techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Contexts can include entrepreneurial, speculative and imagining future possibilities, and should consider social, cultural, economic and environmental factors.
Welsh: Gall cyd-destunau gynnwys rhai entrepreneuraidd, damcaniaethol a dychmygu dyfodol posib, a dylen nhw ystyried ffactorau cymdeithasol, diwylliannol, economaidd ac amgylcheddol.
English: By pursuing effective and informed design solutions, learners can acquire and apply an ever-growing body of knowledge about the world they are designing for
Welsh: Wrth anelu at ddatrysiadau dylunio effeithiol a gwybodus, gall dysgwyr gaffael a chymhwyso corff cynyddol o wybodaeth am y byd y maen nhw'n ei ddylunio ar ei gyfer
English: opportunities to create and innovate
Welsh: cyfleoedd i greu ac arloesi trwy ffynonellau ystod eang ac annisgwyl o ysbrydoliaeth er mwyn dod o hyd i ddatrysiadau.
English: From Progression step 4 concepts such as
Welsh: O Gam cynnydd 4 ymlaen, gellir archwilio cysyniadau megis
English: how knowledge of
Welsh: sut mae gwybodaeth am
English: how using a range of
Welsh: sut mae defnyddio ystod o
English: the classification of
Welsh: dosbarthiad
English: As learners progress processes should include respiration, photosynthesis, digestion, cell division and reproduction.
Welsh: Wrth i ddysgwyr wneud cynnydd dylai prosesau gynnwys resbiradu, ffotosynthesis, treuliad, cellraniad ac atgenhedlu.
English: This also supports learners understanding of evolution
Welsh: Mae hyn hefyd yn cefnogi dealltwriaeth dysgwyr o esblygiad
English: understanding their own health
Welsh: deall eu hiechyd eu hunain
English: how behaviours can impact learners' physical health (including nutrition, substance use and activity) as well as sexual reproduction, human development and the role of hormones
Welsh: sut y gall ymddygiad effeithio ar iechyd corfforol y dysgwyr (gan gynnwys maeth, defnydd o sylweddau a gweithgaredd) yn ogystal ag atgenhedlu rhywiol, datblygiad dynol a rôl hormonau
English: the
Welsh: natur defnyddiau
English: As learners progress this can build deep knowledge of particle theory including the composition of particles and how they interact:
Welsh: Wrth i ddysgwyr wneud cynnydd gall hyn adeiladu gwybodaeth ddofn o theori gronynnau gan gynnwys cyfansoddiad gronynnau a sut maen nhw'n rhyngweithio â'i gilydd:
English: building from exploratory learning through play, learning about physical properties of materials and states (such as solids, liquids and gases) can lead in later learning to developing knowledge about molecular structures
Welsh: gall adeiladu ar ddysgu archwiliadol trwy chwarae, dysgu am briodweddau ffisegol defnyddiau a chyflyrau (megis solidau, hylifau a nwyon) arwain mewn dysgu diweddarach at ddatblygu gwybodaeth am strwythurau molecylau
English: over time, understanding the properties of metals and non-metals, how properties are affected by their structures (e.g. conductivity, melting point and malleability), the nature of organic and inorganic substances, and different types of radiation
Welsh: dros gyfnod o amser, dealltwriaeth o briodweddau metalau ac anfetelau, sut mae priodweddau yn cael eu heffeithio gan eu strwythurau (e.e. dargludedd, pwynt toddi a hydrinedd), natur sylweddau organig ac anorganig, a gwahanol fathau o ymbelydredd
English: knowledge of the relationships between elements; recognising trends and patterns and making predictions about different types of bonding
Welsh: gwybodaeth am y berthynas rhwng elfennau; adnabod tueddiadau a phatrymau a rhagfynegi ynghylch gwahanol fathau o fondio
English: how rates of
Welsh: sut effeithir ar gyfraddau
English: undertaking calculations on the physical properties involved in reactions; masses, concentrations, volumes and energy using word and symbol equations and interpretation of chemical formulae
Welsh: gweithredu cyfrifiadau ar y priodweddau ffisegol sy'n ymwneud ag adweithiau; masau, crynodiadau, cyfeintiau ac egni gan ddefnyddio hafaliadau â geiriau a symbolau, a dehongliad o fformiwlâu cemegol
