en-gb	Draft Curriculum for Wales 2022: 
cy-gb	Draft Curriculum for Wales 2022: 

en-gb	Science and Technology 01
cy-gb	Science and Technology 01

en-gb	Draft Curriculum for Wales 2022: 
cy-gb	Cwricwlwm Drafft i Gymru 2022: 

en-gb	April 2019
cy-gb	Ebrill 2019

en-gb	DRAFT STATUTORY GUIDANCE AREA OF LEARNING AND EXPERIENCE
cy-gb	CANLLAWIAU STATUDOL DRAFFT MAES DYSGU A PHROFIAD

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

en-gb	Contents Draft Curriculum for Wales 2022: Science and Technology 02
cy-gb	Cynnwys Cwr D ic r w a l f w t C m u D rr r ic a u ff l t u i m G f y o m r r W u a 2 l 0 e 2 s 2 2 : 0 G 2 w 2: y S d c d i o e n n i c a e et a h n a d T T h e e ch ch n n o o lo le g g y 02

en-gb	CONTENTS
cy-gb	CYNNWYS

en-gb	Introduction to the Science and Technology Area of Learning and Experience 03
cy-gb	Cyﬂwyniad i Faes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg 03 

en-gb	What Matters in Science and Technology
cy-gb	Yr Hyn sy’n Bwysig mewn Gwyddoniaeth a Thechnoleg

en-gb	Being curious and searching for answers helps further our understanding of the natural world and helps society progress. 
cy-gb	Bod yn chwilfrydig a chwilio am atebion yn helpu i wella ein dealltwriaeth o’r byd naturiol ac yn hwyluso cynnydd cymdeithas. 

en-gb	18
cy-gb	18

en-gb	Design thinking and engineering are technical and creative endeavours intended to meet society’s needs and wants. 
cy-gb	Mae meddylfryd dylunio a pheirianneg yn ymdrechion technegol a chreadigol, a’u bwriad yw diwallu anghenion a dymuniadau cymdeithas. 

en-gb	28
cy-gb	30

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

en-gb	Understanding the atomic nature of matter and how it shapes the world. 
cy-gb	45 Deall natur atomig mater a’r modd y mae’n llywio’r byd. 

en-gb	51 Forces and energy determine the structure and dynamics of the universe. 
cy-gb	54 Mae grymoedd ac egni yn pennu strwythur a deinamig y bydysawd. 

en-gb	Glossary 85
cy-gb	Geirfa 91

en-gb	INTRODUCTION TO THE SCIENCE AND TECHNOLOGY AREA OF LEARNING AND EXPERIENCE
cy-gb	CYFLWYNIAD I FAES DYSGU A PHROFIAD GWYDDONIAETH A THECHNOLEG

en-gb	Science and Technology draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance our knowledge and understanding of the world.
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn dwyn ynghyd feysydd bioleg, cemeg, cyfriﬁadureg, dylunio a thechnoleg, a fﬁseg, a hynny er mwyn cyfoethogi ein gwybodaeth a’n dealltwriaeth o’r byd.

en-gb	Developments in both Science and Technology have always been drivers of change in society, underpinning innovation and impacting on everyone’s lives, materially, economically and culturally. 
cy-gb	Bu datblygiadau mewn Gwyddoniaeth a Thechnoleg yn sbardun i newidiadau mewn cymdeithas erioed, gan arwain at arloesi sydd wedi dylanwadu ar fywydau pawb, yn faterol, yn economaidd ac yn ddiwylliannol. 

en-gb	As such, this area of learning and experience will be consistently relevant in the opportunities young people encounter and the life choices that they make.
cy-gb	Yn hyn o beth, bydd y maes dysgu a phroﬁad hwn yn gyson berthnasol yn y cyﬂeoedd a ddaw i ran pobl ifanc ac yn y dewisiadau bywyd a wnânt.

en-gb	The importance of scientiﬁc and technological literacy in our modern world cannot be understated. 
cy-gb	Ni ellir gorbwysleisio pwysigrwydd llythrennedd gwyddonol a thechnolegol yn ein byd modern. 

en-gb	It is not sufﬁcient that learners can simply ‘do’ Science and Technology. 
cy-gb	Nid yw’n ddigon i ddysgwyr allu ‘gwneud’ Gwyddoniaeth a Thechnoleg. 

en-gb	Ready access to vast amounts of information requires all learners to be able to assess inputs critically, understand the basis of information presented as fact, and make informed judgements that impact their own behaviours and values. 
cy-gb	Mae mynediad parod i symiau sylweddol o wybodaeth yn golygu bod angen i bob dysgwr allu asesu mewnbynnau mewn ffordd feirniadol, deall sail yr wybodaeth a gyﬂwynir fel ffaith, ac i ddod at farn wybodus sy’n effeithio ar eu hymddygiad a’u gwerthoedd. 

en-gb	They need to develop the ability to meaningfully ask the question, ‘Just because we can, does that mean we should?’.
cy-gb	Mae angen iddynt feithrin y gallu i ofyn y cwestiwn ‘A yw’r ffaith ein bod ni’n gallu yn golygu y dylwn ni?’.

en-gb	A transformational curriculum
cy-gb	Cwricwlwm gweddnewidiol

en-gb	The White Paper Our National Mission: 
cy-gb	Mae’r Papur Gwyn Cenhadaeth ein Cenedl: 

en-gb	A Transformational Curriculum 1 set out the detailed
cy-gb	Cwricwlwm Gweddnewidiol 1 yn nodi’r cynigion

en-gb	legislative proposals for Curriculum for Wales 2022.
cy-gb	deddfwriaethol manwl ar gyfer Cwricwlwm i Gymru 2022.

en-gb	The proposal is that funded non-maintained settings and schools will be required to provide a broad and balanced curriculum that meets the four purposes of the curriculum, and comprises the six areas of learning and experience. 
cy-gb	Y cynnig yw y bydd gofyn i leoliadau a ariennir nas cynhelir ac ysgolion ddarparu cwricwlwm eang a chytbwys sy’n bodloni pedwar diben y cwricwlwm ac sy’n cynnwys y chwe maes dysgu a phroﬁad. 

en-gb	There will be statutory duties to teach Welsh, English, religious education, relationships and sexuality education, and the three cross-curricular responsibilities of literacy, numeracy and digital competence. 
cy-gb	Bydd dysgu Cymraeg, Saesneg, addysg grefyddol, addysg cydberthynas a rhywioldeb, a’r tri chyfrifoldeb trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, i gyd yn ddyletswyddau statudol. 

en-gb	Further information on how the Science and Technology Area of Learning and Experience can support this is provided in the ‘Developing a broad and balanced curriculum’ section of this document.
cy-gb	Mae rhagor o wybodaeth ar sut y gall Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg gefnogi hyn yn adran ‘Datblygu cwricwlwm eang a chytbwys’ o’r ddogfen hon.

en-gb	Funded non-maintained settings and schools will have discretion as to how they design their school-level curriculum to meet their curriculum duties. 
cy-gb	Bydd hawl gan leoliadau a ariennir nas cynhelir ac ysgolion i ddewis sut i gynllunio’u cwricwlwm ar lefel ysgol er mwyn cyﬂawni eu dyletswyddau cwricwlaidd. 

en-gb	However, in considering the exercise of that discretion, they must have regard to statutory guidance issued by Welsh Ministers. 
cy-gb	Fodd bynnag, wrth arfer yr hawl honno, bydd rhaid iddynt roi sylw i ganllawiau statudol a gaiff eu cyhoeddi gan Weinidogion Cymru. 

en-gb	In practice, that means they should follow the statutory guidance unless they have good reason not to.
cy-gb	Yn ymarferol, golyga hyn y dylent ddilyn y canllawiau statudol oni bai bod ganddynt reswm da i beidio.

en-gb	This statutory guidance for the Science and Technology Area of Learning and Experience, which forms part of the wider Curriculum for Wales 2022 statutory guidance, is intended to provide a national framework that funded non-maintained settings and schools can build on to develop their own curriculum. 
cy-gb	Nod y canllawiau statudol hyn ar gyfer Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg, sy’n rhan o’r canllawiau statudol ehangach ar gyfer Cwricwlwm i Gymru 2022, yw rhoi fframwaith cenedlaethol y gall lleoliadau a ariennir nas cynhelir ac ysgolion ei ddefnyddio i ddatblygu eu cwricwlwm eu hunain. 

en-gb	It is not intended to be a comprehensive or exhaustive syllabus, nor a guide for organising timetables. 
cy-gb	Ni fwriedir iddynt fod yn faes llafur hollgynhwysfawr, nac yn ganllaw ar gyfer trefnu amserlenni. 

en-gb	It sets out:
cy-gb	Maent yn nodi:

en-gb	• what funded non-maintained settings and schools should take into account in designing their curriculum and how it could be structured
cy-gb	• yr hyn y dylai lleoliadau a ariennir nas cynhelir ac ysgolion roi ystyriaeth iddo wrth lunio’u cwricwlwm, a sut y gellir ei strwythuro

en-gb	• the broad expectations for learners for the Science and Technology Area of Learning and Experience at each progression step.
cy-gb	• y disgwyliadau eang ar gyfer dysgwyr ar bob cam cynnydd ym Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg.

en-gb	1 beta.gov.wales/our-national-mission-transformational-curriculum
cy-gb	1 beta.llyw.cymru/cenhadaeth-ein-cenedl-cwricwlwm-gweddnewidiol

en-gb	How the area of learning and experience supports the four purposes of the curriculum
cy-gb	Sut mae’r maes dysgu a phroﬁad yn cefnogi pedwar diben y cwricwlwm

en-gb	Science and Technology uses prediction, testing and questioning to develop theories and innovations that increase our understanding of both our physical and digital worlds and that aim to improve our lives.
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn defnyddio dulliau rhagfynegi, proﬁ a chwestiynu i ddatblygu damcaniaethau a newidiadau arloesol sy’n gwella ein dealltwriaeth o’n byd fﬁsegol a’n byd digidol, ac yn anelu at wella ein bywydau. 

en-gb	Ambitious, capable learners, ready to learn throughout their lives understand that if repeatable observations, prototypes or experimental results do not support an idea, the idea should be rejected or modiﬁed and tested again. 
cy-gb	Mae dysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes yn deall, os nad yw arsylwadau, prototeipiau neu ganlyniadau arbrofol y gellir eu hailadrodd yn cefnogi syniad, y dylai’r syniad gael ei wrthod neu ei addasu a’i roi ar brawf unwaith eto. 

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

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

en-gb	Through robust and consistent evaluation of scientiﬁc and technological evidence, learners are then supported to become ethical, informed citizens of Wales and the world , who will be able to make informed decisions about future actions. 
cy-gb	Drwy werthuso tystiolaeth wyddonol a thechnolegol mewn ffordd gadarn a chyson, caiff dysgwyr eu cefnogi yn y broses o ddod yn ddinasyddion egwyddorol, gwybodus Cymru a’r byd , a fydd yn abl i wneud penderfyniadau gwybodus am eu gweithredoedd yn y dyfodol. 

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

en-gb	Indeed it is hoped that the knowledge and deep understanding gained through experiencing What Matters in Science and Technology will help them live independent and fulﬁlling lives that see them contributing to society in a variety of ways.
cy-gb	Yn wir, y gobaith yw y bydd yr wybodaeth a’r ddealltwriaeth ddofn a ddaw yn sgil proﬁ’r Hyn sy’n Bwysig mewn Gwyddoniaeth a Thechnoleg yn eu helpu i fyw bywydau annibynnol a llawn, ac i gyfrannu at gymdeithas mewn amryw ffyrdd.

en-gb	Introduction Draft Curriculum for Wales 2022: 
cy-gb	Cyﬂwyniad Cwricwlwm Drafft i Gymru 2022: 

en-gb	Science and Technology 06
cy-gb	Gwyddoniaeth a Thechnoleg 06

en-gb	WHAT MATTERS STATEMENTS FOR SCIENCE AND TECHNOLOGY
cy-gb	DATGANIADAU O’R HYN SY’N BWYSIG MEWN GWYDDONIAETH A THECHNOLEG

en-gb	Being curious and searching for answers helps further our understanding of the natural world and helps society progress.
cy-gb	Bod yn chwilfrydig a chwilio am atebion yn helpu i wella ein dealltwriaeth o’r byd naturiol ac yn hwyluso cynnydd cymdeithas.

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

en-gb	Using logic, imagination and creativity, we can apply scientiﬁc knowledge to further our understanding of how that world works. 
cy-gb	Gan ddefnyddio rhesymeg, dychymyg a chreadigrwydd, gallwn gymhwyso gwybodaeth wyddonol er mwyn gwella ein dealltwriaeth o sut mae’r byd yn gweithio. 

en-gb	We can develop and test useful models to help us make sense of its complexity. 
cy-gb	Gallwn ddatblygu a phroﬁ modelau defnyddiol i’n helpu i wneud synnwyr o’n byd cymhleth. 

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

en-gb	We need to be able to evaluate scientiﬁc claims to help us make informed decisions that affect our world and well-being. 
cy-gb	Mae angen i ni allu gwerthuso honiadau gwyddonol i’n helpu i wneud penderfyniadau gwybodus sy’n effeithio ar ein byd ac ar ein lles. 

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

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

en-gb	As ethically informed citizens we need to consider the impact of our actions and technological developments on Wales and the wider world, asking ‘Just because we can, does that mean we should?’.
cy-gb	Fel dinasyddion egwyddorol a gwybodus mae angen i ni ystyried effaith ein gweithredoedd a datblygiadau technolegol ar Gymru a’r byd ehangach, gan ofyn ‘A yw’r ffaith ein bod ni’n gallu yn golygu y dylwn ni?’.

en-gb	Design thinking and engineering are technical and creative endeavours intended to meet society’s needs and wants.
cy-gb	Mae meddylfryd dylunio a pheirianneg yn ymdrechion technegol a chreadigol,a’u bwriad yw diwallu anghenion a dymuniadau cymdeithas.

en-gb	In Science and Technology, learners use experiences and apply their skills and knowledge to design and shape innovative engineered solutions. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae dysgwyr yn defnyddio eu proﬁadau ac yn cymhwyso eu sgiliau a’u gwybodaeth er mwyn dylunio a llunio datrysiadau peirianyddol arloesol. 

en-gb	As part of a user-centred design process, we develop ideas, manage and mitigate risks, and minimise complexities. 
cy-gb	Fel rhan o broses ddylunio sy’n canolbwyntio ar y defnyddiwr, rydym yn datblygu syniadau, yn rheoli ac yn lliniaru risg, ac yn lleihau cymhlethdodau cymaint â phosibl. 

en-gb	When we engineer products, services and systems, we need to understand and control the interactions between materials, components, structures and users. 
cy-gb	Wrth greu cynhyrchion, gwasanaethau a systemau, mae angen i ni ddeall a rheoli’r rhyngweithio rhwng defnyddiau, cydrannau, strwythurau a defnyddwyr. 

en-gb	The application of engineering processes allows learners to develop accuracy, precision, dexterity and craftsmanship. 
cy-gb	Drwy gymhwyso prosesau peirianyddol, mae dysgwyr yn cael cyﬂe i ddatblygu cywirdeb, manylder, deheurwydd a chrefftwriaeth. 

en-gb	By designing and engineering outcomes in response to needs, wants or difﬁculties, learners become enterprising problem-solvers who are well placed to contribute to society.
cy-gb	Drwy ddylunio a chreu canlyniadau mewn ymateb i anghenion, dymuniadau neu broblemau, mae dysgwyr yn dod yn ddatryswyr problem blaengar sydd mewn sefyllfa dda i gyfrannu at gymdeithas.

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

en-gb	In Science and Technology, we recognise that living things are diverse, interacting with their environment and evolving over generations. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, rydym yn adnabod bod pethau byw yn amrywiol, yn rhyngweithio â’u hamgylchedd ac yn esblygu dros genedlaethau. 

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

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

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

en-gb	Developing an understanding of harmful factors in our environment allows us to make informed decisions, including about seeking prevention and treatments for diseases.
cy-gb	Mae datblygu dealltwriaeth o ffactorau niweidiol yn ein hamgylchedd yn caniatáu i ni wneud penderfyniadau gwybodus, gan gynnwys chwilio am ffyrdd o atal a thrin clefydau.

en-gb	Understanding the atomic nature of matter and how it shapes the world.
cy-gb	Deall natur atomig mater a’r modd y mae’n llywio’r byd.

en-gb	In Science and Technology, understanding matter and its properties enables us to recognise the role that chemistry plays in the world around us. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae deall mater a’i briodweddau yn ein galluogi ni i gydnabod y rôl y mae cemeg yn ei chwarae yn y byd o’n cwmpas. 

en-gb	Similarly, being able to separate, identify and manipulate substances helps us to better understand both what our world and our bodies are made of. 
cy-gb	Yn yr un modd, mae gallu gwahanu, adnabod a thrin sylweddau yn ein galluogi i ddeall cyfansoddiad ein byd, a’n cyrff ein hunain, yn well. 

en-gb	As we then develop a deeper understanding of matter and its properties, we can design and create new substances and materials that can enrich our lives. 
cy-gb	Wrth i ni wedyn ddatblygu dealltwriaeth ddyfnach o fater a’i briodweddau, gallwn ddylunio a chreu sylweddau a defnyddiau newydd sy’n cyfoethogi ein bywydau. 

en-gb	This activity is particularly relevant in Wales, where it has had signiﬁcant industrial application and where innovation continues.
cy-gb	Dyma weithgarwch sy’n arbennig o berthnasol yng Nghymru, lle bu cymhwyso diwydiannol sylweddol ar hyn ac lle mae arloesi’n parhau.

en-gb	Forces and energy determine the structure and dynamics of the universe.
cy-gb	Mae grymoedd ac egni yn pennu strwythur a deinamig y bydysawd.

en-gb	In Science and Technology, forces and energy can be used to describe the behaviour of everything from the smallest building blocks of matter to the motion of stars and planets. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, gellir defnyddio grymoedd ac egni er mwyn disgriﬁo ymddygiad popeth, o ﬂociau adeiladu lleiaf mater i fudiant sêr a phlanedau. 

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

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

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

en-gb	As responsible citizens of Wales and the world, an understanding of forces and energy will help us overcome future challenges and use our planet’s resources efﬁciently.
cy-gb	Fel dinasyddion cyfrifol yng Nghymru a’r byd, bydd dealltwriaeth o rymoedd ac egni yn ein helpu i ddod i ben â’r heriau yn y dyfodol ac i ddefnyddio adnoddau ein planed yn effeithlon.

en-gb	Computation applies algorithms to data in order to solve real-world problems.
cy-gb	Mae cyfriﬁant yn cymhwyso algorithmau at ddata er mwyn datrys problemau go iawn.

en-gb	In Science and Technology, we recognise that computational processes have changed the way people interact with one another and their environment, as well as how humans organise their work, their communities, and their lives. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae prosesau cyfriﬁannol wedi newid y ffordd y mae pobl yn rhyngweithio â’i gilydd a’u hamgylchedd, yn ogystal â sut mae pobl yn rhoi trefn ar eu gwaith, eu cymunedau a’u bywydau. 

en-gb	Society, in turn, has inﬂuenced the development of computation as people’s needs for processing information have changed. 
cy-gb	Mae cymdeithas, yn ei thro, wedi dylanwadu ar y broses o ddatblygu cyfriﬁant a hynny oherwydd y newidiadau yn anghenion pobl o ran prosesu gwybodaeth. 

en-gb	Through these computational processes, the world has been enriched and technological development has accelerated, and seems set to continue doing so. 
cy-gb	Drwy’r prosesau cyfriﬁannol hyn, mae’r byd wedi cael ei gyfoethogi ac mae datblygiad technolegol wedi cyﬂymu ac mae’n debygol o barhau i wneud hynny. 

en-gb	In order to use and create these technologies to their full potential, learners need to know how they work. 
cy-gb	Er mwyn defnyddio a chreu’r technolegau hyn i’w llawn botensial, mae angen i ddysgwyr wybod sut maent yn gweithio. 

en-gb	Developing creative algorithmic and computational approaches can solve challenging real-world problems. 
cy-gb	Gall datblygu dulliau gweithredu algorithmig a chyfriﬁannol creadigol ddatrys problemau heriol yn y byd go iawn. 

en-gb	However, we must be conscious that there are limits to what computers can achieve. 
cy-gb	Fodd bynnag, mae’n rhaid i ni fod yn ymwybodol bod cyfyngiadau i’r hyn y gall cyfriﬁaduron ei gyﬂawni. 

en-gb	Understanding that there are also wider legal, social and ethical consequences of how technology is used enables learners to make informed decisions about the application of computational technologies.
cy-gb	Mae deall bod canlyniadau cyfreithiol, cymdeithasol a moesegol ehangach hefyd i’r ffordd y caiff technoleg ei defnyddio yn galluogi dysgwyr i wneud penderfyniadau gwybodus am gymhwyso technolegau cyfriﬁannol.

en-gb	Relationships between what matters statements in Science and Technology
cy-gb	Y berthynas rhwng y datganiadau o’r hyn sy’n bwysig mewn Gwyddoniaeth a Thechnoleg

en-gb	The six what matters statements capture the key aspects of learning for Science and Technology. 
cy-gb	Y mae’r chwe datganiad o’r hyn sy’n bwysig yn nodi agweddau allweddol ar gyfer dysgu mewn Gwyddoniaeth a Thechnoleg. 

en-gb	They are designed to operate together, and support settings and schools to develop a more detailed and holistic curriculum for learning and teaching.
cy-gb	Fe’u cynlluniwyd i’w gweithredu ar y cyd, ac i helpu lleoliadau ac ysgolion i ddatblygu cwricwlwm mwy manwl a holistaidd ar gyfer dysgu ac addysgu.

en-gb	What matters statements within this area of learning and experience do not align exactly with traditional subject areas. 
cy-gb	Nid yw’r datganiadau o’r hyn sy’n bwysig mewn Gwyddoniaeth a Thechnoleg yn cyfateb yn unioni’r meysydd pwnc traddodiadol. 

en-gb	However, aspects of the traditional Science and Technology subjects can be identiﬁed throughout. 
cy-gb	Fodd bynnag, gellir nodi agweddau ar y pynciau Gwyddoniaeth a Thechnoleg traddodiadol drwy gydol y maes dysgu a phroﬁad hwn. 

en-gb	What also comes to the fore are the links between these aspects of what matters in Science and Technology. 
cy-gb	Beth ddaw i’r amlwg hefyd yw’r cysylltiadau rhwng yr hyn sy’n bwysig mewn Gwyddoniaeth a Thechnoleg. 

en-gb	For example, the discovery of new knowledge, as well as validation of existing knowledge using scientiﬁc and technological reasoning, connects what matters statements throughout the area of learning and experience. 
cy-gb	Er enghraifft, mae darganfod gwybodaeth newydd, yn ogystal â dilysu gwybodaeth ﬂaenorol gan ddefnyddio dulliau rhesymu gwyddonol a thechnolegol, yn cysylltu’r datganiadau o’r hyn sy’n bwysig drwy gydol y maes dysgu a phroﬁad. 

en-gb	Similarly, energy is a core concept across all the disciplines.
cy-gb	Yn yr un modd, mae egni yn gysyniad creiddiol ar draws yr holl ddisgyblaethau.

en-gb	The ﬁrst of the six what matters statements for Science and Technology embraces using evidence derived in different ways in order to question ideas, form opinions and deepen scientiﬁc and technological understanding, while also highlighting the impact of Science and Technology. 
cy-gb	Mae’r datganiad cyntaf o’r hyn sy’n bwysig mewn Gwyddoniaeth a Thechnoleg yn cwmpasu defnydd o dystiolaeth, a gesglir mewn gwahanol ffyrdd, er mwyn cwestiynu syniadau, llunio barnau a dyfnhau dealltwriaeth wyddonol a thechnolegol, gan amlygu hefyd ddylanwad Gwyddoniaeth a Thechnoleg.

en-gb	The design and engineering what matters statement champions the technical and creative experiences, skills and knowledge needed to design and shape engineered solutions. 
cy-gb	Mae’r datganiad o’r hyn sy’n bwysig sy’n ymwneud â dylunio a pheirianneg yn pledio achos y proﬁadau, y sgiliau a’r wybodaeth dechnegol a chreadigol sydd eu hangen i ddylunio a llywio datrysiadau peirianyddol. 

en-gb	Living things and the study of organisms and how they compete to survive is central to the third aspect of this area of learning and experience. 
cy-gb	Pethau byw a’r broses o astudio organebau a sut y maent yn cystadlu er mwyn goroesi yw’r hyn sy’n ganolog i’r trydydd datganiad o’r hyn sy’n bwysig. 

en-gb	The fourth then urges learners to discover more about the nature of matter, and what things are made of, and how they behave and interact. 
cy-gb	Mae’r pedwerydd wedyn yn annog dysgwyr i ddarganfod mwy am natur mater a chyfansoddiad pethau, a sut maent yn ymddwyn ac yn rhyngweithio. 

en-gb	The relationship between forces and energy and how it impacts on us is set out in the ﬁfth what matters. 
cy-gb	Mae’r berthynas rhwng grymoedd ac egni a sut mae’n effeithio arnom yn dod i’r amlwg yn y pumed datganiad o’r hyn sy’n bwysig. 

en-gb	The ﬁnal statement introduces a new curriculum focus, one which addresses how computation can be applied to solve problems across Science and Technology.
cy-gb	Mae’r datganiad olaf yn cyﬂwyno agwedd newydd i’r cwricwlwm, un sy’n mynd i’r afael â sut y gellir cymhwyso cyfriﬁant er mwyn datrys problemau ym mhob rhan o Wyddoniaeth a Thechnoleg.

en-gb	Progression within this area of learning and experience
cy-gb	Cynnydd o fewn y maes dysgu a phroﬁad hwn

en-gb	Learner progression in Science and Technology is developed through experiencing and building knowledge in a range of related ideas, concepts and principles, while embedding practical and wider skills to deﬁne a problem, explore ideas, produce solutions and justify choices. 
cy-gb	Caiff cynnydd dysgwr mewn Gwyddoniaeth a Thechnoleg ei ddatblygu drwy gael proﬁadau a datblygu gwybodaeth mewn perthynas ag amrywiaeth o syniadau, cysyniadau ac egwyddorion cysylltiedig, gan ymgorffori sgiliau ymarferol ac ehangach i ddifﬁnio problemau, archwilio syniadau, llunio atebion a chyﬁawnhau dewisiadau. 

en-gb	The ‘Principles of progression’ used in the development of achievement outcomes in this area of learning and experience are contained within the ‘Learning’ section under each what matters statement.
cy-gb	Mae’r ‘Egwyddorion cynnydd’ a ddefnyddiwyd wrth ddatblygu deilliannau cyﬂawniad yn y maes dysgu a phroﬁad hwn i’w gweld yn yr adran ‘Dysgu’ ym mhob un o’r datganiadau o’r hyn sy’n bwysig.

en-gb	Starting from a more immediate sense of the world, learners develop the ability to consider others and the wider world. 
cy-gb	Gan ddechrau ag ymdeimlad mwy uniongyrchol o’r byd, mae dysgwyr yn meithrin y gallu i ystyried eraill a’r byd ehangach. 

en-gb	Learners move from describing ideas to being able to explain them, and their analysis and description move from qualitative to quantitative. 
cy-gb	Mae dysgwyr yn symud ymlaen o ddisgriﬁo syniadau i allu eu hegluro, ac mae eu gwaith dadansoddi a disgriﬁo yn datblygu o’r ansoddol i’r meintiol. 

en-gb	In their progression, learners begin by recognising single factors before developing the ability to consider multiple factors. 
cy-gb	Wrth wneud cynnydd, mae dysgwyr yn dechrau drwy adnabod ffactorau unigol cyn meithrin y gallu i ystyried ffactorau lluosog. 

en-gb	Their development of simple skills through imitation and manipulation matures into more elaborate skills that enable perfecting and articulating.
cy-gb	Mae eu sgiliau syml a feithrinir drwy ddynwared a thrin a thrafod yn aeddfedu’n sgiliau mwy cymhleth sy’n eu galluogi i berffeithio ac egluro.

en-gb	While progression in this area of learning and experience is similar across the disciplines, there are key differences between how a learner might progress in the sciences as opposed to design. 
cy-gb	Er bod cynnydd yn y maes dysgu a phroﬁad hwn yn debyg ar draws y disgyblaethau, mae yna wahaniaethau allweddol rhwng y ffordd y gallai dysgwr wneud cynnydd yn y gwyddorau o gymharu â dylunio. 

en-gb	Progression for most of the area of learning and experience may be represented through either the physical or the intellectual. 
cy-gb	Gellir cynrychioli cynnydd ar gyfer y rhan fwyaf o’r maes dysgu a phroﬁad drwy naill ai ddeilliant fﬁsegol neu ddeallusol. 

en-gb	However, for design and engineering this is not necessarily the case, as the outcome will most often be physical. 
cy-gb	Fodd bynnag, nid yw hyn o reidrwydd yn wir yn achos dylunio a pheirianneg, gan y bydd y deilliant fel arfer yn un fﬁsegol. 

en-gb	Thinking often moves from concrete ideas to an abstract understanding within science and computation, while in design and engineering learners can progress from more abstract ideas to concrete outputs.
cy-gb	Yn achos gwyddoniaeth a chyfriﬁant, mae’r meddylfryd fel arfer yn symud o syniadau diriaethol i ddealltwriaeth haniaethol, ond yn achos dylunio a pheirianneg, mae dysgwyr yn gallu symud o syniadau mwy haniaethol i allbynnau diriaethol.

en-gb	Developing a broad and balanced curriculum
cy-gb	Datblygu cwricwlwm eang a chytbwys

en-gb	Literacy, numeracy and digital competence
cy-gb	Llythrennedd, rhifedd a chymhwysedd digidol

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence support almost all learning and are essential for learners to be able to participate successfully and conﬁdently in the modern world.
cy-gb	Mae cyfrifoldebau trawsgwricwlaidd llythrennedd, rhifedd a chymhwysedd digidol yn cefnogi bron yr holl ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern.

