techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: You are going to have to come to a question now; you have three questions in this session, and you're already 50 per cent over time.
Welsh: Mae'n rhaid ichi ofyn cwestiwn yn awr; mae gennych dri chwestiwn yn y sesiwn hon, ac rydych eisoes 50 y cant dros amser.
English: Minister, let me read you an excerpt from a book -
Welsh: Weinidog, gadewch imi ddarllen dyfyniad i chi o lyfr -
English: No, no, no; I don't think you have time. You can read that in your next question within your next minute. Can you come to a question?
Welsh: Na, na, na; ni chredaf fod gennych amser. Gallwch ei ddarllen yn eich cwestiwn nesaf yn ystod eich munud nesaf. A wnewch chi ddod at gwestiwn?
English: Okay. Minister, it's important that everyone be whoever they want to be, and we need to teach understanding and respect for all. But don't you agree with me that what is being taught absolutely needs to be right for that child's age, so they (1) understand the language being used, and (2) are emotionally mature enough to digest the content of it?
Welsh: Iawn. Weinidog, mae'n bwysig fod pawb yn gallu bod yn bwy bynnag y dymunant fod, ac mae angen inni addysgu dealltwriaeth a pharch at bawb. Ond onid ydych yn cytuno â mi fod angen i'r hyn sy'n cael ei ddysgu fod yn gwbl addas ar gyfer oedran y plentyn hwnnw, fel eu bod (1) yn deall yr iaith a ddefnyddir, a (2) yn ddigon aeddfed yn emosiynol i dreulio ei gynnwys?
English: Well, I'll begin by saying that being a parent isn't a prerequisite for caring about the well-being of our children in Wales. [Assembly Members: 'Hear, hear.'] and that my priority as Minister, which is shared very widely in this Chamber, is to make sure that our young people are protected and are enabled to live lives that are healthy and safe. We work with the NSPCC in order to make sure that the resources that we've provided, the code and the legislation, meet that standard. There are those who disagree with what we are doing. They need to account for their own motivations, but that is the basis upon which we are introducing the reforms. The Member repeats unspecific, generic, broad-based points that she made the last time I was answering questions in this Chamber. As a consequence of the very dangerous implication, I think, that she was making, I wrote to her inviting her to spell out to me any specific examples that she was alluding to in the Chamber and she has not replied.
Welsh: Wel, rwyf am ddechrau drwy ddweud nad yw bod yn rhiant yn rhagofyniad ar gyfer poeni am les ein plant yng Nghymru. [Aelodau'r Senedd: 'Clywch, clywch.'] ac mai fy mlaenoriaeth fel Gweinidog, a rennir yn eang iawn yn y Siambr hon, yw sicrhau bod ein pobl ifanc yn cael eu hamddiffyn ac yn cael eu galluogi i fyw bywydau iach a diogel. Rydym yn gweithio gyda'r NSPCC i sicrhau bod yr adnoddau a ddarparwyd gennym, y cod a'r ddeddfwriaeth, yn bodloni'r safon honno. Ceir rhai sy'n anghytuno â'r hyn a wnawn. Mae angen iddynt roi cyfrif am eu cymhellion eu hunain, ond dyna'r sail ar gyfer cyflwyno'r diwygiadau. Mae'r Aelod yn ailadrodd pwyntiau cyffredinol ac amhenodol a wnaeth y tro diwethaf y bûm yn ateb cwestiynau yn y Siambr hon. O ganlyniad i'r awgrym peryglus iawn a wnaeth, rwy'n credu, ysgrifennais ati i'w gwahodd i egluro unrhyw enghreifftiau penodol y cyfeiriodd atynt yn y Siambr, ac nid yw wedi ateb.
