techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: What do we mean by the 'curriculum'?
Welsh: Beth yw ystyr y 'cwricwlwm'?
English: The curriculum has often taken the form of a framework of subjects to be taught over a defined period such as particular stages of primary or secondary education.
Welsh: Yn aml, mae'r cwricwlwm wedi'i seilio ar fframwaith o bynciau i'w haddysgu dros gyfnod diffiniedig fel y cyfnodau penodol mewn addysg gynradd neu uwchradd.
English: That framework might be very general or more specific and might include, for example, time allocations for each subject together with descriptions of what content should be covered at different stages.
Welsh: Gall y fframwaith hwnnw fod yn gyffredinol iawn neu'n fwy penodol a gallai gynnwys, er enghraifft, nodi'r amser sydd i'w ddyrannu ar gyfer pob pwnc a disgrifio'r hyn sydd i'w gynnwys mewn gwahanol gyfnodau.
English: Essentially, this approach to the curriculum involves defining the inputs that all children, or particular groups of children, should experience and is reflected in the approach adopted in many countries, including Wales, in the latter part of the last century.
Welsh: Yn ei hanfod, mae'r ffordd hon o bennu'r cwricwlwm yn golygu diffinio'r mewnbynnau y dylai pob plentyn, neu grwpiau penodol o blant, eu profi a dyma'r dull sydd wedi'i fabwysiadu mewn llawer o wledydd, gan gynnwys Cymru, yn rhan olaf y ganrif ddiwethaf.
English: It is also generally based on a belief that subject knowledge has stood the test of time and remains the best path to a sound and relevant education.
Welsh: Mae wedi'i seilio'n gyffredinol hefyd ar y gred bod gwybodaeth pwnc wedi sefyll prawf amser ac mai hon yw'r ffordd orau o hyd o sicrhau addysg gadarn a pherthnasol.
English: An alternative approach, increasingly common internationally, focuses more directly on the expected outcomes of learning.
Welsh: Mae dull amgen, sy'n fwyfwy cyffredin yn rhyngwladol, yn ymwneud yn fwy uniongyrchol â'r deilliannau a ddisgwylir o ddysgu.
English: Its proponents argue that learning is shaped by much more than individual subjects and syllabuses, and that fulfillment of the purposes of the curriculum requires approaches which are more directly relevant to emerging personal, social and economic needs.
Welsh: Mae'r rhai sydd wedi'i gynnig yn dadlau bod dysgu'n cael ei ffurfio i raddau helaeth gan bethau heblaw pynciau a meysydd llafur penodol, a bod cyflawni dibenion y cwricwlwm yn galw am ddulliau sy'n ymwneud yn fwy uniongyrchol ag anghenion personol, cymdeithasol ac economaidd sy'n datblygu.
English: In this approach, the curriculum is often framed in terms of the key skills, capacities or competences that will be developed in children and young people.
Welsh: Yn ôl y diffiniad hwn, mae'r cwricwlwm yn cael ei fynegi'n aml yn nhermau'r sgiliau allweddol, capasiti neu gymwyseddau a gaiff eu meithrin mewn plant a phobl ifanc.
English: A 'subject against skill/competence' debate creates unhelpful polarisation.
Welsh: 5 Mae unrhyw ddadl sy'n gosod 'pynciau' yn erbyn 'sgiliau/cymwyseddau' yn arwain at begynu di-fudd.
English: The curriculum, learning and teaching need to enthuse children and young people about learning in ways that include both the vital contribution of discipline-based learning and the knowledge, skills and dispositions that will help them to meet the needs of today and the challenges of tomorrow.
Welsh: Mae'n bwysig bod y cwricwlwm, dysgu ac addysgu'n ysbrydoli plant a phobl ifanc i ddysgu mewn ffyrdd sy'n cwmpasu'r cyfraniad hanfodol a geir gan ddysgu seiliedig ar ddisgyblaethau yn ogystal â'r wybodaeth, y sgiliau a'r anian a fydd yn eu helpu i gwrdd ag anghenion heddiw a heriau yfory.
English: In addition, learning is crucially affected by how progress and outcomes are assessed and how the results of such assessments are used.
Welsh: Yn ogystal â hyn, mae'r ffordd o asesu cynnydd a deilliannau ac o ddefnyddio'r canlyniadau o asesu o'r fath yn cael effaith hanfodol ar ddysgu.
