techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: A NFER/Arad report cites Parsons and Beauchamps (2012) 25 who conclude that most high-performing countries highlight problem solving, creative and critical thinking, selecting information, applying knowledge and drawing conclusions as the most prevalent skills identified.
Welsh: Mewn adroddiad gan SCYA/Arad cyfeirir at Parsons a Beauchamps (2012) 25 sydd wedi dod i'r casgliad bod y gwledydd sy'n perfformio orau yn nodi mai'r sgiliau a ddefnyddir amlaf yw datrys problemau, meddwl yn greadigol a beirniadol, dethol gwybodaeth, cymhwyso gwybodaeth a dod i gasgliadau.
English: The 2008 curriculum review in Wales led to the introduction of a non-statutory Skills framework for 3 to 19-year-olds in Wales, whereas in Phase 1 of the curriculum and assessment arrangements review it was suggested that 'wider skills should be developed across all four phases/stages of education, including Key Stage 4, providing clear routes for skills progression from Foundation Phase through to the Welsh Baccalaureate Qualification (WBQ) '26.
Welsh: Roedd yr adolygiad o'r cwricwlwm yng Nghymru yn 2008 wedi arwain at gyflwyno Fframwaith sgiliau ar gyfer dysgwyr 3 i 19 oed yng Nghymru ar sail anstatudol, tra cafwyd awgrym yng Ngham 1 yr adolygiad o'r cwricwlwm a'r trefniadau asesu y dylid datblygu sgiliau ehangach 'ar draws pob un o'r pedwar cyfnod addysgol, gan gynnwys Cyfnod Allweddol 4, gan roi llwybrau clir ar gyfer datblygu sgiliau o'r Cyfnod Sylfaen i Gymhwyster Bagloriaeth Cymru'26.
English: The 'wider skills' in Wales comprise27: > critical thinking and problem solving - marshalling critical and logical processes to analyse and understand situations and develop responses and solutions > planning and organising - implementing solutions and executing ideas and monitoring and reflecting on results > creativity and innovation - generating ideas, openness and courage to explore ideas and express opinions > personal effectiveness - reflecting on and understanding oneself and others, behaving in effective and appropriate ways; being an effective learner.
Welsh: Y 'sgiliau ehangach' yng Nghymru yw27: > meddwl yn feirniadol a datrys problemau - mabwysiadu prosesau beirniadol a rhesymegol i ddadansoddi a deall sefyllfaoedd a llunio ymatebion a datrysiadau > cynllunio a threfnu - sicrhau atebion a gweithredu syniadau a monitro ac ystyried y canlyniadau > creadigrwydd ac arloesedd - meddwl am syniadau, bod yn agored a magu hyder i archwilio syniadau a mynegi barn > effeithiolrwydd personol - ystyried eich hun a deall eich hun ac eraill, ymddwyn mewn modd effeithiol a phriodol; bod yn ddysgwr effeithiol.
English: The new Welsh Baccalaureate model recognises the key roles which these skills have to play, particularly from an employment perspective, but there is a strong
Welsh: Mae'r model newydd ar gyfer Bagloriaeth Cymru yn cydnabod y rolau allweddol sydd i'r sgiliau hyn, yn enwedig o safbwynt cyflogaeth, ond mae dadl gryf o blaid eu
English: argument that they should be introduced at the beginning of a child's education and developed throughout their time in school, rather than appearing when a young person is in Year 10.
Welsh: 42 cyflwyno ar ddechrau addysg y plentyn a'u datblygu drwy gydol ei amser yn yr ysgol, yn hytrach na'u cynnwys pan fydd y person ifanc ym Mlwyddyn 10.
English: The Review proposes that wider skills should be addressed from the start of schooling in ways that recognise how children learn and develop.
Welsh: Mae'r Adolygiad yn cynnig y bydd sylw'n cael ei roi i sgiliau ehangach o ddechrau'r cyfnod mewn ysgol mewn ffyrdd sy'n ystyriol o'r modd y mae plant yn dysgu a datblygu.
English: As indicated in the previous section, the Review proposes that digital competence should be one of the three Cross-curriculum Responsibilities.