English: Understanding of the use of the reactivity series in metal extraction, and that the majority of materials must be processed before they can be used is, for example, helpful in learning about the impact of science and technology on the environment
Welsh: Mae dealltwriaeth o'r defnydd o gyfres adweithedd wrth echdynnu metal, a bod rhaid i fwyafrif o ddefnyddiau gael eu prosesu cyn y gellir eu defnyddio, er enghraifft, o gymorth wrth ddysgu am effaith gwyddoniaeth a thechnoleg ar yr amgylchedd
English: knowledge of the
Welsh: gwybodaeth o sut mae
English: magnetic fields
Welsh: meysydd magnetig
English: The combination of magnetic fields and forces enables electricity to be generated and used to create motion, which builds towards an understanding of Fleming's Laws in later progression steps
Welsh: Mae'r cyfuniad o feysydd a grymoedd magnetig yn galluogi trydan i gael ei gynhyrchu a'i ddefnyddio i greu mudiant sy'n datblygu tuag at ddealltwriaeth o Ddeddfau Fleming mewn camau cynnydd diweddarach
English: the
Welsh: trawsnewidiad egni
English: This can lead to an appreciation of the Law of Energy Conservation
Welsh: Gall hyn arwain at werthfawrogiad o Ddeddf Cadwraeth Egni
English: In the case of alternating current, an understanding of waves is required.
Welsh: Yn achos cerrynt eiledol, mae angen dealltwriaeth o donnau.
English: For these reasons, schools can consider electricity, forces, motion, energy and magnets holistically in the design of their curriculum
Welsh: Am y rhesymau hyn, gall ysgolion ystyried trydan, grymoedd, mudiant, egni a magnedau yn holistaidd wrth gynllunio eu cwricwlwm
English: Knowledge about waves can also support learners' contextual understanding of sound, acoustics and
Welsh: Gall gwybodaeth am donnau hefyd gefnogi dealltwriaeth gysyniadol dysgwyr o sain, acwsteg a
English: space
Welsh: sut mae'r
English: Building on knowledge of the solar system, learners can consider the motion of celestial bodies caused by the
Welsh: Gan adeiladu ar wybodaeth am y system solar, gall dysgwyr ystyried mudiant cyrff wybrennol a achoswyd gan y
English: creating software solutions
Welsh: creu atebion meddalwedd
English: Knowing how to design, create, test and use software that is functional, robust and considerate of diverse audiences provides learners with the fundamental
Welsh: Mae gwybod sut i ddylunio, creu, profi a defnyddio meddalwedd sy'n ymarferol, yn gadarn ac yn ystyriol o gynulleidfaoedd amrywiol yn darparu dysgwyr gyda'r
English: physical computing
Welsh: mae
English: Physical computing is a creative framework for better understanding human relationships to the digital world
Welsh: Mae cyfrifiadura ffisegol yn fframwaith creadigol ar gyfer deall cysylltiadau dynol yn well i'r byd digidol
English: communication systems
Welsh: systemau cyfathrebu.
English: Obtaining a deeper understanding of how the technologies that connect our world operate, their features and benefits - and the potential for misuse - can enable us to live more safely and responsibly in our interconnected world
Welsh: Mae cael dealltwriaeth ddyfnach o sut mae technolegau sy'n cysylltu ein byd yn gweithredu, eu nodweddion a'u budd-daliadau - a'r potensial ar gyfer camddefnydd - yn medru ein galluogi i fyw'n fwy diogel a chyfrifol yn ein byd rhyng-gysylltiedig
English: storing and processing data
Welsh: cadw a phrosesu data.
English: Through data literacy and data management, learners can better understand how data drives our computational world.
Welsh: Trwy lythrennedd data a rheoli data, gall dysgwyr ddeall yn well sut mae data yn ysgogi ein byd cyfrifiadurol.
English: They can use a range of software tools to create, manage and interrogate datasets to investigate lines of inquiry.
Welsh: Gallant ddefnyddio ystod o offer meddalwedd i greu, rheoli ac archwilio setiau data er mwyn ymchwilio elfennau ymholi.
English: Using mathematical and logical operators also supports learning expressed in the Mathematics and Numeracy Area of Learning and Experience.
Welsh: Mae defnyddio gweithredyddion rhesymegol a mathemategol hefyd yn cefnogi dysgu a fynegir ym Maes Dysgu a Phrofiad Mathemateg a Rhifedd.
