en-gb	14 to 16 learning under the Curriculum for Wales:
cy-gb	Dysgu 14 i 16 o dan y Cwricwlwm i Gymru:

en-gb	Consultation – Summary of Responses, Version 4.0
cy-gb	Ymgynghoriad – Crynodeb o'r Ymatebion

en-gb	Consultation
cy-gb	Ymgynghoriad

en-gb	Summary of Responses,
cy-gb	Crynodeb o'r Ymatebion

en-gb	14 to 16 learning under the Curriculum for Wales
cy-gb	Dysgu 14 i 16 o dan y Cwricwlwm i Gymru

en-gb	Consultation – summary of responses
cy-gb	Ymgynghoriad – crynodeb o'r ymatebion

en-gb	Welsh Government
cy-gb	Llywodraeth Cymru

en-gb	June 2024
cy-gb	Mehefin 2024

en-gb	Consultation – Summary of Responses,
cy-gb	Ymgynghoriad – Crynodeb o'r Ymatebion

en-gb	Consultation – Summary of Responses
cy-gb	Ymgynghoriad – Crynodeb o'r Ymatebion

en-gb	For further information please contact:
cy-gb	Am fwy o wybodaeth, cysylltwch â:

en-gb	Pen-y-Wyrlod, Llanvetherine, Abergavenny, Monmouthshire, NP7 8RG, UK www.miller-research.co.uk | 01873 851880 | Twitter:
cy-gb	Pen-y-Wyrlod, Llanwytherin, Y Fenni, Sir Fynwy, NP7 8RG, UK www.miller-research.co.uk | 01873 851880 | Twitter:

en-gb	Table of contents
cy-gb	Tabl cynnwys

en-gb	Background
cy-gb	Cefndir

en-gb	1.1  In October 2023, the Welsh Government commissioned Miller Research to analyse the responses to the consultation on “14 to 16 Learning under the Curriculum for Wales” (CfW).
cy-gb	1.1  Ym mis Hydref 2023, comisiynodd Llywodraeth Cymru Miller Research i ddadansoddi'r ymatebion i'r ymgynghoriad ar "Dysgu 14 i 16 o dan Gwricwlwm i Gymru".

en-gb	This report provides a brief background to the policy area and consultation before summarising the consultation methodology and findings.
cy-gb	Mae'r adroddiad hwn yn rhoi cefndir byr i'r maes polisi a'r ymgynghoriad cyn crynhoi methodoleg a chanfyddiadau'r ymgynghoriad.

en-gb	1.2  Since September 2023, all schools in Wales have been implementing the CfW for learners up to and including Year 8.
cy-gb	1.2  Ers mis Medi 2023, mae pob ysgol yng Nghymru wedi bod yn gweithredu'r Cwricwlwm i Gymru ar gyfer dysgwyr hyd at, a chan gynnwys, Blwyddyn 8.

en-gb	The rollout will gradually continue until 2026, when all learners at schools in Wales will be taught under the CfW.
cy-gb	Bydd y broses gyflwyno'n parhau'n raddol tan 2026, pan fydd pob dysgwr mewn ysgolion yng Nghymru yn cael ei addysgu o dan y Cwricwlwm.

en-gb	The CfW framework guidance is updated annually each January to reflect learning and developing best practice from the continuing CfW rollout across all schools and year groups.
cy-gb	Mae canllawiau fframwaith y Cwricwlwm yn cael eu diweddaru'n flynyddol bob mis Ionawr i adlewyrchu dysgu a datblygu’r arferion gorau o'r broses barhaus o gyflwyno’r Cwricwlwm ym mhob pob ysgol a grŵp blwyddyn.

en-gb	1.3  The 14 to 16 Learning section of the CfW outlines the legal requirements for schools’ curriculums for 14 to 16 year old learners.
cy-gb	1.3  Mae adran Dysgu 14 i 16 y Cwricwlwm i Gymru yn amlinellu gofynion cyfreithiol cwricwla ysgolion ar gyfer dysgwyr 14 i 16 oed.

en-gb	It provides information intended to support schools in designing and providing a curriculum offer that fulfils Welsh Government priorities and statutory requirements.
cy-gb	Mae'n darparu gwybodaeth sydd â'r bwriad o gefnogi ysgolion i gynllunio a darparu cynnig cwricwlwm sy'n cyflawni blaenoriaethau a gofynion statudol Llywodraeth Cymru.

en-gb	Pre-consultation engagement
cy-gb	Cyd-drafod cyn ymgynghori

en-gb	1.4  Draft guidance on 14 to 16 Learning was developed by the Welsh Government in early 2024 in a process which involved extensive engagement with a number of key stakeholders.
cy-gb	1.4  Datblygwyd canllawiau drafft ar Ddysgu 14 i 16 gan Lywodraeth Cymru yn gynnar yn 2024 mewn proses a oedd yn cynnwys trafod yn helaeth â nifer o randdeiliaid allweddol.

en-gb	A 14 to 16 Learning Board was established, the membership of which includes Qualifications Wales, Estyn, WJEC, Careers Wales and Regional Consortia, and the first task of the Board was to consider an early draft of the guidance, to help shape the final consultation document.
cy-gb	Sefydlwyd Bwrdd Dysgu 14 i 16, gyda’i aelodaeth yn cynnwys Cymwysterau Cymru, Estyn, CBAC, Gyrfa Cymru a Chonsortia Rhanbarthol, a thasg gyntaf y Bwrdd oedd ystyried drafft cynnar o'r canllawiau, er mwyn helpu i lunio'r ddogfen ymgynghori derfynol.

en-gb	There were also  discussions with a range of education practitioners, education unions, employers,  and with the Further Education and Higher Education sector.
cy-gb	Cafwyd trafodaethau hefyd gydag amrywiaeth o ymarferwyr addysg, undebau addysg, cyflogwyr, a chyda'r sector Addysg Bellach ac Addysg Uwch.

en-gb	1.5  The feedback from school based practitioners included that they generally recognised the positives of the new curriculum and were supportive of the direction of travel.
cy-gb	1.5  Roedd yr adborth gan ymarferwyr mewn ysgolion yn cynnwys eu bod yn gyffredinol yn cydnabod elfennau cadarnhaol y cwricwlwm newydd a'u bod yn gefnogol o’r cyfeiriad roedd yn anelu ato.

en-gb	Concerns were raised about accountability (and connotations of the use of school performance measures), the challenges of learner engagement, and the need for tailored support from local authorities for each school.
cy-gb	Mynegwyd pryderon ynghylch atebolrwydd (ac amheuon o'r defnydd o fesurau perfformiad ysgolion), heriau wrth gynnwys dysgwyr, a'r angen am gymorth wedi'i deilwra gan awdurdodau lleol ar gyfer pob ysgol.

en-gb	Further Education stakeholders talked about the need to value all learner pathways, manage parental expectations, as well as the importance of data sharing between schools and colleges.
cy-gb	Roedd rhanddeiliaid Addysg Bellach yn sôn am yr angen i werthfawrogi pob llwybr dysgu, rheoli disgwyliadau rhieni, yn ogystal â phwysigrwydd rhannu data rhwng ysgolion a cholegau.

en-gb	Employers emphasised the need to improve the development of softer skills among learners as they felt this would help to address the skills gap in Wales and facilitate further integration between businesses and education settings.
cy-gb	Pwysleisiodd cyflogwyr yr angen i wella datblygiad sgiliau meddalach ymhlith dysgwyr gan eu bod yn teimlo y byddai hyn yn helpu i fynd i'r afael â'r bwlch sgiliau yng Nghymru ac yn hwyluso integreiddio pellach rhwng busnesau a lleoliadau addysg.

en-gb	Teaching unions were particularly concerned with how the requirements would be  funded and suggested that the inclusion of examples of curriculum design and exemplification of how interdisciplinary learning experiences could be offered would better support schools.
cy-gb	Roedd undebau athrawon yn arbennig o bryderus ynghylch sut y byddai'r gofynion yn cael eu hariannu ac yn awgrymu y byddai cynnwys enghreifftiau o gynllunio'r cwricwlwm ac o sut y gallai cynnig profiadau dysgu rhyngddisgyblaethol gefnogi ysgolion yn well.

en-gb	They were positive about the policy in relation to teaching and learning in years 10 and 11 as part of the 3 to 16 continuum.
cy-gb	Roeddent ag agwedd gadarnhaol am y polisi mewn perthynas ag addysgu a dysgu ym mlynyddoedd 10 ac 11 fel rhan o'r continwwm 3 i 16.

en-gb	1.6  As a result of the pre-consultation feedback, changes were made to the published draft guidance.
cy-gb	1.6  O ganlyniad i'r adborth cyn ymgynghori, gwnaed newidiadau i'r canllawiau drafft a gyhoeddwyd.

en-gb	The revised draft was much more succinct, it included further clarity around the Learner Entitlement and explanation of how the guidance will inform the development of a new school information ecosystem, and further explanation of the Learner Entitlement.
cy-gb	Roedd y drafft diwygiedig yn llawer mwy cryno, ac yn cynnwys eglurder pellach ynghylch Hawl i Ddysgu ac esboniad o sut y bydd y canllawiau yn llywio datblygiad ecosystem wybodaeth newydd i ysgolion, ac esboniad pellach o’r Hawl i Ddysgu.

en-gb	A parent and carer version of the guidance was also developed to facilitate more meaningful engagement with this sector.
cy-gb	Datblygwyd fersiwn rhieni a gofalwr o'r canllawiau hefyd i hwyluso cyd-drafod mwy ystyrlon â'r sector hwn.

en-gb	Consultation
cy-gb	Yr Ymgynghoriad

en-gb	1.7  The consultation on the draft guidance was launched on 28 February 2024.
cy-gb	1.7  Lansiwyd yr ymgynghoriad ar y canllawiau drafft ar 28 Chwefror 2024.

en-gb	It ran   for ten weeks and closed on 8 May 2024.
cy-gb	Bu’n rhedeg am 10 wythnos a chaeodd ar 8 Mai 2024.

en-gb	1.8  The document included a range of questions designed to gauge whether the policy intentions had been made clear, as well as the impact on the workforce, learners, and other stakeholders.
cy-gb	1.8  Roedd y ddogfen yn cynnwys amrywiaeth o gwestiynau a gynlluniwyd i fesur a oedd y bwriadau polisi wedi'u hegluro’n dda, yn ogystal â'r effaith ar y gweithlu, dysgwyr a rhanddeiliaid eraill.

en-gb	The parent and carer guide included a range of specifically adapted questions in order to maximise opportunity for feedback from parent and carer perspectives.
cy-gb	Roedd y canllawiau i rieni a gofalwyr yn cynnwys amrywiaeth o gwestiynau wedi'u haddasu'n benodol er mwyn sicrhau'r cyfle gorau posibl ar gyfer adborth o safbwyntiau rhieni a gofalwyr.

