Translate the text from English to Welsh.



 
Today I am publishing the Curriculum for Wales implementation plan. I committed to publishing this plan in response to the Curriculum and Assessment (Wales) Bill Committee Stage 1 Report, published by the Children, Young People and Education Committee. The plan has been developed collaboratively with our partners and is intended to provide reassurance and support the Senedd’s consideration of the Curriculum and Assessment Bill. It sets out how we will support schools in delivering Curriculum for Wales and the collaborative ways of working that we will continue to use to make this happen. I do not expect schools to take action because of this document right now, but it is there to set out the support they can expect in the coming months.


A year after the publication of the Curriculum for Wales guidance in January 2020, I recognise that we are moving forward in a different context.


As schools and learners try to recover and return to full learning, building their confidence and skills along the way, we also know that some of our most vulnerable learners and schools have been disproportionately affected. As we progress towards implementing the Curriculum Implementation Plan, we will provide the necessary support for all schools to engage and progress towards curriculum reform in an equitable way. Importantly, we must work with schools at the pace that is appropriate to them, in the context of their and their learners’ recoveries. This is why the Curriculum Implementation Plan sets fluid timelines for the steps towards 2022 – because we must listen and work in partnership with our schools and they must take the path to 2022 that is right for them. 


The disruption that learners have experienced this year has affected many parts of the educational community. We start from a place where parents, carers and communities have varied experiences, concerns and priorities. A core principle of our new Curriculum for Wales is that we build engagement with our communities, parents and carers, and learners themselves, around the offer of the new curriculum. As has been highlighted by Estyn in the Chief Inspector’s Annual Report, this engagement between schools and families has deepened and strengthened during the last year.


I intend to expedite and build on this now, to further develop that dialogue with parents and carers, learners, and wider stakeholders, to understand their experiences and priorities for learning recovery. We will work with stakeholders to explore the key elements of learning recovery, and put that into practice through a Learning Recovery Plan that enables us to move on from the disruptions of COVID\-19 and towards curriculum reform. This will focus on supporting the learners most disadvantaged by the COVID\-19 pandemic, and enabling them to progress along their learning pathway.  It will continue to emphasise the need for well\-being, the core skills of literacy, numeracy and digital competence, and broad and balanced learning. We will put in place a remote learning plan to support this. 


Our recovery also needs to prioritise the needs of our exam year cohorts, who have been severely affected by the disruption, and their learning and progression plans. I recently set out our intentions for these qualifications for 2021, and we will prioritise how we support these learners’ progression into further or higher education, employment or training over coming months. This effort will embed and move towards the principles and priorities of the Curriculum for Wales. Qualifications Wales will publish their consultation on the new approach to qualifications for 16 year\-olds imminently, and I anticipate that further work and good practice will emerge on assessment for qualifications, well\-being and progression, from our experiences this last year. Guidance is available on expectations for remote learning for pupils in exam years this year.


We will step up our engagement with schools, giving them time and space to come together in a national conversation to reflect on their experiences of the COVID\-19 pandemic, their challenges around learning recovery, and how we can co\-construct the approaches and support that will allow us to move forward together. I know that practitioners and learners will not be able to focus on learning unless we create the space for this. We cannot expect schools and practitioners to build an understanding of and vision for the new curriculum until they have worked with their learners to refocus their learning journey. This space must be a long\-term commitment, both to support learning and to continue to provide support to progress the Curriculum Implementation Plan.


I am therefore also launching today a consultation on non\-statutory School Improvement Guidance. This guidance sets out the new framework for evaluation, improvement and accountability, aligned to the Curriculum for Wales. The guidance makes clear the distinction between evaluation and improvement activities and accountability. Both during the recovery period and beyond, the majority of the energy and focus in the system should be on delivering school improvement, guided by effective self\-evaluation, improvement planning and support in all schools. In contrast, the accountability system should not drive school improvement activity, although effective governance and inspection should ensure that issues are identified and addressed.


I publish the Curriculum Implementation Plan (on Hwb) knowing that it is the right thing to do to reassure Members of the Senedd and our partners of our plans and the breadth and ambitions of our intentions. However, I know that schools are still working to deliver the best for their learners in deeply trying circumstances. We will continue to work with our partners to engage schools at their pace to deliver learning and progression in a way that is consistent with the principles of the Curriculum for Wales, and puts us firmly on the path to recovery.







