techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: International surveys such as the OECD's PISA highlight differences in performance between countries leading to worries in some countries about loss of global competitiveness if their education systems are seen to be weak.
Welsh: Mae arolygon rhyngwladol fel arolygon PISA yr OECD yn tynnu sylw at wahaniaethau mewn perfformiad rhwng gwledydd fel bod pryderon yn codi mewn rhai gwledydd ynghylch colli'r gallu i gystadlu ar lefel ryngwladol os bydd eu systemau addysg yn cael eu gweld yn wan.
English: The disappointing performance of Wales in successive PISA surveys has been and remains a significant driver for change.
Welsh: Mae'r perfformiad siomedig Cymru yn y naill ar ôl y llall o arolygon PISA wedi bod ac yn parhau'n ysgogydd pwysig dros newid.
English: A further significant challenge is that disadvantage in its many forms too often has a pernicious effect on the educational achievement and personal well-being of children and young people.
Welsh: Un her fawr ychwanegol yw bod anfantais o lawer math yn cael effaith niweidiol yn rhy aml ar gyflawniad addysgol a lles personol plant a phobl ifanc.
English: It is essential that the curriculum is designed in ways that will engage the interest of all children and young people and enable them to achieve.
Welsh: Mae'n hanfodol bod y cwricwlwm yn cael ei gynllunio mewn ffyrdd a fydd yn ennyn diddordeb ym mhob plentyn a pherson ifanc ac yn ei alluogi i lwyddo.
English: A curriculum that promotes high expectations for all can help schools to defeat the circumstances that condemn so many to educational underachievement.
Welsh: Mae cwricwlwm sy'n gosod y nod yn uchel i bawb yn gallu helpu ysgolion i drechu'r amgylchiadau sy'n gyrru cynifer o blant a phobl ifanc i dangyflawni yn eu haddysg.
English: The high degree of prescription and detail in the national curriculum, allied to increasingly powerful accountability mechanisms, has tended to create a culture within which the creative role of the school has become diminished and the professional contribution of the workforce underdeveloped.
Welsh: Mae'r rhagnodi a manylu helaeth sydd yn y cwricwlwm cenedlaethol, ynghyd â mecanweithiau atebolrwydd sy'n gynyddol bwerus, wedi tueddu i greu diwylliant lle y mae rôl greadigol yr ysgol wedi'i lleihau a chyfraniad proffesiynol y gweithlu wedi'i danddatblygu.
English: The extent of legislative control and associated accountability mechanisms, seen as necessary at the time, have inhibited professionalism, agility and responsiveness in dealing with emerging issues, and have forced too-frequent political intervention in non-strategic matters.
Welsh: Mae graddau'r rheolaeth drwy ddeddfwriaeth a'r mecanweithiau atebolrwydd cysylltiedig, a oedd yn cael eu gweld yn angenrheidiol ar y pryd, wedi cyfyngu ar broffesiynoldeb, ystwythder ac ymatebolrwydd wrth ddelio â materion sy'n datblygu ac wedi cymell gwleidyddion i ymyrryd yn rhy aml mewn materion anstrategol.
English: For many teachers and schools the key task has become to implement external expectations faithfully, with a consequent diminution of local creativity and responsiveness to the needs of children and young people.
Welsh: Yn achos llawer o athrawon ac ysgolion, y dasg allweddol bellach yw cyflawni disgwyliadau allanol yn gywir, ac mae hynny wedi arwain at lai o allu i ymateb yn greadigol ar lefel leol i anghenion plant a phobl ifanc.
English: Partly as a consequence, much of the curriculum as experienced by children and young people has become detached from its avowed aims and too focused on the short-term.
Welsh: O ganlyniad i hyn yn rhannol, mae rhan helaeth o'r cwricwlwm y mae plant a phobl ifanc yn ymgymryd ag ef wedi colli cysylltiad â'i nodau cydnabyddedig ac yn canolbwyntio'n ormodol ar y tymor byr.
English: At its most extreme, the mission of primary schools can almost be reduced to the teaching of literacy and numeracy and of secondary schools to preparation for qualifications.
Welsh: Ar ei waethaf, gall hyn arwain at gyfyngu ar genhadaeth ysgolion cynradd i addysgu llythrennedd a rhifedd a chenhadaeth ysgolion uwchradd i baratoi ar gyfer cymwysterau.
English: Existing shortcomings point to the need for improvements to current arrangements but the case for change is much more fundamental.
