techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: The new evaluation and improvement arrangements aim to drive behaviours which positively support and enable our vision for curriculum and assessment as part of a self-improving system.
Welsh: Nod y trefniadau gwerthuso a gwella newydd yw ysgogi ymddygiad sy'n ategu ac yn galluogi ein gweledigaeth ar gyfer y cwricwlwm ac asesu fel rhan o system sy'n gwella ei hun.
English: Practitioners and school leaders should have the confidence to learn and improve their practice continually.
Welsh: Dylai ymarferwyr ac arweinwyr ysgolion fod â'r hyder i ddysgu a gwella eu harferion yn barhaus.
English: This will enable them to thrive in a supportive and collaborative environment that will raise standards and ensure every young person can fulfil their potential.
Welsh: Bydd hyn yn eu galluogi i ffynnu mewn amgylchedd cefnogol a chydweithredol a fydd yn codi safonau ac yn sicrhau bod pob person ifanc yn gallu cyflawni ei botensial.
English: At the heart of the evaluation and improvement arrangements is effective self-evaluation.
Welsh: Wrth wraidd y trefniadau gwerthuso a gwella mae hunanwerthuso effeithiol.
English: This makes a vital contribution to raising the quality of education and standards of achievement.
Welsh: Mae hyn yn gwneud cyfraniad hollbwysig at wella ansawdd addysg a safonau cyflawniad.
English: To support this, we are
Welsh: Er mwyn cefnogi hyn, rydym yn parhau i weithio gyda rhanddeiliaid allweddol i ddatblygu a mireinio ymhellach yr Adnodd Gwerthuso a Gwella Cenedlaethol sy'n anelu at sicrhau cysondeb cenedlaethol o ran hunanwerthuso ledled Cymru.
English: It will draw best practice from across the education sector and be of value and practical use to schools in support of their approaches to self-evaluation.
Welsh: Bydd yn tynnu'r arferion gorau o bob rhan o'r sector addysg a bydd o werth, ac yn ddefnyddiol yn ymarferol, i ysgolion i gefnogi eu dulliau hunanwerthuso.
English: It will promote a culture of professional reflection, dialogue and learning, and will have a role in building capacity across the system to support the reform journey.
Welsh: Bydd yn hyrwyddo diwylliant o fyfyrio, deialog a dysgu proffesiynol, a bydd rôl iddo o ran meithrin gallu ar draws y system i gefnogi'r daith ddiwygio.
English: Self-evaluation will encourage schools to reflect on their approaches to planning, developing and implementing their curriculum and assessment arrangements.
Welsh: Bydd hunanwerthuso yn annog ysgolion i fyfyrio ar eu dulliau o gynllunio, datblygu a gweithredu eu cwricwlwm a'u trefniadau asesu.
English: It will enable schools to further develop learning and teaching to ensure they are effective in supporting learner progression.
Welsh: Bydd yn galluogi ysgolion i ddatblygu'r dysgu a'r addysgu ymhellach i sicrhau eu bod yn effeithiol o ran cefnogi cynnydd dysgwyr.
English: These developments, in turn, will then be reflected in daily practice.
Welsh: Bydd y datblygiadau hyn, yn eu tro, yn cael eu hadlewyrchu mewn arferion dyddiol.
English: More information on proposals for how schools should be held to account can be found online at
Welsh: Ceir rhagor o wybodaeth am gynigion ar gyfer sut y dylid dal ysgolion i gyfrif ar-lein yn
English: School targets should stem from the ongoing evaluation of a wide range of information and the work of the school as a whole, reflecting strengths and areas for improvement, focusing resources on raising outcomes for learners, and supporting progress for all learners.
Welsh: Dylai targedau ysgol ddeillio o werthusiad parhaus o ystod eang o wybodaeth a gwaith yr ysgol gyfan, gan adlewyrchu cryfderau a meysydd i'w gwella, a chan ganolbwyntio adnoddau ar godi deilliannau i ddysgwyr, a chefnogi cynnydd pob dysgwr.
English: The Welsh Government has been clear in its expectation that school targets should only be used to support self-evaluation and improvement planning at a school level.
