techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: As such, planning for a specific transition may not always be possible.
Welsh: Oherwydd hynny, ni fydd modd cynllunio ar gyfer proses bontio benodol ym mhob achos.
English: However, IDPs
Welsh: Fodd bynnag,
English: Planning for transition provides an opportunity for children and young people to raise any concerns they may have about the new setting.
Welsh: Mae cynllunio ar gyfer pontio yn rhoi cyfle i blant a phobl ifanc godi unrhyw bryderon sydd ganddynt am y lleoliad newydd.
English: It also provides an opportunity for parents to engage with professionals and discuss how best their child can be supported to make a smooth transition into the education setting and to ensure their child is supported to fully take part in nursery or school activities.
Welsh: Mae hefyd yn gyfle i rieni ymwneud â gweithwyr proffesiynol a thrafod y ffordd orau o gefnogi eu plentyn er mwyn sicrhau proses ddidrafferth wrth bontio i'r lleoliad addysg a gofalu bod y plentyn yn cael cymorth i gymryd rhan lawn yng ngweithgareddau'r feithrinfa neu'r ysgol.
English: Who is involved in transition planning
Welsh: Pwy sy'n rhan o'r gwaith o gynllunio proses bontio?
English: If a school, FEI or local authority intends to plan for a forthcoming transition when preparing or reviewing an IDP, the school, FEI or local authority
Welsh: Os yw ysgol, sefydliad addysg bellach neu awdurdod lleol yn bwriadu cynllunio ar gyfer proses bontio sydd ar ddod wrth lunio neu adolygu CDU,
English: This may be particularly relevant when planning for a transition into a new setting.
Welsh: Gallai hyn fod yn arbennig o berthnasol wrth gynllunio ar gyfer pontio i leoliad newydd.
English: In particular, the involvement of professionals from the new setting (where known), can provide expert advice on the new setting, including the ALP that the child or young person might need at the new setting and arrangements to help ensure a smooth transition.
Welsh: Yn arbennig, trwy gynnwys gweithwyr proffesiynol o'r lleoliad newydd (os yw'n hysbys), gellir cynnig cyngor arbenigol ar y lleoliad newydd, yn cynnwys y DDdY y gallai'r plentyn neu'r person ifanc fod ei hangen yn y lleoliad newydd a threfniadau i helpu i sicrhau proses bontio esmwyth.
English: Chapter 22 (Meetings about ALN and IDPs) addresses preparing for meetings, involving other professionals and agencies in them, including where there is to be a focus on transition (see in particular the guidance at paragraph 22.31).
Welsh: Mae Pennod 22 (Cyfarfodydd am ADY a CDUau) yn trafod paratoi ar gyfer cyfarfodydd, a chynnwys gweithwyr proffesiynol ac asiantaethau eraill ynddynt, gan gynnwys lle mae ffocws ar bontio (gweler yn benodol y canllawiau ym mharagraff 22.31).
English: Recording transition arrangements
Welsh: Cofnodi trefniadau pontio
English: Section 3C of the IDP allows arrangements for transitions to be recorded, see Chapter 23 on the content of an IDP, Chapter 24 on the content of an IDP for LAC and Annex A for the IDP template.
Welsh: Mae adran 3C o'r CDU yn caniatáu i drefniadau ar gyfer pontio gael eu cofnodi, gweler Pennod 23 ar gynnwys CDU, Pennod 24 ar gynnwys CDU ar gyfer plant sy'n derbyn gofal ac Atodiad A ar gyfer templed y CDU.
English: Supporting transition
Welsh: Cefnogi'r broses bontio
English: This section discusses supporting children and young people making transitions into, between and out of education settings.
Welsh: Mae'r adran hon yn trafod cefnogi plant a phobl ifanc sy'n pontio i leoliadau addysg, rhwng un lleoliad a'r llall, ac allan o leoliadau.
English: Much of the guidance and underlying principles are relevant for supporting children and young people through any transition, however certain aspects relate more to specific transition points.
Welsh: Mae llawer o'r canllawiau a'r egwyddorion sylfaenol yn berthnasol ar gyfer cefnogi plant a phobl ifanc drwy unrhyw broses bontio, ond mae rhai agweddau'n ymwneud mwy â phwyntiau pontio penodol.
English: Transition into a learner's first education setting
Welsh: Pontio i leoliad addysg cyntaf dysgwr
English: In most cases, the transition into a child's first education setting would be from their home environment.