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	Science and Technology provides learners with a wide range of opportunities to develop their literacy skills. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn cynnig ystod eang o gyﬂeoedd i ddysgwyr feithrin eu sgiliau llythrennedd. 

en-gb	Learners need every opportunity to explain their thinking, explore and discuss ideas, and use their literacy skills appropriately in order to communicate their ideas. 
cy-gb	Mae angen pob cyﬂe ar ddysgwyr i egluro eu meddylfryd, archwilio a thrafod syniadau, a defnyddio eu sgiliau llythrennedd yn briodol er mwyn cyﬂeu eu syniadau. 

en-gb	They will describe and justify their understanding with increasing complexity.
cy-gb	Byddant yn disgriﬁo ac yn cyﬁawnhau eu dealltwriaeth gan ddangos dyfnder cynyddol. 

en-gb	Oracy, whether as group discussions or debates, will support learners’ writing and give them a voice into their writing, particularly where they are challenged by difﬁcult concepts. 
cy-gb	Bydd llafaredd, boed hynny ar ffurf dadleuon neu drafodaethau grŵp, yn ategu sgiliau ysgrifennu dysgwyr ac yn rhoi llais iddynt wrth ysgrifennu, yn enwedig pan fyddant yn cael eu herio gan gysyniadau anodd. 

en-gb	They need opportunities to ‘think aloud’; listening, discussing and exploring ideas with each other.
cy-gb	Mae angen iddynt gael cyﬂeoedd i ‘feddwl yn uchel’, gan wrando, trafod ac archwilio syniadau gyda’i gilydd. 

en-gb	Science and Technology is rich in specialised words, many of which have both everyday as well as technical deﬁnitions. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn gyfoethog o ran geiriau arbenigol, y mae i lawer ohonynt ddifﬁniadau pob-dydd yn ogystal â rhai technegol. 

en-gb	Improving learners’ spelling, range of technical vocabulary and understanding of the origin of terms, improves their understanding of Science and Technology. 
cy-gb	Mae gwella sillafu a geirfa dechnegol dysgwyr, yn ogystal â’u dealltwriaeth o darddiad termau, yn gwella eu dealltwriaeth o Wyddoniaeth a Thechnoleg. 

en-gb	Using specialised vocabulary will also develop both writing and a range of reading techniques, such as close reading, skimming and scanning, through access to a range of specialised texts which will deepen understanding and stimulate active discussions.
cy-gb	Bydd defnyddio geirfa arbenigol hefyd yn meithrin sgiliau ysgrifennu, yn ogystal ag amrywiaeth o dechnegau darllen, megis darllen yn agos, cip ddarllen (sgimio) a llithr ddarllen (sganio), a hynny drwy astudio amrywiaeth o destunau arbenigol a fydd yn dyfnhau dealltwriaeth ac yn ysgogi trafodaethau gweithredol.

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	Learners can reinforce their numeracy skills and apply mathematical knowledge within Science and Technology in a variety of ways. 
cy-gb	Gall dysgwyr atgyfnerthu eu sgiliau rhifedd a chymhwyso gwybodaeth fathemategol o fewn Gwyddoniaeth a Thechnoleg mewn amrywiaeth o ffyrdd. 

en-gb	Science and Technology offers opportunities for learners to engage in a wide range of collaborative investigative tasks. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn cynnig cyﬂeoedd i ddysgwyr gymryd rhan mewn ystod eang o dasgau ymchwilio cydweithredol. 

en-gb	Both within and beyond the classroom they can learn to design, create, measure, interpret data, make deductions and draw conclusions, based on evidence.
cy-gb	Yn yr ystafell ddosbarth a thu hwnt gallant ddysgu sut i ddylunio, creu, mesur, dehongli data, gwneud didyniadau a dod i gasgliadau ar sail tystiolaeth.

en-gb	Learners can work quantitatively, gathering data by making observations and taking measurements. 
cy-gb	Gall dysgwyr weithio mewn modd ansoddol, gan gasglu data drwy wneud arsylwadau a chymryd mesuriadau. 

en-gb	Working independently, and in collaboration, they will design and create prototypes and engineering products with accuracy and precision.
cy-gb	Gan weithio’n annibynnol ac ar y cyd, byddant yn dylunio ac yn creu prototeipiau a chynhyrchion peirianneg â chywirdeb a manylder.

en-gb	Learners should have the opportunities to develop and reﬁne their numeracy as they process data using calculation, tabulation and graphing skills to research and develop their ideas. 
cy-gb	Dylai dysgwyr gael cyﬂeoedd i ddatblygu a mireinio eu rhifedd wrth iddynt brosesu data gan ddefnyddio sgiliau cyfrifo, tablu a grafﬁo i ymchwilio a datblygu eu syniadau. 

en-gb	The development of these skills will allow learners to make judgments about the accuracy of data with increasing maturity. 
cy-gb	Bydd meithrin y sgiliau hyn yn galluogi dysgwyr i wneud penderfyniadau am gywirdeb data ag aeddfedrwydd cynyddol. 

en-gb	Learners develop further by changing information from text to data and vice versa, e.g. through interpreting information presented in tables and graphs to identify patterns and describe trends.
cy-gb	Bydd dysgwyr yn datblygu ymhellach drwy newid gwybodaeth o destun i ddata, ac i’r gwrthwyneb, e.e. drwy ddehongli data a gyﬂwynir mewn tablau a grafﬁau er mwyn adnabod patrymau a disgriﬁo tueddiadau.

en-gb	Digital competence
cy-gb	Cymhwysedd digidol

en-gb	Science and Technology gives learners an abundance of opportunities to develop and apply digital skills appropriately. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn rhoi llu o gyﬂeoedd i ddysgwyr feithrin a chymhwyso sgiliau digidol yn briodol. 

en-gb	It is important to recognise, however, that this area of learning and experience is not the sole home of digital competence, nor the only opportunity to develop these skills.
cy-gb	Fodd bynnag, mae’n bwysig cydnabod nad y maes dysgu a phroﬁad hwn yw’r unig un sy’n canolbwyntio ar gymhwysedd digidol nac yn cynnig cyﬂe i feithrin y sgiliau hyn.

en-gb	Learners should critically evaluate the science and technology they use and develop so that they are prepared to encounter the positive and negative aspects of being a digital citizen. 
cy-gb	Dylai dysgwyr werthuso’r wyddoniaeth a’r dechnoleg y maent yn eu defnyddio mewn modd beirniadol, a hynny fel eu bod yn barod ar gyfer yr agweddau cadarnhaol a negyddol sy’n gysylltiedig â bod yn ddinesydd digidol. 

en-gb	For example, as they source information and understand how to store data appropriately on different systems, they will become more mindful of the implications of data laws. 
cy-gb	Er enghraifft, wrth iddynt ddod o hyd i wybodaeth a deall sut i storio data yn briodol ar systemau gwahanol, byddant yn dod yn fwy ymwybodol o oblygiadau’r gyfraith o ran data. 

en-gb	They should also explore methods of electronic communication and identify which are the most effective for given situations.
cy-gb	Dylent hefyd archwilio dulliau electronig o gyfathrebu a phenderfynu pa rai sydd fwyaf effeithiol ar gyfer sefyllfaoedd penodol.

en-gb	As learners work, both independently and collaboratively, they should access opportunities to participate in the iterative process of planning, creating, evaluating and improving digital content. 
cy-gb	Wrth i ddysgwyr weithio, yn annibynnol ac ar y cyd, dylent gael cyﬂeoedd i gymryd rhan yn y broses iterus o gynllunio, creu, gwerthuso a gwella cynnwys digidol. 

en-gb	Inquiry, problem-solving and thinking skills can all be developed, allowing learners to understand problems with increasing complexity and, importantly, when to use technology appropriately to solve them.
cy-gb	Gellir meithrin sgiliau ymchwilio, datrys problemau a meddwl, gan alluogi dysgwyr i ddeall problemau â chymhlethdod cynyddol ac, yn bwysig, pryd i ddefnyddio technoleg yn briodol i’w datrys.

en-gb	Learners will combine multimedia components in increasingly complex ways, requiring greater consideration of the audience and the purpose of digital content. 
cy-gb	Bydd dysgwyr yn cyfuno elfennau amlgyfrwng mewn ffyrdd cynyddol gymhleth, gan olygu bod angen iddynt roi mwy o ystyriaeth i’r gynulleidfa a diben y cynnwys digidol. 

en-gb	Learners should have opportunities to gain an understanding of the importance of data and information literacy by exploring aspects of collection, representation and analysis associated with data handling and modelling.
cy-gb	Dylai dysgwyr gael cyﬂeoedd i feithrin eu dealltwriaeth o bwysigrwydd llythrennedd gwybodaeth a data drwy archwilio agweddau ar y prosesau casglu, cynrychioli a dadansoddi sy’n gysylltiedig â thrin a modelu data.

en-gb	Welsh dimension and international perspective
cy-gb	Y dimensiwn Cymreig a phersbectif rhyngwladol

en-gb	Learners should explore how Wales’ geography, resources and workforce shaped the scientiﬁc activity and technological industry of the country, and how it could inﬂuence our future society, culture and economy.
cy-gb	Dylai dysgwyr ystyried y modd y mae daearyddiaeth, adnoddau a gweithlu Cymru wedi llywio diwydiant technolegol a gweithgarwch gwyddonol y wlad, ynghyd â’r modd y gallent ddylanwadu ar ein cymdeithas, ein diwylliant a’n heconomi yn y dyfodol.

en-gb	Learning about the histories of people with ties to Wales who have contributed to our understanding of the world and key technological advancements is valuable. 
cy-gb	Mae dysgu am hanes pobl sydd â chysylltiadau â Chymru sydd wedi cyfrannu at ein dealltwriaetho’r byd a datblygiadau technolegol allweddol yn werthfawr. 

en-gb	Celebration of Welsh individuals who currently work successfully in science and technology will inspire learners in an accessible and relevant manner. 
cy-gb	Bydd dathlu unigolion o Gymru sy’ngweithio’n llwyddiannus ym maes gwyddoniaeth a thechnoleg yn ysbrydoli dysgwyr mewn modd hygyrch a pherthnasol. 

en-gb	Equally valuable are the contributions of people from a range of nationalities who work in science and technology in Wales.
cy-gb	Mae cyfraniad pobl o amrywiol genhedloedd sy’n gweithio ym maes gwyddoniaeth a thechnoleg yng Nghymru yr un mor werthfawr.

en-gb	The contexts provided by Welsh industry should be used to bring learning to life across the area of learning and experience. 
cy-gb	Dylid defnyddio’r cyd-destunau a ddarperir gan ddiwydiant Cymru i ennyn diddordeb dysgwyr ar draws y maes dysgu a phroﬁad. 

en-gb	Welsh industrial facilities, both traditional and contemporary, involve a wealth of interdependent scientiﬁc and technological aspects which can be used to provide powerful reinforcement of learning in a Welsh context. 
cy-gb	Mae cyﬂeusterau diwydiannol Cymru, boed yn rhai traddodiadol neu gyfoes, yn cynnwys cyfoeth o agweddau gwyddonol a thechnolegol rhyngddibynnol y gellir eu defnyddio i atgyfnerthu’r dysgu mewn cyd-destun Cymreig. 

en-gb	Wales beneﬁts from, and contributes to, international science and technology projects, providing the expertise and skills required to help make these collaborations a success.
cy-gb	Mae Cymru yn elwa ar brosiectau gwyddoniaeth a thechnoleg rhyngwladol, ac yn cyfrannu atynt, gan ddarparu’r arbenigedd a’r sgiliausy’n ofynnol i helpu i wneud y cydweithrediadau hyn yn llwyddiant.

en-gb	Our environmental impact transcends geographical and political boundaries. 
cy-gb	Mae ein heffaith amgylcheddol yn mynd y tu hwnt i fﬁniau daearyddol a gwleidyddol. 

en-gb	The effects of industrial activities on Wales’ ecology and the effects of Wales’ activities on ecosystems in other countries should be a focus, where appropriate.
cy-gb	Lle y bo’n briodol, dylid canolbwyntio ar effeithiau gweithgareddau diwydiannol ar ecoleg Cymru, ynghyd ag effaith gweithgareddau Cymru ar ecosystemau mewn gwledydd eraill.

en-gb	Wider skills
cy-gb	Sgiliau ehangach

en-gb	Through Science and Technology all learners can develop and apply all the wider skills to become more accomplished, resilient and independent learners. 
cy-gb	Drwy Wyddoniaeth a Thechnoleg gall pob dysgwr feithrin a chymhwyso’r holl sgiliau ehangach er mwyn dod yn ddysgwyr mwy medrus, gwydn ac annibynnol. 

en-gb	As a result, they will become capable and deal more effectively with the opportunities and challenges they face as individuals and members of society, both now and in the future.
cy-gb	O ganlyniad, byddant yn gallu delio’n fwy effeithiol â’r cyﬂeoedd a’r heriau y maent yn eu hwynebu fel unigolion ac aelodau o gymdeithas,nawr ac yn y dyfodol.

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

en-gb	Critical thinking and problem-solving are at the heart of Science and Technology when analysing problems to develop models, solutions and innovations. 
cy-gb	Mae meddwl yn feirniadol a datrys problemau wrth wraidd Gwyddoniaeth a Thechnoleg wrth ddadansoddi problemau i ddatblygu modelau, atebion a datblygiadau arloesol. 

en-gb	It helps learners to develop a deeper understanding of the concepts and competencies required to progress. 
cy-gb	Mae’n helpu dysgwyr i feithrin dealltwriaeth ddyfnach o’r cysyniadau a’r cymwyseddau sy’n ofynnol er mwyn gwneud cynnydd. 

en-gb	Science and Technology provides rich contexts for learners to engage in making reasoned judgements, decisions and conclusions, and to develop their ideas, including in the ﬁeld of computation. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn darparu cyd-destunau cyfoethog i ddysgwyr lunio barn, gwneud penderfyniadau a dod i gasgliadau mewn ffordd resymol, a datblygu eu syniadau, gan gynnwys ym maes cyfriﬁant. 

en-gb	Learners will be able to develop their problem-solving skills and personal resilience by learning through failure and feedback from others. 
cy-gb	Bydd dysgwyr yn gallu meithrin eu sgiliau datrys problemau a’u gwydnwch personol drwy ddysgu o fethiannau ac o adborth gan eraill. 

en-gb	Learners will develop their self-evaluation through the critical-thinking processes.
cy-gb	Byddant yn meithrin eu sgiliau hunanwerthuso drwy brosesau meddwl yn feirniadol.

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

en-gb	Planning and organisation are key in scientiﬁc and technological processes. 
cy-gb	Mae cynllunio a threfnu yn rhan allweddol o brosesau gwyddonol a thechnolegol. 

en-gb	Learners will be able to organise and plan their own projects and ideas, while setting their own goals within distinct requirements. 
cy-gb	Bydd dysgwyr yn gallu trefnu a chynllunio eu prosiectau a’u syniadau eu hunain, gan osod eu nodau eu hunain yn unol â gofynion penodol. 

en-gb	They will be able to critically evaluate their progress and results to further improve their ideas and outcomes.
cy-gb	Byddant yn gallu gwerthuso eu cynnydd a’u canlyniadau’n feirniadol er mwyn gwella eu syniadau a’u deilliannau ymhellach.

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

en-gb	Curiosity and inquisitiveness develop creativity and innovation; 
cy-gb	Mae chwilfrydedd a holgarwch yn meithrin creadigrwydd ac arloesi; 

en-gb	learners should explore and develop ideas and put them into action. 
cy-gb	dylai dysgwyr archwilio a datblygu syniadau, a’u rhoi ar waith. 

en-gb	Creative thinking is deﬁned as the thinking that enables learners to apply their imagination to generating ideas, designs, questions and hypotheses, experimenting with alternatives, and evaluating their own and their peers’ ideas, ﬁnal products and processes. 
cy-gb	Ystyrir bod meddwl yn greadigol yn galluogi dysgwyr i gymhwyso eu dychymyg er mwyn creu syniadau, dyluniadau, cwestiynau a damcaniaethau, arbroﬁ â dewisiadau amgen, a gwerthuso eu syniadau, eu prosesau a’u cynhyrchion terfynol eu hunain, yn ogystal â rhai eu cyfoedion. 

en-gb	These areas are essential to problem-solving and effective design.
cy-gb	Mae’r rhain yn hanfodol er mwyn datrys problemau a chreu dyluniadau effeithiol.

en-gb	Personal effectiveness
cy-gb	Effeithiolrwydd personol

en-gb	Science and Technology enables learners to reﬂect on their own understanding of the world around them. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn galluogi dysgwyr i fyfyrio ar eu dealltwriaeth eu hunain o’r byd o’u cwmpas. 

en-gb	Through this they can form clear, strong values which inform achievable life goals, and enable them to develop as effective citizens. 
cy-gb	Drwy hyn gallant lunio gwerthoedd clir a chadarn, sy’n llywio nodau bywyd cyraeddadwy, er mwyn iddynt ddatblygu’n ddinasyddion effeithiol. 

en-gb	Reﬂecting on scientiﬁc and technological processes can develop personal effectiveness, evaluation of strengths and areas for development, better solutions to problems, and the creation of new innovations.
cy-gb	Gall myfyrio ar brosesau gwyddonol a thechnolegol ddatblygu effeithiolrwydd personol, yn ogystal â’r gallu i werthuso cryfderau a meysydd i’w datblygu, canfod atebion gwell i broblemau, a chreu datblygiadau arloesol newydd.

en-gb	Careers and work-related experiences
cy-gb	Gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith

en-gb	Learning from careers and labour market information
cy-gb	Dysgu o wybodaeth am yrfaoedd a’r farchnad lafur

en-gb	This is a key area for Science and Technology as it is essential for learners to develop an understanding of the real world and contexts for possible employment, as well as life skills.Employers’ need for science and technology-based knowledge and skills remains strong.
cy-gb	Mae hwn yn faes allweddol ar gyfer Gwyddoniaeth a Thechnoleg, a hynny am ei bod yn hollbwysig bod dysgwyr yn meithrin dealltwriaeth o’r byd go iawn a chyd-destunau ar gyfer cyﬂogaeth bosibl, yn ogystal â sgiliau bywyd. Mae’r angen am wybodaeth a sgiliau gwyddonol a thechnolegol yn parhau’n gryf ymhlith cyﬂogwyr.

en-gb	Science and technology are crucial to Wales’ success. 
cy-gb	Mae gwyddoniaeth a thechnoleg yn allweddol i lwyddiant Cymru. 

en-gb	Knowledge-intensive organisations and highly skilled people make a major contribution towards innovation, economic growth and the quality of our public services. 
cy-gb	Mae sefydliadau gwybodaeth-ddwys a phobl fedrus iawn yn gwneud cyfraniad mawr at ddatblygiadau arloesol, twf economaidd ac ansawdd ein gwasanaethau cyhoeddus. 

en-gb	While related occupations are generally well paid and rewarding, many experience signiﬁcant ongoing skills shortages and are unable to ﬁnd suitable candidates to ﬁll vacancies.
cy-gb	Er bod galwedigaethau cysylltiedig fel arfer yn talu’n dda ac yn rhoi boddhad, mae yna brinder sgiliau parhaus sylweddol mewn llawer ohonynt, ynghyd â phrinder ymgeiswyr addas i lenwi swyddi gwag.

en-gb	Linking the area of learning and experience to careers and work-related experiences Learners should be encouraged to undertake research and explore the links between Science and Technology and their related career paths. 
cy-gb	Cysylltu’r maes dysgu a phroﬁad â gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith Dylid annog dysgwyr i ymgymryd â gwaith ymchwil ac i ystyried y cysylltiadau rhwng Gwyddoniaeth a Thechnoleg a’u llwybrau gyrfa cysylltiedig. 

en-gb	Both science and technology equip learners with the necessary skills and knowledge to pursue careers related to these disciplines. 
cy-gb	Mae gwyddoniaeth a thechnoleg yn rhoi’r sgiliaua’r wybodaeth sydd eu hangen ar ddysgwyr i ddilyn gyrfa sy’n gysylltiedig â’r disgyblaethau hyn. 

en-gb	More importantly, the transferable skills which sit at the heart of scientiﬁc and technological understanding contribute to learners’ preparation for professions and jobs that do not yet exist.
cy-gb	Yn bwysicach, mae’r sgiliau trosglwyddadwy sydd wrth wraidd dealltwriaeth wyddonol a thechnolegol yn helpu i baratoi dysgwyr ar gyfer proffesiynau a swyddi nad ydynt yn bodoli eto.

en-gb	The skills developed through Science and Technology are transferable, highly valued and sought after in the wider employment market. 
cy-gb	Mae’r sgiliau a feithrinir drwy Wyddoniaeth a Thechnoleg yn drosglwyddadwy ac yn werthfawr iawn, ac mae galw mawr amdanynt yn y farchnad gyﬂogaeth ehangach. 

en-gb	These include problem-solving, interpreting data and information, reasoning ability and the ability to think logically. 
cy-gb	Mae’r rhain yn cynnwys datrys problemau, dehongli data a gwybodaeth, y gallu i resymu a’r gallu i feddwl yn rhesymegol. 

en-gb	While there isn’t a ‘typical’ science and technology job, traditional stereotypes persist and need to be challenged. 
cy-gb	Er nad oes yr un swydd ‘nodweddiadol’ ym maes gwyddoniaeth a thechnoleg, mae’r stereoteipiau traddodiadol yn parhau, ac mae angen eu herio. 

en-gb	Females, those with disabilities and those from minority or socially disadvantaged groups are consistently under-represented. 
cy-gb	Nid yw merched, pobl ag anableddau na’r rhaisy’n perthyn i grwpiau lleiafrifol neu sy’n wynebu anfantais gymdeithasol yn cael eu cynrychioli’n ddigonol, a hynny’n gyson. 

en-gb	With the introduction of careers-related education in primary schools these sorts of stereotypes can be tackled from an early age – an age when they are often formed. 
cy-gb	Drwy gyﬂwyno addysg sy’n gysylltiedig â gyrfaoedd mewn ysgolion cynradd gellir mynd i’r afael â’r mathau hyn o stereoteipiau o oedran cynnar – oedran pan fyddant yn aml yn cael eu ffurﬁo. 

en-gb	A more diverse workforce with rounded scientiﬁc and technological understanding is not just desirable in terms of equality, but essential to maximising opportunities for all learners and meeting Wales’ economic needs.
cy-gb	Yn ogystal â bod yn ddymunol o ran cydraddoldeb, mae creu gweithlu mwy amrywiol sy’n meddu ar ddealltwriaeth wyddonol a thechnolegol gyﬂawn yn hollbwysig er mwyn sicrhau cynifer o gyﬂeoedd â phosibl i bob dysgwr, yn ogystal â diwallu anghenion economaidd Cymru.

en-gb	Learner progression relating to careers and work-related experiences is part of a continuum of learning for learners aged 3 to 16. 
cy-gb	Mae cynnydd dysgwyr o ran gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith yn rhan o gontinwwm dysgu ar gyfer dysgwyr rhwng 3 ac 16 oed. 

en-gb	Success for a young primary school learner could include:
cy-gb	Gallai llwyddiant i ddysgwr ifanc ysgol gynradd gynnwys:

en-gb	• acting a variety of different jobs through role play
cy-gb	• chwarae rôl ar gyfer amrywiaeth o wahanol swyddi

en-gb	• belief that they can do any job – tackling gender stereotyping
cy-gb	• y gred y gallant gyﬂawni unrhyw swydd – gan fynd i’r afael â stereoteipiau rhywedd

en-gb	• communicating with people in their community about the different jobs they do and the rewards that a job can bring.
cy-gb	• cyfathrebu â’r bobl yn eu cymuned am y gwahanol swyddi y maent yn eu gwneud a’r boddhad a all ddeillio ohonynt.

en-gb	By progressing learning, success for 16-year-old learners could include:
cy-gb	Drwy wneud cynnydd dysgu, gallai llwyddiant i ddysgwyr 16 oed gynnwys:

en-gb	• demonstrating and applying the skills learned in relation to the world of work
cy-gb	• dangos a chymhwyso’r sgiliau a ddysgwyd mewn perthynas â’r byd gwaith

en-gb	 • identifying interests, strengths and skills to make informed post-16 choices
cy-gb	• canfod diddordebau, cryfderau a sgiliau er mwyn gwneud dewisiadau gwybodus ôl-16

en-gb	 • understanding and demonstrating the behaviours an employer looks for in a good employee
cy-gb	• deall ac arddangos y mathau o ymddygiad mae cyﬂogwr yn dymuno eu gweld mewn cyﬂogai da

en-gb	• evaluating risks when developing a business idea and exploring different methods of setting up and sustaining an enterprise.
cy-gb	• gwerthuso risg wrth ddatblygu syniad busnes ac ystyried gwahanol ffyrdd o sefydlu a chynnal menter.

en-gb	Work-related experiences  
cy-gb	Proﬁadau sy’n gysylltiedig â gwaith

en-gb	Learners develop interests, strengths, knowledge, skills and aspirations through their educational experiences within and beyond school. 
cy-gb	Mae dysgwyr yn meithrin diddordebau, cryfderau, gwybodaeth, sgiliau a dyheadau drwy eu proﬁadau addysgol yn yr ysgol a thu hwnt. 

en-gb	A range of partners support these exciting journeys through co-design and co-delivery and together they shape learners’ decisions about their future and the pathways they follow. 
cy-gb	Mae amrywiaeth o bartneriaid ynghlwm â’r teithiau cyffrous hyn drwy gyd-ddylunio a chyd-gyﬂwyno, a, gyda’i gilydd, maent yn llywio penderfyniadau dysgwyr am eu dyfodol a’r llwybrau y byddant yn eu dilyn. 

en-gb	Opportunities such as visits, guest speakers and practical activities can help to enhance and contextualise learning.
cy-gb	Gall cyﬂeoedd megis ymweliadau, siaradwyr gwadd a gweithgareddau ymarferol, helpu i wella’r dysgu a’i roi mewn cyd-destun.