English: Encouraging learners to evaluate scientific and technological developments in relation to the climate emergency can lead to understanding the relationships between science, personal agency, government action and economic factors here in Wales and at an international level.
Welsh: Gall annog dysgwyr i werthuso datblygiadau gwyddonol a thechnolegol mewn perthynas â'r argyfwng hinsawdd arwain at ddeall y berthynas rhwng gwyddoniaeth, pŵer personol, gweithredu llywodraeth a ffactorau economaidd yma yng Nghymru ac ar lefel ryngwladol.
English: Evaluation of scientific and technological evidence, as well as the history of science and technology, could lead learners to discover the contributions of figures such as Frances Elizabeth Hoggan, Dorothy Hodgkin, Alan Turing and Alfred Russel Wallace.
Welsh: Gallai gwerthuso tystiolaeth wyddonol a thechnolegol, yn ogystal â hanes gwyddoniaeth a thechnoleg, arwain dysgwyr i ddarganfod cyfraniadau ffigurau megis Frances Elizabeth Hoggan, Dorothy Hodgkin, Alan Turing ac Alfred Russel Wallace.
English: In developing coding skills, learners can also understand and evaluate how computational process have changed, and continue to change, the way we live, work and study.
Welsh: Wrth ddatblygu sgiliau codio, gall dysgwyr hefyd ddeall a gwerthuso sut mae prosesau cyfrifiadurol wedi newid, ac yn parhau i newid y ffordd rydyn ni'n byw, yn gweithio ac yn astudio.
English: This can include the legal and ethical considerations around social networking, misinformation and big data.
Welsh: Gall hyn gynnwys ystyriaethau cyfreithiol a moesegol sy'n ymwneud â rhwydweithio cymdeithasol, camwybodaeth a data mawr.
English: School curriculum design and planning should include consideration of authentic links between this Area and other areas of learning and experience, for example:
Welsh: Dylai cynllunio a datblygu cwricwlwm ysgol gynnwys ystyriaeth o gysylltiadau dilys rhwng maes dysgu a phrofiad gwyddoniaeth a thechnoleg a meysydd dysgu a phrofiad eraill, er enghraifft:
English: Knowledge and understanding of biology, physical development, biological and sexual relationships and the link between physical and emotional health are fundamental to learning in the Health and Well-being Area of Learning and Experience.
Welsh: Mae gwybodaeth a dealltwriaeth o fioleg, datblygiad corfforol, cydberthnasau biolegol a rhywiol a'r cyswllt rhwng iechyd corfforol ac emosiynol yn hanfodol i ddysgu o fewn Iechyd a Lles.
English: How lifestyle choices can impact the human body (including diet, drug use and exercise) can be considered, as well as the science behind hormones, sexual reproduction and human development in support of relationships and sexuality education (RSE).
Welsh: Gellir ystyried sut y gall dewisiadau ffordd o fyw effeithio ar y corff dynol (gan gynnwys deiet, defnyddio cyffuriau ac ymarfer), yn ogystal â'r wyddoniaeth y tu ôl i hormonau, atgenhedlu rhywiol a datblygiad dynol er mwyn cefnogi ACR.
English: Technology is important to the health and well-being of learners, including supporting the preparation of healthy diets.
Welsh: Mae technoleg yn bwysig i iechyd a lles dysgwyr, gan gynnwys cefnogi paratoi deiet iach.
English: Understanding how digital media works and how to use the online world safely and responsibly, exploring relationships in an online context and understanding social norms and influences in respect of technology all support stronger decision-making in relation to online safety, online bullying and promoting positive online behaviours.
Welsh: Mae'r canlynol i gyd yn cyfrannu at wneud gwell penderfyniadau mewn perthynas â diogelwch ar-lein, bwlio ar-lein a hybu ymddygiad cadarnhaol ar-lein: dealltwriaeth sut mae'r cyfryngau digidol yn gweithio a sut i ddefnyddio'r byd ar-lein yn ddiogel a chyfrifol, archwilio perthynas ag eraill mewn cyd-destun ar-lein, a deall normau a dylanwadau cymdeithasol mewn perthynas â thechnoleg.
