en	3. The purposes of the curriculum in Wales should be that children and young people develop as: > 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	3. Dibenion y cwricwlwm yng Nghymru yw ceisio sicrhau bod plant a phobl ifanc yn datblygu: > 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	Curriculum structure – breadth 4.
cy	Strwythur y cwricwlwm – ehangder 4.

en	The curriculum 3–16 should be organised into Areas of Learning and Experience that establish the breadth of the curriculum.
cy	Dylai’r cwricwlwm i ddysgwyr 3–16 oed gael ei drefnu’n Feysydd Dysgu a Phrofiad sy’n pennu ehangder y cwricwlwm.

en	These areas should provide rich contexts for developing the four curriculum purposes, be internally coherent, employ distinctive ways of thinking, and have an identifiable core of disciplinary or instrumental knowledge.
cy	Disgwylir y bydd y meysydd hyn yn cynnig cyd-destunau cyfoethog ar gyfer datblygu’r pedwar diben cwricwlwm, y byddant yn fewnol gydlynol, yn defnyddio ffyrdd neilltuol o feddwl, ac yn cynnwys craidd penodol o wybodaeth ddisgyblaethol neu gyfryngol.

en	5. The new national curriculum in Wales should have six Areas of Learning and Experience: Expressive arts; Health and well-being; Humanities; Languages, literacy and communication; Mathematics and numeracy; and Science and technology.
cy	5. Dylai’r cwricwlwm cenedlaethol newydd yng Nghymru gynnwys chwe Maes Dysgu a Phrofiad: Celfyddydau mynegiannol; Iechyd a lles; Dyniaethau; Ieithoedd, llythrennedd a chyfathrebu; Mathemateg a rhifedd; a Gwyddoniaeth a thechnoleg.

en	6. Children and young people should have their learning developed across the curriculum through three Cross-curriculum Responsibilities that should be the responsibility of all teachers: literacy; numeracy; and digital competence.
cy	6. Dylai dysgu gan blant a phobl ifanc gael ei ddatblygu ar draws y cwricwlwm drwy dri Chyfrifoldeb Trawsgwricwlaidd a ddylai fod yn gyfrifoldeb i’r holl athrawon: llythrennedd; rhifedd; a chymhwysedd digidol.

en	7. A digital competence framework and an accompanying ‘Routes to Learning Digital Competence’ should be developed and be included as a Cross-curriculum Responsibility.
cy	7. Dylai fframwaith cymhwysedd digidol, ynghyd â dogfen ‘Ar Drywydd Dysgu Cymhwysedd Digidol’, gael eu datblygu a’u cynnwys fel Cyfrifoldeb Trawsgwricwlaidd.

en	113 8. The expectations for the three Cross-curriculum Responsibilities and wider skills should be embedded within the Areas of Learning and Experience.
cy	113 8. Dylai’r disgwyliadau ar gyfer y tri Chyfrifoldeb Trawsgwricwlaidd a sgiliau ehangach gael eu cynnwys yn y Meysydd Dysgu a Phrofiad.

en	9. Religious education should form part of the Humanities Area of Learning and Experience, and should remain a statutory curriculum requirement from reception.
cy	9. Dylai addysg grefyddol fod yn rhan o Faes Dysgu a Phrofiad y Dyniaethau, a dylai barhau’n ofyniad statudol yn y cwricwlwm o’r dosbarth derbyn ymlaen.

en	Curriculum structure – progression Progression Steps 10.
cy	Strwythur y cwricwlwm – dilyniant Camau Cynnydd 10.

en	The new national curriculum should be organised as a continuum of learning from 3 to 16 without phases and key stages.
cy	Dylai’r cwricwlwm cenedlaethol newydd gael ei drefnu ar ffurf continwwm dysgu rhwng 3 ac 16 oed heb gyfnodau na chyfnodau allweddol.

en	11. Progression should be described in relation to a continuum of learning in each Area of Learning and Experience from when a child enters education to the end of statutory schooling.
cy	11. Dylai dilyniant gael ei ddisgrifio mewn perthynas â chontinwwm dysgu ym mhob Maes Dysgu a Phrofiad o’r adeg y mae plentyn yn dechrau mewn ysgol hyd ddiwedd ei addysg statudol.