en-gb	Collaboration and access to individuals and employers provide learners with opportunities to learn about work, employment and the skills valued in the workplace. 
cy-gb	Mae cydweithredu a’r gallu i gysylltu ag unigolion a chyﬂogwyr yn cynnig cyﬂeoedd i ddysgwyr ddysgu am waith, cyﬂogaeth a’r sgiliau a werthfawrogir yn y gweithle. 

en-gb	Learners can use the knowledge and skills gained from taking part in work-related experiences to develop successful enterprise activities. 
cy-gb	Gall dysgwyr ddefnyddio’r wybodaeth a’r sgiliau a feithrinir drwy gymryd rhan mewn proﬁadau sy’n gysylltiedig â gwaith i ddatblygu gweithgareddau menter llwyddiannus. 

en-gb	These can provide an authentic learning experience which helps them develop as creative, enterprising contributors, forming links to the world of work.
cy-gb	Gall y rhain gynnig proﬁad dysgu dilys sy’n eu helpu i ddatblygu’n gyfranwyr creadigol, blaengar, gan greu cysylltiadau â’r byd gwaith.

en-gb	Effective careers guidance is essential in establishing the most appropriate route for learners’ aspirations, informing them of the wide range of entry points and pathways into further learning and the world of work. 
cy-gb	Mae arweiniad gyrfaoedd effeithiol yn hanfodol er mwyn sicrhau’r llwybr mwyaf priodol ar gyfer dyheadau dysgwyr, gan roi gwybod iddynt am yr amrywiaeth eang o bwyntiau mynediad a llwybrau i ddysgu pellach ac i fyd gwaith. 

en-gb	Learners should have opportunities to foster entrepreneurial skills and to make them aware of the beneﬁts of setting up an enterprise.
cy-gb	Dylai dysgwyr gael cyﬂeoedd i feithrin sgiliau entrepreneuraidd ac i ddysgu am fanteision sefydlu menter.

en-gb	Understanding post-16 and higher education opportunities
cy-gb	Deall cyﬂeoedd ôl-16 ac addysg uwch

en-gb	It is essential for learners to be aware of all opportunities available to them post-16. 
cy-gb	Mae’n hanfodol bod dysgwyr yn ymwybodol o’r holl gyﬂeoedd sydd ar gael iddynt ôl-16. 

en-gb	Therefore, as well as understanding about employment, training and apprenticeships, learners should be provided with information and the opportunity to engage with a range of learning providers. 
cy-gb	Felly, yn ogystal â deall am gyﬂogaeth, hyfforddiant a phrentisiaethau, dylid rhoi gwybodaeth i ddysgwyr am ddarparwyr dysgu a chynnig y cyﬂe iddynt ymgysylltu ag amrywiaeth o ddarparwyr o’r fath. 

en-gb	Opportunities for engagement should include attending careers and skills fairs, talks from and visits to further and higher education providers, as well as presentations from students in further or higher education. 
cy-gb	Dylai’rcyﬂeoedd ymgysylltu gynnwys mynychu ffeiriau gyrfaoedd a sgiliau, sgyrsiau gan ddarparwyr addysg bellach ac uwch ac ymweliadau gan y darparwyr hynny, yn ogystal â chyﬂwyniadau gan fyfyrwyr mewn addysg bellach neu uwch. 

en-gb	Learners should be directed to online research tools that provide course and progression information to support their understanding of the range of learning opportunities available, to help raise their aspirations and form a basis on which informed decisions can be made.
cy-gb	Dylid hefyd gyfeirio dysgwyr at adnoddau ymchwil ar-lein sy’n cynnig gwybodaeth am gyrsiau a chynnydd, er mwyn eu helpu i ddeall yr amrywiaeth o gyﬂeoedd dysgu sydd ar gael, ac i helpu i godi eu dyheadau a chynnig sail iddynt allu gwneud penderfyniadau gwybodus.

en-gb	Relationships and sexuality education
cy-gb	Addysg cydberthynas a rhywioldeb

en-gb	Science and Technology offers learners the opportunity to study the scientiﬁc basis of relationships and sexuality education. 
cy-gb	Mae Gwyddoniaeth a Thechnoleg yn cynnig cyﬂe i ddysgwyr astudio sylfaen wyddonol addysg cydberthynas a rhywioldeb. 

en-gb	Opportunities can be strengthened depending on practitioners’ approach. 
cy-gb	Gellir atgyfnerthu’r cyﬂeoedd yn unol â dull yr ymarferydd. 

en-gb	There are clear links between this area of learning and experience and health and well-being.
cy-gb	Mae yna gysylltiadau clir rhwng y maes dysgu a phroﬁad hwn ac iechyd a lles.

en-gb	Relationships
cy-gb	Cydberthnasau

en-gb	Through Science and Technology, learners will understand that the survival of the human race is based on relationships between individuals. 
cy-gb	Drwy Wyddoniaeth a Thechnoleg, bydd dysgwyr yn deall bod gallu pobl i oroesi yn seiliedig ar gydberthnasau rhwng unigolion. 

en-gb	This interdependency is essential for the continuation of life. 
cy-gb	Mae’r rhyngddibyniaeth hon yn hanfodol i barhad bywyd. 

en-gb	Children, the elderly, and vulnerable individuals are more dependent on others.
cy-gb	Mae plant, yr henoed, ac unigolion sy’n agored i niwed yn fwy dibynnol ar eraill.

en-gb	Values, rights, culture and sexuality
cy-gb	Gwerthoedd, hawliau, diwylliant a rhywioldeb

en-gb	Through the study of living things, learners will come to understand that we are all unique, due to genetic variation and environmental inﬂuence. 
cy-gb	Drwy astudio pethau byw, bydd dysgwyr yn dod i ddeall bod pob un ohonom yn unigryw, a hynny o ganlyniad i amrywiad genetig a dylanwadau amgylcheddol. 

en-gb	Every human has a right to be respected and can contribute to society, regardless of their differences. 
cy-gb	Mae gan bawb yr hawl i gael ei barchu ac i gyfrannu at gymdeithas, ni waeth beth fo’u gwahaniaethau. 

en-gb	We are all valuable and have a right to be treated with dignity and respect. 
cy-gb	Mae pob un ohonom yn werthfawr, ac mae gennym yr hawl i gael ein trin ag urddas a pharch. 

en-gb	Incorrect assumptions and stereotyping, which may lead to stigma and discrimination, can be harmful to individuals’ well-being and violate their human rights. 
cy-gb	Gall stereoteipiau a thybiaethau anghywir, a all arwain at stigma a gwahaniaethu, fod yn niweidiol i les unigolion a thorri eu hawliau dynol. 

en-gb	Scientiﬁc understanding by learners can help to dispel such assumptions and reduce stereotyping.
cy-gb	Gall meithrin dealltwriaeth wyddonol dysgwyr helpu i chwalu tybiaethau o’r fath a lleihau stereoteipio.

en-gb	Understanding gender
cy-gb	Deall rhywedd

en-gb	Through the study of living things, learners will explore the difference between genetically determined sex as opposed to gender, and the importance of the difference between the two. 
cy-gb	Drwy astudio pethau byw, bydd dysgwyr yn archwilio’r gwahaniaeth rhwng rhyw a bennir yn enetig a rhywedd, ynghyd â phwysigrwydd y gwahaniaeth hwnnw. 

en-gb	Through this, learners will be able to understand that a person’s gender identity may not match their biological sex.
cy-gb	Drwy hyn, bydd dysgwyr yn gallu deall efallai na fydd hunaniaeth rywiol unigolyn bob amser yn cyd-fynd â’i ryw ﬁolegol.

en-gb	Relationships and sexuality and health and well-being
cy-gb	Addysg cydberthynas a rhywioldeb ac iechyd a lles

en-gb	The study of health and diseases provides learners with the opportunity to develop scientiﬁc understanding in support of their own informed decisions about their sexual health and well-being.
cy-gb	Mae astudio iechyd a chlefydau yn rhoi cyﬂe i ddysgwyr feithrin dealltwriaeth wyddonol i gefnogi  eu penderfyniadau gwybodus eu hunain am eu hiechyd a’u lles rhywiol. 

en-gb	The human body and development
cy-gb	Y corff dynol a’i ddatblygiad

en-gb	Through studying living things, learners will know the names and function of their sexual and reproductive organs. 
cy-gb	Drwy astudio pethau byw, bydd dysgwyr yn dod i wybod enwau a swyddogaeth eu horganau rhywiol ac atgenhedlu. 

en-gb	They will learn about the role hormones play in growth, puberty and reproduction, and how that can also affect people’s emotions.
cy-gb	Byddant yn dysgu am rôl hormonau wrth dyfu, aeddfedu ac atgenhedlu, a’r ffordd y gall hynny hefyd effeithio ar emosiynau pobl.

en-gb	Sexuality and sexual behaviour
cy-gb	Rhywioldeb ac ymddygiad rhywiol

en-gb	Through studying health and diseases, learners should be given opportunities to understand how contraceptives work, from a biological perspective, and their relative efﬁciency in preventing different sexually transmitted diseases. 
cy-gb	Drwy astudio iechyd a chlefydau, dylai dysgwyr gael cyﬂeoedd i ddeall sut y mae dulliau atal cenhedlu yn gweithio, o safbwynt biolegol, ynghyd â’u heffeithlonrwydd perthynol o ran atal gwahanol glefydau a drosglwyddir yn rhywiol. 

en-gb	This knowledge enables them to make more informed decisions about their own sexual behaviour.
cy-gb	Bydd yr wybodaeth hon yn eu galluogi i wneud penderfyniadau mwy gwybodus am eu hymddygiad rhywiol eu hunain.

en-gb	Enrichment and experiences
cy-gb	Cyfoethogi a phroﬁadau

en-gb	Enrichment and experiences are integral to Science and Technology and provide opportunities for all learners to experience holistic and authentic contexts. 
cy-gb	Mae cyfoethogi a phroﬁadau yn rhan annatod o Wyddoniaeth a Thechnoleg, ac yn cynnig cyﬂeoedd i bob dysgwr ymdrin â chyd-destunau holistaidd a dilys. 

en-gb	Through making fundamental connections within Science and Technology learners will develop a stronger understanding of the world around them and their place within it.
cy-gb	Drwy wneud cysylltiadau sylfaenol o fewn Gwyddoniaeth a Thechnoleg bydd dysgwyr yn meithrin dealltwriaeth well o’r byd o’u cwmpas, yn ogystal â’u lle ynddo.

en-gb	Exploration and experience of the world through inquiry (including ﬁeldwork, investigating indoor and outdoor environments in a safe and systematic way) are crucial for all learners. 
cy-gb	Mae archwilio a phroﬁ’r byd drwy ymchwil (gan gynnwys gwaith maes, archwilio amgylcheddau dan do ac awyr agored mewn ffordd ddiogel a systematig) yn hanfodol i bob dysgwr. 

en-gb	Learners will enhance their understanding of different environmental issues and learn to demonstrate care, responsibility, concern and respect for all living things and the environment in which they live.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth well o faterion amgylcheddol gwahanol ac yn dysgu sut i ddangos gofal, cyfrifoldeb, ystyriaeth a pharch tuag at bob peth byw a’r amgylchedd o’u cwmpas.

en-gb	Developing a range of partnerships and engaging with science and technology professionals, experts and craftspeople can broaden experiences to deepen their understanding of processes and application. 
cy-gb	Gall datblygu amrywiaeth o bartneriaethau ac ymwneud â gweithwyr proffesiynol, arbenigwyr a chrefftwyr ym maes gwyddoniaeth a thechnoleg ehangu proﬁadau dysgwyr er mwyn gwella eu dealltwriaeth o brosesau, a’u gallu i’w cymhwyso. 

en-gb	They should experience electronic and digital technologies to enhance their learning and deepen their understanding of future breakthroughs.
cy-gb	Dylent gael proﬁad o dechnolegau electronig a digidol er mwyn gwella eu dysgu a gwella eu dealltwriaeth o ddatblygiadau arloesol yn y dyfodol.

en-gb	Learners should have opportunities to work both independently and collaboratively to investigate, design, develop and evaluate their outcomes. 
cy-gb	Dylai dysgwyr gael cyﬂeoedd i weithio’n annibynnol, yn ogystal ag ar y cyd, i ymchwilio, dylunio, datblygu a gwerthuso eu deilliannau. 

en-gb	They should work iteratively towards a purposeful outcome to develop resilience and perseverance, where failure can be seen as a stepping stone to success and creativity is celebrated.
cy-gb	Dylent weithio mewn modd iterus tuag at ganlyniad pwrpasol i ddatblygu gwydnwch a dyfalbarhad, lle y gellir ystyried methiant yn garreg camu tuag at lwyddiant a lle y caiff creadigrwydd ei ddathlu.

en-gb	Putting the area of learning and experience into practice
cy-gb	Rhoi’r maes dysgu a phroﬁad ar waith

en-gb	The Science and Technology Area of Learning and Experience will need to be used by settings and schools with the four purposes of the curriculum central to the planning of the experiences, knowledge and skills learners will encounter. 
cy-gb	Bydd angen i leoliadau ac ysgolion ddefnyddio Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg gan sicrhau bod pedwar diben y cwricwlwm yn greiddiol i’r broses o gynllunio’r proﬁadau, yr wybodaeth a’r sgiliau y bydd dysgwyr yn dod ar eu traws. 

en-gb	Therefore, practitioners must consider how their teaching and curriculum provision contribute to the development of these characteristics within learners in Wales.
cy-gb	Felly, rhaid i ymarferwyr ystyried sut mae eu haddysgu a’u darpariaeth gwricwlaidd yn cyfrannu at ddatblygu’r nodweddion hyn ymhlith dysgwyr yng Nghymru.

en-gb	As a matter of principle, practitioners should be free to decide on the organisation of this area of learning and experience, making important decisions about sequencing scientiﬁc and technological concepts. 
cy-gb	Fel mater o egwyddor, dylai ymarferwyr allu penderfynu ar drefniadaeth y maes dysgu a phroﬁad hwn, gan wneud penderfyniadau pwysig am ddilyniannu cysyniadau gwyddonol a thechnolegol. 

en-gb	Such decisions should be informed by the hierarchic and connected nature of concepts set out in the area of learning and experience, including the range of suggested ‘strands’ of progression, in order to ensure foundations in learning are built on and experiences are connected.
cy-gb	Dylai penderfyniadau o’r fath gael eu llywio gan natur hierarchaidd a chysylltiedig y cysyniadau a nodir yn y maes dysgu a phroﬁad, gan gynnwys yr amrywiaeth o ‘linynnau’ cynnydd a awgrymir, er mwyn sicrhau yr adeiledir ar y sylfeini sy’n rhan o’r dysgu a bod cysylltiadau rhwng y proﬁadau.

en-gb	Making the most of a multidisciplinary approach to curriculum development provides learners with a more coherent learning experience. 
cy-gb	Drwy fanteisio i’r eithaf ar ddull gweithredu amlddisgyblaethol mewn perthynas â datblygu’r cwricwlwm, cynigir proﬁad dysgu mwy cydlynol i ddysgwyr. 

en-gb	Deep understanding can develop through planning across all six statements of what matters in science and technology learning, and the connection and application of these in a range of contexts. 
cy-gb	Gellir meithrin dealltwriaeth ddwfn drwy gynllunio ar draws y chwe datganiad o’r hyn sy’n bwysig wrth ddysgu gwyddoniaeth a thechnoleg,a’u cysylltu a’u cymhwyso mewn amrywiaeth o gyd-destunau. 

en-gb	The learning undertaken in one aspect can reinforce and support work across different disciplines in a timely manner. 
cy-gb	Gall yr hyn a ddysgir mewn un agwedd atgyfnerthu a chefnogi gwaith o fewn gwahanol ddisgyblaethau mewn modd amserol. 

en-gb	To achieve this, cohesive and coherent curriculum planning across traditional disciplinary boundaries is crucial. 
cy-gb	Er mwyn cyﬂawni hyn, mae prosesau cydlynol a chydlynus ar gyfer cynllunio’r cwricwlwm ar drawsfﬁniau disgyblaethau traddodiadol yn hanfodol. 

en-gb	However, practitioners will also wish to consider the need for more discrete disciplinary learning and teaching; this becomes increasingly important as learners progress.
cy-gb	Fodd bynnag, bydd ymarferwyr hefyd yn awyddus i ystyried yr angen am ddulliau dysgu ac addysgu mwy penodol o fewn disgyblaethau; daw hyn yn gynyddol bwysig wrth i ddysgwyr wneud cynnydd.

en-gb	The planned sequencing of Science and Technology learning and teaching should consider the development of the knowledge or skills learners need, in advance of engaging them in more practical activities or inquiry. 
cy-gb	Dylai’r dilyniant y bwriedir ei roi ar waith wrth ddysgu ac addysgu Gwyddoniaeth a Thechnoleg ystyried y broses o feithrin yr wybodaeth neu’r sgiliau sydd eu hangen ar ddysgwyr, cyn gofyn iddynt gymryd rhan mewn gweithgareddau neu ymholiadau mwy ymarferol. 

en-gb	Practical learning experiences of a speciﬁc, thematic or multidisciplinary nature should strengthen prior learning and conceptual understanding, not simply engage learners in memorable and enjoyable tasks. 
cy-gb	Dylai proﬁadau dysgu ymarferol o natur benodol, thematig neu amlddisgyblaethol atgyfnerthu dysgu blaenorol a dealltwriaeth gysyniadol, yn hytrach na dim ond cynnig tasgau coﬁadwy y mae dysgwyr yn eu mwynhau. 

en-gb	As learners progress in their Science and Technology learning, particularly in secondary settings, there is an expectation that they will experience subject specialist teaching. 
cy-gb	Wrth i ddysgwyr wneud cynnydd wrth ddysgu ym maes Gwyddoniaeth a Thechnoleg, yn arbennig mewn lleoliadau uwchradd, disgwylir iddynt broﬁ dulliau addysgu arbenigol o fewn pynciau. 

en-gb	Specialist teaching should enhance and be integral to multidisciplinary approaches to curriculum planning, and is essential to ensure learners are best prepared for further learning post-16.  Standards and rigour should be advanced by this process.
cy-gb	Dylai dulliau addysgu arbenigol wella dulliau gweithredu amlddisgyblaethol mewn perthynas â chynllunio’r cwricwlwm a bod yn rhan annatod o’r broses, ac maent yn hanfodol er mwyn sicrhau bod dysgwyr wedi’u paratoi yn y ffordd orau bosibl ar gyfer dysgu pellach ôl-16.Dylai’r broses hon wella safonau a thrylwyredd.

en-gb	Teaching should also be based on sound evidence and expertise. 
cy-gb	Dylai’r addysgu fod yn seiliedig ar dystiolaeth ac arbenigedd cadarn. 

en-gb	Evidence should be drawn from local, cluster-wide, regional and national information, using a range of established sources, e.g. the National Network for Excellence in Science and Technology. 
cy-gb	Dylid defnyddio tystiolaeth o wybodaeth leol, gwybodaeth o glystyrau, gwybodaeth ranbarthol a chenedlaethol, gan ddefnyddio amrywiaeth o ffynonellau sefydledig, e.e. y Rhwydwaith Cenedlaethol ar gyfer Rhagoriaeth mewn Gwyddoniaeth a Thechnoleg. 

en-gb	Practitioners should also seek to collaborate with a range of experts and stakeholders when engaging in curriculum development, including local businesses and science, technology, engineering and mathematics stakeholder organisations.
cy-gb	Dylai ymarferwyr hefyd geisio cydweithredu ag amrywiaeth o arbenigwyr a rhanddeiliaid wrth ymgymryd â gwaith i ddatblygu’r cwricwlwm, gan gynnwys busnesau lleol a sefydliadau rhanddeiliaid gwyddoniaeth, technoleg, peirianneg a mathemateg.

en-gb	Draft Curriculum for Wales 2022: 
cy-gb	Cwricwlwm Drafft i Gymru 2022: 

en-gb	Science and Technology 18
cy-gb	Gwyddoniaeth a Thechnoleg 18

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

en-gb	Being curious and searching for answers helps further our understanding of the natural world and helps society progress.
cy-gb	Bod yn chwilfrydig a chwilio am atebion yn helpu i wella ein dealltwriaeth o’r byd naturiol ac yn hwyluso cynnydd cymdeithas.

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

en-gb	Using logic, imagination and creativity, we can apply scientiﬁc knowledge to further our understanding of how that world works. 
cy-gb	Gan ddefnyddio rhesymeg, dychymyg a chreadigrwydd, gallwn gymhwyso gwybodaeth wyddonol er mwyn gwella ein dealltwriaeth o sut mae’r byd yn gweithio. 

en-gb	We can develop and test useful models to help us make sense of its complexity. 
cy-gb	Gallwn ddatblygu a phroﬁ modelau defnyddiol i’n helpu i wneud synnwyr o’n byd cymhleth. 

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

en-gb	We need to be able to evaluate scientiﬁc claims to help us make informed decisions that affect our world and well-being. 
cy-gb	Mae angen i ni allu gwerthuso honiadau gwyddonol i’n helpu i wneud penderfyniadau gwybodus sy’n effeithio ar ein byd ac ar ein lles. 

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

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

en-gb	As ethically informed citizens we need to consider the impact of our actions and technological developments on Wales and the wider world, asking ‘Just because we can, does that mean we should?’.
cy-gb	Fel dinasyddion egwyddorol a gwybodus mae angen i ni ystyried effaith ein gweithredoedd a datblygiadau technolegol ar Gymru a’r byd ehangach, gan ofyn‘A w’r ffaith ein bod ni’n gallu yn golygu y dylwn ni?’.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from concrete to abstract.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r diriaethol i’r haniaethol. 

en-gb	• Learners develop from qualitative description to quantiﬁcation. 
cy-gb	• Mae dysgwyr yn datblygu o ddisgriﬁo ansoddol i feintioli. 

en-gb	• Learners move from describing ideas to being able to explain ideas. 
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and progress to consider multiple factors. 
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills into more elaborate skills.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml cyn meithrin sgiliau mwy cymhleth.

en-gb	• Learners begin with an egocentric view but develop to be able to consider others and the wider world.
cy-gb	• Mae dysgwyr yn dechrau drwy feddu ar safbwynt myfïol ond maent yn datblygu i allu ystyried eraill a’r byd ehangach.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Inquiry
cy-gb	Ymholi

en-gb	I can show curiosity and question how things work.
cy-gb	Gallaf ddangos chwilfrydedd a chwestiynu sut mae pethau’n gweithio.

en-gb	I can explore my environment, make observations and communicate my ideas about what is happening.
cy-gb	Gallaf archwilio fy amgylchedd, gwneud arsylwadau a chyﬂeu fy syniadau am yr hyn sy’n digwydd.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Inquiry
cy-gb	Ymholi

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

en-gb	I can collect data and communicate my ﬁndings.
cy-gb	Gallaf gasglu data a chyﬂeu fy nghanfyddiadau.

en-gb	I can recognise trends and patterns from my observations and investigations.
cy-gb	Gallaf adnabod tueddiadau a phatrymau ar sail fy arsylwadau a’m hymchwiliadau.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

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

en-gb	I can suggest how to use and dispose of everyday materials responsibly.
cy-gb	Gallaf awgrymu sut y dylid defnyddio a gwaredu defnyddiau pob-dydd mewn ffordd gyfrifol.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Inquiry
cy-gb	Ymholi

en-gb	I can suggest suitable methods of inquiry, identifying variables where appropriate, to investigate scientiﬁc questions.
cy-gb	Gallaf awgrymu dulliau ymholi addas, gan adnabod newidynnau lle y bo’n briodol, er mwyn ymchwilio i gwestiynau gwyddonol.

en-gb	I can collect and present data in a suitable format.
cy-gb	Gallaf gasglu a chyﬂwyno data mewn fformat addas.

en-gb	I can identify trends, patterns and relationships to draw conclusions. 
cy-gb	Gallaf adnabod tueddiadau, patrymau a pherthnasau er mwyn dod i gasgliadau. 

en-gb	I can evaluate methods and working practices to suggest improvements.
cy-gb	Gallaf werthuso dulliau ac arferion gweithio er mwyn awgrymu gwelliannau.

en-gb	Models
cy-gb	Modelau

en-gb	I can use physical and conceptual models to represent the behaviour of real-world physical and digital systems.
cy-gb	Gallaf ddefnyddio modelau fﬁsegol a chysyniadol i gynrychioli ymddygiad systemau fﬁsegol a digidol go iawn.

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

en-gb	I can engage with scientiﬁc and technological issues to inform my own opinions.
cy-gb	Gallaf fynd i’r afael â materion gwyddonol a thechnolegol er mwyn llywio fy safbwyntiau personol.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	I can take responsible actions in my daily life that take into account the impact on the environment and others.
cy-gb	Gallaf gymryd camau cyfrifol yn fy mywyd pob dydd sy’n ystyried yr effaith ar yr amgylchedd ac ar eraill.

en-gb	I can describe the positive and negative impacts of Science and Technology in my everyday life.
cy-gb	Gallaf ddisgriﬁo effeithiau cadarnhaol a negyddol Gwyddoniaeth a Thechnoleg yn fy mywyd pob-dydd.

en-gb	I can identify which of the Earth’s resources are in short supply and describe how they can be used sustainably.
cy-gb	Gallaf adnabod pa rai o adnoddau’r Ddaear sy’n brin a disgriﬁo sut y gellir eu defnyddio mewn ffordd gynaliadwy.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Inquiry
cy-gb	Ymholi

en-gb	I can research and suggest suitable methods of inquiry, identifying and managing variables, to investigate scientiﬁc questions.
cy-gb	Gallaf gynnal gwaith ymchwil ac awgrymu dulliau ymholi addas, gan adnabod a rheoli newidynnau, er mwyn ymchwilio i gwestiynau gwyddonol.

en-gb	I can collect reliable data, process and present it accurately in a suitable format.
cy-gb	Gallaf gasglu data dibynadwy, eu prosesu a’u cyﬂwyno’n gywir mewn fformat addas.

en-gb	I can describe trends, patterns and relationships in data, and use my scientiﬁc knowledge to explain them.
cy-gb	Gallaf ddisgriﬁo tueddiadau, patrymau a pherthnasau mewn data, a defnyddio fy ngwybodaeth wyddonol i’w hegluro.

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

en-gb	I can evaluate the reliability of data, taking anomalies into account.
cy-gb	Gallaf werthuso dibynadwyedd data, gan ystyried anomaleddau.

en-gb	Models
cy-gb	Modelau

en-gb	I can make and use physical, mathematical and conceptual models to explain and predict the behaviour of real-world systems.
cy-gb	Gallaf wneud a defnyddio modelau fﬁsegol, mathemategol a chysyniadol i egluro a rhagfynegi ymddygiad systemau go iawn.

en-gb	I can describe the strengths and weaknesses of models to identify their limitations.
cy-gb	Gallaf ddisgriﬁo cryfderau a gwendidau modelau er mwyn adnabod eu cyfyngiadau.

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

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

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

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	I can explain why we sometimes choose to act in ways that impact negatively on the environment.
cy-gb	Gallaf egluro pam ein bod weithiau yn dewis ymddwyn mewn ffyrdd sy’n cael effaith negyddol ar yr amgylchedd.

en-gb	I can describe the positive and negative impacts of Science and Technology on society. 
cy-gb	Gallaf ddisgriﬁo effeithiau cadarnhaol a negyddol Gwyddoniaeth a Thechnoleg ar gymdeithas.

en-gb	I can analyse the availability of key natural resources.
cy-gb	Gallaf ddadansoddi argaeledd adnoddau naturiol allweddol.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Inquiry
cy-gb	Ymholi

en-gb	I can devise and justify systematic methods of inquiry to investigate scientiﬁc questions rigorously.
cy-gb	Gallaf lunio a chyﬁawnhau dulliau ymholi systematig er mwyn ymchwilio’n drylwyr i gwestiynau gwyddonol.

en-gb	I can identify and describe complex trends, patterns and relationships.
cy-gb	Gallaf adnabod a disgriﬁo tueddiadau, patrymau a pherthnasau cymhleth.