English: Assessment is a vital and integral part of learning and teaching and so needs to be fundamentally linked to the curriculum.
Welsh: Mae asesu'n rhan hanfodol ac annatod o ddysgu ac addysgu ac felly mae angen ei gysylltu mewn ffordd sylfaenol â'r cwricwlwm.
English: Where assessment becomes dominated by accountability processes, as can happen, the consequences for children and young people's learning can be damaging.
Welsh: Os bydd prosesau atebolrwydd yn cael y lle blaenaf wrth asesu, fel y gwelir weithiau, gall hynny niweidio'r dysgu gan blant a phobl ifanc.
English: The definition of curriculum used in this Review takes account of all of these factors.
Welsh: Mae'r diffiniad o gwricwlwm sydd wedi'i ddefnyddio yn yr Adolygiad hwn yn ystyried yr holl ffactorau hyn.
English: Recommendation 1. The school curriculum in Wales should be defined as including all of the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
Welsh: Argymhelliad 1. Dylai'r diffiniad o'r cwricwlwm ysgol yng Nghymru gynnwys yr holl brofiadau dysgu a gweithgareddau asesu y mae'r ysgol yn eu cynllunio wrth geisio cyflawni dibenion addysg y cytunwyd arnynt.
English: What are the main influences on the curriculum?
Welsh: Beth yw'r prif ddylanwadau ar y cwricwlwm?
English: The content of the school curriculum in any country is subject to many competing influences.
Welsh: Mae cynnwys y cwricwlwm ysgol ym mhob gwlad yn agored i nifer o ddylanwadau sy'n cystadlu yn erbyn ei gilydd.
English: On the one hand, assumptions and practices about what the fundamentals of good education should be can become so established over time that they form an almost unchallengeable bedrock of belief.
Welsh: Ar y naill law, mae rhagdybiaethau ac arferion o ran yr hyn yw hanfodion addysg dda yn gallu gwreiddio i'r fath raddau dros amser fel eu bod yn dod yn gred sylfaenol sydd bron yn amhosibl ei herio.
English: Society - and especially parents and carers - often expects to recognise what children are doing at school in terms of their own past experiences.
Welsh: Yn aml, bydd cymdeithas - a rhieni a gofalwyr yn enwedig - yn disgwyl deall yr hyn y mae plant yn ei wneud yn yr ysgol yn nhermau eu profiadau eu hunain yn y gorffennol.
English: They may worry that any differences represent experiments that may risk children's futures.
Welsh: Gallant boeni y bydd unrhyw wahaniaethau'n golygu arbrofi a allai beryglu dyfodol y plant.
English: The structure of the teaching profession (with generalist primary teachers and specialist subject teachers in secondary schools, for example) also influences how the curriculum, and the school system itself, is organised.
Welsh: Mae strwythur y proffesiwn addysgu (lle y ceir athrawon cyffredinol mewn ysgolion cynradd ac athrawon pwnc arbenigol mewn ysgolion uwchradd, er enghraifft) hefyd yn dylanwadu ar y ffordd o drefnu'r cwricwlwm, a'r system ysgolion ei hun.
English: The infrastructures that emerge to support education are inevitably geared towards ensuring that current expectations are met, and so may perpetuate those expectations.
Welsh: Mae'n anorfod bod y seilweithiau sy'n datblygu i gynnal addysg wedi'u tueddbennu at sicrhau bod y disgwyliadau presennol yn cael eu cyflawni, ac felly gallant warantu parhad y disgwyliadau hynny.
English: A number of powerful tendencies can therefore inhibit curriculum renewal.
Welsh: Felly mae nifer o dueddiadau pwerus yn gallu mygu'r awydd i adnewyddu'r cwricwlwm.
English: Such tendencies not only influence the curriculum but can also shape what people see as possible and desirable in curriculum reform.
Welsh: Mae tueddiadau o'r fath yn dylanwadu ar y cwricwlwm a gallant hefyd bennu beth y mae pobl yn ei ystyried yn bosibl ac yn ddymunol wrth ddiwygio'r cwricwlwm.
English: On the other hand, the curriculum is continuously subject to pressures to change, and the specific form that the curriculum takes will change over time in response to circumstances.
