techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Settings and schools will need to plan for learners' progression in both Welsh and English, and in international languages.
Welsh: Bydd angen i leoliadau ac ysgolion gynllunio ar gyfer cynnydd dysgwyr yn Gymraeg ac yn Saesneg, ac mewn ieithoedd rhyngwladol.
English: Schools will need to consider the Welsh achievement outcomes most suited to their learners.
Welsh: Bydd angen i ysgolion ystyried y deilliannau
English: As well as Welsh-medium schools, the progression in Welsh shown in the Welsh/English achievement outcomes may also be the most suitable for some learners in English-medium schools who, for example, have attended
Welsh: Yn ogystal ag ysgolion cyfrwng Cymraeg,mae'n bosibl hefyd mai'r cynnydd yn y Gymraeg a ddangosir yn y deilliannau cyﬂawniad
English: Bilingual schools may also need to consider both the Welsh/English achievement outcomes and the achievement outcomes for Welsh in English-medium settings/schools/streams.
Welsh: Efallai y bydd angen i ysgolion dwyieithog hefyd ystyried y deilliannau
English: Achievement outcomes for international languages show progression from Progression step 3.
Welsh: Mae deilliannau cyﬂawniad ar gyfer ieithoedd rhyngwladol yn dangos cynnydd o Gam cynnydd 3.
English: Learners will develop an awareness of the languages around them from an early age and should experience increasing exposure to a variety of languages.
Welsh: Bydd dysgwyr yn datblygu ymwybyddiaeth o'r ieithoedd o'u hamgylch o oedran cynnar, a dylent gael amlygiad cynyddol i amrywiaeth o ieithoedd.
English: Within these progression routes, learners' pathways will vary and the process will not be linear.
Welsh: O fewn y llwybrau cynnydd hyn, bydd teithiau dysgwyr yn amrywio ac ni fydd y broses yn un llinol.
English: It is essential, for example, to recognise that second language learners may use formulaic language with few mistakes initially and as they progress, when being more ambitious and spontaneous in their use of language, they may appear to make more mistakes. Learners must be encouraged to be ambitious in their use of languages and to embrace this as an intrinsic part of successful language
Welsh: Mae'n hanfodol cydnabod, er enghraifft, y gall dysgwyr ail iaith ddefnyddio iaith fformiwläig heb fawr ddim camgymeriadau i ddechrau ac wrth iddynt ddatblygu i fod yn fwy uchelgeisiol a ddigymell yn eu defnydd o iaith, efallai y byddant yn gwneud mwy o gamgymeriadau i bob golwg.Mae'n rhaid i ddysgwyr gael eu hannog i fod yn uchelgeisiol yn y ffordd y maent yn defnyddio ieithoedd a derbyn hyn fel rhan annatod o ddysgu iaith yn llwyddiannus a all arwain at fod yn ddefnyddwyr iaith mwy rhugl a chywir.
English: The Five Stage Model for English/Welsh as an additional language (EAL/WAL) and support materials should be referenced when considering progression of EAL learners in English-medium schools and WAL learners in Welsh-medium schools.
Welsh: Dylid cyfeirio at y Model Pum Cam ar gyfer Saesneg/Cymraeg fel iaith ychwanegol (SIY/CIY) a deunyddiau cymorth wrth ystyried cynnydd dysgwyr SIY mewn ysgolion cyfrwng Saesneg a dysgwyr CIY mewn ysgolion cyfrwng Cymraeg.
English: Schools will ensure highly effective pedagogical approaches and collaboration with relevant partners to ensure all learners have fair equitable access to the Languages, Literacy and Communication Area of Learning and Experience.
Welsh: Bydd ysgolion yn sicrhau dulliau addysgeg effeithiol iawn a chydweithio â phartneriaid perthnasol er mwyn sicrhau bod pob dysgwr yn cael mynediad teg at Faes Dysgu a Phroﬁad Ieithoedd,
English: This process begins with the school recognising its own linguistic landscape, including the strengths and challenges of its learners with additional learning needs (ALN).
Welsh: Mae'r broses hon yn dechrau gyda'r ysgol yn cydnabod ei thirwedd ieithyddol ei hun, gan gynnwys cryfderau a heriau ei dysgwyr sydd ag anghenion dysgu ychwanegol (ADY).
