techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: The strands within each area share curriculum objectives and teachers are expected to integrate learning across the areas.
Welsh: Mae'r llinynnau ym mhob maes yn rhannu amcanion cwricwlwm ac mae disgwyl i athrawon integreiddio dysgu ar draws y meysydd.
English: In addition to the learning areas, RE remains a compulsory subject.
Welsh: Yn ogystal â'r meysydd dysgu, mae addysg grefyddol yn parhau'n bwnc gorfodol.
English: There are cross-curricular skills in communication, using mathematics and using ICT.
Welsh: Ceir sgiliau trawsgwricwlaidd mewn cyfathrebu, defnyddio mathemateg a defnyddio TGCh.
English: There are also thinking skills and personal capabilities, which comprise a similar range of skills to the personal, learning and thinking skills in England's new secondary curriculum. > Scotland has eight curriculum areas: expressive arts; health and well-being; languages; mathematics; religious and moral education; sciences; social studies; technologies.
Welsh: Hefyd ceir sgiliau meddwl a galluoedd personol, sy'n cynnwys amrywiaeth o sgiliau sy'n debyg i'r sgiliau personol, dysgu a meddwl yn y cwricwlwm uwchradd newydd ar gyfer Lloegr. > Yn yr Alban mae wyth maes cwricwlwm: celfyddydau mynegiannol; iechyd a lles; ieithoedd; mathemateg; addysg grefyddol a moesol; gwyddorau; astudiaethau cymdeithasol; technolegau.
English: In addition literacy, numeracy and particular aspects of health and well-being and ICT are to be developed and reinforced across the curriculum. > England retains subjects as the main curriculum building blocks.
Welsh: Yn ogystal â hyn, mae llythrennedd, rhifedd ac agweddau penodol ar iechyd a lles a TGCh yn cael eu datblygu a'u cryfhau ar draws y cwricwlwm. > Mae Lloegr wedi cadw pynciau'n brif flociau adeiladu ar gyfer y cwricwlwm.
English: The national curriculum remains structured around 12 subjects, split into core and foundation, with associated programmes of study.
Welsh: Mae'r cwricwlwm cenedlaethol wedi'i strwythuro o hyd ar sail 12 pwnc, sydd wedi'u rhannu'n bynciau craidd a sylfaen, gyda rhaglenni astudio cysylltiedig.
English: Recommendations from independent reviews to move to a structure based on capacities20 and areas of learning have been rejected by the government. > The Foundation Phase in Wales includes seven Areas of Learning.
Welsh: Mae argymhellion gan adolygiadau annibynnol o blaid mabwysiadu strwythur wedi'i seilio ar gapasiti20 a meysydd dysgu wedi cael eu gwrthod gan y llywodraeth. > Mae'r Cyfnod Sylfaen yng Nghymru'n cynnwys saith Maes Dysgu.
English: Areas of Learning and Experience Taking account of the evidence gathered in the course of the Review and the criteria identified earlier, the Review recommends that a single organising structure for the curriculum should apply for the entire age range from 3 to 16.
Welsh: Meysydd Dysgu a Phrofiad Ar ôl ystyried y dystiolaeth a gasglwyd yn ystod yr Adolygiad a'r meini prawf a nodwyd yn gynharach, mae'r Adolygiad yn argymell defnyddio un strwythur trefniadol ar gyfer y cwricwlwm ar draws yr ystod oedran gyfan rhwng 3 ac 16 oed.
English: We propose that this structure should comprise 'Areas of Learning and Experience'.
Welsh: Rydym yn cynnig y bydd y strwythur hwn yn cynnwys 'Meysydd Dysgu a Phrofiad'.
English: Each of the Areas of Learning and Experience should make distinct and strong contributions to developing the four purposes of the curriculum.
Welsh: Bydd pob un o'r Meysydd Dysgu a Phrofiad yn cyfrannu mewn ffordd bendant a phenodol at ddatblygu pedwar diben y cwricwlwm.
English: Taken together, they should define the breadth of the curriculum.
Welsh: Gyda'i gilydd, byddant yn diffinio ehangder y cwricwlwm.
English: We have chosen the term 'Area of Learning and Experience' (originally used in a 1985 HMI Report21 and subsequently by ACCAC22) rather than the narrower 'Area of Learning' currently used in the Foundation Phase.
