Translate the text from English to Welsh.



 
  

Standards and attainment in Welsh second language education are lower than in other subjects and too few pupils are making good progress at Key Stage 4\.  At Key Stage 4, around one\-third of learners are not gaining any recognised qualification in Welsh and more candidates for GCSE Welsh second language are sitting the short courses in which attainment is low. Few Welsh second language learners at the end of Key Stage 4 feel confident and able to use Welsh beyond the classroom.


 


The Welsh\-medium Education Strategy outlines the Welsh Government's aim to increase the number of learners able to reach fluency and use the language in their communities, families and the workplace.  The Strategy includes a specific objective to improve standards of teaching and learning in Welsh second language.


 


In May 2012, I announced a new £400,000 action plan over 4 years to start to improve standards and attainment in Welsh second language education. The main focus of the plan is to achieve higher levels of attainment in Welsh second language by the end of Key Stage 2\. The plan also aims to build on the momentum of improved standards at Key Stage 2 by improving learning experiences at transition to Key Stage 3 and progression at Key Stage 4 and outlines actions to review qualifications and assessment.


In order to move the work forward, I am establishing a review group, made up of stakeholders with experience and expertise in the field of Welsh second language, to consider what changes should be made to teaching and assessment at Key Stages 3 and 4 to enable more learners to use the language. The group will be required to report to me by September 2013 and provide recommendations on the way forward.


The Group will be asked to consider:


 


* how to provide  a positive learning experience for Welsh second language learners in English medium schools;
* how to raise the status of Welsh second language as a subject and remove barriers at a local, regional and national level;
* whether qualifications (currently available and/or other possible forms of accreditation) are a lever or a barrier with regard to developing transferable Welsh language skills;
* how best to develop learners' Welsh language skills so that they are able to transfer their skills and use the language in the work place, community and family; and
* how to address workforce planning issues to ensure that all secondary schools have the resources and capacity to provide quality Welsh second language provision.


Members of the group have been carefully selected for their experience and  expertise in the field of Welsh second language and to reflect the varied spectrum within Welsh second language teaching and learning, linguistically and geographically.


 


I have asked Professor Sioned Davies, Head of the School of Welsh at Cardiff University, to chair the group. Sioned brings a wealth of experience to the group and I am pleased that she has agreed to take this important work forward.  I am pleased to announce the following have also been appointed to the group:


 


* Aled Evans, Head of Education Development, Neath Port Talbot Local Authority;
* Elaine Senior, Independent Adviser Welsh Adult Learning;
* Elen Roberts, Welsh Advisory Teacher (secondary), Torfaen Local Authority and chief moderator for Key Stage 2/3 cluster moderation;
* Susan Gwyer Roberts, Headteacher, Caldicot School, Monmouthshire;
* Eleri Jones, Headteacher, Ysgol Brynhyfryd, Denbighshire;
* Aled Loader, Head of Welsh, St Joseph's RC High School, Newport; and
* Bethan Williams, Head of Welsh, Treorchy Comprehensive School.


 







Translation:


 
  
Mae safonau a chyrhaeddiad Cymraeg ail iaith yn is na phynciau eraill ac mae rhy ychydig o ddisgyblion yn datblygu eu Cymraeg yn dda yng Nghyfnod Allweddol 4\.  Yng Nghyfnod Allweddol 4, dydy traean o ddysgwyr ddim yn ennill unrhyw gymhwyster cydnabyddedig ac mae mwy o ymgeiswyr TGAU Cymraeg ail iaith yn sefyll y cyrsiau byr lle mae cyrhaeddiad yn isel. Ychydig o ddysgwyr Cymraeg ail iaith sy’n teimlo’n hyderus a sy'n gallu defnyddio’r Gymraeg y tu hwnt i’r dosbarth ar ddiwedd Cyfnod Allweddol 4\.

Mae’r Strategaeth Addysg Cyfrwng Cymraeg yn amlinellu nod Llywodraeth Cymru i gynyddu nifer y dysgwyr sy’n gallu cyrraedd rhuglder a defnyddio’r Gymraeg yn eu cymunedau, teuluoedd ac yn y gweithle.  Mae’r Strategaeth yn cynnwys amcan penodol i wella safonau dysgu ac addysgu Cymraeg ail iaith.

