techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, I think the Member makes an important point. I visited the Mount Stuart Primary School down the road from here to launch the Betty Campbell award for teachers who'd demonstrated particular commitment to diversity in the curriculum and in the classroom, and was talking to the young people there about their role models in their community. They had done a project where they were celebrating the positive contributions of black, Asian and minority ethnic communities to their community and to Wales and, indeed, to the world. So, I think the diversity needs to be, in fact, diverse - it needs to reflect the entire experience both in history but also in today's modern Wales, and I'm confident that, learning the lessons that Professor Charlotte Williams and her group have helped us with, and the work that Estyn is helping us with, we will be able to provide that rich curriculum that makes sure that all our children in all parts of Wales understand the full diversity of Welsh history and modern Wales.
Welsh: Wel, credaf fod yr Aelod yn gwneud pwynt pwysig. Ymwelais ag Ysgol Gynradd Mount Stuart i lawr y ffordd o'r fan hon i lansio gwobr Betty Campbell i athrawon a oedd wedi dangos ymrwymiad penodol i amrywiaeth yn y cwricwlwm ac yn yr ystafell ddosbarth, a bûm yn siarad â'r bobl ifanc yno am eu modelau rôl yn eu cymunedau. Roeddent wedi gwneud prosiect lle roeddent yn dathlu cyfraniadau cadarnhaol cymunedau pobl dduon, Asiaidd a lleiafrifol ethnig i'w cymuned ac i Gymru, ac i'r byd yn wir. Felly, credaf fod angen i'r amrywiaeth fod yn wirioneddol amrywiol - mae angen iddi adlewyrchu'r holl brofiad mewn hanes ond yn y Gymru fodern sydd ohoni hefyd, ac rwy'n hyderus, wrth ddysgu'r gwersi y mae'r Athro Charlotte Williams a'i grŵp wedi ein helpu gyda hwy, a'r gwaith y mae Estyn yn ein helpu gydag ef, y byddwn yn gallu darparu cwricwlwm cyfoethog sy'n sicrhau bod ein holl blant ym mhob rhan o Gymru yn deall amrywiaeth lawn hanes Cymru a'r Gymru fodern.
English: Thank you, Minister, for your responses so far. As you know, 20 per cent of the people of Cardiff come from BAME backgrounds, and, as you've already mentioned, it's crucial that children in these communities are represented in the curriculum and within the education sector. It demonstrates the importance of things such as the Betty Campbell award. On 13 December, I'm sponsoring an event here in the Senedd where Jessica Dunrod, a black author from Cardiff, with Mudiad Meithrin, will hold an exhibition of books by black authors, with characters from various diverse backgrounds in them, that have been translated into Welsh. Will you make every effort to attend that event, Minister, but, more importantly, will you make every effort to promote materials that are inclusive in education?
Welsh: Diolch yn fawr i chi, Weinidog, am eich atebion hyd yn hyn. Fel rŷch chi'n gwybod, mae 20 y cant o bobl Caerdydd yn dod o gefndiroedd BAME, ac, fel rŷch chi wedi sôn yn barod, mae'n hollbwysig bod plant y cymunedau yma yn cael eu gweld, eu bod nhw'n cael eu cynrychioli yn y cwricwlwm ac o fewn y sector addysg. Mae hynny'n dangos pwysigrwydd pethau fel gwobr Betty Campbell. Ar 13 Rhagfyr, dwi'n noddi digwyddiad yma yn y Senedd, pan fydd yr awdur du o Gaerdydd Jessica Dunrod, gyda'r Mudiad Meithrin, yn arddangos llyfrau gan awduron du, gyda chymeriadau o wahanol gefndiroedd ynddyn nhw, sydd wedi cael eu cyfieithu i'r Gymraeg. A wnewch chi bob ymdrech i ddod i'r digwyddiad yna, Weinidog, ond, yn bwysicach na hynny, a wnewch chi bob ymdrech i hyrwyddo deunyddiau sy'n gynhwysol yn y byd addysg? Diolch yn fawr.
