techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: If the child or young person (for whom an IDP is being maintained) is released back into the community following detention in hospital and on the release date, a local authority is the responsible for the child or young person, that local authority
Welsh: Os yw'r plentyn neu'r person ifanc (y mae CDU yn cael ei gynnal ar ei gyfer) yn cael ei ryddhau yn ôl i'r gymuned ar ôl cael ei gadw'n gaeth mewn ysbyty, a bod awdurdod lleol yn gyfrifol am y plentyn neu'r person ifanc ar ddyddiad ei ryddhau,
English: But if the person is a child who, on release, is looked after by a local authority, the local authority that looks after the child
Welsh: Ond os yw'r person yn blentyn sydd, ar ôl cael ei ryddhau, yn derbyn gofal gan awdurdod lleol,
English: Regulation 24 of the Additional Learning Needs (Wales) Regulations 2021.
Welsh: Rheoliad 24 o Reoliadau Anghenion Dysgu Ychwanegol (Cymru) 2021.
English: Chapters 12 to 17 each deal with what it means for a local authority to maintain an IDP in the circumstances covered by each chapter.
Welsh: Mae penodau 12 hyd 17 yn ymdrin â'r hyn y mae'n ei olygu i awdurdod lleol gynnal CDU o dan yr amgylchiadau sy'n cael eu trafod ym mhob pennod.
English: If the child or young person with an IDP moves from hospital detention to detention in relevant youth accommodation in Wales or England, the person's home authority
Welsh: Os yw'r plentyn neu'r person ifanc sydd â CDU yn symud o gael ei gadw'n gaeth mewn ysbyty i gael ei gadw'n gaeth mewn llety ieuenctid perthnasol yng Nghymru neu yn Lloegr,
English: Section 42 of the Act and Regulation 25 of the Additional Learning Needs (Wales) Regulations 2021.
Welsh: Adran 42 o'r Ddeddf a Rheoliad 25 o Reoliadau Anghenion Dysgu Ychwanegol (Cymru) 2021.
English: Identifying ALN and deciding upon the ALP required
Welsh: Adnabod ADY a phenderfynu ar y DDdY sy'n ofynnol
English: Duties to decide whether a child or young person has ALN apply where it is brought to the attention of, or otherwise appears to, a maintained school, FEI or local authority that the person may have ALN (there is more on these duties in Chapters 11 - 17 and 19).
Welsh: Bydd y dyletswyddau i benderfynu a oes gan blentyn neu berson ifanc ADY yn berthnasol pan dynnir sylw ysgol a gynhelir, sefydliad addysg bellach neu awdurdod lleol at y ffaith y gallai fod gan y person ADY, neu pan ddaw i sylw'r sefydliadau hyn mewn ffordd arall (mae rhagor o wybodaeth am y dyletswyddau hyn ym Mhenodau 11-17 ac 19).
English: This chapter provides guidance on when it appears that a child or young person
Welsh: Mae'r bennod hon yn darparu canllawiau ar pryd y mae'n ymddangos
English: Identifying whether a child or young person may have ALN and the subsequent decision as to whether the person has ALN requires evidence.
Welsh: Mae angen tystiolaeth i adnabod a oes gan blentyn neu berson ifanc ADY o bosibl ac i wneud y penderfyniad dilynol ynghylch a oes gan yr unigolyn ADY.
English: This evidence might come from staff within a school or FEI or other education setting or other services which have been involved with the child or young person.
Welsh: Gallai'r dystiolaeth hon ddod gan staff mewn ysgol neu sefydliad addysg bellach neu leoliad addysg arall neu wasanaethau eraill sydd wedi bod yn ymwneud â'r plentyn neu'r person ifanc.
English: It might also come from the child, their parents or the young person themselves.
Welsh: Gallai hefyd ddod gan y plentyn, ei rieni neu'r person ifanc ei hun.
English: Where the child or young person has an identified disability for the purposes of the Equality Act 2010, the evidence gathered will relate to whether that disability prevents or hinders the child or young person from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or mainstream FEIs in Wales or (for those under compulsory school age) places in Wales at which nursery education is provided.