Welsh: Yn y rhan fwyaf o achosion, byddai'r plentyn yn pontio i'w leoliad addysg cyntaf o'i gartref.
English: For many children with ALN, the general approach taken by the setting to support them make the transition into an education setting for the first time would be sufficient to reduce any concerns and address any issues related to starting education.
Welsh: I lawer o blant ag ADY, byddai trefniadau cyffredinol y lleoliad i gefnogi plant sy'n pontio i leoliad addysg am y tro cyntaf yn ddigonol i leihau unrhyw bryderon a mynd i'r afael ag unrhyw broblemau sy'n gysylltiedig â dechrau addysg.
English: Some children with ALN may, however, require additional time and support to make the transition into an education setting for the first time.
Welsh: Fodd bynnag, gallai fod angen amser a chymorth ychwanegol ar rai plant ag ADY wrth bontio i leoliad addysg am y tro cyntaf.
English: Also, in some cases, the learner may be an older child or a young person.
Welsh: Hefyd, mewn rhai achosion, gall y dysgwr fod yn blentyn hŷn neu'n berson ifanc.
English: The approach taken to support the child or young person through this first transition ought to depend on the individual's circumstances, level of need and the type of setting as well as taking into account their views, wishes and feelings.
Welsh: Dylai'r dull a gymerir i gefnogi'r plentyn neu'r person ifanc drwy'r broses bontio gyntaf hon ddibynnu ar amgylchiadau'r unigolyn, lefel yr angen a'r math o leoliad yn ogystal ag ystyried ei farn, ei ddymuniadau a'i deimladau.
English: For example, when supporting a child who is entering an education setting for the first time, it may be helpful to arrange for the child and their parent to visit the setting to provide an opportunity to consider, alongside teaching staff, how the child may respond to the setting:
Welsh: Er enghraifft, wrth gefnogi plentyn sy'n mynd i leoliad addysg am y tro cyntaf, efallai y byddai'n ddefnyddiol trefnu i'r plentyn a'i riant ymweld â'r lleoliad i roi cyfle i ystyried, ochr yn ochr â staff addysgu, sut y gall y plentyn ymateb i'r lleoliad:
English: to toys and activities; what they may enjoy; what they may find difficult; and whether any reasonable adjustments may need to be made.
Welsh: i deganau a gweithgareddau; beth fyddai'n ei fwynhau efallai; beth allai fod yn anodd iddo; ac a allai fod angen gwneud addasiadau rhesymol.
English: This would also provide the child with an opportunity to experience the classroom, meet the teacher and other staff and familiarise themselves with the new environment.
Welsh: Byddai hyn hefyd yn rhoi cyfle i'r plentyn gael profiad o'r ystafell ddosbarth, cwrdd â'r athro a staff eraill ac ymgyfarwyddo â'r amgylchedd newydd.
English: Visits to the child's home by someone from the setting, such as a teacher or ALNCo, can provide an opportunity for the parent to share information in an environment where both they and the child feel comfortable.
Welsh: Gall cael rhywun o'r lleoliad, fel athro neu CADY, i ymweld â chartref y plentyn fod yn gyfle i'r rhiant rannu gwybodaeth mewn amgylchedd lle mae ef neu hi a'r plentyn yn teimlo'n gyfforddus.
English: For the setting, home visits provide the opportunity to:
Welsh: O safbwynt y lleoliad, mae ymweld â'r cartref yn gyfle i:
English: see the child playing in their own home;
Welsh: weld y plentyn yn chwarae yn ei gartref ei hun;
English: learn from skills or techniques used by parents to support their child;
Welsh: dysgu oddi wrth sgiliau neu dechnegau'r rhieni i gefnogi eu plentyn;
English: gain an insight into the views, wishes and feelings of the child and of their parents;
Welsh: cael syniad o ddymuniadau, safbwyntiau a theimladau'r plentyn a'i rieni;
English: gain a fuller picture of the child's stage of learning and development;
Welsh: cael darlun llawnach o ble mae'r plentyn arni o ran ei ddysgu a'i ddatblygiad;
English: gain insights into how the setting may need to adapt arrangements to match or mirror aspects of the home.
Welsh: cael syniad o sut y gallai fod angen i'r lleoliad addasu'r trefniadau i gyfateb ag agweddau ar y cartref.