English: Thank you very much for that important question. We're investing significantly in order to ensure support for authors and those providing resources in order to ensure that our teachers have the materials that they need in order to deliver the curriculum in the inclusive way that the Member mentions. If I'm free on that day, I'll be very happy to come to that event. If I'm not free, I'll be happy to arrange another event to meet with her.
Welsh: Diolch i'r Aelod am y cwestiwn pwysig hwnnw. Rŷn ni yn buddsoddi'n sylweddol iawn er mwyn sicrhau cefnogaeth i awduron a phobl sy'n darparu adnoddau er mwyn sicrhau bod gan ein hathrawon ni'r deunyddiau sydd eu hangen er mwyn delifro'r cwricwlwm yn y ffordd gynhwysol mae'r Aelod yn sôn amdano fe. Os ydw i'n rhydd ar y diwrnod hwnnw, byddaf i'n hapus iawn i ddod i'r achlysur. Os wyf i ddim yn digwydd bod yn rhydd, buaswn i'n hapus iawn trefnu achlysur arall i gwrdd gyda hi.
English: Our children and young people are amongst the most passionate advocates for an ambitious approach to tackling the climate emergency and so, the education sector has a fundamental role in supporting the Welsh Government's response to the climate emergency. That is why I have mandated net-zero carbon requirements under the new banner of sustainable communities for learning for our twenty-first century schools and colleges programme from 1 January next year.
Welsh: Mae ein plant a'n pobl ifanc ymhlith y rhai sy'n dadlau'n fwyaf angerddol dros ddull uchelgeisiol o fynd i'r afael â'r argyfwng hinsawdd ac felly, mae gan y sector addysg rôl sylfaenol i'w chwarae yn cefnogi ymateb Llywodraeth Cymru i'r argyfwng hinsawdd. Dyna pam fy mod wedi mandadu gofynion carbon sero-net o dan faner newydd cymunedau dysgu cynaliadwy yn ein rhaglen ysgolion a cholegau'r unfed ganrif ar hugain o 1 Ionawr y flwyddyn nesaf.
English: Thank you, Minister, for that answer, and I do welcome the Welsh Government's commitment to putting sustainability at the forefront of education policies and their commitment to closely involving pupils in designing their learning environment. I had the honour of seeing first hand how engaged pupils become when they are involved in projects that directly impact their learning environment, when I visited Stebonheath Primary School in Llanelli several years ago. They were the first school to benefit from the RainScape project by Welsh Water to reduce flooding in their playground. A number of sustainable features were used in the design to help alleviate the issue and the children were very much involved in the design. Workshops were held so that they could submit and discuss their ideas with the engineers. It was a great example of how pupil engagement has a positive outcome for both the learning environment as well as the children. In your statement last week, you announced that you would be making a sustainable schools challenge fund available for primary schools. Are you able to tell us when we can expect more details about that particular project?
Welsh: Diolch am eich ateb, Weinidog, ac rwy'n croesawu ymrwymiad Llywodraeth Cymru i roi cynaliadwyedd ar y blaen mewn polisïau addysg a'u hymrwymiad i gynnwys disgyblion wrth gynllunio eu hamgylchedd dysgu. Cefais y fraint o weld yn uniongyrchol pa mor frwd yw disgyblion wrth gymryd rhan mewn prosiectau sy'n effeithio'n uniongyrchol ar eu hamgylchedd dysgu pan ymwelais ag Ysgol Gynradd Stebonheath yn Llanelli sawl blwyddyn yn ôl. Hi oedd yr ysgol gyntaf i elwa o brosiect GlawLif gan Dŵr Cymru i leihau llifogydd yn eu maes chwarae. Defnyddiwyd nifer o nodweddion cynaliadwy yn y cynllun i helpu i leddfu'r broblem ac roedd y plant yn rhan fawr o'r broses gynllunio. Cynhaliwyd gweithdai fel y gallent gyflwyno a thrafod eu syniadau gyda'r peirianwyr. Roedd yn enghraifft wych o sut y mae ymgysylltu â disgyblion yn arwain at ganlyniad cadarnhaol o ran yr amgylchedd dysgu yn ogystal â'r plant. Yn eich datganiad yr wythnos diwethaf, fe wnaethoch gyhoeddi y byddech yn sicrhau bod cronfa her ysgolion cynaliadwy ar gael i ysgolion cynradd. A allwch ddweud wrthym pa bryd y gallwn ddisgwyl mwy o fanylion am y prosiect penodol hwnnw?
