techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Progression steps as reference points are to be used to plan learning and teaching, and planning should recognise that there are a number of different pathways for learners' journeys, with the progression steps providing a common routemap.
Welsh: Dylid defnyddio camau cynnydd fel pwyntiau cyfeirio
English: As outlined in the section 'Context:
Welsh: Fel yr amlinellir yn adran 'Cyd-destun:
English: Progression and Curriculum for Wales 2022', achievement
Welsh: Cynnydd a Chwricwlwm i Gymru 2022', ni ddylai'r deilliannau
English: Instead they should be used as the basis for ongoing assessment - building an accurate picture of how a learner is progressing, in relation to the various knowledge, skills and competencies across the curriculum.
Welsh: Yn lle hynny,
English: This will provide direction for practitioners and learners on where they are making progress, where support is required to make further progress, and what they should do next.
Welsh: Bydd hyn yn rhoi cyfeiriad i ymarferwyr a dysgwyr o ran y meysydd lle maent yn gwneud cynnydd, y meysydd lle mae angen cymorth arnynt i wneud cynnydd pellach, a'r camau nesaf.
English: The focus should always be on moving learning forward and ensuring that each learner is supported and challenged appropriately, according to their individual needs.
Welsh: Dylid bob amser ganolbwyntio
English: Assessment should be used to identify those who could progress to more advanced activities, and those who require further consolidation in relation to the relevant achievement outcomes.
Welsh: Dylid defnyddio asesu i nodi'r dysgwyr hynny a allai symud ymlaen i weithgareddau mwy ymestynnol,
English: Deep learning is evidenced when the learning descriptions in the achievement outcomes have been met securely.
Welsh: Amlygir dysgu dwfn pan fo disgriﬁadau'r dysgu yn y deilliannau cyﬂawniad wedi cael eu cyﬂawni'n gadarn.
English: This deep, or secure, learning brings together a breadth of knowledge and skills which learners can use and apply in new and challenging contexts.
Welsh: Mae'r dysgu dwfn, neu gadarn, hwn yn cyfuno amrywiaeth o wybodaeth a
English: Teacher assessment is key to supporting this as it can cover the full breadth of intended learning.
Welsh: Mae asesiadau athrawon yn allweddol i ategu hyn gan eu bod yn gallu cwmpasu'r holl ddysgu.
English: In relation to the early years of education, as part of day-to-day activities, practitioners will look for evidence of 'embedded learning'.
Welsh: O ran addysg y blynyddoedd cynnar, fel rhan o'r gweithgareddau bob dydd, bydd ymarferwyr yn chwilio am dystiolaeth o ddysgu sydd wedi'i wreiddio.
English: This is to assess what a learner can do consistently and independently, in a range of everyday situations.
Welsh: Nod hyn yw asesu'r hyn y gall dysgwr ei wneud yn gyson ac yn annibynnol, mewn amrywiaeth o sefyllfaoedd pob-dydd.
English: When assessing learner progress a range of assessment methods should be used, some of which may be distinctive to individual areas of learning and experience, others which may support learner progression across more than one area of learning and experience.
Welsh: Wrth asesu cynnydd dysgwr, dylid defnyddio amrywiaeth o ddulliau asesu, y gall rhai ohonynt fod yn
English: To support and enable practitioners to plan appropriately to meet the needs of each individual, it is proposed that a baseline assessment
Welsh: Er mwyn cefnogi a galluogi ymarferwyr i gynllunio'n briodol i ddiwallu anghenion pob unigolyn, cynigir cynnal asesiad sylfaenol
English: Although in Curriculum for Wales 2022 the concept of 'phases' and 'stages' in education will no longer be
Welsh: Er na fydd y cysyniad o 'gamau' a 'chyfnodau' yn berthnasol mwyach yng Nghwricwlwm i
English: applicable, there will still be a clear need for an on-entry assessment, to enable practitioners to provide a developmentally appropriate curriculum from which all learners can beneﬁt, and which is aligned to their needs.