English: With this knowledge schools will be equipped to plan relevant pathways for all learners
Welsh: Gyda'r wybodaeth hon, bydd ysgolion yn barod i gynllunio llwybrau perthnasol i bob dysgwr, gan gynnwys ystyried yr amgylchedd dysgu, mireinio/gwahaniaethu o ran addysgu a chydweithio
English: A learner with highly complex physical needs can make very good progress in their development in all aspects of the what matters statements in Languages, Literacy and Communication via their individual pathway, e.g. through using technology to communicate, read and write with the support of partners in health, advisory services and other specialist groups.
Welsh: Gall dysgwr sydd ag anghenion corfforol hynod gymhleth wneud
English: It is recognised that some of our youngest learners may come to school with a language delay.
Welsh: Cydnabyddir bod rhai o'n dysgwyr ieuengaf yn dod i'r ysgol gydag oedi mewn datblygu iaith.
English: Schools will need to plan in their particular context and with specialist support where appropriate so that developmental, physiological, pragmatic and other additional learning needs can be
Welsh: Bydd angen i ysgolion gynllunio yn eu cyd-destun penodol a chyda chymorth arbenigol lle y bo'n
English: Any additional support with the physical aspects of writing, e.g. the speciﬁc
Welsh: Dylid cynllunio ar gyfer unrhyw gymorth ychwanegol gyda'r agweddau corfforol ar ysgrifennu, e.e. gofynion penodol dysgwyr llaw chwith.
English: In all circumstances professionals should be encouraged to plan for and support young children's linguistic development in line with child development, recognising, for example, the importance of young learners developing their speaking skills well enough before focusing on writing.
Welsh: Ym mhob achos, dylid annog
English: The cross-curricular responsibilities of literacy, numeracy and digital competence support almost
Welsh: Mae cyfrifoldebau trawsgwricwlaidd llythrennedd, rhifedd a chymhwysedd digidol yn cefnogi y rhan fwyaf o ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern.
English: The Languages, Literacy and Communication Area of Learning and Experience by deﬁnition
Welsh: Drwy ddifﬁniad, mae llythrennedd wrth wraidd Maes Dysgu a Phroﬁad Ieithoedd, Llythrennedd a Chyfathrebu.
English: Literacy skills will be explicitly taught through this area of learning and experience.
Welsh: Caiff sgiliau llythrennedd eu haddysgu'n benodol drwy'r maes dysgu a phroﬁad hwn.
English: Other areas of learning and experience will facilitate the application and development of these skills in authentic contexts and allow these skills to be consolidated.
Welsh: Bydd meysydd dysgu a phroﬁad eraill yn hwyluso'r broses o ddefnyddio a datblygu'r sgiliau hyn
English: Oracy and writing should be viewed as the tools through which learners express themselves, which includes demonstrating their understanding of a range of contexts and skills.
Welsh: Dylid ystyried llafaredd ac ysgrifennu fel yr adnoddau a ddefnyddir gan ddysgwyr i fynegi eu hunain, sy'n cynnwys dangos eu dealltwriaeth o amrywiaeth o gyd-destunau a sgiliau.
English: Reading skills should be developed to support learning, e.g. to extract relevant information and data from tables, charts, graphs and text in order to support their decision-making.
Welsh: Dylai sgiliau darllen gael eu datblygu i gefnogi dysgu, e.e. echdynnu gwybodaeth a data perthnasol o dablau,
English: The development of writing skills will support learners to articulate meaning and purposes across a range of areas.
Welsh: Bydd datblygu sgiliau
English: There are elements of numeracy which will have clear overlaps with this area of learning and experience, such as drawing key information from a variety of sources or using reasoning skills to make decisions.
Welsh: Mae elfennau o rifedd a fydd yn gorgyffwrdd yn amlwg â'r maes dysgu a phroﬁad hwn, megis
English: Learners' ﬁrst experiences and application of numeracy may be through activities such as number
Welsh: Gallai proﬁadau cyntaf dysgwyr o ddefnyddio rhifedd godi drwy weithgareddau megis rhigymau rhif,
English: As learners use numbers in other languages this in turn will consolidate learning and reinforcelearners' mental and written numeracy skills.
