techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Judgement about what aspects of learning should be formally assessed and to what extent, what needs to be recorded and in what level of detail, and how much assessment information is sufficient to be able to gauge progress in learning, will therefore be very important.
Welsh: Felly bydd dyfarniadau ynghylch pa agweddau ar ddysgu sydd i'w hasesu'n ffurfiol ac i ba raddau, beth sydd i'w gofnodi a pha mor fanwl, a faint o wybodaeth asesu sydd ei hangen i fesur cynnydd wrth ddysgu, yn bwysig iawn.
English: Local and national policies and practices for assessment should be carefully designed to be as light-touch as possible, while giving sufficient information to assess progress, and avoid unnecessary bureaucracy.
Welsh: Dylai polisïau ac arferion lleol a chenedlaethol ar gyfer asesu gael eu cynllunio'n ofalus fel eu bod mor ysgafn eu cyffyrddiad â phosibl, gan roi digon o wybodaeth yr un pryd i asesu cynnydd, ac osgoi biwrocratiaeth ddiangen.
English: 7. Use assessment evidence systematically and in combination with other evidence to inform school self-evaluation School self-evaluation should make a vital contribution to raising the quality of education and standards of achievement.
Welsh: 7. Gwneud defnydd systematig o dystiolaeth asesu ynghyd â thystiolaeth arall i lywio hunanwerthuso gan yr ysgol Dylai hunanwerthuso gan ysgolion wneud cyfraniad allweddol, gan wella ansawdd addysg a safonau cyflawniad.
English: Teachers and leaders at all levels need regular information from the assessment recording system to track the progress of individuals and groups of children and young people.
Welsh: Mae angen i athrawon ac arweinwyr ar bob lefel gael gwybodaeth reolaidd o'r system cofnodi asesiadau er mwyn olrhain cynnydd unigolion a grwpiau o blant a phobl ifanc.
English: This should have as its prime purpose the identification of any particular successes and challenges within the school as a whole, but it will also be a valuable source of evidence for 83 evaluating the impact of teaching, the curriculum, leadership and management.
Welsh: Y prif bwrpas wrth wneud hyn yw pennu unrhyw lwyddiannau a heriau penodol o fewn yr ysgol 83 gyfan, ond bydd yn ffynhonnell dystiolaeth bwysig hefyd ar gyfer gwerthuso effaith yr addysgu, y cwricwlwm, yr arweinyddiaeth a'r rheolaeth.
English: Leaders and governors need this information to inform their evaluations of the progress of the school and to set future priorities for improvement.
Welsh: Mae angen i arweinwyr a llywodraethwyr gael yr wybodaeth hon wrth werthuso cynnydd yr ysgol a phennu blaenoriaethau ar gyfer gwella yn y dyfodol.
English: Together with other sources of evidence such as observations of classroom activities and performance data, Progression Steps and their Achievement Outcomes can be used to develop a picture about the strengths and weaknesses of the school.
Welsh: Yn ogystal â ffynonellau tystiolaeth eraill fel arsylwi ar weithgareddau yn yr ystafell ddosbarth a data perfformiad, gellir defnyddio'r Camau Cynnydd a'u Deilliannau Cyflawniad i greu darlun o gryfderau a gwendidau'r ysgol.
English: In addition, there is a requirement for assessment information that can inform monitoring of national performance.
Welsh: Mae gofyniad hefyd am wybodaeth asesu ar gyfer monitro perfformiad cenedlaethol.
English: This aspect is addressed in Chapter 7.
Welsh: Rydym yn trafod yr agwedd hon ym Mhennod 7.
English: Schools should use teacher assessment of progression systematically, together with other sources of evidence, to inform their self-evaluation for school improvement purposes.
Welsh: Dylai ysgolion wneud defnydd systematig o asesiadau o gynnydd gan athrawon, ynghyd â ffynonellau tystiolaeth eraill, i lywio eu hunanwerthusiad at ddibenion gwella ysgolion.
English: 8. Take full account of the implications of good assessment practice for teacher capacity The ability to assess learning, particularly the application of complex learning, places heavy demands on teachers' professional skills.