Welsh: Gymru 2022, bydd angen cynnal asesiad ar fynediad o hyd, er mwyn galluogi ymarferwyr i ddarparu cwricwlwm sy'n briodol o ran datblygiad, sy'n diwallu anghenion y dysgwyr ac y gall pob
English: The Welsh Government will be working with partners during 2019 to review the current Foundation Phase Proﬁle, and to consider how we can build on the tool to
Welsh: Bydd Llywodraeth Cymru yn gweithio gyda phartneriaid yn ystod 2019 i adolygu Profﬁl cyfredol y Cyfnod Sylfaen ac ystyried sut y gallwn adeiladu ar yr adnodd
English: Online personalised assessment
Welsh: Asesiadau personol ar-lein
English: One assessment method is the use of online personalised assessments for learners in Years 2 to 9
Welsh: Un dull asesu yw defnyddio asesiadau personol ar-lein ar gyfer dysgwyr ym Mlynyddoedd 2 i 9
English: The purpose of these assessments is solely formative and they have not been designed to be used as an accountability measure.
Welsh: Mae'r
English: The outcomes of each assessment provide a range of information on skills, which can be used to inform learning and teaching in order to move learners forward.
Welsh: Mae deilliannau pob asesiad yn darparu amrywiaeth o wybodaeth am sgiliau y gellir ei defnyddio i lywio'r dysgu a'r addysgu er mwyn helpu dysgwyr i wneud cynnydd.
English: A suite of resources on personalised assessments is available to help support practitioners and can be accessed online at
Welsh: Mae cyfres o adnoddau ar gael i gefnogi ymarferwyr a gellir ei weld ar-lein yn
English: Routes for Learning
Welsh: Ar Drywydd Dysgu
English: Practitioners can draw on Routes for Learning to assess learners with profound and multiple
Welsh: Gall ymarferwyr ddefnyddio Ar Drywydd Dysgu i asesu dysgwyr sydd ag anawsterau dysgu dwys a lluosog (ADDLl).
English: The Routes for Learning materials focus on early communication and
Welsh: Mae deunyddiau Ar Drywydd Dysgu yn canolbwyntio ar sgiliau cyfathrebu a gwybyddol cynnar.
English: • When planning assessment a balance should be struck between the more day-to-day, ongoing forms of assessment and periodic summative assessment activities.
Welsh: • Wrth gynllunio'r asesu, dylid sicrhau cydbwysedd rhwng y mathau mwy parhaus, dyddiol o asesu a gweithgareddau asesu crynodol rheolaidd.
English: • Assessment by practitioners should remain the main vehicle for assessment before
Welsh: • Dylai asesu gan ymarferwyr barhau'n brif gyfrwng asesu cyn cymwysterau, gan y gallant gwmpasu holl rychwant y dysgu a fwriedir a chael eu cynnal yn rheolaidd neu'n barhaus.
English: • Early on in the continuum, assessment should be based on the practitioner's knowledge of the learner, gained predominantly from observation and interaction in a range of daily activities, conversations, learning opportunities, playful interactions and events.
Welsh: • Yn gynnar yn y continwwm, dylai asesu fod yn seiliedig ar wybodaeth yr ymarferydd am y dysgwr, yn bennaf drwy arsylwi a rhyngweithio mewn amrywiaeth o weithgareddau, sgyrsiau,
English: • Input from parents/carers and other relevant adults, as well as the learner, can be useful in planning for assessment.
Welsh: • Gall mewnbwn gan rieni/gofalwyr ac oedolion perthnasol eraill, yn ogystal â'r dysgwr, fod yn ddefnyddiol wrth gynllunio ar gyfer asesu.
English: • Settings and schools should use their judgement to decide which aspects of learning should
Welsh: • Dylai lleoliadau ac ysgolion arfer eu crebwyll i benderfynu pa agweddau ar y dysgu y dylid eu hasesu, faint o wybodaeth asesu sy'n ddigonol i fesur cynnydd wrth ddysgu, yr hyn sydd angen ei gofnodi, a pha mor fanwl y dylai fod.
English: These criteria should be understood by all learners, in order for them to understand what they can do, what they need to do to further develop and how they can achieve this.
Welsh: Dylai pob dysgwr ddeall y meini prawf hyn er mwyn iddo ddeall yr hyn y mae'n gallu ei wneud, yr hyn y mae angen iddo ei wneud er mwyn datblygu ymhellach, a'r modd y gall
English: These assessments have been developed with Curriculum for Wales 2022 in mind.
Welsh: Datblygwyd yr asesiadau hyn gyda Chwricwlwm i Gymru 2022 mewn golwg.