en	12. Progression should be signalled through Progression Steps at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16.
cy	12. Dylai dilyniant gael ei ddangos drwy Gamau Cynnydd ar bum pwynt yn y continwwm dysgu sy’n cyfateb yn fras i’r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed.

en	13. The initial Progression Steps should take full account of guidance on Routes for Learning, which should be reviewed in the new curriculum context.
cy	13. Dylai ystyriaeth lawn gael ei rhoi wrth lunio’r Camau Cynnydd cyntaf i’r canllawiau ar gyfer Ar Drywydd Dysgu, a dylid adolygu’r canllawiau yng nghyd-destun y cwricwlwm newydd.

en	14. Progression Steps should be reference points, providing a ‘road map’ for each individual child and young person’s progress in their learning and not universal expectations of the performance of all children and young people at fixed points.
cy	14. Dylai’r Camau Cynnydd fod yn bwyntiau cyfeirio sy’n darparu ‘map ffyrdd’ ar gyfer y cynnydd gan bob plentyn a pherson ifanc unigol wrth ddysgu ac nid yn ddisgwyliadau cyffredinol o ran y perfformiad gan yr holl blant a phobl ifanc ar bwyntiau penodol.

en	15. There should be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the broad three-year window.
cy	15. Dylai fod dyletswydd ar ysgolion i ddarparu cwricwlwm sy’n galluogi’r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod perthnasol o tua thair blynedd.

en	Achievement Outcomes 16.
cy	Deilliannau Cyflawniad 16.

en	Achievement Outcomes should be developed for each Progression Step in each Area of Learning and Experience, spanning the components within the Area of Learning and Experience and addressing the Cross-curriculum Responsibilities and wider skills.
cy	Dylai Deilliannau Cyflawniad gael eu llunio ar gyfer pob Cam Cynnydd ym mhob Maes Dysgu a Phrofiad a fydd yn cwmpasu’r cydrannau yn y Maes Dysgu a Phrofiad ac yn cynnwys y Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach.

en	17. Achievement Outcomes should contribute clearly to the four curriculum purposes and should have an emphasis on achievement in a broad sense, rather than only narrower measures of attainment.
cy	17. Dylai Deilliannau Cyflawniad gyfrannu’n glir at gyflawni’r pedwar diben cwricwlwm a dylent roi pwyslais ar gyflawniad mewn ystyr eang, yn hytrach na mesur cyrhaeddiad mewn ffordd fwy cyfyng yn unig.

en	They should include references to relevant experiences which contribute to the curriculum purposes and to which children and young people should be entitled.
cy	Dylent gynnwys cyfeiriadau at brofiadau perthnasol sy’n cyfrannu at gyflawni dibenion cwricwlwm ac y dylai fod gan blant a phobl ifanc hawl i’w cael.

en	114 18. Achievement Outcomes should be described from the learner’s point of view, using terms like ‘I have...’ for experiences and ‘I can...’ for outcomes.
cy	114 18. Dylai Deilliannau Cyflawniad gael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel ‘Rydw i wedi...’ am brofiadau ac ‘Rydw i’n gallu...’ am ddeilliannau.

en	19. All children and young people should make progress along the same continuum, regardless of any additional learning needs they may have, although they may reach and move between Progression Steps more slowly or more quickly than others.
cy	19. Dylai’r holl blant a phobl ifanc wneud cynnydd ar hyd yr un continwwm, heb ystyried unrhyw anghenion dysgu ychwanegol sydd ganddynt, er y gallent gyrraedd a symud rhwng Camau Cynnydd yn arafach neu’n gyflymach nag eraill.

en	20. There should be a clear brief for the development of the Achievement Outcomes, as indicated in this report.
cy	20. Dylai brîff clir gael ei baratoi ar gyfer llunio’r Deilliannau Cyflawniad yn unol â’r disgrifiad yn yr adroddiad hwn.

en	The Welsh language 21.
cy	Y Gymraeg 21.

en	The Welsh language should remain compulsory up to the age of 16.
cy	Dylai’r Gymraeg barhau’n orfodol hyd at 16 oed.

en	22. There should be a renewed focus in schools on learning Welsh primarily as a means of communication, particularly oral communication and understanding.
cy	22. Dylai ysgolion ganolbwyntio o’r newydd ar ddysgu Cymraeg yn bennaf fel ffordd o gyfathrebu, yn enwedig cyfathrebu a deall yr iaith lafar.