Welsh: Os oes gan y plentyn neu'r person ifanc anabledd wedi'i adnabod at ddibenion Deddf Cydraddoldeb 2010, bydd y dystiolaeth a gesglir yn ymwneud â ph'un a yw'r anabledd hwnnw yn atal neu'n rhwystro'r plentyn neu'r person ifanc rhag defnyddio cyfleusterau addysg neu hyfforddiant o fath a ddarperir yn gyffredinol i eraill o'r un oedran mewn ysgolion prif ffrwd a gynhelir neu mewn sefydliadau addysg bellach prif ffrwd yng Nghymru neu (i'r rhai o dan oedran ysgol gorfodol) lleoedd yng Nghymru lle y darperir addysg feithrin.
English: This evidence is likely to be provided in the form of advice from specialist services.
Welsh: Mae'r dystiolaeth hon yn debygol o gael ei darparu ar ffurf cyngor gan wasanaethau arbenigol.
English: For those children and young people who do not have an identified disability, in the first instance, observing and assessing their progress will provide information about areas where they are not progressing satisfactorily.
Welsh: Yn achos y plant a'r bobl ifanc hynny nad oes ganddynt anabledd wedi'i adnabod, yn y lle cyntaf, bydd modd casglu gwybodaeth am feysydd lle nad ydynt yn datblygu'n foddhaol trwy arsylwi ac asesu eu cynnydd.
English: A number of different sources of evidence may be used to measure children and young people's progress (in terms of attainment, and other areas, for instance where a learner needs to develop wider social or emotional behaviours).
Welsh: Gellir defnyddio nifer o wahanol ffynonellau tystiolaeth i fesur cynnydd plant a phobl ifanc (o ran cyrhaeddiad a meysydd eraill, er enghraifft lle mae angen i ddysgwr ddatblygu ymddygiadau cymdeithasol neu emosiynol ehangach).
English: These include, but are not limited to:
Welsh: Mae'r rhain yn cynnwys, ond heb fod yn gyfyngedig i:
English: standardised screening or assessment tools and frameworks;
Welsh: adnoddau a fframweithiau sgrinio neu asesu safonedig;
English: the quality of their work;
Welsh: ansawdd eu gwaith;
English: developmental checklists;
Welsh: rhestrau gwirio datblygiad;
English: scaling questionnaires;
Welsh: holiaduron graddfa;
English: assessment through intervention;
Welsh: asesu drwy ymyriad;
English: assessments from other agencies, such as health bodies;
Welsh: asesiadau asiantaethau eraill, e.e. cyrff iechyd;
English: behaviour and social emotional questionnaires and standardised tests;
Welsh: holiaduron a phrofion safonedig ym maes ymddygiad, a datblygiad cymdeithasol ac emosiynol;
English: other forms of personalised assessment, especially where sensory impairments render standardised screening and assessment tools and frameworks inappropriate.
Welsh: mathau eraill o asesu personol, yn enwedig pan fo namau ar y synhwyrau yn golygu bod adnoddau a fframweithiau sgrinio ac asesu safonedig yn amhriodol.
English: For example, some children under compulsory school age will be receiving a foundation phase based education outside of a maintained school setting.
Welsh: Er enghraifft, bydd rhai plant sydd o dan oedran ysgol gorfodol yn cael addysg wedi'i seilio ar y cyfnod sylfaen y tu allan i leoliad ysgol a gynhelir.
English: Tracking rates of progress of such children using an appropriate assessment profile can aid identification of ALN.
Welsh: Gellir helpu i adnabod ADY trwy olrhain cynnydd plant o'r fath gan ddefnyddio proffil asesu priodol.
English: In the case of other children under compulsory school age, information may come from health visitors, or early years screening, or arise as a consequence of the child's involvement with Flying Start provision.
Welsh: Yn achos plant eraill o dan oedran ysgol gorfodol, mae'n bosibl y daw gwybodaeth gan ymwelwyr iechyd, neu sgrinio'r blynyddoedd cynnar, neu o ganlyniad i ymwneud y plentyn â darpariaeth Dechrau'n Deg.
English: Similarly, schools will regularly assess and report progress to parents on literacy and numeracy skills, including - but not exclusively - through national reading and numeracy tests and against an appropriate assessment profile.
Welsh: Yn yr un modd, bydd ysgolion yn asesu cynnydd yn rheolaidd ac yn rhoi adroddiad i rieni ar sgiliau llythrennedd a rhifedd, gan gynnwys, ymhlith dulliau eraill, drwy brofion darllen a rhifedd cenedlaethol a thrwy ddefnyddio proffil asesu priodol.