Welsh: 8. Ystyried yr holl oblygiadau sydd mewn arferion asesu da o ran capasiti athrawon Mae'r gallu i asesu dysgu, yn enwedig ffyrdd o gymhwyso dysgu cymhleth, yn gofyn llawer gan athrawon o ran arfer sgiliau proffesiynol.
English: Yet assessment is rarely the focus of sustained professional development, either in initial teacher education or in subsequent career-long learning.
Welsh: Er hynny, anaml y bydd asesu'n cael y prif sylw mewn datblygiad proffesiynol parhaus, boed mewn hyfforddiant cychwynnol athrawon neu mewn dysgu ar hyd gyrfa ar ôl hynny.
English: Effective teaching and learning requires a deep and secure understanding of the curriculum and of the roles of both formative and summative assessment together with the skills associated with designing and interpreting the wide range of techniques that good assessment demands.
Welsh: Mae addysgu a dysgu effeithiol yn galw am ddealltwriaeth sicr a manwl o'r cwricwlwm ac o'r cyfraniad gan asesu ffurfiannol a chyfunol ynghyd â'r sgiliau sy'n gysylltiedig â chynllunio a dehongli'r amrywiaeth fawr o dechnegau sydd eu hangen ar gyfer asesu da.
English: The review of teacher education currently being undertaken by Professor John Furlong provides an important opportunity to address the significant implications of assessment practice for teachers' professional skills.
Welsh: Mae'r adolygiad o addysg athrawon sy'n cael ei gynnal ar hyn o bryd gan yr Athro John Furlong yn gyfle pwysig i ystyried y goblygiadau sylweddol sydd ynghlwm wrth arferion asesu o ran datblygu sgiliau proffesiynol athrawon.
English: Initial and career-long professional learning programmes should include elements that build teachers' capacity to assess the full range of curriculum purposes and Achievement Outcomes.
Welsh: Dylai'r rhaglenni dysgu proffesiynol cychwynnol ac ar hyd gyrfa gynnwys elfennau sy'n meithrin capasiti athrawon i asesu'r holl ddibenion cwricwlwm a Deilliannau Cyflawniad.
English: 9. Form a coherent, agreed assessment and evaluation framework with a clear vision and strategy The need for a nationally agreed assessment and evaluation framework is one of the key policy recommendations of the major international review of assessment and evaluation undertaken by the OECD73.
Welsh: 9. Ffurfio fframwaith cydlynol a chytûn ar gyfer asesu a gwerthuso, wedi'i seilio ar weledigaeth a strategaeth glir Yr angen i sefydlu fframwaith asesu a gwerthuso y cytunir arno ar lefel genedlaethol yw un o'r prif argymhellion polisi yn yr adolygiad rhyngwladol pwysig o drefniadau asesu a gwerthuso a gynhaliwyd gan yr OECD73.
English: The absence of such a framework in Wales has contributed to the confusion surrounding existing approaches.
Welsh: Mae'r ffaith 84 nad oes fframwaith o'r fath yng Nghymru wedi cyfrannu at y dryswch ynghylch y dulliau gweithredu presennol.
English: It should be clear about the formative and summative roles of assessment and distinguish between those activities whose place lies in learning and teaching and those that will contribute to self-evaluation, external accountability and national monitoring.
Welsh: Dylai nodi'n glir y rhan sydd i'w chwarae gan asesu ffurfiannol ac asesu cyfunol a dylai wahaniaethu rhwng y gweithgareddau hynny sy'n asesu dysgu ac addysgu a'r rheini sy'n cyfrannu at hunanwerthuso, atebolrwydd allanol a monitro cenedlaethol.
English: In particular, it should explain how the components of the assessment framework address issues of validity and reliability in the methods used.
Welsh: Yn benodol, dylai egluro sut y mae cydrannau'r fframwaith asesu'n delio â materion sy'n ymwneud â dilysrwydd a dibynadwyedd y dulliau a ddefnyddir.
English: The Welsh Government should establish a comprehensive assessment and evaluation framework in line with the recommendations of this report.
Welsh: Dylai Llywodraeth Cymru sefydlu fframwaith asesu a gwerthuso cynhwysfawr i weithredu'r argymhellion yn yr adroddiad hwn.
English: 85 Chapter 7: Implications This chapter considers in more detail some of the implications of the Review's recommendations for subsequent implementation.