en	23. Progression in the Welsh language towards transactional competence at age 16 should be appropriately reflected in the related Progression Steps and Achievement Outcomes.
cy	23. Dylai cynnydd yn y Gymraeg tuag at gymhwysedd rhyngweithredol yn 16 oed gael ei adlewyrchu’n briodol yn y Camau Cynnydd a Deilliannau Cyflawniad cysylltiedig.

en	24. The value attached to the Welsh language by children and young people, teachers, parents and carers and the public should be enhanced by strengthening the focus on its commercial value for the jobs market, the suggested cognitive benefits of bilingualism and its importance in enabling children and young people to achieve a good understanding of the cultural life of Wales in the past and present.
cy	24. Dylai’r gwerth y mae plant a phobl ifanc, athrawon, rhieni, gofalwyr a’r cyhoedd yn ei roi ar y Gymraeg gael ei hyrwyddo drwy ganolbwyntio’n fwy ar ei gwerth masnachol yn y farchnad swyddi, y manteision gwybyddol o ddwyieithrwydd sydd wedi’u hawgrymu a’i phwysigrwydd o ran galluogi plant a phobl ifanc i gael dealltwriaeth dda o fywyd diwylliannol Cymru yn y gorffennol a’r presennol.

en	25. Investment in and improvements to provision and the raising of standards should focus on strengthening the language in primary schools in order to create solid foundations for learning in Welsh and other languages in secondary school.
cy	25. Dylai buddsoddi a gwelliannau yn y ddarpariaeth ac mewn codi safonau ganolbwyntio ar gryfhau’r iaith mewn ysgolion cynradd er mwyn gosod sylfeini cadarn ar gyfer dysgu drwy’r Gymraeg ac ieithoedd eraill yn yr ysgol uwchradd.

en	There will also be a need for support for secondary schools to enable them to improve and adjust their provision 26.
cy	Bydd angen rhoi cymorth i ysgolion uwchradd hefyd i’w galluogi i wella ac addasu eu darpariaeth.

en	Welsh-medium schools should act as hubs for the Welsh language, to support teachers and practitioners in English-medium schools.
cy	26. Dylai ysgolion cyfrwng Cymraeg weithio fel canolbwynt ar gyfer y Gymraeg, er mwyn helpu athrawon ac ymarferwyr mewn ysgolion cyfrwng Saesneg.

en	27. Systematic links should be established between schools and outside agencies that can support teaching, learning and the provision of resources in Welsh and modern foreign languages, including further and higher education providers and Mentrau Iaith.
cy	27. Dylai cysylltiadau systematig gael eu creu rhwng ysgolion ac asiantaethau allanol sy’n gallu rhoi cymorth ar gyfer addysgu, dysgu a darparu adnoddau yn Gymraeg ac mewn ieithoedd tramor modern, gan gynnwys darparwyr addysg bellach ac uwch a Mentrau Iaith.

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	115 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	115 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 31.
cy	Dewis 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	Pedagogy 32.
cy	Addysgeg 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	Assessment 35.
cy	Asesu 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	37. Assessment arrangements should give priority to their formative role in teaching and learning.
cy	37. Dylai’r trefniadau ar gyfer asesu roi blaenoriaeth i’w rôl ffurfiannol mewn addysgu a dysgu.

en	38. A wide range of assessment techniques, selected on ‘fit-for-purpose’ criteria, should be used to reflect the breadth of the curriculum purposes.
cy	38. 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	116 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	116 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	44. 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	44. 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	46. 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	46. 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	50. 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	50. 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	51. Schools should use teacher assessment of progression systematically, together with other sources of evidence, to inform their self-evaluation for school improvement purposes.
cy	51. 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	52. 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	52. 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	53. The Welsh Government should establish a comprehensive assessment and evaluation framework in line with the recommendations of this report.
cy	53. Dylai Llywodraeth Cymru sefydlu fframwaith asesu a gwerthuso cynhwysfawr i weithredu’r argymhellion yn yr adroddiad hwn.

en	117 The reform process 54.
cy	117 Y broses diwygio 54.