English: Thank you, Minister. I was getting on to that; I'm just about to read you an excerpt from a book that is meant to be for five-year-olds. This book, which was recommended, is called Who are you?, Minister, with one quote from it saying: 'When babies are born, people ask if it's a boy or a girl. Babies can't talk, so grown-ups make a guess by looking at their bodies' - for five-year-olds. This next sentence in the book: 'People can be transgender, queer, non-binary, gender fluid, transgender-neutral, a-gender, gender-neutral, bigender, third gender and two-spirit.' Now, it is not the content that I'm concerned about, Minister; it's the content in a book for a five-year-old that I am getting at. I am not having a go at the teaching profession, a profession I hold in high regard. It is the materials that are being recommended by this Government for them to teach, that they themselves are concerned about, heads are concerned about, and parents are concerned about. That is what I am doing. And you sent me a letter, as did a member of the union, who's a former Labour staffer, I hasten to had, and I just want to say again on record that I would never dream of attacking a profession that I hold in such high regard. It is the content, Minister. It is my job to hold you to account and to speak up for the parents who are concerned about what is being sent out as advisory to look at for their children. A five-year-old being able to say all those big words, Minister - can you understand?
Welsh: Diolch, Weinidog. Roeddwn yn dod at hynny; rwyf ar fin darllen dyfyniad i chi o lyfr sydd i fod ar gyfer plant pump oed. Weinidog, enw'r llyfr hwn, a argymhellwyd, yw Who are you?, sy'n cynnwys y dyfyniad hwn: 'Pan fydd babanod yn cael eu geni, mae pobl yn gofyn ai merch neu fachgen ydyn nhw. Ni all babanod siarad, felly mae oedolion yn dyfalu drwy edrych ar eu cyrff.' - ar gyfer plant pump oed. Y frawddeg nesaf yn y llyfr yw hon: 'Gall pobl fod yn drawsryweddol, yn cwiar, yn anneuaidd, yn rhyweddhylifol, yn anrhyweddol, yn niwtral o ran rhywedd, yn ddeurywedd, yn drydydd rhywedd ac yn ddau-enaid.' Nawr, nid y cynnwys sy'n fy mhoeni, Weinidog; fy mhwynt yw ei fod yn gynnwys mewn llyfr ar gyfer plentyn pum mlwydd oed. Nid wyf yn ymosod ar y proffesiwn addysgu, proffesiwn y mae gennyf barch mawr ato. Dyma'r deunyddiau sy'n cael eu hargymell gan y Llywodraeth hon iddynt eu haddysgu, y maent hwy eu hunain yn pryderu yn eu cylch, y mae penaethiaid yn pryderu yn eu cylch, ac y mae rhieni'n pryderu yn eu cylch. Dyna rwy'n ei wneud. Ac fe anfonoch chi lythyr ataf, fel y gwnaeth aelod o'r undeb, sy'n gyn-aelod o staff Llafur, prysuraf i ychwanegu, a hoffwn ddweud eto ar goedd na fyddwn byth yn breuddwydio ymosod ar broffesiwn y mae gennyf barch mor fawr ato. Mae'n ymwneud â'r cynnwys, Weinidog. Fy swydd i yw eich dwyn i gyfrif a siarad ar ran y rhieni sy'n pryderu am yr hyn yr argymhellir y dylid edrych arno ar gyfer eu plant. Plentyn pump oed yn gallu dweud yr holl eiriau mawr hynny, Weinidog - a allwch chi ddeall?
English: You are going to have to ask your question, Laura Anne Jones. I don't know what's so difficult about asking a question. Come to your question.
Welsh: Bydd yn rhaid ichi ofyn eich cwestiwn, Laura Anne Jones. Nid wyf yn gwybod beth sydd mor anodd am ofyn cwestiwn. Dewch at eich cwestiwn.
English: Thank you, Llywydd. Will you now take immediate action to ensure that local authority, school and youth service education resources are age appropriate, and immediately remove those that aren't, and also those that signpost to Mermaids? Will you commit to reviewing materials that are found to be unnecessary for this age group, and ensure that the materials are led by science, as well as including gender ideology, age appropriateness -
Welsh: Diolch, Lywydd. A wnewch chi gymryd camau ar unwaith i sicrhau bod adnoddau addysg awdurdodau lleol, ysgolion a gwasanaethau ieuenctid yn addas i'r oedran, a chael gwared ar y rhai nad ydynt yn addas ar unwaith, a hefyd y rheini sy'n cyfeirio pobl at Mermaids? A wnewch chi ymrwymo i adolygu deunyddiau y gwelwyd eu bod yn ddiangen ar gyfer y grŵp oedran hwn, a sicrhau bod y deunyddiau'n cael eu harwain gan wyddoniaeth, yn ogystal â chynnwys ideoleg rhywedd, addasrwydd i oedran -
English: You've already asked three questions in that series of questions. You are not to ask your third question. You've asked plenty of questions in this session - already four minutes of time spent on it. Can I ask the Minister, please, to respond to any of those questions?