Welsh: 85 Pennod 7: Goblygiadau Yn y bennod hon, rydym yn edrych yn fwy manwl ar rai o'r goblygiadau a fydd yn codi wrth weithredu argymhellion yr Adolygiad.
English: Implications for nursery, primary and secondary schools The recommended changes to curriculum and assessment made by the Review provide a new way of thinking about the education of children and young people throughout the period of schooling.
Welsh: Goblygiadau i ysgolion meithrin, cynradd ac uwchradd Mae'r newidiadau yn y cwricwlwm a'r trefniadau asesu sydd wedi'u hargymell gan yr Adolygiad yn cynnig ffordd newydd o feddwl am addysg plant a phobl ifanc drwy gydol eu cyfnod yn yr ysgol.
English: They present primary and secondary schools jointly with greater scope to plan and provide a curriculum and an approach to assessment that builds progressively from ages 3-16.
Welsh: Maent yn cynnig mwy o gyfle i ysgolion cynradd ac uwchradd weithio ar y cyd i gynllunio a darparu cwricwlwm a dull o asesu sy'n datblygu o gam i gam rhwng 3 ac 16 oed.
English: They offer teachers fresh opportunities to provide interesting and challenging learning experiences for their children and young people.
Welsh: Maent yn cynnig cyfleoedd newydd i athrawon ddarparu profiadau dysgu diddorol ac ymestynnol i'r plant a phobl ifanc.
English: Additionally, if embedded effectively, they will provide children and young people with a deeper, more satisfying and relevant educational experience and wider recognition of their achievements.
Welsh: Yn ogystal â hyn, os byddant yn cael eu sefydlu'n effeithiol, byddant yn rhoi profiad addysgol i blant a phobl ifanc sy'n ddyfnach ac yn fwy boddhaol a pherthnasol ac sy'n cydnabod eu cyflawniadau'n fwy eang.
English: Some of the possibilities offered by the new arrangements are illustrated below.
Welsh: Mae rhai o'r posibiliadau sy'n codi o'r trefniadau newydd wedi'u disgrifio isod.
English: Nursery and primary Nursery and primary school leaders identified the ethos, principles and pedagogy of the current Foundation Phase as a significant strength of current educational practice in Wales.
Welsh: Ysgolion meithrin a chynradd Nododd arweinwyr ysgolion meithrin a chynradd fod ethos, egwyddorion ac addysgeg y Cyfnod Sylfaen presennol yn gryfder mawr yn yr ymarfer addysgol presennol yng Nghymru.
English: A curriculum based on Areas of Learning and Experience instead of subjects will enable schools to build on successful 'Foundation' practice into the middle and later years of primary education and beyond.
Welsh: Bydd cwricwlwm wedi'i seilio ar Feysydd Dysgu a Phrofiad yn hytrach na phynciau'n galluogi ysgolion i wneud defnydd o ymarfer llwyddiannus yn y Cyfnod Sylfaen ym mlynyddoedd canol a blynyddoedd diweddarach addysg gynradd ac wedi hynny.
English: A few schools have already extended the 'Foundation' philosophy and pedagogy into the 7-11 age range in this way.
Welsh: Mae nifer bach o ysgolion eisoes wedi ymestyn athroniaeth ac addysgeg y Cyfnod Sylfaen fel hyn i gynnwys yr ystod oedran 7-11.
English: Often they have found it successful in increasing children and young people's engagement and removing the subject barriers that are often seen as inhibitors to creativity and flexibility in the curriculum.
Welsh: Yn aml, maent wedi barnu ei fod yn llwyddo i ennyn mwy o ddiddordeb ymysg plant a phobl ifanc ac i ddileu'r ffiniau rhwng pynciau a welir mor aml yn cyfyngu ar greadigrwydd a hyblygrwydd yn y cwricwlwm.
English: In schools and settings where 'Foundation' practice is good or excellent and teachers and practitioners think and plan creatively to enable all children to experience all aspects of the current Foundation Phase Areas of Learning over time, the new curriculum may not feel significantly different.
Welsh: Mewn ysgolion a lleoliadau lle y mae ymarfer y Cyfnod Sylfaen yn dda neu'n rhagorol a lle y mae athrawon ac ymarferwyr yn meddwl ac yn cynllunio'n greadigol i alluogi pob plentyn i gael profiad o holl Feysydd Dysgu'r Cyfnod Sylfaen presennol dros amser, mae'n bosibl na fydd y cwricwlwm newydd yn ymddangos yn wahanol iawn.