Ym Mis Mai 2012, cyhoeddais gynllun gweithredu newydd gwerth £400,000 dros 4 blynedd i ddechrau gwella safonau a chyrhaeddiad mewn Cymraeg ail iaith.  Prif ffocws y cynllun yw gwella lefelau cyrhaeddiad Cymraeg ail iaith ar ddiwedd Cyfnod Allweddol 2\. Bwriedir hefyd i’r cynllun adeiladu ar y gwelliannau yn safonau Cyfnod Allweddol 2 trwy wella profiad dysgu wrth bontio i Gyfnod Allweddol 3 a dilyniant yng Nghyfnod Allweddol 4 ac amlinellir gwaith adolygu cymwysterau ac asesu.

Er mwyn symud y gwaith yn ei flaen, rwyf yn sefydlu grŵp adolygu, fydd yn cynnwys rhandeiliaid gyda phrofiad ac arbenigedd ym maes Cymraeg ail iaith, i ystyried pa newidiadau dylid eu gwneud i addysgu ac asesu yng Nghyfnodau Allweddol 3 a 4 i alluogi mwy o ddysgwyr i ddefnyddio’r Gymraeg.  Bydd gofyn i’r grŵp adrodd yn ôl imi erbyn Medi 2013 gan ddarparu argymhellion ar y ffordd ymlaen.

Bydd gofyn i’r grŵp ystyried:

* sut i ddarparu profiad dysgu positif i ddysgwyr Cymraeg ail iaith mewn ysgolion cyfrwng Saesneg;
* sut i godi statws Cymraeg ail iaith fel pwnc a chael gwared ar rwystrau ar lefel leol, ranbarthol a chenedlaethol;
* a yw cymwysterau (cymwysterau sydd eisoes ar gael a/neu ffurfiau eraill posibl o achredu) yn annog neu’n rhwystro datblygiad sgiliau iaith Gymraeg trosglwyddadwy;
* y ffordd orau o ddatblygu sgiliau iaith Gymraeg dysgwyr fel eu bod nhw’n gallu trosglwyddo eu sgiliau a defnyddio’r Gymraeg yn y gweithle, y gymuned a’r teulu; a
* sut i fynd ati i gynllunio’r gweithlu er mwyn sicrhau bod gan bob ysgol uwchradd yr adnoddau a'r capasiti i gynnig darpariaeth Cymraeg ail iaith o safon.

Mae aelodau'r grŵp wedi'u dewis yn ofalus yn seiliedig ar eu profiad ac arbenigedd ym maes Cymraeg ail iaith ac i adlewyrchu'r amrediad eang a welir o fewn dysgu ac addysgu Cymraeg ail iaith, yn ieithyddol ac yn ddaearyddol.

Rwyf wedi gofyn i'r Athro Sioned Davies, Pennaeth Ysgol y Gymraeg, Prifysgol Caerdydd gadeirio'r grŵp.  Mae gan Sioned brofiad helaeth i'w gynnig i'r grŵp a rwyf yn falch ei bod hi wedi cytuno i symud y gwaith pwysig hwn ymlaen.  Rwyf yn falch i gyhoeddi bod y canlynol hefyd wedi cael eu penodi i'r grŵp:

* Aled Evans, Pennaeth Datblygu Addysg, Castell Nedd Port Talbot;
* Elaine Senior, Ymgynghorydd Cymraeg Annibynnol Dysgu Oedolion;
* Elen Roberts, Athrawes Ymgynghorol (uwchradd), Torfaen, a phrif gymedrolwr ar gyfer cymedroli clystyrau Cyfnodau Allweddol 2/3;
* Susan Gwyer Roberts, Pennaeth, Ysgol Caldicot, Sir Fynwy;
* Eleri Jones, Pennaeth, Ysgol Brynhyfryd, Sir Ddinbych;
* Aled Loader, Pennaeth Adran Gymraeg, Ysgol Uwchradd St Joseph, Casnewydd; a
* Bethan Williams, Pennaeth Adran Gymraeg, Ysgol Uwchradd Treorci, Rhondda Cynon Taf