techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Increasing effectiveness
Welsh: Cynyddu effeithiolrwydd
English: As learners progress, they should become increasingly effective.
Welsh: Wrth i ddysgwyr wneud cynnydd, dylen nhw ddod yn gynyddol effeithiol.
English: This includes increasingly successful approaches to self-evaluation, identification of their next steps in learning and more effective means of self-regulation.
Welsh: Mae hyn yn cynnwys dulliau cynyddol lwyddiannus o hunanwerthuso, adnabod eu camau dysgu nesaf, a dulliau mwy effeithiol o hunanreoleiddio.
English: They become increasingly able to seek appropriate support and to identify sources of that support.
Welsh: Mae eu gallu i fynd ati i geisio cymorth priodol ac adnabod ffynonellau ar gyfer y cymorth hynny yn cynyddu.
English: They ask more sophisticated questions and find and evaluate answers from a range of sources.
Welsh: Maen nhw'n gofyn cwestiynau cynyddol soffistigedig ac yn dod o hyd i atebion o ystod o ffynonellau a'u gwerthuso.
English: They become increasingly effective at learning in a social and work-related context.
Welsh: Maen nhw'n dod yn gynyddol effeithiol wrth ddysgu mewn cyd-destun cymdeithasol a chyd-destun sy'n gysylltiedig â byd gwaith.
English: Designing a curriculum in Wales and for Wales
Welsh: Cynllunio cwricwlwm yng Nghymru, i Gymru
English: The Framework reflects Wales, its cultural heritage and diversity, its languages and the values, histories and traditions of its communities and all of its people.
Welsh: Mae'r Fframwaith yn adlewyrchu Cymru, ei threftadaeth ddiwylliannol a'i hamrywiaeth, ei hieithoedd a'i gwerthoedd, hanes a thraddodiadau ei chymunedau a'i holl bobl.
English: Instilling learners with passion and pride in themselves, their communities and their country is central to the
Welsh: Mae annog dysgwyr i feithrin ymdeimlad o angerdd a balchder yn eu hunain, eu cymunedau a'u gwlad yn ganolog i'r
English: Learners should be grounded in an understanding of the identities, landscapes and histories that come together to form their
Welsh: Dylai dysgwyr gael eu trwytho yn nealltwriaeth o'r hunaniaethau, y tirluniau a'r gwahanol hanes sy'n dod at ei gilydd i ffurfio'u 'cynefin'.
English: This will not only allow them to develop a strong sense of their own identity and well-being, but to develop an understanding of others' identities and make connections with people, places and histories elsewhere in Wales and across the world.
Welsh: Bydd hyn nid yn unig yn eu galluogi i feithrin ymdeimlad cryf o'u hunaniaeth a'u lles eu hunain, ond hefyd yn eu galluogi i feithrin dealltwriaeth o hunaniaeth pobl eraill a chreu cysylltiadau â phobl, lleoedd a hanes mewn mannau eraill yng Nghymru a ledled y byd.
English: It is important for this to be inclusive and to draw on the experiences, perspectives and cultural heritage of contemporary Wales.
Welsh: Mae'n bwysig bod hyn yn gynhwysol ac yn tynnu ar brofiadau, safbwyntiau a threftadaeth ddiwylliannol y Gymru gyfoes.
English: Confidence in their identities helps learners appreciate the contribution they and others can make within their different communities and to develop and explore their responses to local, national and global matters.
Welsh: Mae bod â hyder yn eu hunaniaeth yn helpu dysgwyr i werthfawrogi'r cyfraniad y gallan nhw ac eraill ei wneud yn eu cymunedau ac i ddatblygu ac archwilio eu hymatebion i faterion lleol, cenedlaethol a byd-eang.
English: It also helps them to explore, make connections and develop understanding within a diverse society.
Welsh: Mae hefyd yn eu helpu i archwilio, creu cysylltiadau a meithrin dealltwriaeth o fewn cymdeithas amrywiol.
English: This also recognises that Wales, like any other society, is not a uniform entity, but encompasses a range of values, perspectives, cultures and histories:
Welsh: Mae hyn hefyd yn cydnabod nad yw Cymru, fel unrhyw gymdeithas arall, yn unffurf, ond ei bod yn hytrach yn gyfuniad o werthoedd, safbwyntiau, diwylliannau a hanes sy'n cynnwys pawb sy'n byw yng Nghymru.
