techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: The evidence gathered in the Review identified important strengths in the current arrangements in Wales, in particular, the commitment to equity and inclusion, the attention given to supporting children and young people with special educational needs through Routes for Learning, the Foundation Phase, the emphasis on the development of literacy, numeracy and wider skills, the importance attached to the Welsh culture and language, and the revised Welsh Baccalaureate.
Welsh: Roedd y dystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos bod cryfderau pwysig yn y trefniadau presennol yng Nghymru, yn benodol, yr ymrwymiad i degwch a chynhwysiant, y sylw i gynorthwyo plant a phobl ifanc sydd ag anghenion addysgol arbennig drwy Ar Drywydd Dysgu, y Cyfnod Sylfaen, y pwyslais ar feithrin llythrennedd, rhifedd a sgiliau ehangach, y pwys a roddir ar y Gymraeg a diwylliant Cymru, ac ar Fagloriaeth Cymru ar ei newydd gwedd.
English: The evidence also confirmed that there is a strong case for fundamental change.
Welsh: Roedd y dystiolaeth hefyd yn cadarnhau bod dadl gryf o blaid newid sylfaenol.
English: It was clear that there is a strong appetite for radical changes to the existing curriculum and assessment arrangements, for example to address the overload, redundancy and complexity which has resulted from successive modifications.
Welsh: Roedd yn glir bod awydd mawr am newidiadau radical yn y cwricwlwm a'r trefniadau asesu presennol, er enghraifft, er mwyn delio â'r gorlwytho, y gwaith diangen a'r cymhlethdod a gafwyd o ganlyniad i'r naill newid ar ôl y llall.
English: There was an accumulation of evidence that the current curriculum was not enabling children and young people to achieve the standards they should be capable of.
Welsh: Roedd tystiolaeth gynyddol nad oedd y cwricwlwm presennol yn galluogi plant a phobl ifanc i gyrraedd y safonau a ddisgwylid ganddynt.
English: Similarly, assessment and accountability had become unhelpfully intertwined in ways that weaken the power of both to serve children's learning.
Welsh: Yn yr un modd, roedd y trefniadau ar gyfer asesu ac atebolrwydd wedi plethu i'w gilydd mewn ffordd a oedd yn effeithio ar allu y naill broses a'r llall i wasanaethu dysgu gan blant.
English: Very importantly, people saw a need for a curriculum that would better prepare children and young people in Wales to thrive and be successful in a rapidly changing world.
Welsh: Yn bwysig iawn, roedd pobl yn gweld bod angen cwricwlwm a fyddai'n paratoi plant a phobl ifanc yng Nghymru yn well er mwyn ffynnu a llwyddo mewn byd sy'n newid yn gyflym.
English: 105 It is important to have a clear definition of what we mean by 'the curriculum'.
Welsh: Mae'n bwysig cael diffiniad clir o'r hyn yr ydym yn ei olygu wrth 'y cwricwlwm'.
English: In the past, the curriculum was often seen as the set of subjects and syllabuses to be taught to children and young people during their school years. However, this definition does not do justice to the broader outcomes that the modern world demands or to the scope of what many teachers already do to support children and young people's development.
Welsh: Yn y gorffennol, roedd y cwricwlwm yn cael ei weld yn aml fel set o bynciau a meysydd llafur i'w haddysgu i blant a phobl ifanc yn ystod eu blynyddoedd yn yr 105 ysgol. Fodd bynnag, nid yw'r diffiniad hwn yn gwneud cyfiawnder â'r deilliannau ehangach y mae'r byd modern yn galw amdanynt na chwmpas y pethau y mae llawer o athrawon yn eu gwneud eisoes i gefnogi datblygiad plant a phobl ifanc.
English: It fails to establish the overall purposes that the curriculum is intended to serve.
Welsh: Nid yw'n pennu'r dibenion cyffredinol ar gyfer y cwricwlwm.
English: Learning is also crucially affected by what and how progress is assessed and how the results of assessment are used.
Welsh: Yn ogystal â hyn, mae'r math o gynnydd a asesir, a'r ffordd o wneud hynny, a'r defnydd o ganlyniadau'r asesu, yn cael effaith sylfaenol ar ddysgu.
English: Assessment, therefore, needs to be seen as an integral part of the learning process.
Welsh: Felly rhaid ystyried asesu'n rhan annatod o'r broses dysgu.