Welsh: Wrth i ddysgwyr ddefnyddio rhifau mewn ieithoedd eraill bydd hyn yn ei dro yn atgyfnerthu dysgu a sgiliau rhifedd y pen a sgiliau rhifedd ysgrifenedig.
English: As they begin to be immersed in rich and varied language experiences, concepts such as chronological awareness will naturally occur and be developed.
Welsh: Wrth i ddysgwyr ddechrau cael eu trochi
English: Digital skills are recognised as having increasing importance in developing learners' literacy, languages and wider communication skills.
Welsh: Cydnabyddir bod sgiliau digidol yn gynyddol bwysig o ran datblygu llythrennedd, ieithoedd a sgiliau cyfathrebu ehangach dysgwyr.
English: It is ever more important to be able to use digital technology appropriately and operate across a variety of digital environments and media, working collaboratively, creatively and critically.
Welsh: Mae'r gallu i ddefnyddio technoleg ddigidol yn briodol a gweithredu mewn amrywiaeth o amgylcheddau a chyfryngau digidol, gan weithio'n greadigol, ar y cyd, ac yn feirniadol, yn dod yn fwyfwy pwysig.
English: Digital rights, licensing and ownership can be discussed as learners work independently or collaborate on projects.
Welsh: Gellir trafod hawliau digidol, trwyddedu a pherchenogaeth wrth i ddysgwyr weithio'n annibynnol neu gydweithio ar brosiectau.
English: As learners explore methods of communication for a given situation, they can learn how to compose clear and appropriate messages tailored for particular audiences, sharing, editing and adapting as required.
Welsh: Wrth i ddysgwyr archwilio dulliau cyfathrebu ar gyfer sefyllfa benodol, gallant ddysgu sut i greu negeseuon clir a phriodol wedi'u teilwra ar gyfer cynulleidfaoedd penodol, gan rannu, golygu ac
English: They can also be given the opportunity to understand and develop an awareness of how to store data appropriately, and to be mindful of the implications of data laws, including the use of copyright.
Welsh: Gallant hefyd gael y cyﬂe i ddeall a datblygu ymwybyddiaeth o sut i storio
English: Literature can be accessed through technology as well as further information about themes encountered through literature, or differing responses to it.
Welsh: Gellir cael mynediad at lenyddiaeth drwy dechnoleg yn ogystal â rhagor o wybodaeth am themâu y deuir ar eu traws drwy lenyddiaeth, neu ymatebion gwahanol i lenyddiaeth.
English: The digital environment also facilitates increased awareness and understanding of different cultures, enables communication with learners both in this country and other countries, and provides a wealth of tools for learning and experiencing languages.
Welsh: Mae'r amgylchedd digidol hefyd yn hwyluso ymwybyddiaeth a dealltwriaeth gynyddol o
English: Through the Languages, Literacy and Communication Area of Learning and Experience, learners develop a strong sense of identity as citizens in their local community, Wales, the United Kingdom and the wider world, acknowledging the cultural and linguistic diversity of each context.
Welsh: Drwy Faes Dysgu a Phroﬁad Ieithoedd, Llythrennedd a Chyfathrebu, mae dysgwyr yn datblygu
English: Learners' journeys start with their own language (s) and culture (s) in their homes, communities and within Wales.
Welsh: Mae teithiau dysgwyr yn dechrau gyda'u hiaith (hieithoedd) a'u diwylliant (diwylliannau) eu hunain yn y cartref, yn eu cymunedau ac yng Nghymru.
English: This provides a foundation as they broaden their understanding of national and global
Welsh: Mae hyn yn rhoi sylfaen wrth iddynt ehangu eu dealltwriaeth o gyd-destun cenedlaethol a'r cyd-destun byd-eang, a pharhau i fyfyrio ar eu persbectif personol a lleol ar yr un pryd.
English: This is particularly the
Welsh: Mae hyn yn arbennig o wir am y datganiadau canlynol o'r hyn sy'n bwysig
English: For these what matters statements the Welsh dimension and international perspective forms a key part.
Welsh: Ar gyfer y datganiadau hyn o'r hyn sy'n bwysig, mae'r dimensiwn Cymreig a'r persbectif rhyngwladol
English: For example, learners will have opportunities to build on connections, commonalities and distinctions between their own language (s) and culture (s) and those of their local and wider community.