English: Photos can help create familiarity and act as prompts for discussion with the child.
Welsh: Gall ffotograffau helpu i greu amgylchedd cyfarwydd a sbarduno trafodaethau gyda'r plentyn.
English: The photos, kept at the education setting, could be of the child's family, pets, or anything else which helps to calm and comfort the child.
Welsh: Gallai'r ffotograffau, sy'n cael eu cadw yn y lleoliad addysg, fod o deulu'r plentyn, ei anifeiliaid anwes, neu unrhyw beth arall sy'n helpu i dawelu a chysuro'r plentyn.
English: Where parents have concerns about the setting's ability to provide a suitable learning environment for their child, discussing with the parent how the setting can meet the needs of the child may be useful in reducing parents' concerns.
Welsh: Os oes gan rieni bryderon am allu'r lleoliad i ddarparu amgylchedd dysgu addas i'w plentyn, gallai trafod gyda'r rhiant sut y gall y lleoliad ddiwallu anghenion y plentyn fod yn ddefnyddiol i leddfu pryderon rhieni.
English: It can also help the setting better understand any adjustments which may facilitate the child's inclusion in the full range of school activities.
Welsh: Gall hefyd helpu'r lleoliad i ddeall yn well unrhyw addasiadau a allai ei gwneud yn haws cynnwys y plentyn yn yr ystod lawn o weithgareddau'r ysgol.
English: Transition into secondary school
Welsh: Pontio i'r ysgol uwchradd
English: For children transitioning from primary to secondary school, specific issues may include:
Welsh: Ar gyfer plant sy'n pontio o'r ysgol gynradd i'r ysgol uwchradd, gall materion penodol gynnwys:
English: travelling independently to school;
Welsh: teithio'n annibynnol i'r ysgol;
English: becoming familiar with the timetable and the books and materials required for specific classes;
Welsh: ymgyfarwyddo â'r amserlen ac â'r llyfrau a'r deunyddiau sydd eu hangen ar gyfer dosbarthiadau penodol;
English: finding the way around the school;
Welsh: dod o hyd i'w ffordd o amgylch yr ysgol;
English: carrying equipment around all day and not losing it;
Welsh: cario cyfarpar o gwmpas drwy'r dydd a pheidio â'i golli;
English: learning teachers' names and understanding their expectations and styles of teaching;
Welsh: dysgu enwau athrawon a deall eu disgwyliadau a'u harddulliau addysgu;
English: becoming familiar with new subject areas;
Welsh: dod yn gyfarwydd â meysydd pwnc newydd;
English: independently organising work and managing own timetable;
Welsh: trefnu gwaith yn annibynnol a rheoli eu hamserlen eu hunain;
English: less supervision at break and at lunchtimes;
Welsh: llai o oruchwyliaeth amser egwyl ac amser cinio;
English: meeting children who may not understand their ALN;
Welsh: cwrdd â phlant nad ydynt yn deall eu ADY o bosibl;
English: coping with activities such as changing into and out of PE kit.
Welsh: ymdopi â gweithgareddau fel newid i mewn ac allan o'u gwisg ymarfer corff.
English: Discussing these issues with an ALNCo or teacher can help inform what additional support may be required for an effective transition.
Welsh: Trwy drafod y materion hyn gyda CADY neu athro, gellir helpu i lywio pa gymorth ychwanegol y gallai fod ei angen i sicrhau pontio effeithiol.
English: This might include:
Welsh: Gallai hyn gynnwys:
English: opportunities for the child and their parent to meet key people involved in their transition;
Welsh: cyfleoedd i'r plentyn a'i riant gwrdd â phobl allweddol yn y broses bontio;
English: opportunities for the child and their parent to make several visits to the school prior to the child starting school - to meet staff and to become familiar with the layout of the school;
Welsh: cyfleoedd i'r plentyn a'i riant ymweld â'r ysgol sawl gwaith cyn i'r plentyn ddechrau yn yr ysgol - i gwrdd â'r staff ac ymgyfarwyddo â chynllun yr ysgol;
English: making a book of photographs and information to help with preparing for the move.
Welsh: creu llyfr o ffotograffau a gwybodaeth i helpu i ymbaratoi ar gyfer symud.