en	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	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 56.
cy	Arwain a llywio 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	Elaboration and development of Areas of Learning and Experience 57.
cy	Datblygu a manylu ar Feysydd Dysgu a Phrofiad 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	Teacher and leadership capacity 58.
cy	Capasiti athrawon ac arweinwyr 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.

en	60. Priority should be given to developing the leadership commitment, understanding and skills necessary for the proposed reforms to succeed.
cy	60. 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 61.
cy	Capasiti’r system 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	118 National and local ownership 62.
cy	118 Perchenogaeth genedlaethol a lleol 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	Legislation 63.
cy	Deddfwriaeth 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 65.
cy	Atebolrwydd 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	119 Appendix Professor Graham Donaldson CB Before joining HM Inspectorate of Education (HMIE) in 1983, Graham Donaldson taught at various levels in secondary schools in Scotland and also worked nationally on a range of curriculum projects.
cy	119 Atodiad Yr Athro Graham Donaldson CB Cyn ymuno ag Arolygiaeth Addysg Ei Mawrhydi ym 1983, roedd Graham Donaldson wedi addysgu ar wahanol lefelau mewn ysgolion uwchradd yn yr Alban ac wedi gweithio ar lefel genedlaethol hefyd ar amrywiaeth o brosiectau cwricwlwm.

en	He became head of the Inspectorate in 2002 and, as the chief professional adviser to Scottish Ministers on education policy, he was closely involved in the Scottish Government’s curriculum reform programme, Curriculum for Excellence.
cy	Daeth yn bennaeth yr Arolygiaeth yn 2002 ac, yn rhinwedd ei swydd fel prif gynghorydd proffesiynol i Weinidogion yr Alban ar bolisi addysg, cymerodd ran flaenllaw yn rhaglen Llywodraeth yr Alban ar ddiwygio’r cwricwlwm, Curriculum for Excellence.

en	Following his retirement from HMIE he was asked by the government to undertake a personal review of teacher education in Scotland and his report, Teaching Scotland’s Future (The Scottish Government, 2011) has led to a major implementation programme.
cy	Ar 6l ymddeol o’r Arolygiaeth Addysg, gofynnodd y llywodraeth iddo gynnal adolygiad personol o addysg athrawon yn yr Alban ac mae ei adroddiad, Teaching Scotland’s Future (Llywodraeth yr Alban, 2011) wedi arwain at gyflwyno rhaglen weithredu sylweddol.

en	He is a member of the Royal Society of Edinburgh Education Committee and a Director of the Goodison Group in Scotland.
cy	Mae’n aelod o Bwyllgor Addysg Cymdeithas Frenhinol Caeredin ac yn Gyfarwyddwr ar Grŵp Goodison yn yr Alban.

en	He has established a significant international profile by lecturing extensively, working as an international expert for OECD, advising governments and non-government organisations and leading the international inspectorate organisation as President.
cy	Mae wedi dod i gryn amlygrwydd yn rhyngwladol drwy ddarlithio mewn llawer man, gweithio fel arbenigwr rhyngwladol i’r OECD, cynghori llywodraethau a chyrff anllywodraethol ac arwain sefydliad rhyngwladol yr arolygiaethau fel ei Lywydd.

en	He is currently working at Glasgow University where he is a Professor working in the Robert Owen Centre.
cy	Mae’n gweithio ar hyn o bryd fel Athro yng Nghanolfan Robert Owen ym Mhrifysgol Glasgow.

en	He was appointed by Her Majesty the Queen as a Companion of the Order of the Bath in 2010.
cy	Fe’i penodwyd gan Ei Mawrhydi’r Frenhines yn Gydymaith Urdd y Baddon yn 2010.

en	Review Team As well as wide-ranging engagement activity, Professor Donaldson has been assisted by the following.
cy	Tîm yr Adolygiad Yn ogystal â chymryd rhan mewn gweithgarwch ymgysylltu o bob math, mae’r Athro Donaldson wedi cael cymorth gan y rhai canlynol.

en	Advisers seconded to the Review from Estyn Sarah Morgan (Primary Adviser to the Review) – Sarah Morgan has worked for Estyn as an HMI since 2009, inspecting in the primary, non-maintained nursery, independent and initial teacher training sectors in English and Welsh.
cy	Cynghorwyr a secondiwyd i’r Adolygiad gan Estyn Sarah Morgan (Cynghorydd Cynradd yr Adolygiad) – Mae Sarah Morgan wedi gweithio i Estyn fel un o Arolygwyr Ei Mawrhydi er 2009, ac wedi arolygu yn y sector cynradd, y sector addysg feithrin nas cynhelir, y sector annibynnol ac mewn hyfforddiant cychwynnol athrawon yn Gymraeg a Saesneg.