English: • Over time learners should be supported to develop their own success criteria, where appropriate, which can engage them further in the task, and help yield better outcomes.
Welsh: • Dros amser, dylai dysgwyr gael eu cefnogi i ddatblygu eu meini prawf llwyddiant eu hunain, lle y bo'n briodol, a gall hyn ennyn eu diddordeb yn y dasg ymhellach a helpu i sicrhau deilliannau gwell.
English: • Settings and schools should establish clear policies and procedures around effective assessment, supporting the progression of each learner.
Welsh: • Dylai lleoliadau ac ysgolion lunio polisïau a gweithdrefnau clir ynghylch asesu effeithiol, gan gefnogi cynnydd pob dysgwr.
English: Ensuring accuracy and consistency
Welsh: Sicrhau cywirdeb a chysondeb
English: Practitioners should work together to develop an informed, dependable, accurate and consistent understanding of learner progression in order to inform learning and teaching.
Welsh: Dylai ymarferwyr gydweithio er mwyn meithrin dealltwriaeth wybodus, ddibynadwy, gywir a chyson o gynnydd dysgwyr i fod yn sail i ddysgu ac addysgu.
English: Moderation is the process whereby practitioners within and across settings and schools share,
Welsh: Cymedroli yw'r broses a ddefnyddir gan ymarferwyr o fewn ac ar draws lleoliadau ac ysgolion i rannu, i drafod ac i fyfyrio ar eu harferion a'u dealltwriaeth mewn perthynas ag asesu.
English: This will include learning
Welsh: Bydd hyn yn cynnwys bwriadau dysgu, datblygu meini prawf llwyddiant ac enghreifftiau o waith a gwybodaeth asesu dysgwyr.
English: The process should allow practitioners to consider their understanding of what progression is and what it looks like, the learning and assessment activities which a setting or school undertakes, and whether the learning and assessment arrangements are delivering the expected outcomes.
Welsh: Dylai'r broses alluogi ymarferwyr i ystyried eu dealltwriaeth o ystyr a natur cynnydd, y gweithgareddau dysgu ac addysgu y mae lleoliad neu ysgol yn eu cynnal, ac a yw'r trefniadau
English: Moderation often takes place informally, but practitioners will also continue to participate in formal, planned moderation activities.
Welsh: Mae cymedroli'n aml yn digwydd yn anffurﬁol, ond bydd ymarferwyr hefyd yn parhau i gymryd rhan mewn gweithgareddau cymedroli ffurﬁol,
English: Moderation provides opportunities for professional dialogue between practitioners to ensure understanding of progression and that the appropriate methods are selected from a range of techniques to assess what is intended to be learned.
Welsh: Mae cymedroli'n cynnig cyﬂeoedd i ymarferwyr gael trafodaethau proffesiynol i sicrhau dealltwriaeth
English: The moderation process, therefore, is not just important within a setting or school and within individual year groups, but also across different settings and schools.
Welsh: Felly, yn ogystal â bod yn bwysig o fewn lleoliad neu ysgol ac o fewn grwpiau blwyddyn unigol, mae'r broses gymedroli hefyd yn bwysig ar draws lleoliadau ac ysgolion gwahanol.
English: This is particularly key in relation to transition within and between settings and schools.
Welsh: Mae hyn yn arbennig o allweddol mewn perthynas â'r broses bontio o fewn lleoliadau ac ysgolion, a rhyngddynt.
English: Developing shared broad expectations in relation to the achievement outcomes articulated for the progression steps on the continuum of learning is a key part of the process.
Welsh: Mae datblygu disgwyliadau eang, cyffredin mewn perthynas â'r deilliannau cyﬂawniad a ddifﬁnnir
English: Practitioners working together to agree and exemplify the standards, and then to moderate assessments against these expectations, will help to ensure that assessment is consistent and based on a common understanding of learner progress.
Welsh: Bydd cydweithio er mwyn cytuno ar y safonau, a'u henghreifftio, ac yna i gymedroli asesiadau yn unol â'r disgwyliadau hynny, yn helpu ymarferwyr i sicrhau bod yr asesu'n gyson, ac yn seiliedig ar ddealltwriaeth gytûn
English: A focus on what achievement looks like, making use of evidence of learning, discussion with learners, and completed work will support the process of reaching agreement on how attaining the achievement outcomes can be evidenced in different ways.