Welsh: Fel y nodwyd yn yr adran flaenorol, mae'r Adolygiad yn cynnig y bydd cymhwysedd digidol yn un o'r tri Chyfrifoldeb Trawsgwricwlaidd.
English: The Review proposes that the other four wider skills should be embedded within each Area of Learning and Experience.
Welsh: Mae'r Adolygiad yn cynnig y bydd y pedwar sgil ehangach arall yn cael eu cynnwys ym mhob Maes Dysgu a Phrofiad.
English: Separate frameworks for these wider skills would introduce further complexity into the design of the curriculum, and that would replicate some of the concerns about the current situation.
Welsh: Byddai sefydlu fframweithiau ar wahân ar gyfer y sgiliau ehangach hyn yn cymhlethu cynllun y cwricwlwm ymhellach, a byddai hynny'n ailadrodd rhai o'r pryderon am y sefyllfa bresennol.
English: Schools and teachers will be able to focus on devising suitable learning, teaching and assessment activities that reflect these wider skills.
Welsh: Bydd ysgolion ac athrawon yn gallu canolbwyntio ar ddyfeisio gweithgareddau addas ar gyfer dysgu, addysgu ac asesu sy'n adlewyrchu'r sgiliau ehangach hyn.
English: The expectations for the three Cross-curriculum Responsibilities and wider skills should be embedded within the Areas of Learning and Experience.
Welsh: Dylai'r disgwyliadau ar gyfer y tri Chyfrifoldeb Trawsgwricwlaidd a sgiliau ehangach gael eu cynnwys yn y Meysydd Dysgu a Phrofiad.
English: The six Areas of Learning and Experience The following section considers in more detail each of the six proposed Areas of Learning and Experience and the way in which they might be constructed.
Welsh: Y chwe Maes Dysgu a Phrofiad Yn yr adran sy'n dilyn, rydym yn ymdrin yn fwy manwl â phob un o'r chwe Maes Dysgu a Phrofiad arfaethedig a ffyrdd posibl o'u llunio.
English: In each case, we provide a rationale for the Area of Learning and Experience, outline its scope and offer a small number of illustrations of how the Area relates to the four curriculum purposes.
Welsh: Ym mhob achos, rydym yn cynnig sail resymegol i'r Maes Dysgu a Phrofiad, yn amlinellu ei gynnwys ac yn rhoi nifer bach o enghreifftiau i ddangos y berthynas rhwng y Maes Dysgu a Phrofiad a'r pedwar diben cwricwlwm.
English: Rationale Through the Expressive arts Area of Learning and Experience, schools and teachers can encourage children and young people to develop their creative appreciation and talent and their artistic and performance skills.
Welsh: Sail Resymegol Drwy Faes Dysgu a Phrofiad y Celfyddydau mynegiannol, bydd ysgolion ac athrawon yn gallu annog plant a phobl ifanc i feithrin eu gwerthfawrogiad a'u doniau creadigol a'u sgiliau celfyddydol a pherfformio.
English: The expressive arts provide opportunities to explore thinking, refine, and communicate ideas, engaging thinking, imagination and senses creatively. They also promote exploration of issues of personal and cultural identity.
Welsh: Mae'r celfyddydau mynegiannol yn cynnig cyfleoedd i ymchwilio, mireinio a chyfleu syniadau, gan ddefnyddio'r meddwl, y dychymyg a'r synhwyrau mewn ffordd greadigol.
English: Engagement with the expressive arts requires application, perseverance and close attention to detail, capacities that have benefits across learning more widely.
Welsh: Wrth ymwneud â'r celfyddydau mynegiannol, rhaid wrth ymroddiad, dyfalbarhad a gofal am fanylion, ac mae'r rhain yn alluoedd sy'n fanteisiol ar gyfer dysgu'n gyffredinol.
English: In the Arts in Education in the Schools of Wales review commissioned by the Welsh Government28, Professor Dai Smith said powerfully 'It is clearthat countries across the world recognise the significance and potential of the arts in enabling improved educational, social and economic outcomes'29.
Welsh: Yn yr adolygiad o'r Celfyddydau mewn Addysg yn Ysgolion Cymru a gomisiynwyd gan Lywodraeth Cymru28, cafwyd y geiriau grymus hyn gan yr Athro Dai Smith, 'Mae'n amlwg bod gwledydd ledled y byd yn cydnabod arwyddocâd a photensial y celfyddydau o ran galluogi gwell deilliannau addysgol, cymdeithasol ac economaidd'29.
