techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: How can settings and schools create and promote a culture where talking about mental health and emotional well-being is encouraged?
Welsh: Sut y gall lleoliadau/ysgolion greu a hybu diwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn cael ei annog?
English: What experiences, knowledge and skills will support learners to respond to their experiences?
Welsh: Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i ymateb i'w profiadau?
English: How can an understanding of the brain support this?
Welsh: Sut y gall dealltwriaeth o'r ymennydd gefnogi hyn?
English: Learners need to understand the links between mental health and emotional well-being, how mental health and emotional well-being affects them and that our mental health can change over time.
Welsh: Mae angen i ddysgwyr ddeall y cysylltiadau rhwng iechyd meddwl a lles emosiynol, sut mae iechyd meddwl a lles emosiynol yn effeithio arnyn nhw a bod ein iechyd meddwl yn gallu newid dros gyfnod o amser.
English: Schools should ensure that their whole-school ethos and support systems enable learners to openly talk not only about their mental health, feelings, thoughts and emotions but also those of others.
Welsh: Dylai lleoliadau ac ysgolion sicrhau bod ethos a systemau cefnogi ysgol gyfan yn galluogi dysgwyr i siarad yn agored nid yn unig am eu hiechyd meddwl, teimladau, meddyliau ac emosiynau eu hunain ond am rai pobl eraill yn ogystal.
English: Settings and schools should ensure that learners have a deep appreciation of the importance of positive relationships and the benefits of seeking help.
Welsh: Dylai lleoliadau ac ysgolion sicrhau bod gan ddysgwyr werthfawrogiad dwfn o bwysigrwydd cydberthnasau cadarnhaol a manteision gofyn am gymorth.
English: Settings and schools should provide opportunities for learners to explore the factors that impact on their mental health and well-being.
Welsh: Dylai lleoliadau ac ysgolion gynnig cyfleoedd i ddysgwyr archwilio'r ffactorau sy'n effeithio ar eu hiechyd meddwl a lles.
English: These may include, but are not limited to, the importance of regular exercise, the effect of a balanced diet, how to respond to stress, and the impact of environments, including the online world.
Welsh: Gallai'r rhain gynnwys, ond nid yn gyfyngedig i, bwysigrwydd ymarfer cyson, effaith deiet cytbwys, sut i ymateb i bwysau ac effaith amgylcheddau, gan gynnwys y byd ar-lein.
English: What opportunities should your learners have to participate in authentic decision-making?
Welsh: Pa gyfleoedd ddylai dysgwyr eu cael i gymryd rhan mewn gwneud penderfyniadau dilys?Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i ddatblygu eu sgiliau gwneud penderfyniadau?
English: Settings and schools should consider how to provide a range of opportunities for learners to make decisions, both individually and collectively.
Welsh: Dylai lleoliadau ac ysgolion ystyried sut i gynnig ystod o gyfleoedd i ddysgwyr wneud penderfyniadau, yn unigol ac ar y cyd.
English: Earlier in progression these may include choices involving friendship, food and activities before moving onto more complex decisions with wider implications.
Welsh: Yn gynnar yn eu cynnydd gallai'r rhain gynnwys dewisiadau yn ymwneud â chyfeillgarwch, bwyd a gweithgareddau cyn symud ymlaen at benderfyniadau mwy cymhleth gyda goblygiadau ehangach.
English: Provision should also be made for learners to make decisions in areas such as careers, financial management, relationships and interactions with and through digital technology.
Welsh: Yn ogystal, dylid rhoi cyfle i ddysgwyr wneud penderfyniadau mewn meysydd megis gyrfaoedd, rheolaeth ariannol, cydberthnasau a rhyngweithio gyda a thrwy dechnoleg ddigidol.
English: The decision-making process may include problem-solving, identifying potential solutions, critically assessing information, appraising arguments for merit and engaging with and responding constructively to opposing opinions.
Welsh: Gallai'r broses o wneud penderfyniad gynnwys datrys problemau, nodi datrysiadau posib, asesu gwybodaeth yn feirniadol, gwerthuso dadleuon am
English: Settings and schools are encouraged to provide learners with opportunities to reflect on the short-term, medium-term and long-term implications of the decisions they make.