Welsh: Er enghraifft, bydd dysgwyr yn cael cyﬂeoedd i adeiladu ar gysylltiadau,
English: Access through the Languages, Literacy and Communication Area of Learning and Experience to a range of literature enables learners to embrace their place in the world, and opens their minds to a variety of viewpoints, perspectives and ideas.
Welsh: Mae mynediad drwy Faes Dysgu a Phroﬁad Ieithoedd, Llythrennedd a Chyfathrebu at amrywiaeth
English: They will experience Welsh literature, Welsh literature in English, English literature, literature from other cultures and literature written in international languages, including work in translation.
Welsh: Byddant yn proﬁ llenyddiaeth Gymraeg,
English: It is important that learners are given opportunities to celebrate literature from their own culture (s) and that they are introduced to the other cultures around them.
Welsh: Mae'n bwysig bod dysgwyr yn cael cyﬂeoedd i ddathlu llenyddiaeth eu diwylliant (diwylliannau) eu hunain a'u bod yn cael eu cyﬂwyno i'r diwylliannau eraill o'u hamgylch.
English: Languages play an important part in realising the four purposes of the curriculum, supporting learners in becoming global citizens who are able to communicate effectively and who are able to appreciate other cultures, while celebrating their own.
Welsh: Mae iaith yn chwarae
English: The Languages, Literacy and Communication Area of Learning and Experience provides ample opportunities for learners to develop all four of the wider skills.
Welsh: Mae Maes Dysgu a Phroﬁad Ieithoedd, Llythrennedd a Chyfathrebu yn cynnig cyﬂeoedd lu i ddysgwyr datblygu pob un o'r pedwar sgil ehangach.
English: The skills of listening, reading, speaking and writing are intrinsic to the development of critical thinking and problem-solving.
Welsh: Mae sgiliau gwrando, darllen, siarad ac ysgrifennu yn rhan annatod o ddatblygu'r gallu i feddwl yn feirniadol a datrys problemau.
English: We listen and read in order to analyse and understand situations and develop responses and solutions through speaking and writing.
Welsh: Rydym yn gwrando ac yn darllen er mwyn dadansoddi a deall sefyllfaoedd a llunio ymatebion drwy siarad ac ysgrifennu.
English: Learners also develop their critical-thinking skills through engaging with literature and their problem-solving skills through deconstructing and using their languages.
Welsh: Mae dysgwyr hefyd yn datblygu eu sgiliau
English: As learners develop their skills in listening and reading, speaking and writing, they will also develop the skills of planning and organising, deciding how best to present their ideas and creative works,
Welsh: Wrth i ddysgwyr ddatblygu eu sgiliau gwrando a darllen, siarad ac ysgrifennu, byddant hefyd yn
English: Literature inspires creativity, and skills in listening, reading, speaking and writing are essential for exploring ideas and expressing opinions in Welsh, English and international languages.
Welsh: Mae llenyddiaeth yn ysbrydoli creadigrwydd ac mae sgiliau gwrando, darllen, siarad ac ysgrifennu yn hanfodol er mwyn archwilio syniadau a mynegi safbwyntiau yn Gymraeg, yn Saesneg ac mewn ieithoedd rhyngwladol.
English: Understanding their own identity and culture through languages, and developing an openness to others, give learners the courage to take risks, experiment and use languages creatively.
Welsh: Mae deall eu hunaniaeth a'u diwylliant eu hunain drwy ieithoedd, a datblygu
English: Reﬂecting on and understanding their own and others' cultures and identities through languages
Welsh: Mae myfyrio ar eu diwylliannau a'u hunaniaeth eu hunain a diwylliannau a hunaniaeth eraill drwy ieithoedd yn agwedd bwysig ar ddatganiadau o'r hyn sy'n bwysig ym Maes Dysgu a
English: Through listening, viewing and reading, learners develop their understanding of effective and appropriate communication which they further develop through their own speaking and writing.
Welsh: Drwy wrando, gwylio a darllen, mae dysgwyr yn
English: Learners will develop their personal effectiveness and self-awareness when using languages which will in turn support learning across the whole curriculum.