English: The expressive arts provide inspiration and motivation as they bring children and young people into contact with the creative processes, performances and products of others and stimulate their own experimentation and creativity.
Welsh: 28 43 Mae'r celfyddydau mynegiannol yn ysbrydoli ac yn ysgogi plant a phobl ifanc gan eu bod yn dod â nhw i gysylltiad â phrosesau creadigol, perfformiadau a chynhyrchion pobl eraill ac yn eu symbylu i arbrofi a chreu eu hunain.
English: They provide many opportunities for experiences such as visits to theatres and galleries and for bringing the specialist expertise of, for example, artists and musicians into the classroom.
Welsh: Maent yn cynnig llawer o gyfleoedd i fwynhau profiadau fel ymweliadau â theatrau ac orielau celf ac i ddod ag arbenigedd arlunwyr a cherddorion, er enghraifft, i'r ystafell ddosbarth.
English: Achievement in the expressive arts also provides a basis for lifelong participation and can ultimately contribute to a thriving economy and cultural life for Wales.
Welsh: Bydd cyflawniadau yn y celfyddydau mynegiannol hefyd yn fan cychwyn i gyfranogi drwy gydol oes a gall hyn gyfrannu yn y pen draw at ffyniant economi a bywyd diwylliannol Cymru.
English: Scope and connections with other Areas of Learning and Experience The Expressive arts Area of Learning and Experience will span art, drama, music, dance, film and digital media, encompassing wider creative aspects such as improvisation.
Welsh: Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Bydd Maes Dysgu a Phrofiad y Celfyddydau mynegiannol yn cwmpasu celfyddyd, drama, cerddoriaeth, dawns, ffilm a chyfryngau digidol, gan ymestyn i agweddau creadigol ehangach fel perfformio'n fyrfyfyr.
English: The Review has taken account of the report of the review of Arts in Education in the Schools in Wales30, which described 'the arts' as including the making, performance, expression or appreciation of one or more of: music; drama; dance; film and digital media; visual arts and design; literature and creative writing.
Welsh: Mae'r Adolygiad wedi ystyried adroddiad yr adolygiad o'r Celfyddydau mewn Addysg yn Ysgolion Cymru30, a nododd fod 'y celfyddydau' yn cynnwys gwneud, perfformio, mynegi neu werthfawrogi un neu ragor o'r ffurfiau canlynol ar gelfyddyd: cerddoriaeth; drama; dawnsio; ffilm a chyfryngau digidol; celfyddydau gweledol a dylunio; llenyddiaeth ac ysgrifennu creadigol.
English: All of these art forms will be addressed within the curriculum, mainly through the Expressive arts Area of Learning and Experience, but outcomes for literature and creative writing will form part of the Languages, literacy and communication Area of Learning and Experience.
Welsh: Bydd pob un o'r ffurfiau celfyddydol hyn wedi'u cynnwys yn y cwricwlwm, yn bennaf drwy Faes Dysgu a Phrofiad y Celfyddydau mynegiannol, ond bydd deilliannau ar gyfer llenyddiaeth ac ysgrifennu creadigol yn rhan o Faes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu.
English: There will also be connections between the Expressive arts Area of Learning and Experience and the technologies components of the Science and technology and Humanities Areas of Learning and Experience in interpreting and expressing meaning.
Welsh: Bydd cysylltiadau hefyd rhwng Maes Dysgu a Phrofiad y Celfyddydau mynegiannol a'r cydrannau sy'n ymwneud â thechnolegau ym Meysydd Dysgu a Phrofiad Gwyddoniaeth a thechnoleg a'r Dyniaethau wrth ddehongli a mynegi ystyr.
English: Illustrative examples of how children and young people's experiences in the Expressive arts Area of Learning and Experience can contribute to all four purposes of the curriculum include: > (ambitious, capable learners) encouraging them to explore new and challenging areas of experience and to strive to improve their performance > (enterprising, creative contributors) developing their creativity in a range of forms of expression; providing rich contexts and challenges within which they can work collaboratively, learning from critical appraisal of their work > (ethical, informed citizens) enabling them to understand their own cultural identity and those of societies in other places and at other times, and to explore complex and difficult issues > (healthy, confident individuals) helping them to develop resilience and feel more confident as they gain enjoyment and personal satisfaction from creative expression; contributing directly to enriching the quality of their lives.