Welsh: Mae'r diffygion a welir yn dangos bod angen gwella'r trefniadau presennol ond mae'r ddadl o blaid newid yn fwy sylfaenol o lawer.
English: The essential features of a curriculum devised in 1988 reflect a world that was yet to see the World Wide Web and the advances in technology and globalisation that have transformed the way we live and work.
Welsh: Mae nodweddion hanfodol y cwricwlwm a ddyfeisiwyd ym 1988 yn adlewyrchu byd nad oedd eto wedi gweld y We Fyd-Eang a'r cynnydd mewn technoleg a globaleiddio sydd wedi trawsnewid ein ffordd o fyw a gweithio.
English: These changes have profound implications for what, and how, children and young people need to learn during the period of their statutory education.
Welsh: Mae goblygiadau pellgyrhaeddol yn y newidiadau hyn o ran beth y mae angen i blant a phobl ifanc ei ddysgu, a'r ffordd o wneud hynny, yn ystod eu haddysg statudol.
English: The curriculum, then, has become overloaded, complicated and, in parts, outdated.
Welsh: 10 Mae'r cwricwlwm wedi cael ei orlwytho a'i gymhlethu ac mae rhannau ohono wedi dyddio.
English: Assessment arrangements are not making the contribution they should to improving learning.
Welsh: Nid yw'r trefniadau asesu'n cyfrannu fel y dylent at wella dysgu.
English: The ability of schools and teachers to respond to rapidly changing needs is constrained.
Welsh: Mae hyn yn cyfyngu ar allu ysgolion ac athrawon i ymateb i anghenion sy'n newid yn gyflym.
English: As the Confederation of British Industry (CBI) said in its recent proposals for education, 'Systemic change is needed to align the curriculum, examinations and accountability framework with the outcomes we are looking for'5.
Welsh: Fel y nododd Cydffederasiwn Diwydiant Prydain (CBI) yn y cynigion ar gyfer addysg a gyflwynodd yn ddiweddar, 'Systemic change is needed to align the curriculum, examinations and accountability framework with the outcomes we are looking for'5.
English: Together, the current national curriculum and assessment arrangements no longer meet the needs of the children and young people of Wales.
Welsh: Gyda'i gilydd, nid yw'r cwricwlwm cenedlaethol a'r trefniadau asesu presennol yn cwrdd bellach ag anghenion plant a phobl ifanc Cymru.
English: The case for fundamental change is powerful.
Welsh: Mae'r ddadl o blaid newid sylfaenol yn un rymus.
English: The task of the Review The current Review of Curriculum and Assessment Arrangements took place against this backdrop.
Welsh: Tasg yr Adolygiad Cynhaliwyd yr Adolygiad presennol o'r Cwricwlwm a'r Trefniadau Asesu o fewn y cyd-destun hwn.
English: In recognition of the potential pitfalls of overload, complexity, and redundancy in the curriculum described above, the Review was asked to stand back and to take a fundamental look at the ways in which today's schools can prepare young people for an exciting but uncertain future.
Welsh: Gan gydnabod yr anfanteision posibl o'r gorlwytho, y cymhlethdod a'r elfennau diangen yn y cwricwlwm sydd wedi'u disgrifio uchod, gofynnwyd i'r Adolygiad gymryd cam yn ôl ac edrych yn sylfaenol ar y ffyrdd y mae ysgolion heddiw'n gallu paratoi pobl ifanc ar gyfer dyfodol cyffrous ond ansicr.
English: The Review's terms of reference are available at www.wales.gov.uk/topics/ educationandskills/schoolshome/curriculuminwales/curriculum-for-wales/ terms-of-reference/?lang=en.
Welsh: Mae cylch gorchwyl yr Adolygiad ar gael yn www.wales.gov.uk/topics/ educationandskills/schoolshome/curriculuminwales/curriculum-for-wales/ terms-of-reference/?skip=1&lang=cy.
English: To carry out its responsibilities, the Review has sought to identify clearly: > the aspirations of the people of Wales for their schools > the principles which should govern the design of the curriculum > the purposes of the curriculum > the way the curriculum can best be organised and described to meet those purposes and principles > the implications for teaching and learning of proposals for change > the role of assessment in both helping to achieve the purposes of the curriculum and in determining how far the purposes are being met > the implications for teacher capacity, systems of accountability and other drivers of educational quality > the ways in which the proposals arising from the Review might best be implemented, including the balance to be struck between national and local decision making.