English: This could include photographs of teaching staff and school buildings, a map of the school and the timetable;
Welsh: Gallai hyn gynnwys lluniau o'r staff addysgu ac adeiladau'r ysgol, map o gynllun yr ysgol a'r amserlen; trefnu cyfnod graddol o ddechrau yn yr ysgol newydd;
English: putting in place a buddy system.
Welsh: sefydlu system gyfeillio.
English: Schools may also consider organising specific transition workshops for children with ALN.
Welsh: Gallai ysgolion hefyd fod am ystyried trefnu gweithdai pontio penodol i blant ag ADY.
English: This could help children practice activities they may be unfamiliar with, such as choosing and paying for lunch, reading a timetable and getting from one class to another; and to practice using any specialist equipment they have within the new setting.
Welsh: Gallai hyn helpu plant i ymarfer gweithgareddau sy'n anghyfarwydd iddynt, er enghraifft dewis a thalu am ginio, darllen amserlen a mynd o un dosbarth i un arall; ac ymarfer defnyddio unrhyw gyfarpar arbenigol o fewn y lleoliad newydd.
English: Transitions workshops also provide the opportunity for the setting to assess how arrangements put in place for children with ALN work in practice.
Welsh: Mae gweithdai pontio hefyd yn gyfle i'r lleoliad asesu sut mae trefniadau i blant ag ADY yn gweithio'n ymarferol.
English: Transition within settings
Welsh: Pontio o fewn lleoliadau
English: Children and young people will also make a number of transitions within education settings.
Welsh: Bydd plant a phobl ifanc yn pontio nifer o weithiau o fewn lleoliadau addysg hefyd.
English: For example, moving up to the next school year - such as moving from Reception to Year 1; or moving through phases - such as moving from Foundation Phase to Key Stage 2.
Welsh: Er enghraifft, symud i fyny i'r flwyddyn ysgol nesaf - er enghraifft symud o'r Dosbarth Derbyn i Flwyddyn 1; neu symud i gyfnod addysg newydd - er enghraifft, symud o'r Cyfnod Sylfaen i Gyfnod Allweddol 2.
English: Transition planning within settings might include consideration of changes associated with the transition and any impact these may have on the child or young person, including changes to:
Welsh: Wrth gynllunio proses bontio o fewn lleoliad, gellid ystyried newidiadau sy'n gysylltiedig â'r pontio, ac unrhyw effaith y gallai'r rhain ei chael ar y plentyn neu'r person ifanc, gan gynnwys newidiadau i:
English: school starting and finishing times;
Welsh: amseroedd dechrau a gorffen yr ysgol;
English: buildings and facilities - such as classrooms, toilets, dining area and playground;
Welsh: adeiladau a chyfleusterau - er enghraifft, ystafelloedd dosbarth, toiledau, yr ardal fwyta a'r iard chwarae;
English: being with older pupils or students.
Welsh: bod gyda disgyblion neu fyfyrwyr hŷn.
English: To ensure children and young people feel comfortable with these changes within settings, it may be useful for some children and young people to spend additional time in their new classroom or to visit the new classroom with their current teacher or support worker.
Welsh: Er mwyn sicrhau bod plant a phobl ifanc yn teimlo'n gyfforddus â'r newidiadau hyn mewn lleoliadau, gallai fod yn ddefnyddiol i rai plant a phobl ifanc dreulio amser ychwanegol yn eu hystafell ddosbarth newydd neu ymweld â'r ystafell ddosbarth newydd gyda'u hathro neu weithiwr cymorth presennol.
English: They can also use this time to take photographs of the new classroom to use at home to help familiarise themselves and to feel more confident.
Welsh: Gallant hefyd ddefnyddio'r amser hwn i dynnu ffotograffau o'r ystafell ddosbarth newydd i'w defnyddio gartref i'w helpu i ymgyfarwyddo a theimlo'n fwy hyderus.
English: Careers advice
Welsh: Cyngor gyrfaoedd
English: To support children to make decisions about their destination post compulsory education, it is important that they and their parents have access to information to enable them to understand and explore how the support they receive in school will change as they move into different settings, and what support they are likely to need to achieve their ambitions.
Welsh: Er mwyn helpu plant i wneud penderfyniadau am eu cyrchfan ar ôl addysg orfodol, mae'n bwysig eu bod nhw a'u rhieni yn cael gwybodaeth i'w galluogi i ddeall ac ystyried sut y bydd y cymorth a gânt yn yr ysgol yn newid wrth iddynt symud i leoliadau gwahanol, a pha gymorth sy'n debygol o fod ei angen arnynt er mwyn cyflawni eu huchelgais.