Welsh: Anogir lleoliadau ac ysgolion i gynnig cyfleoedd i ddysgwyr fyfyrio ar oblygiadau tymor byr, tymor canolig a hirdymor y penderfyniadau maen nhw'n eu gwneud.
English: It should recognise that learners do not necessarily have responsibility for many of the decisions affecting them and this responsibility grows over time.
Welsh: Dylai'r broses gydnabod nad oes gan ddysgwyr o angenrheidrwydd gyfrifoldeb dros lawer o'r penderfyniadau sy'n effeithio arnyn nhw a bod y cyfrifoldeb hwn yn tyfu dros gyfnod o amser.
English: Reflecting on the impact of decisions not only on oneself, but on other people and wider society is important, particularly with regard to decisions that have been made by others or other groups.
Welsh: Mae'n bwysig myfyrio ar effaith penderfyniadau nid yn unig ar yr hunan ond ar bobl eraill a'r gymdeithas ehangach, yn arbennig mewn perthynas â phenderfyniadau sydd wedi cael eu gwneud gan bobl eraill/grwpiau eraill.
English: Learners will need to understand the implications and importance of developing sound decision-making in areas such as careers, finances and the law.
Welsh: Bydd angen i ddysgwyr ddeall goblygiadau a phwysigrwydd datblygu'r gallu i wneud penderfyniadau cadarn mewn meysydd megis gyrfaoedd, cyllid a'r gyfraith.
English: In particular, learners will need to be aware that these are life decisions with long-term implications.
Welsh: Yn arbennig, bydd angen i ddysgwyr fod yn ymwybodol fod rhain yn benderfyniadau am fywyd gyda goblygiadau hir dymor.
English: How can learners be supported to engage with a range of social influences that affect their lives?
Welsh: Sut y gellir cefnogi dysgwyr i ymwneud ag ystod o ddylanwadau cymdeithasol sy'n effeithio ar eu bywydau?
English: Settings and schools should identify opportunities for learners to engage with positive
Welsh: Dylai lleoliadau ac ysgolion nodi cyfleoedd i ddysgwyr ymwneud â
English: Settings and schools should take account of the role that social influences can play on learner behaviour and the influences that can promote and encourage healthy prosocial behaviours as well as those that lead to issues such as discrimination, racism or prejudice.
Welsh: Dylai lleoliadau ac ysgolion ystyried y rôl y gall dylanwadau cymdeithasol ei chael ar ymddygiad dysgwyr, a'r dylanwadau all hyrwyddo ac annog ymddygiadau iach er lles y gymdeithas, yn ogystal â'r rhai sy'n arwain at faterion megis gwahaniaethu, hiliaeth neu ragfarn.
English: Settings and schools are encouraged to think about how to provide support for learners when negative social influences create difficulties for individuals and groups and celebrate those social influences that contribute to health and well-being.
Welsh: Anogir lleoliadau ac ysgolion i feddwl am sut i gynnig cefnogaeth i ddysgwyr pan mae dylanwadau cymdeithasol negyddol yn creu trafferthion i unigolion a grwpiau a dathlu'r dylanwadau cymdeithasol sy'n cyfrannu tuag at iechyd a lles.
English: These may be more global influences that affect large numbers of learners, but could also include things that affect smaller groups of learners.
Welsh: Gall y rhain fod yn ddylanwadau byd-eang sy'n effeithio ar nifer mawr o ddysgwyr, ond gall hefyd gynnwys elfennau sy'n effeithio ar grwpiau llai o ddysgwyr.
English: Through a whole-school approach to health and well-being together with curriculum design, practitioners are encouraged to provide opportunities for learners to explore and critically evaluate how and why they choose to engage with particular social influences and how these can affect behaviour.
Welsh: Trwy ddull gweithredu ysgol gyfan tuag at iechyd a lles ynghyd â chynllunio'r cwricwlwm, anogir ymarferwyr i gynnig cyfleoedd i ddysgwyr archwilio a gwerthuso'n feirniadol sut a pham maen nhw'n dewis ymwneud â dylanwadau cymdeithasol penodol, a sut mae'r rhain yn gallu effeithio ar ymddygiad.
English: What experiences could settings and schools offer to provide learners with an appreciation and understanding of the benefits of healthy relationships?