Welsh: Rydym wedi dewis y term 'Maes Dysgu a Phrofiad' (a ddefnyddiwyd gyntaf mewn Adroddiad gan Arolygwyr Ei Mawrhydi21 ym 1985 ac wedyn gan ACCAC22) yn hytrach na'r term mwy cyfyng 'Maes Dysgu' sy'n cael ei ddefnyddio ar hyn o bryd yn y Cyfnod Sylfaen.
English: The intention is to signal the importance of educational experiences as an integral part of the curriculum, to broaden children and young people's horizons, stimulate their imaginations and promote enjoyment in learning.
Welsh: Y bwriad yw dangos bod profiadau addysgol yn rhan bwysig ac annatod o'r cwricwlwm, i ehangu gorwelion plant a phobl ifanc, symbylu eu dychymyg a hybu mwynhad wrth ddysgu.
English: The education of children and young people should include rich experiences that are valuable in their own right.
Welsh: Mae'n bwysig bod addysg plant a phobl ifanc yn cynnwys profiadau cyfoethog sy'n werthfawr ar eu pen eu hunain.
English: The Review affirms that subjects and disciplines should remain important but that these should be grouped within six Areas of Learning and Experience.
Welsh: Mae'r Adolygiad yn cadarnhau y dylai pynciau a disgyblaethau fod yn bwysig o hyd ond y dylid eu grwpio o fewn chwe Maes Dysgu a Phrofiad.
English: Each of these Areas of Learning and Experience should include, where appropriate, both a Welsh dimension and an international perspective in line with the recommendations of the independent review of the Cwricwlwm Cymreig, history and the story of Wales.
Welsh: Bydd pob un o'r Meysydd Dysgu a Phrofiad hyn yn cynnwys, lle bo'n briodol, dimensiwn Cymreig yn ogystal â phersbectif rhyngwladol yn unol ag argymhellion yr adolygiad annibynnol o'r Cwricwlwm Cymreig, hanes a stori Cymru.
English: The Cambridge Primary Review23 identifies characteristics that help to define such areas.
Welsh: Mae Adolygiad Caergrawnt o Addysg Gynradd23 yn enwi nodweddion sy'n helpu i ddiffinio meysydd o'r fath.
English: These characteristics include their internal logic or integrity, the knowledge that should form the core and their relationship to educational aims.
Welsh: Ymhlith y nodweddion hyn mae eu rhesymeg neu gyfanrwydd mewnol, yr wybodaeth sy'n ffurfio'r craidd a'u perthynas â nodau addysgol.
English: Similarly, each of the Areas of Learning and Experience advocated by this Review should:) provide a rich context for achieving the purposes of the curriculum) be internally coherent) employ distinctive ways of thinking and have an identifiable core of disciplinary and instrumental knowledge.
Welsh: Yn yr un modd, disgwylir y dylai pob un o'r Meysydd Dysgu a Phrofiad sydd wedi'u hargymell yn yr Adolygiad hwn:) gynnig cyd-destun cyfoethog ar gyfer cyflawni dibenion y cwricwlwm) bod yn fewnol gydlynol) defnyddio ffyrdd neilltuol o feddwl a chynnwys craidd penodol o wybodaeth ddisgyblaethol a chyfryngol.
English: The curriculum 3-16 should be organised into Areas of Learning and Experience that establish the breadth of the curriculum.
Welsh: Dylai'r cwricwlwm i ddysgwyr 3-16 oed gael ei drefnu'n Feysydd Dysgu a Phrofiad sy'n pennu ehangder y cwricwlwm.
English: These areas should provide rich contexts for developing the four curriculum purposes, be internally coherent, employ distinctive ways of thinking, and have an identifiable core of disciplinary or instrumental knowledge.
Welsh: Disgwylir y bydd y meysydd hyn yn cynnig cyd-destunau cyfoethog ar gyfer datblygu'r pedwar diben cwricwlwm, y byddant yn fewnol gydlynol, yn defnyddio ffyrdd neilltuol o feddwl, ac yn cynnwys craidd penodol o wybodaeth ddisgyblaethol neu gyfryngol.
English: The Review proposes six Areas of Learning and Experience, as follows: > Expressive arts > Health and well-being > Humanities > Languages, literacy and communication > Mathematics and numeracy > Science and technology. Recommendation 5.
Welsh: 38 Mae'r Adolygiad yn cynnig chwe Maes Dysgu a Phrofiad fel a ganlyn: > Celfyddydau mynegiannol > Iechyd a lles > Dyniaethau > Ieithoedd, llythrennedd a chyfathrebu > Mathemateg a rhifedd > Gwyddoniaeth a thechnoleg. Argymhelliad 5.