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

en-gb	I can critically evaluate the quality of data and suggest improvements to associated research methods.
cy-gb	Gallaf gynnal gwerthusiad beirniadol o ansawdd data ac awgrymu gwelliannau i ddulliau ymchwil cysylltiedig.

en-gb	Models
cy-gb	Modelau

en-gb	I can form physical, mathematical and conceptual models to explain and predict the behaviour of real-world systems.
cy-gb	Gallaf ffurﬁo modelau fﬁsegol, mathemategol a chysyniadol i egluro a rhagfynegi ymddygiad systemau go iawn.

en-gb	I can use models to support or challenge theories.
cy-gb	Gallaf ddefnyddio modelau i gefnogi neu wrthbroﬁ damcaniaethau.

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

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

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

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

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	I can explain and justify ways in which society can develop, taking into account environmental and societal impacts both now and in the future.
cy-gb	Gallaf egluro a chyﬁawnhau ffyrdd y gall cymdeithas ddatblygu, gan ystyried effeithiau amgylcheddol a chymdeithasol nawr ac yn y dyfodol.

en-gb	I can evaluate the effectiveness and impact of technological solutions on a personal, societal and environmental level.
cy-gb	Gallaf werthuso effeithiolrwydd ac effaith datrysiadau technolegol ar lefel bersonol, gymdeithasol ac amgylcheddol.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• The exploration of living things, including natural habitats, when undertaking inquiries. 
cy-gb	• Archwilio pethau byw, gan gynnwys cyneﬁnoedd naturiol, wrth gynnal gweithdrefnau ymholi. 

en-gb	• Inquiries into the physical properties of materials and the particulate nature of matter. 
cy-gb	• Ymholiadau mewn perthynas â phriodweddau fﬁsegol defnyddiau a natur gronynnol mater. 

en-gb	• Investigating the structure and dynamics of the universe.
cy-gb	• Ymchwilio i strwythur a deinamig y bydysawd.

en-gb	• Supporting engineering problems and enhancing the design process.
cy-gb	• Cefnogi problemau peirianneg a gwella’r broses ddylunio.

en-gb	• Understanding the role of Science and Technology, and challenging assumptions, with links to contextualised opportunities to articulate opinions and debate claims based on the validity of information.
cy-gb	• Deall rôl Gwyddoniaeth a Thechnoleg, a herio rhagdybiaethau, yn gysylltiedig â chyﬂeoedd cyd-destunol i fynegi barn a thrafod honiadau sy’n seiliedig ar ddilysrwydd gwybodaeth.

en-gb	• Engaging in learning on the implications of Science and Technology, with connections to design, engineering, computation and the sciences to provide rich opportunities and contexts.
cy-gb	• Ymwneud â dysgu ar oblygiadau Gwyddoniaeth a Thechnoleg, yn gysylltiedig â dylunio,peirianneg, cyfriﬁant a’r gwyddorau er mwyn cynnig cyﬂeoedd a chyd-destunau cyfoethog.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• The development of inquiry skills.
cy-gb	• Datblygu sgiliau ymholi.

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

en-gb	• Decision-making and the implications of decisions. 
cy-gb	• Gwneud penderfyniadau a goblygiadau penderfyniadau. 

en-gb	• Personal well-being and decisions on safety.
cy-gb	• Lles personol a phenderfyniadau ar ddiogelwch.

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

en-gb	• Communicating ﬁndings and opinions, presenting arguments.
cy-gb	• Cyﬂeu canfyddiadau a safbwyntiau, cyﬂwyno dadleuon.

en-gb	• Access to non-ﬁction text types, including instructional and explanation writing.
cy-gb	• Mynediad i destunau ffeithiol, gan gynnwys deunydd cyfarwyddo ac ysgrifennu esboniadol.

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

en-gb	• Number, data and statistics.
cy-gb	• Rhif, data ac ystadegau.

en-gb	• Presentation of ﬁndings from inquiry.
cy-gb	• Cyﬂwyno canfyddiadau ymholiadau.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1  Inquiry
cy-gb	Cam cynnydd 1  Ymholi

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• multisensory experiential learning
cy-gb	• dysgu arbrofol amlsynhwyraidd

en-gb	• a rich learning environment indoors and outdoors
cy-gb	• amgylchedd dysgu cyfoethog dan do ac yn yr awyr agored

en-gb	• using a range of tools to observe and explore, e.g. magnifying tools and cameras.
cy-gb	• defnyddio amrywiaeth o offer i arsylwi ac archwilio, e.e. offer chwyddhau a chamerâu.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• follow simple instructions and work safely.
cy-gb	• dilyn cyfarwyddiadau syml a gweithio’n ddiogel.

en-gb	Progression step 2  Inquiry
cy-gb	Cam cynnydd 2  Ymholi

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• adults showing them how to make connections between life experiences and investigations
cy-gb	• oedolion yn dangos iddynt sut i greu cysylltiadau rhwng proﬁadau bywyd ac ymchwiliadau

en-gb	• different types of inquiry, including out-of-classroom learning, pattern seeking, classifying and identifying, exploring, making things and investigating models.
cy-gb	• gwahanol fathau o ymholiadau, gan gynnwys dysgu y tu allan i’r ystafell ddosbarth, chwilio am batrymau, dosbarthu ac adnabod, archwilio, gwneud pethau ac ymchwilio i fodelau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• work safely and be aware of risks
cy-gb	• gweithio’n ddiogel a bod yn ymwybodol o risg

en-gb	• use a range of appropriate scientiﬁc equipment to observe, measure and record.
cy-gb	• defnyddio amrywiaeth o offer gwyddonol priodol i arsylwi, mesur a chofnodi.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to reduce, reuse and recycle.
cy-gb	• cyﬂeoedd i leihau, ailddefnyddio ac ailgylchu.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some of their actions may impact on their local environment and the wider world.
cy-gb	• y gall rhai o’u gweithredoedd effeithio ar eu hamgylchedd lleol ac ar y byd ehangach.

en-gb	Progression step 3 
cy-gb	Cam cynnydd 3

en-gb	 Inquiry
cy-gb	Ymholi

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using technologies, directly or indirectly, to observe a range of phenomena
cy-gb	• defnyddio technolegau, yn uniongyrchol neu’n anuniongyrchol, i arsylwi ar amrywiaeth o ffenomena

en-gb	• different types of inquiry, including out-of-classroom learning, fair testing, pattern seeking, classifying and identifying, exploring, making things and investigating models.
cy-gb	• gwahanol fathau o ymholiadau, gan gynnwys dysgu y tu allan i’r ystafell ddosbarth, proﬁ  teg, chwilio am batrymau, dosbarthu ac adnabod, archwilio, gwneud pethau ac ymchwilio i fodelau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how different types of variables may impact on results of investigations.
cy-gb	• sut y gall gwahanol fathau o newidynnau effeithio ar ganlyniadau ymchwiliadau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• make predictions when appropriate
cy-gb	• rhagfynegi lle y bo’n briodol

en-gb	• be aware of risks and take necessary actions to control risks and hazards
cy-gb	• bod yn ymwybodol o risg a chymryd camau gweithredu angenrheidiol er mwyn rheoli risg a pheryglon

en-gb	• use a range of appropriate equipment and digital technology to observe, measure and record.
cy-gb	• defnyddio amrywiaeth o offer a thechnoleg ddigidol briodol i arsylwi, mesur a chofnodi.

en-gb	Models
cy-gb	Modelau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using models to develop understanding.
cy-gb	• sut i ddefnyddio modelau i ddatblygu dealltwriaeth.

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• a range of scientiﬁc claims, including those which are current or which are relevant to their everyday lives
cy-gb	• amrywiaeth o honiadau gwyddonol, gan gynnwys y rheini sy’n gyfredol neu’n berthnasol i’w bywydau pob-dydd

en-gb	• opportunities to debate and articulate opinions about scientiﬁc claims.
cy-gb	• cyﬂeoedd i drafod a lleisio barn ar honiadau gwyddonol.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that current and past scientiﬁc investigation and technological developments can have both positive and negative effects on society.
cy-gb	• y gall ymchwiliadau gwyddonol a datblygiadau technolegol cyfredol a blaenorol gael effeithiau cadarnhaol a negyddol ar gymdeithas.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• consider the credibility of evidence.
cy-gb	• ystyried hygrededd tystiolaeth.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• debating the beneﬁts and drawbacks of technology and scientiﬁc activity
cy-gb	• trafod manteision ac anfanteision technoleg a gweithgarwch gwyddonol

en-gb	• researching the effects of human activity on their local environment and the wider world.
cy-gb	• ymchwilio i effeithiau gweithgarwch dynol ar eu hamgylchedd lleol a’r byd ehangach.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how industry past and present has impacted on human health and the environment.
cy-gb	• sut mae diwydiant, yn y gorffennol a’r presennol, wedi effeithio ar iechyd pobl a’r amgylchedd.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe how the choices we make affect the natural world, society, ourselves and others
cy-gb	• disgriﬁo sut mae’r dewisiadau a wneir gennym yn effeithio ar y byd naturiol, cymdeithas, pobl eraill ac arnom ni ein hunain

en-gb	• develop and evaluate informed strategies to minimise the negative impact of human activity.
cy-gb	• datblygu a gwerthuso strategaethau gwybodus er mwyn lleihau effaith negyddol gweithgarwch dynol.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Inquiry
cy-gb	Ymholi

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using technologies, directly or indirectly, to observe a range of scientiﬁc and technological phenomena
cy-gb	• defnyddio technolegau, yn uniongyrchol neu’n anuniongyrchol, i arsylwi ar amrywiaeth o ffenomena gwyddonol a thechnolegol

en-gb	• different types of inquiry, including out-of-classroom learning, fair testing, pattern seeking, classifying and identifying, exploring, making things and investigating models.
cy-gb	• gwahanol fathau o ymholiadau, gan gynnwys dysgu y tu allan i’r ystafell ddosbarth,  proﬁ teg, chwilio am batrymau, dosbarthu ac adnabod, archwilio, gwneud pethau ac  ymchwilio i fodelau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how to recognise different types of variables and how they may impact on the results of investigations
cy-gb	• sut i gydnabod gwahanol fathau o newidynnau a sut y gallant effeithio ar ganlyniadau ymchwiliadau

en-gb	• when digital technologies can enhance an inquiry.
cy-gb	• pryd y gall technolegau digidol wella ymholiad.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• make predictions when appropriate
cy-gb	• rhagfynegi lle y bo’n briodol

en-gb	• identify risks and take necessary actions to control risks and hazards
cy-gb	• adnabod risg a chymryd camau angenrheidiol i reoli risg a pheryglon

en-gb	• choose and use a range of appropriate equipment and digital technology to observe, measure and record.
cy-gb	• dewis a defnyddio amrywiaeth o offer a thechnoleg ddigidol briodol i arsylwi, mesur a chofnodi.

en-gb	Models
cy-gb	Modelau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some models are essential in developing an understanding of key scientiﬁc and technological ideas.
cy-gb	• bod rhai modelau yn hanfodol er mwyn meithrin dealltwriaeth o syniadau gwyddonol a thechnolegol allweddol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use models to explain and predict behaviour under a range of different conditions
cy-gb	• defnyddio modelau i egluro a rhagfynegi ymddygiad o dan amrywiaeth o amodau gwahanol

en-gb	• use, make, evaluate and reﬁne models.
cy-gb	• defnyddio, gwneud, gwerthuso a mireinio modelau.

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• a range of scientiﬁc claims that vary in terms of validity, reliability and credibility
cy-gb	• amrywiaeth o honiadau gwyddonol sy’n amrywio o ran dilysrwydd, dibynadwyedd a hygrededd

en-gb	• opportunities to debate and articulate opinions about scientiﬁc claims.
cy-gb	• cyﬂeoedd i drafod a lleisio barn ar honiadau gwyddonol.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that current and past scientiﬁc investigation and technological developments can have both positive and negative effects on society.
cy-gb	• y gall ymchwiliadau gwyddonol a datblygiadau technolegol cyfredol a blaenorol gael effeithiau cadarnhaol a negyddol ar gymdeithas.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• ﬁlter evidence in terms of its validity, reliability and credibility.
cy-gb	• hidlo tystiolaeth o ran dilysrwydd, dibynadwyedd a hygrededd.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• debating the beneﬁts and drawbacks of technology and scientiﬁc activity
cy-gb	• trafod manteision ac anfanteision technoleg a gweithgarwch gwyddonol

en-gb	• researching the effects of human activity on their local environment and the wider world.
cy-gb	• ymchwilio i effeithiau gweithgarwch dynol ar eu hamgylchedd lleol ac ar y byd ehangach.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how industry past and present has impacted on human health and the environment
cy-gb	• sut mae diwydiant, yn y gorffennol a’r presennol, wedi effeithio ar iechyd pobl a’r amgylchedd

en-gb	• why some scientiﬁc and technological developments have been controversial.
cy-gb	• pam mae rhai datblygiadau gwyddonol a thechnolegol wedi bod yn ddadleuol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe how the choices we make affect the natural world, society, ourselves and others
cy-gb	• disgriﬁo sut mae’r dewisiadau a wneir gennym yn effeithio ar y byd naturiol, cymdeithas, pobl eraill ac arnom ni ein hunain

en-gb	• develop and evaluate informed strategies to minimise the negative impact of human activity
cy-gb	• datblygu a gwerthuso strategaethau gwybodus er mwyn lleihau effaith negyddol gweithgarwch dynol

en-gb	• explain how a range of factors, including environmental and economic considerations, have shaped society’s decisions.
cy-gb	• egluro sut mae amrywiaeth o ffactorau, gan gynnwys ystyriaethau amgylcheddol ac economaidd, wedi llywio penderfyniadau cymdeithas.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Inquiry
cy-gb	Ymholi

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using technologies, directly or indirectly, to observe a range of scientiﬁc and technological phenomena
cy-gb	• defnyddio technolegau, yn uniongyrchol neu’n anuniongyrchol, i arsylwi ar amrywiaeth o ffenomena gwyddonol a thechnolegol

en-gb	• different types of inquiry, including out-of-classroom learning, fair testing, pattern seeking, classifying and identifying, exploring, making things and investigating models.
cy-gb	• gwahanol fathau o ymholiadau, gan gynnwys dysgu y tu allan i’r ystafell ddosbarth,  proﬁ teg, chwilio am batrymau, dosbarthu ac adnabod, archwilio, gwneud pethau ac  ymchwilio i fodelau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how to recognise different types of variables and how they may impact upon results of investigations 
cy-gb	• sut i gydnabod gwahanol fathau o newidynnau a sut y gallant effeithio ar ganlyniadau ymchwiliadau

en-gb	• when digital technologies can enhance an inquiry.
cy-gb	• pryd y gall technolegau digidol wella ymholiad.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• make predictions when appropriate
cy-gb	• rhagfynegi lle y bo’n briodol

en-gb	• identify risks and take necessary actions to control risks and hazards
cy-gb	• adnabod risg a chymryd camau angenrheidiol i reoli risg a pheryglon

en-gb	• choose and use a range of appropriate equipment and digital technology to observe, measure and record.
cy-gb	• dewis a defnyddio amrywiaeth o offer a thechnoleg ddigidol briodol i arsylwi, mesur a chofnodi.

en-gb	Models
cy-gb	Modelau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• comparing and contrasting different models 
cy-gb	• cymharu a chyferbynnu gwahanol fodelau

en-gb	• studying previous models and how they have been advanced and reﬁned due to scientiﬁc  and technological discoveries
cy-gb	• astudio modelau blaenorol a sut maent wedi cael eu datblygu a’u mireinio yn sgil darganfyddiadau gwyddonol a thechnolegol

en-gb	• utilising their analytical and creative skills to produce models 
cy-gb	• defnyddio eu sgiliau dadansoddol a chreadigol i gynhyrchu modelau

en-gb	• using models to solve problems and overcome challenges.
cy-gb	 • defnyddio modelau i ddatrys problemau a dod i ben â heriau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some models are essential in developing an understanding of key scientiﬁc and technological ideas.
cy-gb	• bod rhai modelau yn hanfodol er mwyn meithrin dealltwriaeth o syniadau gwyddonol a thechnolegol allweddol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use models to explain and predict behaviour under a range of different conditions
cy-gb	• defnyddio modelau i egluro a rhagfynegi ymddygiad o dan amrywiaeth o amodau gwahanol

en-gb	• construct, use, evaluate and reﬁne models.
cy-gb	• llunio, defnyddio, gwerthuso a mireinio modelau.

en-gb	Evaluating evidence
cy-gb	Gwerthuso tystiolaeth

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• a range of evidence that varies in terms of validity, reliability and credibility
cy-gb	• amrywiaeth o dystiolaeth sy’n amrywio o ran dilysrwydd, dibynadwyedd a hygrededd

en-gb	• opportunities to debate and articulate opinions about evidence.
cy-gb	• cyﬂe i drafod a lleisio barn ar dystiolaeth.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that current and past scientiﬁc investigation and technological developments can have both positive and negative effects on society.
cy-gb	• y gall ymchwiliadau gwyddonol a datblygiadau technolegol cyfredol a blaenorol gael effeithiau cadarnhaol a negyddol ar gymdeithas.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• ﬁlter evidence in terms of its validity, reliability and credibility.
cy-gb	• hidlo tystiolaeth o ran dilysrwydd, dibynadwyedd a hygrededd.

en-gb	Impact of Science and Technology
cy-gb	Effaith Gwyddoniaeth a Thechnoleg

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• debating the beneﬁts and drawbacks of technology and scientiﬁc activity
cy-gb	• trafod manteision ac anfanteision technoleg a gweithgarwch gwyddonol

en-gb	• researching the effects of human activity on their local environment and the wider world.
cy-gb	• ymchwilio i effeithiau gweithgarwch dynol ar eu hamgylchedd lleol ac ar y byd ehangach.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how industry past and present has impacted on human health and the environment
cy-gb	• sut mae diwydiant yn y gorffennol a’r presennol wedi effeithio ar iechyd pobl a’r amgylchedd

en-gb	• why some scientiﬁc and technological developments have been controversial.
cy-gb	• pam mae rhai datblygiadau gwyddonol a thechnolegol wedi bod yn ddadleuol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe how the choices we make affect the natural world, society, ourselves and others
cy-gb	• disgriﬁo sut mae’r dewisiadau a wneir gennym yn effeithio ar y byd naturiol, cymdeithas, pobl eraill ac arnom ni ein hunain

en-gb	• develop and evaluate informed strategies to minimise the negative impact of human activity
cy-gb	• datblygu a gwerthuso strategaethau gwybodus er mwyn lleihau effaith negyddol gweithgarwch dynol

en-gb	• explain how a range of factors, including environmental and economic considerations, have shaped society’s decisions.
cy-gb	• egluro sut mae amrywiaeth o ffactorau, gan gynnwys ffactorau amgylcheddol ac economaidd, wedi llywio penderfyniadau cymdeithas.

en-gb	Draft Curriculum for Wales 2022: 
cy-gb	Cwricwlwm Drafft i Gymru 2022: 

en-gb	Science and Technology 28
cy-gb	Gwyddoniaeth a Thechnoleg 30

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

en-gb	Design thinking and engineering are technical and creative endeavours intended to meet society’s needs and wants.
cy-gb	Mae meddylfryd dylunio a pheirianneg yn ymdrechion technegol a chreadigol,a’u bwriad yw diwallu anghenion a dymuniadau cymdeithas.

en-gb	In Science and Technology, learners use experiences and apply their skills and knowledge to design and shape innovative engineered solutions. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae dysgwyr yn defnyddio eu proﬁadau ac yn cymhwyso eu sgiliau a’u gwybodaeth er mwyn dylunio a llunio datrysiadau peirianyddol arloesol. 

en-gb	As part of a user-centred design process, we develop ideas, manage and mitigate risks, and minimise complexities. 
cy-gb	Fel rhan o broses ddylunio sy’n canolbwyntio ar y defnyddiwr, rydym yn datblygu syniadau, yn rheoli ac yn lliniaru risg, ac yn lleihau cymhlethdodau cymaint â phosibl. 

en-gb	When we engineer products, services and systems, we need to understand and control the interactions between materials, components, structures and users. 
cy-gb	Wrth greu cynhyrchion, gwasanaethau a systemau, mae angen i ni ddeall a rheoli’r rhyngweithio rhwng defnyddiau, cydrannau, strwythurau a defnyddwyr. 

en-gb	The application of engineering processes allows learners to develop accuracy, precision, dexterity and craftsmanship. 
cy-gb	Drwy gymhwyso prosesau peirianyddol, mae dysgwyr yn cael cyﬂe i ddatblygu cywirdeb, manylder, deheurwydd a chrefftwriaeth. 

en-gb	By designing and engineering outcomes in response to needs, wants or difﬁculties, learners become enterprising problem-solvers who are well placed to contribute to society.
cy-gb	Drwy ddylunio a chreu canlyniadau mewn ymateb i anghenion, dymuniadau neu broblemau, mae dysgwyr yn dod yn ddatryswyr problem blaengar sydd mewn sefyllfa dda i gyfrannu at gymdeithas.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from abstract to concrete.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r haniaethol i’r diriaethol.

en-gb	• Learners move from describing ideas to being able to explain ideas.
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and develop to be able to consider multiple factors.
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills through imitation and manipulation, moving towards more elaborate skills that enable perfecting and articulating.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml trwy ddynwared a thrin a thrafod, gan symud tuag at sgiliau mwy cywrain sy’n galluogi perffeithio ac egluro.

en-gb	• Learners begin with an egocentric view but progress to consideration of others and of the wider world.
cy-gb	• Mae dysgwyr yn dechrau drwy feddu ar safbwynt myfïol ond maent yn datblygu i allu ystyried eraill a’r byd ehangach.

en-gb	• Learners move from imitation to the creation of original content.
cy-gb	• Mae dysgwyr yn symud o ddynwared i greu cynnwys gwreiddiol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol

en-gb	I can design while I make during play.
cy-gb	Gallaf ddylunio wrth i mi wneud pethau wrth chwarae.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	I can communicate about what I am making.
cy-gb	Gallaf gyﬂeu’r hyn rwyf yn ei wneud.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

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

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol

en-gb	I can produce designs from my own ideas in response to particular contexts.
cy-gb	Gallaf gynhyrchu dyluniadau yn seiliedig ar fy syniadau fy hun mewn ymateb i gyd-destunau penodol.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio

en-gb	I can make design decisions using my knowledge of materials and existing products.
cy-gb	Gallaf wneud penderfyniadau dylunio gan ddefnyddio’r hyn rwy’n ei wybod am ddefnyddiau a chynhyrchion sy’n bodoli eisoes.

en-gb	I can improve my designs as a result of evaluation.
cy-gb	Gallaf wella fy nyluniadau o ganlyniad i waith gwerthuso.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	I can communicate my design ideas before making.
cy-gb	Gallaf gyﬂeu fy syniadau dylunio cyn gwneud.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	I can explore how different component parts work together.
cy-gb	Gallaf ystyried sut mae gwahanol gydrannau yn cydweithio.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
cy-gb	Gallaf ddefnyddio amrywiaeth o offer, defnyddiau a chyfarpar yn ddiogel er mwyn adeiladu am amrywiaeth o resymau.

en-gb	I can use basic prototyping to improve my outcomes.
cy-gb	Gallaf ddefnyddio dulliau prototeipio sylfaenol i wella fy nghanlyniadau.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol

en-gb	I can creatively respond to the needs and wants of the user, based on the context and on the evidence collected.
cy-gb	Gallaf ymateb yn greadigol i anghenion a dymuniadau’r defnyddiwr, ar sail y cyd-destun a’r dystiolaeth a gesglir.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio

en-gb	I can identify and consider factors and limitations when developing design proposals.
cy-gb	Gallaf adnabod ac ystyried ffactorau a chyfyngiadau wrth ddatblygu cynigion dylunio.

en-gb	I can test and reﬁne my design decisions without fear of failure.
cy-gb	Gallaf broﬁ a mireinio fy mhenderfyniadau dylunio heb ofni methu.

en-gb	I can apply my knowledge and skills to make my design decisions.
cy-gb	Gallaf gymhwyso fy ngwybodaeth a’m sgiliau er mwyn gwneud fy mhenderfyniadau dylunio.

en-gb	I can consider how my design proposals will improve on existing products and how they may affect the environment.
cy-gb	Gallaf ystyried sut y bydd fy nghynigion dylunio yn gwella ar gynhyrchion sy’n bodoli eisoes a sut y gallant effeithio ar yr amgylchedd.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	I can use communication methods to develop and present ideas clearly, and to respond to feedback.
cy-gb	Gallaf ddefnyddio dulliau cyfathrebu i ddatblygu a chyﬂwyno syniadau yn glir, gan ymateb i adborth.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	I can combine component parts, materials and processes to achieve functionality and improve the effectiveness of my outcome.
cy-gb	Gallaf gyfuno cydrannau, defnyddiau a phrosesau er mwyn sicrhau bod y cyfan yn weithredol ac i wella effeithiolrwydd fy nghanlyniad.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	I can select and safely use appropriate tools, materials and equipment to methodically construct purposeful outcomes.
cy-gb	Gallaf ddewis a defnyddio offer, defnyddiau a chyfarpar priodol yn ddiogel i sicrhau canlyniadau pwrpasol mewn ffordd resymegol.

en-gb	I can use prototyping as a link between my designing and making.
cy-gb	Gallaf ddefnyddio dull prototeipio fel cyswllt rhwng dylunio a gwneud.

en-gb	I can work responsibly, taking into account environment and societal impacts.
cy-gb	Gallaf weithio mewn ffordd gyfrifol gan ystyried effeithiau ar yr amgylchedd ac ar gymdeithas.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol

en-gb	I can draw inspiration from, investigate and analyse a range of sources, and use these when working in real-world contexts.
cy-gb	Gallaf gael fy ysbrydoli gan amrywiaeth o ffynonellau, ymchwilio iddynt a’u dadansoddi,a’u defnyddio wrth i mi weithio mewn cyd-destunau bywyd go iawn.

en-gb	I can recognise and act upon user needs and wants in increasingly challenging contexts.
cy-gb	Gallaf gydnabod anghenion a dymuniadau defnyddwyr a gweithredu arnynt mewn cyd-destunau cynyddol heriol.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio

en-gb	I can identify and prioritise factors and limitations to inform my design proposals.
cy-gb	Gallaf adnabod a blaenoriaethu ffactorau a chyfyngiadau er mwyn llywio fy nghynigion dylunio.

en-gb	I can adopt an iterative process that informs and improves my design thinking. 
cy-gb	Gallaf fabwysiadu proses iterus sy’n llywio ac yn gwella fy meddylfryd dylunio.

en-gb	I can use new knowledge and skills to support my design decisions.
cy-gb	Gallaf ddefnyddio gwybodaeth a sgiliau newydd i’m helpu gyda’m penderfyniadau dylunio.

en-gb	I can adapt and improve my design proposals while minimising the negative impact on the environment and society.
cy-gb	Gallaf addasu fy nghynigion dylunio a’u gwella gan leihau’r effaith negyddol ar yr amgylchedd ac ar y gymdeithas.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	I can use a variety of design communication methods and techniques to develop and present ideas clearly, and I can respond constructively to feedback during this process.
cy-gb	Gallaf ddefnyddio amrywiaeth o ddulliau a thechnegau cyfathrebu dylunio er mwyn datblygu a chyﬂwyno syniadau yn glir, a gallaf ymateb yn adeiladol i adborth yn ystod y broses hon.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	I can investigate, evaluate, select and combine component parts, materials or processes to improve the functionality and effectiveness of my outcome.
cy-gb	Gallaf ymchwilio, gwerthuso, dethol a chyfuno cydrannau, defnyddiau neu brosesau er mwyn gwella ymarferoldeb ac effeithiolrwydd fy nghanlyniad.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	I can select and safely use specialist tools and techniques in order to improve the efﬁciency of my product development.
cy-gb	Gallaf ddewis a defnyddio offer a thechnegau arbenigol yn ddiogel er mwyn gwella effeithlonrwydd fy ymdrechion i ddatblygu cynnyrch.

en-gb	I can use prototyping techniques to test ideas and support my making.
cy-gb	Gallaf ddefnyddio technegau prototeipio i broﬁ syniadau a helpu gyda’m gwaith gwneud.