English: that includes everybody who lives in Wales.
Welsh: Nid yw'r cynefin hwn yn un lleol yn unig;
English: This
Welsh: mae'n gosod sail ar gyfer dinasyddiaeth genedlaethol a rhyngwladol.
English: Further guidance on developing the Welsh context in learning is provided in the section on
Welsh: Ceir rhagor o ganllawiau ar ddatblygu'r cyd-destun Cymreig mewn dysgu yn yr adran ar
English: The Framework also reflects our bilingual nation.
Welsh: Mae'r Fframwaith hefyd yn adlewyrchu ein cenedl ddwyieithog.
English: All learners should have appropriate pathways for learning Welsh and English to enable them to develop the confidence to use both languages in everyday life.
Welsh: Dylai fod llwybrau ar gael i bob dysgwr ddysgu Cymraeg a Saesneg er mwyn eu galluogi i fagu'r hyder i ddefnyddio'r ddwy iaith mewn bywyd bob dydd.
English: Opportunities to use Welsh within and beyond the classroom (including on digital platforms) support learners to use Welsh confidently and appreciate its usefulness to communication in a bilingual Wales.
Welsh: Mae cyfleoedd i ddefnyddio'r Gymraeg yn yr ystafell ddosbarth a thu hwnt (gan gynnwys ar blatfformau digidol) yn cefnogi dysgwyr i ddefnyddio'r Gymraeg yn hyderus a gwerthfawrogi pa mor ddefnyddiol ydyw er mwyn cyfathrebu mewn Cymru ddwyieithog.
English: Being (at the least) bilingual is not only a communication skill.
Welsh: Mae bod yn ddwyieithog (o leiaf) yn fwy na sgil cyfathrebu.
English: Access to both languages helps unlock Wales's rich and unique literatures, geography, democracy, history and culture.
Welsh: Gall mynediad at y ddwy iaith helpu i agor y drws i lenyddiaeth, daearyddiaeth, democratiaeth, hanes a diwylliant cyfoethog ac unigryw Cymru.
English: To have knowledge, experience and an understanding of these supports learners to be active and successful citizens in contemporary Wales.
Welsh: Mae meddu ar wybodaeth, profiad a dealltwriaeth o'r rhain yn cefnogi dysgwyr i fod yn ddinasyddion gweithredol a llwyddiannus yn y Gymru gyfoes.
English: Developing learners' comfort and ability to work in two languages also provides a strong foundation for learners to engage with different languages they encounter and develop learning in other languages as they progress.
Welsh: Mae datblygu rhwyddineb a gallu dysgwyr i weithio mewn dwy iaith hefyd yn cynnig sail gadarn i ddysgwyr ymgysylltu â'r gwahanol ieithoedd y byddan nhw'n dod i gysylltiad â nhw, gan ddatblygu dysgu mewn ieithoedd eraill wrth iddyn nhw wneud cynnydd.
English: Schools should ensure rich language environments for all learners and reading, listening, speaking and writing across the curriculum should be developmentally appropriate.
Welsh: Dylai ysgolion ddarparu amgylcheddau iaith cyfoethog i ddysgwyr, a dylai tasgau darllen, gwrando, siarad ac ysgrifennu ar draws y cwricwlwm fod yn ddatblygiadol briodol.
English: Assessment is an integral part of the learning process, with practitioners working with learners to help identify their strengths, areas for development and next steps in learning.
Welsh: Mae asesu yn rhan annatod o'r broses ddysgu, gydag ymarferwyr yn gweithio gyda dysgwyr er mwyn helpu i adnabod eu cryfderau, meysydd iddyn nhw eu datblygu a'u camau dysgu nesaf.
English: When designing assessment arrangements as part of a school curriculum, the following should be guiding principles.
Welsh: Wrth ddylunio trefniadau asesu fel rhan o gwricwlwm ysgol, dylid dilyn yr egwyddorion arweiniol canlynol.
English: The purpose of assessment is to support the progression of each individual learner in relation to the 3 to 16 continuum
Welsh: Diben asesu yw cefnogi cynnydd pob dysgwr unigol mewn perthynas â'r continwwm 3 i 16
English: Learners are at the heart of assessment and should be supported to become active participants in the learning process.
Welsh: Mae dysgwyr wrth wraidd y broses asesu a dylen nhw gael eu cefnogi i gymryd rhan weithredol yn y broses ddysgu.