English: Naturally, planning will need to take into account the new Areas of Learning and Experience in place of the current Areas of Learning, but in successful settings and schools there should not be a need for a huge shift in thinking or practice.
Welsh: Wrth gwrs, bydd angen i ysgolion ystyried y Meysydd Dysgu a Phrofiad newydd yn lle'r Meysydd Dysgu presennol ond, mewn lleoliadau ac ysgolion llwyddiannus, y disgwyl yw na fydd angen newid mawr o ran meddwl nac ymarfer.
English: However, evidence from recent evaluations suggests that there is still some way to go to establish high-quality 'Foundation' philosophy and practice and necessary improvements in children's learning in all schools.
Welsh: Fodd bynnag, mae tystiolaeth o werthusiadau diweddar yn awgrymu bod cryn waith i'w wneud o hyd i sefydlu athroniaeth ac ymarfer o ansawdd uchel ar gyfer y Cyfnod Sylfaen a gwelliannau angenrheidiol yn y dysgu gan blant yn yr holl ysgolion.
English: There are likely to be more changes for teachers in the 7-11 age range (currently called Key Stage 2).
Welsh: Mae'n debygol y bydd mwy o newidiadau ar gyfer athrawon yn yr ystod oedran 7-11 (a elwir yn Gyfnod Allweddol 2 ar hyn o bryd).
English: Instead of feeling pressured to cover all subjects of the curriculum every week and doing so inadequately, as many teachers say they do, they will be able to think more flexibly and creatively about planning learning experiences for their children and young people.
Welsh: Yn hytrach na theimlo bod pwysau arnynt i gynnwys holl bynciau'r cwricwlwm bob wythnos, a gwneud 87 hynny'n annigonol, fel y mae nifer o athrawon wedi dweud, byddant yn gallu meddwl yn fwy hyblyg a chreadigol ynghylch cynllunio profiadau dysgu ar gyfer eu plant a'u pobl ifanc.
English: With less specific content, 87 children and young people will be entitled to encounter a range of learning and experiences in each area that builds up to a broad, balanced curriculum over time.
Welsh: Gan y bydd llai o gynnwys penodedig, bydd hawl gan blant a phobl ifanc i gael amrywiaeth o ddysgu a phrofiadau ym mhob maes a fydd yn ffurfio cwricwlwm eang a chytbwys dros amser.
English: Schools and teachers can choose to organise learning in whichever way is likely to result in the best outcomes and standards for their children and young people.
Welsh: Gall ysgolion ac athrawon ddewis trefnu'r dysgu ym mha ffordd bynnag sy'n debygol o arwain at y deilliannau a safonau gorau ar gyfer eu plant a'u pobl ifanc.
English: This may include learning through topics, projects, thematic or research weeks, special events, considering and researching big questions.
Welsh: Gall hyn gynnwys dysgu drwy dopigau, prosiectau, wythnosau thematig, wythnosau ymchwilio, digwyddiadau arbennig, ac ystyried ac ymchwilio i faterion pwysig.
English: Changes to assessment and accountability should reinforce this new sense of direction.
Welsh: Rydym yn rhagweld y bydd newidiadau mewn trefniadau asesu ac atebolrwydd yn cryfhau'r ymdeimlad hwn o symud i gyfeiriad newydd.
English: Teachers can confidently use assessment to promote progression in each child's learning, diagnosing difficulties and indicating what the next steps should be.
Welsh: Bydd athrawon yn gallu bod yn hyderus wrth ddefnyddio dulliau asesu i hyrwyddo dilyniant yn y dysgu gan bob plentyn, gan bennu anawsterau a dangos beth fydd y camau nesaf.
English: Testing should be the servant and not the master in this process.
Welsh: Dylai profion fod yn was ac nid yn feistr yn y broses hon.
English: Peer moderation will help improve reliability but, equally importantly, will provide opportunities for professional discussion about expectations and about how to assess the most important aspects of learning.
Welsh: Bydd cymedroli gan gyfoedion yn helpu i wneud yr asesu'n fwy dibynadwy ond bydd yn cynnig cyfleoedd sydd yr un mor bwysig ar gyfer trafodaeth broffesiynol ynghylch disgwyliadau a sut i asesu'r agweddau pwysicaf ar ddysgu.