Welsh: Rydych eisoes wedi gofyn tri chwestiwn yn y gyfres honno o gwestiynau. Nid ydych i ofyn eich trydydd cwestiwn. Rydych wedi gofyn digon o gwestiynau yn y sesiwn hon - mae pedwar munud o amser wedi'i dreulio ar hyn eisoes. A gaf fi ofyn i'r Gweinidog ymateb i unrhyw rai o'r cwestiynau hynny, os gwelwch yn dda?
English: I'll put it as neutrally as I can. I think the Member does a disservice to the young people of Wales in the way in which she's going about this line of questioning. I'm perfectly prepared to answer questions, as I did last time. I invited her to draw to my attention specific material that she alleged, the last time we spoke, was in use in schools. She has not done that. I would invite her to do that, so that it can be resolved, rather than used simply as a debating point on her behalf.
Welsh: Ceisiaf fod mor niwtral ag y gallaf. Credaf fod yr Aelod yn gwneud anghymwynas â phobl ifanc Cymru gyda'r ffordd y mae'n gofyn y cwestiynau hyn. Rwy'n berffaith barod i ateb cwestiynau, fel y gwneuthum y tro diwethaf. Fe'i gwahoddais i dynnu fy sylw at ddeunydd penodol yr honnai, y tro diwethaf inni siarad, ei fod yn cael ei ddefnyddio mewn ysgolion. Nid yw wedi gwneud hynny. Hoffwn ei gwahodd i wneud hynny, fel y gellir datrys y mater, yn hytrach na'i ddefnyddio fel pwynt dadl ar ei rhan.
English: Thank you, Llywydd. Minister, the impact of the cost-of-living crisis is as bad, if not worse, than the effects of COVID for some students. That was the view of the vice-chancellor of the University of South Wales, Ben Calvert, as he gave evidence to the Children, Young People, and Education Committee last week. He warned that he was particularly concerned about mature students who were at risk of leaving key courses, such as healthcare and nursing courses, because they couldn't afford the cost of living. Students on such courses also can't work to make additional income, as a result of the fact that they do have to be on work placements as part of their course. The National Union of Students Wales's survey supports this concerning statement, revealing that 28 per cent of students in Wales have less than £50 a month to live on; 92 per cent are concerned about their ability to cope financially; 11 per cent are using food banks; and 89 per cent feel that neither the UK Government nor the Welsh Government are doing enough to support them during this crisis. I note your response to Cefin Campbell to the previous question, and I look forward to hearing your statement on the future of the support package, but is there anything that the Government can do to commit to provide additional grants, either directly or through university hardship funds to help them through this difficult period particularly, to make up for the fact that the student finance package is inadequate as a result of inflation, that some students are excluded from the cost-of-living support -
Welsh: Diolch, Llywydd. Weinidog, mae effaith yr argyfwng costau byw cyn waethed, os nad yn waeth, na'r argyfwng COVID i rai myfyrwyr. Dyna oedd barn is-ganghellor Prifysgol De Cymru, Ben Calvert, wrth roi tystiolaeth i'r Pwyllgor Plant, Pobl Ifanc ac Addysg yr wythnos diwethaf. Rhybuddiodd ef ei fod yn poeni'n benodol am fyfyrwyr hŷn, a oedd mewn perygl o adael cyrsiau allweddol, fel graddau gofal iechyd a nyrsio, am nad oedden nhw'n medru fforddio costau byw. Mae'r myfyrwyr ar gyrsiau fel hyn hefyd, wrth gwrs, yn methu â gweithio i gael incwm ychwanegol yn sgil y ffaith eu bod yn gorfod bod ar leoliadau gwaith fel rhan o'u cwrs. Mae arolwg Undeb Cenedlaethol y Myfyrwyr Cymru yn cefnogi y datganiad pryderus yma, yn datgelu bod 28 y cant o fyfyrwyr yng Nghymru â llai na £50 y mis i fyw arno; 92 y cant yn pryderu am eu gallu i ymdopi yn ariannol; 11 y cant yn defnyddio banciau bwyd; a theimla 89 y cant nad yw Llywodraeth y Deyrnas Gyfunol, nac ychwaith Llywodraeth Cymru, yn gwneud digon i'w cefnogi yn ystod yr argyfwng yma. Dwi'n nodi eich ateb chi i Cefin Campbell i'r cwestiwn blaenorol, a dwi'n edrych ymlaen at eich datganiad ynglŷn â dyfodol y pecyn cynhaliaeth, ond a oes yna rywbeth gall y Llywodraeth ei wneud i ymrwymo i ddarparu grantiau ychwanegol, naill ai yn uniongyrchol neu drwy gronfeydd caledi prifysgolion, i'w helpu drwy y cyfnod anodd hwn yn benodol, i wneud yn iawn am y ffaith bod y pecyn cyllid myfyrwyr bellach yn annigonol, yn sgil chwyddiant, fod rhai myfyrwyr wedi'u cau mas o'r gefnogaeth costau byw -
English: I am going to have to ask the Member to come to a question.
