newid fawr dros gyfnod hir i roi argymhellion yr Adolygiad ar waith.

en	Successful implementation will require a sophisticated change strategy that establishes clear milestones and takes full account of the implications for system and teacher capacity.
cy	Er mwyn gweithredu’r argymhellion yn llwyddiannus, bydd angen strategaeth soffistigedig ar gyfer newid sy’n gosod cerrig milltir clir ac yn rhoi pob ystyriaeth i’r goblygiadau o ran capasiti’r system a chapasiti athrawon.

en	In conducting the Review we developed a set of principles for curriculum design which have acted as both a guide and a test.
cy	Wrth gynnal yr Adolygiad, roeddem wedi datblygu set o egwyddorion ar gyfer cynllunio’r cwricwlwm, ac rydym wedi defnyddio’r rhain fel canllaw ac fel meini prawf.

en	These are that the curriculum should be authentic; evidence-based; responsive; inclusive; ambitious; empowering; unified; engaging; based on subsidiarity; and manageable.
cy	Yr egwyddorion hyn yw y bydd y cwricwlwm yn ddilys; wedi’i seilio ar dystiolaeth; yn ymatebol; yn gynhwysol; yn uchelgeisiol; yn rymusol; yn unedig; yn ddeniadol; wedi’i seilio ar sybsidiaredd; ac yn hylaw.

en	As we move to implementation it will be important to ensure that the integrity of these principles is not compromised.
cy	Wrth symud ymlaen at ei weithredu, bydd yn bwysig sicrhau na fydd yr egwyddorion hyn yn cael eu tanseilio.

en	One of the keys to successful implementation will be wide engagement in shaping and owning the new curriculum.
cy	Un o’r ffyrdd allweddol o sicrhau gweithredu llwyddiannus fydd cyfranogi eang mewn siapio a pherchenogi’r cwricwlwm newydd.

en	The process of development needs to build on our initial engagement and ensure ongoing and direct involvement involving not just the teaching profession but also the wider set of interested individuals and organisations that have contributed to our work.
cy	Bydd yn rhaid seilio’r broses datblygu ar ein gwaith ymgysylltu cychwynnol a sicrhau cyfranogi parhaus ac uniongyrchol, nid yn unig gan y proffesiwn addysgu ond hefyd gan yr ystod ehangach o unigolion a sefydliadau cysylltiedig sydd wedi cyfrannu i’n gwaith.

en	All of this will take time for full consideration of the very wide-ranging recommendations of the Review and sustained effort in translating them into practice.
cy	Bydd angen cryn amser i ystyried yr holl agweddau ar argymhellion pellgyrhaeddol yr Adolygiad ac ymdrech barhaus i’w rhoi ar waith.

en	The various aspects of the Review proposals should be consolidated in national guidance for schools.
cy	Dylid crynhoi’r gwahanol agweddau ar gynigion yr Adolygiad mewn canllawiau cenedlaethol i ysgolion.

en	In order to promote consistency in the way in which Areas of Learning and Experience are elaborated, expert groups should be formed and charged with taking this forward using the criteria which we have developed in this report as a guide.
cy	Er mwyn hyrwyddo ffordd gyson o ymhelaethu ar Feysydd Dysgu a Phrofiad, dylid ffurfio grwpiau arbenigol a fydd yn gyfrifol am fwrw ymlaen â’r gwaith hwn ar sail y meini prawf sydd wedi’u disgrifio yn yr adroddiad hwn.