Welsh: Mae Llywodraeth Cymru wedi nodi'n glir ei disgwyliad mai dim ond i gefnogi hunanwerthuso a chynllunio gwelliant ar lefel ysgol y dylid defnyddio targedau ysgol.
English: They should not be aggregated up to a local authority or regional measure of performance that is then used to hold schools to account.
Welsh: Ni ddylid eu hystyried yn fesur perfformiad, ar lefel awdurdod lleol na rhanbarthol, i'w ddefnyddio wedyn i ddwyn ysgolion i gyfrif.
English: Nor should they be used to draw comparisons between schools; in fact, to do so would be counterintuitive to a self-improving system.
Welsh: Ni ddylent ychwaith gael eu defnyddio i dynnu cymariaethau rhwng ysgolion; mewn gwirionedd, byddai gwneud hynny'n wrthreddfol i system sy'n gwella ei hun.
English: While self-evaluation and target setting within a school may consider information gathered through individual learner assessment, these activities should not be conflated with external accountability at local authority, regional or national level.
Welsh: Er y gellir ystyried gwybodaeth a gesglir drwy asesiadau dysgwyr unigol wrth hunanwerthuso a gosod targedau o fewn ysgol, ni ddylai'r gweithgareddau hyn gael eu cyfuno ag atebolrwydd allanol ar lefel awdurdod lleol, rhanbarthol na chenedlaethol.
English: More information on proposals for how schools should be held to account can be found online at gov.wales/regulations-governing-school-level-performance-and-absence-targets
Welsh: Ceir rhagor o wybodaeth am gynigion ar gyfer sut y dylid dal ysgolion i gyfrif ar-lein yn
English: Planning for assessment within a school curriculum
Welsh: Cynllunio ar gyfer asesu o fewn cwricwlwm ysgol
English: The principles of progression and the descriptions of learning, articulated in Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment being an integral part of both.
Welsh: Bwriedir i'r egwyddorion cynnydd a'r disgrifiadau dysgu, a fynegir yng nghanllawiau Cwricwlwm i Gymru, arwain y broses o gynllunio'r cwricwlwm a dysgu ac addysgu, gydag asesu'n rhan annatod o'r ddau.
English: Assessment arrangements at a school level are a matter for each school to determine as part of designing their own curriculum.
Welsh: Mae trefniadau asesu ar lefel ysgol yn fater i bob ysgol ei benderfynu fel rhan o'r cynllunio ar gyfer ei gwricwlwm ei hun.
English: This should be appropriate for the needs of all their learners.
Welsh: Dylai hyn fod yn briodol ar gyfer anghenion holl ddysgwyr yr ysgol.
English: Within each school's curriculum, assessment arrangements will need to be designed, planned and delivered in accordance with the following.
Welsh: O fewn cwricwlwm pob ysgol, bydd angen cynllunio a darparu trefniadau asesu yn unol â'r canlynol
English: Statutory requirements
Welsh: Gofynion statudol
English: The proposed duties for schools are set out in 'The law' section of Curriculum for Wales guidance (at
Welsh: Mae'r dyletswyddau arfaethedig ar gyfer ysgolion wedi'u nodi yn adran 'Y gyfraith' yng nghanllawiau Cwricwlwm i Gymru (
English: Statutory guidance, including the key principles of assessment (as outlined in this guidance)
Welsh: Canllawiau statudol, gan gynnwys egwyddorion allweddol asesu (fel y'u hamlinellir yn y canllawiau hyn)
English: As part of this, schools should consider taking forward collaborative approaches through participation in clusters and wider networks.
Welsh: Fel rhan o hyn, dylai ysgolion ystyried datblygu dulliau cydweithredol drwy gymryd rhan mewn clystyrau a rhwydweithiau ehangach.
English: There are a number of fundamental matters that schools should consider when designing their curriculum and providing learning experiences in the classroom.
Welsh: Mae nifer o faterion sylfaenol y dylai ysgolion eu hystyried wrth gynllunio eu cwricwlwm a darparu profiadau dysgu yn yr ystafell ddosbarth.
English: These are as follows.
Welsh: Mae'r rhain fel a ganlyn.