Welsh: Bydd ffocws ar yr hyn y mae cyﬂawniad yn ei olygu, drwy ddefnyddio tystiolaeth
English: • Moderation should make use of a broad range of assessment information (which includes the learning and assessment activities undertaken), e.g. written work, practical work, videos and
Welsh: • Dylai'r broses gymedroli gynnwys amrywiaeth eang o wybodaeth asesu (sy'n cynnwys y gweithgareddau dysgu ac asesu a gwblhawyd), e.e. gwaith ysgrifenedig, gwaith ymarferol,
English: This should not be produced speciﬁcally for moderation purposes,
Welsh: Ni ddylai'r wybodaeth hon gael ei chynhyrchu'n benodol
English: • Moderation should be undertaken within settings and schools, and between settings and schools.
Welsh: • Dylid ymgymryd â phrosesau cymedroli o fewn lleoliadau ac ysgolion, a rhyngddynt.
English: • Settings and schools should develop policies and procedures to support effective moderation.
Welsh: • Dylai lleoliadau ac ysgolion ddatblygu polisïau a gweithdrefnau i gefnogi prosesau cymedroli effeithiol.
English: Enabling active learners
Welsh: Galluogi dysgwyr actif
English: Learners should be active participants in the learning and assessment process, taking ownership of their own learning.
Welsh: Dylai dysgwyr chwarae rhan weithredol yn y broses ddysgu ac asesu, gan gymryd perchenogaeth dros eu dysgu eu hunain.
English: Peer assessment, self-assessment and the use of e-Portfolios are ways in which learners can be encouraged to take greater responsibility for their own learning.
Welsh: Gellir annog dysgwyr i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain drwy asesiadau gan gyfoedion, hunanasesiadau a defnyddio e-Bortffolios.
English: Enabling active learners through peer assessment and self-assessment
Welsh: Galluogi dysgwyr actif drwy asesiadau gan gyfoedion a hunanasesiadau
English: Using assessment information learners can understand their strengths, their areas for development and help plan the next steps in their learning.
Welsh: Drwy ddefnyddio gwybodaeth asesu gall dysgwyr ddeall eu cryfderau, y meysydd lle mae angen iddynt ddatblygu, a chynllunio'r camau nesaf o ran eu dysgu.
English: When used critically, both peer assessment and self-assessment provide opportunities for learners to engage actively in the assessment process, complementing practitioner feedback, while also providing valuable information for practitioners on how to adapt their teaching.
Welsh: O'u defnyddio mewn ffordd feirniadol,
English: Peer assessment is about establishing a dialogue between learners around the evaluation of progress.
Welsh: Mae asesiadau gan gyfoedion yn ymwneud â sefydlu deialog rhwng dysgwyr ynglŷn â'r broses
English: When based on a good comprehension of success criteria and progression, this can expose them to a broader range of ideas and help them to consider new ways of thinking about their own work.
Welsh: Pan fo hyn yn seiliedig ar ddealltwriaeth dda o'r meini prawf llwyddiant a
English: It promotes interdependent learning, encouraging learners to highlight strengths and areas for development, to identify next steps and to make these clear to their peers through constructive
Welsh: Mae'n hyrwyddo dysgu annibynnol, gan annog dysgwyr i amlygu cryfderau a meysydd i'w datblygu, nodi'r camau nesaf, a'u hegluro i'w cyfoedion drwy adborth cadarnhaol.
English: It can also help to develop a positive and reﬂective attitude towards giving and receiving
Welsh: Gall hefyd helpu i feithrin agwedd gadarnhaol a myfyriol tuag at roi a derbyn adborth ar
English: In order to achieve this it is important that settings and schools establish a strong learning culture and an environment of mutual trust and respect.
Welsh: Er mwyn cyﬂawni hyn, mae'n bwysig bod lleoliadau ac ysgolion yn sefydlu diwylliant
English: From an early age, learners should be encouraged to develop the skills they need to carry out peer assessment effectively.
Welsh: O oedran cynnar, dylid annog dysgwyr i feithrin y sgiliau sydd eu hangen arnynt i asesu eu cyfoedion yn effeithiol.
English: Self-assessment is about learners being able to evaluate their own progress based on clearly understood success criteria and to participate in dialogue about their progress and next steps.