English: Assessment is an ongoing process which is indistinguishable from learning and teaching.
Welsh: Mae asesu yn broses barhaus sy'n rhan naturiol o ddysgu ac addysgu.
English: A shared understanding of progression, developed through professional dialogue, is integral to
Welsh: Mae dealltwriaeth gyffredin o gynnydd, wedi'i meithrin drwy ddeialog proffesiynol, yn rhan annatod o'r gwaith o
English: Learning across the breadth of the curriculum should draw on a wide range of assessment approaches, building a holistic picture of the learner's development.
Welsh: Dylai dysgu ar draws ehangder y cwricwlwm fanteisio ar ystod eang o ddulliau asesu, gan greu darlun holistiaidd o ddatblygiad dysgwr.
English: Engagement between the learners, their parents/carers and practitioners is essential for progression and well-being.
Welsh: Mae ymgysylltiad rhwng y dysgwyr, eu rhieni/gofalwyr a'r ymarferwyr yn hanfodol er mwyn sicrhau cynnydd a lles.
English: The overarching purpose of assessment is to support every learner to make progress.
Welsh: Diben cyffredinol asesu yw cefnogi pob dysgwyr i wneud cynnydd.
English: When planning and delivering learning experiences, schools and practitioners should be clear about the specific role of each assessment being undertaken and what the understanding gained from assessment will be used for and why
Welsh: Wrth gynllunio, a darparu profiadau dysgu, dylai ysgolion ac ymarferwyr fod yn glir ynghylch rôl benodol pob asesiad a gynhelir ac at ba ddiben y defnyddir y ddealltwriaeth a geir yn sgil yr asesiad, a pham
English: In this respect,
Welsh: Yn hyn o beth,
English: Supporting individual learners
Welsh: Cefnogi dysgwyr unigol
English: Assessment should focus on identifying each individual learner's strengths, achievements, areas for improvement and, if relevant, any barriers to learning.
Welsh: Dylai'r broses asesu ganolbwyntio ar adnabod cryfderau pob dysgwr unigol, ei gyflawniadau, ei meysydd i'w datblygu a, lle y bo'n briodol, dylai ystyried unrhyw rwystrau i ddysgu.
English: This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge or support required.
Welsh: Dylai ymarferwyr ddefnyddio'r ddealltwriaeth hon, mewn trafodaeth â'r dysgwr, i benderfynu ar y camau nesaf sydd eu hangen er mwyn datblygu'r dysgu, gan gynnwys unrhyw heriau ychwanegol neu unrhyw gymorth sydd ei angen.
English: This should be achieved by embedding assessment into practice in a way that engages the learner and makes it indistinguishable from learning and teaching.
Welsh: Dylid cyflawni hyn drwy ymgorffori asesu fel rhan o'i ymarfer mewn ffordd sy'n ennyn diddordeb y dysgwr ac sy'n golygu ei fod yn rhan naturiol o ddysgu ac addysgu.
English: This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis.
Welsh: Mae hyn yn galluogi'r ymarferydd i ymateb i anghenion unigol yr holl ddysgwyr yn ei ystafell ddosbarth yn barhaus.
English: Identifying, capturing and
Welsh: Adnabod, cofnodi a myfyrio ar gynnydd dysgwyr unigol dros amser
English: Assessment should support practitioners in identifying the progress being made by an individual learner, recording this where appropriate, to understand their journey over different periods of time and in a variety of ways, in order to ensure there is progression.
Welsh: Dylai'r broses asesu helpu ymarferwyr i adnabod y cynnydd a wneir gan ddysgwyr unigol, gan gofnodi hyn lle y bo'n briodol, er mwyn deall ei daith dros wahanol gyfnodau o amser ac mewn amrywiaeth o ffyrdd, er mwyn sicrhau bod cynnydd yn cael ei wneud.
English: This includes developing an understanding of
Welsh: Mae hyn yn cynnwys meithrin dealltwriaeth o 'sut' y mae dysgwr wedi dysgu, yn ogystal â'r 'hyn'
English: Reflecting on a learner's progress over time should enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge which may be required.
Welsh: Dylai myfyrio ar gynnydd dysgwr dros amser alluogi ymarferwyr i roi adborth a helpu i gynllunio ei ddysgu yn y dyfodol, gan gynnwys unrhyw ymyriadau, unrhyw gymorth ychwanegol neu her y gall fod eu hangen.