English: However, field work for example where learners observe living things in their natural habitats
Welsh: Serch hynny mae gwaith maes, er enghraifft lle mae dysgwyr yn sylwi ar bethau byw yn eu cynefinoedd naturiol gan arwain at gasglu data i fesur a chymharu
English: Other aspects of science and technology are intrinsically linked to humanities in terms of connections with, for example, physical geography and knowledge of natural materials and their processing, and these should be explored.
Welsh: Mae gan agweddau eraill ar wyddoniaeth a thechnoleg gysylltiadau cynhenid â'r Dyniaethau yn nhermau perthynas ag elfennau megis daearyddiaeth ffisegol a gwybodaeth am ddefnyddiau naturiol a'r dull o'u prosesu, a dylai'r cysylltiadau hyn gael eu harchwilio.
English: Digital communication and computer languages offer opportunities for links to reinforce learning across these two Areas.
Welsh: Mae cyfathrebu digidol ac ieithoedd cyfrifiadurol yn cynnig cyfleoedd ar gyfer cyswllt i atgyfnerthu dysgu ar draws y ddau Faes yma
English: Learners apply
Welsh: Mae sgiliau
English: Design communication skills bring these two Areas together both in developing learners' design thinking as well as communicating their ideas to others.
Welsh: Mae
English: From the use of data and statistics in inquiry and evidence, geometry and measurement in design and development, through to data handling in technology learning in science and technology is often underpinned by progression in mathematical understanding, as expressed through the five
Welsh: O'r defnydd o ddata ac ystadegau mewn ymholiad a thystiolaeth, geometreg a mesur mewn dylunio a datblygu, hyd at drin data mewn technoleg, mae dysgu mewn gwyddoniaeth a thechnoleg yn aml yn seiliedig ar gynnydd mewn dealltwriaeth fathemategol, fel y'u mynegir trwy'r pum
English: Curriculum links between these two Areas are, therefore, multiple and often quite detailed.
Welsh: Felly mae cysylltiadau cwricwlaidd rhwng y ddau Faes yma yn lluosog ac, yn aml, yn eithaf manwl.
English: Schools may wish to consider curriculum sequencing in particular when
Welsh: Gall ysgolion ddymuno ystyried dilyniannu cwricwlwm yn arbennig wrth ddylunio a chynllunio eu cwricwlwm er mwyn sicrhau bod cyfleoedd mewn gwyddoniaeth a thechnoleg i gyd-destunoli dysgu mathemategol cysyniadol yn cael ei weithredu'n llawn.
English: Careers and work-related experiences in th
Welsh: Gyrfaoedd a phrofiadau cysylltiedig â gwaith yn y Maes hwn
English: Learning from careers and labour market information
Welsh: Mae dysgu oddi wrth yr wybodaeth am y farchnad yrfaoedd a llafur yn faes allweddol mewn gwyddoniaeth a thechnoleg gan ei fod yn hanfodol i ddysgwyr ddatblygu dealltwriaeth o gyd-destunau ar gyfer cyflogaeth bosib yn ogystal â sgiliau bywyd.
English: Employers' need for science and technology-based
Welsh: Mae'r angen gan gyflogwyr am
English: The skills developed through science and technology are transferable, highly valued and sought after by employers.
Welsh: Mae'r sgiliau a ddatblygir trwy wyddoniaeth a thechnoleg yn drosglwyddadwy, yn cael eu gwerthfawrogi'n fawr ac mae galw mawr amdanyn nhw gan gyflogwyr.
English: These include problem-solving, creativity and innovation, interpreting data and information, reasoning ability and the ability to think logically.
Welsh: Mae'r rhain yn cynnwys datrys problemau, creadigrwydd ac arloesedd, dadansoddi data a gwybodaeth, a'r gallu i resymu a meddwl yn rhesymegol.
English: While there isn't a 'typical' science and technology job, stereotypes persist and need to be challenged.
Welsh: Tra nad oes swydd 'nodweddiadol' gwyddoniaeth a thechnoleg, mae stereoteipiau'n parhau, ac mae angen eu herio.
English: Women, disabled people and those from minority or socially-disadvantaged groups are consistently under-represented.
Welsh: Mae menywod, pobl anabl a rhai o grwpiau lleiafrifol neu o dan anfantais gymdeithasol yn cael eu tangynrychioli'n gyson.
English: With the introduction of careers-related education in primary schools, these sorts of stereotypes can be addressed from an early age; an age when they are often formed.