Welsh: Pa brofiadau gall lleoliadau/ysgolion eu cynnig er mwyn cynnig gwerthfawrogiad a dealltwriaeth i ddysgwyr o fanteision cydberthnasau iach?
English: How should settings and schools actively promote and model healthy relationships?
Welsh: Sut y dylai lleoliadau/ysgolion hyrwyddo a modelu cydberthnasau iach ag eraill yn weithredol?
English: Settings and schools should consider the relationships that are familiar to learners such as family and friends, pets, animals, peers, professional, virtual, romantic, sexual, religious and
Welsh: Dylai lleoliadau ac ysgolion ystyried y cydberthnasau sy'n gyfarwydd i'r dysgwyr megis teulu a chyfeillion, anifeiliaid yn cynnwys rhai anwes, cyfoedion, pobl broffesiynol, rhithiol, rhamantus, rhywiol, crefyddol ac
English: This should include opportunities to develop relationships with people who have different backgrounds, experiences and characteristics to them.
Welsh: Dylai hyn gynnwys cyfleoedd i ddatblygu cydberthynas â phobl sydd â chefndiroedd, profiadau a nodweddion gwahanol iddyn nhw.
English: In order to form, maintain and develop healthy relationships for life, learners will need to invest time in those relationships and acquire an array of skills and dispositions.
Welsh: Er mwyn ffurfio, cynnal a datblygu cydberthnasau iach gydol oes, bydd angen i ddysgwyr roi amser i'r cydberthynasau a chaffael ystod o sgiliau a rhinweddau.
English: Settings and schools should consider how they are supporting learners to develop the skills they need in order to build healthy relationships.
Welsh: Dylai lleoliadau ac ysgolion ystyried sut maen nhw'n cefnogi dysgwyr i ddatblygu'r sgiliau sydd eu hangen arnyn nhw i adeiladu cydberthynas iach.
English: These should include, but may not be limited to, open communication and discussion, acceptance, celebration,
Welsh: Dylai'r rhain gynnwys, ond heb fod yn gyfyngedig i, cyfathrebiad a trafodaeth agored, derbyniad, dathliad,
English: While these concepts should be integral to the whole-school ethos practitioners should be aware that many of these will also need to be taught explicitly throughout the curriculum.
Welsh: Tra dylai'r cysyniadau hyn fod yn rhan annatod o'r ethos ysgol gyfan, dylai ymarferwyr fod yn ymwybodol y bydd angen dysgu llawer o'r rhain yn benodol trwy'r holl gwricwlwm.
English: They should make the most of opportunities to develop these skills as they naturally occur.
Welsh: Dylen nhw fanteisio'n llawn ar y cyfleoedd i ddatblygu'r sgiliau hyn wrth iddyn nhw godi yn naturiol.
English: Learners should be given time to reflect on, explore and critically evaluate their experiences, as well as to use their knowledge to manage their behaviour in situations they may encounter in the future to
Welsh: Dylid rhoi amser i ddysgwyr fyfyrio ar eu profiadau, eu harchwilio a'u gwerthuso'n feirniadol er mwyn defnyddio'r wybodaeth i effeithio ar eu hymddygiad mewn sefyllfaoedd y gallan nhw ddod ar eu traws yn y dyfodol a defnyddio'r wybodaeth hon i
English: How can settings and schools support learners to recognise that relationships or aspects of relationships may not always be safe or healthy?
Welsh: Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i gydnabod nad yw cydberthynas neu agweddau o'r cydberthnasau o angenrheidrwydd yn ddiogel neu yn iach?
English: It is important that learners understand what may constitute an unhealthy or abusive relationship.
Welsh: Mae'n bwysig fod dysgwyr yn deall beth yw ystyr cydberthynas nad yw'n iach neu gydberthynas dreisiol.
English: They will need to recognise unwanted attention and learn how to respond appropriately.
Welsh: Bydd angen iddyn nhw adnabod sylw digroeso a dysgu sut i ymateb yn briodol.
English: Learners should understand the importance of privacy and consent.
Welsh: Dylai dysgwyr ddeall pwysigrwydd preifatrwydd a chydsynio.
English: They should be given opportunities to develop the knowledge and skills needed to seek help for themselves and others, and who to approach for support in a variety of situations, ranging from friends, family and teachers to external agencies and organisations such as Childline, Women's Aid, NSPCC, the police, counselling services and charities, health professionals, Child Exploitation and Online Protection (CEOP), etc.
