techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: There are links between this Area of Learning and Experience and, for example, the Humanities (business and industry), Mathematics and numeracy (considering costs and benefits) and Health and well-being (medical uses of technology) Areas of Learning and Experience.
Welsh: Mae cysylltiadau rhwng y Maes Dysgu a Phrofiad hwn a Meysydd Dysgu a Phrofiad eraill, er enghraifft, y Dyniaethau (busnes a diwydiant), Mathemateg a rhifedd (ystyried costau a buddion), ac Iechyd a lles (defnyddio technoleg at ddibenion meddygol).
English: Illustrative examples of how children and young people's experiences in the Science and technology Area of Learning and Experience can contribute to the four purposes of the curriculum include: > (ambitious, capable learners) gaining a solid base of knowledge and understanding of key concepts in science; developing skills in observation, research and critical thinking; becoming skilled in the creative use of technologies > (enterprising, creative contributors) designing processes and creating digital products and objects; working with others to develop novel solutions and to create products for the marketplace > (ethical, informed citizens) evaluating the impact of scientific and technological developments; taking informed personal stances on ethical issues associated with scientific and technological innovation > (healthy, confident individuals) learning to make use of scientific data to assess risk and take informed decisions; using digital technologies safely and with respect for others.
Welsh: Mae enghreifftiau o'r ffordd y mae profiadau plant a phobl ifanc ym Maes Dysgu a Phrofiad Gwyddoniaeth a thechnoleg yn gallu cyfrannu at gyflawni pob un o bedwar diben y cwricwlwm yn cynnwys: > (dysgwyr uchelgeisiol, galluog) cael gwybodaeth a dealltwriaeth dda o gysyniadau allweddol mewn gwyddoniaeth; datblygu sgiliau mewn arsylwi, ymchwil a meddwl yn feirniadol; dysgu sgiliau er mwyn defnyddio technolegau'n greadigol > (cyfranwyr mentrus, creadigol) cynllunio prosesau a chreu cynhyrchion ac eitemau digidol; cydweithio ag eraill i ddatblygu datrysiadau dyfeisgar a chreu nwyddau ar gyfer y farchnad > (dinasyddion egwyddorol, gwybodus) gwerthuso effaith datblygiadau gwyddonol a thechnolegol; mabwysiadu safbwyntiau personol gwybodus ar faterion moesegol sy'n gysylltiedig ag arloesedd gwyddonol a thechnolegol > (unigolion iach, hyderus) dysgu i ddefnyddio data gwyddonol i asesu risg a gwneud penderfyniadau ar sail gwybodaeth; defnyddio technolegau digidol yn ddiogel gan barchu pobl eraill.
English: Structuring learning (2): Progression Steps The second dimension of the curriculum structure is progression: how children and young people will make progress in their learning, and at what pace.
Welsh: 51 Strwythuro dysgu (2): Camau Cynnydd Yr ail ddimensiwn yn strwythur y cwricwlwm yw dilyniant: sut y bydd plant a phobl ifanc yn gwneud cynnydd yn eu dysgu, ac ar ba gyflymder.
English: Characteristics of progression include: > a capacity to engage with ideas and issues in greater depth > success in tackling more complex problems and being able to grasp more abstract concepts > becoming more accomplished in performance > building a solid foundation of basic grammar and spelling and gaining a secure grasp of number bonds.
Welsh: Rhai o'r nodweddion a welir mewn dilyniant yw: > capasiti i drafod syniadau a materion yn fwy manwl > llwyddo wrth ddelio â phroblemau mwy cymhleth a deall cysyniadau mwy haniaethol > dod yn fwy medrus yn eu perfformiad > adeiladu sylfaen gadarn o ramadeg a sillafu elfennol a chael dealltwriaeth dda o fondiau rhif.
English: Schools, teachers, parents and carers need reference points for determining whether children and young people are making appropriate progress in their learning.
Welsh: Mae angen pwyntiau cyfeirio ar ysgolion, athrawon, rhieni a gofalwyr i benderfynu a yw plant a phobl ifanc yn gwneud cynnydd priodol wrth ddysgu.
English: At the national level, the Welsh Government also needs to be satisfied that the system as a whole is meeting expectations of progress and attainment.