en-gb	1.9  Alongside the official consultation, Miller Research conducted qualitative engagement through focus groups with education practitioners, parents and carers, and learners.
cy-gb	1.9  Law yn llaw â'r ymgynghoriad swyddogol, cynhaliodd Miller Research sesiynau trafod ansoddol trwy grwpiau ffocws gydag ymarferwyr addysg, rhieni a gofalwyr, a dysgwyr.

en-gb	More details on this can be found in the methodology in Annex A.
cy-gb	Mae mwy o fanylion am hyn i'w gweld yn y fethodoleg yn Atodiad A.

en-gb	1.10  This report is structured as follows:
cy-gb	1.10  Mae'r adroddiad hwn wedi'i strwythuro fel a ganlyn:

en-gb	Section 2 sets out a summary of findings, including per response type:
cy-gb	Mae Adran 2 yn nodi crynodeb o'r canfyddiadau, gan gynnwys fesul math o ymateb:

en-gb	Consultation responses
cy-gb	Ymatebion i'r ymgynghoriad

en-gb	Focus Groups
cy-gb	Grwpiau Ffocws

en-gb	Learner Survey
cy-gb	Arolwg Dysgwyr

en-gb	Additional mailbox correspondence – emails and letters
cy-gb	Gohebiaeth blwch post ychwanegol – e-byst a llythyrau

en-gb	The Annexes contain supporting information and materials:
cy-gb	Mae'r Atodiadau yn cynnwys gwybodaeth atodol a deunyddiau:

en-gb	The method used for the consultation
cy-gb	Y dull a ddefnyddir ar gyfer yr ymgynghoriad

en-gb	Consultation Questions
cy-gb	Cwestiynau Ymgynghori

en-gb	A list of organisations that responded
cy-gb	Rhestr o sefydliadau a ymatebodd.

en-gb	2.
cy-gb	2.

en-gb	Summary of responses
cy-gb	Crynodeb o'r ymatebion

en-gb	The 14-16 learning policy is closely intertwined with the existing policy and legislation on Curriculum for Wales and the existing regulatory approach to qualifications reform, both of which have been consulted on previously.
cy-gb	2.1  Mae'r polisi dysgu 14-16 wedi'i gydblethu'n dynn â'r polisi a'r ddeddfwriaeth bresennol ar y Cwricwlwm i Gymru ac â'r dull rheoleiddio presennol o ddiwygio cymwysterau, yr ymgynghorwyd arnynt yn flaenorol.

en-gb	Many of the responses to the consultation were set in the context of these wider reforms and are not specific to the 14-16 guidance in particular.
cy-gb	Gosodwyd llawer o'r ymatebion i'r ymgynghoriad yng nghyd-destun y diwygiadau ehangach hyn ac nid ydynt yn benodol i'r canllawiau 14-16.

en-gb	We have noted the points raised in relation to the wider reform agenda as well as those elements which are specific to the 14-16 learning guidance.
cy-gb	Rydym wedi nodi'r pwyntiau a godwyd mewn perthynas â'r agenda ddiwygio ehangach yn ogystal â'r elfennau hynny sy'n benodol i'r canllawiau dysgu 14-16.

en-gb	Our approach is set out in more detail below.
cy-gb	Mae ein dull gweithredu wedi'i nodi yn fanylach isod.

en-gb	Consultation Respondents
cy-gb	Ymatebwyr i’r Ymgynghoriad

en-gb	2.1  The 103 responses received to this consultation were independently analysed by Miller Research and collated to form the basis of this report.
cy-gb	2.2  Cafodd y 103 o ymatebion a dderbyniwyd i'r ymgynghoriad hwn eu dadansoddi'n annibynnol gan Miller Research a'u casglu ynghyd i ffurfio sail i'r adroddiad hwn.

en-gb	This consisted of 86 online responses and 17 additional Welsh Government mailbox responses.
cy-gb	Roedd hyn yn cynnwys 86 o ymatebion ar-lein a 17 o ymatebion blwch post ychwanegol gan Lywodraeth Cymru.

en-gb	2.2  Three consultation responses and 5 mailbox responses were received in the medium of Welsh, with the remaining 83 consultation responses and 12 mailbox responses submitted in English.
cy-gb	2.3  Derbyniwyd tri ymateb i'r ymgynghoriad a 5 ymateb i'r blwch post yn Gymraeg, gyda'r gweddill o’r 83 o ymatebion i'r ymgynghoriad a 12 o ymatebion blwch post wedi eu cyflwyno yn Saesneg.

en-gb	Out of scope responses
cy-gb	Ymatebion y tu allan i’r cwmpas

en-gb	2.3  There were a number of respondents whose responses conveyed opinions about the roll out of the CfW in general and about the reform of qualifications in Wales.
cy-gb	2.4  Roedd nifer o ymatebwyr â’u hymatebion yn byfleu barn am gyflwyno'r Cwricwlwm yn gyffredinol ac am ddiwygio cymwysterau yng Nghymru.

en-gb	The CfW was subject to a comprehensive Welsh Government consultation process, prior to its introduction in primary schools in 2022.
cy-gb	Roedd y Cwricwlwm yn destun proses ymgynghori gynhwysfawr gan Lywodraeth Cymru, cyn ei gyflwyno mewn ysgolion cynradd yn 2022.

en-gb	Whilst the guidance links closely to the reform of qualifications, these proposals are being led by Qualifications Wales in the context of CfW policy and were subject to a separate consultation process.
cy-gb	Er bod y canllawiau'n gysylltiedig â diwygio cymwysterau, mae'r cynigion hyn yn cael eu harwain gan Gymwysterau Cymru yng nghyd-destun polisi’r Cwricwlwm i Gymru ac roeddent yn destun proses ymgynghori ar wahân.

en-gb	These responses were outside of the scope of this particular consultation.
cy-gb	Roedd yr ymatebion hyn y tu allan i gwmpas yr ymgynghoriad penodol hwn.

en-gb	The aim of this guidance is to support schools to design a curriculum offer for learners in years 10 and 11 which meets the range of expectations set out in the statutory requirements of the CfW AND Welsh Government priorities.
cy-gb	Nod y canllawiau hyn yw cefnogi ysgolion i gynllunio cynnig cwricwlwm i ddysgwyr ym mlynyddoedd 10 ac 11 sy'n bodloni'r ystod o ddisgwyliadau a nodir yng ngofynion statudol y Cwricwlwm i Gymru A blaenoriaethau Llywodraeth Cymru.

en-gb	Responses deemed to be out of scope have not been included in this summary report.
cy-gb	Nid yw'r ymatebion y bernir eu bod y tu allan i’r cwmpas wedi'u cynnwys yn yr adroddiad cryno hwn.

en-gb	2.4  Respondents to the consultation were asked whether they were responding as an education practitioner or as a parent or carer.
cy-gb	2.5  Gofynnwyd i ymatebwyr i'r ymgynghoriad a oeddent yn ymateb fel ymarferydd addysg neu fel rhiant neu ofalwr.

en-gb	Table 2.1 indicates the breakdown of each group of respondents.
cy-gb	Mae Tabl 2.1 yn nodi dadansoddiad o bob grŵp o ymatebwyr.

en-gb	This table also includes mailbox respondent demographics.
cy-gb	Mae'r tabl hwn hefyd yn cynnwys demograffeg ymatebwyr blwch post.

en-gb	Each set of consultation survey respondents were presented with a different set of questions.
cy-gb	Cyflwynwyd cyfres wahanol o gwestiynau i bob un o ymatebwyr yr arolwg ymgynghori.

en-gb	The responses to each set of questions have been presented separately but integrated within each question.
cy-gb	Mae'r ymatebion i bob cyfres o gwestiynau wedi'u cyflwyno ar wahân ond wedi'u hintegreiddio ym mhob cwestiwn.

en-gb	Table 2.1 Respondent demographics
cy-gb	Tabl 2.1 Demograffeg ymatebwyr

en-gb	Response
cy-gb	Ymateb

en-gb	Count
cy-gb	Cyfrif

en-gb	Per cent
cy-gb	Canran

en-gb	Education practitioners
cy-gb	Ymarferwyr addysg

en-gb	Parent or carer
cy-gb	Rhiant neu ofalwr

en-gb	Other
cy-gb	Arall

en-gb	Total
cy-gb	Cyfanswm

en-gb	2.5  A separate learner survey was disseminated bilingually on our behalf by Children in Wales.
cy-gb	2.6  Cafodd arolwg dwyieithog ar wahân ar gyfer dysgwyr ei ddosbarthu ar ein rhan gan Blant yng Nghymru.

en-gb	The survey received 341 responses and was completed by a range of learners from Year 7 to Year 13, as indicated in Figure 2.1.
cy-gb	Cafodd yr arolwg 341 o ymatebion ac fe'i cwblhawyd gan amrywiaeth o ddysgwyr o Flwyddyn 7 i Flwyddyn 13, fel y nodwyd yn Ffigur 2.1.

en-gb	All responses except for one were received in English.
cy-gb	Derbyniwyd yr holl ymatebion ac eithrio un yn Saesneg.

en-gb	Figure 2.1 Learner Survey Question 10:
cy-gb	Ffigur 2.1 Arolwg Dysgwyr Cwestiwn 1:

en-gb	What year are you in?
cy-gb	Ym mha flwyddyn ysgol ydych chi?

en-gb	Year 7
cy-gb	Blwyddyn 7

en-gb	No response
cy-gb	Dim ymateb

en-gb	2.6  Focus groups were held with education practitioners, parents and carers and learners.
cy-gb	2.7  Cynhaliwyd grwpiau ffocws gydag ymarferwyr addysg, rhieni a gofalwyr a dysgwyr.

en-gb	Six focus groups and two interviews were held in total, three with parents and carers, and two focus groups and two interviews held with education practitioners.
cy-gb	Cynhaliwyd chwe grŵp ffocws a dau gyfweliad i gyd, tri gyda rhieni a gofalwyr, a dau grŵp ffocws a dau gyfweliad a gynhaliwyd gydag ymarferwyr addysg.

en-gb	An engagement session with learners was facilitated by Qualifications Wales.
cy-gb	Hwyluswyd sesiwn trafod gyda dysgwyr gan Cymwysterau Cymru.

en-gb	Demographic questions
cy-gb	Cwestiynau demograffig

en-gb	2.7  Optional demographic questions were also included as part of the consultation survey (n=86).
cy-gb	2.8  Cynhwyswyd cwestiynau demograffig dewisol hefyd fel rhan o'r arolwg ymgynghori (n = 86).

en-gb	Of the respondents to these questions, almost all indicated that they lived in Wales (94 per cent), and the majority of respondents (74 per cent) did not have a business interest in Wales.
cy-gb	O'r ymatebwyr i'r cwestiynau hyn, nododd bron pob un eu bod yn byw yng Nghymru (94%), ac nid oedd gan fwyafrif yr ymatebwyr (74%) fuddiant busnes yng Nghymru.