Welsh: Mae enghreifftiau o'r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad y Celfyddydau mynegiannol yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) eu hannog i ymchwilio i feysydd profiad newydd ac ymestynnol ac i ymdrechu i wella eu perfformiad > (cyfranwyr mentrus, creadigol) meithrin eu creadigrwydd mewn amrywiaeth o ffurfiau mynegi; cynnig cyd-destunau a heriau cyfoethog lle y gallant gydweithio, gan ddysgu drwy arfarnu eu gwaith yn feirniadol > (dinasyddion egwyddorol, gwybodus) eu galluogi i ddeall eu hunaniaeth ddiwylliannol eu hunain yn ogystal â hunaniaeth ddiwylliannol cymdeithasau mewn lleoedd a chyfnodau eraill, ac i drafod materion cymhleth ac anodd > (unigolion iach, hyderus) eu helpu i fagu cadernid a theimlo'n fwy hyderus wrth gael mwynhad a boddhad personol o fynegiant creadigol; cyfrannu'n uniongyrchol at gyfoethogi eu hansawdd bywyd.
English: Rationale Children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education.
Welsh: 44 Sail Resymegol Mae angen i blant a phobl ifanc brofi lles cymdeithasol, emosiynol a chorfforol er mwyn ffynnu a llwyddo yn eu haddysg.
English: The Health and well-being Area of Learning and Experience will help them to build the knowledge, understanding and skills that will enable them to develop positive and appropriate relationships, deal with the difficult issues and decisions they will face and learn to live independently.
Welsh: Bydd Maes Dysgu a Phrofiad Iechyd a lles yn eu helpu i gael yr wybodaeth, y ddealltwriaeth a'r sgiliau a fydd yn eu galluogi i feithrin perthnasoedd cadarnhaol a phriodol, delio â'r materion a'r penderfyniadau anodd y byddant yn eu hwynebu a dysgu i fyw'n annibynnol.
English: In discussions for the Review, many children and young people felt that these were some of the most important issues that they needed to learn about in school.
Welsh: Mewn trafodaethau â phlant a phobl ifanc ar gyfer yr Adolygiad, roedd nifer o blant a phobl ifanc wedi dweud eu bod yn teimlo bod y rhain ymysg y materion pwysicaf yr oedd angen iddynt ddysgu amdanynt yn yr ysgol.
English: Improving the health and well-being of the nation has been an important feature of Welsh Government policy and support to schools for many years.
Welsh: Mae'r nod o wella iechyd a lles y genedl wedi bod yn agwedd bwysig ar bolisi Llywodraeth Cymru a'i chymorth i ysgolion ers blynyddoedd lawer.
English: These concerns are highlighted by the report of the Schools and Physical Activity Task and Finish Group31.
Welsh: Tynnwyd sylw at y pryderon hyn yn yr adroddiad gan y Grŵp Gorchwyl a Gorffen ar Ysgolion a Gweithgarwch Corfforol31.
English: The Health and well-being Area of Learning and Experience aims to help to address concerns about physical activity and diet, for example, as children and young people engage in different kinds of physical activity and gain knowledge and practical skills for healthy eating.
Welsh: Drwy Faes Dysgu a Phrofiad Iechyd a lles, bwriedir helpu i ymdrin â phryderon ynghylch gweithgarwch corfforol a deiet, er enghraifft wrth i blant a phobl ifanc gymryd rhan mewn gwahanol fathau o weithgarwch corfforol a dysgu a meithrin sgiliau ymarferol ar gyfer bwyta'n iach.
English: As children and young people develop habits that will promote their own and others' well-being this will make a contribution to reducing health inequalities and improving well-being more widely.
Welsh: Wrth i blant a phobl ifanc fagu arferion a fydd yn gwella eu lles eu hunain a phobl eraill, bydd hyn yn helpu i leihau anghydraddoldebau iechyd a gwella lles yn gyffredinol.