Welsh: Bydd dysgwyr yn datblygu eu heffeithiolrwydd personol a'u hunanymwybyddiaeth wrth ddefnyddio ieithoedd a fydd yn eu tro yn cefnogi dysgu ar draws y cwricwlwm cyfan.
English: It is vital for learners to access high-quality careers and labour market information and have an understanding of what this means to them, in order to make well-informed, sustainable career decisions.
Welsh: Mae'n hanfodol i ddysgwyr gael gafael ar wybodaeth o ansawdd uchel am yrfaoedd a'r farchnad lafur ac iddynt feddu ar ddealltwriaeth o'r hyn y mae hynny'n ei olygu iddynt, er mwyn gwneud penderfyniadau gwybodus a chynaliadwy am eu gyrfa.
English: The beneﬁts of bilingualism and multilingualism are well documented.
Welsh: Mae cryn dipyn wedi cael ei ysgrifennu am fanteision dwyieithrwydd ac amlieithrwydd.
English: Speaking more than one
Welsh: Mae siarad mwy nag un iaith yn sgil a fydd yn gwneud dysgwyr yn fwy atyniadol ar y farchnad lafur, ac mae
English: Skills in international languages are essential for Wales to thrive as an international trading nation.
Welsh: Mae sgiliau mewn ieithoedd rhyngwladol yn hanfodol i Gymru ffynnu fel gwlad fasnachol ryngwladol.
English: International languages open up a vast array of career pathways for learners, from working with MI5 to working in marketing for an international company, from cabin crew to event management.
Welsh: Mae ieithoedd rhyngwladol yn cynnig llu o lwybrau gyrfa i ddysgwyr, o weithio gyda MI5 i weithio ym maes marchnata i gwmni rhyngwladol, o griw awyren i reoli digwyddiadau.
English: There are opportunities in Wales, in the United Kingdom and globally for linguists.
Welsh: Mae cyﬂeoedd yng Nghymru, yn y Deyrnas Unedig ac yn fyd-eang i ieithyddion.
English: There are many careers that link directly to Languages, Literacy and Communication.
Welsh: Mae llawer o yrfaoedd sy'n cysylltu'n uniongyrchol ag Ieithoedd, Llythrennedd a Chyfathrebu.
English: However, the skills developed, such as the ability to read and write clearly, to undertake research, to give a presentation, to communicate clearly and to have attention to detail, are valued by a wide range of employers, providing a wide range of opportunities for learners.
Welsh: Fodd bynnag, mae'r sgiliau a ddatblygir, megis y gallu i ddarllen ac ysgrifennu'n glir, cynnal
English: Communication and literacy are essential to career readiness, as are social competencies such as critical thinking, persuasive argument
Welsh: Mae cyfathrebu a llythrennedd yn hanfodol i fod yn barod at yrfa, ynghyd â chymwyseddau cymdeithasol fel meddwl yn feirniadol, dadlau darbwyllol ac ymgyﬂwyno hyderus.
English: Learners should understand and be able to explain the links between
Welsh: Dylai dysgwyr ddeall y cysylltiadau rhwng
English: Bilingual skills are useful for any job but especially those involving communicating with people.
Welsh: Mae sgiliau dwyieithog yn ddefnyddiol ar gyfer unrhyw swydd ond yn enwedig y rhai sy'n cynnwys
English: Areas where the demand for people with bilingual skills is increasing include education, health, child care, social care, business and information technology, tourism and leisure, media and performing arts, linguistics, computational linguistics and agriculture.
Welsh: Mae meysydd lle mae'r galw am bobl sydd â sgiliau dwyieithog yn cynyddu
English: Importantly, the transferable skills which sit at the heart of the Languages, Literacy and Communication Area of Learning and Experience contribute to the preparation of a workforce for professions and jobs that are not yet in existence, to meet the needs of new and emerging careers.
Welsh: Bydd y sgiliau trosglwyddadwy sydd wrth wraidd Maes Dysgu a Phroﬁad Ieithoedd, Llythrennedd
English: The Welsh language can also open doors in the world of work, providing an advantage in the jobs market in Wales and an opportunity to gain valuable experience in competitive industries which can lead to further opportunities both within and beyond Wales.