en-gb	Table 2.2 Main Consultation Question 10:
cy-gb	Tabl 2.2 Cwestiwn 10 y Prif Ymgynghoriad:

en-gb	Do you live in Wales?
cy-gb	Ydych chi'n byw yng Nghymru?

en-gb	Yes
cy-gb	Ydw

en-gb	No
cy-gb	Nac ydw

en-gb	Do you have a business interest in Wales?
cy-gb	Oes gennych chi fuddiant busnes yng Nghymru?

en-gb	Yes
cy-gb	Oes

en-gb	No
cy-gb	Nac oes

en-gb	100%
cy-gb	100%

en-gb	Understanding the guidance
cy-gb	Deall y canllawiau

en-gb	2.8  Of the practitioners who responded to the main consultation, 43 per cent (20) agreed or strongly agreed to Question 1 that the 14 to 16 learning guidance helps them to understand their statutory obligations for 14 to 16 learners under CfW, while 32 per cent (15) of respondents disagreed or strongly disagreed.
cy-gb	2.9  O'r ymarferwyr a ymatebodd i'r prif ymgynghoriad, roedd 43 y cant (20) naill ai’n cytuno neu’n cytuno’n gryf i Gwestiwn 1 bod y canllawiau dysgu 14 i 16 yn eu helpu i ddeall eu rhwymedigaethau statudol ar gyfer dysgwyr 14 i 16 o dan y Cwricwlwm i Gymru, tra bod 32 y cant (15) o'r ymatebwyr yn anghytuno neu'n anghytuno'n gryf.

en-gb	This is in alignment with responses from parents and carers, with the majority (73 per cent; 27) stating that they understood what a school should be offering their child in Years 10 and 11.
cy-gb	Mae hyn yn cyd-fynd ag ymatebion gan rieni a gofalwyr, gyda'r mwyafrif (73 y cant; 27) yn nodi eu bod yn deall yr hyn y dylai ysgol fod yn ei gynnig i'w plentyn ym Mlynyddoedd 10 ac 11.

en-gb	Learners also generally felt (45 per cent; 152) that the explanation given helps their understanding.
cy-gb	Yn gyffredinol, roedd dysgwyr yn teimlo (45 y cant; 152) bod yr esboniad a roddir yn helpu eu dealltwriaeth.

en-gb	Figure 2.2 Main Consultation Question 1:
cy-gb	Ffigur 2.2 Cwestiwn 1 y Prif Ymgynghoriad:

en-gb	To what extent do you agree that the 14 to 16 learning guidance helps you to understand your statutory obligations for 14 to 16 learners under Curriculum for Wales?
cy-gb	I ba raddau rydych chi'n cytuno bod y canllawiau dysgu 14 i 16 yn eich helpu i ddeall eich rhwymedigaethau statudol ar gyfer dysgwyr 14 i 16 oed o fewn Cwricwlwm i Gymru?

en-gb	Strongly agree
cy-gb	Cytuno'n gryf

en-gb	Agree
cy-gb	Cytuno

en-gb	Neither agree nor disagree
cy-gb	Ddim yn cytuno nac anghytuno

en-gb	Disagree
cy-gb	Anghytuno

en-gb	Strongly disagree
cy-gb	Anghytuno'n gryf

en-gb	Figure 2.3 Parent and Carer Consultation Question 1:
cy-gb	Ffigur 2.3 Cwestiwn 1 yr Ymgynghoriad i Rieni a Gofalwyr:

en-gb	Do you understand what a school should be offering your child in Years 10 and 11?
cy-gb	Ydych chi'n deall beth ddylai ysgol fod yn ei gynnig i'ch plentyn ym Mlynyddoedd 10 ac 11?

en-gb	Figure 2.4 Learner Survey Question 1:
cy-gb	Ffigur 2.4 Arolwg Dysgwyr Cwestiwn 1:

en-gb	Does the explanation above help you understand what schools should offer 14 to 16 year olds moving forward?
cy-gb	A yw’r esboniad uchod yn helpu chi i ddeall yr hyn y dylai ysgolion cynnig i ddisgyblion 14 i 16 oed wrth symud  ymlaen?

en-gb	Yes
cy-gb	Ydyw

en-gb	Unsure
cy-gb	Ansicr

en-gb	No
cy-gb	Nac ydyw

en-gb	2.9  Of the consultation respondents who elaborated on these opinions, some parents and carers raised concerns about the lack of clarity the guidance provided around the new curriculum and qualifications, apprehension about how these changes will be implemented amidst ongoing cuts to staffing and education.
cy-gb	2.10  O'r ymatebwyr i'r ymgynghoriad a ymhelaethodd ar y safbwyntiau hyn, cododd rhai rhieni a gofalwyr bryderon am ddiffyg eglurder y canllawiau a ddarperir ynghylch y cwricwlwm a'r cymwysterau newydd, gan bryderu ynghylch sut y bydd y newidiadau hyn yn cael eu gweithredu yng nghanol toriadau parhaus i staffio ac addysg.

en-gb	Parents and carers also highlighted the need for a broad and balanced curriculum that does not compromise academic standards and international comparability.
cy-gb	Amlygodd rhieni a gofalwyr hefyd yr angen am gwricwlwm eang a chytbwys nad yw'n cyfaddawdu ar safonau academaidd a chymhariaeth ryngwladol.

en-gb	2.10  Additional mailbox respondents also felt that it was critical that guidance provides additional information and examples on the “wider learning experiences” These opinions were similar to focus group participants who generally agreed that the main elements of the guidance were understandable from a practitioner perspective knowing their statutory requirements.
cy-gb	2.11  Roedd ymatebwyr blwch post ychwanegol hefyd yn teimlo ei bod yn hanfodol bod canllawiau'n darparu gwybodaeth ac enghreifftiau ychwanegol ar y "profiadau dysgu ehangach". Roedd y safbwyntiau hyn yn debyg i gyfranogwyr grwpiau ffocws a gytunodd yn gyffredinol bod prif elfennau'r canllawiau yn ddealladwy o safbwynt ymarferydd yn gwybod eu gofynion statudol.

en-gb	Parents also generally agreed that the guidance helps them understand what schools should be offering their child moving forward.
cy-gb	Yn gyffredinol, cytunodd rhieni fod y canllawiau yn eu helpu i ddeall beth ddylai ysgolion fod yn ei gynnig i'w plentyn.

en-gb	Special school practitioners requested that further clarity be provided on implementation of the guidance for learners in special schools.
cy-gb	Gofynnodd ymarferwyr ysgolion arbennig am eglurder pellach ar weithredu'r canllawiau ar gyfer dysgwyr mewn ysgolion arbennig.

en-gb	Understanding how the Qualifications Offer should support the Curriculum Offer
cy-gb	Deall sut y dylai'r Cynnig Cymwysterau gefnogi Cynnig y Cwricwlwm

en-gb	2.11  Practitioner responses to the main consultation were mixed, with 38 per cent (18) of respondents who agreed or strongly agreed with Question 2, that the 14 to 16 learning guidance helped them to understand how the qualifications offer should be used to support a 14 to 16 curriculum offer for learners under CfW, while 34 per cent (16) responses disagreed or strongly disagreed.
cy-gb	2.12  Roedd ymatebion ymarferwyr i'r prif ymgynghoriad yn gymysg, gyda 38 y cant (18) o'r ymatebwyr yn cytuno neu'n cytuno'n gryf â Chwestiwn 2, bod y canllawiau dysgu 14 i 16 wedi eu helpu i ddeall sut y dylid defnyddio'r cynnig cymwysterau i gefnogi cynnig cwricwlwm 14 i 16 i ddysgwyr o dan y Cwricwlwm, tra bod 34 y cant (16) o ymatebion yn anghytuno neu'n anghytuno'n gryf.

en-gb	To what extent do you agree that the 14 to 16 learning guidance helps you to understand how the qualifications offer should be used to support a 14 to 16 curriculum offer for learners under Curriculum for Wales?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn eich helpu i ddeall sut y dylid defnyddio'r cynnig o gymwysterau i gefnogi cynnig cwricwlwm 14 i 16 i ddysgwyr o fewn Cwricwlwm i Gymru?

en-gb	2.12  The majority of parent and carer respondents (62 per cent; 23) did not agree with the 14 to 16 Learner Entitlement, with the most cited reason for disagreeing being concern about the emphasis on mandatory subjects such as Welsh and Religious Studies, which some felt could come “at the expense of academic/vocational subjects which are important to learners’ further study/employment.”
cy-gb	2.13  Nid oedd mwyafrif yr ymatebwyr a oedd yn rhieni neu ofalwyr (62 y cant; 23) yn cytuno â'r Hawl i Ddysgu 14 i 16, a’r rheswm a nodwyd fwyaf dros anghytuno oedd pryder am y pwyslais ar bynciau gorfodol fel y Gymraeg ac Astudiaethau Crefyddol, gyda rhai yn teimlo y gallent ddod "ar draul pynciau academaidd/galwedigaethol sy'n bwysig i astudio pellach / cyflogaeth dysgwyr."

en-gb	Several respondents suggested there was an insufficient focus on science within the proposals.
cy-gb	Awgrymai sawl ymatebydd nad oedd digon o bwyslais ar wyddoniaeth yn y cynigion.

en-gb	Concerns were also raised by parent and carer respondents about the reduction in career services, which may limit students’ understanding of their post-16 options.
cy-gb	Codwyd pryderon hefyd gan ymatebwyr rhieni a gofalwyr am y gostyngiad mewn gwasanaethau gyrfa, a allai gyfyngu ar ddealltwriaeth myfyrwyr o'u dewisiadau ôl-16.

en-gb	Do you agree with the Welsh Government’s 14 to 16 Learner Entitlement?
cy-gb	Ydych chi'n cytuno â Hawl i Ddysgu 14 i 16 Llywodraeth Cymru?

en-gb	2.13  There were also calls for greater focus on preparation for post-16 pathways (particularly important for those who do not take A Levels) and better provisions for skills-based qualifications to cater to non-academic learners.
cy-gb	2.14  Roedd galwadau hefyd am fwy o bwyslais ar baratoi ar gyfer llwybrau ôl-16 (sy'n arbennig o bwysig i'r rhai nad ydynt yn astudio Safon Uwch) a gwell darpariaethau o gymwysterau seiliedig ar sgiliau ar gyfer dysgwyr anacademaidd.

en-gb	Additional mailbox correspondence respondents also expressed the need for additional clarity on specific components of the guidance.
cy-gb	Mynegodd ymatebwyr gohebiaeth blwch post ychwanegol hefyd yr angen am eglurder ychwanegol ar elfennau penodol o'r canllawiau.