English: FEIs will also use regular monitoring data to track progress of learners.
Welsh: Bydd sefydliadau addysg bellach hefyd yn defnyddio data monitro rheolaidd i olrhain cynnydd dysgwyr.
English: On the basis of the evidence, including the data collected, it should be possible to identify learners making less than expected progress.
Welsh: Ar sail y dystiolaeth, gan gynnwys y data a gesglir, dylai fod yn bosibl adnabod dysgwyr sy'n gwneud llai o gynnydd na'r disgwyl.
English: This can be characterised as progress which:
Welsh: Gellir disgrifio hyn fel cynnydd:
English: is significantly slower than that of their peers starting from the same baseline,
Welsh: sydd yn sylweddol arafach na chynnydd eu cyfoedion sy'n dechrau o'r un llinell sylfaen,
English: fails to match or better the child's or young person's previous rate of progress, or,
Welsh: nad yw'n cyfateb i nac yn rhagori ar gyfradd cynnydd flaenorol y plentyn neu'r person ifanc, neu,
English: fails to close, or widens, the attainment gap between the child or young person and their peers, despite the provision of support aimed at closing that gap (such as differentiated teaching).
Welsh: nad yw'n cau'r bwlch cyrhaeddiad rhwng y plentyn neu'r person ifanc a'i gyfoedion, neu sy'n gwneud y bwlch yn fwy, er gwaethaf cymorth penodol i gau'r bwlch (e.e. addysgu gwahaniaethol).
English: Considering and using evidence
Welsh: Ystyried a defnyddio tystiolaeth
English: Slow progress and low attainment do not necessarily mean that a child or young person has ALN and would not automatically lead to a decision that the learner has ALN.
Welsh: Nid yw cynnydd araf a chyrhaeddiad isel yn golygu o reidrwydd fod gan blentyn neu berson ifanc ADY ac ni fyddai'n arwain yn awtomatig at benderfyniad bod gan y dysgwr ADY.
English: Equally, it ought not to
Welsh: Yn yr un modd, ni ddylid cymryd yn ganiataol bod cyrhaeddiad sy'n arferol ar oedran penodol yn golygu nad oes ADY.
English: Children and young people will inevitably progress at different rates so the fact that a child or young person is apparently underperforming by comparison with others of the same age is not, on its own, proof of ALN.
Welsh: Mae'n anochel y bydd plant a phobl ifanc yn gwneud cynnydd ar gyfraddau gwahanol felly nid yw'r ffaith bod plentyn neu berson ifanc fel pe bai'n tangyflawni o gymharu ag eraill o'r un oedran, ar ei ben ei hun, yn brawf o ADY.
English: When considering the child or young person's needs, it might be revealed that the child or young person is actually making good progress from a low base.
Welsh: Wrth ystyried anghenion y plentyn neu'r person ifanc, gallai ddod i'r amlwg bod y plentyn neu'r person ifanc yn gwneud cynnydd da ar ôl dechrau ar linell sylfaen isel.
English: Indeed, there will always be some learners who have lower levels of attainment and ability who will progress at a slower but steady rate.
Welsh: Yn wir, bydd dysgwyr bob amser sydd ar lefelau cyrhaeddiad a gallu is, a fydd yn datblygu ar gyfradd arafach ond cyson.
English: They will require support to access a differentiated curriculum to make suitable progress, but that support may not necessarily amount to ALP.
Welsh: Bydd angen cymorth arnynt i fanteisio ar gwricwlwm gwahaniaethol er mwyn datblygu'n briodol, ond efallai na fydd y cymorth hwnnw yn gyfystyr â DDdY o reidrwydd.
English: Those considering the evidence will need to consider whether the evidence points to other underlying needs and not ALN and if so, whether there are other ways to support the child or young person's needs and other services which need to be involved in the child or young person's life such as an educational psychologist, education welfare services, social services or health bodies.