en-gb	I can use my making skills and knowledge of materials to produce quality and purposeful outcomes.
cy-gb	Gallaf ddefnyddio fy sgiliau gwneud a’m gwybodaeth am ddefnyddiau i gynhyrchu canlyniadau pwrpasol a safonol.

en-gb	I can evaluate and apply responsible habits of working which take into account environmental and societal impacts.
cy-gb	Gallaf werthuso a chymhwyso arferion gweithio cyfrifol sy’n ystyried effeithiau amgylcheddol a chymdeithasol.

en-gb	I have considered how users and wider society will interact with the outcomes I produce.
cy-gb	Rwyf wedi ystyried sut y bydd defnyddwyr a chymdeithas ehangach yn rhyngweithio â’r canlyniadau a gynhyrchir gennyf.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol

en-gb	I can analyse and draw inspiration from multiple sources to generate proposals that are innovative and diverse.
cy-gb	Gallaf ddadansoddi a chael ysbrydoliaeth o sawl ffynhonnell, er mwyn llunio cynigion sy’n arloesol ac yn amrywiol.

en-gb	I can tackle challenging problems, on my own and with others, to address design requirements in increasingly unfamiliar contexts.
cy-gb	Gallaf fynd i’r afael â phroblemau anodd, ar fy mhen fy hun a chydag eraill, er mwyn ymdrin â gofynion dylunio mewn cyd-destunau cynyddol anghyfarwydd.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio

en-gb	I can prioritise and justify multiple design factors and limitations to improve the effectiveness of my design decisions.
cy-gb	Gallaf ﬂaenoriaethu a chyﬁawnhau ffactorau lluosog a chyfyngiadau dylunio er mwyn gwella effeithiolrwydd fy mhenderfyniadau dylunio.

en-gb	I can iteratively evaluate and modify my design proposals when tackling challenging problems. 
cy-gb	Gallaf werthuso ac addasu fy nghynigion dylunio mewn modd iterus wrth ymdrin â phroblemau heriol.

en-gb	I can independently identify strategies to develop my design solutions.
cy-gb	Gallaf fwrw ati’n annibynnol i adnabod strategaethau i ddatblygu fy natrysiadau dylunio.

en-gb	I can consider both potential intended and unintended consequences of my designs, and those of others, in order to adapt and justify proposals.
cy-gb	Gallaf ystyried canlyniadau bwriadol ac anfwriadol posibl fy nyluniadau, ynghyd â dyluniadau a wnaed gan eraill, er mwyn addasu a chyﬁawnhau cynigion.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	I can communicate my design thinking effectively and engage constructively with the feedback I receive to address the needs and wants of users.
cy-gb	Gallaf gyﬂeu fy meddylfryd dylunio yn effeithiol a mynd i’r afael yn adeiladol â’r adborth a gaf er mwyn diwallu anghenion a bodloni gofynion defnyddwyr.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	I can independently select, justify and combine component parts, materials and processes to improve functionality.
cy-gb	Gallaf ddewis, cyﬁawnhau a chyfuno cydrannau, defnyddiau a phrosesau yn annibynnol er mwyn gwella ymarferoldeb.

en-gb	I can continually evaluate the effectiveness of my outcome.
cy-gb	Gallaf werthuso effeithiolrwydd fy nghanlyniad yn barhaus.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	I can select and perform complex multi-stage tasks independently, safely and effectively, while using specialist equipment with precision.
cy-gb	Gallaf ddewis a chyﬂawni tasgau aml-gam cymhleth yn effeithiol mewn ffordd annibynnol a diogel, gan ddefnyddio offer arbenigol mewn ffordd fanwl gywir.

en-gb	I can independently select and apply high-ﬁdelity and low-ﬁdelity prototyping to test ideas, materials and structures, highlighting issues and exploring concepts.
cy-gb	Gallaf ddewis a chymhwyso prototeipiau manwl a bras yn annibynnol er mwyn rhoi syniadau, defnyddiau a strwythurau ar brawf, gan amlygu ystyriaethau ac archwilio cysyniadau.

en-gb	I can use my making skills and knowledge of materials to produce high-quality and effective outcomes.
cy-gb	Gallaf ddefnyddio fy sgiliau gwneud a’m gwybodaeth am ddefnyddiau i gynhyrchu canlyniadau effeithiol o ansawdd uchel.

en-gb	I can apply and justify responsible habits of working which account for environmental and societal impacts.
cy-gb	Gallaf gymhwyso a chyﬁawnhau arferion gweithio cyfrifol sy’n ystyried effeithiau amgylcheddol a chymdeithasol.

en-gb	I can analyse and evaluate the success of an outcome on many levels, including its impact on the user and wider society.
cy-gb	Gallaf ddadansoddi a gwerthuso sut y gellir pennu llwyddiant canlyniad ar sawl lefel, gan gynnwys ei effaith ar y defnyddiwr ac ar y gymdeithas ehangach.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• The composition, properties and uses of materials links to the atomic nature of matter.
cy-gb	• Cyfansoddiad defnyddiau, eu priodweddau a’r defnydd a wneir ohonynt yn gysylltiedig â’r datganiad mater.

en-gb	• The implications of scientiﬁc developments and resource limitations on design decisions,including environmental, social, cultural and ethical issues.
cy-gb	• Goblygiadau datblygiadau gwyddonol a chyfyngiadau o ran adnoddau ar benderfyniadau dylunio, gan gynnwys materion amgylcheddol, cymdeithasol, diwylliannol a moesegol.

en-gb	• The role of energy in design and engineered systems.
cy-gb	• Rôl egni wrth ddylunio ac mewn systemau peirianyddol.

en-gb	• Living things and how nature provides inspiration for design.
cy-gb	• Pethau byw o ran sut mae natur yn darparu ysbrydoliaeth wrth ddylunio.

en-gb	• Scientiﬁc and technological reasoning regarding observing, measuring and predicting when making design decisions, including sourcing and physical properties of materials.
cy-gb	• Rhesymu gwyddonol a thechnolegol o ran arsylwi, mesur a rhagfynegi wrth wneud  penderfyniadau dylunio, gan gynnwys dod o hyd i ddefnyddiau a phriodweddau fﬁsegol  y defnyddiau hynny.

en-gb	• Energy and forces for underpinning principles used for powering and controlling outcomes. 
cy-gb	• Egni a grymoedd er mwyn ategu’r egwyddorion a ddefnyddir i rymuso a rheoli canlyniadau.

en-gb	• The framework for creating innovative creative outcomes expressed through computation.
cy-gb	• Mynegi’r fframwaith ar gyfer creu canlyniadau creadigol arloesol drwy gyfriﬁant.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Expressive Arts
cy-gb	Celfyddydau Mynegiannol

en-gb	• The processes of designing and making. 
cy-gb	• Prosesau dylunio a gwneud.

en-gb	• Developing motor skills in using tools. 
cy-gb	• Datblygu sgiliau echddygol wrth ddefnyddio offer. 

en-gb	• Creativity in design.
cy-gb	• Creadigrwydd mewn dylunio.

en-gb	• The use of materials, equipment and sound.
cy-gb	• Defnyddio defnyddiau, cyfarpar a sain.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• Inquiry using sources and evidence.
cy-gb	• Ymholi gan ddefnyddio ffynonellau a thystiolaeth. 

en-gb	• People in past societies and their inﬂuence on today.
cy-gb	• Pobl mewn cymdeithasau blaenorol a’u dylanwad ar heddiw. 

en-gb	• The evolution of Science and Technology.
cy-gb	• Esblygiad Gwyddoniaeth a Thechnoleg.

en-gb	• The effects of waste and use of natural resources on the environment.
cy-gb	• Effeithiau gwastraff a defnyddio adnoddau naturiol ar yr amgylchedd.

en-gb	• Social, economic and technological developments and their effect on employment. 
cy-gb	• Datblygiadau cymdeithasol, economaidd a thechnolegol a’u heffaith ar gyﬂogaeth.

en-gb	• Entrepreneurship and design technology.
cy-gb	• Entrepreneuriaeth a thechnoleg dylunio.

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

en-gb	• Nutrition and food technology.
cy-gb	• Maeth a thechnoleg bwyd.

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

en-gb	• Communicating opinions and design, presenting explanations. 
cy-gb	• Cyﬂeu safbwyntiau a syniadau dylunio, cyﬂwyno esboniadau.

en-gb	• Access to factual texts.
cy-gb	• Mynediad i destunau ffeithiol.

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

en-gb	• The consideration of variables and the development of reasoning. 
cy-gb	• Ystyried newidynnau a datblygu dulliau rhesymu. 

en-gb	• Calculating in space and shape.
cy-gb	• Cyfrifo gofod a siâp.

en-gb	• The presentation of ﬁndings from design.
cy-gb	• Cyﬂwyno canfyddiadau o waith dylunio.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Design context and innovative thinking Learners need to experience:
cy-gb	Cyd-destun dylunio a meddwl arloesol Mae angen i ddysgwyr broﬁ:

en-gb	• rich indoor and outdoor environments that support making.
cy-gb	• amgylcheddau cyfoethog dan do ac yn yr awyr agored sy’n eu helpu gyda’u gwaith gwneud.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities, while they are making, to communicate their design ideas to an adult
cy-gb	• cyﬂeoedd, yn ystod eu gwaith gwneud, i gyﬂeu eu syniadau dylunio i oedolyn

en-gb	• adults playing alongside them and supporting their thinking through sensitive questioning.
cy-gb	• oedolion yn chwarae wrth eu hymyl ac yn eu helpu i feddwl drwy gwestiynu sensitif.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using a range of tools and equipment safely indoors and outdoors.
cy-gb	• defnyddio amrywiaeth o offer a chyfarpar yn ddiogel dan do ac yn yr awyr agored.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• manipulate a range of materials, and use tools with increasing dexterity.
cy-gb	• trin amrywiaeth o ddefnyddiau, a defnyddio offer gan ddangos deheurwydd cynyddol.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Design context and innovative thinking
cy-gb	Cyd-destun dylunio a meddwl arloesol 

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to design innovatively for a range of contexts, situations and audiences
cy-gb	• cyﬂeoedd i ddylunio mewn ffordd arloesol ar gyfer amrywiaeth o gyd-destunau, sefyllfaoedd a chynulleidfaoedd

en-gb	• opportunities to express their ideas through trial and improvement when designing.
cy-gb	• cyﬂeoedd i fynegi eu syniadau drwy dreialu a gwella wrth ddylunio.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• ﬁnd out about different cultures and contexts to support their design thinking 
cy-gb	• dod i wybod am wahanol ddiwylliannau a chyd-destunau i gefnogi eu meddylfryd dylunio 

en-gb	 • understand that there is often more than one solution
cy-gb	• deall bod, yn aml, fwy nag un datrysiad

en-gb	 • consider needs and wants regarding end users.
cy-gb	• ystyried anghenion a dymuniadau’r defnyddwyr terfynol.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio 

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to develop and improve design proposals, through questioning and evaluating with peers, in a supportive environment
cy-gb	• cyﬂeoedd i ddatblygu a gwella cynigion dylunio, drwy gwestiynu a gwerthuso gyda chyfoedion, mewn awyrgylch cefnogol

en-gb	• how design tools and strategies can support them in their decision-making.
cy-gb	• sut y gall offer a strategaethau dylunio eu helpu i wneud penderfyniadau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• consider contexts before developing appropriate design proposals
cy-gb	• ystyried cyd-destunau cyn datblygu cynigion dylunio priodol

en-gb	• use existing examples to drive their design thinking 
cy-gb	• defnyddio enghreifftiau sy’n bodoli eisoes i lywio eu prosesau meddylfryd dylunio 

en-gb	• consider environmental issues within their proposals.
cy-gb	• ystyried materion amgylcheddol fel rhan o’u cynigion.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to communicate and present design ideas to others in a range of different ways before making.
cy-gb	• cyﬂeoedd i gyﬂeu a chyﬂwyno syniadau dylunio i eraill mewn amrywiaeth o wahanol ffyrdd cyn cychwyn ar y gwaith gwneud.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to adopt a systems-thinking approach that considers how multiple components are integrated as part of the making process.
cy-gb	• cyﬂeoedd i fabwysiadu meddylfryd systemau sy’n ystyried sut y caiff cydrannau lluosog eu hintegreiddio fel rhan o’r broses gwneud.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• engineer or create outcomes that involve aspects of control, power and structure.
cy-gb	• llunio neu greu canlyniadau sy’n cynnwys agweddau ar reolaeth, pŵer a strwythur.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how the properties of materials affect the functionality of outcomes.
cy-gb	• sut mae priodweddau defnyddiau yn effeithio ar ymarferoldeb canlyniadau.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• making a range of things, indoors and outdoors, for a variety of reasons
cy-gb	• gwneud amrywiaeth o bethau am amrywiaeth o resymau, dan do ac yn yr awyr agored

en-gb	• opportunities to engage in both physical and digital making
cy-gb	• cyﬂeoedd i ymgymryd â gwaith gwneud fﬁsegol a digidol

en-gb	• engineering or making processes and their application in local areas, through engaging with professionals, experts and craftspeople.
cy-gb	• prosesau peirianyddol neu waith gwneud a’r modd y cânt eu cymhwyso mewn ardaloedd lleol, drwy ymwneud â gweithwyr proffesiynol, arbenigwyr a chrefftwyr.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use a wider range of tools and equipment with increasing dexterity, skill and safety
cy-gb	• defnyddio amrywiaeth ehangach o offer a chyfarpar gan ddangos deheurwydd, sgiliau a diogelwch cynyddol

en-gb	• manipulate a wider range of materials
cy-gb	• trin amrywiaeth ehangach o ddefnyddiau

en-gb	• apply knowledge and understanding of the properties of materials to support prototyping and making.
cy-gb	• cymhwyso gwybodaeth a dealltwriaeth o briodweddau defnyddiau er mwyn helpu gyda’r prototeipio a’r gwaith gwneud.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Design context and innovative thinking Learners need to experience:
cy-gb	Cyd-destun dylunio a meddwl arloesol Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities, where possible, to design in authentic real-life contexts, while also considering speculative future contexts for a range of situations and audiences
cy-gb	• cyﬂeoedd, lle y bo’n bosibl, i ddylunio o fewn cyd-destunau dilys, bywyd go iawn,  gan ystyried hefyd gyd-destunau damcaniaethol ar gyfer y dyfodol, a hynny mewn perthynas ag amrywiaeth o sefyllfaoedd a chynulleidfaoedd

en-gb	• opportunities for innovative designing that are beyond the constraints of their practical skills, and the availability of materials and equipment.
cy-gb	• cyﬂeoedd i ddylunio mewn ffordd arloesol sydd y tu hwnt i gyfyngiadau eu sgiliau ymarferol,ac argaeledd defnyddiau a chyfarpar.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• about different cultures and contexts, where appropriate, to support their design thinking.
cy-gb	• am wahanol ddiwylliannau a chyd-destunau, lle y bo’n briodol, i gefnogi eu meddylfryd dylunio.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply creativity and imagination to understand that there is often more than one solution 
cy-gb	• defnyddio creadigrwydd a dychymyg i ddeall bod fwy nag un datrysiad yn aml

en-gb	• apply innovative thinking through measured risk-taking and a trial-and-improvement approach
cy-gb	• cymhwyso ffordd o feddwl arloesol drwy gymryd risg sydd wedi ei phwyso a’i mesur, a defnyddio dull o dreialu a gwella

en-gb	• develop empathy through considering the needs and wants of end users.
cy-gb	• datblygu empathi drwy ystyried anghenion a dymuniadau defnyddwyr terfynol.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to examine existing products to inform their designing
cy-gb	• cyﬂeoedd i archwilio cynhyrchion sy’n bodoli eisoes, er mwyn llywio eu gwaith dylunio 

en-gb	• opportunities to develop and improve design proposals, through questioning and evaluating with peers, in a supportive environment
cy-gb	 • cyﬂeoedd i ddatblygu a gwella cynigion dylunio, drwy gwestiynu a gwerthuso gyda chyfoedion, mewn awyrgylch cefnogol

en-gb	• using design tools and strategies to support them in their decision-making.
cy-gb	• defnyddio offer a strategaethau dylunio i’w helpu i wneud penderfyniadau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• about the work of designers across several disciplines and contexts to inform their own design thinking.
cy-gb	• am waith dylunwyr ar draws amrywiaeth o ddisgyblaethau a chyd-destunau, er mwyn llywio eu meddylfryd dylunio.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• justify design decisions based on factors, e.g. aesthetic, constructional and marketing considerations
cy-gb	• cyﬁawnhau penderfyniadau dylunio yn seiliedig ar ffactorau, e.e. ystyriaethau esthetig, adeiladol a marchnata

en-gb	 • use primary and secondary sources to investigate context and drive their design thinking 
cy-gb	• defnyddio ffynonellau sylfaenol ac eilaidd i ymchwilio i gyd-destun a llywio eu meddylfryd dylunio

en-gb	• consider environmental and ethical issues in their proposals.
cy-gb	 • ystyried materion amgylcheddol a moesegol fel rhan o’u cynigion.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities where they can develop visual literacy skills.
cy-gb	• cyﬂeoedd lle y gallant feithrin sgiliau llythrennedd gweledol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• develop and select the most appropriate visual communication methods that support development of design ideas
cy-gb	• datblygu a dewis y dulliau cyfathrebu gweledol mwyaf priodol, sy’n ategu’r broses o ddatblygu syniadau dylunio

en-gb	• use prototyping as a form of design communication.
cy-gb	• defnyddio dulliau prototeipio fel ffordd o gyﬂeu syniadau dylunio.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• how both collaborative and independent working leads to effective engineering outcomes.
cy-gb	• sut y mae gweithio cydweithredol a gweithio annibynnol yn arwain at ganlyniadau peirianyddol effeithiol.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how the properties of appropriate materials and the effectiveness of techniques will affect the functionality of outcomes
cy-gb	• sut y bydd priodweddau defnyddiau priodol ac effeithiolrwydd technegau yn effeithio ar ymarferoldeb canlyniadau

en-gb	• about a systems-thinking approach that considers how multiple components are integrated as part of the making process.
cy-gb	• am feddylfryd systemau sy’n ystyried sut y caiff cydrannau lluosog eu hintegreiddio fel rhan o’r broses gwneud.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• engage in making that combines components in a system to give structure, control and power.
cy-gb	• cymryd rhan mewn gwaith gwneud sy’n cyfuno cydrannau mewn system sy’n rhoi strwythur, rheolaeth a phŵer.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to work in different environments
cy-gb	• cyﬂeoedd i weithio mewn gwahanol amgylcheddau

en-gb	• engagement with professionals, experts and craftspeople to broaden their experiences of engineering processes
cy-gb	• ymwneud â gweithwyr proffesiynol, arbenigwyr a chrefftwyr er mwyn ehangu eu proﬁadau o brosesau peirianyddol

en-gb	• opportunities to develop practical making skills without the need for designing.
cy-gb	• cyﬂeoedd i feithrin sgiliau gwaith gwneud ymarferol heb fod angen dylunio.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply their knowledge of the working properties of materials and associated techniques to support prototyping and making
cy-gb	• cymhwyso eu gwybodaeth am briodweddau gweithredol defnyddiau a thechnegau cysylltiedig er mwyn helpu gyda’r gwaith prototeipio a gwneud

en-gb	• develop manual dexterity, accuracy, precision and craftsmanship through use of tools, utensils, equipment, appropriate materials and ingredients
cy-gb	• datblygu deheurwydd, cywirdeb, manylder a chrefftwriaeth drwy ddefnyddio offer, taclau, cyfarpar, defnyddiau priodol a chynhwysion

en-gb	• engage in physical, electronic and digital making.
cy-gb	• ymgymryd â gwaith gwneud fﬁsegol, electronig a digidol.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Design context and innovative thinking Learners need to experience:
cy-gb	Cyd-destun dylunio a meddwl arloesol Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities, where possible, to design in authentic real-life contexts, while also considering speculative future contexts for a range of situations and audiences
cy-gb	• cyﬂeoedd, lle y bo’n bosibl, i ddylunio o fewn cyd-destunau dilys, bywyd go iawn,  gan ystyried hefyd gyd-destunau damcaniaethol ar gyfer y dyfodol, a hynny mewn perthynas ag amrywiaeth o sefyllfaoedd a chynulleidfaoedd

en-gb	• opportunities for innovative designing that are beyond the constraints of their practical skills, and the availability of materials and equipment.
cy-gb	• cyﬂeoedd i ddylunio mewn ffordd arloesol sydd y tu hwnt i gyfyngiadau eu sgiliau ymarferol,ac argaeledd defnyddiau a chyfarpar.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• acquire and apply new knowledge of different cultures and contexts to inform their design thinking
cy-gb	• caffael a chymhwyso gwybodaeth newydd am wahanol ddiwylliannau a chyd-destunau, er mwyn llywio eu prosesau meddylfryd dylunio

en-gb	• apply creativity and imagination to understand there is often more than one solution
cy-gb	• defnyddio creadigrwydd a dychymyg i ddeall bod fwy nag un datrysiad yn aml

en-gb	• adopt innovative thinking through measured risk-taking and a trial-and-improvement approach.
cy-gb	• mabwysiadu ffordd o feddwl arloesol a chadarnhaol drwy gymryd risg sydd wedi ei phwyso a’i mesur, a defnyddio dull o broﬁ a gwella.

en-gb	Design decision-making
cy-gb	Gwneud penderfyniadau dylunio 

en-gb	Learners need to experience:
cy-gb	 Mae angen i ddysgwyr broﬁ: 

en-gb	• opportunities to examine existing products to inform their designing
cy-gb	• cyﬂeoedd i archwilio cynhyrchion sy’n bodoli eisoes er mwyn llywio eu gwaith dylunio

en-gb	• using design tools and strategies to support them in their decision-making.
cy-gb	• defnyddio offer a strategaethau dylunio i’w helpu i wneud penderfyniadau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• about the work of designers across a range of disciplines and contexts to inform their own design thinking
cy-gb	• am waith dylunwyr ar draws amrywiaeth o ddisgyblaethau a chyd-destunau, er mwyn llywio eu meddylfryd dylunio eu hunain

en-gb	• about emerging materials and technologies, and the new properties and possibilities they offer
cy-gb	• am ddefnyddiau a thechnolegau sy’n ymddangos o’r newydd, a’r priodweddau a’r posibiliadau newydd y maent yn eu cynnig

en-gb	• about circular design approaches and planned obsolescence.
cy-gb	• am ddulliau dylunio cylchol a darfodiad bwriadus.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• analyse contexts and develop design proposals through questioning and evaluating with others
cy-gb	• dadansoddi cyd-destunau a datblygu cynigion dylunio drwy gwestiynu a gwerthuso gydag eraill

en-gb	• justify design decisions based on factors such as conceptual, technical, aesthetic, constructional and marketing considerations
cy-gb	• cyﬁawnhau penderfyniadau dylunio yn seiliedig ar ffactorau megis ystyriaethau cysyniadol, technegol, esthetig, adeiladol a marchnata

en-gb	• apply technological and scientiﬁc knowledge to support design decisions 
cy-gb	• defnyddio gwybodaeth dechnolegol a gwyddonol i gefnogi penderfyniadau dylunio

en-gb	• investigate and analyse primary and secondary sources to inspire design thinking
cy-gb	• ymchwilio i ffynonellau sylfaenol ac eilaidd a’u dadansoddi er mwyn ysbrydoli prosesau meddylfryd dylunio

en-gb	 • consider environmental, social, cultural and ethical issues within their proposals.
cy-gb	• ystyried materion amgylcheddol, cymdeithasol, diwylliannol a moesegol fel rhan o’u cynigion.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities where they can develop their visual literacy skills.
cy-gb	• cyﬂeoedd lle y gallant feithrin eu sgiliau llythrennedd gweledol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use prototyping as a form of design communication
cy-gb	• defnyddio dulliau prototeipio fel ffordd o gyﬂeu syniadau dylunio

en-gb	• select and apply the most effective methods for both communication and developing their ideas, and respond constructively to feedback from knowledgeable others.
cy-gb	• dewis a chymhwyso’r dulliau mwyaf effeithiol ar gyfer cyﬂeu a datblygu eu syniadau,ac ymateb mewn ffordd adeiladol i adborth gan bobl eraill hyddysg.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• how both collaborative and independent working leads to effective engineering outcomes
cy-gb	• sut mae cydweithio a gweithio annibynnol yn arwain at ganlyniadau peirianyddol effeithiol

en-gb	• how systems and processes are used in engineering and manufacturing environments.
cy-gb	• sut y caiff systemau a phrosesau eu defnyddio mewn amgylcheddau peirianneg a gweithgynhyrchu.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how the properties of materials will affect the functionality of outcomes.
cy-gb	• sut y bydd priodweddau defnyddiau yn effeithio ar ymarferoldeb canlyniadau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply a systems-thinking approach where multiple components or parts are integrated in the making process
cy-gb	• cymhwyso meddylfryd systemau lle caiff cydrannau neu rannau lluosog eu hintegreiddio fel rhan o’r broses gwneud

en-gb	• engage in making that combines components into a system that gives structure, control and power.
cy-gb	• ymgymryd â gwaith gwneud sy’n cyfuno cydrannau mewn system sy’n rhoi strwythur,rheolaeth a phŵer.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• engagement with professionals, experts and craftspeople to broaden their experiences of engineering and making processes
cy-gb	• ymwneud â gweithwyr proffesiynol, arbenigwyr a chrefftwyr er mwyn ehangu eu proﬁadau o brosesau peirianneg a gwaith gwneud

en-gb	• using high-ﬁdelity and low-ﬁdelity prototyping to test ideas, materials and structures, highlighting issues and exploring concepts
cy-gb	• defnyddio prototeipiau manwl a bras er mwyn proﬁ syniadau, defnyddiau a strwythurau, gan amlygu ystyriaethau ac archwilio cysyniadau

en-gb	• opportunities to develop practical making skills without the need for designing.
cy-gb	• cyﬂeoedd i feithrin sgiliau gwaith gwneud ymarferol heb fod angen dylunio.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the interdisciplinary nature of engineering across a breadth of disciplines.
cy-gb	• am natur amlddisgyblaethol peirianneg ar draws amrywiaeth eang o ddisgyblaethau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply knowledge and understanding of the working properties of a range of materials and associated techniques to support prototyping and making
cy-gb	• cymhwyso gwybodaeth a dealltwriaeth o briodweddau gweithredol amrywiaeth o ddefnyddiau a thechnegau cysylltiedig, er mwyn helpu’r gwaith prototeipio a gwneud

en-gb	• develop manual dexterity, accuracy, precision and craftsmanship through use of a range of tools, utensils, equipment, materials and ingredients
cy-gb	• datblygu deheurwydd, cywirdeb, manylder a chrefftwriaeth drwy ddefnyddio amrywiaeth o offer, taclau, cyfarpar, defnyddiau a chynhwysion

en-gb	• engage in both physical, electronic and digital making.
cy-gb	• ymgymryd â gwaith gwneud fﬁsegol, electronig a digidol.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Design context and innovative thinking Learners need to experience:
cy-gb	Cyd-destun dylunio a meddwl arloesol Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities for innovative designing that are beyond the constraints of their practical skills, and the availability of materials and equipment.
cy-gb	• cyﬂeoedd i ddylunio mewn ffordd arloesol sydd y tu hwnt i gyfyngiadau eu sgiliau ymarferol, ac argaeledd defnyddiau a chyfarpar.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• independently identify authentic real-life contexts, while also considering speculative future contexts, for a range of situations and audiences
cy-gb	• adnabod cyd-destunau dilys, bywyd go iawn yn annibynnol, gan ystyried hefyd gyd-destunau damcaniaethol ar gyfer y dyfodol, a hynny mewn perthynas ag amrywiaeth o sefyllfaoedd a chynulleidfaoedd

en-gb	• acquire and creatively apply new knowledge of different cultures and contexts to inform their design thinking
cy-gb	• caffael a chymhwyso gwybodaeth newydd am wahanol ddiwylliannau a chyd-destunau mewn ffordd greadigol, er mwyn llywio eu prosesau meddylfryd dylunio

en-gb	• utilise their creativity and imagination to explore numerous proposals
cy-gb	• defnyddio eu creadigrwydd a’u dychymyg i archwilio nifer o gynigion

en-gb	• implement a trial-and-improvement approach through testing, where measured risk-taking leads to innovative thinking.
cy-gb	• rhoi dull treialu a gwella ar waith drwy brawf, lle mae cymryd risg sydd wedi ei phwyso a’i mesur yn arwain at ffordd o feddwl arloesol.