English: Breadth and depth
Welsh: Ehangder a dyfnder
English: Assessment should be an ongoing process that is embedded within day-to-day practice and is fundamental to the learning process.
Welsh: Dylai asesu fod yn broses barhaus sy'n rhan annatod o arferion dyddiol ac sy'n hanfodol i'r broses ddysgu.
English: Progression in learning is a process of increasing sophistication, rather than being about a body of content to be covered.
Welsh: Mae cynnydd mewn dysgu yn broses o ddatblygu'n fwyfwy soffistigedig, yn hytrach na'n gorff o gynnwys i'w astudio.
English: Progression is not linear and different learners are likely to progress in markedly different ways.
Welsh: Nid yw cynnydd yn llinol ac mae dysgwyr gwahanol yn debygol o symud ymlaen a gwneud cynnydd mewn ffyrdd gwahanol iawn.
English: Assessment, built into the school curriculum, should recognise this and allow for a variety of diversions, stops and spurts in a learner's journey.
Welsh: Dylai asesu, sy'n rhan o gwricwlwm yr ysgol, gydnabod hyn a chaniatáu gwyro, stopio a chyflymu yn nhaith y dysgwr.
English: Learners should be assessed in relation to the school curriculum, which will have been designed to reflect the national principles of progression, drawing on the descriptions of learning.
Welsh: Dylai dysgwyr gael eu hasesu mewn perthynas â chwricwlwm yr ysgol, a fydd wedi'i gynllunio i adlewyrchu egwyddorion cenedlaethol cynnydd, gan ddefnyddio'r disgrifiadau dysgu.
English: Practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school curriculum.
Welsh: Dylai ymarferwyr asesu pob dysgwr ar draws y continwwm 3 i 16 yn seiliedig ar y cynnydd a fynegir yn eu cwricwlwm ysgol.
English: In doing so, they should take into account the diverse needs of individual learners.
Welsh: Wrth wneud hynny, dylent ystyried anghenion amrywiol dysgwyr unigol.
English: Schools should not undertake specific assessment activities at each progression step to make a judgement about a learner's progression at a set age or point in time.
Welsh: Ni ddylai ysgolion ymgymryd â gweithgareddau asesu penodol ym mhob cam cynnydd i lunio barn am gynnydd dysgwr ar adeg neu oedran penodol.
English: The purpose of the descriptions of learning is to provide guidance on the pace of progression in order to support practitioners and inform curriculum design and learning and teaching.
Welsh: Diben y disgrifiadau dysgu yw darparu arweiniad ar gyflymder cynnydd er mwyn cefnogi ymarferwyr a llywio'r gwaith o gynllunio'r cwricwlwm a dysgu ac addysgu.
English: They are not a series of criteria to be directly assessed against, nor can they be met with single assessment tasks.
Welsh: Nid cyfres o feini prawf ydynt i'w hasesu'n uniongyrchol yn eu herbyn, ac ni ellir ychwaith eu bodloni gyda thasgau asesu unigol.
English: As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitude and approach to learning is, in order to support their continued progress and to foster commitment to their learning.
Welsh: Fel rhan o'r broses ddysgu, dylai ymarferwyr a dysgwyr ddatblygu dealltwriaeth o sut mae pob dysgwr yn dysgu a beth yw ei agwedd a'i ddull o ddysgu, er mwyn cefnogi ei gynnydd parhaus a meithrin ymrwymiad i'w ddysgu.
English: When a learner enters a school at any point, the school should ensure they
Welsh: Pan fydd dysgwr yn dechrau mewn ysgol ar unrhyw adeg, dylai'r ysgol sicrhau ei bod yn deall ble mae'r dysgwr arni yn ei ddysgu a'r cynnydd y mae wedi'i wneud hyd yma.
English: This understanding should be used to identify the learner's starting point and how the school can best move learning forward.
Welsh: Dylid defnyddio'r ddealltwriaeth hon i nodi man cychwyn y dysgwr a'r ffordd orau i'r ysgol symud y dysgu yn ei flaen.
English: Practitioners should take account of information provided by those who have previously supported the education of the learner.
Welsh: Dylai ymarferwyr roi ystyriaeth i'r wybodaeth a ddarperir gan ymarferwyr sydd wedi cefnogi addysg y dysgwr yn y gorffennol.