Welsh: Bydd angen i'r rheini sy'n ystyried y dystiolaeth ystyried a yw'r dystiolaeth yn cyfeirio at anghenion gwaelodol eraill ac nid ADY, ac os felly, a oes ffyrdd eraill o gefnogi anghenion y plentyn neu'r person ifanc a gwasanaethau eraill y mae angen iddynt fod yn rhan o fywyd y plentyn neu'r person ifanc, megis seicolegydd addysg, gwasanaethau lles addysgol, gwasanaethau cymdeithasol neu gyrff iechyd.
English: In particular, many factors can contribute to poor academic performance or inadequate progress.
Welsh: Yn benodol, gall llawer o ffactorau gyfrannu at berfformiad academaidd gwael neu gynnydd annigonol.
English: These can include poor attendance records, not having adequate learning opportunities, frequent moves or changes to teaching staff or the learning environment or wider social and family challenges.
Welsh: Gall cofnodion presenoldeb gwael gyfrannu, diffyg cyfleoedd dysgu digonol, hanes o symud yn aml, newidiadau yn y staff addysgu neu'r amgylchedd dysgu neu heriau cymdeithasol a theuluol ehangach.
English: Although these factors could be present where a child or young person has ALN and might even contribute towards ALN, they do not necessarily mean that the child or young person has ALN.
Welsh: Er y gallai'r ffactorau hyn fod yn bresennol os oes gan blentyn neu berson ifanc ADY ac y gallent hyd yn oed gyfrannu at ADY, nid ydynt o anghenraid yn golygu bod gan y plentyn neu'r person ifanc ADY.
English: To establish the cause of poor academic performance or inadequate progress, it might be useful to consider if the child or young person is showing different behaviour or demonstrating different learning ability in different settings and environments.
Welsh: Er mwyn canfod beth sy'n achosi'r perfformiad academaidd gwael neu gynnydd annigonol, gallai fod yn werth ystyried a yw'r plentyn neu'r person ifanc yn ymddwyn yn wahanol neu'n arddangos gallu dysgu gwahanol mewn gwahanol leoliadau ac amgylcheddau.
English: Where a child or young person is already known to another agency, for example social services, it might be useful to work closely with them.
Welsh: Os yw plentyn neu berson ifanc eisoes yn hysbys i asiantaeth arall, er enghraifft gwasanaethau cymdeithasol, gallai fod yn ddefnyddiol gweithio'n agos gyda nhw.
English: Examining whether there is a marked disparity of evidence provided by different individuals/agencies and where the child or young person is in different settings, will give a more accurate understanding of the child or young person's needs.
Welsh: Drwy ymchwilio i weld a oes unrhyw wahaniaeth amlwg yn y dystiolaeth a ddarperir gan wahanol unigolion/asiantaethau a gwahanol leoliadau'r plentyn neu'r person ifanc, bydd modd dod i ddealltwriaeth well o'i anghenion.
English: Where there is marked disparity it might suggest a need to consult with professionals with the relevant expertise in order to consider the child or young person's needs in a holistic manner.
Welsh: Os oes gwahaniaeth amlwg, efallai bod angen ymgynghori â gweithwyr proffesiynol sydd â'r arbenigedd perthnasol er mwyn ystyried anghenion y plentyn neu'r person ifanc mewn modd cyfannol.
English: Where progress is not adequate, it will be necessary to take some additional or different action to enable the learner to learn more effectively.
Welsh: Os nad yw'r cynnydd yn ddigonol, bydd angen cymryd camau ychwanegol neu wahanol er mwyn i'r dysgwr allu dysgu mewn ffordd fwy effeithiol.
English: The first response to inadequate progress would often be teaching targeted specifically at a learner's areas of weakness.
Welsh: Yr ymateb cyntaf i gynnydd annigonol, yn aml, fyddai targedu'r meysydd penodol hynny sy'n wan gan y dysgwr.
English: All education settings are expected to put in place differentiated teaching or other targeted interventions designed to secure better progress where appropriate, for all learners.
Welsh: Disgwylir i bob lleoliad addysg gyflwyno addysgu gwahaniaethol neu ymyriadau penodol eraill, â'r nod o sicrhau gwell cynnydd, lle bo'n briodol, i bob dysgwr.
English: Indeed, most children and young people will require a differentiated approach in some aspect of their education at some point.
Welsh: Yn wir, bydd angen dull gwahaniaethol ar y rhan fwyaf o blant a phobl ifanc mewn rhyw agwedd ar eu haddysg ar ryw adeg.