English: The new national curriculum in Wales should have six Areas of Learning and Experience: Expressive arts; Health and well-being; Humanities; Languages, literacy and communication; Mathematics and numeracy; and Science and technology.
Welsh: Dylai'r cwricwlwm cenedlaethol newydd yng Nghymru gynnwys chwe Maes Dysgu a Phrofiad: Celfyddydau mynegiannol; Iechyd a lles; Dyniaethau; Ieithoedd, llythrennedd a chyfathrebu; Mathemateg a rhifedd; a Gwyddoniaeth a thechnoleg.
English: The Areas of Learning and Experience should not be seen as watertight compartments but rather a means of organising the intentions for each child and young person's learning, with decisions and plans for how these should translate into day-to-day activities taking place creatively at school level.
Welsh: Nid yw'r Meysydd Dysgu a Phrofiad i'w hystyried yn adrannau digyswllt ond yn hytrach yn ffordd o drefnu'r bwriadau ar gyfer dysgu gan bob plentyn a pherson ifanc, gan wneud penderfyniadau a chynlluniau'n greadigol ar lefel yr ysgol i droi'r rhain yn weithgareddau o ddydd i ddydd.
English: They are therefore not timetabling devices.
Welsh: Felly nid ydynt yn offer ar gyfer amserlennu.
English: Having common Areas of Learning and Experience from 3 to 16 should promote and underpin continuity and progression and help to make the structure easier to understand.
Welsh: Un fantais o gael Meysydd Dysgu a Phrofiad cyffredin rhwng 3 ac 16 oed yw y bydd yn hyrwyddo ac yn ategu dilyniant a pharhad ac yn helpu i wneud y strwythur yn haws ei ddeall.
English: The approach should help to ensure breadth and encourage appropriate decisions about 'balance' across a child or young person's learning at any time, for example by removing distinctions between 'core' and 'foundation' subjects.
Welsh: Rydym yn rhagweld y bydd y dull hwn o weithredu'n helpu i amddiffyn ehangder y cwricwlwm ac yn arwain at benderfyniadau priodol ynghylch 'cydbwysedd' y dysgu gan blentyn neu berson ifanc ar adeg benodol, er enghraifft drwy ddileu'r gwahaniaethau rhwng pynciau 'craidd' a 'sylfaen'.
English: Individual teachers, including specialist teachers in secondary schools, will draw upon the different Areas of Learning and Experience in their planning.
Welsh: Bydd athrawon unigol, gan gynnwys athrawon arbenigol mewn ysgolion uwchradd, yn gwneud defnydd o'r gwahanol Feysydd Dysgu a Phrofiad wrth gynllunio.
English: This should help to address concerns about compartmentalisation by encouraging teachers to work creatively, and collaboratively, across subject boundaries in the context of the four curriculum purposes.
Welsh: Rydym yn rhagweld y bydd hyn yn helpu i ymateb i bryderon ynghylch rhannu addysg yn adrannau drwy gymell athrawon i gydweithio'n greadigol ar draws ffiniau pwnc yng nghyd-destun y pedwar diben cwricwlwm.
English: Teachers should be able to help children and young people to make links across learning, bringing together different aspects to address important issues relating, for example, to citizenship, enterprise, financial capability and sustainability.
Welsh: Bydd yn bwysig bod athrawon yn gallu helpu plant a phobl ifanc i greu cysylltiadau ar draws eu dysgu, drwy gyfuno gwahanol agweddau er mwyn trafod materion pwysig sy'n ymwneud, er enghraifft, â dinasyddiaeth, menter, medrusrwydd ariannol a chynaliadwyedd.
English: Cross-curriculum Responsibilities: literacy, numeracy and digital competence There is a range of competences and skills which are foundations for almost all learning and are essential to being able to participate successfully and confidently in the modern world.
Welsh: Cyfrifoldebau Trawsgwricwlaidd: llythrennedd, rhifedd a chymhwysedd digidol Mae set o gymwyseddau a sgiliau sy'n sylfaen i bron pob math o ddysgu ac sy'n hanfodol er mwyn gallu cymryd rhan yn llwyddiannus a hyderus yn y byd modern.
English: Priority has already been given to literacy and numeracy within the Welsh curriculum through the LNF, including Routes to literacy and Routes to numeracy.