Welsh: Ar y llaw arall, mae'r cwricwlwm yn agored bob amser i bwysau dros newid, a bydd ffurf benodol y cwricwlwm yn newid dros amser wrth ymateb i amgylchiadau.
English: Some changes may occur in light of developments in educational theory, psychology and, more recently, neuroscience.
Welsh: Gellir cael rhai newidiadau o ganlyniad i ddatblygiadau mewn theori addysg, seicoleg ac, yn fwy diweddar, niwrowyddoniaeth.
English: More often, they are a response to developing social, political and economic circumstances and are given added impetus by international measures of performance.
Welsh: Yn fwy aml, bydd newidiadau'n digwydd mewn ymateb i newid mewn amgylchiadau cymdeithasol, gwleidyddol ac economaidd ac yn cael hwb ychwanegol gan fesuriadau rhyngwladol
English: Such pressures can drive the curriculum in different directions, for example by adding fresh content and dimensions such as key skills as a response to the perceived needs of the moment.
Welsh: Mae pwysau o'r fath yn gallu gyrru'r cwricwlwm i wahanol gyfeiriadau, er enghraifft drwy ychwanegu cynnwys a dimensiynau newydd fel sgiliau allweddol mewn ymateb i anghenion a welir ar y pryd.
English: They can also lead to an unproductive concentration on those aspects where performance is measured and reported comparatively and publicly.
Welsh: Gallant arwain hefyd at duedd ddi-fudd i ganolbwyntio ar yr agweddau hynny lle y mae perfformiad yn cael ei fesur ac adroddiadau cymharol yn cael eu cyhoeddi arno.
English: These changes can then be carried forward, whether or not they remain relevant, as additions to the more 'fundamental' aspects of the curriculum.
Welsh: Wedyn gellir parhau â'r newidiadau hyn, pa un a ydynt yn dal yn berthnasol neu beidio, gan eu hychwanegu at yr agweddau mwy 'sylfaenol' ar y cwricwlwm.
English: External forces have become more acute in recent years, reflecting the impact on countries, societies and individuals of globalisation, technological innovation and long-term social trends.
Welsh: Mae'r grymoedd allanol wedi dwysáu yn y blynyddoedd diwethaf, gan adlewyrchu'r effaith ar wledydd, cymdeithasau ac unigolion o ganlyniad i globaleiddio, arloesi technegol a thueddiadau cymdeithasol hirdymor.
English: The demand for young people with improved levels of literacy, numeracy and wider skills, including critical thinking, creativity and problem solving, has fuelled an international trend towards curricula that give greater emphasis to the development of skills, alongside, or embedded in, a traditional subject or 'area of learning' approach.
Welsh: Mae'r galw am bobl ifanc sydd â gwell lefelau o ran llythrennedd, rhifedd a sgiliau ehangach, gan gynnwys meddwl mewn modd beirniadol, creadigrwydd a datrys problemau, wedi ysgogi tuedd ryngwladol i fabwysiadu cwricwla sy'n rhoi mwy o bwys ar ddatblygu sgiliau, ochr yn ochr â'r dull traddodiadol o addysgu pynciau neu 'feysydd dysgu', neu fel rhan o'r dull hwnnw.
English: Changes in response to such pressures can even challenge hitherto accepted purposes of schooling itself as, for example, where economic pressures narrow what is taught to the reduction or even exclusion of the humanities or the arts.
Welsh: Weithiau bydd y newidiadau a geir mewn ymateb i bwysau o'r fath yn herio'r dibenion i addysgu sydd wedi'u derbyn hyd yn hyn, er enghraifft lle y mae pwysau economaidd yn cyfyngu ar yr hyn a addysgir ar draul y dyniaethau neu'r celfyddydau, nes disodli'r pynciau hynny hyd yn oed.
English: There is a constant tension between preserving and building on the foundations of the past and responding to the perceived needs and economic pressures of the moment.
Welsh: Ceir tyndra cyson rhwng yr awydd i gadw ac adeiladu ar seiliau'r gorffennol ac ymateb i'r anghenion cydnabyddedig a'r pwysau economaidd a geir ar y pryd.
English: The needs of employers and the workplace are also seen as vital if young people are to move smoothly and successfully into employment.
Welsh: Mae anghenion cyflogwyr a'r gweithle hefyd yn cael eu hystyried yn hanfodol er mwyn galluogi pobl ifanc i symud yn rhwydd a llwyddiannus i fyd gwaith.