Welsh: Mae hunanasesu yn ymwneud â gallu dysgwyr i werthuso eu cynnydd eu hunain ar sail meini prawf llwyddiant a ddeellir yn glir, ac i gymryd rhan mewn deialog am eu cynnydd, a'r camau nesaf y mae angen eu cymryd.
English: It promotes independent learning and thinking, helping learners to gain increased independence in identifying their own next steps and to take greater responsibility for their own progress.
Welsh: Mae'n hyrwyddo dysgu a meddwl annibynnol, gan helpu dysgwyr i feithrin annibyniaeth gynyddol wrth nodi eu camau nesaf eu hunain, ac i gymryd mwy o gyfrifoldeb am eu cynnydd eu hunain.
English: By encouraging self-assessment, learners will develop the ability to think critically about their own learning.
Welsh: Drwy annog hunanasesu, bydd dysgwyr yn meithrin y gallu i feddwl yn feirniadol am eu dysgu eu hunain.
English: • Settings and schools should establish a culture whereby learners are able to:
Welsh: • Dylai lleoliadau ac ysgolion sefydlu diwylliant lle y gall dysgwyr:
English: - evaluate their own progress and the progress of others
Welsh: - werthuso eu cynnydd eu hunain a chynnydd eraill
English: • Practitioners should support learners to assess their own work and the work of others, and should model how to give clear, speciﬁc, constructive feedback related to the success criteria.
Welsh: • Dylai ymarferwyr gefnogi dysgwyr i asesu eu gwaith eu hunain a gwaith gan eraill, a dylent fodelu sut i roi adborth adeiladol clir a phenodol sy'n gysylltiedig â'r meini prawf llwyddiant.
English: • To enable learners to contribute to discussions about their own progression, they should
Welsh: • Er mwyn galluogi dysgwyr i gyfrannu at drafodaethau am eu cynnydd eu hunain, dylent ddeall
English: • Over time, learners should develop the capacity to:
Welsh: • Dros amser, dylai dysgwyr feithrin y gallu i:
English: - identify gaps in their understanding and capabilities
Welsh: - nodi bylchau yn eu dealltwriaeth a'u galluoedd
English: - discern how to improve their performance, challenging themselves to reach their next steps
Welsh: - deall sut i wella eu perfformiad, gan herio eu hunain i gyrraedd eu camau nesaf
English: - develop their own success criteria
Welsh: - datblygu eu meini prawf llwyddiant eu hunain
English: - learn independently and think critically.
Welsh: - dysgu'n annibynnol a meddwl yn feirniadol.
English: Enabling active learners through e-Portfolios
Welsh: Galluogi dysgwyr actif drwy e-Bortffolios
English: Being able to recognise what matters in their learning journeys and having opportunities to exemplify what's important to their own progression contributes to developing independent and lifelong learners.
Welsh: Mae'r gallu i nodi'r hyn sy'n bwysig ar hyd eu taith dysgu a chael cyﬂeoedd i amlygu'r hyn sy'n bwysig
English: Ownership of their own learning allows learners to value what's important to them both within and outside the classroom.
Welsh: Drwy berchenogi eu dysgu eu hunain gall dysgwyr werthfawrogi'r hyn sy'n bwysig iddynt, a hynny yn yr ystafell ddosbarth a thu hwnt iddi.
English: An e-Portfolio is a digital record, the content of which reﬂects the experiences, achievements and
Welsh: Cofnod digidol yw e-Bortffolio y mae ei gynnwys yn adlewyrchu proﬁadau, cyﬂawniadau a thaith
English: It supports learners to gather and capture examples of their
Welsh: Mae'n cefnogi dysgwyr wrth iddynt gasglu a chofnodi enghreifftiau o'u cynnydd
English: The Welsh Government is establishing an e-Portfolio system which will be available for use by all schools in Wales
Welsh: Mae Llywodraeth Cymru yn sefydlu system e-Bortffolio, a fydd ar gael i bob ysgol yng Nghymru ei defnyddio
English: All learners from Reception year onwards should have access to a suitable e-Portfolio system.
Welsh: Dylai pob dysgwr gael mynediad at system e-Bortffolio addas, a hynny o'r dosbarth Derbyn ymlaen.