Welsh: Dwi'n mynd i orfod gofyn i'r Aelod ddod i gwestiwn.
English: Sorry, okay.
Welsh: Sori, iawn.
English: As I said earlier, this is a very challenging time for students for the reasons that Sioned Williams outlined. Every university in Wales has a hardship fund to ensure that provision is available for those who are in the most challenging circumstances. The size of those funds does vary from institution to institution. I have asked HEFCW to give me an assurance that what is provided by our universities is adequate, that there is adequate access via the universities to financial support during this difficult time. But for future years - next year onwards - I'll be making a statement in due course about the level of support.
Welsh: Fel wnes i sôn yn gynharach, mae hon yn sefyllfa heriol iawn i fyfyrwyr am y rhesymau mae Sioned Williams yn sôn amdanyn nhw. Mae gan bob prifysgol yng Nghymru gronfa galedi i sicrhau bod darpariaeth ar gael i'r rheini sydd yn y sefyllfaoedd mwyaf heriol. Mae maint y cronfeydd hynny yn amrywio o sefydliad i sefydliad. Rwyf wedi gofyn i HEFCW roi sicrwydd i mi fod yr hyn sy'n cael ei ddarparu gan ein prifysgolion ni yn ddigonol, bod access digonol ar gael drwy'r prifysgolion i gefnogaeth ariannol ar gyfer y cyfnod anodd hwn. Ond ar gyfer blynyddoedd yn y dyfodol - y flwyddyn nesaf ymlaen - byddaf yn gwneud datganiad maes o law ynglŷn â'r lefel o gefnogaeth.
English: Thank you, Minister. Student rent particularly has increased by 29 per cent in Wales over the past three years, and now takes up almost 60 per cent of the student support package as an average. As a party, we've been calling for urgent and radical cost-of-living measures, such as rent freezes and prohibiting evictions, because this increase will be disastrous for a number of students, having negative impacts on their mental and physical health, and also on their studies, of course. Will the Government listen to the calls of those, such as Orla Tarn, the president of NUS Wales, who has stated that she is in favour of putting a cap on student rent, as happens in Scotland, calling on the Welsh Government to follow the Scottish Government in supporting Welsh students in the same manner?
Welsh: Diolch, Weinidog. Mae rhent myfyrwyr yn benodol, wrth gwrs, wedi codi 29 y cant yng Nghymru dros y tair blynedd diwethaf, ac, erbyn hyn, yn llyncu bron i 60 y cant o'r pecyn cyllid myfyrwyr ar gyfartaledd. Fel plaid, rŷn ni wedi bod yn galw am weithredu mesurau costau byw brys a radical, fel rhewi rhent a gwahardd troi allan, gan y bydd y cynnydd mewn rhent yn drychinebus i nifer o fyfyrwyr sy'n ei chael hi'n anodd i ymdopi, gan effeithio'n negyddol ar eu hiechyd meddwl a chorfforol nhw, ac ar eu hastudiaethau, wrth gwrs. A yw'r Llywodraeth yn mynd i wrando ar alwadau rhai fel llywydd undeb myfyrwyr Cymru, Orla Tarn, sydd wedi datgan ei bod o blaid gosod cap ar rent ar lety a thai myfyrwyr, fel sy'n digwydd yn yr Alban, gan alw ar Lywodraeth Cymru i ddilyn Llywodraeth yr Alban i gefnogi myfyrwyr Cymru yn yr un modd?