English: In particular, concerns about the scientific, technological, engineering and mathematical (STEM) competences of the future workforce have influenced the relative priority given to these subjects.
Welsh: Yn benodol, mae pryderon ynghylch cymwyseddau gwyddonol, technolegol, peirianyddol a mathemategol (STEM) ymysg gweithlu'r dyfodol wedi dylanwadu ar y flaenoriaeth gymharol a roddir i'r pynciau hyn.
English: The pervasive impact of developments in technology vividly illustrates the way in which the context for the work of our schools is constantly evolving.
Welsh: Mae effaith bellgyrhaeddol y 7 datblygiadau ym maes technoleg yn enghraifft amlwg o'r ffordd y mae'r cyd-destun i waith ein hysgolion yn parhau i ddatblygu.
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 eisoes yn rhan o fyd digidol ac mae eu ffyrdd o ryngweithio, dysgu ac ymlacio'n cael eu 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: Er mwyn cymryd rhan yn llawn mewn cymdeithas fodern a'r gweithle, mae angen cynyddol eisoes am lefelau uwch o gymhwysedd digidol ac mae'r broses honno'n sicr o barhau i'r dyfodol, er na allwn ddychmygu'r dyfodol hwnnw.
English: Children and young people need to learn how to be more than consumers of technology and to develop the knowledge and skills required to use that technology creatively as learners and future members of a technologically competent workforce.
Welsh: Mae angen i blant a phobl ifanc ddysgu sut i wneud mwy na defnyddio technoleg yn unig a datblygu'r wybodaeth a'r sgiliau sydd eu hangen i ymwneud â'r dechnoleg honno mewn ffordd greadigol fel dysgwyr ac fel aelodau o weithlu technegol gymwys y dyfodol.
English: A reluctance to let go of aspects in the curriculum that are of limited relevance while at the same time adding fresh expectations can place schools and teachers under increasing pressure.
Welsh: Os ceir amharodrwydd i ildio agweddau ar y cwricwlwm sydd heb fawr o berthnasedd wrth ychwanegu disgwyliadau newydd yr un pryd, gall hynny roi pwysau cynyddol ar ysgolion ac athrawon.
English: To try to help teachers and schools to cope, there can be a tendency to construct increasingly complicated design and planning tools that in turn can divert attention away from the needs of children and young people and the importance of high-quality teaching and learning in the classroom.
Welsh: Er mwyn ceisio helpu athrawon ac ysgolion i ymdopi, gwelir tuedd weithiau i greu dulliau cynllunio mwyfwy cymhleth sydd yn eu tro'n tynnu sylw oddi wrth anghenion plant a phobl ifanc a'r pwysigrwydd o gael addysgu a dysgu o ansawdd uchel yn yr ystafell ddosbarth.
English: How has the school curriculum in Wales developed?
Welsh: Sut y mae'r cwricwlwm ysgol wedi datblygu yng Nghymru?
English: The curriculum in Welsh schools, in common with other parts of the United Kingdom, has reflected the prevailing orthodoxy of the time, from the professionally driven, child-centred philosophy of 'Plowden' in 19672 to the centrally led, subject-centred rationale of the national curriculum in 1988.
Welsh: Mae'r cwricwlwm yn ysgolion Cymru, yn yr un modd â rhannau eraill y Deyrnas Unedig, wedi adlewyrchu syniadau cyffredin yr oes, a'r rheini'n amrywio o athroniaeth 'Plowden' ym 19672 a'i phwyslais ar addysg blentyn-ganolog wedi'i llywio gan weithwyr proffesiynol i'r rhesymeg a oedd yn sail i'r cwricwlwm cenedlaethol ym 1988 a oedd yn cael ei arwain o'r canol ac yn canolbwyntio ar bynciau.
English: The decision in 1988 to define the school curriculum in statute represented a radical departure from previous practice in the United Kingdom and reflected concern about the educational experience of children and young people across the country at that time.
Welsh: Roedd y penderfyniad ym 1988 i ddiffinio'r cwricwlwm ysgol mewn statud yn newid sylfaenol o'r arfer blaenorol yn y Deyrnas Unedig ac yn adlewyrchu pryder ynghylch profiad addysgol plant a phobl ifanc ledled y wlad bryd hynny.