en-gb	This included exemplar plans or models which they can adapt, a visual diagram of the complex collection of qualifications and clarification on the new qualifications.
cy-gb	Roedd hyn yn cynnwys cynlluniau neu fodelau enghreifftiol y gallant eu haddasu, diagram gweledol o'r casgliad cymhleth o gymwysterau ac eglurhad ar y cymwysterau newydd.

en-gb	These respondents also expressed a concern that the proposals will create additional workload and may result in limiting options for learners.
cy-gb	Mynegodd yr ymatebwyr hyn bryder hefyd y bydd y cynigion yn creu llwyth gwaith ychwanegol ac y gallent arwain at gyfyngu ar opsiynau i ddysgwyr.

en-gb	2.14  A minority of learner survey respondents (39 per cent; 134) felt that they did understand what would fall under each of the four components of the learner entitlement, and a further 37 per cent (125) respondents were unsure.
cy-gb	2.15  Roedd lleiafrif o ymatebwyr i’r arolwg dysgwyr (39 y cant; 134) yn teimlo eu bod yn deall yr hyn a fyddai'n dod o dan bob un o bedair elfen yr Hawl i Ddysgu, ac roedd 37 y cant (125) o ymatebwyr eraill yn ansicr.

en-gb	Focus group learners felt confident they understood the full 14 to 16 offer (in terms of qualifications and the curriculum) but acknowledged this may have been due to previous engagement with Qualifications Wales.
cy-gb	Roedd dysgwyr grŵp ffocws yn teimlo'n hyderus eu bod yn deall y cynnig llawn o 14 i 16 (o ran cymwysterau a'r cwricwlwm) ond roeddent yn cydnabod y gallai hyn fod oherwydd iddynt ymwneud yn flaenorol â Chymwysterau Cymru.

en-gb	Do you understand what would fall under each of the four components of the learner entitlement?
cy-gb	Ydych chi'n deall beth fyddai'n dod o dan bob un o bedair cydran hawl y dysgwr?

en-gb	2.15  Amongst parents and carers who were also in agreement with the 14 to 16 Learner Entitlement, there was a recognition of the importance of incorporating softer skills into the curriculum, which are often overlooked in traditional educational settings.
cy-gb	2.16  Ymhlith rhieni a gofalwyr a oedd hefyd yn cytuno â'r Hawl i Ddysgu 14 i 16, roedd cydnabyddiaeth o bwysigrwydd ymgorffori sgiliau meddalach yn y cwricwlwm, sy'n aml yn cael eu hanwybyddu mewn lleoliadau addysgol traddodiadol.

en-gb	Whilst all focus group respondents were also generally more positive about their level of understanding, school staff felt that it was important for practitioners to have even more clarity of how to write a curriculum taking into consideration qualifications reform and how their school would compare with other schools.
cy-gb	Er bod holl ymatebwyr y grwpiau ffocws hefyd yn fwy cadarnhaol ar y cyfan am lefel eu dealltwriaeth, teimlai staff ysgolion ei bod yn bwysig bod ymarferwyr yn cael mwy fyth o eglurder ar sut i ysgrifennu cwricwlwm gan ystyried diwygio cymwysterau a sut y byddai eu hysgol yn cymharu ag ysgolion eraill.

en-gb	Understanding how curriculum should be designed
cy-gb	Deall sut y dylid cynllunio'r cwricwlwm

en-gb	2.16  The majority of practitioner respondents to the main consultation Question 3 either disagreed or strongly disagreed (57 per cent; 27) that the 14 to 16 learner guidance helped them to understand how a 14 to 16 curriculum offer should be designed.
cy-gb	2.17  Roedd mwyafrif o ymarferwyr a ymatebodd i Gwestiwn 3 y prif ymgynghoriad naill ai'n anghytuno neu'n anghytuno'n gryf (57 y cant; 27) bod canllawiau dysgwyr 14 i 16 wedi eu helpu i ddeall sut y dylid cynllunio cynnig cwricwlwm 14 i 16.

en-gb	To what extent do you agree that the 14 to 16 Learning Guidance helps you to understand how a 14 to 16 curriculum offer should be designed?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn eich helpu i ddeall sut y dylai cynnig cwricwlwm 14 i 16 gael ei gynllunio?

en-gb	2.17  Mixed views were also conveyed from practitioners within focus groups relating to their understanding of how the curriculum should be designed.
cy-gb	2.18  Mynegwyd safbwyntiau cymysg hefyd gan ymarferwyr o fewn grwpiau ffocws o ran eu dealltwriaeth o sut y dylid dylunio'r cwricwlwm.

en-gb	These were grouped around the themes of the transition to the new approach and implementation, seeing the guidance as “too idealistic” and specific concerns about the lack of detail.
cy-gb	Cafodd y rhain eu grwpio o amgylch themâu'r newid i'r dull a'r gweithredu newydd, gan weld y canllawiau yn "rhy ddelfrydgar" a mynegi pryder penodol am ddiffyg manylder.

en-gb	Additional mailbox respondents were also mixed in their responses to this question, with suggestions that more detail was needed for practical application.
cy-gb	Roedd ymatebwyr y blwch post ychwanegol hefyd yn gymysg yn eu hymatebion i'r cwestiwn hwn, gydag awgrymiadau bod angen mwy o fanylder ar gyfer gweithredu ymarferol.

en-gb	2.18  The positives conveyed included that the Learner Entitlement demonstrates assessing what has been taught, teaching in four components rather than in strict disciplines, and that teaching and learning need to be balanced.
cy-gb	2.19  Roedd y pethau cadarnhaol a gyflewyd yn cynnwys bod yr Hawl i Ddysgu yn dangos asesu'r hyn a ddysgwyd, addysgu mewn pedair cydran yn hytrach nag mewn disgyblaethau caeth, a bod angen cydbwyso addysgu a dysgu.

en-gb	Level of detail
cy-gb	Graddau’r manylder

en-gb	2.19  The majority of practitioners responding to the main consultation either disagreed or strongly disagreed (60 per cent; 28) with Question 4, that the 14 to 16 learning guidance contains a sufficient level of detail.
cy-gb	2.20  Roedd mwyafrif yr ymarferwyr a ymatebodd i'r prif ymgynghoriad naill ai'n anghytuno neu'n anghytuno'n gryf (60 y cant; 28) gyda Chwestiwn 4, bod y canllawiau dysgu 14 i 16 yn cynnwys digon o fanylder.

en-gb	Some focus group practitioners felt it was sufficiently detailed, but that general levels of understanding would depend on the background knowledge of individuals.
cy-gb	Roedd rhai ymarferwyr grwpiau ffocws yn teimlo eu bod yn ddigon manwl, ond y byddai lefelau cyffredinol o ddealltwriaeth yn dibynnu ar wybodaeth gefndir unigolion.

en-gb	To what extent do you agree that the 14 to 16 learning guidance contains a sufficient level of detail?
cy-gb	I ba raddau rydych chi'n cytuno bod y canllawiau dysgu 14 i 16 yn cynnwys digon o fanylder?

en-gb	2.20  In addition, most parent and carer consultation respondents (72 per cent; 26) did not feel that the entitlement captures everything important to their child at 14 to 16.
cy-gb	2.21  Yn ogystal, nid oedd y mwyafrif o rieni a gofalwyr a ymatebodd i’r ymgynghoriad (72 y cant; 26) yn teimlo bod yr hawl yn cynnwys popeth sy'n bwysig i'w plentyn yn 14 i 16 oed.

en-gb	Parent and carer respondents emphasised the need for a broader range of subjects, and shared concerns about the emphasis on mandatory subjects like Welsh and Religious Education as they were perceived to limit learners' ability to pursue subjects that better align with their career aspirations.
cy-gb	Pwysleisiodd ymatebwyr rhieni a gofalwyr yr angen am ystod ehangach o bynciau, a rhannwyd pryderon am y pwyslais ar bynciau gorfodol fel Addysg Gymraeg a Chrefyddol gan eu bod o’r farn eu bod yn yn cyfyngu ar allu dysgwyr i ddilyn pynciau sy'n fwy cydnaws â'u dyheadau gyrfaol.

en-gb	Does the entitlement capture everything important to your child at 14 to 16?
cy-gb	A yw’r hawl yn cynnwys popeth sy’n bwysig i’ch plentyn yn 14 i 16 oed?

en-gb	2.21  Several parent and carer consultation respondents also expressed concern that science is not being sufficiently prioritised in the Learner Entitlement, given its importance in helping learners to understand the world and develop essential skills.
cy-gb	2.22  Roedd nifer o rieni a gofalwyr a ymatebodd yn mynegi pryder hefyd nad yw gwyddoniaeth yn cael ei flaenoriaethu'n ddigonol yn yr Hawl i Ddysgu, o ystyried ei bwysigrwydd o ran helpu dysgwyr i ddeall y byd a datblygu sgiliau hanfodol.

en-gb	This was also mentioned in relation to digital competence.
cy-gb	Soniwyd am hyn hefyd mewn perthynas â chymhwysedd digidol.

en-gb	2.22  Amongst the small number of parent and carer consultation respondents who felt that the entitlement does capture everything important to their child, there was the perception that the new curriculum offer will better meet the needs of learners with different academic abilities and learning styles, by accommodating both academic and vocational pathways.
cy-gb	2.23  Ymhlith y nifer fach o rieni a gofalwyr a ymatebodd a oedd yn teimlo bod yr hawl yn cynnwys popeth sy'n bwysig i'w plentyn, roedd canfyddiad y bydd y cynnig cwricwlwm newydd yn diwallu anghenion dysgwyr sydd â galluoedd academaidd ac arddulliau dysgu gwahanol yn well, trwy ddarparu ar gyfer llwybrau academaidd a galwedigaethol.

en-gb	2.23  The greatest proportion of learner survey respondents (45 per cent; 157) were unsure as to whether there was anything missing from this entitlement that is important to 14 to 16 year old learners.
cy-gb	2.24  Roedd y gyfran fwyaf o ymatebwyr yr arolwg dysgwyr (45 y cant; 157) yn ansicr a oedd unrhyw beth ar goll o'r hawl hon sy'n bwysig i ddysgwyr 14 i 16 oed.

en-gb	A further 37 per cent (127) of respondents didn’t think there was anything missing.
cy-gb	Roedd 37% arall (127) o'r ymatebwyr yn credu nad oedd dim byd ar goll.

en-gb	Figure 2.11 Learner Survey Question 4:
cy-gb	Ffigur 2.11 Cwestiwn 4 yr Arolwg Dysgwyr:

en-gb	Is there anything missing from this entitlement that is important to 14 to 16 year old learners?
cy-gb	A oes unrhyw beth ar goll o'r hawl hon sy'n bwysig i ddysgwyr 14 i 16 oed?