en-gb	Design decision-making Learners need to know:
cy-gb	Gwneud penderfyniadau dylunio Mae angen i ddysgwyr wybod:

en-gb	• about emerging materials and technologies and the new properties and possibilities they offer.
cy-gb	• am ddefnyddiau a thechnolegau sy’n ymddangos o’r newydd, a’r priodweddau a’r posibiliadau newydd y maent yn eu cynnig.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use their knowledge and understanding of the work of designers from a range of disciplines and contexts to inform their own design thinking
cy-gb	• defnyddio eu gwybodaeth a’u dealltwriaeth o waith dylunwyr ar draws amrywiaeth o ddisgyblaethau a chyd-destunau er mwyn llywio eu meddylfryd dylunio eu hunain

en-gb	• analyse existing products with a view to informing their own design work
cy-gb	• dadansoddi cynhyrchion sy’n bodoli eisoes gyda’r bwriad o lywio eu gwaith dylunio eu hunain

en-gb	• analyse contexts and develop design proposals through questioning and evaluating with others
cy-gb	• dadansoddi cyd-destunau a datblygu cynigion dylunio drwy gwestiynu a gwerthuso gydag eraill

en-gb	• select and use a range of design tools and strategies
cy-gb	• dewis a defnyddio amrywiaeth o offer a strategaethau dylunio

en-gb	• justify design decisions based on factors such as conceptual, technical, aesthetic, constructional and marketing considerations, and the interdependence between these
cy-gb	• cyﬁawnhau penderfyniadau dylunio yn seiliedig ar ystyriaethau cysyniadol, technegol,esthetig, adeiladol a marchnata, a’r cyd-ddibyniaethau rhyngddynt

en-gb	• apply technological and scientiﬁc knowledge to support design decisions 
cy-gb	• defnyddio gwybodaeth dechnolegol a gwyddonol i gefnogi penderfyniadau dylunio

en-gb	• investigate and analyse primary and secondary sources to inspire design thinking 
cy-gb	• ymchwilio i ffynonellau sylfaenol ac eilaidd a’u dadansoddi er mwyn ysbrydoli prosesau meddylfryd dylunio

en-gb	• adopt circular design approaches and consider planned obsolescence
cy-gb	• mabwysiadu dulliau dylunio cylchol ac ystyried darfodiad bwriadus

en-gb	 • consider environmental, social, cultural and ethical issues within their proposals.
cy-gb	• ystyried materion amgylcheddol, cymdeithasol, diwylliannol a moesegol fel rhan o’u cynigion.

en-gb	Design communication
cy-gb	Cyﬂeu syniadau dylunio

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use their visual literacy skills to communicate their design ideas ﬂuently
cy-gb	• defnyddio eu sgiliau llythrennedd gweledol yn fedrus i gyﬂeu eu syniadau dylunio

en-gb	• use prototyping as a form of design communication
cy-gb	• defnyddio dulliau prototeipio fel ffordd o gyﬂeu syniadau dylunio

en-gb	• choose and apply the most effective methods for both communicating and developing their ideas, and respond constructively to feedback from knowledgeable users.
cy-gb	• dewis a chymhwyso’r dulliau mwyaf effeithiol ar gyfer cyﬂeu a datblygu eu syniadau,ac ymateb mewn ffordd adeiladol i adborth gan bobl eraill hyddysg.

en-gb	Systems thinking
cy-gb	Meddylfryd systemau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• how both collaborative and independent working leads to effective engineering outcomes
cy-gb	• sut mae gweithio cydweithredol a gweithio annibynnol yn arwain at ganlyniadau peirianyddol effeithiol

en-gb	• how systems and processes are used in engineering and manufacturing environments.
cy-gb	• sut y caiff systemau a phrosesau eu defnyddio mewn amgylcheddau peirianneg a gweithgynhyrchu.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• know and apply the properties of materials to realise or improve the functionality of outcomes
cy-gb	• gwybod priodweddau defnyddiau a’u cymhwyso er mwyn sicrhau neu wella ymarferoldeb canlyniadau

en-gb	• apply a systems-thinking approach where multiple components or parts are integrated in the making process
cy-gb	• cymhwyso meddylfryd systemau, lle caiff cydrannau neu rannau lluosog eu hintegreiddio fel rhan o’r broses gwneud

en-gb	• engage in making that combines components in a system that gives structure, control and power.
cy-gb	• ymgymryd â gwaith gwneud sy’n cyfuno cydrannau mewn system sy’n rhoi strwythur,rheolaeth a phŵer.

en-gb	Prototyping and making
cy-gb	Prototeipio a gwneud

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• engagement with professionals, experts and craftspeople to broaden their experiences of engineering and making processes
cy-gb	• ymwneud â gweithwyr proffesiynol, arbenigwyr a chrefftwyr er mwyn ehangu eu proﬁadau o brosesau peirianneg a gwneud

en-gb	• opportunities to develop practical making skills without the need for designing.
cy-gb	• cyﬂeoedd i feithrin sgiliau gwaith gwneud ymarferol heb fod angen dylunio.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• of the integral nature of engineering across a breadth of disciplines.
cy-gb	• am natur holistaidd peirianneg dros amrywiaeth eang o ddisgyblaethau.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply knowledge and understanding of the working properties of a range of materials and associated techniques to support prototyping and making
cy-gb	• cymhwyso gwybodaeth a dealltwriaeth o briodweddau gweithredol amrywiaeth o ddefnyddiau a thechnegau cysylltiedig, er mwyn helpu’r gwaith prototeipio a gwneud

en-gb	• reﬁne manual dexterity, accuracy, precision and craftsmanship through use of a range of tools, utensils, equipment, materials and ingredients
cy-gb	• mireinio deheurwydd, cywirdeb, manylder a chrefftwriaeth drwy ddefnyddio amrywiaeth o offer, taclau, cyfarpar, defnyddiau a chynhwysion

en-gb	• engage in both physical, electronic and digital making.
cy-gb	• ymgymryd â gwneud fﬁsegol, electronig a digidol.

en-gb	Draft Curriculum for Wales 2022: 
cy-gb	Cwricwlwm Drafft i Gymru 2022: 

en-gb	Science and Technology 43
cy-gb	Gwyddoniaeth a Thechnoleg 45

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

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

en-gb	In Science and Technology, we recognise that living things are diverse, interacting with their environment and evolving over generations. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, rydym yn adnabod bod pethau byw yn amrywiol, yn rhyngweithio â’u hamgylchedd ac yn esblygu dros genedlaethau. 

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

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

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

en-gb	Developing an understanding of harmful factors in our environment allows us to make informed decisions, including about seeking prevention and treatments for diseases.
cy-gb	Mae datblygu dealltwriaeth o ffactorau niweidiol yn ein hamgylchedd yn caniatáu i ni wneud penderfyniadau gwybodus, gan gynnwys chwilio am ffyrdd o atal a thrin clefydau.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from concrete to abstract.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r diriaethol i’r haniaethol. 

en-gb	• Learners develop from qualitative description to quantiﬁcation.
cy-gb	• Mae dysgwyr yn datblygu o ddisgriﬁo ansoddol i feintioli. 

en-gb	• Leaners move from describing ideas to being able to explain ideas. 
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and develop to be able to consider multiple factors. 
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills into more elaborate skills.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml cyn meithrin sgiliau mwy cymhleth.

en-gb	• Learners begin with an egocentric view but develop to be able to consider others and the wider world.
cy-gb	• Mae dysgwyr yn dechrau drwy feddu ar safbwynt myfïol ond maent yn datblygu i allu ystyried eraill a’r byd ehangach.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	I can recognise that plants and animals are living.
cy-gb	Gallaf adnabod bod planhigion ac anifeiliaid yn bethau byw.

en-gb	I can recognise that living things grow.
cy-gb	Gallaf gydnabod bod pethau byw yn tyfu.

en-gb	I can identify living things in their natural habitats.
cy-gb	Gallaf adnabod pethau byw o fewn eu cyneﬁnoedd naturiol.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	I can observe, with an adult, things in the environment that may cause harm.
cy-gb	Gallaf arsylwi, gydag oedolyn, ar bethau yn yr amgylchedd a all achosi niwed.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	I can recognise and compare some features of living things and discuss similarities and differences.
cy-gb	Gallaf adnabod a chymharu rhai o nodweddion pethau byw a thrafod beth sy’n debyg ac yn wahanol rhyngddynt.

en-gb	I can compare and contrast how living things develop and have offspring. 
cy-gb	Gallaf gymharu a gwrthgyferbynnu sut mae pethau byw yn datblygu ac yn cael epil.

en-gb	I can explore how different habitats provide resources for living things to survive.
cy-gb	Gallaf archwilio sut mae gwahanol gyneﬁnoedd yn darparu adnoddau er mwyn i bethau byw oroesi.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	I can identify parts of living things and their function.
cy-gb	Gallaf adnabod rhannau o bethau byw a’u swyddogaeth.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	I can identify things in the environment which may be harmful and can act to prevent harm to myself and others.
cy-gb	Gallaf adnabod pethau yn yr amgylchedd a all fod yn niweidiol, a gweithredu er mwyn atal niwed i ﬁ fy hun ac i eraill.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	I can use scientiﬁc criteria to describe the features of living things and use these to classify.
cy-gb	Gallaf ddefnyddio meini prawf gwyddonol i ddisgriﬁo nodweddion pethau byw a’u defnyddio i’w dosbarthu.

en-gb	I can describe how living things have changed over generations.
cy-gb	Gallaf ddisgriﬁo sut mae pethau byw wedi newid dros genedlaethau.

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

en-gb	I can discuss the positive and negative impact that changes in the environment and human activity have on living things and habitats.
cy-gb	Gallaf drafod effaith cadarnhaol a negyddol newidiadau yn yr amgylchedd a gweithgarwch dynol ar bethau byw a chyneﬁnoedd.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	I can name and describe the functions of organs within my body and in plants.
cy-gb	Gallaf enwi a disgriﬁo swyddogaethau organau yn fy nghorff ac mewn planhigion.

en-gb	I can describe how some organs work together to perform a function.
cy-gb	Gallaf ddisgriﬁo sut mae rhai organau yn cydweithio er mwyn cyﬂawni swyddogaeth.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	I can describe the impact of lifestyle choices on organ systems, development and health.
cy-gb	Gallaf ddisgriﬁo effaith dewisiadau ffordd o fyw ar systemau organau, datblygiad ac iechyd.

en-gb	I can identify ways in which the body can defend itself from infection.
cy-gb	Gallaf adnabod ffyrdd y gall y corff amddiffyn ei hun rhag heintiau.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	I can explain how adaptation of organisms can affect their chances of survival.
cy-gb	Gallaf egluro sut y gall addasiad organebau effeithio ar y siawns y byddant yn goroesi.

en-gb	I can explain how reproduction, mutations and the environment can lead to variation.
cy-gb	Gallaf egluro sut y gall atgenhedlu, mwtaniadau a’r amgylchedd arwain at amrywiad.

en-gb	I can explain the interdependence of organisms in an ecosystem and how this leads to survival.
cy-gb	Gallaf egluro cyd-ddibyniaeth organebau mewn ecosystem a sut mae hyn yn arwain at oroesi.

en-gb	I can analyse how environmental factors and human activity can contribute to changes in habitats and population size.
cy-gb	Gallaf ddadansoddi sut y gall ffactorau amgylcheddol a gweithgarwch dynol gyfrannu at newidiadau mewn cyneﬁnoedd ac ym maint y boblogaeth.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	I can describe cells within organisms and relate structure to function.
cy-gb	Gallaf ddisgriﬁo celloedd o fewn organebau a chysylltu strwythur â swyddogaeth.

en-gb	I can describe biological processes within organisms and explain how these contribute to their development and survival.
cy-gb	Gallaf ddisgriﬁo prosesau biolegol o fewn organebau ac egluro sut mae’r rhain yn cyfrannu at eu datblygiad a’u goroesiad.

en-gb	I can describe the changes caused by hormones at puberty, which helps me to understand development and growth.
cy-gb	Gallaf ddisgriﬁo’r newidiadau a achosir gan hormonau yn ystod y glasoed, ac mae hyn yn helpu i mi ddeall beth yw datblygiad a thwf.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	I can explain the effect of different lifestyle choices on organ systems and their impact on health.
cy-gb	Gallaf egluro effaith gwahanol ddewisiadau ffordd o fyw ar systemau organau a’u heffaith ar iechyd.

en-gb	I can distinguish between diseases caused by pathogens and those caused by genetic inheritance in order to determine appropriate treatments.
cy-gb	Gallaf wahaniaethu rhwng clefydau a achosir gan bathogenau a rhai a achosir gan etifeddiad genetig, er mwyn pennu triniaethau priodol.

en-gb	I can describe how the body defends itself from infections caused by pathogens.
cy-gb	Gallaf ddisgriﬁo sut mae’r corff yn amddiffyn ei hun rhag heintiau a achosir gan bathogenau.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	I can explain the relationship between the environment and natural selection, and can connect and apply this to my understanding of evolution and extinction.
cy-gb	Gallaf egluro’r berthynas rhwng yr amgylchedd â phroses detholiad naturiol, a gallaf gysylltu hyn a’i gymhwyso at fy nealltwriaeth o esblygiad a difodiant.

en-gb	I can apply my knowledge of the different types of cell division to explain how this can lead to genetic variation.
cy-gb	Gallaf gymhwyso’r hyn rwy’n ei wybod am y gwahanol ffyrdd y mae celloedd yn ymrannu er mwyn egluro sut y gall hyn arwain at amrywiad genetig.

en-gb	I can describe the development of gene technology and critically evaluate its impact on society. 
cy-gb	Gallaf ddisgriﬁo datblygiad technoleg genynnol a chynnal gwerthusiad beirniadol o’i heffaith ar gymdeithas.

en-gb	I can explain the importance of nutrient cycles for the continuation of life.
cy-gb	Gallaf egluro pwysigrwydd cylchredau maetholion o ran parhad bywyd.

en-gb	I can evaluate contemporary issues that affect biodiversity, including environmental factors and human activity.
cy-gb	Gallaf werthuso materion cyfoes sy’n effeithio ar ﬁoamrywiaeth, gan gynnwys ffactorau amgylcheddol a gweithgarwch dynol.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	I can explain how organisms function through exchange and transport, coordination and control, photosynthesis and cellular respiration.
cy-gb	Gallaf egluro sut mae organebau yn gweithredu drwy gyfnewid a chludo, cydlynu a rheoli, ffotosynthesis a resbiradaeth gellog.

en-gb	I can explain how the internal environment of organisms is regulated to maintain life. 
cy-gb	Gallaf egluro sut y caiff amgylchedd mewnol organebau ei reoli er mwyn cynnal bywyd. 

en-gb	I can explain the role of hormones in growth and sexual reproduction.
cy-gb	Gallaf egluro rôl hormonau mewn twf ac atgenhedlu rhywiol.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	I can explain the mechanism of genetic crosses to predict the inheritance of disorders.
cy-gb	Gallaf egluro’r mecanwaith croesiadau genetig er mwyn rhagfynegi anhwylderau a gaiff eu hetifeddu.

en-gb	I can explain how pathogens may cause diseases and how the mechanisms of the body, along with medical intervention, prevent and combat these diseases.
cy-gb	Gallaf egluro sut y gall pathogenau achosi clefydau a sut mae systemau’r corff, ynghyd ag ymyrraeth feddygol, yn atal ac ymladd y clefydau hyn.

en-gb	I can explain the beneﬁcial role of microbes in the defence against diseases.
cy-gb	Gallaf egluro rôl fuddiol microbau yn y broses o amddiffyn rhag clefydau.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• Undertaking scientiﬁc inquiry and use of models. 
cy-gb	• Cynnal ymholiadau gwyddonol a defnyddio modelau. 

en-gb	• Understanding the implications of scientiﬁc development. 
cy-gb	• Deall natur goblygiadau datblygiadau gwyddonol. 

en-gb	• Using tools and equipment.
cy-gb	• Defnyddio offer a chyfarpar.

en-gb	• The nature of matter and its properties. 
cy-gb	• Natur mater a’i briodweddau.

en-gb	• The transfer of energy.
cy-gb	• Trosglwyddo egni.

en-gb	• Rates of biological reactions.
cy-gb	• Cyfraddau adweithiau biolegol. 

en-gb	• Genetic engineering and its impact.
cy-gb	• Peirianneg eneteg a’i heffaith.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• Inquiry using sources and evidence.
cy-gb	• Ymholi gan ddefnyddio ffynonellau a thystiolaeth.

en-gb	• Environmental science, sustainability and agriculture. 
cy-gb	• Gwyddoniaeth amgylcheddol, cynaliadwyedd ac amaethyddiaeth. 

en-gb	• The effects of waste and use of natural resources on the environment. 
cy-gb	• Effeithiau gwastraff a defnyddio adnoddau naturiol ar yr amgylchedd. 

en-gb	• The effects of human activity on biodiversity.
cy-gb	• Effeithiau gweithgarwch dynol ar ﬁoamrywiaeth.

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

en-gb	• The biological aspects of physical growth, health and well-being (including impact of disease, reproduction, physical activity and nutrition).
cy-gb	• Agweddau biolegol ar dwf fﬁsegol, iechyd a lles (gan gynnwys effaith clefydau, atgenhedlu,gweithgarwch corfforol a maeth).

en-gb	• The relationship between physiology and mental and emotional health (including growth and the structure of the human brain).
cy-gb	• Y berthynas rhwng fﬁsioleg ac iechyd meddwl ac emosiynol (gan gynnwys twf a strwythur yr ymennydd dynol).

en-gb	• Making informed decisions about our health and the health of other living things.
cy-gb	• Gwneud penderfyniadau gwybodus am ein hiechyd ac iechyd pethau byw eraill.

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

en-gb	• Access to factual texts.
cy-gb	• Mynediad i destunau ffeithiol.

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

en-gb	• The use of number, data, classiﬁcation and statistics. 
cy-gb	• Defnyddio rhif, data, dosbarthu ac ystadegau. 

en-gb	• The presentation of ﬁndings from inquiry. 
cy-gb	• Cyﬂwyno canfyddiadau ymholiadau. 

en-gb	• Using formula.
cy-gb	• Defnyddio fformiwlâu.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1 
cy-gb	Cam cynnydd 1

en-gb	 Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• observing living things
cy-gb	• arsylwi ar bethau byw

en-gb	• growing living things
cy-gb	• tyfu pethau byw

en-gb	• exploring natural habitats, including microhabitats, e.g. under a stone, under a plant pot, cracks in walls and compost areas.
cy-gb	• archwilio cyneﬁnoedd naturiol, gan gynnwys microgyneﬁnoedd, e.e. o dan garreg, o dan bot planhigyn, craciau mewn waliau ac ardaloedd compostio.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• communicate differences and similarities in living things, using observable features to sort and group.
cy-gb	• cyﬂeu beth sy’n wahanol a thebyg mewn pethau byw, gan ddefnyddio nodweddion gweladwy i ddidoli a threfnu’n grwpiau.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• how things move, grow, and sustain life, e.g. growing vegetables, observing at ﬁrst hand physical changes in humans and animals.
cy-gb	• sut mae pethau’n symud, yn tyfu ac yn cynnal bywyd, e.e. tyfu llysiau, arsylwi’n uniongyrchol ar newidiadau fﬁsegol mewn pobl ac anifeiliaid.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the names of some internal and external parts of living things
cy-gb	• enwau rhai rhannau mewnol ac allanol pethau byw

en-gb	• that living things reproduce and have life cycles.
cy-gb	• y gall pethau byw atgenhedlu a bod ganddynt gylchredoedd bywyd.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that things, both seen and not seen, can harm us, e.g. the spread of germs, poison (including plants) and inappropriate use of medicines.
cy-gb	• y gall pethau gweladwy ac anweladwy ein niweidio, e.e. lledaenu germau, gwenwyn (gan gynnwys planhigion) a defnydd amhriodol o feddyginiaethau.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• exploring natural habitats, using identiﬁcation keys and sampling techniques to measure biodiversity
cy-gb	• archwilio cyneﬁnoedd naturiol, gan ddefnyddio allweddi adnabod a thechnegau samplu i fesur bioamrywiaeth

en-gb	• using models to understand feeding relationships, e.g. food chains and food webs
cy-gb	• defnyddio modelau i ddeall perthnasau bwydo, e.e. cadwyni bwyd a gweoedd bwyd

en-gb	• investigating some of the conditions living things need in order to survive.
cy-gb	 • ymchwilio i rai o’r amodau sydd eu hangen ar bethau byw er mwyn goroesi.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that lifestyle choices, including diet and drug misuse, may impact on the body
cy-gb	• sut y gall dewisiadau ffordd o fyw, gan gynnwys deiet a chamddefnyddio cyffuriau, effeithio ar y corff

en-gb	• about the natural barriers of the body, e.g. tears, skin and mucus.
cy-gb	• rhwystrau naturiol y corff, e.e. dagrau, y croen a mwcws.

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• the collection of data from natural habitats via sampling techniques to measure biodiversity
cy-gb	• y broses o gasglu data o gyneﬁnoedd naturiol drwy dechnegau samplu er mwyn mesur bioamrywiaeth

en-gb	• using indicator species to investigate pollution 
cy-gb	• defnyddio rhywogaethau dangosol er mwyn ymchwilio i lygredd 

en-gb	• using models to represent interdependence.
cy-gb	• defnyddio modelau i gynrychioli cyd-ddibyniaeth.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that genetic information is stored in DNA and transferred from one generation to the next
cy-gb	• y caiff gwybodaeth enetig ei storio mewn DNA a’i throsglwyddo o un genhedlaeth i’r nesaf

en-gb	• how energy is transferred through an ecosystem.
cy-gb	• sut y caiff egni ei drosglwyddo drwy ecosystem.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• observing cells
cy-gb	• arsylwi ar gelloedd

en-gb	• investigating the internal structures of plants or animals
cy-gb	• ymchwilio i adeiledd mewnol planhigion neu anifeiliaid

en-gb	• using models to represent biological processes
cy-gb	• defnyddio modelau i gynrychioli prosesau biolegol

en-gb	• investigating biological processes such as respiration, photosynthesis and digestion.
cy-gb	• ymchwilio i brosesau biolegol, megis resbiradaeth, ffotosynthesis a threulio.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that bacteria, viruses and fungi that cause disease are known as pathogens
cy-gb	• mai pathogenau yw’r enw a roddir i facteria, ﬁrysau a ffyngau sy’n achosi clefydau

en-gb	• that white blood cells contribute to the immune response.
cy-gb	• bod celloedd gwaed gwyn yn cyfrannu at ymateb imiwnedd.

en-gb	Progression step 5  
cy-gb	Cam cynnydd 5

en-gb	Diversity of life
cy-gb	Amrywiaeth bywyd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• the collection of data from different habitats via sampling techniques to compare biodiversity
cy-gb	• y broses o gasglu data o wahanol gyneﬁnoedd drwy dechnegau samplu er mwyn cymharu bioamrywiaeth

en-gb	• using and constructing models to understand interdependence, nutrient cycles and inheritance.
cy-gb	• defnyddio a llunio modelau er mwyn deall cyd-ddibyniaeth, cylchredau maetholion ac etifeddiad.

en-gb	Biological processes
cy-gb	Prosesau biolegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using models to explain biological processes
cy-gb	• defnyddio modelau i esbonio prosesau biolegol

en-gb	• investigating the factors which affect biological processes.
cy-gb	• ymchwilio i’r ffactorau sy’n effeithio ar brosesau biolegol.

en-gb	Health and disease
cy-gb	Iechyd a chlefydau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• growing microbes aseptically.
cy-gb	• y broses o dyfu microbau mewn ffordd aseptig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• about the development of new treatments for diseases, including drugs, vaccines and stem cells.
cy-gb	• am ddatblygiad triniaethau newydd ar gyfer clefydau, gan gynnwys cyffuriau, brechlynnau a bôn-gelloedd.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• evaluate the effect of medical interventions on human health, e.g. vaccination programmes,overuse of antibiotics and use of ﬂuoride.
cy-gb	• gwerthuso effaith ymyriadau meddygol ar iechyd pobl, e.e. rhaglenni brechu, gorddefnyddio gwrthﬁotigau a defnyddio fﬂworid.

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

en-gb	Understanding the atomic nature of matter and how it shapes the world.
cy-gb	Deall natur atomig mater a’r modd y mae’n llywio’r byd.

en-gb	In Science and Technology, understanding matter and its properties enables us to recognise the role that chemistry plays in the world around us. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae deall mater a’i briodweddau yn ein galluogi ni i gydnabod y rôl y mae cemeg yn ei chwarae yn y byd o’n cwmpas. 

en-gb	Similarly, being able to separate, identify and manipulate substances helps us to better understand both what our world and our bodies are made of. 
cy-gb	Yn yr un modd, mae gallu gwahanu, adnabod a thrin sylweddau yn ein galluogi i ddeall cyfansoddiad ein byd, a’n cyrff ein hunain, yn well. 

en-gb	As we then develop a deeper understanding of matter and its properties, we can design and create new substances and materials that can enrich our lives. 
cy-gb	Wrth i ni wedyn ddatblygu dealltwriaeth ddyfnach o fater a’i briodweddau, gallwn ddylunio a chreu sylweddau a defnyddiau newydd sy’n cyfoethogi ein bywydau. 

en-gb	This activity is particularly relevant in Wales, where it has had signiﬁcant industrial application and where innovation continues.
cy-gb	Dyma weithgarwch sy’n arbennig o berthnasol yng Nghymru, lle bu cymhwyso diwydiannol sylweddol ar hyn ac lle mae arloesi’n parhau.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from concrete to abstract.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r diriaethol i’r haniaethol. 

en-gb	• Learners develop from qualitative description to quantiﬁcation.
cy-gb	• Mae dysgwyr yn datblygu o ddisgriﬁo ansoddol i feintioli. 

en-gb	• Learners move from describing ideas to being able to explain ideas. 
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and develop to be able to consider multiple factors. 
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills into more elaborate skills.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml cyn meithrin sgiliau mwy cymhleth.

en-gb	• Learners begin with an egocentric view but develop to be able to consider others and the wider world.
cy-gb	• Mae dysgwyr yn dechrau drwy feddu ar safbwynt myfïol ond maent yn datblygu i allu ystyried eraill a’r byd ehangach.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	I can explore the properties of materials and choose different materials for a particular use.
cy-gb	Gallaf archwilio priodweddau defnyddiau a dewis defnyddiau gwahanol at ddefnydd penodol.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	I can mix different materials during play.
cy-gb	Gallaf gymysgu gwahanol ddefnyddiau wrth chwarae.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	I can explore and describe the properties of materials and justify their uses.
cy-gb	Gallaf archwilio a disgriﬁo priodweddau defnyddiau a chyﬁawnhau’r defnydd a wneir ohonynt.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	I can observe and describe ways in which materials change when they are mixed together.
cy-gb	Gallaf arsylwi ar a disgriﬁo’r ffyrdd y mae defnyddiau yn newid o’u cymysgu.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi

en-gb	I can explore ways to separate everyday materials.
cy-gb	Gallaf archwilio ffyrdd o wahanu defnyddiau pob-dydd.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	I can classify and compare different materials according to their physical properties and relate these to their use.
cy-gb	Gallaf ddosbarthu a chymharu gwahanol ddefnyddiau yn ôl eu priodweddau fﬁsegol, a’u cysylltu â’r defnydd a wneir ohonynt.

en-gb	I can use observations to identify the effects of temperature change on materials. 
cy-gb	Gallaf ddefnyddio fy arsylwadau i adnabod effaith newid tymheredd ar ddefnyddiau.

en-gb	I can recognise that mass is conserved when a substance changes state.
cy-gb	Gallaf gydnabod bod màs yn aros yr un peth pan fydd sylwedd yn newid cyﬂwr.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	I can use everyday chemicals to demonstrate chemical reactions and can identify some of the signs of a chemical reaction.
cy-gb	Gallaf ddefnyddio cemegau cyffredin i ddangos adweithiau cemegol ac adnabod rhai o arwyddion adwaith cemegol.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi

en-gb	I can use my knowledge and experiences of materials to select the appropriate techniques for separating a range of mixtures.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod a’m proﬁadau mewn perthynas â defnyddiau i ddewis y technegau priodol ar gyfer gwahanu amrywiaeth o gymysgeddau.

en-gb	I can recognise that the Earth provides the materials that we use and can describe the limitations that these materials have in their natural form.
cy-gb	Gallaf gydnabod mai’r Ddaear sy’n darparu’r defnyddiau a ddefnyddir gennym, a gallaf ddisgriﬁo’r cyfyngiadau sy’n gysylltiedig â’r defnyddiau hyn ar eu ffurf naturiol.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Structure of materials
cy-gb	Strwythur defnyddiau

en-gb	I can use the particle model to describe and explain the composition of elements, compounds and mixtures.
cy-gb	Gallaf ddefnyddio’r model gronynnol i ddisgriﬁo ac egluro cyfansoddiad elfennau, cyfansoddion a chymysgeddau.