English: Well, I thank Joyce Watson for that question. As she knows, from 1 January next year, all new-build, major refurbishment and extension projects requesting funding through the sustainable communities for learning programme, as it will be then, will need to demonstrate net-zero carbon requirements, but will also need to have ambitious plans for biodiversity, for active travel and for electric vehicle charging points. But, as she says, alongside that, I want to take advantage of exactly the sort of example you were giving there. I visited Nottage Primary School in Sarah Murphy's constituency a few weeks ago and saw how young people engaged in the design of their learning environment was both beneficial in terms of the design, but also beneficial in terms of the curriculum. And it provides a very rich teaching opportunity and resource in order to enable all our young people to become the ethical, informed citizens that we want them to be. I will be bringing forward further information, as she says, in relation to the sustainable schools challenge fund shortly and that will provide, I think, more information of the sort that she is looking for, but I think it's a very exciting opportunity for local authorities to work with their schools and with their young people to look for innovative models, using sustainable materials and involving pupils and staff in the design of those environments.
Welsh: Wel, diolch i Joyce Watson am y cwestiwn hwnnw. Fel y gŵyr, o 1 Ionawr y flwyddyn nesaf, bydd angen i bob prosiect adeiladu, adnewyddu ac ehangu mawr newydd sy'n gofyn am gyllid drwy'r rhaglen cymunedau dysgu cynaliadwy, fel y bydd bryd hynny, ddangos gofynion carbon sero-net, ond bydd angen iddo hefyd gynnwys cynlluniau uchelgeisiol ar gyfer bioamrywiaeth, ar gyfer teithio llesol ac ar gyfer pwyntiau gwefru cerbydau trydan. Ond fel y dywed, ochr yn ochr â hynny, rwyf am fanteisio ar yr union fath o enghraifft roeddech yn ei rhoi yno. Ymwelais ag Ysgol Gynradd Nottage yn etholaeth Sarah Murphy ychydig wythnosau yn ôl a gwelais sut roedd cael pobl ifanc i gymryd rhan yn y broses o gynllunio eu hamgylchedd dysgu yn fuddiol o ran y cynllun, ond hefyd o ran y cwricwlwm. Ac mae'n darparu cyfle ac adnodd addysgu cyfoethog iawn er mwyn galluogi ein holl bobl ifanc i ddod yn ddinasyddion moesegol, gwybodus fel rydym yn dymuno iddynt fod. Byddaf yn cyflwyno rhagor o wybodaeth, fel y dywed, mewn perthynas â'r gronfa her ysgolion cynaliadwy yn fuan a bydd hynny'n darparu mwy o wybodaeth o'r math y mae'n chwilio amdano, rwy'n credu, ond mae'n gyfle cyffrous iawn i awdurdodau lleol weithio gyda'u hysgolion a chyda'u pobl ifanc i chwilio am fodelau arloesol, defnyddio deunyddiau cynaliadwy a chynnwys disgyblion a staff wrth gynllunio'r amgylcheddau hynny.
English: Can I ask what action the Welsh Government is taking on home-to-school transport? Obviously, one way in order to get towards a net-zero situation is to promote public transport as a means of getting people to and from school, but too many people are obviously using their cars to ferry children to and from school at the moment. And yet, the current home-to-school transport arrangements don't appear to be giving sufficient numbers of people access to bus transport. Is there anything that the Welsh Government can do to review its policy on home-to-school transport with a view to making more pupils eligible for free transport on buses?