Welsh: Ar y lefel genedlaethol, mae angen i Lywodraeth Cymru gael ei bodloni hefyd fod y system gyfan yn cwrdd â'r disgwyliadau o ran cynnydd a chyrhaeddiad.
English: As shown on the table on page 34, the current national curriculum is based upon the Foundation Phase and key stages, with outcomes or level descriptions at the different stages.
Welsh: Fel y mae'r tabl ar dudalen 34 yn dangos, mae'r cwricwlwm cenedlaethol presennol wedi'i seilio ar y Cyfnod Sylfaen a chyfnodau allweddol, gyda deilliannau neu ddisgrifiadau lefel ar gyfer y gwahanol gyfnodau.
English: That approach has much to commend it but practice since 1988 and evidence presented to the Review suggest a number of issues of concern about its continuing utility. > Division into the separate stages, which tend to have distinctive philosophies and approaches, has had the effect of creating additional transition points.
Welsh: Mae llawer i'w ganmol yn y dull hwnnw ond mae'r arfer er 1988 a thystiolaeth a gyflwynwyd i'r Adolygiad yn awgrymu bod nifer o faterion sy'n peri pryder wrth barhau i'w ddefnyddio. > Mae rhannu'r cwricwlwm yn gyfnodau ar wahân, sy'n tueddu i gynnwys athroniaethau a dulliau gweithredu penodol, wedi arwain at greu pwyntiau trosglwyddo ychwanegol.
English: Negative effects are evident in the transitions between the Foundation Phase and Key Stage 2, Key Stages 2 and 3, and Key Stages 3 and 4.
Welsh: Gwelir effeithiau negyddol yn y trosglwyddo rhwng y Cyfnod Sylfaen a Chyfnod Allweddol 2, rhwng Cyfnodau Allweddol 2 a 3, a rhwng Cyfnodau Allweddol 3 a 4.
English: In each case, shifts in philosophy or approach at transition points can hinder progression and there was evidence that this could contribute to disengagement as young people progress through school. > Successive stages can influence each other in unintended ways, for example by placing ceilings on expectations or causing teachers to distort teaching to avoid addressing things that may follow in the next stage.
Welsh: Ym mhob achos, mae'r newid yn yr athroniaeth neu'r dull gweithredu ar bwyntiau trosglwyddo yn gallu llesteirio dilyniant ac roedd tystiolaeth bod hyn yn gallu cyfrannu at ymddieithrio gan bobl ifanc wrth iddynt fynd drwy'r ysgol. > Mae cyfnodau olynol yn gallu dylanwadu ar ei gilydd mewn ffyrdd anfwriadol, er enghraifft drwy osod terfyn uchaf ar ddisgwyliadau neu beri i athrawon ystumio eu haddysgu er mwyn peidio ag ymdrin â phethau a all ddilyn yn y cyfnod nesaf.
English: This can create a confused context for smooth progression. > National curriculum levels are very broad and have often come to be used to make judgements about a generalised ability rather than being seen as staging posts in all important aspects of learning that could be used to inform the kinds of support or additional challenge that might assist the child or young person's progress. > The wider accountability context has contributed to an environment within which speed in jumping the level hurdles has become the goal, overriding the need for consolidation and depth in learning as a sound foundation for further progress.
Welsh: Gall hyn greu dryswch sy'n llesteirio dilyniant. > Mae lefelau'r cwricwlwm cenedlaethol yn eang iawn ac maent wedi'u defnyddio'n aml i ddyfarnu ynghylch gallu cyffredinol yn hytrach na'u hystyried yn gerrig milltir ym mhob agwedd bwysig ar ddysgu sydd i'w defnyddio i bennu'r math o gymorth neu her ychwanegol a allai hyrwyddo cynnydd y plentyn neu'r person ifanc. > Mae'r atebolrwydd ehangach wedi cyfrannu at greu sefyllfa lle y mae neidio'n gyflym dros glwydi'r lefelau wedi dod yn nod, ar draul yr angen am atgyfnerthu a dyfnder wrth ddysgu er mwyn gosod sylfaen gadarn ar gyfer cynnydd pellach.
English: The Review proposes the following.
Welsh: 52 Mae'r Adolygiad yn cynnig y canlynol.