English: The Review has therefore taken the following broad view of the curriculum.
Welsh: Oherwydd hyn, mae'r Adolygiad wedi edrych ar y cwricwlwm fel a ganlyn.
English: The curriculum includes all the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
Welsh: Mae'r cwricwlwm yn cynnwys yr holl brofiadau dysgu a gweithgareddau asesu y mae'r ysgol wedi'u cynllunio er mwyn cyflawni dibenion addysg y cytunwyd arnynt.
English: The new curriculum should have clear purposes (see page 31).
Welsh: Rhaid cael dibenion clir i'r cwricwlwm newydd (gweler tudalen 31).
English: Many countries have adopted statements of aims or purposes as the starting point for their curriculum specification, some more successfully than others.
Welsh: Mae nifer o wledydd wedi mabwysiadu datganiadau o nodau neu ddibenion yn fan cychwyn ar gyfer manyleb eu cwricwlwm, a rhai wedi gwneud hynny'n fwy llwyddiannus na'i gilydd.
English: Clear and specific curriculum purposes that are firmly and directly linked to learning and teaching can help teachers to see what their specific contributions to a child or young person's learning should be.
Welsh: Mae dibenion cwricwlwm clir a phenodol sy'n uniongyrchol gysylltiedig â dysgu ac addysgu yn gallu helpu athrawon i weld ym mha ffyrdd penodol y dylent gyfrannu i'r dysgu gan y plentyn neu'r person ifanc.
English: They can help children and young people, and their parents and carers, to see the point of what they are learning and how the aspects of learning fit together.
Welsh: Gall y dibenion helpu plant a phobl ifanc, a'u rhieni a'u gofalwyr, i weld pwrpas yr hyn y maent yn ei ddysgu a sut y mae'r agweddau ar ddysgu'n ffitio i'w gilydd.
English: They can inform the design of national expectations for the curriculum and be used to identify and plan the content and intended outcomes.
Welsh: Gallant gyfrannu at lunio disgwyliadau cenedlaethol ar gyfer y cwricwlwm a gellir eu defnyddio i bennu a chynllunio'r cynnwys a'r deilliannau arfaethedig.
English: They can also be used to determine priorities in the face of inevitable new pressures.
Welsh: Gellir eu defnyddio hefyd i bennu blaenoriaethau yn wyneb y pwysau newydd sy'n sicr o godi.
English: If the stated purposes are to succeed, they should be clear and command general support, be consistent with shared values and reflect national priorities and culture.
Welsh: Er mwyn sicrhau y bydd y dibenion a ddatgenir yn llwyddo, rhaid iddynt fod yn glir ac ennyn cefnogaeth gyffredinol, bod yn gyson â gwerthoedd a rennir ac adlewyrchu'r blaenoriaethau a diwylliant cenedlaethol.
English: The evidence gathered during the Review pointed, with remarkable consistency, towards elements that should feature in a statement of curriculum purposes for Wales.
Welsh: Roedd y dystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos yn hynod gyson beth oedd yr elfennau y dylid eu cynnwys mewn datganiad o ddibenion cwricwlwm i Gymru.
English: The Review has developed curriculum purposes to encapsulate a vision of the well-educated learner completing their statutory education in Wales.
Welsh: Mae'r Adolygiad wedi datblygu dibenion cwricwlwm er mwyn crisialu gweledigaeth o ddysgwr sydd wedi'i addysgu'n dda wrth gwblhau ei addysg statudol yng Nghymru.
English: These purposes are that all our children and young people will be: > ambitious, capable learners, ready to learn throughout their lives > enterprising, creative contributors, ready to play a full part in life and work > ethical, informed citizens of Wales and the world > healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
Welsh: Y dibenion hyn yw y bydd ein holl blant a phobl ifanc: > yn ddysgwyr uchelgeisiol, galluog sy'n barod i ddysgu drwy gydol eu hoes > yn gyfranwyr mentrus, creadigol sy'n barod i chwarae eu rhan yn llawn yn eu bywyd a'u gwaith > yn ddinasyddion egwyddorol, gwybodus yng Nghymru a'r byd > yn unigolion iach, hyderus sy'n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.
English: The curriculum purposes elaborate these headlines with key characteristics, to provide a practical guide for the planning of the curriculum and teaching and learning.