Welsh: A gaf fi ofyn pa gamau y mae Llywodraeth Cymru yn eu cymryd mewn perthynas â chludiant o'r cartref i'r ysgol? Yn amlwg, un ffordd o gyrraedd sefyllfa sero-net yw hyrwyddo trafnidiaeth gyhoeddus fel ffordd o gael pobl i'r ysgol ac oddi yno, ond mae'n amlwg fod gormod o bobl yn defnyddio eu ceir i gludo plant i ac o'r ysgol ar hyn o bryd. Ac eto, nid yw'n ymddangos bod y trefniadau cludiant presennol o'r cartref i'r ysgol yn darparu cludiant ar fysiau i ddigon o bobl. A oes unrhyw beth y gall Llywodraeth Cymru ei wneud i adolygu ei pholisi ar gludiant o'r cartref i'r ysgol gyda'r bwriad o wneud mwy o ddisgyblion yn gymwys i gael cludiant am ddim ar fysiau?
English: He makes a very important point about the contribution that transport to school makes to our broader ambitions to become a net-zero Wales. You will have heard me say a moment ago that the specification for the relaunch, if you like, of the sustainable communities for learning programme will require ambitious active travel plans and we're working with the active travel board to establish a baseline requirement for those projects. But the Member's question is broader than that of course, and I recognise the challenge that he sets out. It's really important that we do everything we can to encourage active travel solutions, but also to make sure that, where that isn't possible - and it obviously isn't possible everywhere to the extent that we would wish - that we look at the other modes of transport. There is a review under way at the moment of home-to-school transport within the climate change department, and I'm sure colleagues in that department will bring forward a statement in due course in relation to that very point.
Welsh: Mae'n gwneud pwynt pwysig iawn am y cyfraniad y mae cludiant i'r ysgol yn ei wneud i'n huchelgeisiau ehangach i ddod yn Gymru sero-net. Byddwch wedi fy nghlywed yn dweud eiliad yn ôl y bydd angen cynlluniau teithio llesol uchelgeisiol ar gyfer ail-lansio, os mynnwch, y rhaglen cymunedau dysgu cynaliadwy ac rydym yn gweithio gyda'r bwrdd teithio llesol i sefydlu gofyniad sylfaenol ar gyfer y prosiectau hynny. Ond mae cwestiwn yr Aelod yn fwy cyffredinol na hynny wrth gwrs, ac rwy'n cydnabod yr her y mae'n ei nodi. Mae'n bwysig iawn ein bod yn gwneud popeth yn ein gallu i annog atebion teithio llesol, ond hefyd i sicrhau, lle nad yw hynny'n bosibl - ac mae'n amlwg nad yw'n bosibl ym mhobman i'r graddau y byddem yn dymuno - ein bod yn edrych ar y dulliau eraill o deithio. Mae adolygiad ar y gweill ar hyn o bryd yn yr adran newid hinsawdd o gludiant o'r cartref i'r ysgol, ac rwy'n siŵr y bydd cydweithwyr yn yr adran honno'n cyflwyno datganiad maes o law ar yr union bwynt hwnnw.
English: Questions now from the party spokespeople. Conservative spokesperson, Laura Jones.
Welsh: Cwestiynau nawr gan lefarwyr y pleidiau. Llefarydd y Ceidwadwyr, Laura Jones.
English: Many thanks, Minister. The majority of people I've spoken to, it's quite the opposite that I'm getting. A damning new report last night, which was released by the National Association of Head Teachers Cymru - another union, Minister - has highlighted the impact of the chronic underfunding of Welsh schools. 'A Failure to Invest: the state of Welsh school funding in 2021' provides troubling examples of the ways teachers have been forced to cut expenditure to balance budgets in the face of Labour cuts. More than three quarters of school leaders said that they do not have sufficient capital funding to maintain their buildings; almost 92 per cent reported funding for pupils with special educational needs in their school is insufficient; and 94 per cent reported that the additional learning needs funding they receive is not sufficient to meet the needs of the new ALN legislation, introduced by this Government. Nearly four fifths of school leaders said that the cuts they are being forced to make will have a negative or strongly negative impact on the quality of school provision for Welsh pupils. This obviously damning report from this union poses many questions, Minister. The fact remains that pupils in Wales receive £1,000 less than those in England. So, when will this Welsh Government ensure equality of funding between pupils in England and pupils in Wales, and when will you invest in our children's future and perhaps even fund schools directly to ensure that the pupils and the schools get the money that they deserve?