Welsh: Dylen nhw gael cyfleoedd i ddatblygu'r wybodaeth a'r sgiliau sydd eu hangen i chwlio cymorth iddyn nhw eu hunain ac i eraill, a phwy i fynd atyn nhw ar gyfer cymorth mewn ystod o sefyllfaoedd, o ffrindiau, teulu ac athrawon i asiantaethau a chyrff allanol megis Childline, Cymorth i Fenywod, NSPCC, yr heddlu, gwasanaethau cwnsela ac elusennau, gweithwyr iechyd proffesiynol, Child Exploitation and Online Protection (CEOP), ac ati.
English: Safe behaviours may include appropriate touch, personal space and positive verbal communication, including consent.
Welsh: Gall ymddygiadau diogel gynnwys cyffwrdd priodol, gwagle personol a chyfathrebu geiriol cadarnhaol, yn gynnwys cydsynio.
English: Unsafe behaviours may include physical, emotional, verbal, sexual and online abuse.
Welsh: Gall ymddygiadau sydd heb fod yn ddiogel gynnwys camdriniaeth corfforol, emosiynol, rhywiol ac ar-lein.
English: Learners need to know that they have rights, including human rights and those in the United Nations Convention on the Rights of the Child (UNCRC), and that these should protect them from harm.
Welsh: Mae angen i ddysgwyr wybod bod ganddyn nhw hawliau, gan gynnwys hawliau dynol a'r hawliau yng Nghonfensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn (CCUHP), a bod yr hawliau hyn yn gallu eu diogelu rhag niwed.
English: They should understand the importance of equity and of recognising one another's rights in developing safe relationships.
Welsh: Dylen nhw ddeall pwysigrwydd tegwch a chydnabod hawliau eu hunain a hawliau pobl eraill wrth ddatblygu cydberthynas ddiogel.
English: How can topics, themes and activities be considered holistically?
Welsh: Sut y gall pynciau, themâu a gweithgareddau gael eu hystyried yn holistaidd?
English: Topics, themes and activities should be considered holistically, considering different aspects of a learners' health and well-being.
Welsh: Dylid ystyried pynciau, themâu a gweithgareddau yn holistaidd gan ystyried gwahanol agweddau ar iechyd a lles dysgwyr.
English: The statements of what matters are designed to be used as different lenses through which to look at and consider the same curriculum content.
Welsh: Cynlluniwyd y datganiadau o'r hyn sy'n bwysig i'w defnyddio fel ffordd o feddwl ac ystyried yr un cynnwys cwricwlaidd.
English: Planning should begin by thinking about topics relevant to learners' needs and then exploring how the topic or theme can be used to deliver learning in each of the statements of what matters.
Welsh: Dylai cynllunio ddechrau trwy feddwl am bynciau sy'n berthnasol i anghenion dysgwyr ac yna archwilio sut y gellir defnyddio'r pwnc neu'r thema i wireddu dysgu ymhob un o'r datganiadau o'r hyn sy'n bwysig.
English: The descriptions of learning can then support the development of learning and teaching.
Welsh: Gall y disgrifiadau dysgu wedyn gefnogi datblygu dysgu ac addysgu.
English: For example, if harmful substances were identified as a focus area, then curriculum design would require an exploration of how the descriptions of learning for each of the statements of what matters can offer a particular way of approaching it.
Welsh: Er enghraifft, pe bai sylweddau niweidiol yn cael eu nodi fel maes i ganolbwyntio arno, er mwyn cynllunio byddai angen archwilio sut mae'r disgrifiadau dysgu ar gyfer pob un o'r datganiadau o'r hyn sy'n bwysig yn gallu cynnig ffordd benodol o weithredu'r dysgu.
English: Initial thinking may identify the following links to the statements of what matters:
Welsh: Gall yr ystyriaethau dechreuol nodi'r cysylltiadau canlynol i'r datganiadau o'r hyn sy'n bwysig:
English: the impact of harmful substances and sleep patterns, appetite, motivation to exercise, emotional well-being, impulsive decision-making and risk-taking, friendship groups, and the ability to distinguish between healthy and harmful relationships.