Welsh: Er mwyn cyflawni ei gyfrifoldeb, mae'r Adolygiad wedi ceisio nodi'n glir beth yw: > dyheadau pobl Cymru ar gyfer eu hysgolion > yr egwyddorion y dylid eu dilyn wrth gynllunio'r cwricwlwm > dibenion y cwricwlwm > y ffordd orau o drefnu a disgrifio'r cwricwlwm er mwyn cyflawni'r dibenion a'r egwyddorion hynny > goblygiadau'r cynigion ar gyfer newid o safbwynt addysgu a dysgu > y lle sydd i asesu wrth helpu i gyflawni dibenion y cwricwlwm ac wrth bennu'r graddau y mae'r dibenion yn cael eu cyflawni > y goblygiadau o ran capasiti athrawon, systemau atebolrwydd a ffactorau eraill sy'n ysgogi ansawdd addysgol > y ffyrdd gorau o weithredu'r cynigion sy'n codi o'r Adolygiad, gan gynnwys y cydbwysedd rhwng penderfynu ar lefel genedlaethol a lefel leol.
English: The conclusions and recommendations of the Review are designed to provide a compelling case for a successful future for school education in Wales.
Welsh: Y bwriad wrth gyflwyno casgliadau ac argymhellion yr Adolygiad yw cynnig dadl gryf dros ddyfodol llwyddiannus i addysg ysgol yng Nghymru.
English: The next chapter outlines how the Review formulated these recommendations through an extensive programme of engagement and evidence gathering and subsequent testing and refining of emerging proposals.
Welsh: Yn y bennod nesaf, dangosir sut yr oedd yr Adolygiad wedi llunio'r argymhellion hyn drwy raglen gynhwysfawr o ymgysylltu a chasglu tystiolaeth ac wedi rhoi prawf ar y cynigion hynny wedyn wrth eu datblygu a'u mireinio.
English: Chapter 2: The Review - Processes and Evidence In undertaking this Review, our commitment from the outset was to involve as many people in Wales in the process as possible.
Welsh: Pennod 2: Yr Adolygiad - Prosesau a Thystiolaeth Wrth gynnal yr Adolygiad hwn, roeddem wedi ymrwymo o'r dechrau i gynnwys cynifer â phosibl o bobl yng Nghymru yn y broses.
English: Between March and December 2014, members of the Review Team undertook to meet a very broad range of stakeholders, visiting around 60 schools, including Welsh- and English-medium nursery, primary and secondary schools, special schools, pupil referral units, a young offenders' institution and work-based learning settings.
Welsh: Rhwng Mawrth a Rhagfyr 2014, roedd aelodau o Dîm yr Adolygiad wedi ymgymryd i gwrdd ag ystod eang o randdeiliaid, gan ymweld ag oddeutu 60 o ysgolion, gan gynnwys ysgolion meithrin, ysgolion cynradd ac ysgolion uwchradd cyfrwng Cymraeg a Saesneg, ysgolion arbennig, unedau cyfeirio disgyblion, sefydliad troseddwyr ifanc a lleoliadau dysgu seiliedig ar waith.
English: We met not only with headteachers, managers and their staff but also with children and young people, and where possible their parents and carers.
Welsh: Roeddem wedi cwrdd nid yn unig â phenaethiaid, rheolwyr a'u staff ond hefyd â phlant a phobl ifanc ac, os oedd yn bosibl, eu rhieni a gofalwyr.
English: We met representatives of the further education sector and universities.
Welsh: Cawsom gyfarfodydd â chynrychiolwyr y sector addysg bellach a phrifysgolion.
English: Groups of practitioners from a range of schools across Wales also attended a number of seminars where we tested and developed thinking.
Welsh: Hefyd roedd grwpiau o ymarferwyr o wahanol fathau o ysgolion ledled Cymru wedi cymryd rhan mewn nifer o seminarau lle'r oeddem wedi rhoi prawf ar ein syniadau a'u datblygu.
English: These meetings provided a rich source of evidence that has had a profound effect on the thinking of the Review.
Welsh: Cafwyd cyfoeth o dystiolaeth yn y cyfarfodydd hyn sydd wedi cael effaith bellgyrhaeddol ar syniadau'r Adolygiad.
English: The Review also engaged on an individual basis with a wide range of representative organisations from across Wales who made very important contributions to our evidence from their different perspectives, including those of employers.