en	These criteria include consideration of the relationship of proposed content to the purposes of the curriculum; an explanation of its boundaries and scope; an outline of necessary experiences and outcomes in terms of knowledge, skills and dispositions; identification of ways in which key elements in the Cwricwlwm Cymreig, the three Cross-curriculum Responsibilities and the wider skills can be taken forward; an explanation of progression and the definition of Achievement Outcomes at specified Progression Steps; advice on teaching and learning strategies; and a description of how assessment should contribute to learning in that area.
cy	Mae’r meini prawf hyn yn cynnwys ystyried y berthynas rhwng y cynnwys arfaethedig a’r dibenion cwricwlwm; egluro ei ffiniau a’i gwmpas; disgrifio’r profiadau a deilliannau angenrheidiol yn nhermau gwybodaeth, sgiliau ac anian; pennu ffyrdd o gynnwys elfennau allweddol o’r Cwricwlwm Cymreig, y tri Chyfrifoldeb Trawsgwricwlaidd a’r sgiliau ehangach; esbonio dilyniant a diffinio Deilliannau Cyflawniad mewn Camau Cynnydd penodol; cynghori ar strategaethau addysgu a dysgu; a disgrifio sut y bydd asesu’n cyfrannu at y dysgu yn y maes hwnnw.

en	The Review recommends that Wales should apply the principle of subsidiarity to curriculum development.
cy	Mae’r Adolygiad yn argymell bod Cymru’n cymhwyso egwyddor sybsidiaredd wrth ddatblygu’r cwricwlwm.

en	One of the tenets of the Review has been the desirability of engaging schools and teachers more directly in shaping the
cy	Un o ddaliadau’r Adolygiad yw ei bod yn ddymunol cynnwys ysgolion ac athrawon yn fwy uniongyrchol wrth lunio’r cwricwlwm mewn ffyrdd sy’n cwrdd ag anghenion eu plant a’u pobl ifanc.

en	111 curriculum in ways that meet the needs of their children and young people.
cy	Gan edrych tua’r dyfodol, bydd yn bwysig meithrin a hyrwyddo perchenogaeth

en	For the future, it will be important to nurture and encourage local ownership and responsibility within a clear framework of expectation and support that provides necessary direction and a sense of national purpose.
cy	111 a chyfrifoldeb lleol o fewn fframwaith clir o ddisgwyliadau a chymorth sy’n cynnig y cyfarwyddyd angenrheidiol ac ymdeimlad o bwrpas cenedlaethol.

en	Legislation should therefore be used sparingly while making clear the duties associated with providing an effective curriculum and appropriate assessment.
cy	Felly dylid gwneud defnydd cynnil o ddeddfwriaeth gan egluro’r dyletswyddau sy’n gysylltiedig â darparu cwricwlwm effeithiol a threfniadau asesu priodol.

en	The recommendations of the Review have major implications for the professional development of teachers and other practitioners.
cy	Mae goblygiadau mawr yn argymhellion yr Adolygiad o ran datblygiad proffesiynol athrawon ac ymarferwyr eraill.

en	These include the need to extend teachers’ capacity in Welsh language, health and well-being, digital competence and computer science, as well as broader matters such as curriculum planning and assessment.
cy	Ymhlith y rhain mae’r angen i ymestyn capasiti athrawon yn y Gymraeg, mewn iechyd a lles, cymhwysedd digidol a chyfrifiadureg, yn ogystal â materion mwy cyffredinol fel cynllunio’r cwricwlwm ac asesu.

en	The Welsh Government’s New Deal for the Education Workforce and the review being undertaken by Professor John Furlong are well timed to address many of these issues but there will also be a need for more immediate action to build the confidence and capacity of teachers and school leaders in taking forward the Review’s recommendations.
cy	Mae Bargen Newydd Llywodraeth Cymru i’r Gweithlu Addysg a’r adolygiad sy’n cael ei gynnal gan yr Athro John Furlong yn amserol iawn o ran ymateb i nifer o’r materion hyn ond bydd angen hefyd am weithredu mwy uniongyrchol i feithrin hyder a chapasiti athrawon ac arweinwyr ysgol wrth fwrw ymlaen ag argymhellion yr Adolygiad.

en	The Review recommends fundamental changes to accountability systems.
cy	Mae’r Adolygiad yn argymell newidiadau sylfaenol mewn systemau atebolrwydd.

en	Accountability systems can be the Achilles heel of curriculum reform.
cy	Gall systemau atebolrwydd fod yn fan gwan mewn ymdrechion i ddiwygio’r cwricwlwm.

en	The unintended effects of over-exuberant accountability can unintentionally compromise good intentions.
cy	Mae’r effeithiau anfwriadol o fesurau atebolrwydd gorfrwdfrydig yn gallu tanseilio bwriadau da.