Welsh: Mae'r dibenion cwricwlwm yn ymhelaethu ar y penawdau hyn drwy ychwanegu nodweddion allweddol, er mwyn cynnig canllaw ymarferol ar gyfer cynllunio'r cwricwlwm ac addysgu a dysgu.
English: 106 The curriculum is a curriculum for all children and young people in Wales.
Welsh: Mae'r cwricwlwm yn gwricwlwm i holl blant a phobl ifanc Cymru.
English: The new arrangements are intended to include all of the children and young people of Wales and to enable each of them to progress successfully in their learning.
Welsh: Y bwriad yw i'r trefniadau newydd gynnwys yr holl blant a phobl ifanc yng Nghymru ac i 106 alluogi pob un ohonynt i wneud cynnydd llwyddiannus yn eu dysgu.
English: In particular, the curriculum purposes apply to all children.
Welsh: Yn benodol, mae'r dibenion cwricwlwm yn gymwys i bob plentyn.
English: Much of what is proposed in terms of continuity and progression is already a feature of teaching and learning in schools serving children and young people with special educational needs.
Welsh: Mae llawer o'r hyn a gynigir yn nhermau parhad a dilyniant wedi'i gynnwys eisoes mewn addysgu a dysgu mewn ysgolion sy'n gwasanaethu plant a phobl ifanc sydd ag anghenion addysgol arbennig.
English: The Review proposes a simpler, more coherent structure for the curriculum.
Welsh: Mae'r Adolygiad yn cynnig strwythur symlach, mwy cydlynol ar gyfer y cwricwlwm.
English: The current national curriculum comprises a framework of phases and key stages, core, foundation and basic subjects (statutory and non-statutory), programmes of study, a literacy and numeracy framework and a wider skills framework.
Welsh: Mae'r cwricwlwm cenedlaethol presennol yn cynnwys fframwaith o gyfnodau a chyfnodau allweddol, pynciau craidd, sylfaen a sylfaenol (statudol ac anstatudol), rhaglenni astudio, fframwaith llythrennedd a rhifedd a fframwaith sgiliau ehangach.
English: Pressures to add to this list are also growing and a number of important 'Task and Finish' reports are also waiting to be incorporated in this already overcrowded landscape.
Welsh: Ceir pwysau cynyddol i ychwanegu elfennau at y rhain ac mae nifer o adroddiadau pwysig gan Grwpiau Gorchwyl a Gorffen hefyd yn disgwyl eu tro i gael eu cynnwys yn y fframwaith gorlawn hwn.
English: The strong view emerging from the evidence to the Review was that this structure was too complicated and too prescriptive, and has inhibited flow and progression in children and young people's learning and responsiveness to local needs.
Welsh: Y farn bendant a gododd o'r dystiolaeth i'r Adolygiad oedd bod y strwythur hwn yn rhy gymhleth ac yn rhy gyfarwyddol, a'i fod wedi cyfyngu ar y llif a'r dilyniant yn y dysgu gan blant a phobl ifanc ac ar y gallu i ymateb i anghenion lleol.
English: There was support for a more consistent approach encompassing both the primary and secondary stages, at least to the current Key Stage 3.
Welsh: Roedd cefnogaeth i ddull mwy cyson o weithredu a fydd yn cwmpasu'r camau cynradd a'r camau uwchradd, hyd at y Cyfnod Allweddol 3 presennol o leiaf.
English: The evidence therefore points to the need for a simpler, more connected curriculum that would provide breadth, enable greater depth of learning, ensure better progression and give scope for more imaginative use of time.
Welsh: Felly mae'r dystiolaeth yn awgrymu bod angen cwricwlwm symlach a mwy cysylltiedig a fydd yn eang, yn darparu ar gyfer dysgu dyfnach, yn sicrhau gwell dilyniant ac yn rhoi cyfle i ddefnyddio amser mewn ffordd fwy creadigol.
English: The weight of the evidence would also support a greater emphasis on skills and an extension of the approach adopted in the Foundation Phase, where Areas of Learning rather than discrete subjects are used as building blocks.
Welsh: Mae'r dystiolaeth hefyd yn ffafrio mwy o bwyslais ar sgiliau ac ymestyn y dull o weithredu sydd wedi'i fabwysiadu yn y Cyfnod Sylfaen, lle y defnyddir Meysydd Dysgu yn hytrach na phynciau ar wahân fel blociau adeiladu.