English: This should include both immediate next steps and longer-term
Welsh: Dylai hyn gynnwys y camau nesaf uniongyrchol a'r amcanion a'r nodau tymor-hwy y dylai'r dysgwr weithio tuag atyn nhw er mwyn ei helpu i barhau i symud ymlaen o ran ei ddysgu.
English: It can also be used as a basis for communicating and engaging with parents/carers.
Welsh: Gellir defnyddio hyn hefyd fel sail ar gyfer cyfathrebu ac ymgysylltu â rhieni/gofalwyr.
English: Understanding group progress
Welsh: Deall cynnydd grŵp er mwyn
English: Assessment should also enable practitioners and leaders within the school to understand whether different groups of learners are making expected progress.
Welsh: Dylai'r broses asesu hefyd alluogi ymarferwyr ac arweinwyr yn yr ysgol i ddeall a yw gwahanol grwpiau o ddysgwyr yn gwneud y cynnydd disgwyliedig.
English: This should be used to identify strengths and areas for improvement in both the school curriculum and daily practice, including consideration of how the needs of learners as individuals have been met.
Welsh: Dylid defnyddio hyn i nodi cryfderau a meysydd i'w gwella yng nghwricwlwm yr ysgol a'r dull addysgu dyddiol, gan gynnwys ystyried sut y mae anghenion dysgwyr fel unigolion wedi cael eu diwallu.
English: For further information, see
Welsh: I gael rhagor o fanylion, gweler
English: Assessment guidance
Welsh: Canllawiau asesu.
English: A curriculum accessible to all
Welsh: Cwricwlwm sy'n hygyrch i bawb
English: A school's curriculum should raise the aspirations for all learners.
Welsh: Dylai cwricwlwm ysgol godi dyheadau pob dysgwr.
English: It should consider how all learners will be supported to realise the
Welsh: Dylai ystyried sut y caiff pob dysgwr ei gefnogi i gyflawni'r
English: This is essential for learners to play an active part in their community and wider society, and to thrive in an increasingly complex world.
Welsh: Mae hyn yn hanfodol er mwyn i bob dysgwr chwarae rhan weithredol yn ei gymuned a'r gymdeithas ehangach, a ffynnu mewn byd cynyddol gymhleth.
English: Schools should be aware of the needs and circumstances of all their learners when designing their own curriculum, considering equity of opportunity when putting into place support and interventions or making reasonable adjustments.
Welsh: Dylai ysgolion fod yn ymwybodol o anghenion ac amgylchiadau eu holl ddysgwyr wrth gynllunio eu cwricwlwm eu hunain, gan ystyried cyfle teg wrth roi cymorth ac ymyriadau ar waith neu wneud addasiadau rhesymol.
English: This guidance has been developed to be inclusive of all learners, including those with additional learning needs (ALN).
Welsh: Datblygwyd y canllawiau hyn i gynnwys pob dysgwr, gan gynnwys y rhai ag anghenion dysgu ychwanegol (ADY).
English: It is also intended to support schools to design inclusive school curricula.
Welsh: Bwriedir iddyn nhw hefyd gefnogi ysgolion i ddylunio cwricwla ysgol cynhwysol.
English: Learners will progress along the same continuum of learning within each Area from ages 3 to 16.
Welsh: Bydd dysgwr yn gwneud cynnydd ar hyd yr un continwwm dysgu o fewn pob Maes, o 3 i 16 oed.
English: However, the pace at which they progress along the continuum may differ - allowing for a diversion, repetition and reflection as each learner's thinking, knowledge and skills develop over time.
Welsh: Fodd bynnag, mae'n bosibl y byddan nhw'n symud ar hyd y continwwm ar wahanol gyflymder - gan ganiatáu ar gyfer gwyro, ailadrodd a myfyrio wrth i ddealltwriaeth, gwybodaeth a sgiliau pob dysgwr ddatblygu dros amser.
English: Schools and practitioners have discretion when planning for progression, giving due regard to all learners in their settings/schools.
Welsh: Gall ysgolion ac ymarferwyr arfer eu disgresiwn wrth gynllunio ar gyfer cynnydd, gan roi sylw dyledus i bob dysgwr yn eu lleoliad neu ysgol.
English: Key to this is consideration of learners with ALN and this guidance has been developed with ALN practitioners and specialist professionals.