English: I am meeting with the president of NUS Wales in the coming days to discuss that with them, because I heard the evidence given to the committee. As the Member will know, we've looked in detail at what is being provided in Scotland, and it doesn't look on the face of it as generous - . Perhaps, on the face of it, it does seem more generous than it really is. And we're very concerned about what we see happening in Scotland - many people are withdrawing from the private rented sector, which creates more challenges for students and others. But this is one of the things I do intend to discuss with the president of NUS Wales when I meet with them in the coming days.
Welsh: Rwy'n cwrdd gyda llywydd NUS Cymru yn y dyddiau sydd i ddod i drafod hyn gyda nhw, oherwydd gwnes i weld y dystiolaeth gafodd ei rhoi i'r pwyllgor. Fel bydd yr Aelod yn gwybod, rŷn ni wedi edrych yn fanwl ar yr hyn sy'n cael ei gynnig yn yr Alban, a dyw e ddim yn edrych efallai ar y wyneb mor hael ac y mae ef - . Mae'n edrych yn fwy hael efallai ar yr wyneb nag yw e go iawn. Rŷn ni hefyd yn poeni'n ddirfawr am yr hyn rŷn ni'n gweld yn digwydd yn yr Alban, hynny yw, bod pobl yn tynnu allan o'r farchnad rhentu preifat, sydd yn creu heriau mwy sylweddol i fyfyrwyr ac i eraill. Ond dyma un o'r pethau rwy'n bwriadu eu trafod gyda llywydd NUS Cymru pan fyddaf yn cwrdd gyda nhw yn y diwrnodau nesaf.
English: The Curriculum for Wales's mandatory four purposes provide the shared vision and aspiration for every child and young person. The purposes, and the integral skills that support them, set high expectations to ensure every learner gains a broad and balanced education, including the skills they need to thrive.
Welsh: Mae pedwar diben gorfodol y Cwricwlwm i Gymru yn darparu'r weledigaeth a'r dyhead a rennir ar gyfer pob plentyn a pherson ifanc. Mae'r dibenion, a'r sgiliau craidd sy'n eu cefnogi, yn gosod disgwyliadau uchel i sicrhau bod pob dysgwr yn cael addysg eang a chytbwys, gan gynnwys y sgiliau sydd eu hangen arnynt i ffynnu.
English: Thank you, Minister. We all know the importance of young people leaving school with a good education. However, having a good education should be more than just receiving good grades. It should be about giving young people the skills that they need to deal with life. Life skills help people focus on many facets of their lives and are essential in helping them manage stress and to solve the problems they may face throughout their lives. The life skills that I'm referring to include developing effective communication, financial literacy, decision making, time organisation, stress management, as well as more basic skills, such as cooking and sewing. So, Minister, how is the education system in Wales providing young people with the essential life skills required to fully prepare them for the future? Because, as much as it's important for someone to know pi equals 22/7 or 3.14, it's also incredibly vital that young people know early on how to pay a bill, fill out a mortgage form, learn how to invest their money, and how to submit tax returns as well.
Welsh: Diolch, Weinidog. Gŵyr pob un ohonom pa mor bwysig yw hi fod pobl ifanc yn gadael yr ysgol gydag addysg dda. Fodd bynnag, dylai addysg dda olygu mwy na chael graddau da yn unig. Dylai ymwneud â rhoi'r sgiliau sydd eu hangen arnynt i bobl ifanc allu ymdopi â bywyd. Mae sgiliau bywyd yn helpu pobl i ganolbwyntio ar sawl agwedd ar eu bywydau ac maent yn hanfodol i'w helpu i reoli straen a datrys y problemau y gallent eu hwynebu drwy gydol eu hoes. Mae'r sgiliau bywyd y cyfeiriaf atynt yn cynnwys datblygu sgiliau cyfathrebu effeithiol, llythrennedd ariannol, gwneud penderfyniadau, trefnu amser, rheoli straen, yn ogystal â sgiliau mwy sylfaenol fel coginio a gwnïo. Felly, Weinidog, sut y mae'r system addysg yng Nghymru yn darparu'r sgiliau bywyd hanfodol sydd eu hangen ar bobl ifanc i'w paratoi'n llawn ar gyfer y dyfodol? Oherwydd, er mor bwysig yw hi i rywun wybod bod pi yn hafal i 22/7 neu 3.14, mae hefyd yn hynod hanfodol fod pobl ifanc yn gwybod yn gynnar sut i dalu bil, llenwi ffurflen forgais, dysgu sut i fuddsoddi eu harian, a sut i gyflwyno ffurflenni treth hefyd.
English: The Member will be aware, of course, that our new curriculum in schools has the provision of life skills very much at its heart. We want practitioners to have the agency to be able to develop their curricula to support learners to develop exactly those sorts of life skills. The four purposes that are at the heart of the curriculum are underpinned by a range of 33 characteristics, which comprise a range of different life skills, very much inspired by the report of 2019 by the last Welsh Youth Parliament, which I'm sure she's familiar with, 'Life skills, skills for life.' That was one of the key issues that was raised by the Youth Parliament then. That's been a really important part in our thinking about how we take the curriculum forward. So, I welcome her commitment to this area - it's one that we all share - and we look forward to seeing the curriculum rolling out through our schools, providing the range of life skills, some of which she highlighted in her question.
Welsh: Bydd yr Aelod yn ymwybodol, wrth gwrs, fod darpariaeth sgiliau bywyd yn gwbl ganolog i'n cwricwlwm newydd mewn ysgolion. Rydym am i addysgwyr gael rhwydd hynt i allu datblygu eu cwricwla i gefnogi dysgwyr i ddatblygu'r union fathau hynny o sgiliau bywyd. Mae'r pedwar diben sydd wrth wraidd y cwricwlwm wedi'u seilio ar ystod o 33 o nodweddion sy'n creu amrywiaeth o wahanol sgiliau bywyd, ac sydd wedi'u hysbrydoli'n fawr gan adroddiad gan Senedd Ieuenctid ddiwethaf Cymru yn 2019, y mae'n gyfarwydd ag ef rwy'n siŵr, 'Sgiliau Bywyd, Sgiliau Byw.' Roedd hynny'n un o'r materion allweddol a godwyd gan y Senedd Ieuenctid ar y pryd. Mae hynny wedi bod yn rhan bwysig iawn o'n ffordd o feddwl ynglŷn â sut i fwrw ymlaen â'r cwricwlwm. Felly, croesawaf ei hymrwymiad i'r maes hwn - mae'n un y mae pob un ohonom yn ei rannu - ac edrychwn ymlaen at weld y cwricwlwm yn cael ei gyflwyno yn ein hysgolion, ac yn darparu'r ystod o sgiliau bywyd, y tynnodd hi sylw at rai ohonynt yn ei chwestiwn.
English: I'd like to thank Natasha Asghar for tabling this important question. Minister, given what young people have been through with COVID, what they're going to go through with the cost-of-living crisis, it is essential, is it not, that, through the new curriculum, they're able to attain those essential life skills, particularly in financial literacy and mental health awareness. Would you join me in recognising the hard work in the previous Senedd by Bethan Sayed, who really did push very hard the need for young people to develop essential financial skills?
Welsh: Hoffwn ddiolch i Natasha Asghar am gyflwyno'r cwestiwn pwysig hwn. Weinidog, o ystyried yr hyn y mae pobl ifanc wedi bod drwyddo gyda COVID, yr hyn y maent ar fin mynd drwyddo gyda'r argyfwng costau byw, mae'n hanfodol eu bod, drwy'r cwricwlwm newydd, yn gallu dysgu'r sgiliau bywyd hanfodol hynny, yn enwedig mewn llythrennedd ariannol ac ymwybyddiaeth iechyd meddwl. A wnewch chi ymuno â mi i gydnabod y gwaith caled yn y Senedd flaenorol gan Bethan Sayed, a bwysleisiodd yr angen i bobl ifanc ddatblygu sgiliau ariannol hanfodol?