Welsh: Roedd yr Adolygiad wedi ymwneud hefyd ar lefel unigol ag amrywiaeth fawr o sefydliadau cynrychiadol ym mhob rhan o Gymru sydd wedi cyfrannu tystiolaeth bwysig o'u gwahanol safbwyntiau, gan gynnwys safbwynt y cyflogwr.
English: These organisations are listed on the Review's website.
Welsh: Mae rhestr o'r sefydliadau hyn ar wefan yr Adolygiad.
English: The Review undertook a national call for evidence, encouraging stakeholders from across Wales to submit their views and help shape the outcome of the Review.
Welsh: Gwnaeth yr Adolygiad gais am dystiolaeth ledled Cymru, gan annog rhanddeiliaid o bob rhan o'r wlad i gyflwyno eu barn a helpu i ddylanwadu ar ganlyniad yr Adolygiad.
English: In order to generate debate and discussion, the questions included in the call for evidence were deliberately very broad and open-ended and included questions such as 'What are the three best things about education in Wales?'.
Welsh: Er mwyn sbarduno dadl a thrafodaeth, roedd y cwestiynau yn y cais am dystiolaeth wedi'u geirio'n fwriadol mewn ffordd eang a phenagored ac yn cynnwys cwestiynau fel 'Beth yw'r tri pheth gorau am addysg yng Nghymru?'.
English: We were delighted that we received over 700 responses to the call, of which over 300 were from children and young people themselves.
Welsh: Roeddem wrth ein bodd o gael mwy na 700 o ymatebion i'r cais, a mwy na 300 o'r rheini oddi wrth y plant a phobl ifanc eu hunain.
English: In order to do justice to the diverse nature of the responses, we appointed WISERD to analyse the responses6.
Welsh: Er mwyn gwneud cyfiawnder â natur amrywiol yr ymatebion, penodwyd WISERD i ddadansoddi'r ymatebion6.
English: As well as undertaking its own research, the Review also had recourse to a wealth of other evidence within Wales, including Estyn reports, Welsh Government policy documents (in some cases with associated evaluation reports) and, importantly, the reports of a number of independent reviews commissioned by the Welsh Government including: > the ICT Steering Group's report to the Welsh Government > the Review of Welsh second language at Key Stages 3 and 4 > the final report of the Cwricwlwm Cymreig, history and the story of Wales review group > the report of the Schools and Physical Activity Task and Finish Group
Welsh: Yn ogystal â chynnal ei ymchwil ei hun, roedd yr Adolygiad hefyd wedi troi at y cyfoeth o dystiolaeth sydd ar gael yng Nghymru, gan gynnwys adroddiadau Estyn, dogfennau polisi Llywodraeth Cymru (ynghyd ag adroddiadau gwerthuso mewn rhai achosion) a'r dystiolaeth bwysig sydd yn yr adroddiadau gan nifer o adolygiadau annibynnol a gomisiynwyd gan Lywodraeth Cymru gan gynnwys: > adroddiad y Grŵp Llywio TGCh i Lywodraeth Cymru > yr Adolygiad o Gymraeg ail iaith yng Nghyfnodau Allweddol 3 a 4 > adroddiad terfynol grŵp adolygu'r Cwricwlwm Cymreig, hanes a stori Cymru > adroddiad y Grŵp Gorchwyl a Gorffen ar Ysgolion a Gweithgarwch Corfforol
English: > the report on Arts in Education in the Schools of Wales > the report Culture and Poverty: Harnessing the power of the arts, culture and heritage to promote social justice in Wales > the Review of Qualifications for 14 to 19-year-olds in Wales.
Welsh: > yr adroddiad ar y Celfyddydau mewn Addysg yn Ysgolion Cymru > yr adroddiad ar Diwylliant a Thlodi: Defnyddio'r celfyddydau, diwylliant a threftadaeth i hybu cyfiawnder cymdeithasol yng Nghymru > Yr Adolygiad o Gymwysterau ar gyfer pobl ifanc 14 i 19 oed yng Nghymru.
English: Principles of curriculum design In moving from the evidence-gathering stage of the Review to the formulation of proposals for the curriculum and assessment, we developed a set of principles for curriculum design as follows.