Welsh: Gall y Gymraeg hefyd agor drysau i fyd gwaith, gan roi mantais yn y farchnad swyddi yng Nghymru
English: Public services in Wales must not treat the Welsh language less favourably than English.
Welsh: Mae'n rhaid i wasanaethau cyhoeddus yng Nghymru beidio â thrin y
English: This has meant a rise in demand for people who can communicate well in both languages.
Welsh: Mae hyn wedi golygu cynnydd yn y galw am bobl sy'n gallucyfathrebu'n dda yn y ddwy iaith.
English: More people now feel able to use their Welsh when using services and, as a result, research shows that demand from employers for staff with Welsh language skills is increasing.
Welsh: Mae mwy o bobl bellach yn teimlo eu bod yn gallu defnyddio eu
English: The Languages, Literacy and Communication Area of Learning and Experience helps learners to understand diversity and challenge stereotypes in order to raise learners' aspirations and belief in their potential future.
Welsh: Mae Maes Dysgu a Phroﬁad Ieithoedd, Llythrennedd
English: Learner progression relating to careers and work-related experiences is part of a continuum of learning for learners aged 3 to 16.
Welsh: Mae cynnydd dysgwyr o ran gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith yn rhan o gontinwwm dysgu ar gyfer dysgwyr rhwng 3 ac 16 oed.
English: Success for a young primary school learner could include:
Welsh: Gallai llwyddiant i ddysgwr ifanc ysgol
English: • evaluating risks when developing a business idea and exploring different methods of setting up and sustaining an enterprise.
Welsh: • gwerthuso risgiau wrth ddatblygu syniad busnes ac ystyried gwahanol ffyrdd o sefydlu a chynnal menter.
English: Learners develop interests, strengths, knowledge, skills and aspirations through their educational experiences within and beyond school.
Welsh: Mae dysgwyr yn datblygu diddordebau, cryfderau, sgiliau a dyheadau drwy broﬁadau fel rhan o'r cwricwlwm ac mewn bywyd y tu hwnt i'r ysgol.
English: A range of partners support these exciting journeys through co-design and co-delivery and together they shape learners' decisions about their future and the pathways they follow.
Welsh: Mae amrywiaeth o bartneriaid ynghlwm â'r teithiau cyffrous hyn drwy gyd-ddylunio a chyd-gyﬂwyno a, chyda'i gilydd, maent yn llywio penderfyniadau dysgwyr am eu dyfodol a'r llwybrau y byddant yn eu dilyn.
English: Opportunities such as visits, guest speakers and practical activities can help to enhance and contextualise learning.
Welsh: Gall cyﬂeoedd megis ymweliadau,
English: Collaboration and access to individuals and employers, e.g. in local government, hospitality, public relations, advertising, teaching, retail, computing, tourism and social work, can provide learners with opportunities to learn about work, employment and the skills valued in the workplace.
Welsh: Gall cydweithio a chyﬂeoedd i gysylltu ag unigolion a chyﬂogwyr, e.e. mewn llywodraeth leol, lletygarwch, cysylltiadau cyhoeddus, hysbysebu, addysgu, manwerthu, cyfriﬁaduro, twristiaeth a gwaith cymdeithasol, roi cyﬂeoedd i ddysgwyr ddysgu am waith, cyﬂogaeth a'r sgiliau a
English: These can provide an authentic learning experience which leads to sustainability for this area of learning and experience, developing learners as creative, enterprising contributors, forming links to the world of work.
Welsh: Gall y rhain gynnigproﬁad dysgu dilys sy'n arwain at gynaliadwyedd i'r maes dysgu a phroﬁad hwn, gan ddatblygu dysgwyr yn gyfranwyr creadigol a mentrus, a chreu cysylltiadau â'r byd gwaith.
English: Opportunities for engagement should include attending careers and skills fairs, talks from and visits to further and higher education providers, as well as presentations from students in further or higher education.
Welsh: Dylai'r cyﬂeoedd ymgysylltu gynnwys mynychu ffeiriau gyrfaoedd a sgiliau, sgyrsiau gan ddarparwyr addysg bellach ac uwch ac ymweliadau gan y darparwyr hynny, yn ogystal â chyﬂwyniadau gan