Welsh: Wrth gyflwyno addysg byd gwaith mewn ysgolion cynradd, gellir mynd i'r afael â'r math hwn o stereoteipio o oedran cynnar, oedran lle mae'r stereoteipio'n aml yn cael ei ffurfio.
English: A more diverse workforce with rounded scientific and technological understanding is not just desirable in terms of equality, but essential to maximising opportunities for all learners and meeting Wales' economic needs.
Welsh: Mae gweithlu mwy amrywiol gyda dealltwriaeth gyflawn wyddonol a thechnolegol yn ddymunol yn nhermau amrywiaeth, ond hefyd yn hanfodol i amlhau cyfleoedd ar gyfer pob dysgwr ac i gwrdd ag anghenion economaidd Cymru.
English: Collaboration and access to individuals and employers provide learners with
Welsh: Mae cydweithio, a mynediad at unigolion a chyflogwyr yn cynnig
English: Learners can use the knowledge and skills gained from taking part in work-related experiences to develop successful enterprise activities in support of their science and technology learning.
Welsh: Gall dysgwyr ddefnyddio'r wybodaeth a sgiliau a enillwyd trwy gymryd rhan mewn profiadau cysylltiedig â gwaith er mwyn datblygu gweithgareddau menter llwyddiannus i gefnogi dysgu o fewn gwyddoniaeth a thechnoleg.
English: These provide authentic learning experiences which can help them develop as creative, enterprising contributors, forming links to the world of work.
Welsh: Mae'r rhain yn cynnig profiadau dysgu dilys a all fod o gymorth iddyn nhw ddatblygu fel cyfranwyr creadigol, mentrus ac yn rhai sy'n ffurfio cysylltiadau â byd gwaith.
English: Supporting learner progression:
Welsh: Cefnogi cynnydd dysgwyr:
English: Assessment guidance
Welsh: Canllawiau asesu
English: Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales.
Welsh: Mae cynnydd dysgwyr ar hyd continwwm dysgu o 3 i 16 oed yn ganolog i Gwricwlwm i Gymru.
English: Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly.
Welsh: Mae asesu yn chwarae rhan sylfaenol o ran galluogi pob dysgwr unigol i wneud cynnydd, a hynny ar gyflymder priodol, gan sicrhau ei fod yn cael ei gefnogi a'i herio'n briodol.
English: This guidance outlines the key principles and purpose of assessment.
Welsh: Mae'r canllawiau hyn yn amlinellu prif egwyddorion a diben asesu.
English: It provides a clear direction for
Welsh: Mae'n rhoi cyfeiriad clir i ysgolion wrth iddynt ddatblygu eu trefniadau asesu.
English: In order to support learners' progress, this guidance also covers the key processes needed for effective learner progression, namely:
Welsh: Er mwyn cefnogi cynnydd dysgwyr, mae'r canllawiau hyn hefyd yn cynnwys y prosesau allweddol sydd eu hangen i sicrhau cynnydd effeithiol i ddysgwyr, sef:
English: ensuring a shared understanding of progression
Welsh: sicrhau dealltwriaeth gyffredin o gynnydd
English: transition along the 3 to 16 continuum
Welsh: symud ar hyd y continwwm 3 i 16
English: communicating and engaging with parents/carers
Welsh: cyfathrebu
English: The purpose of this guidance, and the wider Curriculum for Wales guidance published alongside it, is to help schools to start thinking about designing their curriculum and assessment arrangements.
Welsh: Diben y canllawiau hyn, a chanllawiau ehangach Cwricwlwm i Gymru a gyhoeddwyd yr un pryd, yw helpu ysgolion i ddechrau meddwl am gynllunio eu cwricwlwm a'u trefniadau asesu.
English: It also aims to assist funded non-maintained nursery settings, pupil referral units (PRUs) and persons who commission education other than at schools (EOTAS) to understand more about the Curriculum for Wales framework.
Welsh: Maent hefyd yn anelu at gynorthwyo lleoliadau meithrin a ariennir nas cynhelir, unedau cyfeirio disgyblion a phersonau sy'n comisiynu addysg heblaw yn yr ysgol (EOTAS) i ddeall mwy am Fframwaith Cwricwlwm i Gymru.
English: This guidance details those aspects of the assessment arrangements that we intend to be statutory for schools, as well as those aspects to which schools will need to have due regard when designing and planning their school curriculum.
Welsh: Mae'r canllawiau hyn yn manylu ar yr agweddau hynny ar y trefniadau asesu yr ydym yn bwriadu iddynt fod yn statudol i ysgolion, yn ogystal â'r agweddau hynny y bydd angen i ysgolion roi sylw dyledus iddynt wrth gynllunio eu cwricwlwm ysgol.
English: These should not be conflated with activities that contribute to external accountability and national monitoring.
Welsh: Ni ddylid cymysgu'r rhain â gweithgareddau sy'n cyfrannu at atebolrwydd allanol a monitro cenedlaethol.
English: Information gathered through individual learner assessment is for use within schools only and should not be collected or published by any external body/party.
Welsh: Mae gwybodaeth a gesglir drwy asesiadau dysgwyr unigol i'w defnyddio o fewn yr ysgol yn unig, ac ni ddylai unrhyw gorff/parti allanol ei chasglu na'i chyhoeddi.
English: The Welsh Government is committed to creating an inclusive education system to help ensure that all young people have access to a high standard of education and reach their full potential.
Welsh: Mae Llywodraeth Cymru wedi ymrwymo i greu system addysg gynhwysol i helpu i sicrhau bod pob person ifanc yn cael mynediad at addysg o safon uchel ac yn cyrraedd eu potensial llawn.
English: In support of this commitment, this guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and the support they may need differs given their particular circumstances.
Welsh: I gefnogi'r ymrwymiad hwn, datblygwyd y canllawiau hyn i ystyried anghenion pob dysgwr ac i gydnabod bod eu hunaniaeth, eu hiaith, eu gallu, eu cefndir a'r cymorth sydd eu hangen arnynt o bosibl yn wahanol yn unol â'u hamgylchiadau penodol.
English: How to use this guidance
Welsh: Sut i ddefnyddio'r canllawiau hyn
English: Assessment is a fundamental part of Curriculum for Wales and is integral to the learning process.
Welsh: Mae asesu yn rhan sylfaenol o Gwricwlwm i Gymru ac yn greiddiol i'r broses ddysgu.
English: Where reference is made within this guidance to either 'curriculum', 'learning and teaching' or 'planning for learning', assessment is seen as implicit.
Welsh: Pan cyfeirir yn y canllawiau hyn at 'cwricwlwm', 'dysgu ac addysgu' neu 'cynllunio ar gyfer dysgu', ystyrir bod hyn yn cynnwys asesu.
English: This guidance should be read in conjunction with the rest of the Curriculum for Wales guidance for curriculum design and implementation available online at
Welsh: Dylid darllen y canllawiau hyn ar y cyd â gweddill canllawiau Cwricwlwm i Gymru ar gyfer cynllunio a gweithredu'r cwricwlwm sydd ar gael ar-lein yn
English: hwb.gov.wales/curriculum-for-wales
Welsh: hwb.llyw.cymru/cwricwlwm-i-gymru
English: In addition to guidance on a range of
Welsh: Yn ogystal â'r canllawiau ar ystod o
English: The principles of progression are supported by descriptions of learning which provide more detailed guidance on progression within each Area.
Welsh: Ategir yr egwyddorion cynnydd gan ddisgrifiadau dysgu sy'n rhoi arweiniad manylach ar gynnydd ym mhob Maes.
English: These descriptions articulate what it means for a learner to progress along the continuum of learning and provide reference points for the pace
Welsh: Mae'r disgrifiadau'n cyfleu'r hyn y mae'n ei olygu i ddysgwr symud ar hyd y continwwm dysgu ac maent yn bwyntiau cyfeirio ar gyfer cyflymdra'r cynnydd hwnnw.
English: Headteachers should use the assessment guidance as a basis for professional discussions and learning within their
Welsh: Dylai penaethiaid ddefnyddio'r canllawiau asesu fel sail ar gyfer trafodaethau a dysgu proffesiynol o fewn eu
English: It will also support discussions within clusters, and wider networks where appropriate, in order to build collaborative approaches for learner progression within curriculum and assessment arrangements.
Welsh: Byddant hefyd yn cefnogi trafodaethau o fewn clystyrau, a rhwydweithiau ehangach lle bo'n briodol, er mwyn datblygu dulliau cydweithredol ar gyfer cynnydd dysgwyr o fewn trefniadau'r cwricwlwm ac asesu.