Welsh: Rhoddwyd blaenoriaeth eisoes i lythrennedd a rhifedd yn y cwricwlwm yng Nghymru drwy'r FfLlRh, gan gynnwys Ar drywydd llythrennedd ac Ar drywydd rhifedd.
English: In addition, the recommendations in the ICT Steering Group's report to the Welsh Government24 and the findings of the Review point clearly to the conclusion that digital competence is increasingly fundamental to learning and life and that it should have similar status within the curriculum to that of literacy and numeracy.
Welsh: At hynny, mae'r argymhellion yn adroddiad y Grŵp Llywio ar TGCh i Lywodraeth Cymru24 a chanfyddiadau'r Adolygiad yn arwain yn glir at y casgliad bod cymhwysedd digidol yn fwyfwy hanfodol ar gyfer dysgu a bywyd ac y dylid rhoi statws tebyg iddo yn y cwricwlwm i'r hyn sydd gan lythrennedd a rhifedd.
English: The Review therefore recommends that literacy, numeracy and digital competence should be Cross-curriculum Responsibilities for all teachers and people who work with children and young people.
Welsh: Felly mae'r Adolygiad yn argymell y dylai llythrennedd, rhifedd a chymhwysedd digidol fod yn Gyfrifoldebau Trawsgwricwlaidd i'r holl athrawon a phobl sy'n gweithio gyda phlant a phobl ifanc.
English: The curriculum structure needs to ensure that children and young people develop high levels of competence in these aspects and have frequent opportunities to develop, extend and apply them across the curriculum.
Welsh: Rhaid sicrhau, drwy strwythur y cwricwlwm, fod plant a phobl ifanc yn datblygu lefelau cymhwysedd uchel yn yr agweddau hynny a'u bod yn cael cyfleoedd aml i'w datblygu, eu hymestyn a'u cymhwyso ar draws y cwricwlwm.
English: Competence in literacy, including competence in the spoken word, syntax and spelling, is essential for learning across the curriculum, not least because of the fundamental role of language in thinking.
Welsh: Mae cymhwysedd mewn llythrennedd, gan gynnwys cymhwysedd yn yr iaith lafar, cystrawen a sillafu, yn hanfodol ar gyfer dysgu ar draws y cwricwlwm, yn bennaf oherwydd y lle hanfodol sydd i iaith wrth feddwl.
English: The key to developing command of these skills lies not in repetition and drill for significant periods of time during the school day but in a sound understanding of their essential components supported by developmentally appropriate teaching and learning and rich contexts within which they can be reinforced, extended and applied.
Welsh: Er mwyn meistroli'r sgiliau hyn, yr hyn sy'n hanfodol, yn hytrach na drilio ac ailadrodd am gyfnodau hir yn ystod y diwrnod ysgol, yw meithrin dealltwriaeth dda o'u cydrannau hanfodol gyda chymorth addysgu a dysgu sy'n briodol i ddatblygiad plant a phobl ifanc a chynnig cyd-destunau cyfoethog lle y gellir eu cryfhau, eu hymestyn a'u cymhwyso.
English: Children and young people also need every opportunity to explain thinking, explore and discuss ideas and use language skills at an appropriate level.
Welsh: Mae angen i blant a phobl ifanc gael pob cyfle hefyd i egluro eu meddwl, ystyried a thrafod syniadau a defnyddio sgiliau iaith ar lefel briodol.
English: The literacy component of the LNF provides guidance about a common approach to the reinforcement of such skills at different developmental stages.
Welsh: Mae cydran llythrennedd y FfLlRh yn rhoi cyfarwyddyd ynghylch dull cyffredin o gryfhau sgiliau o'r fath ar wahanol gamau datblygiadol.
English: Similarly, numeracy, including arithmetical and data-handling skills, is deployed widely across the curriculum, and competence in numeracy is essential for independent living and work.
Welsh: Yn yr un modd, mae rhifedd, gan gynnwys sgiliau rhifyddeg a thrin data, yn cael ei ddefnyddio'n eang ar draws y cwricwlwm, ac mae cymhwysedd mewn rhifedd yn hanfodol ar gyfer byw a gweithio'n annibynnol.
English: Children and young people need regular opportunities to deepen their understanding of number and, as with literacy, to reinforce and use their numeracy skills in different contexts.
Welsh: Mae angen i blant a phobl ifanc gael cyfleoedd rheolaidd i feithrin mwy o ddealltwriaeth o rif ac, yn yr un modd â llythrennedd, i gryfhau a defnyddio eu sgiliau rhifedd mewn gwahanol gyd-destunau.
English: It is important that all teachers and other staff who work with children and young people have an understanding of how best to reinforce these skills and take opportunities to consolidate learning appropriately.
Welsh: Mae'n bwysig bod yr holl athrawon a staff eraill sy'n gweithio gyda phlant a phobl ifanc yn deall beth yw'r ffordd orau o gryfhau'r 40 sgiliau hyn ac yn manteisio ar gyfleoedd i atgyfnerthu'r hyn a ddysgwyd mewn ffordd briodol.
English: The numeracy component of the LNF provides guidance about a common approach to the reinforcement of such skills at different developmental stages.
Welsh: Mae cydran rhifedd y FfLlRh yn rhoi cyfarwyddyd ynghylch dull cyffredin o gryfhau sgiliau o'r fath ar wahanol gamau datblygiadol.
English: Digital competence plays an increasingly powerful role in the lives of children and young people, for communication, networking, information, leisure and entertainment as well as for an increasing range of transactions and educational applications.
Welsh: Mae cymhwysedd digidol yn chwarae rhan gynyddol ym mywydau plant a phobl ifanc, ar gyfer cyfathrebu, rhwydweithio, gwybodaeth, hamdden ac adloniant a hefyd drwy amrywiaeth gynyddol o drafodion a chymwysiadau addysgol.
English: The ability to use digital technology skills creatively is an increasingly common feature of the modern workplace, for example for developing simulated models that test out ideas safely and inexpensively or when using complex medical equipment that needs to be reprogrammed to match the patient's individual needs.
Welsh: Mae'r gallu i ddefnyddio sgiliau technoleg ddigidol mewn ffordd greadigol yn agwedd fwyfwy cyffredin yn y gweithle modern, er enghraifft ar gyfer datblygu modelau efelychu sy'n rhoi prawf ar syniadau'n ddiogel ac yn rhad neu wrth ddefnyddio cyfarpar meddygol cymhleth y mae angen ei ailraglennu i gwrdd ag anghenion penodol y claf.
English: As recommended by the ICT Steering Group, the competences 'should not primarily be predicated on rapidly changing technologies, but should focus on pedagogy, deeper skill development, transferability, and understanding, as well as potential application of these competencies'.
Welsh: Fel y mae'r Grŵp Llywio ar TGCh wedi argymell 'Ni ddylid seilio'r broses o gaffael sgiliau Llythrennedd Digidol a chymwyseddau digidol yn bennaf ar dechnolegau sy'n newid yn gyflym; dylai ganolbwyntio ar addysgeg, datblygu sgiliau dyfnach, gallu trosglwyddo, a dealltwriaeth, yn ogystal â defnydd posibl y cymwyseddau hyn'.
English: All teachers and other staff should have responsibility to support the development of digital competences, and the skills and knowledge to do this.
Welsh: Rhaid i'r holl athrawon a staff eraill fod yn gyfrifol am helpu i feithrin cymwyseddau digidol, a'r sgiliau a gwybodaeth ar gyfer hynny.
English: For the future, the expectations for progression from 3 to 16 in literacy and numeracy would build on the work that has been done in Wales to embed these skills at the heart of, and importantly across, the Welsh education system.
Welsh: Ar gyfer y dyfodol, byddai'r disgwyliadau o ran dilyniant rhwng 3 ac 16 oed mewn llythrennedd a rhifedd yn adeiladu ar y gwaith sydd wedi'i wneud yng Nghymru i sefydlu'r sgiliau hyn ar ganol ac, yn bwysig, ar draws y system addysg yng Nghymru.
English: In terms of the structure of the curriculum, the expectations for literacy and numeracy would form part of, and be highlighted mainly within, the Languages, literacy and communication, and Mathematics and numeracy Areas of Learning and Experience respectively.
Welsh: Yn nhermau strwythur y cwricwlwm, byddai'r disgwyliadau o ran llythrennedd yn rhan o Faes Dysgu a Phrofiad Ieithoedd, llythrennedd a chyfathrebu, a'r disgwyliadau o ran rhifedd yn rhan o Faes Dysgu a Phrofiad Mathemateg a rhifedd, a byddent yn cael eu nodi'n bennaf yn y meysydd hynny.
English: Expectations about progression in these aspects would be based upon the existing LNF and the recently developed Areas of Learning for Language, Literacy and Communication Skills and for Mathematical Development, as well as the programmes of study for English, Welsh (first language) and mathematics.
Welsh: Byddai disgwyliadau o ran dilyniant yn yr agweddau hyn yn cael eu seilio ar y FfLlRh presennol a'r Meysydd Dysgu sydd wedi'u datblygu'n ddiweddar ar gyfer Sgiliau Iaith, Llythrennedd a Chyfathrebu ac ar gyfer Datblygiad Mathemategol, yn ogystal â'r rhaglenni astudio ar gyfer Cymraeg (iaith gyntaf), Saesneg a mathemateg.
English: There would be references within the other Areas of Learning and Experience to particularly fruitful opportunities for the development of literacy and numeracy.
Welsh: Byddai cyfeiriadau yn y Meysydd Dysgu a Phrofiad eraill at gyfleoedd buddiol i ddatblygu llythrennedd a rhifedd.
English: As part of the development flowing from the Review a digital competence progression framework and an accompanying 'Routes to Learning Digital Competence' would need to be developed, taking account of the recommendations of the ICT report.
Welsh: Yn y gwaith a fydd yn deillio o'r Adolygiad, bydd angen datblygu fframwaith ar gyfer dilyniant mewn cymhwysedd digidol, ynghyd â dogfen 'Ar Drywydd Dysgu Cymhwysedd Digidol', gan ystyried yr argymhellion yn yr adroddiad ar TGCh.
English: Different aspects would be included and highlighted within the most relevant Areas of Learning and Experience, for example within Languages, literacy and communication for aspects relating to language and communication, and Science and technology for scientific interfacing, data handling and process design.
Welsh: Byddai gwahanol agweddau'n cael eu cynnwys a'u nodi o fewn y Meysydd Dysgu a Phrofiad mwyaf perthnasol, er enghraifft o fewn Ieithoedd, llythrennedd a chyfathrebu ar gyfer agweddau sy'n ymwneud ag iaith a chyfathrebu, a Gwyddoniaeth a thechnoleg ar gyfer rhyngwynebu gwyddonol, trin data a chynllunio prosesau.
English: Schools should identify a member of staff who would lead and support each of the three Cross-curriculum Responsibilities.
Welsh: Dylai ysgolion ddynodi aelod staff a fydd yn arwain ac yn hybu pob un o'r tri Chyfrifoldeb Trawsgwricwlaidd.
English: Children and young people should have their learning developed across the curriculum through three Cross-curriculum Responsibilities that should be the responsibility of all teachers: literacy; numeracy; and digital competence.
Welsh: Dylai dysgu gan blant a phobl ifanc gael ei ddatblygu ar draws y cwricwlwm drwy dri Chyfrifoldeb Trawsgwricwlaidd a ddylai fod yn gyfrifoldeb i'r holl athrawon: llythrennedd; rhifedd; a chymhwysedd digidol.
English: 7. A digital competence framework and an accompanying 'Routes to Learning Digital Competence' should be developed and be included as a Cross-curriculum Responsibility.
Welsh: 7. Dylai fframwaith cymhwysedd digidol, ynghyd â dogfen 'Ar Drywydd Dysgu Cymhwysedd Digidol', gael eu datblygu a'u cynnwys fel Cyfrifoldeb Trawsgwricwlaidd.
English: Wider skills The Welsh Government, in common with other countries across the world, has recognised the importance of ensuring that children and young people develop a range of 'wider skills' thought necessary for modern life and work.
Welsh: Sgiliau ehangach Yn yr un modd â gwledydd eraill ar draws y byd, mae Llywodraeth Cymru wedi cydnabod pwysigrwydd sicrhau bod plant a phobl ifanc yn datblygu set o 'sgiliau ehangach' y credir eu bod yn angenrheidiol ar gyfer bywyd a gwaith yn y byd modern.
English: It has taken steps to ensure that children and young people develop these wider skills and become more resilient and better able to deal with the changing challenges that face individuals now and in the future.
Welsh: Mae wedi cymryd camau i ofalu bod plant a phobl ifanc yn datblygu'r sgiliau ehangach hyn ac yn dod yn fwy cydnerth a galluog wrth ddelio â'r heriau cyfnewidiol y bydd unigolion yn eu hwynebu'n awr ac yn y dyfodol.