Translate the text from Welsh to English.



 
Ym mis Mawrth fe gyhoeddais benodi’r Athro Graham Donaldson i arwain adolygiad annibynnol cynhwysfawr eang ei gwmpas ynghylch y trefniadau asesu a’r cwricwlwm cenedlaethol yng Nghymru. Gofynnais iddo gyflwyno gweledigaeth glir a chydlynol ar gyfer addysg yng Nghymru o'r Cyfnod Sylfaen i Gyfnod Allweddol 4, gan gysylltu’n uniongyrchol â'n system gymwysterau newydd.

Rwyf wedi derbyn diweddariad gan yr Athro Donaldson ar yr hyn a wnaed hyd yma o ran yr adolygiad. Gwn fod gan nifer ohonoch chi ddiddordeb yn yr adolygiad hwn felly credaf y byddai’n ddefnyddiol rhannu’r wybodaeth ddiweddaraf gan yr Athro Donaldson â chi ar yr adeg yma. Gallwch ddefnyddio’r ddolen ganlynol i weld y diweddariad. 

Mae’n arbennig o galonogol clywed am yr “ymateb hynod bositif ac adeiladol” a gafodd yr Athro Donaldson wrth iddo gasglu ynghyd ei dystiolaeth drwy ymgysylltu â rhanddeiliaid – yn eu plith benaethiaid, athrawon, disgyblion, rhieni a nifer o sefydliadau ac unigolion allweddol sydd â diddordeb ym maes addysg ledled Cymru. Mae hyn yn amlwg o’r 713 o ymatebion a dderbyniodd i’w gais am dystiolaeth a gwn i rai ohonoch chi eich hunain ymateb yn uniongyrchol i’r cais yma.

Yn ei ddiweddariad, awgryma’r Athro Donaldson ei fod yn datblygu set o egwyddorion ar gyfer cynllunio cwricwlwm y bydd yn eu defnyddio nid yn unig i werthuso arferion cyfredol ond hefyd i gyfeirio a phrofi ei gynigion at y dyfodol.  Mae’r rhain wedi’u cynnwys mewn atodiad i’w ddiweddariad ond da o beth fyddai cael golwg arnynt rhag\-blaen:

  
Dylai’r cwricwlwm:  
fod yn ddilys: wedi’i wreiddio yng ngwerthoedd a diwylliant Cymru gan gyd\-fynd â chyfres o ddibenion y cytunwyd arnynt a’u datgan;

cael ei seilio ar dystiolaeth: manteisio ar yr arferion gorau yng Nghymru ac o fannau eraill ac yn seiliedig ar ymchwil gadarn;

ymateb i wahanol anghenion: gan fod yn berthnasol i anghenion heddiw (yn unigol, yn lleol ac yn genedlaethol) ond gan roi hefyd yr wybodaeth, y sgiliau a’r agweddau sydd eu hangen ar bobl ifanc i wynebu heriau’r dyfodol fel dysgwyr gydol oes;

bod yn gynhwysol: hawdd i bawb ei ddeall – gan gynnwys yr hawl i addysg o safon uchel i bob plentyn a pherson ifanc ac ystyried eu safbwyntiau yng nghyd\-destun Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP) a safbwyntiau rhieni a’r gymdeithas ehangach;

bod yn uchelgeisiol: gan gynnwys disgwyliadau uchel a pheidio â phennu terfynau artiffisial ar gyflawniad a her i bob plentyn a pherson ifanc;

grymuso: datblygu cymwyseddau a fydd yn galluogi pobl ifanc i allu wynebu heriau eu bywydau yn y dyfodol yn hyderus;

uno: sicrhau dilyniant a llif gydag elfennau sy’n cyfuno ac yn datblygu i ffurfio undod;

ennyn diddordeb: annog mwynhad wrth ddysgu a boddhad wrth feistroli pynciau heriol;

cael ei seilio ar sybsidiaredd: ennyn hyder pawb ac annog perchnogaeth a phenderfyniadau priodol gan y rhai sydd agosaf at y broses ddysgu ac addysgu;

bod yn hylaw: cydnabod y goblygiadau o ran y trefniadau asesu ac atebolrwydd priodol a chael cefnogaeth y trefniadau hynny hefyd.