en	The Review proposals will have implications for accountability in Wales, including the need to avoid the detrimental effects of high-stakes performance measures on the curriculum and on teachers’ professionalism.
cy	Bydd goblygiadau yng nghynigion yr Adolygiad ar gyfer atebolrwydd yng Nghymru, gan gynnwys yr angen i osgoi’r effeithiau niweidiol o fesurau perfformiad sy’n rhoi gormod yn y fantol ar y cwricwlwm ac ar broffesiynoldeb athrawon.

en	The aim must be to establish accountability mechanisms that make a constructive contribution to children and young people’s learning and that promote a focus on the curriculum purposes as the agreed goals of that learning.
cy	Rhaid anelu at sefydlu mecanweithiau atebolrwydd a fydd yn cyfrannu’n adeiladol at y dysgu gan blant a phobl ifanc ac yn canolbwyntio ar y dibenion cwricwlwm gan eu gweld yn nodau i’r dysgu hwnnw.

en	Taken together, the Review recommendations aim to provide curriculum and assessment arrangements that will meet the needs and aspirations of all those with an interest in Welsh education.
cy	Gyda’i gilydd, mae argymhellion yr Adolygiad yn ceisio darparu cwricwlwm a threfniadau asesu a fydd yn cwrdd ag anghenion a dyheadau pawb sydd â buddiant mewn addysg yng Nghymru.

en	For teachers and school leaders they will provide a more straightforward and coherent basis for the exercise of their professional skills.
cy	Ar gyfer athrawon ac arweinwyr ysgol, byddant yn gosod sail symlach a mwy cydlynol ar gyfer arfer eu sgiliau proffesiynol.

en	For children and young people they aim to create a more stimulating and challenging educational experience that will help them to thrive and succeed in an increasingly demanding but exciting world.
cy	Ar gyfer plant a phobl ifanc, maent yn ceisio creu profiad addysgol mwy symbylol ac ymestynnol a fydd yn eu helpu i ffynnu a llwyddo mewn byd sy’n gyffrous ond yn gofyn mwy ganddynt.

en	For employers it will help to provide well-educated employees with both the ‘hard’ and ‘soft’ skills that are integral to the modern workplace.
cy	Ar gyfer cyflogwyr, bydd yn helpu i ddarparu gweithwyr sydd wedi’u haddysgu’n dda ac sydd â’r sgiliau ‘caled’ a ‘meddal’ sy’n hanfodol yn y gweithle modern.

en	Parents and carers can engage more directly in their children’s learning, receiving clear information about how they are progressing in relation to easily understood curriculum purposes.
cy	A bydd rhieni a gofalwyr yn gallu cymryd rhan yn fwy uniongyrchol yn y dysgu gan eu plant, a chael gwybodaeth glir am eu cynnydd ar sail dibenion cwricwlwm sy’n hawdd eu deall.

en	Finally, the proposals will require excellent and committed leadership at all levels in the education system.
cy	Yn olaf, er mwyn gweithredu’r cynigion, bydd angen arweinyddiaeth ragorol ac ymrwymedig ar bob lefel yn y system addysg.

en	The Welsh Government has signalled its commitment to establishing the kind of collaborative culture that characterises education systems that aspire to excellence.
cy	Mae Llywodraeth Cymru wedi dangos ei hymrwymiad i sefydlu’r math o ddiwylliant cydweithredol sy’n nodweddiadol o systemau addysg sy’n ymgyrraedd at ragoriaeth.

en	The recommendations of this Review are intended to support that commitment and to shape a successful and exciting future for the young people of Wales.
cy	Mae’r argymhellion yn yr Adolygiad hwn wedi’u gwneud er mwyn ategu’r ymrwymiad hwnnw a chreu dyfodol llwyddiannus a chyffrous i bobl ifanc Cymru.

en	112 Recommendations Curriculum definition 1.
cy	112 Argymhellion Diffinio’r cwricwlwm 1.

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

en	Purposes of the curriculum 2.
cy	Dibenion cwricwlwm 2.

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

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