Welsh: Egwyddorion cynllunio'r cwricwlwm Wrth symud ymlaen o'r cyfnod o gasglu tystiolaeth at lunio cynigion ar gyfer y cwricwlwm ac asesu, datblygodd yr Adolygiad set o egwyddorion ar gyfer cynllunio'r cwricwlwm fel a ganlyn.
English: These principles have been used both to evaluate current practice and to guide and test the proposals for the future.
Welsh: Rydym wedi gwerthuso'r arferion presennol ar sail yr egwyddorion hyn ac wedi'u dilyn wrth lunio a rhoi prawf ar y cynigion ar gyfer y dyfodol.
English: What does the evidence from Wales tell us?
Welsh: Beth yw'r gwersi o'r dystiolaeth o Gymru?
English: A number of recurring themes emerge from all the evidence gathered from across Wales.
Welsh: Mae nifer o themâu'n codi dro ar 6l tro yn yr holl dystiolaeth a gasglwyd ledled Cymru.
English: It has been important to take these themes into account while developing the proposals.
Welsh: Roedd yn bwysig ystyried y themâu hyn wrth ddatblygu'r cynigion.
English: The evidence from our discussions with stakeholders would suggest continuing support for the Foundation Phase, the LNF, Routes for Learning, the new WBQ at Key Stage 4 and beyond, and the introduction of wider skills across the curriculum.
Welsh: Mae'r dystiolaeth o'n trafodaethau â rhanddeiliaid yn awgrymu bod cefnogaeth barhaus i'r Cyfnod Sylfaen, y FfLlRh, Ar Drywydd Dysgu, y CBC newydd yng Nghyfnod Allweddol 4 a thu hwnt, a'r bwriad i gyflwyno sgiliau ehangach ar draws y cwricwlwm.
English: There is also a firm commitment to the Welsh language and bilingualism, to the principle of comprehensive, inclusive education, and to the inclusion of a Welsh dimension in the education of all children and young people.
Welsh: Mae ymrwymiad cadarn hefyd i'r Gymraeg a dwyieithrwydd, ac i'r egwyddor o addysg gynhwysfawr, gynhwysol, a'r nod o gynnwys dimensiwn Cymreig yn addysg yr holl blant a phobl ifanc.
English: These positive views are reinforced by the responses to the call for evidence in which the most frequently mentioned 'best things' about education in Wales are reported as being 'the Foundation Phase, the Welsh language and bilingualism [particularly among younger respondents] and the focus on Welsh identity and the Curriculum Cymreig'7.
Welsh: Ategwyd y farn gadarnhaol hon yn yr ymatebion i'r cais am dystiolaeth lle y nodwyd mai'r 'pethau gorau' am addysg yng Nghymru a grybwyllwyd amlaf yw 'y Cyfnod Sylfaen, y Gymraeg a dwyieithrwydd (yn enwedig ymhlith ymatebwyr ifanc), a'r ffocws ar hunaniaeth Cymru a'r Cwricwlwm Cymreig'7.
English: Discussions with stakeholders suggest strongly that there is a real desire among the profession for schools and teachers to have more (but not complete) autonomy to make their own decisions within a national curriculum framework.
Welsh: Cafwyd awgrym cryf mewn trafodaethau â rhanddeiliaid fod gwir awydd ymysg gweithwyr proffesiynol i ysgolion ac athrawon gael mwy o ymreolaeth (ond nid ymreolaeth lwyr) i wneud eu penderfyniadau eu hunain o fewn fframwaith ar gyfer cwricwlwm cenedlaethol.
English: Interestingly, in their responses to the call for evidence, the overwhelming majority of children and young people indicated that they 'do not think it matters if you study different things from your friends at school'8.
Welsh: Mae'n ddiddorol nodi bod y mwyafrif llethol o blant a phobl ifanc wedi crybwyll yn eu hymatebion i'r cais am dystiolaeth 'nad oes gwahaniaeth os ydych chi'n astudio pethau gwahanol i'ch ffrindiau yn yr ysgol'8.
English: For many teachers and schools, the key task has become to implement the prescribed external expectations for the curriculum and accountability faithfully, with a consequent diminution of both local creativity and responsiveness to the individual needs of children and young people.
Welsh: Yn achos llawer o athrawon ac ysgolion, y dasg allweddol bellach yw cyflawni'r disgwyliadau allanol sydd wedi'u pennu ar gyfer y cwricwlwm ac atebolrwydd yn gywir, ac mae hynny wedi arwain at lai o greadigrwydd a llai o allu i ymateb ar lefel leol i anghenion plant a phobl ifanc unigol.