en-gb	2.24  Learner survey respondents who believed that there was something missing from this entitlement that is important to 14 to 16 year olds, expressed a range of opinions relating to the development of specific life skills, employability, and their desire for a wide range of subjects studied including the provision of creative activities.
cy-gb	2.25  Roedd ymatebwyr yr arolwg i ddysgwyr a oedd yn credu bod rhywbeth ar goll o'r hawl hon sy'n bwysig i bobl ifanc 14 i 16 oed, yn mynegi amrywiaeth o farnau yn ymwneud â datblygu sgiliau bywyd penodol, cyflogadwyedd, a'u hawydd am ystod eang o bynciau i’w hastudio, gan gynnwys darparu gweithgareddau creadigol.

en-gb	2.25  Of the additional mailbox correspondence, responses were mixed, with a few respondents suggesting the need for additional information such as practical examples, modelling options listing including how mandatory requirements are met, and for the sections to be more balanced.
cy-gb	2.26  O'r ohebiaeth blwch post ychwanegol, cymysg oedd yr ymatebion, gydag ychydig o ymatebwyr yn awgrymu'r angen am wybodaeth ychwanegol fel enghreifftiau ymarferol, rhestru opsiynau modelu gan gynnwys sut y bodlonir gofynion gorfodol, ac i'r adrannau fod yn fwy cytbwys.

en-gb	Impact on school workforce
cy-gb	Effaith ar weithlu ysgolion

en-gb	2.26  Many practitioners responding qualitatively to Question 5 of the consultation raised high levels of concern relating to a perception of increased workload due to the proposed changes and new expectations of the curriculum.
cy-gb	2.27  Roedd llawer o ymarferwyr a ymatebodd yn ansoddol i Gwestiwn 5 yr ymgynghoriad yn mynegi pryderon mawr yn ymwneud â chanfyddiad o lwyth gwaith cynyddol oherwydd y newidiadau arfaethedig a disgwyliadau newydd y cwricwlwm.

en-gb	Three organisational respondents suggested that the proposal would likely have an effect on workloads initially, due to increased planning, the method and approach of assessment, collaboration, low staffing levels and additional resource needed to manage workloads effectively, as well as the challenge of interpreting the guidance.
cy-gb	Awgrymodd tri ymatebydd ar ran sefydliadau y byddai'r cynnig yn debygol o gael effaith ar lwyth gwaith i ddechrau, oherwydd mwy o gynllunio, y dull asesu, cydweithio, lefelau staffio isel ac adnoddau ychwanegol sydd eu hangen i reoli llwyth gwaith yn effeithiol, yn ogystal â'r her o ddehongli'r canllawiau.

en-gb	This was echoed by the practitioner focus group participants and the consultation respondents.
cy-gb	Ategwyd hyn gan gyfranogwyr y grŵp ffocws ymarferwyr ac ymatebwyr i’r ymgynghoriad.

en-gb	2.27  Whilst some education practitioners mentioned in the focus groups that they expected an increase in workload as schools prepare and implement the changes, they also recognised overall CfW goals, that the intention of CfW is partly a reduction of paperwork and workload.
cy-gb	2.28  Er bod rhai ymarferwyr addysg yn crybwyll yn y grwpiau ffocws eu bod yn disgwyl cynnydd mewn llwyth gwaith wrth i ysgolion baratoi a gweithredu'r newidiadau, roeddent hefyd yn cydnabod nodau cyffredinol y Cwricwlwm i Gymru, ac mai rhan o fwriad y Cwricwlwm yw lleihau gwaith papur a llwyth gwaith.

en-gb	Some of the practitioner consultation survey responses suggested that ambiguity surrounding the 14 to 16 curriculum requirements could  affect staff morale and job satisfaction.
cy-gb	Awgrymodd rhai o’r ymarferwyr a ymatebodd i’r arolwg y gallai amwysedd ynghylch gofynion 14 i 16 y cwricwlwm effeithio ar forâl staff a boddhad swydd.

en-gb	Impact on specific groups of learners
cy-gb	Effaith ar grwpiau penodol o ddysgwyr

en-gb	2.28  Many education practitioners responding qualitatively to Question 6 of the main consultation believed that the policy will negatively affect the more disadvantaged students.
cy-gb	2.29  Roedd llawer o ymarferwyr addysg a ymatebodd yn ansoddol i Gwestiwn 6 y prif ymgynghoriad yn credu y bydd y polisi yn effeithio'n negyddol ar y myfyrwyr mwy difreintiedig.

en-gb	Conversely, some responses identified that the policy would allow schools to offer a more diverse curriculum which they felt would be able to better meet the needs of all learners.
cy-gb	Ar y llaw arall, roedd rhai ymatebion yn nodi y byddai'r polisi yn caniatáu i ysgolion gynnig cwricwlwm mwy amrywiol y teimlent y byddai’n gallu diwallu anghenion pob dysgwr yn well.

en-gb	(Question 6 was framed as an open question in the main consultation, hence the lack of Figure illustrating quantitative responses).
cy-gb	(Fframiwyd cwestiwn 6 fel cwestiwn agored yn y prif ymgynghoriad, a dyna pam nad oes Ffigur yn darlunio ymatebion meintiol).

en-gb	2.29  Of the parent and carer respondents who answered Question 6, there was an even split between those who strongly agreed and agreed (40 per cent; 15), versus those who disagreed and strongly disagreed (40 per cent; 15) that the policy promotes opportunities for all learners, including those from economically disadvantaged backgrounds, with ALN, and other protected characteristics.
cy-gb	2.30  O'r rhieni a'r gofalwyr a atebodd gwestiwn 6, roedd rhaniad cyfartal rhwng y rhai a gytunodd yn gryf ac a gytunodd (40 y cant; 15), a’r rhai a oedd yn anghytuno ac yn anghytuno'n gryf (40 y cant; 15) bod y polisi yn hyrwyddo cyfleoedd i bob dysgwr, gan gynnwys y rhai o gefndiroedd difreintiedig yn economaidd, ag ADY, a nodweddion gwarchodedig eraill.

en-gb	Do you agree that the policy promotes opportunities for all learners, including those from economically disadvantaged backgrounds, with ALN, and other protected characteristics?
cy-gb	A ydych yn cytuno bod y polisi yn hyrwyddo cyfleoedd i bob dysgwr, gan  gynnwys dysgwyr o gefndiroedd difreintiedig yn economaidd, dysgwyr ag  anghenion dysgu ychwanegol, a dysgwyr â nodweddion gwarchodedig eraill?

en-gb	2.30  Some respondents agreed that the policy has the potential to support these opportunities but stressed that effective implementation and teacher training were crucial.
cy-gb	2.31  Cytunai rhai ymatebwyr fod gan y polisi y potensial i gefnogi'r cyfleoedd hyn ond roeddent yn pwysleisio bod gweithredu effeithiol a hyfforddiant i athrawon yn hanfodol.

en-gb	Other respondents expressed scepticism about the effectiveness of the policy in practice to support economically disadvantaged learners and those with ALN and had concerns that the curriculum remains too academically focused.
cy-gb	Roedd ymatebwyr eraill yn mynegi amheuaeth ynghylch effeithiolrwydd ymarferol y polisi i gefnogi dysgwyr dan anfantais economaidd a'r rhai ag ADY ac roedd ganddynt bryderon bod y cwricwlwm yn parhau i ganolbwyntio gormod ar ystyriaethau academaidd.

en-gb	The respondents suggested that these changes could have a negative impact, leading some parents and carers to comment on a preference for the system Iin England.
cy-gb	Awgrymai’r ymatebwyr y gallai'r newidiadau hyn gael effaith negyddol, gan arwain at rai rhieni a gofalwyr i wneud sylwadau bod yn well ganddynt y system sydd ar waith yn Lloegr.

en-gb	2.31  Learners felt that the policy will have a particular impact on learners from economically disadvantaged backgrounds (40 per cent; 109), followed by learners with ALN (39 per cent; 103) and finally Welsh medium learners in Years 10 and 11 (37 per cent; 100).
cy-gb	2.32  Roedd dysgwyr yn teimlo y bydd y polisi yn cael effaith benodol ar ddysgwyr o gefndiroedd economaidd difreintiedig (40 y cant; 109), ac yna dysgwyr ag ADY (39 y cant; 103) ac yn olaf dysgwyr cyfrwng Cymraeg ym Mlynyddoedd 10 ac 11 (37 y cant; 100).

en-gb	Of the respondents who selected “other,” learners mentioned both that they felt there would be an impact on all groups, or no specific impact on any of the groups.
cy-gb	O'r ymatebwyr a ddewisodd "arall," soniodd dysgwyr eu bod yn teimlo y byddai effaith ar bob grŵp, neu ddim effaith benodol ar unrhyw un o'r grwpiau.

en-gb	Do you think this offer will have a particular impact on specific groups of learners, such as:
cy-gb	Ydych chi’n meddwl y bydd y cynnig hwn yn cael effaith benodol ar grwpiau penodol o ddysgwyr, fel:

en-gb	Welsh medium learners in Year 10 and 11, Learners from economically disadvantaged backgrounds, Learners with ALN, and other protected characteristics?
cy-gb	Dysgwyr cyfrwng Cymraeg ym Mlwyddyn 10 ac 11, Dysgwyr o gefndiroedd difreintiedig, Dysgwyr ag anghenion dysgu ychwanegol, Arall?

en-gb	Welsh medium
cy-gb	Dysgwyr cyfrwng Cymraeg

en-gb	Learners from
cy-gb	Dysgwyr o

en-gb	Learners with ALN
cy-gb	Dysgwyr ag

en-gb	backgrounds
cy-gb	gefndiroedd

en-gb	learners in Years 10 and 11
cy-gb	Mlynyddoedd 10 ac 11

en-gb	disadvantaged
cy-gb	difreintiedig

en-gb	2.32  Additional mailbox correspondence respondents drew attention to those from lower socio-economic backgrounds who may be disadvantaged through lack of access to extra-curricular activities, trips and other out of school learning experiences.
cy-gb	2.33  Roedd  ymatebwyr i’r ohebiaeth blwch post ychwanegol yn tynnu sylw at y rhai o gefndiroedd economaidd-gymdeithasol is a allai fod dan anfantais oherwydd diffyg mynediad at weithgareddau allgyrsiol, tripiau a phrofiadau dysgu eraill y tu allan i'r ysgol.

en-gb	2.33  Parents, practitioners, and other responses received via email, also referred to the lack of resources to make changes, and to support ALN learners, all of which could potentially exacerbate existing inequalities for smaller or rural schools.
cy-gb	2.34  Cyfeiriodd rhieni, ymarferwyr ac ymatebwyr eraill a dderbyniwyd drwy e-bost, hefyd at y diffyg adnoddau i wneud newidiadau, ac i gefnogi dysgwyr ADY, a gallai pob un ohonynt waethygu anghydraddoldebau presennol i ysgolion llai neu ysgolion gwledig.