English: To address these points, and support the achievement of the four purposes of the curriculum, the Review proposes a revised approach to progression, spanning ages 3-16, within the proposed Areas of Learning and Experience and including Cross-curriculum Responsibilities.
Welsh: Er mwyn ymateb i'r pwyntiau hyn, a helpu i gyflawni pedwar diben y cwricwlwm, mae'r Adolygiad yn cynnig diwygio'r dull o asesu dilyniant, rhwng 3 ac 16 oed, o fewn y Meysydd Dysgu a Phrofiad arfaethedig gan gynnwys y Cyfrifoldebau Trawsgwricwlaidd.
English: The approach recognises that children and young people will progress at different rates and that there should be an emphasis on ensuring sound foundations in learning as the best basis for progression. > Phases and key stages should be removed in order to improve progression, and therefore increase potential for higher attainment by minimising transitions and shifts in purposes and approach at intervals in school careers. > Progression in each Area of Learning and Experience or Cross-curriculum Responsibility should be based on a well-grounded, nationally described continuum of learning that flows from when a child enters education through to the end of statutory schooling at 16 and beyond.
Welsh: Mae'r dull hwn yn cydnabod y bydd plant a phobl ifanc yn gwneud cynnydd ar wahanol gyflymder ac y dylid rhoi pwyslais ar osod sylfeini cadarn ar gyfer dysgu er mwyn sicrhau'r dilyniant gorau posibl. > Y dylai cyfnodau a chyfnodau allweddol gael eu dileu er mwyn gwella dilyniant, ac felly creu mwy o botensial ar gyfer cyrhaeddiad uchel drwy leihau nifer y pwyntiau trosglwyddo a newidiadau mewn dibenion a dulliau gweithredu yn ystod gyrfaoedd ysgol. > Y dylai dilyniant ym mhob Maes Dysgu a Phrofiad neu Gyfrifoldeb Trawsgwricwlaidd gael ei seilio ar gontinwwm dysgu cadarn sydd wedi'i ddisgrifio ar lefel genedlaethol a fydd yn cychwyn pan fydd y plentyn yn dechrau ei addysg ac yn parhau hyd ddiwedd ei addysg statudol yn 16 oed ac ymlaen.
English: Learning will be less fragmented because all teachers will understand how their input contributes ultimately to the end point in the continuum of learning. > Learning should be seen as akin to an expedition, with stops, detours and spurts.
Welsh: Bydd y dysgu'n llai tameidiog gan y bydd yr holl athrawon yn deall sut y bydd eu mewnbwn yn cyfrannu at gyrraedd y pen draw yn y continwwm dysgu. > Y dylai dysgu gael ei weld yn debyg i daith, gyda mannau aros, gwyriadau a hyrddiau o gynnydd.
English: Progression should be signalled through Progression Steps, rather than levels.
Welsh: Dylid dangos dilyniant drwy Gamau Cynnydd, yn hytrach na lefelau.
English: Progression Steps at regular intervals will provide a 'road map' for each individual child and young person's progress in their learning. > Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. > Progression Step 5 will be available for young people who securely reach Progression Step 4 earlier than the end of Year 9, enabling them to extend and deepen their learning before they embark on qualifications.
Welsh: Bydd Camau Cynnydd rheolaidd yn darparu 'map ffyrdd' ar gyfer y cynnydd mewn dysgu gan bob plentyn a pherson ifanc. > Y bydd Camau Cynnydd yn cael eu disgrifio ar bum pwynt yn y continwwm dysgu a fydd yn cyfateb yn fras i'r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed. > Bydd Cam Cynnydd 5 ar gael i bobl ifanc sy'n llwyddo i gyrraedd Cam Cynnydd 4 cyn diwedd Blwyddyn 9, gan eu galluogi i ymestyn a dyfnhau eu dysgu cyn iddynt ddechrau astudio ar gyfer cymwysterau.
English: In due course, qualifications should be amended to articulate with Progression Steps 4 and 5. > Initial Progression Steps should take full account of guidance on Routes for Learning, which should be reviewed in the new curriculum context.
Welsh: Maes o law dylai cymwysterau gael eu diwygio i gyd-fynd â Chamau Cynnydd 4 a 5. > Wrth lunio'r Camau Cynnydd cyntaf, rhoddir ystyriaeth lawn i'r canllawiau ar gyfer Ar Drywydd Dysgu, a dylid adolygu'r canllawiau yng nghyd-destun y cwricwlwm newydd.