English: For most learners with ALN, the careers advice they receive as part of their compulsory education would meet their needs.
Welsh: I'r rhan fwyaf o blant neu bobl ifanc ag ADY, byddai'r cyngor gyrfaoedd a gânt fel rhan o'u haddysg brif ffrwd yn diwallu eu hanghenion.
English: Those learners with ALN who are at risk of becoming NEET (Not in Education, Employment, or Training) should already be identified as a priority group requiring enhanced services.
Welsh: Dylai'r dysgwyr hynny sydd ag ADY ac sydd mewn perygl o beidio â bod mewn addysg, cyflogaeth na hyfforddiant eisoes fod wedi'u nodi'n grŵp blaenoriaeth sydd ag angen gwasanaethau ychwanegol.
English: Career advisers may need to be involved in supporting those children and young people with ALN who would benefit from enhanced services.
Welsh: Efallai y bydd angen cymorth cynghorwyr gyrfaoedd wrth gefnogi'r plant a'r bobl ifanc hynny ag ADY a fyddai'n elwa ar wasanaethau ychwanegol.
English: Careers advisers provide careers information, advice and guidance to children and young people on different career options, as well as sharing dates of open events, such as at the local FEI.
Welsh: Mae cynghorwyr gyrfaoedd yn darparu gwybodaeth, cyngor ac arweiniad i blant a phobl ifanc ynghylch dewisiadau gyrfa gwahanol, yn ogystal â rhannu dyddiadau digwyddiadau agored, er enghraifft yn y sefydliad addysg bellach lleol.
English: They can also provide information on different courses and provide challenge and guidance to help an individual consider all available options, such as continuing education, different careers and occupational training, as well as information about disability employment rights.
Welsh: Gallant roi gwybodaeth hefyd am wahanol gyrsiau a chynnig her ac arweiniad i helpu unigolyn i ystyried yr holl opsiynau sydd ar gael, er enghraifft parhau ym myd addysg, gyrfaoedd gwahanol a hyfforddiant galwedigaethol, yn ogystal â gwybodaeth am hawliau cyflogaeth i bobl anabl.
English: For learners in year 9, 10 or 11, the school or local authority undertaking a review of their IDP which is to consider transition from compulsory education may wish to involve a careers adviser in the review to discuss career options.
Welsh: Ar gyfer dysgwyr ym mlwyddyn 9, 10 neu 11, efallai y bydd yr ysgol neu'r awdurdod lleol sy'n cynnal adolygiad o'u CDU sydd i ystyried pontio o addysg orfodol yn dymuno cynnwys cynghorydd gyrfaoedd yn yr adolygiad, er mwyn trafod opsiynau gyrfa.
English: Transition to further education
Welsh: Pontio i addysg bellach
English: Providing additional support for young people with ALN moving into further education may require similar approaches to other transitions.
Welsh: Efallai y bydd dulliau tebyg i brosesau pontio eraill yn ofynnol wrth ddarparu cymorth ychwanegol i bobl ifanc ag ADY sy'n symud i addysg bellach.
English: Opportunities to become familiar with a new setting, meeting teaching staff or taking part in taster sessions can help prepare young people with their transition to an FEI.
Welsh: Gall cyfleoedd i ymgyfarwyddo â lleoliad newydd, cwrdd â staff addysgu neu gymryd rhan mewn sesiynau blasu helpu i baratoi pobl ifanc wrth iddynt bontio i sefydliad addysg bellach.
English: There may be some circumstances when an FEI has not been involved in the transition process before a young person enrols.
Welsh: Mewn rhai amgylchiadau, o bosibl, ni fydd sefydliad addysg bellach wedi bod yn rhan o'r broses bontio cyn i berson ifanc gofrestru.
English: This provides an opportunity for discussion between the young person and the FEI about their needs and the support that may be required and to discuss any issues about the young person's consent.
Welsh: Mae hyn yn rhoi cyfle i'r person ifanc a'r sefydliad addysg bellach drafod ei anghenion a'r cymorth y gallai fod ei angen ac i drafod unrhyw faterion yn ymwneud â chydsyniad y person ifanc.
English: If the young person does not have an IDP, the FEI may be under a duty to decide upon ALN.
Welsh: Os nad oes gan y person ifanc CDU, gall fod dyletswydd ar y sefydliad addysg bellach i benderfynu ar ADY.
English: If the young person has an IDP, it is important that the FEI knows this:
Welsh: Os oes gan y person ifanc CDU, mae'n bwysig bod y sefydliad addysg bellach yn gwybod hyn:
English: the FEI may be required to maintain it;
Welsh: efallai y bydd gofyn i'r sefydliad addysg bellach ei gynnal;neu os yw'n cael ei gynnal gan awdurdod lleol, mae dyletswydd ar y sefydliad addysg bellach i helpu'r awdurdod lleol i sicrhau'r DDdY.
English: If the FEI is required to maintain the IDP, it is an opportunity for the FEI to consider whether it requires a review.
Welsh: Os yw'n ofynnol i'r sefydliad addysg bellach gynnal y CDU, mae'n gyfle i'r sefydliad addysg bellach ystyried a oes angen adolygiad.
English: Under section 11 of the Act.
Welsh: O dan adran 11 o'r Ddeddf.
English: Section 35 (4) - (6) of the Act.
Welsh: Adran 35 (4) - (6) o'r Ddeddf.
English: Section 47 (4) - (5) of the Act.
Welsh: Adran 47 (4) - (5) o'r Ddeddf.
English: A review meeting in respect of an IDP maintained by a local authority that discusses a child or young person's planned transition into an FEI with representatives from the FEI, provides a good opportunity to also discuss which body should be responsible for maintaining the IDP once the young person enrols at the FEI.
Welsh: Bydd cyfarfod adolygu mewn perthynas ag CDU a gynhelir gan awdurdod lleol, lle y trafodir cynlluniau i berson ifanc bontio i sefydliad addysg bellach gyda chynrychiolwyr o'r sefydliad addysg bellach, yn rhoi cyfle da i drafod hefyd pa gorff ddylai fod yn gyfrifol am gynnal y CDU ar ôl i'r person ifanc gofrestru yn y sefydliad addysg bellach.
English: This should support a smooth transition for the young person and a timely transfer of their IDP.
Welsh: Dylai hyn gefnogi proses bontio lyfn ar gyfer y person ifanc, a dylai sicrhau bod ei CDU yn cael ei drosglwyddo'n brydlon.
English: See Chapter 28 for information on a local authority transferring responsibility for an IDP to an FEI.
Welsh: Gweler Pennod 28 i gael gwybodaeth am awdurdod lleol yn trosglwyddo cyfrifoldeb am CDU i sefydliad addysg bellach.
English: When a young person with ALN is leaving education or training and preparing for adulthood, transition planning can help with the emotional and practical challenges ahead.
Welsh: Pan fydd person ifanc ag ADY yn gadael addysg neu hyfforddiant ac yn paratoi ar gyfer bod yn oedolyn, gall cynlluniau pontio helpu gyda'r heriau emosiynol ac ymarferol sydd o'i flaen.
English: An important discussion as part of their final transition plan is around what happens when their IDP ceases, and what support is available to them in their next stage in life.
Welsh: Trafodaeth bwysig yn rhan o'i gynllun pontio terfynol yw'r hyn fydd yn digwydd pan fydd ei CDU yn dod i ben, a pha gymorth sydd ar gael iddo yng ngham nesaf ei fywyd.
English: Advice about the support provided by other agencies can help young people as they leave education and, with the right support, the majority of young people with ALN can reach their potential and live independent, fulfilled lives.
Welsh: Gall cyngor am y cymorth a ddarperir gan asiantaethau eraill helpu pobl ifanc wrth iddynt adael addysg. Gyda'r cymorth cywir, gall y rhan fwyaf o bobl ifanc ag ADY wireddu eu potensial a byw bywydau annibynnol a bodlon.
English: Chapter 28
Welsh: Pennod 28:
English: Transfer of responsibility for maintaining an IDP
Welsh: Trosglwyddo'r cyfrifoldeb am gynnal CDU
English: This chapter addresses:
Welsh: Mae'r bennod hon yn ymdrin â:
English: situations in which responsibility for maintaining an IDP automatically transfers from one body to another;
Welsh: sefyllfaoedd lle mae'r cyfrifoldeb dros gynnal CDU yn trosglwyddo'n awtomatig o un corff i un arall;