English: Importantly, teachers should never feel constrained to work only within individual Areas of Learning and Experience.
Welsh: Mae'n bwysig na fydd athrawon byth yn teimlo eu bod yn gorfod gweithio mewn un Maes Dysgu a Phrofiad yn unig.
English: Rather, they should feel more able to make genuine connections between Areas, using the Progression Steps and Achievement Outcomes as a compass that will allow them to maintain continuity and secure progression in each child's learning.
Welsh: Yn hytrach, dylent deimlo eu bod yn fwy rhydd i greu cysylltiadau gwirioneddol rhwng Meysydd, gan ddefnyddio'r Camau Cynnydd a Deilliannau Cyflawni i'w galluogi i sicrhau parhad a dilyniant yn y dysgu gan bob plentyn.
English: For children and young people, the new arrangements will help to ensure that they experience the full benefits of primary education.
Welsh: O safbwynt y plant a phobl ifanc, bydd y trefniadau newydd yn helpu i sicrhau eu bod yn profi'r holl fanteision sydd ynghlwm wrth addysg gynradd.
English: The curriculum purposes will help ensure that they are developing as well-rounded individuals with strong literacy and numeracy skills and the ability to acquire and deploy digital competences in creative settings.
Welsh: Bydd y dibenion cwricwlwm yn helpu i sicrhau eu bod yn datblygu'n unigolion sydd â chymeriad crwn, sydd â sgiliau cryf mewn llythrennedd a rhifedd ac sy'n gallu dysgu a defnyddio cymwyseddau digidol mewn cyd-destunau creadigol.
English: Their Welsh language skills will develop progressively as they move through primary.
Welsh: Bydd eu sgiliau Cymraeg yn datblygu'n raddol wrth iddynt symud drwy addysg gynradd.
English: They will feel confident about themselves and know how to stay healthy and safe.
Welsh: Byddant yn hyderus ac yn gwybod sut i aros yn iach a diogel.
English: They will be encouraged to engage directly in shaping their own learning, providing examples of achievements that they feel proud of.
Welsh: Byddant yn cael eu hannog i ymwneud yn uniongyrchol â siapio eu dysgu eu hunain, gan gynnig enghreifftiau o gyflawniadau y maent yn falch ohonynt.
English: The study of a local river, for example, may be rooted in the Humanities Area of Learning and Experience.
Welsh: Er enghraifft, gellid seilio astudiaeth o afon leol ar Faes Dysgu a Phrofiad y Dyniaethau.
English: However, it opens up wide-ranging opportunities across other areas.
Welsh: Fodd bynnag, mae hyn yn cynnig cyfleoedd o bob math mewn meysydd eraill.
English: It might connect with the Expressive arts Area of Learning and Experience through listening to music, such as Smetana's Vltava, and composing music or creating visual interpretations or dance or dramatic performances to express the river's journey from its source to the sea.
Welsh: Gellid ei gysylltu â Maes Dysgu a Phrofiad y Celfyddydau mynegiannol drwy wrando ar ddarn o gerddoriaeth fel Vltava gan Smetana a chyfansoddi cerddoriaeth neu greu dehongliadau gweledol neu berfformiadau dawns neu ddrama i gyfleu taith yr afon rhwng ei tharddle a'r môr.
English: It offers opportunities to use factual and creative language purposefully to create brochures or poems and to apply mathematical and scientific skills to observe and investigate natural phenomena and measure depth and speed.
Welsh: Bydd cyfleoedd i ddefnyddio iaith ffeithiol a chreadigol yn bwrpasol i greu llyfrynnau neu farddoniaeth ac i gymhwyso sgiliau mathemategol a gwyddonol i arsylwi ac ymchwilio i ffenomenau naturiol a mesur dyfnder a chyflymder.
English: It enables children and young people to improve their health and well-being by appreciating the joy of fresh air and walking safely in the hills to seek the source of their local stream and using map skills to follow all or part of its journey.
Welsh: Bydd yn galluogi plant a phobl ifanc i wella eu hiechyd a lles drwy fwynhau awyr iach a cherdded yn ddiogel yn y bryniau i chwilio am darddle nant leol a defnyddio sgiliau darllen mapiau i ddilyn y cyfan neu ran o'i thaith.