English: Assessment is key to supporting 'deep' learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning.
Welsh: Mae asesu yn allweddol i gefnogi dysgu dwfn a dylid ei ddefnyddio i nodi a oes angen i ddysgwr atgyfnerthu dysgu, a oes angen cymorth pellach a/neu a all y dysgwr symud ymlaen i'r camau dysgu nesaf.
English: Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences.
Welsh: Dylid defnyddio asesu arsylwadol a dylai ymarferwyr chwilio am dystiolaeth o 'ddysgu wedi'i wreiddio' i asesu'r hyn y gall dysgwr ei wneud yn gyson ac yn annibynnol mewn ystod o brofiadau dysgu.
English: This should be informed by a good understanding of child development.
Welsh: Dylid seilio hyn ar ddealltwriaeth dda o ddatblygiad plant.
English: As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process.
Welsh: Wrth i ddysgwyr wneud cynnydd ar hyd y continwwm 3 i 16, dylent ymwneud yn fwy uniongyrchol â'r broses asesu.
English: Practitioners should provide opportunities for learners to undertake peer-assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner.
Welsh: Dylai ymarferwyr ddarparu cyfleoedd i ddysgwyr asesu cyfoedion a hunanasesu, gan eu cefnogi i ddatblygu'r sgiliau hyn mewn ffordd sy'n briodol i gam datblygiadol pob dysgwr.
English: Schools should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum.
Welsh: Dylai ysgolion gynllunio ystod o ddulliau a thechnegau asesu sy'n addas i'r diben ac sy'n cefnogi cynnydd ar draws y cwricwlwm cyfan.
English: Some of these may be distinctive to individual areas of learning and experience, some may apply across more than one area, and others may be specific to learners with additional needs.
Welsh: Gall rhai o'r rhain fod yn benodol i feysydd dysgu a phrofiad unigol, gall rhai fod yn berthnasol i fwy nag un Maes, a gall eraill fod yn benodol ar gyfer dysgwyr sydd ag anghenion dysgu ychwanegol (ADY).
English: Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner.
Welsh: Dylid dewis dulliau a thechnegau asesu, a'u haddasu lle bo'n briodol, yn unol ag anghenion y dysgwr.
English: This should take into account the developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability.
Welsh: Dylai hyn ystyried y cam datblygiadol ac unrhyw rwystrau i ddysgu, gan sicrhau bod pob dysgwr yn gallu dangos cynnydd yn unol â'i allu unigol.
English: Statutory online personalised assessments are designed to help the practitioner and learner understand how a learner's reading and numeracy skills are developing and what the next steps should be.
Welsh: Mae asesiadau personol ar-lein statudol wedi'u cynllunio i helpu'r ymarferydd a'r dysgwr i ddeall sut mae sgiliau darllen a rhifedd dysgwr yn datblygu, a beth ddylai'r camau nesaf fod.
English: Online personalised assessments are designed to support learning and teaching and are not to be used for the purpose of external accountability.
Welsh: Cynllunnir asesiadau personol ar-lein i gefnogi dysgu ac addysgu ac ni ddylent gael eu defnyddio at ddibenion atebolrwydd allanol.
English: Recording learner progress
Welsh: Cofnodi cynnydd dysgwyr
English: When designing their curriculum, schools should consider what assessment information needs to be gathered and recorded in order to gauge progress in learning, along with when this should take place and in what level of detail.
Welsh: Wrth gynllunio eu cwricwlwm, dylai ysgolion ystyried pa wybodaeth asesu y mae angen ei chasglu a'i chofnodi er mwyn mesur cynnydd mewn dysgu, ynghyd â phryd y dylid gwneud hyn ac ym mha lefel o fanylder.
English: Headteachers should ensure that the information gathered on learner progression is proportionate and is only used within the school to directly support learner progression and inform teaching.
Welsh: Dylai penaethiaid sicrhau bod yr wybodaeth a gesglir am gynnydd dysgwyr yn gyfrannol a dylai'r wybodaeth ond gael ei defnyddio yn yr ysgol i gefnogi cynnydd y dysgwyr a llywio'r addysgu yn uniongyrchol.