English: Perhaps unsurprisingly in the light of this, there would also appear to be significant support for a change in the way the curriculum is organised, with many favouring a shift away from a subject-based curriculum to an areas of learning approach or to the organising of learning around skills and/or themes.
Welsh: O ystyried hyn, nid yw'n syndod o bosibl fod cefnogaeth sylweddol hefyd, yn 6l pob golwg, i newid y ffordd o drefnu'r cwricwlwm, gan fod nifer o blaid symud oddi wrth gwricwlwm wedi'i seilio ar bynciau at ddull wedi'i seilio ar feysydd dysgu neu at drefnu dysgu ar sail sgiliau a/neu themâu.
English: It was felt that this would help introduce a degree of continuity in primary education and at points of transfer between stages of education that was currently lacking.
Welsh: Teimlwyd y byddai hyn yn helpu i gyflwyno elfen o ddilyniant mewn addysg gynradd ac ar bwyntiau trosglwyddo rhwng cyfnodau addysg nad oedd yn bodoli ar hyn o bryd.
English: A recurring concern of the children and young people who spoke to the Review Team was their perception that the current school curriculum was out of date in relation to digital technology.
Welsh: Un testun pryder a godwyd droeon gan y plant a phobl ifanc a siaradodd â Thîm yr Adolygiad oedd eu canfyddiad bod y cwricwlwm ysgol presennol wedi dyddio mewn perthynas â thechnoleg ddigidol.
English: They talked about laboured teaching of software packages that they saw as being either simple to use intuitively or already out of date.
Welsh: Cyfeiriwyd at ffyrdd llafurus o'u haddysgu i drin meddalwedd a oedd yn hawdd ei defnyddio'n reddfol neu a oedd wedi dyddio'n barod yn eu barn nhw.
English: Representatives of business were similarly extremely concerned that schools were out of touch with the emerging digital workplace.
Welsh: Yn yr un modd, roedd cynrychiolwyr busnes yn bryderus iawn bod ysgolion wedi colli cysylltiad â datblygiadau mewn gweithleoedd digidol.
English: They saw the ability to use technology creatively for researching and problem solving as key competences that they wanted to see in prospective employees.
Welsh: Credent fod y gallu i ddefnyddio technoleg yn greadigol i ymchwilio a datrys problemau'n gymwyseddau allweddol ac roeddent am weld y cymwyseddau hyn mewn darpar weithwyr.
English: In addition children and young people in particular, but not exclusively, would like to see a greater focus on general social competences (life skills and personal confidence, personal and social education (PSE, basic skills (i.e. literacy and numeracy), more vocational education and careers guidance.
Welsh: Yn ogystal â hyn, mae awydd ymysg plant a phobl ifanc yn benodol, er nad yw'n gyfyngedig iddyn nhw, i weld mwy o bwyslais ar gymwyseddau cymdeithasol cyffredinol (sgiliau bywyd a hyder personol, addysg bersonol a chymdeithasol (ABCh, sgiliau sylfaenol (h.y. llythrennedd a rhifedd), mwy o addysg alwedigaethol a chyfarwyddyd gyrfaoedd.
English: The WISERD report suggests that these views were also reflected in responses to the call for evidence.
Welsh: Mae'r adroddiad gan WISERD yn awgrymu bod y farn hon i'w gweld hefyd mewn ymatebion i'r cais am dystiolaeth.
English: As their analysis states, stakeholders felt that 'schools should be doing more than simply imparting knowledge.
Welsh: Fel y mae'n nodi yn ei ddadansoddiad, roedd rhanddeiliaid yn teimlo ' dylai ysgolion fod yn gwneud mwy na dim ond trosglwyddo gwybodaeth.
English: While successful learning was a highly valued outcome of education by all stakeholders (including children and young people), so too were a range of other outcomes.
Welsh: Er bod dysgu llwyddiannus fel un o ddeilliannau addysg o werth mawr i bob rhanddeiliad (gan gynnwys plant a phobl ifanc), roedd amrywiaeth o ddeilliannau eraill o werth mawr hefyd.
English: General social competences, life skills and personal confidence were seen by all as important things to be gained from school'9.
Welsh: Roedd cymwyseddau cymdeithasol cyffredinol, sgiliau bywyd a hyder personol oll yn cael eu hystyried yn bethau pwysig i'w cael o'r ysgol'9.