Yr hyn sy’n glir o’r hyn sydd yn niweddariad yr Athro Donaldson, wrth i ni adeiladu ar y cryfderau sydd eisoes yn bodoli yn ein system, yw y bydd goblygiadau sylweddol i’w gynigion o ran ein cwricwlwm yma yng Nghymru a hefyd o ran asesu cynnydd ein plant a’n pobl ifanc yn y dyfodol. Wrth i’r Athro Donaldson lunio ei adroddiad terfynol felly rydw i wedi gofyn iddo ystyried sut y gellid rhoi ei argymhellion ar waith yn y tymor hir, gan edrych hefyd ar faterion yn ymwneud â chefnogi a datblygu capasiti’r gweithlu yn ogystal â’r system ehangach. 

Edrychaf ymlaen at dderbyn adroddiad terfynol yr Athro Donaldson fel mae’n siwr yr ydym ni i gyd. Bydd yn cael ei gyflwyno yn y flwyddyn newydd ac edrychaf ymlaen at rannu ei gynnwys gyda chi cyn gynted ag y bydd yn ymarferol wedi hynny.  


  






Translation:


 
In March I announced the appointment of Professor Graham Donaldson to lead a comprehensive, wide ranging and independent review of assessment and the national curriculum in Wales. I have asked him to articulate a clear, coherent vision for education, from Foundation Phase to Key Stage 4, linking directly to our new Qualifications system.   

I have received an update from Professor Donaldson on progress with his review.  I know that many of you have an interest in this review, and as such I felt it would be helpful to share Professor Donaldson’s update with you at this stage.  You can access it online.


In particular, it is heartening to note the “very positive and constructive response” which Professor Donaldson has received as he has been building his evidence base through engagement with stakeholders – including head teachers, teachers, pupils, parents and the range of key organisations and individuals with an interest across Wales.  This is clearly evidenced in the 713 responses which he has received to his ‘call for evidence’ and to which I know some of you will have responded directly.  


In his update, Professor Donaldson signals that he is developing a set of principles for curriculum design which he will use both to evaluate current practice and to guide and test his emerging proposals. These are included in the annex to his update – but merit rehearsing in this context:


**The Curriculum should be:**  

**authentic**: rooted in Welsh values and culture and aligned with an agreed set of stated purposes;   

**evidence\-based**: drawing on the best of existing practice within Wales and from elsewhere and on sound research;   

**responsive**: relevant to the needs of today (individual, local and national) but also equipping all young people with the knowledge, skills and dispositions for future challenges as lifelong learners;   

**inclusive**: easily understood by all, encompassing an entitlement to high quality education for every child and young person and taking account of their views in the context of the United Nations Convention on the Rights of the Child (UNCRC), and those of parents and wider society;   

**ambitious**: embodying high expectations and setting no artificial limits on achievement and challenge for each individual child and young person;   

empowering: developing competencies which will allow young people to engage confidently with the challenges of their future lives;   

**unified** : enabling continuity and flow with components which combine and build progressively;   

**engaging**: encouraging enjoyment from learning and satisfaction in mastering challenging subject matter;   

**based on subsidiarity**: commanding the confidence of all, whilst encouraging appropriate ownership and decision\-making by those closest to the learning and teaching process;   

**manageable**: recognising the implications for and supported by appropriate assessment and accountability arrangements. 


It is clear from Professor Donaldson’s update that, whilst building on existing strengths in our system, his recommendations will have significant implications for our curriculum here in Wales and also for how we assess the progress of our children and young people in the future. I have therefore asked Professor Donaldson to include in his final report his thoughts on how his recommendations might be taken forward in the longer term, including issues around supporting and building workforce capacity, and that of the wider system.


I am very much looking forward to receiving Professor Donaldson’s final report, as I am sure we all are.  This will be with me at the turn of the year and I will look to share its contents with you as swiftly as practicable thereafter.