en-gb	Effects of the guidance on the Welsh Language
cy-gb	Effeithiau'r canllawiau ar y Gymraeg

en-gb	2.34  Most parent and carer survey respondents (43%; 16) agreed or neither agreed nor disagreed (38%; 14) to Question 7 that the policy promotes opportunities for learners to use the Welsh Language.
cy-gb	2.35  Roedd mwyafrif y rhieni a gofalwyr a ymatebodd i’r arolwg (43%; 16) yn cytuno neu'n anghytuno (38%; 14) â Chwestiwn 7 bod y polisi yn hyrwyddo cyfleoedd i ddysgwyr ddefnyddio'r Gymraeg.

en-gb	Of those who both agreed and disagreed, there were consistent calls for a balance of emphasis on the Welsh language alongside other areas of study.
cy-gb	O'r rhai a gytunodd ac a anghytunodd, roedd galwadau cyson am gydbwysedd o ran pwyslais ar y Gymraeg ochr yn ochr â meysydd astudio eraill.

en-gb	Figure 2.14 Parent and Carer Survey Question 7:
cy-gb	Ffigur 2.14 Cwestiwn 7 yr Arolwg i Rieni a Gofalwyr:

en-gb	Do you agree the policy promotes opportunities for learners to use the Welsh language?
cy-gb	Ydych chi'n cytuno bod y polisi yn hyrwyddo cyfleoedd i ddysgwyr ddefnyddio'r Gymraeg?

en-gb	2.35  Most practitioner respondents to the main consultation also agreed to Question 7, the guidance will have positive effects on the use of Welsh language, providing that the right measures are put in place to facilitate the changes.
cy-gb	2.36  Cytunai’r rhan fwyaf o ymarferwyr a ymatebodd i'r prif ymgynghoriad hefyd â Chwestiwn 7, y bydd y canllawiau yn cael effeithiau cadarnhaol ar y defnydd o'r Gymraeg, cyn belled â bod y mesurau cywir yn cael eu rhoi ar waith i hwyluso'r newidiadau.

en-gb	2.36  Many responses from the main consultation, parent and carer and the additional mailbox correspondence noted the insufficient number of teachers across Wales with the necessary Welsh language skills to deliver a bilingual curriculum effectively.
cy-gb	2.37  Roedd llawer o ymatebion cyffredinol i'r prif ymgynghoriad, gan rieni a gofalwr ac o'r ohebiaeth blwch post ychwanegol yn nodi nad oedd digon o athrawon ledled Cymru gyda'r sgiliau Cymraeg angenrheidiol i gyflwyno cwricwlwm dwyieithog yn effeithiol.

en-gb	In the consultation, there was a call for the curriculum to focus more on developing fluent Welsh speakers rather than just meeting basic requirements.
cy-gb	Yn yr ymgynghoriad, roedd galw ar i'r cwricwlwm ganolbwyntio mwy ar ddatblygu siaradwyr Cymraeg rhugl yn hytrach na bodloni gofynion sylfaenol yn unig.

en-gb	Some responses also suggested a need for a more balanced and rigorous approach in English medium schools to promote Welsh language fluency.
cy-gb	Roedd rhai ymatebion hefyd yn awgrymu bod angen dull mwy cytbwys a thrylwyr mewn ysgolion cyfrwng Saesneg i hyrwyddo rhuglder yn y Gymraeg.

en-gb	2.37  Additional mailbox correspondence respondents noted the importance of Welsh language in the workplace and the opportunities to study through the medium of Welsh outside of the classroom would have a positive effect in normalising the use of Welsh as a life and work skill.
cy-gb	2.38  Roedd ymatebwyr ychwanegol yr ohebiaeth blwch post yn nodi pwysigrwydd y Gymraeg yn y gweithle ac y byddai'r cyfleoedd i astudio trwy gyfrwng y Gymraeg y tu allan i'r ystafell ddosbarth yn cael effaith gadarnhaol wrth normaleiddio'r defnydd o'r Gymraeg fel sgil bywyd a gwaith.

en-gb	2.38  These respondents also noted potential negative effects of the proposals, particularly in relation to the emphasis on qualifications and the wording of the guidance not providing sufficient clarity.
cy-gb	2.39  Roedd yr ymatebwyr hyn hefyd yn nodi effeithiau negyddol posibl y cynigion, yn enwedig mewn perthynas â'r pwyslais ar gymwysterau ac nad yw geiriad y canllawiau yn rhoi digon o eglurder.

en-gb	Some parents and carers also conveyed that the current emphasis on the Welsh language against the perceived prioritisation of other subjects could potentially be having a negative effect.
cy-gb	Roedd rhai rhieni a gofalwyr hefyd yn cyfleu y gallai'r pwyslais presennol ar y Gymraeg yn hytrach na blaenoriaethu pynciau eraill fod â’r potensial i gael effaith negyddol.

en-gb	Positive or negative effects on the Welsh Language
cy-gb	Effeithiau cadarnhaol neu negyddol ar y Gymraeg

en-gb	2.39  There was limited feedback to Question 8 of the consultation which asked whether the learning guidance could be formulated or changed so as to have positive effects or mitigate any negative effects on using the Welsh language.
cy-gb	2.40  Prin oedd yr adborth i gwestiwn 8 yr ymgynghoriad a oedd yn gofyn a ellid llunio neu newid y canllawiau dysgu er mwyn cael effeithiau cadarnhaol neu liniaru unrhyw effeithiau negyddol ar ddefnyddio'r Gymraeg.

en-gb	However, many consultation respondents believed that there would be no real change in the use or teaching of the Welsh language.
cy-gb	Fodd bynnag, roedd llawer o ymatebwyr yr ymgynghoriad yn credu na fyddai unrhyw newid gwirioneddol yn y defnydd o’r Gymraeg nac mewn addysgu’r Gymraeg.

en-gb	2.40  Additional mailbox correspondence suggested that guidance should be linked with the Welsh Education Bill and include a more consistent language to mitigate any negative effects on the use of Welsh language and prevent incorrect interpretation.
cy-gb	2.41  Roedd gohebiaeth blwch post ychwanegol yn nodi y dylid cysylltu’r canllawiau â’r Bil Addysg Gymraeg a chynnwys iaith fwy cyson i liniaru unrhyw effeithiau negyddol ar y defnydd o'r Gymraeg ac atal dehongli anghywir.

en-gb	Additional comments
cy-gb	Sylwadau ychwanegol

en-gb	2.41  Some learner survey respondents and focus group parent and carer participants to Question 9 raised scepticism on the need for change and the overall purpose of the guidance and felt that clarity is needed around the rationale for any proposals.
cy-gb	2.42  Roedd rhai ymatebwyr i’r arolwg dysgwyr a rhieni a gofalwyr a gymerodd ran mewn grwpiau ffocws i gwestiwn 9 yn codi amheuaeth ynghylch yr angen am newid a diben cyffredinol y canllawiau a theimlwyd bod angen eglurder ynghylch y sail resymegol dros unrhyw gynigion.

en-gb	2.42  Many practitioner consultation respondents to this question expressed concerns relating to logistical and practical challenges, specifically insufficient staffing, and timetable constraints, particularly in relation to teaching learners in years 10 and 11.
cy-gb	2.43  Mynegodd llawer o ymarferwyr a ymatebodd i’r cwestiwn hwn bryderon yn ymwneud â heriau logistaidd ac ymarferol, yn enwedig staff annigonol, a chyfyngiadau amserlen, yn enwedig mewn perthynas ag addysgu dysgwyr ym mlynyddoedd 10 ac 11.

en-gb	2.43  Some respondents from different stakeholder groups expressed concerns surrounding the clarity and the consistency in the proposed guidance, adding that there is frequent use of vague terminology in the statutory obligations.
cy-gb	2.44  Mynegodd rhai ymatebwyr o wahanol grwpiau rhanddeiliaid bryderon ynghylch eglurder a chysondeb y canllawiau arfaethedig, gan ychwanegu bod defnydd aml o derminoleg amwys yn y rhwymedigaethau statudol.

en-gb	There is a lack of guidance on how the new skills suite will relate to performance measures, and whether these will be compulsory or not.
cy-gb	Mae diffyg arweiniad ar sut y bydd y gyfres sgiliau newydd yn ymwneud â mesurau perfformiad, ac a fydd y rhain yn orfodol ai peidio.

en-gb	2.44  There were some concerns from focus group practitioners about how exams and monitoring will be set up if schools are “teaching different things.”
cy-gb	2.45  Roedd rhai pryderon gan ymarferwyr grwpiau ffocws ynglŷn â sut y bydd arholiadau a monitro'n cael eu sefydlu os yw ysgolion yn "dysgu pethau gwahanol".

en-gb	It was felt that there is a need to clarify and better regulate the “baseline” experience every year 10 and 11 learner should have at school.
cy-gb	Teimlwyd bod angen egluro a rheoleiddio'n well y profiad "sylfaenol" yn well y dylai pob dysgwr blwyddyn 10 ac 11 ei gael yn yr ysgol.

en-gb	2.45  Learners appreciated the breadth of the curriculum, but noted potential stigma and inclusion issues when considering all groups of learners with differing needs and wondered how this would be implemented so that all 14 to 16 learning is seen as important.
cy-gb	2.46  Roedd y dysgwyr yn gwerthfawrogi ehangder y cwricwlwm, ond yn nodi problemau posibl o ran stigma a chynhwysiant wrth ystyried pob grŵp o ddysgwyr ag anghenion gwahanol ac yn meddwl sut y byddai hyn yn cael ei weithredu fel bod pob dysgu 14 i 16 yn cael ei ystyried yn bwysig.

en-gb	2.46  Some practitioners were concerned about how Estyn will interpret the guidance, and that clarity for schools about the detail of what will be monitored by Estyn, would be important.
cy-gb	2.47  Roedd rhai ymarferwyr yn pryderu am sut y bydd Estyn yn dehongli'r canllawiau, ac y byddai eglurder i ysgolion ynghylch manylion yr hyn fydd yn cael ei fonitro gan Estyn, yn bwysig.

en-gb	Annex
cy-gb	Atodiadau

en-gb	Annex A – Methodology
cy-gb	Atodiad A – Methodoleg

en-gb	3.1  The engagement and consultation analysis followed a mixed–method sequential approach to capture as comprehensive a picture as possible on the draft 14 to 16 learning guidance.
cy-gb	3.1  Roedd y dadansoddiad o’r cyd-drafod a’r ymgynghori yn dilyn dull dilyniannol cymysg i geisio cael darlun mor gynhwysfawr â phosibl ar y canllawiau dysgu 14 i 16 drafft.