English: The absence of a clear and common understanding of an acceptable curriculum was seen as having led to unacceptable inconsistency.
Welsh: Credwyd bod diffyg dealltwriaeth glir a chyffredin o beth oedd cwricwlwm derbyniol wedi arwain at anghysondeb annerbyniol.
English: There were also worries about the potential impact of 'fashionable' educational theories on children's learning.
Welsh: Roedd pryderon hefyd ynghylch effaith bosibl damcaniaethau addysgol 'ffasiynol' ar ddysgu plant.
English: The national curriculum sought to establish an entitlement for all children and young people in state schools to an education that would include exposure to nationally specified knowledge and skills.
Welsh: Amcan y cwricwlwm cenedlaethol oedd sefydlu hawl i bob plentyn a pherson ifanc mewn ysgol wladol dderbyn addysg a fyddai'n cynnwys gwybodaeth a sgiliau a oedd wedi'u pennu ar lefel genedlaethol.
English: It would: establish common educational aims across Wales; facilitate mobility between stages and schools; deliver an entitlement to a broad and balanced education for all children and young people; secure efficiency in resource development, including teacher training; and allow the performance of schools to be assessed and compared.
Welsh: Byddai'n sefydlu nodau addysgol cyffredin ledled Cymru; yn hwyluso'r symud rhwng cyfnodau allweddol ac ysgolion; yn sicrhau hawl i dderbyn addysg eang a chytbwys i bob plentyn a pherson ifanc; yn sicrhau bod adnoddau'n cael eu datblygu'n effeithlon, gan gynnwys hyfforddiant athrawon; ac yn caniatáu asesu a chymharu perfformiad ysgolion.
English: Although not all of these potential benefits were realised in practice, they still represent valuable aims which need to be taken into account in any new curriculum and assessment arrangements.
Welsh: Er nad oedd pob un o'r manteision posibl hyn wedi'i gwireddu, mae'r nodau hyn yn rhai gwerthfawr o hyd a bydd angen eu hystyried wrth lunio unrhyw gwricwlwm a threfniadau asesu newydd.
English: The period since 1988 has been particularly pressurised as governments have responded to concerns about standards, particularly in literacy and numeracy.
Welsh: Yn y cyfnod er 1988, profwyd pwysau mawr wrth i lywodraethau ymateb i bryderon am safonau, yn enwedig mewn llythrennedd a rhifedd.
English: Expectations about what schools should be doing have grown inexorably while evidence about how to bring about improvement has remained elusive.
Welsh: Mae'r hyn a ddisgwylir oddi wrth ysgolion wedi cynyddu'n ddiddiwedd er iddi fod yn anodd dod o hyd i dystiolaeth o ffyrdd i sicrhau gwelliant.
English: There are important lessons to be learned from this experience.
Welsh: Mae gwersi pwysig i'w dysgu o'r profiad hwn.
English: The Welsh Government has consistently sought to respond to these pressures, as seen in curriculum changes in 2008, major reports and initiatives on school improvement, and the reform of qualifications that is currently under way.
Welsh: Mae Llywodraeth Cymru wedi ceisio ymateb i'r pwysau hyn yn gyson, fel y gwelwyd yn y newidiadau yn y cwricwlwm yn 2008, mewn adroddiadau a mentrau pwysig i wella ysgolion, ac yn y diwygio mewn cymwysterau sy'n mynd ymlaen ar hyn o bryd.
English: It also commissioned a series of 'Task and Finish' reports covering such issues as the place of the arts and culture, physical activity and sport, and ICT and computing in children and young people's learning, and the place of Welsh language and culture in the secondary curriculum.
Welsh: Mae hefyd wedi comisiynu cyfres o adroddiadau gan grwpiau 'Gorchwyl a Gorffen' sy'n ymdrin â materion fel y lle i'r celfyddydau a diwylliant, gweithgarwch corfforol a chwaraeon, a TGCh a chyfrifiadura mewn dysgu gan blant a phobl ifanc, a lle'r iaith a'r diwylliant Cymraeg yng nghwricwlwm ysgolion uwchradd.
English: Most recently the publication of its improvement plan3 and its commissioning of both this Review and Professor John Furlong's review into teacher education are further indications of the Welsh Government's determination to bring about improvement.