English: > The current system of levels is based on a best-fit judgement of overall attainment in a subject at a specific point in time.
Welsh: 53 > Mae'r system bresennol o lefelau wedi'i seilio ar farn cyd-fynd orau o ran y cyrhaeddiad disgwyliedig mewn pwnc ar adeg benodol.
English: However, such best-fit judgements can mask wide variations in progress in different aspects of learning and amount to a view of general ability.
Welsh: Fodd bynnag, mae barn cyd-fynd orau o'r fath yn gallu celu amrywiadau mawr o ran cynnydd mewn gwahanol agweddau ar ddysgu a bod yn gyfystyr â barn am allu cyffredinol.
English: Each Progression Step, in contrast, should be viewed as a staging post for the educational development of every child, not a judgement. > Progression Steps will therefore be reference points and not universal expectations of the performance of all children and young people at fixed points. > Some children and young people will demonstrate the necessary depth and security in their learning earlier and some later. > Progression Steps will take the form of a range of Achievement Outcomes for each Area of Learning and Experience, spanning the components within the Area of Learning and Experience and Cross-curriculum Responsibility. > The Achievement Outcomes will contribute to the four curriculum purposes.
Welsh: Mewn cyferbyniad â hynny, dylid edrych ar bob Cam Cynnydd fel carreg filltir yn natblygiad addysgol pob plentyn, nid fel dyfarniad. > Felly bydd y Camau Cynnydd yn bwyntiau cyfeirio yn hytrach na disgwyliadau cyffredinol ynghylch perfformiad yr holl blant a phobl ifanc ar adegau penodol. > Y bydd rhai plant a phobl ifanc yn dangos y dyfnder a'r sicrwydd angenrheidiol yn eu dysgu yn gynharach ac eraill yn hwyrach. > Y bydd y Camau Cynnydd ar ffurf set o Ddeilliannau Cyflawniad ar gyfer pob Maes Dysgu a Phrofiad a fydd yn cwmpasu'r cydrannau yn y Maes Dysgu a Phrofiad a'r Cyfrifoldeb Trawsgwricwlaidd. > Y bydd y Deilliannau Cyflawniad yn cyfrannu at gyflawni'r pedwar diben cwricwlwm.
English: By signalling an emphasis on achievement in a broad sense, rather than only narrower measures of attainment, these outcomes broaden the scope of what we value in children and young people's learning. > Achievement Outcomes may also include references to experiences that are relevant to the purposes and to which children and young people should be entitled although they may not necessarily be easily measured in conventional ways. > Achievement Outcomes within each Area of Learning and Experience will include embedded literacy, numeracy, digital competences and wider skills as appropriate, as well as elements of the Cwricwlwm Cymreig. > Drawing on experience in Scotland, Achievement Outcomes will be described from the learner's point of view, using terms like 'I have' for experiences and 'I can' for outcomes. > The structure will be inclusive, with all children and young people making progress along the same continuum, regardless of any additional learning needs they may have, although they may move between Progression Steps more slowly or quickly than others.
Welsh: Drwy roi pwyslais ar gyflawniad mewn ystyr cyffredinol, yn hytrach na mesuriadau cyrhaeddiad mwy cyfyng yn unig, mae'r deilliannau hyn yn dangos ein bod yn gwerthfawrogi ystod ehangach o'r dysgu gan blant a phobl ifanc. > Y bydd lle hefyd yn y Deilliannau Cyflawniad i gynnwys cyfeiriadau at brofiadau sy'n berthnasol i'r dibenion ac y dylai fod gan blant a phobl ifanc hawl i'w cael er na fyddant o reidrwydd yn hawdd eu mesur mewn ffyrdd confensiynol. > Y bydd y Deilliannau Cyflawniad ym mhob Maes Dysgu a Phrofiad yn ymgorffori cymwyseddau llythrennedd, rhifedd a digidol a sgiliau ehangach fel y bo'n briodol, yn ogystal ag elfennau o'r Cwricwlwm Cymreig. > Gan wneud defnydd o'r profiad yn yr Alban, bydd Deilliannau Cyflawniad yn cael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel 'Rydw i wedi' am brofiadau ac 'Rydw i'n gallu' am ddeilliannau. > Y bydd y strwythur yn gynhwysol gan y bydd yr holl blant a phobl ifanc yn gwneud cynnydd ar hyd yr un continwwm, heb ystyried unrhyw anghenion dysgu ychwanegol sydd ganddynt, er y gallent symud rhwng Camau Cynnydd yn arafach neu'n gyflymach nag eraill.