en-gb	Overview of qualitative engagement
cy-gb	Trosolwg o’r cyd-drafod ansoddol

en-gb	3.2  Miller Research engaged a sample of 30 education practitioners, parents and carers, and learners in focus groups and interviews to gather more indepth feedback for the consultation.
cy-gb	3.2  Cysylltodd Miller Research â sampl o 30 o ymarferwyr addysg, rhieni a gofalwyr, a dysgwyr mewn grwpiau ffocws a chyfweliadau i gasglu adborth manylach ar gyfer yr ymgynghoriad.

en-gb	Focus groups were the primary method of engagement and interviews were conducted with individuals who could not attend the focus groups offered.
cy-gb	Grwpiau ffocws oedd y prif ddull o drafod a chynhaliwyd cyfweliadau gydag unigolion na allent fynychu'r grwpiau ffocws a gynigiwyd.

en-gb	The qualitative engagement included two focus groups and two interviews with education practitioners in Wales, and three focus groups of parents and carers of learners at schools in Wales.
cy-gb	Roedd y trafod ansoddol yn cynnwys dau grŵp ffocws a dau gyfweliad gydag ymarferwyr addysg yng Nghymru, a thri grŵp ffocws o rieni a gofalwyr dysgwyr mewn ysgolion yng Nghymru.

en-gb	Learners were engaged at an existing Qualifications Wales Learner Group session, and via a short, simplified survey designed specifically to elicit learner feedback.
cy-gb	Bu dysgwyr yn cymryd rhan mewn sesiwn Grŵp Dysgwyr a oedd eisoes yn bod gan Gymwysterau Cymru, a thrwy arolwg symlach, byr a luniwyd yn benodol i ennyn adborth dysgwyr.

en-gb	3.3  A mix of recruitment strategies were used.
cy-gb	3.3  Defnyddiwyd cymysgedd o strategaethau recriwtio.

en-gb	For education practitioners, invitations were sent directly to a sample of schools and regional education consortia using publicly available contact information and advertised via Dysg, the Welsh Government’s education newsletter.
cy-gb	Ar gyfer ymarferwyr addysg, anfonwyd gwahoddiadau'n uniongyrchol at sampl o ysgolion a chonsortia addysg rhanbarthol gan ddefnyddio gwybodaeth gyswllt sydd ar gael i'r cyhoedd a'u hysbysebu trwy Dysg, cylchlythyr addysg Llywodraeth Cymru.

en-gb	For parents and carers, invitations were distributed via the email newsletters and social media of Children in Wales’ Parent Connect, Governor’s Cymru, ParentKind, and a sample of governor’s support offices.
cy-gb	Ar gyfer rhieni a gofalwyr, dosbarthwyd gwahoddiadau trwy gylchlythyrau e-bost a chyfryngau cymdeithasol Cyswllt Rhieni Plant yng Nghymru, Governors Cymru, ParentKind, a sampl o swyddfeydd cymorth llywodraethwyr.

en-gb	The Qualifications Wales learner group was a pre-existing group which Miller Research was invited to join, and the learner survey tool was distributed by Children in Wales and shared with the practitioners who participated in the focus groups.
cy-gb	Roedd grŵp dysgwyr Cymwysterau Cymru yn grŵp a oedd yn bodoli eisoes y gwahoddwyd Miller Research i ymuno ag ef, a dosbarthwyd y pecyn arolwg dysgwyr gan Blant yng Nghymru a'i rannu gyda'r ymarferwyr a gymerodd ran yn y grwpiau ffocws.

en-gb	3.4  In total, two focus groups and two interviews with practitioners were held, two focus groups with parents and carers, and one focus group with learners were held.
cy-gb	3.4  Cynhaliwyd cyfanswm o ddau grŵp ffocws a dau gyfweliad gydag ymarferwyr, dau grŵp ffocws gyda rhieni a gofalwyr, a chynhaliwyd un grŵp ffocws gyda dysgwyr.

en-gb	The learner self-completion survey tool received 340 complete responses, all received in English.
cy-gb	Derbyniodd yr arolwg hunan-gwblhau ar gyfer dysgwyr 340 o ymatebion cyflawn, a derbyniwyd pob un yn Saesneg.

en-gb	Approach to analysis of consultation responses and qualitative data
cy-gb	Dull o ddadansoddi ymatebion a data ansoddol yr ymgynghoriad

en-gb	3.5  Consultation responses and notes from focus groups and interviews were manually coded and analysed by at least two researchers on a question-byquestion basis using thematic analysis.
cy-gb	3.5  Cafodd ymatebion a nodiadau ymgynghori gan grwpiau ffocws a chyfweliadau eu codio a'u dadansoddi â llaw gan o leiaf ddau ymchwilydd gwestiwn wrth gwestiwn gan ddefnyddio dadansoddiad thematig.

en-gb	Common themes and patterns were drawn out and highlighted, with researchers collaborating to produce a comprehensive summary of responses.
cy-gb	Tynnwyd sylw at themâu a phatrymau cyffredin, gydag ymchwilwyr yn cydweithio i gynhyrchu crynodeb cynhwysfawr o ymatebion.

en-gb	All responses were analysed in the language medium of submission, meaning that Welsh responses were analysed in the medium of Welsh to allow for full and nuanced understanding of the meaning of the responses.
cy-gb	Dadansoddwyd yr holl ymatebion yn y cyfrwng iaith cyflwyno, sy'n golygu bod ymatebion Cymraeg yn cael eu dadansoddi drwy gyfrwng y Gymraeg er mwyn caniatáu dealltwriaeth lawn a thrylwyr o ystyr yr ymatebion.

en-gb	Where respondents crossreferenced earlier elements of their responses or repeated content verbatim from question to question, the first instance of this response was prioritised in analysis.
cy-gb	Pan oedd ymatebwyr yn croesgyfeirio elfennau cynharach o'u hymatebion neu’n ailadrodd cynnwys air air am air o gwestiwn i gwestiwn, blaenoriaethwyd yr achos cyntaf o'r ymateb hwn wrth ddadansoddi.

en-gb	3.6  Categorical questions were analysed using Microsoft Excel Pivot Tables.
cy-gb	3.6  Dadansoddwyd cwestiynau categorïaidd gan ddefnyddio Microsoft Excel Pivot Tables.

en-gb	All percentages are based on the total number of responses to that specific question to account for varying levels of non-response.
cy-gb	Mae pob canran yn seiliedig ar gyfanswm yr ymatebion i'r cwestiwn penodol hwnnw i gyfrif am lefelau amrywiol o ddiffyg ymateb.

en-gb	Overview of responses to official consultation
cy-gb	Trosolwg o'r ymatebion i’r ymgynghoriad swyddogol

en-gb	3.7  There were a total of 103 responses.
cy-gb	3.7  Cafwyd cyfanswm o 103 o ymatebion.

en-gb	Responses 1-31 flagged as being submitted before an explicit mention for respondents to read the guidance documents in advance of completing the consultation.
cy-gb	Tynnwyd sylw at ymatebion 1-31 fel rhai a gafodd eu cyflwyno cyn bod sôn penodol i ymatebwyr ddarllen y dogfennau cyfarwyddyd cyn cwblhau'r ymgynghoriad.

en-gb	Whilst these responses were initially analysed separately from the rest of the responses received, no significant themes were identified between the two groups of respondents.
cy-gb	Er bod yr ymatebion hyn wedi'u dadansoddi i ddechrau ar wahân i weddill yr ymatebion a dderbyniwyd, ni chanfuwyd unrhyw themâu arwyddocaol rhwng y ddau grŵp o ymatebwyr.

en-gb	Annex B - Consultation Questions
cy-gb	Atodiad B – Cwestiynau’r Ymgynghoriad

en-gb	Questions for all stakeholders
cy-gb	Cwestiynau i’r holl randdeiliaid

en-gb	Are you responding as a parent or carer?
cy-gb	Ydych chi’n ymateb fel rhiant neu ofalwr?

en-gb	Do you work in or support the delivery of education?
cy-gb	Ydych chi’n gweithio mewn addysg neu’n cefnogi dapariaeth addysg?

en-gb	If yes, what is your organisation?
cy-gb	Os ydych chi, beth yw eich sefydliad?

en-gb	(If no continue to (iii) below)
cy-gb	(Os na parhewch i (iii) isod)

en-gb	What is your primary role?
cy-gb	Beth yw eich prif rôl?

en-gb	If you do not work in or support the delivery of education, in what capacity would you like to provide feedback?
cy-gb	Os nad ydych chi’n gweithio mewn addysg na’n cefnogi’r ddarpariaeth, ym mha swyddogaeth yr hoffech roi adborth?

en-gb	Are you providing feedback on behalf of an organisation or group?
cy-gb	Ydych chi’n rhoi adborth ar ran sefydliad neu grwp?

en-gb	If 'yes' please specify
cy-gb	Os ydych chi, nodwch os gwelwch yn dda

en-gb	To what extent do you agree that the 14 to 16 learning guidance helps you to understand your statutory obligations for 14 to 16 learners under Curriculum for Wales?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn eich helpu i ddeall eich rhwymedigaethau statudol ar gyfer dysgwyr 14 i 16 oed o fewn Cwricwlwm i Gymru?

en-gb	To what extent do you agree that the 14 to 16 learning guidance helps you to understand how the qualifications offer should be used to support a 14 to 16 curriculum offer for learners under Curriculum for Wales?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn eich helpu i ddeall sut y dylid defnyddio'r cynnig o gymwysterau i gefnogi cwricwlwm 14 i 16 i ddysgwyr o fewn Cwricwlwm i Gymru?

en-gb	To what extent do you agree that the 14 to 16 learning guidance helps you to understand how a 14 to 16 curriculum offer should be designed?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn eich helpu i ddeall sut y dylai cynnig cwricwlwm 14 i 16 gael ei gynllunio?

en-gb	To what extent do you agree that the 14 to 16 learning guidance contains a sufficient level of detail?
cy-gb	I ba raddau rydych chi'n cytuno bod y Canllawiau Dysgu 14 i 16 yn cynnwys digon o fanylder?

en-gb	We would like to know your views on the effects that the policy outlined in the 14 to 16 learning guidance will have on the school workforce, including any impact it might have on workloads.
cy-gb	Hoffem wybod eich barn am yr effeithiau y bydd y polisi a amlinellir yn y Canllawiau Dysgu 14 i 16 yn eu cael ar weithlu'r ysgolion, gan gynnwys unrhyw effaith y gallai ei chael ar lwyth gwaith.

en-gb	We would like to know your views on the effects that the policy outlined in the 14 to 16 learning guidance will have on the diverse needs of individual learners, including those from disadvantaged backgrounds and those who share protected characteristics (as set out under the Equality Act 2010).
cy-gb	Hoffem wybod eich barn am yr effeithiau y bydd y polisi a amlinellir yn y Canllawiau Dysgu 14 i 16 yn eu cael ar anghenion amrywiol dysgwyr unigol, gan gynnwys y rhai o gefndiroedd difreintiedig a'r rhai sy'n rhannu nodweddion gwarchodedig (fel y nodir o dan Ddeddf Cydraddoldeb 2010).