English: Scope and connections with other Areas of Learning and Experience This Area of Learning and Experience draws on subjects and themes from PE, mental, physical and emotional well-being, sex and relationships, parenting, healthy eating and cooking, substance misuse, work-related learning and experience, and learning for life.
Welsh: Cwmpas a chysylltiadau â Meysydd Dysgu a Phrofiad eraill Mae'r Maes Dysgu a Phrofiad hwn yn gwneud defnydd o bynciau a themâu sy'n ymwneud ag addysg gorfforol, lles meddyliol, corfforol ac emosiynol, rhyw a pherthnasoedd, rhianta, bwyta'n iach a choginio, camddefnyddio sylweddau, dysgu a phrofiad cysylltiedig â gwaith, a dysgu i fyw.
English: It is also concerned with how the school environment supports children and young people's social, emotional, spiritual and physical health and well-being through, for example, its climate and relationships, the food it provides, its joint working with other relevant services such as health and social work, and the access it provides to physical activity.
Welsh: Mae hefyd yn ymwneud â'r ffordd y mae amgylchedd yr ysgol yn hybu iechyd a lles plant a phobl ifanc o safbwynt cymdeithasol, emosiynol, ysbrydol a chorfforol, er enghraifft drwy ei hinsawdd a'i pherthnasoedd, y bwyd y mae'n ei ddarparu, y cydweithio rhyngddi a gwasanaethau perthnasol eraill fel iechyd a gwaith cymdeithasol, a'r cyfleoedd y mae'n eu cynnig i gymryd rhan mewn gweithgarwch corfforol.
English: Teachers will be able to make strong connections between the Health and well-being Area of Learning and Experience and the Expressive arts and Languages, literacy and communication (for example the exploration of relationships through drama and literature), Humanities (for example ethical matters, informed by RE), and Science and technology (for example nutrition, reproduction) Areas of Learning and Experience.
Welsh: Bydd athrawon yn gallu creu cysylltiadau cryf rhwng Maes Dysgu a Phrofiad Iechyd a lles a Meysydd Dysgu a Phrofiad y Celfyddydau mynegiannol ac Ieithoedd, llythrennedd a chyfathrebu (er enghraifft drwy ymchwilio i berthnasoedd drwy gyfrwng drama a llenyddiaeth), Dyniaethau (er enghraifft materion moesegol, yng nghyd-destun addysg grefyddol), a Gwyddoniaeth a thechnoleg (er enghraifft maeth a chenhedlu).
English: Illustrative examples of how children and young people's experiences in the Health and well-being Area of Learning and Experience can contribute to all four purposes of the curriculum include: › (ambitious, capable learners) putting into practice their knowledge and understanding of social, physical and emotional health in their own lives
Welsh: Mae enghreifftiau o'r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Iechyd a lles yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: › (dysgwyr uchelgeisiol, galluog) cymhwyso eu gwybodaeth a'u dealltwriaeth o iechyd cymdeithasol, corfforol ac emosiynol yn eu bywyd eu hunain
English: > (enterprising, creative contributors) developing the skills and attributes for successful participation in work; taking part in team endeavours; mentoring and supporting others > (ethical, informed citizens) understanding the consequences of actions that affect others and themselves and taking these into account in actions and decisions; understanding health, legal, political and ethical issues associated with drug and alcohol policy > (healthy, confident individuals) knowing how to keep safe in a range of different circumstances and where to go for help; undertaking regular physical activity; developing and maintaining positive relationships.
Welsh: 45 > (cyfranwyr mentrus, creadigol) meithrin sgiliau a phriodoleddau ar gyfer llwyddo mewn gwaith; cymryd rhan mewn gwaith tîm; mentora a chynorthwyo eraill > (dinasyddion egwyddorol, gwybodus) deall y canlyniadau i weithredoedd sy'n effeithio ar bobl eraill ac arnyn nhw eu hunain ac ystyried y rhain wrth weithredu a phenderfynu; deall materion iechyd, cyfreithiol, gwleidyddol a moesegol sy'n gysylltiedig â pholisi ar gyffuriau ac alcohol > (unigolion iach, hyderus) deall sut i aros yn ddiogel mewn gwahanol amgylchiadau a ble i droi am gymorth; ymgymryd â gweithgarwch corfforol yn rheolaidd; meithrin a chynnal perthnasoedd cadarnhaol.