Translation:


 
Heddiw rwy'n cyhoeddi cynllun gweithredu Cwricwlwm i Gymru. Ymrwymais i gyhoeddi'r cynllun hwn mewn ymateb i Adroddiad Cyfnod 1 y Pwyllgor Plant, Pobl Ifanc ac Addysg ar Fil Cwricwlwm ac Asesu (Cymru). Datblygwyd y cynllun ar y cyd â'n partneriaid a'i fwriad yw rhoi sicrwydd a chefnogi ystyriaeth y Senedd o'r Bil Cwricwlwm ac Asesu. Mae'n nodi sut y byddwn yn cefnogi ysgolion i gyflwyno’r Cwricwlwm i Gymru a'r dulliau o gydweithio y byddwn yn parhau i'w defnyddio i gyflawni hyn. Nid wyf yn disgwyl i ysgolion weithredu ar y ddogfen hon ar hyn o bryd; ond mae’n nodi'r cymorth y gallant ei ddisgwyl yn ystod y misoedd nesaf.


Flwyddyn ar ôl cyhoeddi canllawiau Cwricwlwm i Gymru ym mis Ionawr 2020, rwy’n cydnabod ein bod ni yn symud ymlaen mewn cyd\-destun gwahanol. Wrth i ysgolion a dysgwyr geisio adfer a dychwelyd i ddysgu llawn, gan ddatblygu eu hyder a'u sgiliau ar hyd y ffordd, gwyddom fod rhai o'r dysgwyr a’r ysgolion mwyaf agored i niwed wedi cael eu heffeithio'n anghymesur. Wrth i ni symud ymlaen at weithredu Cynllun Gweithredu'r Cwricwlwm, byddwn yn darparu'r cymorth angenrheidiol i bob ysgol allu ymgysylltu a symud ymlaen i ddiwygio'r cwricwlwm mewn ffordd deg. Mae’n bwysig i ni weithio gydag ysgolion ar gyflymder sy'n briodol iddyn nhw, yng nghyd\-destun eu hadferiad nhw a’u dysgwyr. Dyna pam y mae Cynllun Gweithredu'r Cwricwlwm yn gosod amserlenni hyblyg ar gyfer y camau tuag at 2022 – mae’n rhaid i ni wrando a gweithio mewn partneriaeth â'n hysgolion a rhaid i’r ysgolion ddilyn y llwybr i 2022 sy'n iawn iddyn nhw. 


Mae'r tarfu a brofwyd gan ddysgwyr eleni wedi effeithio ar sawl rhan o'r gymuned addysgol. Rydym yn dechrau o sefyllfa lle mae gan rieni, gofalwyr a chymunedau brofiadau, pryderon a blaenoriaethau amrywiol. Un o egwyddorion craidd ein Cwricwlwm newydd i Gymru yw ein bod yn ymgysylltu â'n cymunedau, rhieni a gofalwyr, a'r dysgwyr eu hunain, wrth ddatblygu’r cwricwlwm newydd. Fel y nodwyd gan Estyn yn Adroddiad Blynyddol y Prif Arolygydd, mae'r ymgysylltu hwn rhwng ysgolion a theuluoedd wedi dwysáu a chryfhau yn ystod y flwyddyn ddiwethaf.


Rwy’n bwriadu adeiladu ar hyn i ddatblygu ymhellach y ddeialog honno â rhieni a gofalwyr, dysgwyr a rhanddeiliaid ehangach, er mwyn deall eu profiadau a'u blaenoriaethau ar gyfer adfer dysgu. Byddwn yn gweithio gyda rhanddeiliaid i archwilio elfennau allweddol y broses adfer – ac yn rhoi hynny ar waith drwy Gynllun Adfer Dysgu sy'n ein galluogi i symud ymlaen o darfu COVID\-19 tuag at ddiwygio'r cwricwlwm. Bydd hyn yn canolbwyntio ar gefnogi'r dysgwyr yr effeithiwyd arnynt fwyaf gan bandemig COVID\-19, a'u galluogi i symud ymlaen ar hyd eu llwybr dysgu. Bydd yn parhau i bwysleisio'r angen am lesiant, y sgiliau craidd llythrennedd, rhifedd a chymhwysedd digidol, ynghyd â dysgu eang a chytbwys. Byddwn yn rhoi cynllun dysgu o bell ar waith i gefnogi hyn. 