English: 88 None of this is new.
Welsh: 88 Nid yw hyn yn rhywbeth newydd.
English: It is what the most successful schools and practitioners in Wales have been doing effectively for many years.
Welsh: Dyma beth y mae'r rhan fwyaf o ysgolion ac ymarferwyr llwyddiannus yng Nghymru wedi'i wneud yn effeithiol ers blynyddoedd lawer.
English: Such good practice, however, often seemed to take place despite and not because of curriculum and assessment requirements.
Welsh: Fodd bynnag, roedd yn ymddangos yn aml fod ymarfer da o'r fath yn digwydd er gwaethaf ac nid oherwydd gofynion y cwricwlwm a'r trefniadau asesu.
English: A new focus and a different way of organising and thinking about the curriculum through Areas of Learning and Experience and Progression Steps is intended to reinvigorate education and make learning exciting and relevant for children and young people and teachers.
Welsh: Y bwriad wrth gyflwyno ffocws newydd a ffordd wahanol o drefnu a meddwl am y cwricwlwm drwy Feysydd Dysgu a Phrofiad a Chamau Cynnydd yw ailfywiogi addysg a sicrhau bod dysgu'n rhywbeth cyffrous a pherthnasol i blant a phobl ifanc ac athrawon.
English: Secondary For school leaders, the new arrangements will provide greater freedom to plan and provide a more relevant curriculum that will raise standards and meet their young people's needs within a reduced, more coherent and consistent framework of national expectations.
Welsh: Ysgolion uwchradd Ar gyfer arweinwyr ysgol, bydd y trefniadau newydd yn rhoi mwy o ryddid i gynllunio ac yn darparu cwricwlwm mwy perthnasol a fydd yn codi safonau ac yn cwrdd ag anghenion eu pobl ifanc drwy fframwaith o ddisgwyliadau cenedlaethol sy'n llai ond yn fwy cydlynol a chyson.
English: The new arrangements do not represent a recommended timetable structure and schools can work imaginatively to organise the school day, week and year in ways that will ensure breadth and progression in each young person's learning while avoiding the fragmentation that can arise from an exclusively subject-based timetable.
Welsh: Nid yw'r trefniadau newydd yn argymell strwythur amserlen penodol a gall ysgolion drefnu'r diwrnod, yr wythnos a'r flwyddyn ysgol mewn ffyrdd dyfeisgar a fydd yn sicrhau ehangder a dilyniant yn y dysgu gan bob person ifanc gan osgoi'r darnio sy'n gallu codi o amserlen sydd wedi'i seilio'n llwyr ar bynciau.
English: The expectation to raise standards will remain but performance measures will be tailored to the new arrangements and reinforce the need to plan a curriculum that meets the four curriculum purposes.
Welsh: Bydd y disgwyliad o ran codi safonau'n parhau ond bydd mesuriadau perfformiad yn cael eu haddasu ar gyfer y trefniadau newydd ac yn ategu'r angen i gynllunio cwricwlwm sy'n cyflawni'r pedwar diben cwricwlwm.
English: The curriculum in the early years of secondary should be designed in ways that fulfil the expectations of the very many young people who are excited by the move up from primary only to become disillusioned with a curriculum that often lacks conviction and integrity.
Welsh: Ym mlynyddoedd cynnar addysg uwchradd, bydd yn bwysig cynllunio'r cwricwlwm mewn ffyrdd sy'n cyflawni'r disgwyliadau sydd gan nifer mawr o bobl 89 ifanc sy'n edrych ymlaen yn eiddgar at symud o addysg gynradd ond sy'n cael eu dadrithio wedyn gan gwricwlwm sydd yn aml yn annilys ac yn anniddorol.
English: These years should be a stimulating 89 culmination of progression in learning that began in 'Foundation', now reinforced and extended by exposure to specialist subject teaching.
Welsh: Dylai'r blynyddoedd hyn fod yn uchafbwynt cyffrous i'r dilyniant o ddysgu a ddechreuodd yn y Cyfnod Sylfaen, a fydd yn cael ei gryfhau a'i ymestyn yn awr drwy addysgu arbenigol mewn pynciau.