English: It should not be used for the purposes of external accountability.
Welsh: Ni ddylid ei defnyddio at ddibenion atebolrwydd allanol.
English: It may be drawn upon to:
Welsh: Gellir ei ddefnyddio i:
English: inform communications and engagement activity with parents/carers
Welsh: lywio gweithgarwch cyfathrebu ac ymgysylltu â rhieni/gofalwyr
English: support the transition of learners along the 3 to 16 continuum
Welsh: cefnogi'r broses o gefnogi taith dysgwyr ar hyd y continwwm 3 i 16
English: help practitioners and leaders develop their understanding of progression
Welsh: helpu ymarferwyr ac arweinwyr i ddatblygu eu dealltwriaeth o gynnydd
English: inform curriculum development and inform future learning and teaching
Welsh: llywio datblygiad y cwricwlwm a llywio dysgu ac addysgu at y dyfodol
English: identify where improvement and support are needed as part of the school's self-evaluation process.
Welsh: nodi ble mae angen gwella a ble mae angen cymorth fel rhan o broses hunanwerthuso'r ysgol.
English: Developing a shared understanding of progression within and across schools
Welsh: Datblygu dealltwriaeth gyffredin o gynnydd o fewn ac ar draws ysgolion
English: Progression is a fundamental aspect upon which school curricula, and therefore assessment arrangements, are designed and planned.
Welsh: Mae cynnydd yn agwedd sylfaenol ar gynllunio cwricwlwm ysgol, ac felly'r trefniadau asesu.
English: To deliver equity for learners across Wales, it is essential that there is a shared understanding of progression, including expectations around what progression may look like and the pace at which learners may progress.
Welsh: Er mwyn sicrhau cydraddoldeb a thegwch i ddysgwyr ledled Cymru, mae'n hanfodol sicrhau dealltwriaeth gyffredin o gynnydd, gan gynnwys y disgwyliadau o ran y math o gynnydd, a pha mor gyflym y gall dysgwyr symud ymlaen.
English: This shared understanding should be developed through both professional learning and as an ongoing process both within and across schools, of which professional dialogue is a fundamental aspect.
Welsh: Dylid datblygu'r gyd-ddealltwriaeth hon trwy ddysgu proffesiynol ac fel proses barhaus o fewn ac ar draws ysgolion - ac mae deialog broffesiynol yn agwedd sylfaenol ar hyn.
English: Professional dialogue for this purpose provides opportunities for leaders and practitioners to share and reflect on the impact of their school curriculum, their experiences of the learning process and of supporting all learners to progress.
Welsh: Mae deialog broffesiynol i'r diben hwn yn rhoi cyfleoedd i arweinwyr ac ymarferwyr rannu a myfyrio ar effaith eu cwricwlwm ysgol, eu profiadau o'r broses ddysgu ac o gefnogi pob dysgwr i wneud cynnydd.
English: This enables them to learn from each other and support a process of continuous improvement.
Welsh: Mae hyn yn eu galluogi i ddysgu oddi wrth ei gilydd ac i gefnogi proses o welliant parhaus.
English: This forms part of, and builds upon, the interactions which take place on a daily basis as part of learning and teaching, e.g. learner to learner, learner to practitioner and practitioner to leader.
Welsh: Mae hyn yn rhan o'r rhyngweithio sy'n digwydd bob dydd fel rhan o'r dysgu a'r addysgu, ac mae'n adeiladu ar y rhyngweithiadau hynny, e.e. dysgwr i ddysgwr, dysgwr i ymarferydd ac ymarferydd i arweinydd.
English: It will help leaders and practitioners
Welsh: Bydd yn helpu arweinwyr ac ymarferwyr i ddeall yr effaith y mae dysgu ac addysgu yn ei chael ar bawb sy'n gysylltiedig.