English: • Learners should begin creating their e-Portfolio from the point at which this will support their learning and progression.
Welsh: • Dylai dysgwyr ddechrau creu e-Bortffolio o'r adeg pan fydd hynny'n cefnogi eu dysgu a'u cynnydd.
English: Further details will be provided during 2019.
Welsh: Darperir rhagor o fanylion yn ystod 2019.
English: Sharing information on learning
Welsh: Rhannu gwybodaeth am y dysgu
English: Information on a learner's progress and achievements should be shared effectively to engage the learner, their parents/carers and other practitioners in identifying and supporting their next steps.
Welsh: Dylid rhannu gwybodaeth am gynnydd a chyﬂawniad dysgwr yn effeithiol, er mwyn ennyn diddordeb y dysgwr, ei rieni/gofalwyr ac ymarferwyr eraill wrth nodi a chefnogi ei gamau nesaf.
English: Sharing information on learning with parents/carers
Welsh: Rhannu gwybodaeth am y dysgu â rhieni/gofalwyr
English: Sharing information, or reporting, is the process through which parents/carers, as well as learners, can be informed about progress and be provided with an insight into the holistic development of the learner.
Welsh: Mae'r broses o rannu gwybodaeth, neu adrodd, yn rhoi gwybod i rieni/gofalwyr, yn ogystal â dysgwyr,
English: This can include formal reports, produced according to a planned timetable
Welsh: Gall hyn gynnwys adroddiadau ffurﬁol, a lunnir yn unol
English: Use of a range of means should ensure that information is shared with parents/carers at such times, and in such a way as to ensure that any intervention is effective.
Welsh: Dylai'r defnydd o amrywiaeth o ddulliau sicrhau bod gwybodaeth yn cael ei rhannu â rhieni/gofalwyr ar adegau o'r fath, a hynny mewn ffordd sy'n sicrhau bod unrhyw ymyrraeth yn effeithiol.
English: Used well, reporting provides reassurance and initiates purposeful, meaningful dialogue about ways in which further learning can be supported.
Welsh: Mae dulliau adrodd da yn rhoi sicrwydd, ac yn ysgogi deialog pwrpasol ac ystyrlon am ffyrdd o gefnogi dysgu pellach.
English: This can help engage parents/carers, establishing effective working relationships, whereby parents/carers can support learning outside of the setting or school environment.
Welsh: Gall hyn helpu i gynnwys rhieni/gofalwyr, gan feithrin cydberthnasau gwaith effeithiol lle y gall rhieni/gofalwyr gefnogi'r dysgu y tu hwnt i'r lleoliad neu ysgol.
English: Reporting should also provide information on any support, interventions or additional needs required for the learner's development.
Welsh: Dylai'r broses adrodd hefyd ddarparu gwybodaeth am unrhyw anghenion ychwanegol y mae angen eu diwallu, ac unrhyw gymorth ac ymyriadau sy'n ofynnol er mwyn helpu'r dysgwr i ddatblygu.
English: Ideally, learners should contribute to reporting by gathering and selecting evidence, articulating their own progress and achievements, conveying their aspirations and views on the next steps in their learning, and participating in practitioner and parent/carer dialogue.
Welsh: Yn ddelfrydol, dylai dysgwyr gyfrannu at y broses adrodd drwy gasglu a dethol tystiolaeth, nodi
English: Information contained within a learner's e-Portfolio and outputs from self-assessment activities can also provide useful sources of information.
Welsh: Gall yr wybodaeth sy'n rhan o e-Bortffolio dysgwr ac allbynnau gweithgareddau hunanasesu hefyd ddarparu ffynonellau gwybodaeth ddefnyddiol.
English: Parents/carers should also be provided with the opportunity to provide input to the reporting process in order to help capture a full picture of a learner's achievements, both inside and outside of the setting or school.
Welsh: Dylid cynnig cyﬂe i rieni/gofalwyr gyfrannu at y broses adrodd er mwyn helpu i gael darlun cyﬂawn o gyﬂawniadau dysgwr, o fewn a thu allan i'r lleoliad neu ysgol.
English: For learners with individual development plans (IDPs), these documents are an essential element of the reporting process.
Welsh: O ran y dysgwyr hynny sydd â chynlluniau datblygu unigol, mae'r dogfennau hyn yn elfen hanfodol o'r broses adrodd.