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	I can describe and explain the properties of elements, compounds and mixtures, and relate these to how they are used.
cy-gb	Gallaf ddisgriﬁo ac egluro priodweddau elfennau, cyfansoddion a chymysgeddau, a’u cysylltu â’r defnydd a wneir ohonynt.

en-gb	I can use the particle model to explain the properties and behaviours of substances in different states.
cy-gb	Gallaf ddefnyddio’r model gronynnol i egluro gwahanol briodweddau ac ymddygiadau sylweddau mewn cyﬂyrau gwahanol.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	I can describe different types of chemical reactions, explain their uses and identify any effects of the products formed.
cy-gb	Gallaf ddisgriﬁo gwahanol fathau o adweithiau cemegol, egluro eu defnyddiau ac adnabod unrhyw effeithiau sy’n gysylltiedig â’r cynhyrchion a gaiff eu ffurﬁo.

en-gb	I can use my knowledge of chemical reactions to explain what happens to the rate of reaction when certain conditions are changed.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am adweithiau cemegol i egluro beth sy’n digwydd i’r gyfradd adwaith pan gaiff rhai amodau penodol eu newid.

en-gb	I can apply my knowledge of chemical reactions to describe how mass is conserved during a chemical change.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am adweithiau cemegol i ddisgriﬁo sut y mae màs yn aros yr un peth yn ystod newid cemegol.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi

en-gb	I can apply my knowledge of the properties of materials to select and use the appropriate technique in order to separate mixtures.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am briodweddau defnyddiau i ddewis a defnyddio’r dechneg briodol er mwyn gwahanu cymysgeddau.

en-gb	I can describe different chemical indicator tests and use these both to identify substances and to compare and classify materials.
cy-gb	Gallaf ddisgriﬁo gwahanol broﬁon gyda dangosyddion cemegol a’u defnyddio i adnabod sylweddau a chymharu a dosbarthu defnyddiau.

en-gb	I can identify that materials are obtained from the Earth’s natural resources and can explain why they are ﬁnite.
cy-gb	Gallaf ddeall bod defnyddiau yn dod o adnoddau naturiol y Ddaear a gallaf egluro pam maent yn gallu dod i ben.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Structure of materials
cy-gb	Strwythur defnyddiau

en-gb	I can apply my knowledge of atomic and electronic structure to explain the bonding and structure of different types of materials.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am strwythur atomig ac electronig i egluro bondio a strwythur gwahanol fathau o ddefnyddiau.

en-gb	I can suggest the type of bonding in a substance based on its properties.
cy-gb	Gallaf awgrymu’r math o fondio sydd mewn sylwedd ar sail ei briodweddau.

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	I can use my knowledge of atomic structure and bonding to explain and predict the properties of materials and to justify their use.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am strwythur a bondio atomig er mwyn egluro a rhagfynegi priodweddau defnyddiau ac er mwyn cyﬁawnhau’r defnydd a wneir ohonynt.

en-gb	I can compare the nature and properties of different types of nuclear radiation and justify the
cy-gb	Gallaf gymharu natur a phriodweddau gwahanol fathau o ymbelydredd niwclear a chyﬁawnhau

en-gb	use of radioactive isotopes for a speciﬁc purpose.
cy-gb	defnyddio isotopau ymbelydrol at ddiben penodol.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	I can apply my knowledge of the structure and properties of materials to explain reactivity in different types of chemical reactions.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am strwythur a phriodweddau defnyddiau i egluro adweithedd mewn gwahanol fathau o adweithiau cemegol.

en-gb	I can use my knowledge of particle theory to explain how reactions can be controlled in order to attain the optimum conditions for industrial reactions.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am ddamcaniaeth gronynnol i egluro sut y gellir rheoli adweithiau er mwyn cyrraedd yr amodau optimwm ar gyfer adweithiau diwydiannol.

en-gb	I can apply my knowledge of the principles of conservation of mass and symbol equations to explain, predict and calculate the quantities and energy changes involved in chemical reactions.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod am egwyddorion cadwraeth màs a hafaliadau symbol i egluro, rhagfynegi a chyfrifo’r meintiau a’r newidiadau egni sy’n gysylltiedig ag adweithiau cemegol.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi

en-gb	I can use my knowledge and understanding of matter to explain how different techniques can be used to extract and reﬁne substances for a variety of uses.
cy-gb	Gallaf ddefnyddio’r hyn rwy’n ei wybod a’m dealltwriaeth o fater i egluro sut y gellir defnyddio gwahanol dechnegau i echdynnu a choethi neu buro sylweddau at amrywiaeth o ddibenion.

en-gb	I can use chemical tests to analyse materials, and can apply my knowledge of chemical reactions in order to identify substances and their composition.
cy-gb	Gallaf ddefnyddio proﬁon cemegol i ddadansoddi defnyddiau, a gallaf ddefnyddio’r hyn rwy’n ei wybod am adweithiau cemegol er mwyn adnabod sylweddau a’u cyfansoddiad.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• Undertaking scientiﬁc inquiry and use of models. 
cy-gb	• Cynnal ymholiadau gwyddonol a defnyddio modelau. 

en-gb	• Considering the impact of the use of materials and reactions. 
cy-gb	• Ystyried effaith y defnydd o ddefnyddiau ac adweithiau. 

en-gb	• Understanding the implications of scientiﬁc development. 
cy-gb	• Deall natur goblygiadau datblygiadau gwyddonol. 

en-gb	• Using materials and equipment.
cy-gb	• Defnyddio defnyddiau a chyfarpar.

en-gb	• The uses and properties of materials in design and engineering. 
cy-gb	• Priodweddau defnyddiau a’r defnydd a wneir ohonynt mewn dylunio a pheirianneg. 

en-gb	• Electricity and nuclear radiation.
cy-gb	• Trydan ac ymbelydredd niwclear.

en-gb	• The biological reactions of photosynthesis and respiration. 
cy-gb	• Adweithiau biolegol ffotosynthesis a resbiradaeth. 

en-gb	• Energy changes and conservation of mass.
cy-gb	• Newidiadau egni a gwarchod màs.

en-gb	• Extraction, reﬁnement and analysis, and their links to food groups.
cy-gb	• Echdynnu, coethi neu buro a dadansoddi, a’u cysylltiadau â grwpiau bwyd.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• Inquiry using sources and evidence.
cy-gb	• Ymholi gan ddefnyddio ffynonellau a thystiolaeth.

en-gb	• Physical geography and geology.
cy-gb	• Daearyddiaeth fﬁsegol a daeareg.

en-gb	• Environmental science, sustainability (including renewable energy) and agriculture. 
cy-gb	• Gwyddoniaeth amgylcheddol, cynaliadwyedd (gan gynnwys egni adnewyddadwy) ac amaethyddiaeth.

en-gb	• The effects of waste and use of natural resources on the environment.
cy-gb	• Effeithiau gwastraff a defnyddio adnoddau naturiol ar yr amgylchedd.

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

en-gb	• Cooking and the development of healthy eating.
cy-gb	• Coginio a datblygiad bwyta’n iach.

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

en-gb	• Access to factual texts.
cy-gb	• Mynediad i destunau ffeithiol.

en-gb	• Instructional and explanation writing.
cy-gb	• Ysgrifennu cyfarwyddiadol ac esboniadol.

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

en-gb	• Number, data, classiﬁcation and statistics. 
cy-gb	• Rhif, data, dosbarthu ac ystadegau. 

en-gb	• The presentation of ﬁndings from inquiry. 
cy-gb	• Cyﬂwyno canfyddiadau ymholiadau. 

en-gb	• Clariﬁcation and identifying, estimating and measuring. 
cy-gb	• Egluro ac adnabod, amcangyfrif a mesur. 

en-gb	• Using formula.
cy-gb	• Defnyddio fformiwlâu.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• manipulating a range of materials during play and experiential learning.
cy-gb	• trin amrywiaeth o ddefnyddiau, wrth chwarae ac wrth ddysgu drwy broﬁad.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• manipulating a range of materials during play and experiential learning.
cy-gb	• trin amrywiaeth o ddefnyddiau, wrth chwarae ac wrth ddysgu drwy broﬁad.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• communicate their ideas about the physical properties of materials and states, including solids, liquids and gases.
cy-gb	• cyﬂeu eu syniadau am briodweddau fﬁsegol defnyddiau a chyﬂyrau, gan gynnwys solidau, hylifau a nwyon.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• making new materials by mixing others, e.g. when cooking or when mixing bicarbonate of soda and vinegar.
cy-gb	• creu defnyddiau newydd drwy gymysgu defnyddiau eraill, e.e. wrth goginio neu wrth gymysgu soda pobi a ﬁnegr.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• materials can change, and under certain conditions will react to form something new.
cy-gb	• y gall defnyddiau newid, ac o dan rai amodau penodol y byddant yn adweithio er mwyn ffurﬁo rhywbeth newydd.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• how the mass of a substance stays the same when it changes state.
cy-gb	• sut mae màs sylwedd yn aros yr un peth pan fydd ei gyﬂwr yn newid.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• everyday chemical reactions, e.g. striking a match, rusting and baking
cy-gb	• adweithiau cemegol pob-dydd, e.e. tanio matsien, rhydu a phobi

en-gb	• different indicators of chemical reactions, e.g. ﬁzzing or the production of bubbles, colour
cy-gb	• gwahanol ddangosyddion adweithiau cemegol, e.e. fﬁsian neu gynhyrchu swigod,

en-gb	change and heat emission.
cy-gb	newid lliw ac allyrru gwres.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi 

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• using a range of separation techniques, e.g. using magnets, ﬁltering and evaporating.
cy-gb	• defnyddio amrywiaeth o dechnegau gwahanu, e.e. defnyddio magnedau, hidlo ac anweddu.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• some examples of materials obtained from the Earth
cy-gb	• rhai enghreifftiau o ddefnyddiau a ddaw o’r Ddaear

en-gb	• that the majority of raw materials have to be processed before they can be used.
cy-gb	• bod yn rhaid prosesu’r rhan fwyaf o ddefnyddiau crai cyn y gellir eu defnyddio.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	 Structure of materials
cy-gb	Strwythur defnyddiau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr:

en-gb	• the arrangement of elements in the periodic table.
cy-gb	• wybod trefniant elfennau yn y tabl cyfnodol.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• distinguish between elements, compounds and mixtures.
cy-gb	• gwahaniaethu rhwng elfennau, cyfansoddion a chymysgeddau.

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how the properties of compounds are different from their constituent elements.
cy-gb	• sut y mae priodweddau cyfansoddion yn wahanol i’w helfennau unigol.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• different types of chemical reactions, e.g. neutralisation, oxidation, and exothermic and endothermic reactions.
cy-gb	• gwahanol fathau o adweithiau cemegol, e.e. niwtralu, ocsidio, ac adweithiau ecsothermig ac endothermig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that rates of reaction are affected by factors such as temperature, concentration and surface area.
cy-gb	• bod ffactorau gan gynnwys tymheredd, crynodiad ac arwynebedd arwyneb yn effeithio ar gyfraddau adwaith.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• use word equations and interpret simple chemical formulae.
cy-gb	• defnyddio hafaliadau geiriol a dehongli fformiwlâu cemegol syml.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi 

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that speciﬁc techniques to separate and analyse are appropriate for different purposes, e.g. distillation, ﬁltration and chromatography
cy-gb	• bod technegau gwahanu a dadansoddi penodol yn briodol at ddibenion gwahanol, e.e. distyllu, hidlo a chromatograffaeth

en-gb	• some examples of materials obtained from the Earth
cy-gb	• rhai enghreifftiau o ddefnyddiau a ddaw o’r Ddaear

en-gb	• that the majority of raw materials have to be processed before they can be used
cy-gb	• bod yn rhaid prosesu mwyafrif y defnyddiau crai cyn y gellir eu defnyddio

en-gb	• about different chemical tests, e.g. food tests, ﬂame tests and indicator tests.
cy-gb	• am wahanol broﬁon cemegol, e.e. proﬁon bwyd, proﬁon fﬂamau a phroﬁon dangosydd.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	 Structure of materials
cy-gb	Strwythur defnyddiau

en-gb	Learners need to know about:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the different types of bonding
cy-gb	• y gwahanol fathau o fondio

en-gb	• the types of atomic and molecular structure that exist.
cy-gb	• y gwahanol strwythurau atomig a molecwlaidd sy’n bodoli.

en-gb	Properties of materials
cy-gb	Priodweddau defnyddiau

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the properties of metals and non-metals
cy-gb	• priodweddau metelau ac anfetelau

en-gb	• how the properties of materials are affected by their structures, e.g. conductivity, melting point and malleability
cy-gb	• sut mae priodweddau defnyddiau yn cael eu heffeithio gan eu strwythur, e.e. dargludedd, ymdoddbwynt, hydrinedd

en-gb	• about different types of radiation, e.g. alpha, beta and gamma.
cy-gb	• am wahanol fathau o ymbelydredd, e.e. alpha, beta a gama.

en-gb	Chemical reactions
cy-gb	Adweithiau cemegol

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• trends in reactivity in the periodic table.
cy-gb	• tueddiadau mewn adweithedd o fewn y tabl cyfnodol.

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• different types of chemical reactions, e.g. displacement, reduction and polymerisation
cy-gb	• gwahanol fathau o adweithiau cemegol, e.e. dadleoliad, rhydwythiad a pholymeru

en-gb	• that rates of reaction are affected by other factors such as using a catalyst or changing the pressure.
cy-gb	• bod cyfraddau adwaith yn cael eu heffeithio gan ffactorau eraill megis defnyddio catalydd neu newid y gwasgedd.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• calculate the physical properties involved in reactions, e.g. masses, concentrations, volumes and energy. 
cy-gb	• cyfrifo’r priodweddau fﬁsegol sy’n gysylltiedig ag adweithiau, e.e. masau, crynodiadau, cyfeintiau ac egni.

en-gb	Extraction, reﬁnement and analysis
cy-gb	Echdynnu, coethi neu buro a dadansoddi  

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod: 

en-gb	• methods of extraction, e.g. electrolysis, reduction and fractional distillation.
cy-gb	• dulliau echdynnu, e.e. electrolysis, rhydwythiad a distyllu ffracsiynol.

en-gb	Learners are able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply different chemical tests.
cy-gb	• cymhwyso gwahanol broﬁon cemegol.

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

en-gb	Forces and energy determine the structure and dynamics of the universe.
cy-gb	Mae grymoedd ac egni yn pennu strwythur a deinamig y bydysawd.

en-gb	In Science and Technology, forces and energy can be used to describe the behaviour of everything from the smallest building blocks of matter to the motion of stars and planets. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, gellir defnyddio grymoedd ac egni er mwyn disgriﬁo ymddygiad popeth, o ﬂociau adeiladu lleiaf mater i fudiant sêr a phlanedau. 

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

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

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

en-gb	As responsible citizens of Wales and the world, an understanding of forces and energy will help us overcome future challenges and use our planet’s resources efﬁciently.
cy-gb	Fel dinasyddion cyfrifol yng Nghymru a’r byd, bydd dealltwriaeth o rymoedd ac egni yn ein helpu i ddod i ben â’r heriau yn y dyfodol ac i ddefnyddio adnoddau ein planed yn effeithlon.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from concrete to abstract.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r diriaethol i’r haniaethol. 

en-gb	• Learners develop from qualitative description to quantiﬁcation.
cy-gb	• Mae dysgwyr yn datblygu o ddisgriﬁo ansoddol i feintioli. 

en-gb	• Learners move from describing ideas to being able to explain ideas. 
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and develop to be able to consider multiple factors. 
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills into more elaborate skills.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml cyn meithrin sgiliau mwy cymhleth.

en-gb	• Learners begin with an egocentric view but develop to be able to consider others and the implications in the wider world.
cy-gb	• Mae dysgwyr yn dechrau drwy feddu ar safbwynt myfïol ond maent yn datblygu i allu ystyried eraill a’r byd ehangach.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	I can explore the way objects move.
cy-gb	Gallaf archwilio’r ffordd y mae gwrthrychau’n symud.

en-gb	Energy
cy-gb	Egni

en-gb	I can explore energy through multisensory experiences.
cy-gb	Gallaf archwilio egni drwy broﬁadau amlsynhwyraidd.

en-gb	Waves
cy-gb	Tonnau

en-gb	I can explore light and shadows, and can communicate my ideas.
cy-gb	Gallaf archwilio golau a chysgodion, a gallaf gyﬂeu fy syniadau.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	I can explore the effects of magnets through multisensory experiences.
cy-gb	Gallaf archwilio effeithiau magnedau drwy broﬁadau amlsynhwyraidd.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	I can investigate and predict the effects of forces in everyday life.
cy-gb	Gallaf ymchwilio a rhagfynegi effeithiau grymoedd mewn bywyd pob-dydd.

en-gb	Energy
cy-gb	Egni

en-gb	I can identify some forms of energy through multisensory experience.
cy-gb	Gallaf adnabod rhai mathau o egni drwy broﬁad amlsynhwyraidd.

en-gb	Electricity
cy-gb	Trydan

en-gb	I can explore how electricity behaves in simple circuits.
cy-gb	Gallaf archwilio sut mae trydan yn ymddwyn mewn cylchedau syml.

en-gb	Waves
cy-gb	Tonnau

en-gb	I can explore and communicate the basic properties of light and sound.
cy-gb	Gallaf archwilio a chyﬂeu priodweddau sylfaenol golau a sain.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	I can explore magnets and their properties through multisensory experiences.
cy-gb	Gallaf archwilio magnedau a’u priodweddau drwy broﬁadau amlsynhwyraidd.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	I can use models to describe the forces acting on an object.
cy-gb	Gallaf ddefnyddio modelau i ddisgriﬁo’r grymoedd sy’n gweithredu ar wrthrych.

en-gb	I can explore how the motion of an object can be affected by applying forces.
cy-gb	Gallaf archwilio sut y gellir dylanwadu ar fudiant gwrthrych drwy gymhwyso grymoedd ato.

en-gb	Energy
cy-gb	Egni

en-gb	I can describe how energy transfers or transforms from a store of energy to make everyday devices operate.
cy-gb	Gallaf ddisgriﬁo sut mae egni yn trosglwyddo neu’n trawsffurﬁo o storfa egni er mwyn i ddyfeisiau pob-dydd allu gweithredu.

en-gb	I can identify and explain that as one energy store increases another decreases.
cy-gb	Gallaf adnabod ac egluro’r modd y mae un storfa egni’n lleihau pan fo’r llall yn cynyddu.

en-gb	Electricity
cy-gb	Trydan

en-gb	I can investigate and explain factors that affect electrical circuits.
cy-gb	Gallaf ymchwilio i ffactorau sy’n effeithio ar gylchedau trydanol a’u hegluro.

en-gb	Waves
cy-gb	Tonnau

en-gb	I can investigate and explain the properties of different types of waves.
cy-gb	Gallaf ymchwilio i briodweddau gwahanol fathau o donnau a’u hegluro.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	I can investigate magnetic ﬁelds in order to describe their effects and uses.
cy-gb	Gallaf ymchwilio i feysydd magnetig er mwyn disgriﬁo eu heffeithiau a’r defnydd a wneir ohonynt.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad 

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	I can use mathematical models to describe the forces acting on an object.
cy-gb	Gallaf ddefnyddio modelau mathemategol i ddisgriﬁo’r grymoedd sy’n gweithredu ar wrthrych.

en-gb	I can analyse the effects of forces.
cy-gb	Gallaf ddadansoddi effeithiau grymoedd.

en-gb	Energy
cy-gb	Egni

en-gb	I can apply the principle of the conservation of energy to a range of contexts and perform simple calculations.
cy-gb	Gallaf gymhwyso egwyddor cadwraeth egni at amrywiaeth o gyd-destunau a gwneud cyfriﬁadau syml.

en-gb	Electricity
cy-gb	Trydan

en-gb	I can investigate different electrical circuits and describe relationships.
cy-gb	Gallaf ymchwilio i wahanol gylchedau trydanol a disgriﬁo perthnasau.

en-gb	Waves
cy-gb	Tonnau

en-gb	I can describe a range of waves, using key terms and values, and compare their behaviour.
cy-gb	Gallaf ddisgriﬁo amrywiaeth o donnau, gan ddefnyddio termau a gwerthoedd allweddol, a chymharu eu hymddygiad.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	I can investigate the factors that affect the strength and forms of magnetic ﬁelds.
cy-gb	Gallaf ymchwilio i ffactorau sy’n effeithio ar gryfder a ffurﬁau meysydd magnetig.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	I can apply strategies independently and effectively to solve problems by modelling systems of forces.
cy-gb	Gallaf gymhwyso strategaethau yn annibynnol ac yn effeithiol er mwyn datrys problemau drwy fodelu systemau grymoedd.

en-gb	I can investigate how and why bodies move with reference to relevant physical laws.
cy-gb	Gallaf ymchwilio i weld sut a pham y mae cyrff yn symud, gan gyfeirio at ddeddfau fﬁsegol perthnasol.

en-gb	Energy
cy-gb	Egni

en-gb	I can apply the principle of conservation of energy to a range of scenarios.
cy-gb	Gallaf gymhwyso egwyddor cadwraeth egni ar draws amrywiaeth o sefyllfaoedd.

en-gb	Electricity
cy-gb	Trydan

en-gb	I can investigate and analyse analogue and digital electrical circuits that involve a range of relevant components.
cy-gb	Gallaf ymchwilio i gylchedau trydanol analog a digidol lle ceir amrywiaeth o gydrannau perthnasol, a’u dadansoddi.

en-gb	Waves
cy-gb	Tonnau

en-gb	I can quantify the key features of waves and explain how their motion is affected when they travel through different media.
cy-gb	Gallaf feintioli nodweddion allweddol tonnau ac esbonio’r effaith ar eu mudiant wrth iddynt deithio drwy wahanol gyfryngau.

en-gb	I can describe and explain the similarities and differences between analogue and digital communication techniques, and their respective advantages and disadvantages.
cy-gb	Gallaf ddisgriﬁo ac egluro beth sy’n debyg a gwahanol rhwng technegau cyfathrebu analog a digidol, a beth yn eu tro yw eu manteision a’u hanfanteision.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	I can use models that describe the links between force, current and magnetic ﬁelds to explain a range of electromagnetic applications.
cy-gb	Gallaf ddefnyddio modelau sy’n disgriﬁo’r cysylltiadau rhwng grym, cerrynt a meysydd magnetig er mwyn egluro amrywiaeth o gymwysiadau electromagnetig.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• Undertaking scientiﬁc inquiry and use of models. 
cy-gb	• Cynnal ymholiadau gwyddonol a defnyddio modelau. 

en-gb	• Understanding the implications of scientiﬁc development. 
cy-gb	• Deall natur goblygiadau datblygiadau gwyddonol. 

en-gb	• Using tools and equipment.
cy-gb	• Defnyddio offer a chyfarpar.

en-gb	• Understanding how energy and forces act within and on living things. 
cy-gb	• Deall sut mae egni a grymoedd yn ymddwyn o fewn pethau byw ac mewn perthynas â phethau byw.

en-gb	• The nature of matter and its properties.
cy-gb	• Natur mater a’i briodweddau.

en-gb	• Digital electronic systems and computation. 
cy-gb	• Systemau electronig digidol a chyfriﬁannu.

en-gb	• Digital electronics and communications.
cy-gb	• Electroneg ddigidol a chyfathrebu.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Expressive Arts
cy-gb	Celfyddydau Mynegiannol

en-gb	• Use of materials, equipment and sound. 
cy-gb	• Defnyddio defnyddiau, cyfarpar a sain.

en-gb	• Waves and digital music.
cy-gb	• Tonnau a cherddoriaeth ddigidol.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• Inquiry using sources and evidence.
cy-gb	• Ymholi gan ddefnyddio ffynonellau a thystiolaeth.

en-gb	• Physical geography and geology.
cy-gb	• Daearyddiaeth fﬁsegol a daeareg.

en-gb	• Environmental science, sustainability (including renewable energy). 
cy-gb	• Gwyddoniaeth amgylcheddol, cynaliadwyedd (gan gynnwys egni adnewyddadwy). 

en-gb	• The effects of waste and use of natural resources on the environment.
cy-gb	• Effeithiau gwastraff a defnyddio adnoddau naturiol ar yr amgylchedd.

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

en-gb	• Access to factual texts.
cy-gb	• Mynediad i destunau ffeithiol.