Welsh: Diolch yn fawr, Weinidog. Mae'r rhan fwyaf o'r bobl y siaradais â hwy yn dweud y gwrthwyneb yn llwyr. Mae adroddiad newydd damniol neithiwr, a ryddhawyd gan Gymdeithas Genedlaethol Prifathrawon Cymru - undeb arall, Weinidog - wedi tynnu sylw at effaith tangyllido cronig ysgolion Cymru. Mae 'A Failure to Invest: the state of Welsh school funding in 2021' yn rhoi enghreifftiau sy'n peri gofid o'r ffyrdd y mae athrawon wedi cael eu gorfodi i dorri gwariant i fantoli cyllidebau yn wyneb toriadau Llafur. Dywedodd mwy na thri chwarter yr arweinwyr ysgolion nad oes ganddynt ddigon o arian cyfalaf i gynnal eu hadeiladau; dywedodd bron i 92 y cant fod y cyllid ar gyfer disgyblion ag anghenion addysgol arbennig yn eu hysgol yn annigonol; a dywedodd 94 y cant nad yw'r cyllid anghenion dysgu ychwanegol a gânt yn ddigonol i ddiwallu anghenion y ddeddfwriaeth ADY newydd a gyflwynwyd gan y Llywodraeth hon. Dywedodd bron i bedwar o bob pump o arweinwyr ysgolion y bydd y toriadau y cânt eu gorfodi i'w gwneud yn effeithio'n negyddol neu'n negyddol iawn ar ansawdd y ddarpariaeth ysgol ar gyfer disgyblion Cymru. Mae'r adroddiad hwn, sy'n amlwg yn ddamniol, gan yr undeb yn gofyn llawer o gwestiynau, Weinidog. Y gwir amdani yw bod disgyblion Cymru yn cael £1,000 yn llai na disgyblion Lloegr. Felly, pa bryd y bydd Llywodraeth Cymru yn sicrhau cyllid i ddisgyblion Cymru sydd yr un fath â disgyblion Lloegr, a pha bryd y byddwch yn buddsoddi yn nyfodol ein plant ac efallai hyd yn oed yn ariannu ysgolion yn uniongyrchol i sicrhau bod y disgyblion a'r ysgolion yn cael yr arian y maent yn ei haeddu?
English: The Member will know that she gives a very partial view of the situation in relation to funding for schools in Wales. She will know that, on any number of measures, the volume of funding invested in the Welsh education system is significantly in excess of that which is invested in schools in England, which she herself chooses as the comparator for the question. I am aware of the report and I know of its content, and I have discussed these matters with the NAHT several times. She took the example of ALN funding - just to take one of the examples that she's given. We absolutely recognise that there is a cost to transitioning from the system that we currently have to the new legislation. We've provided significant funding to the system to enable that transition cost to be borne. There are other pressures that have arisen as a consequence of responding to COVID whilst also moving over into the new system, and we've provided significant funding to enable that to happen. I have had discussions with local authorities, and I have said that if they have evidence of significant additional costs into the long term, then I'm very open to receiving the evidence in relation to that.