English: Such an approach is increasingly common in curriculum specifications across the world.
Welsh: Mae dull gweithredu o'r fath yn fwyfwy cyffredin mewn manylebau cwricwlwm ledled y byd.
English: In terms of the breadth of the curriculum, the Review proposes using six Areas of Learning and Experience as organisers for the entire age range from 3 to 16.
Welsh: O ran ehangder y cwricwlwm, mae'r Adolygiad yn cynnig defnyddio chwe Maes Dysgu a Phrofiad yn drefnyddion ar gyfer yr ystod oedran gyfan rhwng 3 ac 16 oed.
English: The Areas of Learning and Experience are: > Expressive arts Area of Learning and Experience > Health and well-being Area of Learning and Experience > Humanities Area of Learning and Experience > Languages, literacy and communication Area of Learning and Experience > Mathematics and numeracy Area of Learning and Experience > Science and technology Area of Learning and Experience.
Welsh: Y Meysydd Dysgu a Phrofiad yw: > Maes Dysgu a Phrofiad y Celfyddydau mynegiannol > Maes Dysgu a Phrofiad Iechyd a lles > Maes Dysgu a Phrofiad y Dyniaethau > Maes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu > Maes Dysgu a Phrofiad Mathemateg a rhifedd > Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg.
English: The case for the importance and integrity of each of the Areas of Learning and Experience is made in Chapter 4 of this report.
Welsh: Mae'r ddadl o blaid pwysigrwydd a dilysrwydd pob un o'r Meysydd Dysgu a Phrofiad wedi'i chyflwyno ym Mhennod 4 o'r adroddiad hwn.
English: Each has been conceived such that it can encompass significant disciplinary and functional knowledge and skills and have direct relevance to children and young people from 3 to 16.
Welsh: Mae pob un ohonynt wedi'i ddyfeisio mewn ffordd sy'n cwmpasu gwybodaeth a sgiliau disgyblaethol a swyddogaethol pwysig ac sy'n uniongyrchol berthnasol i blant a phobl ifanc rhwng 3 ac 16 oed.
English: They also provide distinctive contexts within which the four curriculum purposes, including 107 elements of Cwricwlwm Cymreig, can be pursued.
Welsh: Maent hefyd yn cynnig cyd-destunau penodol lle y gellir cyflawni'r pedwar diben cwricwlwm, gan gynnwys elfennau 107 o'r Cwricwlwm Cymreig.
English: The Areas of Learning and Experience should not be seen as constraining the ways in which schools organise the school day, week or year.
Welsh: Nid yw'r Meysydd Dysgu a Phrofiad i'w hystyried yn ffactorau a fydd yn cyfyngu ar y ffyrdd y mae ysgolion yn trefnu'r diwrnod, yr wythnos neu'r flwyddyn ysgol.
English: They do not lead directly to a timetable based on the Areas of Learning and Experience headings.
Welsh: Ni fyddant yn arwain yn uniongyrchol at amserlen wedi'i seilio ar benawdau Meysydd Dysgu a Phrofiad.
English: Their purpose is to organise, in a relatively straightforward way, the national expectations about what children and young people are expected to learn and experience, enabling synergies and connectedness as well as rigour in disciplinary studies.
Welsh: Eu pwrpas yw trefnu, mewn ffordd gymharol syml, y disgwyliadau cenedlaethol ynghylch yr hyn y bydd plant a phobl ifanc yn ei ddysgu a'i brofi, gan greu synergeddau a chysylltedd yn ogystal â thrylwyredd mewn astudiaethau disgyblaethol.
English: They also signal that the education of children and young people should include rich experiences that are valuable in their own right.
Welsh: Maent hefyd yn dangos y dylai addysg plant a phobl ifanc gynnwys profiadau cyfoethog sy'n werthfawr ar eu pen eu hunain.
English: The Review proposes that literacy, numeracy and digital competence should be the responsibility of all teachers.
Welsh: Mae'r Adolygiad yn cynnig y dylai llythrennedd, rhifedd a chymhwysedd digidol fod yn gyfrifoldeb i bob athro/athrawes.
English: These are so fundamental to thinking, learning and life that they should be developed and reinforced across the curriculum as a whole.
Welsh: Mae'r cymwyseddau hyn mor hanfodol ar gyfer meddwl, dysgu a bywyd fel y dylid eu datblygu a'u cryfhau ym mhob rhan o'r cwricwlwm.
English: The case for treating literacy and numeracy in this way is now widely accepted and they should both be represented in the curriculum in ways that ensure their progressive development for all children and young people.
Welsh: Mae'r ddadl o blaid ymdrin â llythrennedd a rhifedd yn y modd hwn wedi'i derbyn yn gyffredinol bellach a dylid cynnwys y ddau yn y cwricwlwm mewn ffyrdd sy'n sicrhau bod yr holl blant a phobl ifanc yn eu datblygu'n gynyddol.
English: Literacy and numeracy must mean more than basic competence and must acknowledge their central role in thinking and the ability to use language and number confidently and creatively.
Welsh: Rhaid i lythrennedd a rhifedd olygu mwy na chymhwysedd sylfaenol a rhaid cydnabod y rhan ganolog y maent yn ei chwarae mewn meddwl a'r gallu i ddefnyddio iaith a rhif yn hyderus a chreadigol.
English: The LNF has been widely welcomed, at least in principle, and should be represented in the revised curriculum and assessment arrangements in ways that ensure both the establishment of firm foundations and their further development and reinforcement across all Areas of Learning and Experience.
Welsh: Cafwyd croeso cyffredinol i'r FfLlRh, mewn egwyddor o leiaf, a dylid ei gynnwys yn y cwricwlwm a'r trefniadau asesu diwygiedig mewn ffyrdd sy'n gosod sylfeini cadarn i lythrennedd a rhifedd ac yn sicrhau eu bod yn cael eu datblygu a'u cryfhau ymhellach yn yr holl Feysydd Dysgu a Phrofiad.
English: The argument for treating 'digital competence' in a similar way to literacy and numeracy has become increasingly compelling.
Welsh: Mae'r ddadl o blaid trafod 'cymhwysedd digidol' mewn ffordd debyg i lythrennedd a rhifedd wedi dod yn fwyfwy perswadiol.
English: Our children and young people already inhabit a digital world and their personal, social and educational lives are increasingly intertwined with technology in various, rapidly changing forms.
Welsh: Mae ein plant a phobl ifanc yn byw mewn byd digidol yn barod ac mae eu bywydau personol, cymdeithasol ac addysgol yn cydblethu fwyfwy â gwahanol fathau o dechnoleg sy'n newid yn gyflym.
English: Full participation in modern society and the workplace already demands increasingly high levels of digital competence and that process can only continue into a future that we cannot imagine.
Welsh: Mae'r gallu i gymryd rhan yn llawn mewn cymdeithas fodern ac yn y gweithle eisoes yn galw am lefelau cynyddol uwch o gymhwysedd digidol ac mae'r broses honno'n sicr o barhau hyd y gellir rhagweld.
English: The Review, therefore, takes the view that a digital competence framework should be developed to establish progression in children and young people's learning.
Welsh: Felly, mae'r Adolygiad yn credu bod angen datblygu fframwaith cymhwysedd digidol i greu dilyniant yn y dysgu gan blant a phobl ifanc.
English: The place of the Welsh language in the curriculum needs to be strengthened.
Welsh: Mae angen cryfhau lle'r Gymraeg yn y cwricwlwm.
English: The importance attached to the Welsh language is reflected in the proposals of the Review that all children and young people should continue to learn the Welsh language to the age of 16.
Welsh: Mae'r pwysigrwydd a roddir i'r Gymraeg wedi'i adlewyrchu yng nghynigion yr Adolygiad sy'n nodi y dylai'r holl blant a phobl ifanc barhau i ddysgu Cymraeg nes cyrraedd 16 oed.
English: Evidence points to confidence in the work of Welsh-medium schools in successfully developing language skills.
Welsh: Mae tystiolaeth yn dangos bod hyder yng ngallu ysgolion cyfrwng Cymraeg i feithrin sgiliau iaith yn llwyddiannus.
English: There remains, however, a need to improve the quality and relevance of teaching and learning of the Welsh language in English-medium schools, particularly for older children.
Welsh: Er hynny, mae angen o hyd am wella ansawdd a pherthnasedd wrth addysgu a dysgu'r Gymraeg mewn ysgolion cyfrwng Saesneg, yn enwedig ymhlith plant hŷn.