en	Prior to that, she worked as a class teacher, deputy headteacher and headteacher for twenty-two years in Rhondda Cynon Taff and the Vale of Glamorgan.
cy	Cyn hynny, roedd wedi gweithio fel athrawes ddosbarth, dirprwy bennaeth a phennaeth am ddwy flynedd ar hugain yn Rhondda Cynon Taf a Bro Morgannwg.

en	During that time, she also worked closely with local authorities and an initial teacher training institute in a variety of leadership and training roles.
cy	Yn ystod y cyfnod hwnnw, roedd hefyd wedi cydweithio’n agos ag awdurdodau lleol ac athrofa hyfforddiant cychwynnol athrawon mewn amrywiaeth o rolau arwain a hyfforddi.

en	Her subject specialisms are music and Welsh as a second language.
cy	Cerddoriaeth a Chymraeg ail iaith yw’r pynciau y mae’n arbenigo ynddynt.

en	Sarah is a Welsh speaker.
cy	Mae Sarah yn siarad Cymraeg.

en	Nigel Vaughan (Secondary Adviser to the Review) – Nigel Vaughan taught in secondary schools in Powys and Shropshire.
cy	Nigel Vaughan (Cynghorydd Uwchradd yr Adolygiad) – Bu Nigel Vaughan yn athro am gyfnod mewn ysgolion uwchradd ym Mhowys a Swydd Amwythig.

en	Following this he took on a role as a local authority senior adviser with a specific focus on humanities (history, geography, RE and anti-racism) and secondary education.
cy	Ar ôl hynny, ymgymerodd â swydd uwch-gynghorydd awdurdodau lleol gan ganolbwyntio ar y dyniaethau (hanes, daearyddiaeth, addysg grefyddol a gwrth-hiliaeth) ac addysg uwchradd.

en	Nigel became a HMI in 1991 and has inspected in early years, primary, secondary, further education, local authorities and initial teacher training.
cy	Daeth Nigel yn un o Arolygwyr Ei Mawrhydi ym 1991 ac mae wedi arolygu ym maes y blynyddoedd cynnar, addysg gynradd, 120 addysg uwchradd, addysg bellach, awdurdodau lleol a hyfforddiant cychwynnol athrawon.

en	Nigel was the secondary lead inspector for a period until his retirement in 2012.
cy	Roedd Nigel yn arolygydd uwchradd arweiniol am gyfnod nes iddo ymddeol yn 2012.

en	From this time he has been employed by Estyn on a part-time basis. 120 Appendix
cy	O hynny ymlaen, mae wedi’i gyflogi’n rhan-amser gan Estyn.

en	External advisers Claire Armitstead – Headteacher, Rhyl High School, English-medium secondary school.
cy	Cynghorwyr allanol Claire Armitstead – Pennaeth, Ysgol Uwchradd y Rhyl, ysgol uwchradd cyfrwng Saesneg.

en	Owain ap Dafydd – Headteacher, Ysgol Gyfun Cwm Rhymni, Welsh-medium secondary school.
cy	Owain ap Dafydd – Pennaeth, Ysgol Gyfun Cwm Rhymni, ysgol uwchradd cyfrwng Cymraeg.

en	Kevin Tansley – Headteacher, Tŷ Gwyn School, special school.
cy	Kevin Tansley – Pennaeth, Ysgol Tŷ Gwyn, ysgol arbennig.

en	Civil service team Kerry Davies – Diary Secretary to Professor Donaldson.
cy	Tîm y gwasanaeth sifil Kerry Davies – Ysgrifennydd Dyddiadur i’r Athro Donaldson.

en	Denize Morris – Curriculum Adviser to the Review.
cy	Denize Morris – Cynghorydd Cwricwlwm i’r Adolygiad.

en	Megan Powell – Project Manager.
cy	Megan Powell – Rheolwr Prosiect.

en	This team was led by Jo Trott.
cy	Arweinydd y tîm hwn oedd Jo Trott.

en	121 122
cy	121 122