Welsh: Bydd yr Aelod yn gwybod mai darlun rhannol iawn y mae'n ei roi o sefyllfa cyllid i ysgolion yng Nghymru. Fe fydd yn gwybod, ar nifer fawr o fesurau, fod swm y cyllid a fuddsoddir yn system addysg Cymru yn sylweddol uwch na'r hyn a fuddsoddir mewn ysgolion yn Lloegr, y mae hi ei hun yn ei ddewis fel cymharydd ar gyfer y cwestiwn. Rwy'n ymwybodol o'r adroddiad a gwn am ei gynnwys, ac rwyf wedi trafod y materion hyn gyda Chymdeithas Genedlaethol y Prifathrawon sawl gwaith. Defnyddiodd gyllid ADY fel enghraifft - i ddewis un o'r enghreifftiau a roddodd. Rydym yn cydnabod yn llwyr fod cost ynghlwm wrth drosglwyddo o'r system sydd gennym ar hyn o bryd i'r ddeddfwriaeth newydd. Rydym wedi darparu cyllid sylweddol i'r system ar gyfer costau trosglwyddo. Mae pwysau eraill wedi codi o ganlyniad i ymateb i COVID wrth newid i'r system newydd hefyd, ac rydym wedi darparu cyllid sylweddol i alluogi hynny i ddigwydd. Cefais drafodaethau gydag awdurdodau lleol, ac rwyf wedi dweud, os oes ganddynt dystiolaeth o gostau ychwanegol sylweddol yn hirdymor, fy mod yn agored iawn i dderbyn y dystiolaeth mewn perthynas â hynny.
English: Thank you, Minister. Also, the attainment gap figures recently released paint a very worrying picture. They have been exacerbated by the inequality between the better off and the poorest in Welsh society. Top GCSE results show a gap now of 11.5 per cent in 2021. Minister, how are you planning to tackle this attainment gap and ensure that young people in Wales are afforded the best start in life, regardless of their background, as this Welsh Labour Government seems to be letting down the poorest in our communities? It was bad before the pandemic, Minister, but now worse, as the move to centre-assessed grades seems to have exacerbated the situation. Do you not agree with me that the return to exams is now more crucial than ever? I know that you've said now that that is what you want to do. But, in this Chamber, can you now say that that is what your intention is, to bring back that move to exams? And what are you doing, Minister, to ensure that those children off school with COVID or due to COVID-related regulations are receiving the education that they need and that they deserve - because it's a significant amount of time that children are having off school at the moment - to ensure that this gap doesn't widen in the future?
Welsh: Diolch, Weinidog. Hefyd, mae ffigurau'r bwlch cyrhaeddiad a ryddhawyd yn ddiweddar yn cynnig darlun pryderus iawn. Fe'u gwaethygwyd gan yr anghydraddoldeb rhwng y cyfoethocaf a'r tlotaf yng nghymdeithas Cymru. Mae canlyniadau TGAU uchaf yn dangos bwlch o 11.5 y cant yn 2021. Weinidog, sut y bwriadwch fynd i'r afael â'r bwlch cyrhaeddiad a sicrhau bod pobl ifanc Cymru yn cael y dechrau gorau mewn bywyd, beth bynnag fo'u cefndir, gan ei bod yn ymddangos bod y Llywodraeth Lafur hon yng Nghymru yn gwneud cam â'r tlotaf yn ein cymunedau? Roedd yn ddrwg cyn y pandemig, Weinidog, ond mae'n waeth bellach, gan ei bod yn ymddangos bod y newid i raddau a aseswyd gan ganolfannau wedi gwaethygu'r sefyllfa. Oni chytunwch ei bod hi'n bwysicach nag erioed bellach eich bod yn dychwelyd at arholiadau? Gwn eich bod wedi dweud yn awr mai dyna rydych am ei wneud. Ond yn y Siambr hon, a allwch ddweud yn awr mai dyna yw eich bwriad, sef dychwelyd at arholiadau? A beth rydych yn ei wneud, Weinidog, i sicrhau bod y plant sydd adre o'r ysgol oherwydd COVID neu oherwydd rheoliadau sy'n gysylltiedig â COVID yn cael yr addysg y maent ei hangen ac yn ei haeddu - oherwydd mae plant yn treulio cryn dipyn o amser o'r ysgol ar hyn o bryd - er mwyn sicrhau nad yw'r bwlch hwn yn tyfu yn y dyfodol?