English: We therefore propose greater focus on children and young people's ability to communicate confidently in everyday settings in the Welsh language, with an emphasis on its increasing role in workplace settings.
Welsh: Felly rydym yn cynnig canolbwyntio'n fwy ar allu plant a phobl ifanc i gyfathrebu'n hyderus yn Gymraeg mewn cyd-destunau pob dydd, gan roi pwyslais ar ei rôl gynyddol yn y gweithle.
English: Welsh-medium schools employ specialists and have a wide range of available Welsh language resources.
Welsh: Mae ysgolion cyfrwng Cymraeg yn cyflogi arbenigwyr ac mae amrywiaeth fawr o adnoddau Cymraeg ar gael iddynt.
English: They are well placed to act as hubs for the Welsh language and to provide support for teachers and other practitioners in English-medium schools.
Welsh: Maent mewn lle da i weithredu fel canolbwynt ar gyfer y Gymraeg ac i ddarparu cymorth i athrawon ac ymarferwyr eraill mewn ysgolion cyfrwng Saesneg.
English: 108 The Review proposes that the current separation of the curriculum into phases and key stages should be removed.
Welsh: 108 Mae'r Adolygiad yn cynnig dileu'r rhaniadau presennol yn y cwricwlwm rhwng cyfnodau a chyfnodau allweddol.
English: Transition points, whether between sectors or phases, give rise to inevitable questions about continuity and progression.
Welsh: Mae pwyntiau trosglwyddo, boed rhwng sectorau neu gyfnodau, yn sicr o godi cwestiynau ynghylch parhad a dilyniant.
English: If stages are intended to be distinct from each other, how persuasive are the arguments for separation and what are the consequences?
Welsh: Os oes bwriad i gyfnodau fod yn wahanol i'w gilydd, pa mor berswadiol yw'r dadleuon o blaid y gwahanu a beth yw'r canlyniadau?
English: If stages are not distinct, then why do they require a separate label?
Welsh: Os nad yw cyfnodau'n wahanol i'w gilydd, pam y mae angen eu labelu ar wahân?
English: In exploring these questions, the Review reached the firm conclusion that the period of statutory schooling, at least, should be seen as a coherent and progressive whole, including the move between the primary and secondary sectors.
Welsh: Wrth ymchwilio i'r cwestiynau hyn, daeth yr Adolygiad i'r casgliad pendant y dylid gweld y cyfnod o addysg statudol, o leiaf, yn gyfanwaith cydlynol a dilynol, gan gynnwys y trosglwyddo rhwng y sector cynradd a'r sector uwchradd.
English: The Review proposes that depth and progression in learning should be described through Progression Steps, which each encompass a range of Achievement Outcomes.
Welsh: Mae'r Adolygiad yn cynnig y dylai dyfnder a dilyniant mewn dysgu gael eu disgrifio drwy Gamau Cynnydd, gyda phob un ohonynt yn cwmpasu nifer o Ddeilliannau Cyflawniad.
English: The Review evidence suggested that while the current system of levels within subjects provided elements of depth, the approach had become centred on making general, best-fit judgements about performance at defined points with insufficient attention to progression based on secure learning.
Welsh: Mae'r dystiolaeth a gasglwyd gan yr Adolygiad yn awgrymu bod y system bresennol o lefelau o fewn pynciau'n cynnig elfennau o ddyfnder, ond bod y dull hwn bellach yn canolbwyntio ar wneud dyfarniadau cyffredinol, cyd-fynd orau am berfformiad ar bwyntiau penodedig heb roi sylw digonol i ddilyniant wedi'i seilio ar ddysgu diogel.
English: The Review is therefore recommending that Progression Steps should be identified within each Area of Learning and Experience at three-yearly intervals over the period of statutory education.
Welsh: Felly, mae'r Adolygiad yn argymell y dylai Camau Cynnydd gael eu pennu o fewn pob Maes Dysgu a Phrofiad, a bwlch o dair blynedd rhyngddynt, dros y cyfnod o addysg statudol.
English: Achievement Outcomes should be developed for each Progression Step to reflect the curriculum purposes and embody both disciplinary and instrumental learning as appropriate.
Welsh: Dylid llunio Deilliannau Cyflawniad ar gyfer pob Cam Cynnydd sy'n adlewyrchu'r dibenion cwricwlwm ac sy'n ymgorffori dysgu disgyblaethol a chyfryngol, fel y bo'n briodol.