Welsh: Mae rhoi ystyriaeth i ddysgwyr ag ADY yn hollbwysig yn hyn o beth a datblygwyd y canllawiau hyn gydag ymarferwyr ADY a gweithwyr proffesiynol arbenigol.
English: It should therefore support the planning for progression for learners with ALN.
Welsh: Felly, dylen nhw gefnogi'r broses o gynllunio ar gyfer cynnydd i ddysgwyr ag ADY.
English: Where this guidance makes reference to specific verbs such as 'talk', 'move' or 'create', these should be interpreted according to the needs of the learners.
Welsh: Lle mae'r canllawiau hyn yn cyfeirio at ferfau penodol fel 'siarad', 'symud' neu 'greu', dylid eu dehongli yn unol ag anghenion y dysgwyr.
English: Schools should acknowledge the importance of professional development for staff with responsibility for and who work with learners with ALN.
Welsh: Dylai ysgolion gydnabod pwysigrwydd datblygiad proffesiynol i staff sy'n gyfrifol am ddysgwyr ag ADY ac sy'n gweithio gyda nhw.
English: There should be opportunities for collaboration between schools, relevant agencies and wider professionals when designing the school curriculum.
Welsh: Dylid sicrhau bod cyfleoedd i ysgolion gydweithredu ag asiantaethau perthnasol a gweithwyr proffesiynol ehangach wrth gynllunio cwricwlwm yr ysgol.
English: A school's curriculum should also provide stretch and challenge for more able and talented learners and enable them to progress along the continuum of learning at a pace appropriate to them.
Welsh: Dylai cwricwlwm ysgol hefyd ymestyn a herio dysgwyr mwy abl a thalentog a'u galluogi i symud ar hyd y continwwm dysgu ar gyflymder sy'n briodol iddyn nhw.
English: A critical part of raising aspirations for all learners and addressing different gaps in attainment is ensuring that all learners are supported to realise the
Welsh: Rhan hanfodol o godi dyheadau i bob dysgwr a mynd i'r afael â bylchau o ran cyrhaeddiad yw sicrhau bod pob dysgwr yn cael ei gefnogi i gyflawni'r
English: This includes gaps influenced by different socio-economic backgrounds but may be far wider.
Welsh: Mae hyn yn cynnwys bylchau y mae cefndiroedd economaidd-gymdeithasol gwahanol yn dylanwadu arnyn nhw, ond gallan nhw hefyd fod yn ehangach o lawer.
English: This should be supported by provision which responds to the specific needs and circumstances of learners.
Welsh: Dylai hyn gael ei gefnogi gan ddarpariaeth sy'n ymateb i anghenion ac amgylchiadau penodol dysgwyr.
English: In particular, this should consider what specific
Welsh: Yn benodol, dylai hyn ystyried pa
English: Understanding group progress
Welsh: Mae deall cynnydd grŵp
English: It is not about external reporting, but is about schools and practitioners understanding what they need to know about their learners, and which other agencies they need to work with, in order for them all to maximise their potential and identifying specific challenge and support which particular groups might need.
Welsh: Nid yw'n ymwneud ag adroddiadau allanol, ond yn hytrach, mae'n ymwneud â sicrhau bod ysgolion ac ymarferwyr yn deall yr hyn y mae angen iddyn nhw ei wybod am eu dysgwyr, a pha asiantaethau eraill y mae angen iddyn nhw weithio gyda nhw, er mwyn iddyn nhw oll wireddu eu llawn botensial, a nodi her a chymorth penodol y gall fod eu hangen ar grwpiau penodol.
English: Principles of curriculum design
Welsh: Egwyddorion cynllunio cwricwlwm
English: The vision for curriculum that schools have developed should then guide curriculum design.
Welsh: Dylai'r weledigaeth a ddatblygwyd gan ysgolion lywio'r gwaith o gynllunio cwricwlwm.