Mae angen i'n hadferiad hefyd flaenoriaethu anghenion y carfanau hynny sydd mewn blwyddyn arholiad, y mae'r tarfu wedi effeithio'n ddifrifol arnynt, a'u cynlluniau dysgu a dilyniant. Nodais yn ddiweddar ein bwriad ar gyfer y cymwysterau hyn yn 2021, a byddwn yn canolbwyntio ar y ffordd rydym am gefnogi’r dysgwyr hyn i symud ymlaen i addysg bellach neu uwch, cyflogaeth neu hyfforddiant dros y misoedd nesaf. Wrth wneud hyn byddwn yn ymgorffori ac yn symud tuag at egwyddorion a blaenoriaethau’r Cwricwlwm i Gymru – bydd Cymwysterau Cymru’n cyhoeddi eu hymgynghoriad ar y dull newydd o ymdrin â chymwysterau i bobl ifanc 16 oed yn y man, ac rwy'n rhagweld y bydd gwaith pellach ac arfer da yn dod i'r amlwg o ran asesu cymwysterau, llesiant a dilyniant yn dilyn ein profiadau yn y flwyddyn ddiwethaf. Mae canllawiau ar gael ar ddisgwyliadau ar gyfer dysgu o bell i ddisgyblion sydd mewn blwyddyn arholiad eleni.


Byddwn yn cynyddu ein hymgysylltiad ag ysgolion, gan roi amser iddynt ddod at ei gilydd fel rhan o sgwrs genedlaethol i fyfyrio ar eu profiadau o bandemig COVID\-19 a’u heriau wrth adfer dysgu, a sut y gallwn ddatblygu ar y cyd y dulliau gweithredu a'r gefnogaeth a fydd yn ein galluogi i symud ymlaen gyda'n gilydd. Gwn na fydd ymarferwyr a dysgwyr yn gallu canolbwyntio ar ddysgu oni bai ein bod yn rhoi amser ar gyfer hyn. Ni allwn ddisgwyl i ysgolion ac ymarferwyr ddatblygu dealltwriaeth a gweledigaeth ar gyfer y cwricwlwm newydd nes eu bod wedi gweithio gyda'u dysgwyr i ailffocysu eu taith ddysgu. Rhaid i hyn fod yn ymrwymiad hirdymor, i gefnogi dysgu ac i barhau i ddarparu cymorth ar gyfer gweithredu Cynllun Gweithredu'r Cwricwlwm.


Felly, rwyf hefyd yn lansio heddiw ymgynghoriad ar Ganllawiau Gwella Ysgolion anstatudol. Mae'r canllawiau hyn yn nodi'r fframwaith newydd ar gyfer gwerthuso, gwella ac atebolrwydd, sy'n cyd\-fynd â’r Cwricwlwm i Gymru. Mae'r canllawiau'n egluro'r gwahaniaeth rhwng gweithgareddau gwerthuso a gwella ac atebolrwydd. Yn ystod y cyfnod adfer a thu hwnt, dylai'r rhan fwyaf o'r egni a'r ffocws yn y system fod ar wella ysgolion, a arweinir gan hunanwerthuso, cynllunio gwelliant a chymorth effeithiol ym mhob ysgol. Serch hynny, ni ddylai'r system atebolrwydd lywio gweithgarwch gwella ysgolion, er y dylai llywodraethu ac arolygu effeithiol sicrhau bod materion yn cael eu nodi a'u datrys.


Rwy'n cyhoeddi Cynllun Gweithredu'r Cwricwlwm gan wybod mai dyma'r peth iawn i'w wneud i roi sicrwydd i Aelodau'r Senedd a'n partneriaid o'n cynlluniau ac ehangder ac uchelgais ein camau gweithredu. Fodd bynnag, gwn fod ysgolion yn dal i weithio i roi’r ddarpariaeth orau i'w dysgwyr mewn amgylchiadau hynod anodd. Byddwn yn parhau i weithio gyda'n partneriaid i ymgysylltu ag ysgolion ar gyflymder sy’n briodol iddyn nhw, er mwyn cyflwyno dysgu a dilyniant mewn ffordd sy'n gyson ag egwyddorion y Cwricwlwm i Gymru ac yn ein rhoi yn gadarn ar y llwybr tuag at adferiad.


Mae dolen i Gynllun Gweithredu'r Cwricwlwm ar gael yma.