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

en-gb	• Number, data, classiﬁcation and statistics. 
cy-gb	• Rhif, data, dosbarthu ac ystadegau. 

en-gb	• The presentation of ﬁndings from inquiry. 
cy-gb	• Cyﬂwyno canfyddiadau ymholiadau. 

en-gb	• Clariﬁcation and identifying, estimating and measuring. 
cy-gb	• Egluro ac adnabod, amcangyfrif a mesur. 

en-gb	• Using formula.
cy-gb	• Defnyddio fformiwlâu.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• their own movement and the movement of objects in a variety of environments indoors and outdoors.
cy-gb	• eu hunain yn symud, a phroﬁ gwrthrychau’n symud, mewn amrywiaeth o amgylcheddau dan do ac yn yr awyr agored.

en-gb	Energy
cy-gb	Egni

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• exploring energy during play in a rich, multisensory environment indoors and outdoors.
cy-gb	• y broses o archwilio egni wrth chwarae mewn amgylchedd amlsynhwyraidd cyfoethog dan do ac yn yr awyr agored.

en-gb	Waves
cy-gb	Tonnau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• observing light and shadow in their natural environment
cy-gb	• arsylwi ar olau a chysgod yn eu hamgylchedd naturiol

en-gb	• opportunities to play with light and shadow.
cy-gb	• cyﬂeoedd i chwarae â golau a chysgod.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that they should protect their eyes from the sun.
cy-gb	• y dylent ddiogelu eu llygaid rhag yr haul.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• playing with magnets.
cy-gb	• chwarae â magnedau.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• motion in a range of contexts with opportunities to describe and measure observations
cy-gb	• mudiant mewn amrywiaeth o gyd-destunau, â chyﬂeoedd i ddisgriﬁo a mesur arsylwadau

en-gb	• representations of the solar system.
cy-gb	• cynrychioliadau o gysawd yr haul.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• observe the effects of forces on the motion of objects.
cy-gb	• arsylwi ar effeithiau grymoedd ar fudiant gwrthrychau.

en-gb	Energy
cy-gb	Egni

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• investigating the ways that energy can be stored and transferred, e.g. in springs and batteries.
cy-gb	• ymchwilio i’r ffyrdd y gellir storio a throsglwyddo egni, e.e.mewn sbringiau a batris.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that most of the energy resources we utilise are derived from the sun’s energy.
cy-gb	• bod y rhan fwyaf o’r adnoddau egni rydym yn eu defnyddio yn dod o egni’r haul.

en-gb	Electricity
cy-gb	Trydan

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• constructing electrical circuits using a variety of materials.
cy-gb	• adeiladu cylchedau trydanol, gan ddefnyddio amrywiaeth o ddefnyddiau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some materials (conductors) allow electricity to ﬂow, while some materials (insulators) stop its ﬂow
cy-gb	• bod rhai defnyddiau (dargludyddion) yn caniatáu i drydan lifo a bod rhai defnyddiau (ynysyddion) yn atal y llif

en-gb	• how to stay safe when using electricity.
cy-gb	• sut i aros yn ddiogel wrth ddefnyddio trydan.

en-gb	Waves
cy-gb	Tonnau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• opportunities to observe and describe wave phenomena
cy-gb	• cyﬂeoedd i arsylwi ar ffenomena tonnau a’u disgriﬁo

en-gb	• concrete representations of waves during their play, e.g. in water, springs and ropes.
cy-gb	• cynrychioliadau diriaethol o donnau wrth chwarae, e.e. mewn dŵr, sbringiau a rhaffau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that light is needed in order to see objects
cy-gb	• bod angen golau er mwyn gweld gwrthrychau

en-gb	• that sounds are caused by vibrations.
cy-gb	• mai dirgryniadau sy’n achosi synau.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• experimenting with magnetic ﬁelds.
cy-gb	• arbroﬁ gyda meysydd magnetig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some materials are magnetic and are affected by magnetic ﬁelds.
cy-gb	• bod rhai defnyddiau yn fagnetig a bod meysydd magnetig yn effeithio arnynt.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• motion in a range of contexts with opportunities to measure, describe and quantify observations
cy-gb	• mudiant mewn amrywiaeth o gyd-destunau, â chyﬂeoedd i fesur, disgriﬁo a meintioli arsylwadau

en-gb	• how forces and motion apply to celestial bodies in space.
cy-gb	• sut mae grymoedd a mudiant yn berthnasol i gyrff wybrennol yn y gofod.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the relationship between force and motion.
cy-gb	• am y berthynas rhwng grymoedd a mudiant.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe the effects of forces on the motion of objects.
cy-gb	• disgriﬁo effeithiau grymoedd ar fudiant gwrthrychau.

en-gb	Energy
cy-gb	Egni

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• investigating ways energy can be stored and transferred.
cy-gb	• ymchwilio i’r ffyrdd y gellir storio a throsglwyddo egni.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that most of the energy resources we utilise are derived from the sun’s energy.
cy-gb	• bod y rhan fwyaf o’r adnoddau egni rydym yn eu defnyddio yn dod o egni’r haul.

en-gb	Electricity
cy-gb	Trydan

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• designing and constructing electrical circuits, and taking measurements from them.
cy-gb	• dylunio ac adeiladu cylchredau trydanol, a gwneud mesuriadau ohonynt.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the different types and uses of electricity
cy-gb	• y gwahanol fathau o drydan a’r defnydd a wneir ohonynt

en-gb	• the concept of current, voltage and resistance.
cy-gb	• y cysyniad o gerrynt, foltedd a gwrthiant.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• design and analyse schematic circuits.
cy-gb	• dylunio a dadansoddi cylchedau sgematig.

en-gb	Waves
cy-gb	Tonnau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• a range of experiments that illustrate wave phenomena.
cy-gb	• ystod o arbroﬁon sy’n darlunio ffenomena tonnau.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the properties of waves and how they move and transfer energy
cy-gb	• priodweddau tonnau a sut maent yn symud ac yn trosglwyddo egni

en-gb	• the properties of transverse and longitudinal waves, and the similarities and differences between them.
cy-gb	• priodweddau tonnau ardraws a thonnau hydredol, a’r hyn sy’n eu gwneud yn debyg ac yn wahanol i’w gilydd.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe waves.
cy-gb	• disgriﬁo tonnau.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• experimenting with magnetic ﬁelds.
cy-gb	• arbroﬁ gyda meysydd magnetig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• that some materials are magnetic and are affected by magnetic ﬁelds.
cy-gb	• bod rhai defnyddiau yn fagnetig a bod meysydd magnetig yn effeithio arnynt.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• identify magnetic ﬁelds and know how they interact.
cy-gb	• adnabod meysydd magnetig a gwybod sut maent yn rhyngweithio.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• motion in a range of contexts with opportunities to measure, describe and quantify observations
cy-gb	• mudiant mewn amrywiaeth o gyd-destunau, â chyﬂeoedd i fesur, disgriﬁo a meintioli arsylwadau

en-gb	• how forces and motion apply to celestial bodies in space.
cy-gb	• sut mae grymoedd a mudiant yn berthnasol i gyrff wybrennol yn y gofod.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the relationship between force, structure and motion.
cy-gb	• am y berthynas rhwng grym, strwythur a mudiant.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• observe the effects of forces on the motion of objects
cy-gb	• arsylwi ar effeithiau grymoedd ar fudiant gwrthrychau

en-gb	• analyse the motion of objects and the associated forces.
cy-gb	• dadansoddi mudiant gwrthrychau a’r grymoedd cysylltiedig.

en-gb	Energy
cy-gb	Egni

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• investigating ways energy can be stored and transferred.
cy-gb	• ymchwilio i’r ffyrdd y gellir storio a throsglwyddo egni.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the principle of conservation of energy, and the forms of energy in physical systems and ecosystems
cy-gb	• yr egwyddor cadwraeth egni, a’r mathau o egni sydd mewn systemau fﬁsegol ac ecosystemau

en-gb	• the transfer and transformation of energy
cy-gb	• am drosglwyddo a thrawsffurﬁo egni

en-gb	• that most of the energy sources we utilise are derived from the sun’s energy.
cy-gb	• bod y rhan fwyaf o’r ffynonellau egni rydym yn eu defnyddio yn dod o egni’r haul.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply the principle of conservation of energy in order to make predictions about a variety of situations.
cy-gb	• cymhwyso egwyddor cadwraeth egni er mwyn gwneud rhagfynegiadau ynghylch amrywiaeth o sefyllfaoedd.

en-gb	Electricity
cy-gb	Trydan

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• designing and constructing electrical circuits, and taking measurements from them.
cy-gb	• dylunio ac adeiladu cylchredau trydanol, a gwneud mesuriadau ohonynt.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how static electricity is caused by the transfer of electrons
cy-gb	• sut y caiff trydan statig ei achosi gan drosglwyddiad electronau

en-gb	• the relationship between power, voltage, current, resistance, charge and energy
cy-gb	• y berthynas rhwng pŵer, foltedd, cerrynt, gwrthiant, gwefr ac egni

en-gb	 • the inputs and outputs of logic gates.
cy-gb	• mewnbynnau ac allbynnau adwyon rhesymeg.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• design and analyse schematic circuits.
cy-gb	• dylunio a dadansoddi cylchedau sgematig.

en-gb	Waves
cy-gb	Tonnau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• a range of experiments that illustrate wave phenomena.
cy-gb	• ffenomena tonnau trwy ymarferion ac arbroﬁon.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the properties of waves and how they move and transfer energy
cy-gb	• priodweddau tonnau a sut maent yn symud ac yn trosglwyddo egni

en-gb	• the properties of transverse and longitudinal waves, and the similarities and differences between them.
cy-gb	• priodweddau tonnau ardraws a thonnau hydredol, a’r hyn sy’n eu gwneud yn debyg ac yn wahanol i’w gilydd.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe waves quantitively.
cy-gb	• disgriﬁo tonnau’n feintiol.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• experimenting with magnetic ﬁelds.
cy-gb	• arbroﬁ gyda meysydd magnetig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• some materials are magnetic and are affected by magnetic ﬁelds
cy-gb	• bod rhai defnyddiau yn fagnetig a bod meysydd magnetig yn effeithio arnynt

en-gb	• magnetic ﬁelds can be caused by electric currents.
cy-gb	• y gall ceryntau trydanol achosi meysydd magnetig.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• identify magnetic ﬁelds and know how they interact
cy-gb	• adnabod meysydd magnetig a gwybod sut maent yn rhyngweithio

en-gb	• apply knowledge of magnets and electric ﬁelds to predict their behaviour.
cy-gb	• cymhwyso gwybodaeth am fagnedau a meysydd trydanol er mwyn rhagfynegi eu hymddygiad.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Forces and motion
cy-gb	Grymoedd a mudiant

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• motion in a range of contexts with opportunities to measure, describe and quantify observations
cy-gb	• mudiant mewn amrywiaeth o gyd-destunau, a chyﬂeoedd i fesur, disgriﬁo a meintioli arsylwadau

en-gb	• how forces and motion apply to celestial bodies in space.
cy-gb	• sut mae grymoedd a mudiant yn berthnasol i gyrff wybrennol yn y gofod.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the relationship between force, structure and motion.
cy-gb	• y berthynas rhwng grymoedd, strwythur a mudiant.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• observe the effects of forces on the motion of objects
cy-gb	• arsylwi ar effeithiau grymoedd ar fudiant gwrthrychau

en-gb	• analyse the motion of objects and the associated forces.
cy-gb	• dadansoddi mudiant gwrthrychau a’r grymoedd cysylltiedig.

en-gb	Energy
cy-gb	Egni

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• investigating ways energy can be stored and transferred
cy-gb	• ymchwilio i ffyrdd y gellir storio a throsglwyddo egni

en-gb	• the role of energy and forces in thermodynamics and gas laws.
cy-gb	• rôl egni a grymoedd mewn deddfau thermodeinameg a nwy.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the principle of conservation of energy and the forms of energy in physical systems and ecosystems
cy-gb	• yr egwyddor cadwraeth egni a’r mathau o egni sydd mewn systemau fﬁsegol ac ecosystemau

en-gb	• the transfer and transformation of energy
cy-gb	• am drosglwyddo a thrawsffurﬁo egni

en-gb	• most of the energy sources we utilise are derived from the sun’s energy.
cy-gb	• bod y rhan fwyaf o’r ffynonellau egni rydym yn eu defnyddio yn dod o egni’r haul.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• apply the principle of conservation of energy in order to make predictions about a variety of situations.
cy-gb	• cymhwyso egwyddor cadwraeth egni er mwyn gwneud rhagfynegiadau ynghylch amrywiaeth o sefyllfaoedd.

en-gb	Electricity
cy-gb	Trydan

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• designing and constructing electrical circuits, and taking measurements from them.
cy-gb	• cyﬂeoedd i ddylunio ac adeiladu cylchredau trydanol, a gwneud mesuriadau ohonynt.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• how static electricity can be used and mitigated
cy-gb	• sut mae defnyddio a lleddfu effeithiau trydan statig

en-gb	• the differences between power, voltage, current, resistance, charge and energy
cy-gb	• y gwahaniaethau rhwng pŵer, foltedd, cerrynt, gwrthiant, gwefr ac egni

en-gb	 • how logic gates can be applied to solve simple logic problems.
cy-gb	• sut y gellir cymhwyso adwyon rhesymeg er mwyn datrys problemau rhesymeg syml.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• design and analyse schematic circuits.
cy-gb	• dylunio a dadansoddi cylchedau sgematig.

en-gb	Waves
cy-gb	Tonnau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• wave phenomena practically and experimentally.
cy-gb	• ffenomena tonnau trwy ymarferion ac arbroﬁon.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• the properties of waves and how they move and transfer energy
cy-gb	• priodweddau tonnau a sut maent yn symud ac yn trosglwyddo egni

en-gb	• the properties of transverse and longitudinal waves, and the similarities and differences between them
cy-gb	• priodweddau tonnau ardraws a thonnau hydredol, a’r hyn sy’n eu gwneud yn debyg ac yn wahanol i’w gilydd

en-gb	• how information is carried by waves in both digital and analogue form.
cy-gb	• sut y caiff gwybodaeth ei chludo gan donnau ar ffurf ddigidol ac analog.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• describe waves, including describing the properties of a wave mathematically.
cy-gb	• disgriﬁo tonnau, gan gynnwys disgriﬁo priodweddau ton ar ffurf fathemategol.

en-gb	Magnetism
cy-gb	Magnetedd

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• magnetic ﬁelds experimentally.
cy-gb	• arbroﬁ gyda meysydd magnetig.

en-gb	Learners need to know:
cy-gb	Mae angen i ddysgwyr wybod:

en-gb	• some materials are magnetic and are affected by magnetic ﬁelds
cy-gb	• bod rhai defnyddiau yn fagnetig a bod meysydd magnetig yn effeithio arnynt 

en-gb	• that magnetic ﬁelds can be caused by electric currents.
cy-gb	• y gall ceryntau trydanol achosi meysydd magnetig.

en-gb	Learners need to be able to:
cy-gb	Mae angen i ddysgwyr allu:

en-gb	• identify magnetic ﬁelds and know how they interact
cy-gb	• adnabod meysydd magnetig a gwybod sut maent yn rhyngweithio

en-gb	• apply knowledge of magnets and electric ﬁelds to predict their behaviour.
cy-gb	• cymhwyso gwybodaeth am fagnedau a meysydd trydanol er mwyn rhagfynegi eu hymddygiad.

en-gb	WHAT MATTERS IN SCIENCE AND TECHNOLOGY
cy-gb	YR HYN SY’N BWYSIG MEWN  GWYDDONIAETH A THECHNOLEG

en-gb	Computation applies algorithms to data in order to solve real-world problems.
cy-gb	Mae cyfriﬁant yn cymhwyso algorithmau at ddata er mwyn datrys problemau go iawn.

en-gb	In Science and Technology, we recognise that computational processes have changed the way people interact with one another and their environment, as well as how humans organise their work, their communities and their lives. 
cy-gb	Mewn Gwyddoniaeth a Thechnoleg, mae prosesau cyfriﬁannol wedi newid y ffordd y mae pobl yn rhyngweithio â’i gilydd a’u hamgylchedd, yn ogystal â sut mae pobl yn rhoi trefn ar eu gwaith, eu cymunedau a’u bywydau. 

en-gb	Society, in turn, has inﬂuenced the development of computation as people’s needs for processing information have changed. 
cy-gb	Mae cymdeithas, yn ei thro, wedi dylanwadu ar y broses o ddatblygu cyfriﬁant a hynny oherwydd y newidiadau yn anghenion pobl o ran prosesu gwybodaeth. 

en-gb	Through these computational processes the world has been enriched and technological development has accelerated, and seems set to continue doing so. 
cy-gb	Drwy’r prosesau cyfriﬁannol hyn mae’r byd wedi cael ei gyfoethogi ac mae datblygiad technolegol wedi cyﬂymu ac mae’n debygol o barhau i wneud hynny. 

en-gb	In order to use and create these technologies to their full potential, learners need to know how they work. 
cy-gb	Er mwyn defnyddio a chreu’r technolegau hyn i’w llawn botensial, mae angen i ddysgwyr wybod sut maent yn gweithio. 

en-gb	Developing creative algorithmic and computational approaches can solve challenging real-world problems. 
cy-gb	Gall datblygu dulliau gweithredu algorithmig a chyfriﬁannol creadigol ddatrys problemau heriol yn y byd go iawn. 

en-gb	However, we must be conscious that there are limits to what computers can achieve. 
cy-gb	Fodd bynnag, mae’n rhaid i ni fod yn ymwybodol bod cyfyngiadau i’r hyn y gall cyfriﬁaduron ei gyﬂawni. 

en-gb	Understanding that there are also wider legal, social and ethical consequences of how technology is used enables learners to make informed decisions about the application of computational technologies.
cy-gb	Mae deall bod canlyniadau cyfreithiol, cymdeithasol a moesegol ehangach hefyd i’r ffordd y caiff technoleg ei defnyddio yn galluogi dysgwyr i wneud penderfyniadau gwybodus am gymhwyso technolegau cyfriﬁannol.

en-gb	Learning
cy-gb	Dysgu

en-gb	Principles of progression
cy-gb	Egwyddorion cynnydd

en-gb	Principles of progression are the basis on which the achievement outcomes have been developed and should guide the progression of learning within the area of learning and experience.
cy-gb	Egwyddorion cynnydd yw’r sail ar gyfer datblygu’r deilliannau cyﬂawniad a dylent lywio dilyniant y dysgu o fewn y maes dysgu a phroﬁad.

en-gb	• Learners’ thinking develops from concrete to abstract and from observable to unobservable.
cy-gb	• Mae meddwl dysgwyr yn datblygu o’r diriaethol i’r haniaethol ac o’r gweladwy i’r anweladwy.

en-gb	• Learners develop from qualitative description to quantiﬁcation.
cy-gb	• Mae dysgwyr yn datblygu o ddisgriﬁo ansoddol i feintioli.

en-gb	• Learners move from describing ideas to being able to explain ideas.
cy-gb	• Mae dysgwyr yn symud o ddisgriﬁo syniadau i allu egluro syniadau.

en-gb	• Learners begin by recognising single factors and progress to consider multiple factors.
cy-gb	• Mae dysgwyr yn dechrau drwy gydnabod ffactorau unigol ac yn datblygu i allu ystyried ffactorau lluosog.

en-gb	• Learners develop simple skills through adopting and adapting, moving towards the creation of original content.
cy-gb	• Mae dysgwyr yn datblygu sgiliau syml drwy fabwysiadu ac addasu, gan symud tuag at greu cynnwys gwreiddiol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Algorithms
cy-gb	Algorithmau

en-gb	I can identify, create and follow sequences and patterns in everyday activities.
cy-gb	Gallaf adnabod, creu a dilyn dilyniannau a phatrymau mewn gweithgareddau pob-dydd.

en-gb	I can follow simple sets of instructions.
cy-gb	Gallaf ddilyn cyfres syml o gyfarwyddiadau.

en-gb	I can identify errors in simple sets of instructions.
cy-gb	Gallaf adnabod gwallau mewn cyfresi syml o gyfarwyddiadau.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	I can experiment with and identify uses of a range of computing technology in the world around me.
cy-gb	Gallaf arbroﬁ ag amrywiaeth o dechnolegau cyfriﬁadura yn y byd o’m cwmpas a deall sut cânt eu defnyddio.

en-gb	Progression step 2
cy-gb	Cam cynnydd 2

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Algorithms
cy-gb	Algorithmau

en-gb	I can use computational thinking techniques, using unplugged or ofﬂine activities, e.g. abstraction, decomposition and pattern recognition.
cy-gb	Gallaf ddefnyddio technegau meddylfryd cyfriﬁannol gan ddefnyddio gweithgareddau di-blwg neu all-lein, e.e. echdynnu (extract) gwybodaeth, dadelfennu ac adnabod patrymau.

en-gb	I can give simple sets of instructions.
cy-gb	Gallaf roi cyfresi syml o gyfarwyddiadau.

en-gb	Data
cy-gb	Data

en-gb	I can explain the importance of accurate and reliable data to ensure a desired outcome.
cy-gb	Gallaf egluro pwysigrwydd data cywir a dibynadwy er mwyn sicrhau canlyniad dymunol.

en-gb	I can sort and search data using a single criterion and present it in a variety of different formats within familiar contexts.
cy-gb	Gallaf ddidoli a chwilio drwy ddata gan ddefnyddio maen prawf unigol a’u cyﬂwyno mewn amrywiaeth o wahanol fformatau mewn cyd-destunau cyfarwydd.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	I can follow instructions to build, test and control a physical device.
cy-gb	Gallaf ddilyn cyfarwyddiadau er mwyn adeiladu, proﬁ a rheoli dyfais fﬁsegol.

en-gb	Cyber security
cy-gb	Seiberddiogelwch

en-gb	I can use credentials securely to keep information safe.
cy-gb	Gallaf ddefnyddio manylion mewngofnodi yn ddiogel er mwyn cadw gwybodaeth yn ddiogel.

en-gb	Progression step 3
cy-gb	Cam cynnydd 3

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Algorithms
cy-gb	Algorithmau

en-gb	I can decompose a problem into smaller speciﬁc tasks.
cy-gb	Gallaf ddadelfennu problem drwy greu tasgau penodol llai.

en-gb	I can build simple programs to carry out a given task by using an appropriate programming language.
cy-gb	Gallaf greu rhaglenni syml er mwyn cyﬂawni tasg benodol, gan ddefnyddio iaith raglennu briodol.

en-gb	Data
cy-gb	Data

en-gb	I can manipulate and interrogate data to help make informed decisions and predictions.
cy-gb	Gallaf drin a chwestiynu data er mwyn fy helpu i wneud penderfyniadau a rhagfynegiadau gwybodus.

en-gb	I can use multiple criteria in my data interrogation.
cy-gb	Gallaf ddefnyddio meini prawf lluosog wrth gwestiynu data.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	I can deﬁne, develop, test and debug systems that have software and hardware that interact with each other.
cy-gb	Gallaf ddifﬁnio, datblygu, proﬁ a dadfygio systemau sydd â meddalwedd a chaledwedd sy’n rhyngweithio â’i gilydd.

en-gb	Cyber security
cy-gb	Seiberddiogelwch

en-gb	I can describe how computers communicate, and share data and resources securely.
cy-gb	Gallaf ddisgriﬁo sut mae cyfriﬁaduron yn cyfathrebu, ac yn rhannu data ac adnoddau yn ddiogel.

en-gb	Progression step 4
cy-gb	Cam cynnydd 4

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Algorithms
cy-gb	Algorithmau

en-gb	I can use computational-thinking techniques to modify designs and programs, then evaluate their effectiveness.
cy-gb	Gallaf ddefnyddio technegau meddylfryd cyfriﬁannol i addasu dyluniadau a rhaglenni, ac wedyn gwerthuso eu heffeithiolrwydd.

en-gb	Data
cy-gb	Data

en-gb	I can use appropriate programming languages to manipulate and interrogate data in order to help me make informed decisions and predictions.
cy-gb	Gallaf ddefnyddio ieithoedd rhaglennu priodol i drin a chwestiynu data er mwyn fy helpu i wneud penderfyniadau a rhagfynegiadau gwybodus.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	I can apply logical and critical thinking when modifying and testing systems.
cy-gb	Gallaf gymhwyso ffyrdd o feddwl rhesymegol a beirniadol wrth addasu a phroﬁ systemau.

en-gb	Cyber security
cy-gb	Seiberddiogelwch

en-gb	I can use, describe and evaluate increasingly sophisticated methods of securing data and systems.
cy-gb	Gallaf ddefnyddio, disgriﬁo a gwerthuso dulliau mwyfwy sofﬁstigedig o sicrhau bod data a systemau yn ddiogel.

en-gb	Progression step 5
cy-gb	Cam cynnydd 5

en-gb	Achievement outcomes
cy-gb	Deilliannau cyﬂawniad

en-gb	Algorithms
cy-gb	Algorithmau

en-gb	I can use a range of computational-thinking techniques to deal with open-ended problems.
cy-gb	Gallaf ddefnyddio ystod o dechnegau meddylfryd cyfriﬁannol i ymdrin â phroblemau penagored.

en-gb	Data
cy-gb	Data

en-gb	I can evaluate organisations’ use of algorithms to manipulate data in legal and ethical contexts.
cy-gb	Gallaf werthuso defnydd sefydliadau o algorithmau er mwyn trin data mewn cyd-destunau cyfreithiol a moesegol.

en-gb	I can ethically derive information by analysing data sets of varying sizes.
cy-gb	Gallaf gael gafael ar wybodaeth mewn ffordd foesegol drwy ddadansoddi setiau data o amrywiol feintiau.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	I can show resilience when developing software and systems that solve open-ended problems.
cy-gb	Gallaf ddyfalbarhau wrth ddatblygu meddalwedd a systemau sy’n datrys problemau penagored.

en-gb	Cyber security
cy-gb	Seiberddiogelwch

en-gb	I can identify, defend and prevent forms of cyber attacks.
cy-gb	Gallaf adnabod seiberymosodiadau, amddiffyn yn eu herbyn a’u hatal.

en-gb	Planning for learning
cy-gb	Cynllunio ar gyfer dysgu

en-gb	Links within this area of learning and experience
cy-gb	Cysylltiadau o fewn y maes dysgu a phroﬁad hwn

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Science and Technology Area of Learning and Experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad Gwyddoniaeth a Thechnoleg. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	• Using scientiﬁc approaches to interrogate and analyse data.
cy-gb	• Defnyddio dulliau gweithredu gwyddonol i gwestiynu a dadansoddi data.

en-gb	• Design, engineering and the sciences providing rich contexts to explore the implications of Science and Technology, including the ethical and societal issues of machine learning.
cy-gb	• Dylunio, peirianneg a’r gwyddorau yn darparu cyd-destunau cyfoethog i ystyried goblygiadau Gwyddoniaeth a Thechnoleg, gan gynnwys y materion moesegol a chymdeithasol sy’n gysylltiedig â dysgu drwy beiriant.

en-gb	• The role of digital tools in developing and communicating design, engineering and scientiﬁc solutions.
cy-gb	• Rôl adnoddau digidol wrth ddatblygu a chyﬂeu datrysiadau dylunio, datrysiadau peirianneg a datrysiadau gwyddonol.

en-gb	• How digital systems inform and contextualise the development of a systems-thinking approach.
cy-gb	• Sut mae systemau digidol yn llywio ac yn cynnig cyd-destun ar gyfer datblygu dull meddylfryd systemau.

en-gb	Links with other areas of learning and experience
cy-gb	Cysylltiadau â meysydd dysgu a phroﬁad eraill

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across all the areas of learning and experience. 
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws yr holl feysydd dysgu a phroﬁad. 

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Expressive Arts
cy-gb	Celfyddydau Mynegiannol

en-gb	• The use of digital technology when creating and designing.
cy-gb	• Defnyddio technoleg ddigidol wrth greu a dylunio.

en-gb	Humanities
cy-gb	Dyniaethau

en-gb	• Inquiry using sources and evidence.
cy-gb	• Ymholi gan ddefnyddio ffynonellau a thystiolaeth. 

en-gb	• The societal impact of digital technology.
cy-gb	• Effaith gymdeithasol technoleg ddigidol.

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

en-gb	• The impacts and addictive behaviours in respect of technology and in an online context. 
cy-gb	• Yr effeithiau a’r ymddygiadau caethiwus mewn perthynas â thechnoleg ac mewn cyd-destun ar-lein.

en-gb	• Online safety and decision-making, including the implications on oneself and others.
cy-gb	• Diogelwch ar-lein a’r broses o wneud penderfyniadau, gan gynnwys y goblygiadau ar gyfer yr unigolyn ac eraill.

en-gb	Languages, Literacy and Communication  • The role of digital tools in contemporary communication. 
cy-gb	Ieithoedd, Llythrennedd a Chyfathrebu  • Rôl adnoddau digidol mewn cyfathrebu cyfoes. 

en-gb	• Access to factual texts.
cy-gb	• Mynediad i destunau ffeithiol.

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

en-gb	• The recognition of patterns, syllables, trends and sequences.
cy-gb	• Adnabod patrymau, sillafau, tueddiadau a dilyniannau. 

en-gb	• Number, data, classiﬁcation and statistics.
cy-gb	• Rhif, data, dosbarthu ac ystadegau.

en-gb	• The presentation of ﬁndings from inquiry.
cy-gb	• Cyﬂwyno canfyddiadau ymholiadau.

en-gb	• The consideration of variables and the development of reasoning.
cy-gb	• Ystyried newidynnau a datblygu dulliau rhesymu.

en-gb	Experiences, knowledge and skills
cy-gb	Proﬁadau, gwybodaeth a sgiliau

en-gb	Progression step 1  Algorithms
cy-gb	Cam cynnydd 1  Algorithmau

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ:

en-gb	• following simple sets of instructions
cy-gb	• dilyn cyfresi syml o gyfarwyddiadau 

en-gb	• identifying errors in simple sets of instructions
cy-gb	• adnabod gwallau mewn setiau syml o gyfarwyddiadau

en-gb	• controlling programmable devices during their play.
cy-gb	 • rheoli dyfeisiau rhaglenadwy wrth chwarae.

en-gb	Computational systems
cy-gb	Systemau cyfriﬁannol

en-gb	Learners need to experience:
cy-gb	Mae angen i ddysgwyr broﬁ: