techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: These contexts provide an important opportunity for learners to understand and respond to different issues and challenges, including social, economic and environmental questions in working towards a sustainable and equitable future.
Welsh: Mae'r cyd-destunau hyn yn rhoi cyfle pwysig i ddysgwyr ddeall ac ymateb i wahanol faterion a heriau, gan gynnwys cwestiynau cymdeithasol, economaidd ac amgylcheddol wrth weithio tuag at ddyfodol cynaliadwy a theg.
English: The environment forms an important part of each of these contexts, with human impact transcending geographical and political boundaries.
Welsh: Mae'r amgylchedd yn rhan bwysig o bob un o'r cyd-destunau hyn, gydag effaith ddynol yn croesi ffiniau daearyddol a gwleidyddol.
English: This includes the relationships between human activities and the local, national and international environment.
Welsh: Mae hyn yn cynnwys y berthynas rhwng gweithgareddau dynol a'r amgylched lleol, cenedlaethol a rhyngwladol.
English: Learners should have opportunities to respond to the issues and challenges that arise from these relationships, considering how they have shaped our past and present and how they may shape our future.
Welsh: Dylai dysgwyr gael cyfleoedd i ymateb i'r materion a'r heriau sy'n codi o'r cydberthnasau hyn, gan ystyried y ffordd y maen nhw wedi llywio ein gorffennol a'r presennol, a'r ffordd y gallan nhw lywio ein dyfodol.
English: To understand Wales, learners should also develop an understanding of its relationship with and changing place within the United Kingdom and the stories and peoples of these islands: both now and in the past.
Welsh: Er mwyn deall Cymru, dylai dysgwyr hefyd feithrin dealltwriaeth o'i chydberthynas â'r Deyrnas Unedig a'i lle ynddi sy'n newid, ac o hanesion a phobl yr ynysoedd hyn, heddiw ac yn y gorffennol.
English: Learners' understanding of Wales should also recognise how different perspectives, values and identities shape Wales, rather than presenting a simplistic characterisation of a uniform Welsh identity.
Welsh: Dylai dealltwriaeth dysgwyr o Gymru hefyd gydnabod y ffordd y mae safbwyntiau, gwerthoedd a hunaniaethau yn siapio Cymru, yn hytrach na chyflwyno darlun nodweddiadol o hunaniaeth Gymreig unffurf.
English: Practitioners' own understanding of the school's local area and awareness of the changing issues and challenges in each context will help them to be creative in embedding these contexts in learning and teaching.
Welsh: Bydd dealltwriaeth ymarferwyr eu hunain o ardal leol yr ysgol, a'u hymwybyddiaeth o'r materion a'r heriau newidiol ym mhob cyd-destun, yn eu helpu i fod yn greadigol wrth ymwreiddio'r cyd-destunau hyn mewn dysgu ac addysgu.
English: When embedding local, national and international contexts, practitioners should look for opportunities to support learners to:
Welsh: Wrth ymwreiddio cyd-destunau lleol, cenedlaethol a rhyngwladol, dylai ymarferwyr chwilio am gyfleoedd i gefnogi dysgwyr i:
English: develop learning through a range of places and events of significance
Welsh: ddatblygu dysgu drwy ystod o leoedd a digwyddiadau arwyddocaol
English: make links with local communities and organisations
Welsh: creu cysylltiadau â chymunedau a sefydliadau lleol
English: learn about the contributions and experiences of different individuals that shape each context
Welsh: dysgu am gyfraniad a phrofiadau gwahanol unigolion sy'n llywio pob cyd-destun
English: learn about cultural diversity, values, histories and traditions that shape each context
Welsh: dysgu am amrywiaeth ddiwylliannol, gwerthoedd, hanes a thraddodiadau sy'n llywio pob cyd-destun
English: understand different identities, histories, cultures, perspectives and values that shape communities and societies
Welsh: deall y gwahanol hunaniaethau, hanes, diwylliannau, safbwyntiau a gwerthoedd sy'n llywio cymunedau a chymdeithasau
English: recognise and engage with factors, influences and impacts (including economic, social and environmental impacts) locally, nationally and internationally
Welsh: cydnabod ac ymgysylltu â ffactorau, dylanwadau ac effeithiau (gan gynnwys effeithiau economaidd, cymdeithasol ac amgylcheddol) yn lleol, yn genedlaethol ac yn rhyngwladol
English: develop an authentic sense of
Welsh: datblygu ymdeimlad dilys o
English: draw on the stories and distinctiveness of a school's local surroundings
Welsh: manteisio ar hanesion a gwahanolrwydd ardal leol ysgol
English: understand their role as citizens and the structures of government which affect them in each context
Welsh: deall eu rôl fel dinasyddion a strwythurau'r llywodraeth sy'n effeithio arnyn nhw ym mhob cyd-destun
English: explore, critically analyse and respond to contemporary issues and challenges affecting their lives and the lives of others through each context
Welsh: archwilio, dadansoddi'n feirniadol ac ymateb i faterion cyfoes a heriau sy'n effeithio ar eu bywydau a bywydau pobl eraill drwy bob cyd-destun
English: understand sustainable development, the challenges the environment and society face and how they can engage with and make a difference on these issues supporting sustainable citizenship
Welsh: deall datblygu cynaladwy, yr heriau a wynebir gan yr amgylchedd a chymdeithas a sut y gallan nhw ymgysylltu â'r materion hyn a gwneud gwahaniaeth gan gefnogi dinasyddiaeth gynaladwy
English: understand contemporary Wales, providing opportunities to reflect, understand and analyse contemporary society and their engagement with it
Welsh: deall y Gymru gyfoes gan roi cyfleoedd i fyfyrio, deall a dadansoddi cymdeithas gyfoes a'r ffordd y mae'r dysgwyr yn ymgysylltu â hi
English: recognise Wales' diverse linguistic heritage and culture, and its connections with the rest of the world
Welsh: adnabod etifeddiaeth ieithyddol a diwylliannol amrywiol Cymru a'i chysylltiadau y tu hwnt i Gymru
English: recognise how our languages unlock knowledge about our literature, geography, history and their links beyond Wales
Welsh: adnabod sut y mae ein hieithoedd yn datgloi gwybodaeth am ein llenyddiaeth, ein daearyddiaeth a'n hanes a'u cysylltiadau y tu hwnt i Gymru
English: recognise the links between local, national and international contexts, understanding how they constantly influence each other
Welsh: adnabod y cysylltiadau rhwng cyd-destunau lleol, cenedlaethol a rhyngwladol, gan ddeall y ffordd y maen nhw'n dylanwadu ar ei gilydd yn barhaus
English: use critical analysis in each context, recognising both positive and challenging aspects within each.
Welsh: defnyddio sgiliau dadansoddi beirniadol ym mhob cyd-destun, gan gydnabod agweddau cadarnhaol a heriol ar bob un ohonyn nhw.
English: Developing a methodology for curriculum design:
Welsh: Datblygu methodoleg ar gyfer cynllunio cwricwlwm:
English: Implementation and practical considerations
Welsh: Ystyriaethau gweithredu ac ymarferol
English: As it is implemented, a school's curriculum should:
Welsh: Wrth iddo gael ei weithredu, dylai cwricwlwm ysgol:
English: draw on a range of sound evidence,
Welsh: fanteisio ar ystod o dystiolaeth gadarn, gan gynnwys arbenigedd sy'n benodol i ddisgyblaethau lle bo'n briodol, dysgu o ymholiad proffesiynol, gwybodaeth o ymchwil a gwybodaeth leol a chenedlaethol
English: be co-constructed, encouraging learners, parents, carers and the local community to understand and contribute to curriculum development; it should also draw on a wider range of experts and stakeholders who can contribute to learning
Welsh: cael ei gyd-awduro, annog dysgwyr, rhieni, gofalwyr a'r gymuned leol i ddeall a chyfrannu at y broses o ddatblygu'r cwricwlwm. Dylai hefyd fanteisio ar ystod ehangach o arbenigwyr a rhanddeiliaid a all gyfrannu at y dysgu
English: be reflected upon and revised, based on understanding gained from all aspects of learning and teaching, and supported by professional inquiry
Welsh: bod yn destun myfyrio a chael ei ddiwygio, yn seiliedig ar ddealltwriaeth a feithrinwyd drwy bob agwedd ar y dysgu ac addysgu, a chael ei gefnogi gan ymholiad proffesiynol
English: be supported by effective pedagogy.
Welsh: cael ei ategu gan addysgeg effeithiol.
English: Using evidence and expertise
Welsh: Defnyddio tystiolaeth ac arbenigedd
English: Learning and teaching should be informed by sound evidence and expertise.
Welsh: Dylai'r dysgu ac addysgu gael eu llywio gan dystiolaeth ac arbenigedd cadarn.
English: This should include:
Welsh: Dylai hyn gynnwys:
English: disciplinary-specific expertise which will become increasingly relevant in developing a curriculum as learners progress; the guidance promotes inter-disciplinary approaches but also recognises the importance that disciplinary-specific expertise plays in that understanding from high-quality educational research and evidence
Welsh: arbenigedd sy'n benodol i ddisgyblaeth, a ddaw'n gynyddol berthnasol wrth ddatblygu cwricwlwm wrth i ddysgwyr wneud cynnydd. Mae'r canllawiau hyn yn hyrwyddo dulliau rhyngddisgyblaethol ond hefyd yn cydnabod pwysigrwydd arbenigedd sy'n benodol i ddisgyblaeth yn hynny o beth dealltwriaeth o ymchwil a thystiolaeth addysgol o ansawdd uchel
English: relevant information about learners and their communities
Welsh: gwybodaeth berthnasol am ddysgwyr a'u cymunedau
English: learning from professional inquiry
Welsh: dysgu o ymholiad proffesiynol
English: evidence and expertise shared through local, cluster, regional and national networks
Welsh: tystiolaeth ac arbenigedd a rennir drwy rwydweithiau lleol, clwstwr, rhanbarthol a chenedlaethol
English: partnership with further and higher education
Welsh: partneriaeth ag addysg bellach ac addysg uwch
English: professional learning.
Welsh: dysgu proffesiynol.
English: Co-construction
Welsh: Cyd-awduro
English: Working with other settings, schools and further education institutions
Welsh: Gweithio gyda lleoliadau, ysgolion a sefydliadau addysg bellach eraill
English: Working with other
Welsh: Mae gweithio gydag
English: In particular collaboration across settings, schools and further education supports the following.
Welsh: Yn benodol, mae cydweithredu rhwng lleoliadau, ysgolion, a sefydliadau addysg bellach yn cefnogi'r canlynol.
English: Developing a shared understanding of curriculum design (including assessment) and progression
Welsh: Creu dealltwriaeth a rennir o'r broses cynllunio cwricwlwm (gan gynnwys asesu) a chynnydd
English: To ensure equity for learners within a local area and across Wales, it is important that there is a shared understanding of the fundamentals of curriculum design, along with a shared understanding of learner progression, including expectations around what progression may look like and the pace at which learners may progress.
Welsh: Er mwyn sicrhau tegwch i ddysgwyr o fewn ardal leol a ledled Cymru, mae'n bwysig sicrhau dealltwriaeth a rennir o hanfodion y broses cynllunio cwricwlwm, ynghyd â dealltwriaeth a rennir o gynnydd dysgwyr, gan gynnwys disgwyliadau o beth yw cynnydd ac ar ba gyflymder y gallai dysgwyr wneud cynnydd.
English: This shared understanding should be developed through both professional learning and as an ongoing process both within and across schools, of which professional dialogue is a fundamental aspect.
Welsh: Dylai'r ddealltwriaeth a rennir hon gael ei datblygu drwy ddysgu proffesiynol a fel proses parhaus o fewn ac ar draws ysgolion y mae trafodaeth broffesiynol barhaus yn rhan hanfodol ohoni.
English: Working through clusters and networks, schools and practitioners can share and learn from each other's understanding of progression and collaborate to develop shared approaches to curriculum design.
Welsh: Drwy weithio drwy glystyrau a rhwydweithiau, gall ysgolion ac ymarferwyr rannu a phrofi eu dealltwriaeth ei gilydd o gynnydd, gan gydweithredu i ddatblygu dulliau a rennir o ran cynllunio cwricwlwm.
English: Effective transition is about facilitating the smooth movement of all learners along the learning continuum, supporting them as they move between different groups, different classes, different years and different settings.
Welsh: Mae proses bontio effeithiol yn ymwneud â helpu pob dysgwr i symud yn esmwyth ar hyd y continwwm dysgu wrth iddo symud rhwng gwahanol grwpiau, gwahanol ddosbarthiadau, gwahanol flynyddoedd a gwahanol leoliadau.
English: Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning.
Welsh: Dylai sicrhau lles pob dysgwr fod yn rhan bwysig ac annatod o'r broses, gan gydnabod anghenion unigolion ac, ar yr un pryd, eu cefnogi i barhau i ddysgu a gwneud cynnydd yn eu dysgu.
English: Welsh Ministers, working with regional consortia and other stakeholders, are developing networks to support and disseminate learning for practitioners to support understanding of the Curriculum for Wales Framework.
Welsh: Mae Gweinidogion Cymru, gan weithio gyda chonsortia rhanbarthol a rhanddeiliaid eraill, yn datblygu rhwydweithiau i gefnogi a rhannu dysgu ar gyfer ymarferwyr er mwyn cefnogi dealltwriaeth o Fframwaith Cwricwlwm i Gymru.
English: More information on these will be provided in 2020 and 2021.
Welsh: Caiff rhagor o wybodaeth am y rhain ei darparu yn 2020 a 2021.
English: Learner involvement
Welsh: Mewnbwn dysgwyr
English: The selection of curriculum content should consider learners' input and should provide increasing opportunities for learners to help direct their learning as they progress.
Welsh: Dylai'r cynnwys a ddewisir ar gyfer y cwricwlwm ystyried mewnbwn dysgwyr a dylai gynnig cyfleoedd cynyddol i ddysgwyr er mwyn helpu i gyfeirio'u dysgu wrth iddyn nhw wneud cynnydd.
English: Learners' views about their experiences and about what, how and where they learn should be taken seriously when a curriculum is being designed.
Welsh: Dylid rhoi ystyriaeth ddifrifol i farn dysgwyr am eu profiadau ac am beth, sut a ble y dylen nhw ddysgu wrth gynllunio cwricwlwm.
English: Participation is a key principle of the UNCRC and enabling participation will create an engaging curriculum that responds to learners' interests, needs and priorities.
Welsh: Mae cyfranogiad yn un o egwyddorion allweddol CCUHP a bydd galluogi cyfranogiad yn creu cwricwlwm diddorol a fydd yn ymateb i ddiddordebau, anghenion a blaenoriaethau'r dysgwyr.
English: It is also a process that supports a dialogue between learners and professionals.
Welsh: Proses yw cyfranogiad, sy'n cefnogi deialog rhwng dysgwyr a gweithwyr proffesiynol.
English: It needs to be safe, enabling and inclusive, and it is of itself a valuable learning experience, supporting inquiry and critical thinking.
Welsh: Mae angen iddi fod yn broses ddiogel, galluogol a chynhwysol ac mae ynddi'i hun yn brofiad dysgu gwerthfawr, sy'n cefnogi ymholi a meddwl yn feirniadol.
English: Learners should be informed about the process the school is taking to design the curriculum and should be given opportunities to be involved in decision-making.
Welsh: Dylai dysgwyr gael gwybod am y broses y mae'r ysgol yn ei dilyn i gynllunio'r cwricwlwm a dylen nhw gael cyfleoedd i gymryd rhan yn y broses o wneud penderfyniadau.
English: It should be made clear to learners how they have influenced decisions, with feedback given about what decisions have been taken and why.
Welsh: Dylid dangos i ddysgwyr yn glir sut y maen nhw wedi dylanwadu ar benderfyniadau, gan roi adborth am y penderfyniadau a wnaed a pham.
English: It is important to recognise that there are different levels of participation, and that enabling learners to take part in curriculum design can take place in different forms.
Welsh: Mae'n bwysig cydnabod bod gwahanol lefelau o gyfranogiad, a bod modd galluogi dysgwyr i gymryd rhan yn y broses o gynllunio cwricwlwm mewn gwahanol ffyrdd.
English: Learners can be informed about decisions, can be consulted about decisions, can share decision-making with adults or can own decision-making and set their own areas and questions for consideration by the wider school community.
Welsh: Gall dysgwyr gael gwybod am benderfyniadau, gellir ymgynghori â nhw am benderfyniadau, gallan nhw rannu'r broses o wneud penderfyniadau ag oedolion, neu gallan nhw berchenogi'r broses o wneud penderfyniadau a phennu eu meysydd a'u cwestiynau eu hunain i'w hystyried gan gymuned ehangach yr ysgol.
English: Different forms of participation will be appropriate at different points in curriculum design.
Welsh: Bydd gwahanol ffurfiau yn briodol ar wahanol bwyntiau yn y broses o gynllunio cwricwlwm.
English: Curriculum design should also use a participation structure that ensures all groups of learners can participate, including those who can be marginalised.
Welsh: Dylai'r broses o gynlllunio cwricwlwm hefyd ddefnyddio strwythur sy'n sicrhau bod pob grŵp o blant yn gallu cymryd rhan, gan gynnwys y rheini a all gael eu hymyleiddio.
English: Involving learners directly in the designing of their curriculum could include the following steps.
Welsh: Gall cynnwys dysgwyr yn uniongyrchol yn y broses o gynllunio'u cwricwlwm gynnwys y camau canlynol.
English: Enabling learners to make choices about what and how they learn.
Welsh: Galluogi dysgwyr i wneud dewisiadau am beth a sut y maen nhw'n dysgu.
English: Collecting qualitative feedback after learning experiences, which informs ongoing curriculum design.
Welsh: Casglu adborth ansoddol ar ôl profiadau dysgu, sy'n llywio'r broses barhaus o gynllunio cwricwlwm.
English: Considering learners' perspectives on a daily basis in the classroom through participatory pedagogy.
Welsh: Ystyried safbwyntiau dysgwyr o ddydd i ddydd yn yr ystafell ddosbarth drwy addysgeg gyfranogol.
English: Involving learners in setting priorities for the curriculum and for learning content.
Welsh: Cynnwys dysgwyr yn y broses o bennu blaenoriaethau ar gyfer y cwricwlwm ac ar gyfer cynnwys dysgu.
English: Ensuring that resources are identified to support participation.
Welsh: Sicrhau bod adnoddau i gefnogi cyfranogiad.
English: Ensuring that consultation, analysis of learners' views and feedback are included as steps in the curriculum design and evaluation process.
Welsh: Sicrhau bod ymgynghori, dadansoddiad o safbwyntiau dysgwyr ac adborth wedi'u cynnwys fel camau yn y broses o gynllunio a gwerthuso cwricwlwm.
English: Ensuring that feedback on the outcomes of learner voice contributions are given to learners and staff and that this is factored into the timescales for curriculum design.
Welsh: Sicrhau bod adborth yn cael ei roi i ddysgwyr a staff ar ganlyniadau cyfraniadau llais y dysgwr, a bod hyn yn cael ei ystyried yn yr amser a ddyrennir ar gyfer cynllunio'r cwricwlwm.
English: Ensuring that learners are informed about the school's process of curriculum design in an accessible language and format and that they know what opportunities there are to get involved.
Welsh: Sicrhau bod dysgwyr yn cael gwybod am broses yr ysgol o ddylunio'r cwricwlwm mewn iaith a fformat hygyrch, er mwyn iddyn nhw wybod pa gyfleoedd sydd ar gael iddyn nhw gymryd rhan yn y broses.
English: Working with parents, carers and stakeholders
Welsh: Gweithio gyda rhieni, gofalwyr a rhanddeiliaid
English: In developing their curriculum, schools should involve learners, parents, carers, partner agencies and the local community.
Welsh: Wrth ddatblygu eu cwricwlwm, dylai ysgolion gynnwys dysgwyr, rhieni, gofalwyr, asiantaethau partner a'r gymuned leol.
English: This is an important means of ensuring the curriculum meets learners' needs and is authentic to their context within the national framework.
Welsh: Mae hon yn ffordd bwysig o sicrhau bod y cwricwlwm yn diwallu anghenion y dysgwyr a'i fod yn ddilys i'w cyd-destun o fewn y fframwaith cenedlaethol.
English: Schools and practitioners also play a critical role in ensuring learners, parents, carers and communities understand the vision and ethos underpinning the curriculum.
Welsh: Mae ysgolion ac ymarferwyr hefyd yn chwarae rôl hanfodol wrth sicrhau bod dysgwyr, rhieni, gofalwyr a chymunedau yn deall y weledigaeth a'r ethos sy'n sail i'r cwricwlwm.
English: Learners, parents, carers and the local community should also have opportunity to contribute to curriculum design.
Welsh: Dylai dysgwyr, rhieni, gofalwyr a'r gymuned leol gael cyfle i gyfrannu at y broses o gynllunio'r cwricwlwm.