English: This is a fundamental element of high quality - but routine - teaching.
Welsh: Mae hon yn elfen sylfaenol - ond arferol - o addysgu o ansawdd.
English: Such differentiated teaching does not, itself, constitute ALP and just because a child or young person requires a differentiated approach does not mean that they have ALN.
Welsh: Nid yw addysgu gwahaniaethol o'r fath, ynddo'i hun, yn gyfystyr â DDdY ac nid yw'r ffaith bod angen dull gwahaniaethol ar blentyn neu berson ifanc yn golygu bod ganddo ADY.
English: ALP encompasses additional or different educational or training provision, which goes beyond that generally made available.
Welsh: Mae DDdY yn golygu hyfforddiant neu ddarpariaeth addysgol ychwanegol neu wahanol, sy'n mynd y tu hwnt i'r hyn sydd ar gael yn gyffredinol.
English: When it appears that a child or young person may have ALN
Welsh: Pan mae'n ymddangos y gallai fod gan blentyn neu berson ifanc ADY
English: Where progress continues to be less than expected and the application of differentiated teaching or standard targeted interventions have failed to address the attainment gap between the child or young person and their peers, this would usually indicate to the school, FEI or local authority that the child or young person may have ALN.
Welsh: Os bydd cynnydd yn parhau i fod yn llai na'r disgwyl ac os nad yw dulliau addysgu gwahaniaethol neu ymyriadau safonol wedi'u targedu yn llwyddo i fynd i'r afael â'r bwlch cyrhaeddiad rhwng y plentyn neu'r person ifanc a'i gyfoedion, byddai hyn fel arfer yn dangos i'r ysgol, sefydliad addysg bellach neu awdurdod lleol y gallai fod gan y plentyn neu'r person ifanc ADY.
English: Alternatively, it might be obvious from the outset that the extent of the concern or nature of a pre-identified disability is such that it is clear that differentiated teaching or standard targeted interventions will not be sufficient.
Welsh: Fel arall, gallai fod yn amlwg o'r cychwyn cyntaf fod maint y pryder neu natur yr anabledd a adnabyddwyd ymlaen llaw yn golygu ei bod yn eglur na fydd yr addysgu gwahaniaethol neu'r ymyriadau safonol wedi'u targedu yn ddigonol.
English: In these circumstances, teaching staff at a maintained school or FEI
Welsh: Yn yr amgylchiadau hyn,
English: Depending on the circumstances, external advice might also need to be sought.
Welsh: Yn dibynnu ar yr amgylchiadau, gallai fod angen ceisio cyngor allanol hefyd.
English: Determining the ALN and the ALP required
Welsh: Penderfynu ar yr ADY a'r DDdY sy'n ofynnol
English: Once it appears to a maintained school, FEI or local authority that a child or young person may have ALN, or it is brought to their attention that this may be the case, the duty to decide whether the child or young person has ALN applies (that is, does the child or young person have a learning difficulty or disability which calls for ALP).
Welsh: Cyn gynted ag y bydd yn ymddangos i ysgol a gynhelir, sefydliad addysg bellach neu awdurdod lleol y gall fod gan blentyn neu berson ifanc ADY, neu ei fod yn cael ei ddwyn i'w sylw y gallai hyn fod yn wir, mae'r ddyletswydd i benderfynu a oes gan y plentyn neu'r person ifanc ADY yn gymwys (hynny yw, a oes gan y plentyn neu'r person ifanc anhawster dysgu neu anabledd sy'n galw am DDdY).
English: This will include determining the extent or nature of any ALN, and the ALP it calls for.
Welsh: Bydd hyn yn cynnwys pennu graddau neu natur unrhyw ADY, a'r DDdY y mae'n galw amdani.
English: These decisions need to be based upon evidence.
Welsh: Mae angen i'r penderfyniadau hyn fod yn seiliedig ar dystiolaeth.
English: This will include any evidence already collected prior to it appearing that the child or young person may have ALN, but may also require further evidence, advice, or input from other professionals or organisations to be gathered as necessary during the decision-making process.
Welsh: Bydd hyn yn cynnwys unrhyw dystiolaeth a gasglwyd eisoes cyn iddi ymddangos y gallai fod gan y plentyn neu'r person ifanc ADY, ond gallai fod angen casglu rhagor o dystiolaeth, cyngor neu gyfraniad gan sefydliadau neu weithwyr proffesiynol eraill yn ystod y broses benderfynu yn ôl yr angen.
English: What further evidence or input is appropriate will depend upon the circumstances of each individual case and it is for the school, FEI or local authority deciding on ALN or determining ALP to determine what input to seek according to the individual circumstances.
Welsh: Bydd y dystiolaeth neu'r cyfraniad ychwanegol sy'n briodol yn dibynnu ar amgylchiadau pob achos unigol. Mater i'r ysgol, y sefydliad addysg bellach neu'r awdurdod lleol sy'n penderfynu ar ADY neu sy'n pennu DDdY yw penderfynu pa gyfraniad i ofyn amdano yn unol â'r amgylchiadau unigol.
English: However, in some instances there is a requirement on the person exercising a function to consider seeking particular advice or to involve a particular person in the decision.
Welsh: Fodd bynnag, mewn rhai achosion mae'n ofynnol ar y sawl sy'n arfer swyddogaeth i ystyried ceisio cyngor penodol neu i gynnwys person penodol yn y penderfyniad.
English: For example, there are requirements on local authorities to consider seeking advice from an Educational Psychologist, and to seek it where it considers it necessary, when deciding whether a child or young person has ALN (see Chapters 11 to 16).
Welsh: Er enghraifft, ceir gofynion ar awdurdodau lleol i ystyried ceisio cyngor gan Seicolegydd Addysg, ac i geisio'r cyngor hwnnw pan fydd o'r farn bod hynny'n angenrheidiol, wrth benderfynu a oes gan blentyn neu beron ifanc ADY (gweler Penodau 11 hyd 16).
English: The mere fact of there being such requirements in some cases does not mean that advice from an Educational Psychologist would not be relevant in other cases, such as where a school is deciding whether a pupil has ALN or a local authority is reviewing an IDP.
Welsh: Nid yw'r ffaith fod gofynion yn bodoli mewn rhai achosion yn golygu na fyddai cyngor gan Seicolegydd Addysg yn berthnasol mewn achosion eraill, er enghraifft pan fo ysgol yn penderfynu a oes gan ddisgybl ADY neu pan fo awdurdod lleol yn adolygu CDU.
English: Nor does the fact of those requirements mean that advice from other experts (e.g. social workers, qualified teachers of the deaf, or qualified teachers of the visually impaired) or the involvement of other people in decisions would not be necessary in those cases; it will depend upon the circumstances.
Welsh: Nid yw'r ffaith fod y gofynion hynny'n bodoli yn golygu chwaith na fyddai cyngor gan arbenigwyr eraill (e.e. gweithwyr cymdeithasol, athrawon cymwysedig disgyblion byddar, neu athrawon cymwysedig disgyblion â nam ar eu golwg) neu gyfraniad pobl eraill mewn penderfyniadau yn angenrheidiol yn yr achosion hynny; bydd yn dibynnu ar yr amgylchiadau.
English: Additionally, in some cases, it might be necessary to get medical advice from a health body about the effect of a disability or medical condition to help identify exactly what the learning difficulty or disability is (or whether there is one at all) and what provision is called for by it, which might be ALP (detailed guidance in relation to the role of, and duties on, health bodies is provided in Chapter 21.)
Welsh: Yn ogystal â hyn, mewn rhai achosion, gallai fod angen cyngor meddygol gan gorff iechyd am effaith anabledd neu gyflwr meddygol er mwyn helpu i adnabod union natur yr anhawster dysgu neu'r anabledd (neu a oes anhawster neu anabledd o gwbl) a pha ddarpariaeth y mae galw amdani, a allai fod yn DDdY (ceir canllawiau manwl am rôl a dyletswyddau cyrff iechyd ym Mhennod 21).
English: As described in Chapter 4 there is a general duty about involving children, their parents and young people in decisions that relate to any ALN the child or young person might have and the preparation of IDPs.
Welsh: Fel y disgrifir ym Mhennod 4, ceir dyletswydd gyffredinol sy'n ymwneud â chynnwys plant, eu rhieni a phobl ifanc mewn penderfyniadau sy'n ymwneud ag unrhyw ADY a allai fod gan y plentyn neu berson ifanc, ac yn y broses o lunio CDUau.