English: Because of the particular barriers that they face to their learning, some may take considerably longer to reach the first Progression Step or move between Steps.
Welsh: Oherwydd y rhwystrau penodol y maent yn eu hwynebu yn eu dysgu, bydd rhai plant a phobl ifanc yn cymryd mwy o amser o lawer i gyrraedd y Cam Cynnydd cyntaf neu i symud rhwng Camau.
English: The significance of all such achievements should be recognised. > There would be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the relevant three-year window. > Progression Steps will also form the basis of assessment for learning, which is developed in more detail in Chapters 5 and 6.
Welsh: Rhaid cydnabod arwyddocâd pob cyflawniad o'r fath. > Y bydd dyletswydd ar ysgolion i ddarparu cwricwlwm sy'n galluogi'r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod tair blynedd sy'n berthnasol. > Camau Cynnydd fydd y sail ar gyfer asesu dysgu hefyd, ac rydym yn ymhelaethu ar hyn ym Mhenodau 5 a 6. 54
English: Progression recommendations 10.
Welsh: 55 Argymhellion ar Ddilyniant 10.
English: The new national curriculum should be organised as a continuum of learning from 3 to 16 without phases and key stages.
Welsh: Dylai'r cwricwlwm cenedlaethol newydd gael ei drefnu ar ffurf continwwm dysgu rhwng 3 ac 16 oed heb gyfnodau na chyfnodau allweddol.
English: 11. Progression should be described in relation to a continuum of learning in each Area of Learning and Experience from when a child enters education to the end of statutory schooling.
Welsh: 11. Dylai dilyniant gael ei ddisgrifio mewn perthynas â chontinwwm dysgu ym mhob Maes Dysgu a Phrofiad o'r adeg y mae plentyn yn dechrau mewn ysgol hyd ddiwedd ei addysg statudol.
English: 12. Progression should be signalled through Progression Steps at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16.
Welsh: 12. Dylai dilyniant gael ei ddangos drwy Gamau Cynnydd ar bum pwynt yn y continwwm dysgu sy'n cyfateb yn fras i'r disgwyliadau ar gyfer dysgwyr 5, 8, 11, 14 ac 16 oed.
English: 13. The initial Progression Steps should take full account of guidance on Routes for Learning, which should be reviewed in the new curriculum context.
Welsh: 13. Dylai ystyriaeth lawn gael ei rhoi wrth lunio'r Camau Cynnydd cyntaf i'r canllawiau ar gyfer Ar Drywydd Dysgu, a dylid adolygu'r canllawiau yng nghyd-destun y cwricwlwm newydd.
English: 14. Progression Steps should be reference points, providing a 'road map' for each individual child and young person's progress in their learning and not universal expectations of the performance of all children and young people at fixed points.
Welsh: 14. Dylai'r Camau Cynnydd fod yn bwyntiau cyfeirio sy'n darparu 'map ffyrdd' ar gyfer y cynnydd gan bob plentyn a pherson ifanc unigol wrth ddysgu ac nid yn ddisgwyliadau cyffredinol o ran y perfformiad gan yr holl blant a phobl ifanc ar bwyntiau penodol.
English: 15. There should be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the broad three-year window.
Welsh: 15. Dylai fod ddyletswydd ar ysgolion i ddarparu cwricwlwm sy'n galluogi'r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod perthnasol o tua thair blynedd.
English: Achievement Outcome recommendations 16.
Welsh: Argymhellion ar Ddeilliannau Cyflawniad 16.
English: Achievement Outcomes should be developed for each Progression Step in each Area of Learning and Experience, spanning the components within the Area of Learning and Experience and addressing the Cross-curriculum Responsibilities and wider skills.
Welsh: Dylai Deilliannau Cyflawniad gael eu llunio ar gyfer pob Cam Cynnydd ym mhob Maes Dysgu a Phrofiad a fydd yn cwmpasu'r cydrannau yn y Maes Dysgu a Phrofiad ac yn cynnwys y Cyfrifoldebau Trawsgwricwlaidd a sgiliau ehangach.