English: Communicating effectively with parents and carers on an ongoing basis is an
Welsh: Mae cyfathrebu'n effeithiol â rhieni a gofalwyr yn barhaus yn
English: When undertaken well, this can help aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment.
Welsh: Os caiff hyn ei wneud yn dda, gall hyrwyddo cynnydd dysgwyr drwy helpu rhieni a gofalwyr i ddeall sut y gallan nhw gefnogi dysgu yn yr ysgol a'r tu allan iddi.
English: Schools' curricula should also recognise and reflect the needs and contexts of the communities within and beyond the school.
Welsh: Dylai cwricwla ysgolion hefyd gydnabod ac adlewyrchu anghenion a chyd-destunau'r cymunedau yn yr ysgol a thu hwnt.
English: Practitioners should also seek to collaborate and draw on a range of experts and stakeholders who can contribute to learning, providing learners with distinct and enriching experiences.
Welsh: Dylai ymarferwyr hefyd geisio cydweithredu a manteisio ar ystod o arbenigwyr a rhanddeiliaid a all gyfrannu at ddysgu, gan ddarparu profiadau unigryw a chyfoethogol i ddysgwyr.
English: Reviewing a curriculum
Welsh: Adolygu cwricwlwm
English: Schools will be required to keep their curriculum under review so that they can respond to the outputs of professional inquiry, changing needs of learners and social contexts and needs.
Welsh: Bydd yn ofynnol i ysgolion barhau i adolygu eu cwricwlwm er mwyn iddyn nhw allu ymateb i allbynnau ymholiad proffesiynol, anghenion newidiol dysgwyr a chyd-destunau ac anghenion cymdeithasol.
English: Schools will be required to publish a summary of their curriculum and revise the summary if they make changes to the curriculum.
Welsh: Bydd yn ofynnol i ysgolion gyhoeddi crynodeb o'u cwricwlwm ac adolygu'r crynodeb os byddan nhw'n gwneud newidiadau i'r cwricwlwm.
English: Pedagogy is at the heart of curriculum.
Welsh: Mae addysgeg wrth wraidd cwricwlwm.
English: In designing their curriculum, schools should consider the pedagogical approaches they will need to employ to support learners in realising the
Welsh: Wrth gynllunio eu cwricwlwm, dylai ysgolion ystyried y dulliau addysgegol y bydd angen iddyn nhw eu defnyddio i gefnogi dysgwyr i wireddu'r
English: Schools should seek to develop a strong vision of learning and teaching which considers the 'why' and 'how' as well as the 'what'.
Welsh: Dylai ysgolion geisio datblygu gweledigaeth gref o ddysgu ac addysgu sy'n ystyried 'pam' a 'sut' yn ogystal â 'beth'.
English: This vision will recognise the integral role of the learning environment in supporting effective learning.
Welsh: Bydd y weledigaeth hon yn cydnabod rôl hanfodol yr amgylchedd dysgu wrth gefnogi dysgu effeithiol.
English: Schools should ensure that practitioners have a deep and thorough understanding of the pedagogical principles and the research on which they are based.
Welsh: Dylai ysgolion sicrhau bod gan ymarferwyr ddealltwriaeth ddofn a manwl o'r egwyddorion addysgegol a'r ymchwil sy'n sail iddyn nhw.
English: Effective pedagogy relies on an in-depth understanding of child and adolescent development.
Welsh: Mae addysgeg effeithiol yn dibynnu ar ddealltwriaeth fanwl o ddatblygiad plant a phobl ifanc.
English: It involves exploring and reflecting on which teaching strategies will best support learning in a given context, and inquiring about the impact of this on learners.
Welsh: Mae'n cynnwys archwilio a myfyrio ar y strategaethau addysgu a fydd yn cefnogi'r dysgu orau mewn cyd-destun penodol, ac ymchwilio i effaith hyn ar ddysgwyr.
English: Curriculum design for learners of all ages and abilities should be underpinned by pedagogical principles.
Welsh: Dylai'r broses o gynllunio cwricwlwm ar gyfer dysgwyr o bob oed a gallu fod yn seiliedig ar egwyddorion addysgegol.
English: These reflect well-documented evidence about effective pedagogy.
Welsh: Mae'r rhain yn adlewyrchu tystiolaeth hysbys am addysgeg effeithiol.
English: The pedagogical principles
Welsh: Yr egwyddorion addysgegol