English: During the process of developing a shared understanding of progression, leaders and practitioners should consider:
Welsh: Yn ystod y broses o ddatblygu dealltwriaeth gyffredin o gynnydd, dylai arweinwyr ac ymarferwyr ystyried:
English: how their school has designed its curriculum and assessment arrangements to reflect the principles of progression, guided by the descriptions of learning
Welsh: sut mae eu hysgol wedi cynllunio ei chwricwlwm a'i threfniadau asesu i adlewyrchu'r egwyddorion cynnydd, gydag arweiniad gan y disgrifiadau dysgu
English: the impact this has had upon teaching
Welsh: yr effaith a gafodd hyn ar addysgu
English: the impact this has had upon individual learners and how this is demonstrated in their progression and the outcomes of their learning
Welsh: yr effaith a gafodd hyn ar ddysgwyr unigol a sut y dangosir hyn yn eu cynnydd a'u deilliannau dysgu
English: the process of learning, i.e. how their learners are learning.
Welsh: y broses ddysgu, h.y. sut mae eu dysgwyr yn dysgu.
English: The insight and understanding gained as a result of this professional dialogue should inform each school's self-evaluation process, helping define future priorities for leadership, curriculum design and learning and teaching.
Welsh: Dylai'r mewnwelediad a'r ddealltwriaeth a geir o ganlyniad i'r ddeialog broffesiynol hon lywio proses hunanwerthuso pob ysgol, gan helpu i ddiffinio blaenoriaethau'r dyfodol ar gyfer arweinyddiaeth, cynllunio'r cwricwlwm a dysgu ac addysgu.
English: Professional dialogue within a school
Welsh: Deialog broffesiynol o fewn ysgol
English: Schools must develop and embed a process and structures that enable the staff within their school to develop a shared understanding of progression as articulated in the principles of progression, drawing on the descriptions of learning and broader Curriculum for Wales guidance.
Welsh: Rhaid i ysgolion ddatblygu a sefydlu proses a strwythurau sy'n galluogi'r staff yn eu hysgol i ddatblygu dealltwriaeth gyffredin o gynnydd fel y'i mynegir yn yr egwyddorion cynnydd, gan ddefnyddio'r disgrifiadau dysgu a chanllawiau eraill Cwricwlwm i Gymru.
English: As part of this, schools should ensure that all practitioners have the opportunity to take part in professional dialogue for this purpose within their school.
Welsh: Fel rhan o hyn, dylai ysgolion sicrhau bod pob ymarferydd yn cael y cyfle i gymryd rhan mewn deialog broffesiynol o fewn eu hysgol i'r diben hwn.
English: This process should also ensure that this understanding is reflected in the development and refinement of both the school curriculum and daily practice.
Welsh: Dylai'r broses hon hefyd sicrhau bod y ddealltwriaeth hon yn cael ei hadlewyrchu wrth ddatblygu a mireinio cwricwlwm yr ysgol ac arferion dyddiol.
English: This should be an ongoing process that takes account of the full breadth of the school curriculum.
Welsh: Dylai hon fod yn broses barhaus sydd yn rhoi ystyriaeth i'r cwricwlwm ysgol yn ei gyfanrwydd.
English: Professional dialogue between schools
Welsh: Deialog broffesiynol rhwng ysgolion
English: Professional dialogue between schools for the purpose of developing a shared understanding of progression should also be a continuous process that takes account of the full breadth of the curriculum.
Welsh: Dylai deialog broffesiynol rhwng ysgolion er mwyn datblygu dealltwriaeth gyffredin o gynnydd hefyd fod yn broses barhaus sy'n rhoi ystyriaeth i'r cwricwlwm cyfan.
English: It should build upon the professional dialogue that has taken place within schools, and should enable schools to learn from each other.
Welsh: Dylai adeiladu ar y ddeialog broffesiynol sydd wedi digwydd mewn ysgolion, a dylai alluogi ysgolion i ddysgu oddi wrth ei gilydd.
English: Schools must work with their cluster to put appropriate arrangements and processes in place to support this, with each school participating on an equal basis.
Welsh: Rhaid i ysgolion weithio gyda'u clwstwr i roi trefniadau a phrosesau priodol ar waith i gefnogi hyn, gyda phob ysgol yn cymryd rhan yn gyfartal.
English: The cluster should work together to establish the most effective ways of working.
Welsh: Dylai ysgolion y clwstwr weithio gyda'i gilydd i sefydlu'r ffyrdd mwyaf effeithiol o weithio.