en-gb	Parent and Carer Questions
cy-gb	Cwestiynau i rieni a gofalwyr

en-gb	Do you understand what a school should be offering your child in Years 10 & 11?
cy-gb	Ydych chi’n deall beth ddylai ysgol fod yn ei gynnig i’ch plentyn ym  mlynyddoedd 10 ac 11?

en-gb	Do you agree with the Welsh Government’s 14 to 16 Learner Entitlement?
cy-gb	A ydych yn cytuno â Hawl i Ddysgu 14 i 16 Llywodraeth Cymru?

en-gb	Are there things that are important to your child’s learning at 14 to 16 not captured by the entitlement and if so, what?
cy-gb	A oes yna bethau sy’n bwysig i ddysgu eich plentyn yn 14 i 16 oed nad ydynt  wedi’u cynnwys yn yr hawl, ac os felly beth?

en-gb	Do you agree the policy promotes opportunities for learners to use the Welsh language?
cy-gb	A ydych yn cytuno bod y polisi yn hyrwyddo cyfleoedd i ddysgwyr ddefnyddio’r  Gymraeg?

en-gb	Do you agree that the policy promotes opportunities for all learners, including those from economically disadvantaged backgrounds, with Additional Learning Needs, and protected characteristics (disability, gender reassignment, pregnancy and maternity, race; religion or belief, sex, sexual orientation)?
cy-gb	A ydych yn cytuno bod y polisi yn hyrwyddo cyfleoedd i bob dysgwr, gan  gynnwys dysgwyr o gefndiroedd difreintiedig yn economaidd, dysgwyr ag  anghenion dysgu ychwanegol, a dysgwyr â nodweddion gwarchodedig  (anabledd, ailbennu rhywedd, beichiogrwydd a mamolaeth, hil, crefydd neu  gred, rhyw, cyfeiriadedd rhywiol)?

en-gb	What, in your opinion, would be the likely effects of the 14 to 16 learning guidance on the Welsh language in Years 10 and 11?
cy-gb	Beth, yn eich barn chi, fyddai effeithiau tebygol y Canllawiau Dysgu 14 i 16 ar y Gymraeg ym Mlynyddoedd 10 ac 11?

en-gb	We are particularly interested in any likely effects on opportunities to use the Welsh language and on not treating the Welsh language less favourably than English.
cy-gb	Mae gennym ddiddordeb penodol mewn unrhyw effeithiau tebygol ar gyfleoedd i ddefnyddio’r Gymraeg ac ar beidio â thrin y Gymraeg yn llai ffafriol na’r Saesneg.

en-gb	Do you think that there are opportunities to promote any positive effects?
cy-gb	Ydych chi’n meddwl fod cyfleoedd i hyrwyddo unrhyw effeithiau cadarnhaol?

en-gb	Do you think that there are opportunities to mitigate any adverse effects?
cy-gb	Ydych chi’n meddwl fod cyfleoedd i liniaru unrhyw effeithiau negyddol?

en-gb	In your opinion, could the 14 to 16 learning guidance be formulated or changed so as to: have positive effects or more positive effects on using the Welsh language and on not treating the Welsh language less favourably than English; or mitigate any negative effects on using the Welsh language and on not treating the Welsh language less favourably than English?
cy-gb	Yn eich barn chi, a allai'r Canllawiau Dysgu 14 i 16 gael eu llunio neu eu haddasu er mwyn sicrhau: eu bod yn cael effeithiau positif neu fwy positif ar gyfleoedd i ddefnyddio’r Gymraeg a pheidio â’i thrin yn llai ffafriol na Saesneg; a nad ydynt yn cael effeithiau andwyol ar gyfleoedd i ddefnyddio’r Gymraeg a pheidio â’i thrin yn llai ffafriol na Saesneg?

en-gb	We have asked a number of specific questions.
cy-gb	Rydym wedi gofyn nifer o gwestiynau penodol.

en-gb	If you have any related issues which we have not specifically addressed, please use this space to report them:
cy-gb	Os hoffech dynnu ein sylw at unrhyw faterion cysylltiedig nad ydym wedi mynd i’r afael â nhw, gallwch wneud hynny yma

en-gb	Additional demographic questions – all stakeholders
cy-gb	Cwestiynau demograffig ychwanegol – yr holl randdeiliaid

en-gb	Do you live in Wales?
cy-gb	Ydych chi’n byw yng Nghymru?

en-gb	Organisation (if applicable)
cy-gb	Sefydliad (os yn berthnasol)

en-gb	Responses to consultations may be made public.
cy-gb	Gellir cyhoeddi ymatebion i ymgyngoriadau.

en-gb	To keep your response anonymous (including email addresses) tick the box.
cy-gb	I gadw’ch ymateb yn ddienw (gan gynnwys cyfeiriadau e-bost) ticiwch y blwch.

en-gb	Annex C – Learner Survey
cy-gb	Atodiad C – Arolwg Dysgwyr

en-gb	Your Views on 14-16 Learning
cy-gb	Eich Barn ar Ddysgu 14 i 16

en-gb	6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / Other
cy-gb	6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / Arall

en-gb	Yes / No / Unsure
cy-gb	Ydy / Nac ydy / Ansicr

en-gb	Is there anything missing from this entitlement that is important to 14 to 16 year old learners?
cy-gb	A oes unrhyw beth ar goll o’r hawl hwn sy’n bwysig i ddysgwyr 14 i 16 oed?

en-gb	Yes / No / Unsure
cy-gb	Oes / Nac oes / Ansicr

en-gb	If your answer to Question 4 was yes, what is missing?
cy-gb	Os taw 'oes' oedd eich ateb i Gwestiwn 4, beth sydd ar goll?

en-gb	Is there anything you’re still confused about in terms of what schools need to provide 14 to 16 year olds?
cy-gb	A oes unrhyw beth dal yn ddryslyd o ran yr hyn mae angen i ysgolion ei ddarparu i ddisgyblion 14 i 16 oed?

en-gb	If so, please write your questions here.
cy-gb	Os oes, ysgrifennwch eich cwestiynau yma.

en-gb	Welsh medium learners in Year 10 and 11, Learners from disadvantaged backgrounds, Learners with additional learning needs, Other.
cy-gb	Dysgwyr cyfrwng Cymraeg ym Mlwyddyn 10 ac 1, Dysgwyr o gefndiroedd difreintiedig, Dysgwyr ag anghenion dysgu ychwanegol, Arall

en-gb	If so, how will this impact that group of learners?
cy-gb	Os ydych, sut bydd hyn yn effeithio ar y grŵp hwnnw o ddysgwyr?

en-gb	Annex D - List of organisations that have engaged with the consultation
cy-gb	Atodiad D - Rhestr o sefydliadau sydd wedi cymryd rhan yn yr  ymgynghoriad

en-gb	3.8  Pre-consultation engagement:
cy-gb	3.8  Cyd-drafod cyn ymgynghori:

en-gb	Association of Directors of Education in Wales
cy-gb	Cymdeithas Cyfarwyddwyr Addysg Cymru

en-gb	Careers Wales
cy-gb	Gyrfa Cymru

en-gb	Chamber of Commerce
cy-gb	Siambr Fasnach

en-gb	Education unions
cy-gb	Undebau addysg

en-gb	Federation of Small Businesses
cy-gb	Ffederasiwn y Busnesau Bach

en-gb	Further Education stakeholders
cy-gb	Rhanddeiliaid Addysg Bellach

en-gb	Higher Education stakeholders
cy-gb	Rhanddeiliaid Addysg Uwch

en-gb	Welsh Government Policy Leads
cy-gb	Arweinwyr Polisi Llywodraeth Cymru

en-gb	National Academy for Education Leadership
cy-gb	Academi Genedlaethol ar gyfer Arweinyddiaeth Addysgol Cymru

en-gb	Qualifications Wales
cy-gb	Cymwysterau Cymru

en-gb	Regional Consortia
cy-gb	Consortia Rhanbarthol

en-gb	Secondary school practitioners
cy-gb	• Ymarferwyr ysgolion uwchradd

en-gb	Special school Practitioners
cy-gb	Ymarferwyr ysgolion arbennig

en-gb	WJEC
cy-gb	CBAC

en-gb	3.9  Organisational responses:
cy-gb	3.9  Ymatebion gan sefydliadau:

en-gb	Sport Wales
cy-gb	Chwaraeon Cymru

en-gb	Institute of Physics
cy-gb	Y Sefydliad Ffiseg

en-gb	Wales Council for Outdoor Learning
cy-gb	Cyngor Dysgu Awyr Agored Cymru

en-gb	WLGA and ADEW’s joint response
cy-gb	Ymateb CLlLC a CCAC ar y cyd

en-gb	3.10  Consultation responses (who did not indicate they wished to remain anonymous):
cy-gb	3.10  Ymatebion i'r ymgynghoriad (nad oeddent yn nodi eu bod yn dymuno aros yn ddienw):

en-gb	Association of School and College Leaders (ASCL Cymru)
cy-gb	Cymdeithas Arweinwyr Ysgolion a Cholegau (ASCL Cymru)

en-gb	Cardiff and Vale College
cy-gb	Coleg Caerdydd a'r Fro

en-gb	Central South Consortium (CSC)
cy-gb	Consortiwm Canolbarth y De (CSC)

en-gb	Ebbw Fawr Learning Community
cy-gb	Cymuned Ddysgu Ebwy Fawr

en-gb	Education Support Services for Neath Port Talbot
cy-gb	Gwasanaethau Cymorth Addysg Castell-nedd Port Talbot

en-gb	Fitzalan High School
cy-gb	Ysgol Uwchradd Fitzalan

en-gb	Hawarden High School
cy-gb	Ysgol Uwchradd Penarlâg

en-gb	National Academy for Educational Leadership
cy-gb	Academi Genedlaethol ar gyfer Arweinyddiaeth Addysgol

en-gb	Pembrokeshire College
cy-gb	Coleg Sir Benfro

en-gb	Pencoed Comprehensive School
cy-gb	Ysgol Gyfun Pencoed

en-gb	Powys County Council
cy-gb	Cyngor Sir Powys

en-gb	Prestatyn High School
cy-gb	Ysgol Uwchradd Prestatyn

en-gb	Royal Society of Biology
cy-gb	Cymdeithas Frenhinol Bioleg

en-gb	Royal Society of Chemistry
cy-gb	Cymdeithas Frenhinol Cemeg

en-gb	Sweet Education
cy-gb	Llwyddo gydag Addysg, Cyflogaeth a Hyfforddiant

en-gb	Ysgol Bro Gwaun •
cy-gb	Ysgol Bro Gwaun