English: Rationale The Humanities Area of Learning and Experience provides fascinating contexts for children and young people to learn about people, place, time and belief.
Welsh: Sail Resymegol Mae Maes Dysgu a Phrofiad y Dyniaethau yn cynnig cyd-destunau deniadol i blant a phobl ifanc ddysgu am bobl, lle, amser a chred.
English: It will give them an understanding of historical, geographical, political, economic and societal factors and provide opportunities to engage in informed discussions about ethics, beliefs, religion and spirituality.
Welsh: Bydd yn eu galluogi i ddeall ffactorau hanesyddol, daearyddol, gwleidyddol, economaidd a chymdeithasol ac yn cynnig cyfleoedd iddynt gymryd rhan mewn trafodaethau gwybodus am foeseg, credoau, crefydd ac ysbrydolrwydd.
English: Children and young people will learn to consider how these different factors interrelate, and develop an understanding of themselves and other people, their own locality, Wales and the world in a range of times, places and circumstances.
Welsh: Bydd plant a phobl ifanc yn dysgu i ystyried y berthynas rhwng y gwahanol ffactorau hyn, ac yn meithrin dealltwriaeth ohonyn nhw eu hunain a phobl eraill, eu hardal eu hunain, Cymru a'r byd mewn gwahanol gyfnodau, lleoedd ac amgylchiadau.
English: The Humanities Area of Learning and Experience provides rich opportunities for learning beyond the school walls, for example through exploring the local environment and learning from the experience of people and organisations and businesses in the community.
Welsh: Ceir cyfleoedd cyfoethog drwy Faes Dysgu a Phrofiad y Dyniaethau i ddysgu y tu allan i safle'r ysgol, er enghraifft drwy astudio'r amgylchedd lleol a dysgu o brofiad pobl, sefydliadau a busnesau yn y gymuned.
English: Children and young people will also gain the knowledge and skills to understand and contribute to the communities in which they live and engage with societal issues.
Welsh: Bydd plant a phobl ifanc hefyd yn dysgu ac yn meithrin sgiliau er mwyn deall a chyfrannu i'r cymunedau lle y maent yn byw ac ymwneud â materion cymdeithasol.
English: The proposal for the new curriculum is that RE sits within the Humanities Area of Learning and Experience, encouraging links to the other aspects of this Area.
Welsh: Yn y cwricwlwm newydd, rydym yn cynnig y bydd addysg grefyddol yn rhan o Faes Dysgu a Phrofiad y Dyniaethau, er mwyn meithrin cysylltiadau ag agweddau eraill ar y Maes Dysgu a Phrofiad hwn.
English: RE can and should provide valuable experiences for children and young people that contribute to each of the purposes of education.
Welsh: Mae'n bwysig bod addysg grefyddol yn cynnig profiadau gwerthfawr i blant a phobl ifanc sy'n cyfrannu at gyflawni pob un o'r dibenion addysg.
English: Despite the positive ways in which RE can contribute to the education of learners in the twenty-first century its position on the curriculum has been fragile32.
Welsh: Er bod addysg grefyddol yn gallu cyfrannu'n gadarnhaol i addysg dysgwyr yn yr unfed ganrif ar hugain, mae ei lle yn y cwricwlwm wedi bod yn ansicr32.
English: Its role can be misunderstood as being about the promotion of a particular faith or belief system rather than developing respect and understanding of different forms of religion over time and in different societies.
Welsh: Gellir camddeall ei rôl a thybio mai ei phwrpas yw hyrwyddo ffydd neu system gred benodol yn hytrach na meithrin parch a dealltwriaeth o wahanol fathau o grefydd dros amser ac mewn gwahanol gymdeithasau.
English: In order to maintain the entitlement for all learners from four/five years old, it is proposed that RE, and the national expectations for RE, should remain a statutory curriculum requirement33.
Welsh: Er mwyn cadw'r 46 hawl hon i'r holl ddysgwyr o bedwar/bump oed ymlaen, rydym yn cynnig y bydd addysg grefyddol, a'r disgwyliadau cenedlaethol ar gyfer addysg grefyddol, yn parhau'n ofyniad statudol yn y cwricwlwm33.