English: 17. Achievement Outcomes should contribute clearly to the four curriculum purposes and should have an emphasis on achievement in a broad sense, rather than only narrower measures of attainment.
Welsh: 17. Dylai Deilliannau Cyflawniad gyfrannu'n glir at gyflawni'r pedwar diben cwricwlwm a dylent roi pwyslais ar gyflawniad mewn ystyr eang, yn hytrach na mesur cyrhaeddiad mewn ffordd fwy cyfyng yn unig.
English: They should include references to relevant experiences which contribute to the curriculum purposes and to which children and young people should be entitled.
Welsh: Dylent gynnwys cyfeiriadau at brofiadau perthnasol sy'n cyfrannu at gyflawni dibenion cwricwlwm ac y dylai fod gan blant a phobl ifanc hawl i'w cael.
English: 18. Achievement Outcomes should be described from the learner's point of view, using terms like 'I have' for experiences and 'I can' for outcomes.
Welsh: 18. Dylai Deilliannau Cyflawniad gael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel 'Rydw i wedi' am brofiadau ac 'Rydw i'n gallu' am ddeilliannau.
English: 19. All children and young people should make progress along the same continuum, regardless of any additional learning needs they may have, although they may reach and move between Progression Steps more slowly or more quickly than others.
Welsh: 19. Dylai'r holl blant a phobl ifanc wneud cynnydd ar hyd yr un continwwm, heb ystyried unrhyw anghenion dysgu ychwanegol sydd ganddynt, er y gallent gyrraedd a symud rhwng Camau Cynnydd yn arafach neu'n gyflymach nag eraill.
English: 20. There should be a clear brief for the development of the Achievement Outcomes, as indicated in this report.
Welsh: 20. Dylai brîff clir gael ei baratoi ar gyfer llunio'r Deilliannau Cyflawniad yn unol â'r disgrifiad yn yr adroddiad hwn.
English: Progression within the Areas of Learning and Experience Whatever reference points are used, it is essential that these are based upon sound understanding of how children progress in different kinds of learning and what they need to know and be able to do in order to move to the next stage securely.
Welsh: Dilyniant o fewn y Meysydd Dysgu a Phrofiad Beth bynnag fydd y pwyntiau cyfeirio a ddefnyddir, bydd yn hanfodol eu seilio ar ddealltwriaeth dda o'r ffordd y mae plant yn gwneud cynnydd mewn gwahanol fathau o ddysgu a beth fydd angen iddynt ei wybod a gallu ei wneud er mwyn symud ymlaen yn ddiogel at y cam nesaf.
English: The Achievement Outcomes at each Progression Step will need to encapsulate the most important aspects of learning, take account of the ways in which children progress in different kinds of learning, and recognise what they need to be able to know and do in order to move securely to the next stage.
Welsh: Bydd yn bwysig bod y Deilliannau Cyflawniad ym mhob Cam Cynnydd yn ymgorffori'r agweddau pwysicaf ar ddysgu, yn ystyried y ffyrdd y mae plant yn gwneud cynnydd mewn gwahanol fathau o ddysgu, ac yn cydnabod yr hyn y bydd angen iddynt ei wybod a'i wneud er mwyn symud ymlaen yn ddiogel at y cam nesaf.
English: The following are some illustrations of how Achievement Outcomes might indicate progression in each Area of Learning and Achievement.
Welsh: Mae'r canlynol yn dangos sut y gallai Deilliannau Cyflawniad ddangos cynnydd ymhob Maes Dysgu a Phrofiad.
English: In the Expressive arts Area of Learning and Experience children and young people may demonstrate progression in their learning by, for example, displaying increasing skills and confidence in performance and extending their capacity to use digital media in creative ways.
Welsh: Ym Maes Dysgu a Phrofiad y Celfyddydau mynegiannol gall plant a phobl ifanc ddangos cynnydd yn eu dysgu drwy, er enghraifft, ddangos sgiliau cynyddol a bod yn fwy hyderus wrth berfformio ac ymestyn eu gallu i ddefnyddio cyfryngau digidol mewn ffyrdd creadigol.