Welsh: Yn fwy diweddar, mae Llywodraeth Cymru wedi dangos eto drwy gyhoeddi ei chynllun gwella3 a chomisiynu'r Adolygiad hwn a'r Adolygiad o addysg athrawon gan yr Athro John Furlong ei bod yn benderfynol o sicrhau gwelliant.
English: The principle of a common entitlement has been sustained in successive developments in education policy.
Welsh: Mae egwyddor yr hawl gyffredin wedi'i chadw yn y naill ddatblygiad ar ôl y llall mewn polisi addysg.
English: These developments have included: the development of Routes for Learning (Welsh Government, 2006); the introduction of a Foundation Phase to replace the former Key Stage 1; the development of an inclusive statutory National Literacy and Numeracy Framework (LNF) in response to growing evidence of problems in these vital aspects of education; the development of a Welsh Baccalaureate Qualification (WBQ) at Key Stage 4 and beyond; and an increased emphasis on skills across the curriculum.
Welsh: Ymhlith y datblygiadau hyn y mae: llunio Ar Drywydd Dysgu (Llywodraeth Cymru, 2006); cyflwyno'r Cyfnod Sylfaen yn lle Cyfnod Allweddol 1; ffurfio Fframwaith Llythrennedd a Rhifedd Cenedlaethol (FfLlRh) statudol a chynhwysol mewn ymateb i dystiolaeth gynyddol o broblemau yn yr agweddau hanfodol hyn ar addysg; datblygu Cymhwyster Bagloriaeth Cymru (CBC) yng Nghyfnod Allweddol 4 a thu hwnt; a mwy o bwyslais ar sgiliau ehangach ym mhob rhan o'r cwricwlwm.
English: The case for change The case for change rests partly on concerns about perceived shortcomings in the present curriculum and assessment arrangements.
Welsh: Y ddadl o blaid newid Mae'r ddadl o blaid newid yn pwyso'n rhannol ar bryderon ynghylch diffygion sydd wedi'u canfod yn y cwricwlwm a'r trefniadau asesu presennol.
English: Despite the series of reforms and initiatives introduced by the Welsh Government, there are a number of issues, both practical and fundamental, with the current curriculum and assessment arrangements in Wales.
Welsh: Er bod Llywodraeth Cymru wedi cyflwyno cyfres o ddiwygiadau a mentrau, mae nifer o faterion ymarferol a sylfaenol i'w hystyried yng nghyswllt y cwricwlwm a'r trefniadau asesu presennol yng Nghymru.
English: Evidence from Programme for International Student Assessment (PISA) surveys, the relative performance of children and young people in Wales in national qualifications, and evaluations in Estyn reports all demonstrate that levels of achievement are not as high as they could and should be.
Welsh: Mae'r dystiolaeth o arolygon y Rhaglen Ryngwladol Asesu Myfyrwyr (PISA), perfformiad cymharol plant a phobl ifanc yng Nghymru mewn cymwysterau cenedlaethol, a gwerthusiadau yn adroddiadau Estyn i gyd yn dangos nad yw'r lefelau cyrhaeddiad mor uchel ag y gallent ac y dylent fod.
English: An Organisation for Economic Cooperation and Development (OECD) report published in 20144 highlighted the continuing high proportion of young people in Welsh schools whose performance was low and concluded that current assessment and evaluation arrangements are unsatisfactory.
Welsh: Mewn adroddiad gan y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (OECD) a gyhoeddwyd yn 20144, nodwyd bod cyfran y bobl ifanc mewn ysgolion yng Nghymru sy'n isel eu perfformiad yn parhau'n uchel a daeth i'r casgliad bod y trefniadau presennol ar gyfer asesu a gwerthuso'n anfoddhaol.
English: Concerns have been expressed about continuity in primary education and at points of transfer between stages.
Welsh: Mynegwyd pryderon ynghylch dilyniant mewn addysg gynradd ac ar bwyntiau trosglwyddo rhwng cyfnodau.
English: There is also a strong perception that personal, social and health education and the educational experience of young people at Key Stage 3 require radical improvement.
Welsh: Cafwyd canfyddiad pendant hefyd fod angen gwelliant sylfaenol mewn addysg bersonol, gymdeithasol ac iechyd ac ym mhrofiad addysgol y bobl ifanc yng Nghyfnod Allweddol 3.