Welsh: effaith sylweddau niweidiol a phatrymau cysgu, archwaeth, ysgogiad i ymarfer, lles emosiynol, gwneud penderfyniadau ar y pryd a chymryd risg, grwpiau cyfeillion, a'r gallu i wahaniaethu rhwng cydberthynas iach a niweidiol.
English: The descriptions of learning can then be used to provide the framework upon which to build detailed learning.
Welsh: Gellir defnyddio'r disgrifiadau dysgu wedyn i gynnig y fframwaith i adeiladu'r dysgu manwl arno.
English: Another example may be that the need to collaborate has been identified as a focus area and the following links may be developed:
Welsh: Enghraifft arall o bosib yw bod yr angen i gydweithredu wedi cael ei nodi fel maes i ganolbwyntio arno, gellir datblygu'r dolenni canlynol:
English: using physical activity as a vehicle for building collaboration, exploring the benefits of supporting one another on mental health and emotional well-being, making collective decisions and learning from mistakes, exploring how different social groups within a setting or school can identify commonalities, share goals and collaborate to build relationships with the wider community.
Welsh: defnyddio gweithgaredd corfforol fel cyfrwng i adeiladu cydweithredu, archwilio manteision cefnogi pobl eraill mewn perthynas ag iechyd meddwl a lles emosiynol, gwneud penderfyniadau ar y cyd a dysgu oddi wrth gamgymeriadau, archwilio sut y gall gwahanol grwpiau cymdeithasol o fewn lleoliad neu ysgol nodi elfennau sy'n debyg, rhannu targedau a chydweithredu i adeiladu gwahanol fathau o berthnasau gyda'r gymuned ehangach.
English: Settings and schools should consider the nature of the learning experiences and the supporting pedagogy to ensure that themes and topics contribute to learners' progression.
Welsh: Dylai lleoliadau ac ysgolion ystyried natur y profiadau dysgu a'r addysgeg gefnogol er mwyn sicrhau bod themâu a phynciau yn cyfrannu at gynnydd dysgwyr.
English: It is also important to remember that influences are not necessarily wholly positive or negative.
Welsh: Mae hefyd yn bwysig cofio nad yw dylanwadau bob amser yn gyfan gwbl gadarnhaol neu negyddol.
English: Behaviours and relationships can have both healthy and harmful aspects.
Welsh: Gall ymddygiadau a chydberthnasau fod ag agweddau iach yn ogystal â niweidiol.
English: Learning and teaching should be designed to encourage positive behaviours.
Welsh: Dylid cynllunio dysgu ac addysgu i annog ymddygiadau cadarnhaol.
English: When identifying experiences, positive approaches are important.
Welsh: Wrth nodi profiadau, mae dulliau gweithredu cadarnhaol yn bwysig.
English: The approach
Welsh: Dylai dull gweithredu'r dysgu sicrhau fod dysgwyr yn datblygu mwynhad a chanfyddiad cadarnhaol o ymddygiadau iach sydd er lles y gymdeithas.
English: It should not be about shaming specific behaviours or creating a long list of dos and don'ts.
Welsh: Ni ddylai'r dysgu gynnwys codi cywilydd ynghylch ymddygiadau penodol neu greu rhestr hir o dic a chroes.
English: Learning and teaching should recognise that while understanding the impacts of different behaviours is important, this alone is very unlikely to influence learners' behaviours.
Welsh: Dylai dysgu ac addysgu gydnabod tra bod deall effaith gwahanol ymddygiadau yn bwysig, mae hyn ar ei ben ei hun yn annhebygol o ddylanwadu ar ymddygiadau dysgwyr.
English: Learners can participate in a range of team and individual sports to support their understanding and application of positive health behaviours.
Welsh: Gall dysgwyr gymryd rhan mewn amrywiaeth o chwaraeon tîm a chwaraeon unigol i gefnogi eu dealltwriaeth o arferion iechyd positif a'u gweithredu.
English: This also supports the development of team-working, resilience and individual confidence.
Welsh: Mae hyn hefyd yn cefnogi datblygu gweithio mewn tîm, gwydnwch a hyder unigolion.
English: A study of sport can also unlock aspects of social history, politics, geography and science in Wales and across the world.
Welsh: Gall astudio chwaraeon hefyd ddatgloi agweddau ar hanes cymdeithasol, gwleidyddiaeth, daearyddiaeth a gwyddoniaeth Cymru ac ar draws y byd.
English: Learning about behaviours, situations and conditions that affect physical health and well-being could include learning about substance misuse, the development of first aid skills and an understanding of health conditions.
Welsh: Gallai dysgu am ymddygiadau, sefyllfaoedd a chyflyrau sy'n effeithio ar iechyd corfforol a lles gynnwys dysgu am gamddefnyddio sylweddau, datblygu sgiliau cymorth cyntaf a deall cyflyrau iechyd.
English: An understanding of diet and nutrition could be enhanced by a knowledge of food supply, both within Wales and internationally, and how it has changed over time.
Welsh: Gellid gwella dealltwriaeth o ddeiet a maeth drwy ddysgu am y cyflenwad bwyd, yng Nghymru ac yn rhyngwladol, a sut mae hyn wedi newid dros amser.
English: Key links with other Areas
Welsh: Cysylltiadau allweddol gyda Meysydd eraill
English: Links across Areas should be considered and drawn on to fully embed holistic learning.
Welsh: Dylid ystyried a thynnu ar gysylltiadau ar draws Meysydd er mwyn ymwreiddio dysgu holistaidd yn llawn.
English: Settings and schools should consider if there
Welsh: Dylai lleoliadau ac ysgolion ystyried a oes gwahanol elfennau o ddysgu y gellid eu hystyried gyda'i gilydd er mwyn cefnogi dysgu mwy holistaidd.
English: There are many links between this Area and other Areas.
Welsh: Mae llawer o gysylltiadau rhwng y Maes hwn a Meysydd eraill.
English: Involvement in the expressive arts can enable learners to develop a sense of self, build confidence, and explore different forms of communication and relationships, which can support mental health and emotional well-being.
Welsh: Gall cyfranogiad yn y celfyddydau mynegiannol alluogi dysgwyr i ddatblygu ymdeimlad o'r hunan, adeiladu hyder, ac archwilio gwahanol ffurfiau o gyfathrebu a chydberthnasau a all gefnogi iechyd meddwl a lles emosiynol
English: These two Areas link together to deepen learners' knowledge and understanding of identity, communities, societies, social norms and
Welsh: Mae'r ddau Faes yma yn cysylltu i ddyfnhau gwybodaeth a dealltwriaeth dysgwyr o hunaniaeth, cymunedau, cymdeithasau, normau a
English: They support understanding of citizenship, rights, respect and equality.
Welsh: Maen nhw'n cefnogi dealltwriaeth o ddinasyddiaeth, hawliau, parch a chyfartaledd.
English: The Health and Well-being Area of Learning and Experience supports learners' understanding of how individual and collective decision-making can support ethical and sustainable responses to challenges and opportunities that are faced by humanity.
Welsh: Mae'r Maes hwn yn cefnogi dealltwriaeth dysgwyr o sut y gall penderfyniadau gan unigolion a rhai ar y cyd gefnogi ymatebion moesegol a chynaliadwy i gyfleoedd a wynebir gan ddynoliaeth yn gyffredinol ac yng Nghymru yn benodol.
English: Languages, Literacy and Communication
Welsh: Ieithoedd, Llythrennedd a Chyfathrebu
English: These two Areas link together to provide learners with the skills to effectively communicate which in turn provide a foundation for developing healthy relationships.
Welsh: Mae'r ddau Faes yma yn cyfuno i ddarparu sgiliau fydd yn galluogi dysgwyr i gyfathrebu'n effeithiol. Bydd hyn yn ei dro yn darparu sail ar gyfer datblygu cydberthnasau iach.
English: Physical and cognitive development will impact on the acquisition of speech and language and the development of
Welsh: Bydd datblygiad corfforol a gwybyddol yn effeithio ar gaffael lleferydd ac iaith a datblygu
English: Literacy skills allow learners to explore texts related to health and well-being.
Welsh: Mae sgiliau llythrennedd yn galluogi dysgwyr i archwilio testunau sy'n ymwneud ag iechyd a lles.
English: Reading and writing for pleasure also provides opportunities to improve the learner's sense of well-being
Welsh: Mae darllen ac ysgrifennu er mwyn pleser hefyd yn darparu cyfleoedd i wella ymdeimlad o les yn y dysgwr.