English: Based on the curriculum requirements set out in legislation, their curriculum must:
Welsh: Yn seiliedig ar ofynion y cwricwlwm a nodir mewn deddfwriaeth, mae'n rhaid i'w cwricwlwm:
English: enable learners to make progress towards the
Welsh: alluogi dysgwyr i wneud cynnydd tuag at gyflawni'r
English: be broad and balanced
Welsh: bod yn eang ac yn gytbwys
English: be suitable for learners of different ages, abilities and aptitudes
Welsh: bod yn addas i ddysgwyr o wahanol oedrannau, galluoedd a doniau
English: provide for appropriate learner progression
Welsh: darparu ar gyfer cynnydd priodol dysgwyr
English: include all six Areas
Welsh: cynnwys pob un o'r chwe Maes
English: cover every statement of what matters
Welsh: cwmpasu pob datganiad o'r hyn sy'n bwysig
English: include the mandatory curriculum components of religion, values and ethics, relationships and sexuality education, Welsh and English
Welsh: cynnwys yr elfennau gorfodol o'r cwricwlwm, sef crefydd, gwerthoedd a moeseg, addysg cydberthynas a rhywioldeb, Cymraeg a Saesneg
English: embed the mandatory cross-curricular skills
Welsh: ymgorffori'r sgiliau trawsgwricwlaidd gorfodol
English: incorporate a range of assessment approaches which support learner progression
Welsh: cynnwys ystod o ddulliau asesu sy'n cefnogi cynnydd dysgwyr
English: provide choice for learners in what they study at 14 to 16 but still ensure every learner has learning in each Area.
Welsh: rhoi dewis i ddysgwyr o ran yr hyn y maen nhw'n ei astudio pan fyddan nhw rhwng 14 ac 16 oed, ond parhau i sicrhau bod pob dysgwr yn dysgu ym mhob Maes.
English: This guidance should also:
Welsh: Mae'r canllawiau hyn yn pennu y dylai'r cwricwlwm hefyd:
English: provide a breadth of learning, drawing together a range of experiences, knowledge and skills across a range of contexts, topics and activities, making links across Areas
Welsh: ddarparu dysgu eang, gan dynnu ystod o brofiadau, gwybodaeth a sgiliau ynghyd ar draws ystod o gyd-destunau, testunau a gweithgareddau, gan greu cysylltiadau ar draws Meysydd
English: provide for, over time, an increasing depth and sophistication of learning
Welsh: dros amser, darparu ar gyfer dysgu cynyddol ddwfn a soffistigedig
English: be developmentally appropriate and drive learners' progression
Welsh: bod yn ddatblygiadol briodol ac ysgogi cynnydd dysgwyr
English: incorporate opportunities for learning and consideration of cross-cutting elements, which:
Welsh: cynnwys cyfleoedd ar gyfer dysgu ac ystyried elfennau trawsbynciol, sy'n:
English: allow learners to consider local, national and international contexts
Welsh: galluogi dysgwyr i ystyried cyd-destunau lleol, cenedlaethol a rhyngwladol
English: develop understanding of careers and work-related experiences
Welsh: meithrin dealltwriaeth o yrfaoedd a phrofiadau cysylltiedig â byd gwaith
English: develop understanding of human rights education and diversity.
Welsh: meithrin dealltwriaeth o addysg hawliau dynol ac amrywiaeth.
English: Using the guidance to select curriculum content
Welsh: Defnyddio'r canllawiau i ddewis cynnwys cwricwlwm
English: Each element of the guidance within the Areas has been developed to support the selection of curriculum content. These are:
Welsh: Mae pob elfen o'r canllawiau hyn o fewn y Meysydd wedi'i datblygu i gefnogi'r broses o ddewis cynnwys cwricwlwm, sef:
English: statements of what matters
Welsh: datganiadau o'r hyn sy'n bwysig
English: descriptions of learning
Welsh: disgrifiadau dysgu
English: principles of progression.
Welsh: egwyddorion cynnydd.
English: A school's curriculum must cover all of the statements of what matters from age 3 to 16, providing engagement with their key concepts in a developmentally appropriate way.
Welsh: Mae'n rhaid i gwricwlwm ysgol gwmpasu'r holl ddatganiadau o'r hyn sy'n bwysig o 3 i 16, gan ymgysylltu â'u cysyniadau allweddol mewn modd datblygiadol briodol.
English: These statements are therefore an essential part of schools' curriculum design.
Welsh: Felly, mae'r datganiadau hyn yn rhan hanfodol o gynllun cwricwlwm ysgol.
English: Schools and practitioners must use the statements of what matters to guide the development of curriculum content, using them to:
Welsh: Mae'n rhaid i ysgolion ac ymarferwyr ddefnyddio'r datganiadau o'r hyn sy'n bwysig i lywio'r broses o ddatblygu cynnwys cwricwlwm, gan eu defnyddio i: