techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I accept that point. That is, it isn't the assessment methods that are changing, but it's the mix that's changing, and the fact that there won't be external examinations at the end of the period. It is going to work in a different way. Just to come back, to make a point about the future - the curriculum, of course, is driving the change in a different way too. The curriculum is driving the change because the emphasis is on the development of the individual, and if the emphasis is on the development of the individual, then the assessment for that individual needs to be different. It's an entirely new way of working in Wales. Ian, do you believe that there are several lessons to be learned out of what is going to be put in place now for that longer term future to respond to those major changes in the curriculum?
Welsh: Dwi'n derbyn y pwynt yna. Hynny yw, ddim y dulliau asesu sydd yn newydd, ond y mix fydd yn newydd, mae'n debyg, a'r ffaith na fydd yna ddim arholiadau allanol ar ddiwedd y cyfnod. Mae o'n mynd i weithio mewn ffordd wahanol. Jest i ddod yn ôl, jest un pwynt ynglŷn â'r dyfodol - mae'r cwricwlwm, wrth gwrs, yn gyrru'r newid mewn ffordd arall hefyd. Mae'r cwricwlwm yn gyrru'r newid oherwydd bod y pwyslais ar ddatblygiad yr unigolyn, ac felly os ydy'r pwyslais ar ddatblygiad yr unigolyn, mae angen i'r asesu ar gyfer yr unigolyn yna fod yn wahanol. Mae o'n ffordd gwbl newydd o weithio yng Nghymru. Ian, ydych chi'n credu bod yna nifer o wersi i'w dysgu allan o beth sy'n mynd i fod yn cael ei roi yn ei le rŵan ar gyfer y dyfodol i ymateb i'r newidiadau mawr yna yn y cwricwlwm?
English: Sorry, just to add very quickly, in response to Siân Gwenllian, and to agree with everything that Philip has said, and Ian, of course, on learning from the experiences - of course, we didn't want to be in this situation now, but I agree that we do need to take the opportunity to learn after 2021 and use this experience to be open-minded about the way that we develop the new curriculum up to 16 and post 16 too, and use the wide-ranging experience that we have in Wales, and in the colleges as well. So, I accept the point, and we do need to take all of that into consideration to develop the new curriculum and beyond.
Welsh: Sori, gaf i jest ychwanegu yn gyflym, i ymateb i Siân Gwenllian, ac i gyd-fynd efo popeth mae Philip wedi'i ddweud, ac Ian, o safbwynt dysgu o'r profiad yma? Wrth gwrs, doedden ni ddim eisiau'r sefyllfa yma, ond dwi'n cytuno'n llwyr efo ti - mae'n rhaid inni gymryd y cyfle i ddysgu ar ôl 2021 a defnyddio'r profiad yma i fod yn feddwl agored am y ffordd dŷn ni'n datblygu'r cwricwlwm newydd lan at 16, ond ar ôl 16 hefyd, a defnyddio'r profiad eang sydd gyda ni ar draws Cymru, ac yn y colegau hefyd. So, dwi'n derbyn y pwynt yn iawn, ac mae'n rhaid gwneud hynna fel rhan o ddatblygu'r cwricwlwm newydd, a mwy na hynny hefyd.
English: Thank you very much. Good morning and thank you very much for your comprehensive report. May I just pick up on a few issues from the previous responses? Your report talks about a delivery board and the Minister talks about a design and delivery group. Do you think that they are one and the same, to all intents and purposes; namely, bringing people together to make the relevant decisions? And do you believe that that has been one of the fundamental problems during the process for the previous summer; namely, that the process of making decisions hasn't been sufficiently clear, and that there is a need for clarity in moving forward with regard to where exactly policy responsibility lies, and where delivery responsibility lies? Will you be giving this due attention in your final report, so that there are lessons to be learnt in that regard?
Welsh: Diolch yn fawr. Bore da, a diolch yn fawr i chi am eich adroddiad cynhwysfawr. A gaf i jest bigo i fyny ar gwpwl o bethau o'r atebion diwethaf yna? Mae'ch adroddiad chi yn sôn am fwrdd cyflawni ac mae'r Gweinidog yn sôn am grŵp dylunio a delifro. Ydych chi'n credu eu bod nhw yr un peth, i bob pwrpas; hynny yw, yn tynnu pobl at ei gilydd i wneud y penderfyniadau? Ac ydych chi'n credu bod hynny wedi bod yn un o'r problemau sylfaenol yn ystod y broses yr haf diwethaf, sef bod y broses gwneud penderfyniadau ddim wedi bod yn ddigon clir, a bod angen eglurder wrth symud ymlaen o ran lle yn union mae cyfrifoldeb polisi yn gorwedd, a lle yn union mae cyfrifoldeb y delifro? A fyddwch chi'n rhoi sylw i hyn yn eich adroddiad terfynol chi, fel bod yna wersi i'w dysgu ynglŷn a hynny?
English: Of course, there has been criticism that the voice of the learner and the voice of young people, that that voice wasn't heard adequately. Will you be discussing that, too, in your report and ways of improving that in future?
Welsh: Wrth gwrs, mae yna feirniadaeth wedi bod nad ydy llais y dysgwr a llais y bobl ifanc, nad oedd hynny ddim yn cael ei glywed yn ddigonol. A fyddwch chi'n trafod hynny, hefyd, yn eich adroddiad terfynol chi a ffyrdd o wella hynny i'r dyfodol?
English: I agree entirely with you in that regard. Finally from me, Chair, looking to the future now, the discussion is a very live one around assessment, examinations, assignments - all of this issue of assessment has come under the magnifying glass as a result of COVID - but, there are opportunities to create some new systems through the new curriculum and the need to respond to the learning methods that will be in that new curriculum. Where are we going to be five years from now, do you believe? Will the discussion have moved us forward or will we still be debating this?
Welsh: Rwy'n cytuno'n llwyr â chi ar hynny. Yn olaf gen i, Gadeirydd, yn edrych ymlaen at y dyfodol rŵan, mae'r drafodaeth yn fyw iawn, erbyn hyn, o gwmpas asesiadau, arholiadau, aseiniadau - yr holl faes asesu wedi dod o dan y chwyddwydr yn sgil COVID - ond, mae yna hefyd gyfleon i greu systemau newydd drwy'r cwricwlwm newydd a'r angen i ymateb i'r dulliau dysgu a fydd yn y cwricwlwm newydd. Ble ydyn ni'n mynd i fod pum mlynedd o rŵan, ydych chi'n credu? A fydd y drafodaeth wedi'n symud ni ymlaen, ynteu a fyddwn ni'n dal i drafod?
English: Thank you very much, and hopefully we can get you back when the final report is ready, or at least that we have an opportunity to discuss some of the findings in that report, Chair. Thank you.
Welsh: Diolch yn fawr, a gobeithio y medrwn ni eich cael chi nôl pan fydd yr adroddiad terfynol yn barod, neu o leiaf ein bod ni'n cael cyfle i drafod rhai o'r canfyddiadau o hwnnw hefyd, Gadeirydd. Diolch yn fawr.
English: If I could come in there. I think that our schools have responded excellently to the challenge that faced them at that time, but I think what we've seen as the period has gone on is very significant developments since the initial lockdown. The confidence and skills of the workforce and the pupils themselves have been significant since March, and I think that some of the things that were challenges for us back in March, for example, developing the oral skills of pupils, how to give them meaningful feedback, those elements have developed very significantly in a short period of time. I think it's appropriate for us to thank the workforce for the energetic, imaginative way they've responded to the challenges in front of them. But what the period has given us is a period of trialling and evaluation, and as a result of that, there have been changes and developments that have happened. The endpoint of that, perhaps, was the week last week where live learning activities and synchronous activities had been seen, with a significant increase in that area in the learning experiences of years 9 to 13, who obviously weren't on school campuses last week. So, there has been very careful planning, but there are significant developments that have happened in this field that do lead us confidently towards the Curriculum for Wales in due course. So, those developments have been a positive foundation.
Welsh: Os caf i ddod mewn fanna. Dwi'n credu bod ein hysgolion ni wedi ymateb yn arbennig i'r her oedd o'u blaenau nhw bryd hynny, ond rwy'n credu beth ŷn ni wedi ei weld wrth fod y cyfnod yn mynd ymlaen yw datblygiadau sylweddol iawn ers y cyfnod clo cychwynnol hwnnw. Mae hyder a sgiliau'r gweithlu a'r disgyblion eu hunain wedi bod yn arwyddocaol ers mis Mawrth, ac rwy'n credu bod rhai o'r pethau oedd yn heriau inni nôl ym mis Mawrth, er enghraifft, sut i sicrhau datblygiad llefaredd disgyblion, sut i roi adborth ystyrlon i ddisgyblion, mae'r elfennau hynny wedi datblygu'n sylweddol iawn mewn cyfnod byr. Ond rwyf i'n credu ei fod e'n briodol inni dalu, mewn gwirionedd, ein diolch ni a'n balchder ni i'r gweithlu am y ffordd llawn egni, llawn dychymyg maen nhw wedi ymateb i'r heriau oedd o'u blaenau nhw. Ond yn sicr, beth mae'r cyfnod wedi ei roi inni yw cyfnod o dreialu, cyfnod o arfarnu, ac yn hynny i gyd, mae yna newidiadau a datblygiadau wedi digwydd. Penllanw hynny, efallai, oedd yr wythnos wythnos diwethaf ble oedd gweithgareddau dysgu byw, dysgu cydamserol - y cynnydd yn y maes hwnnw wedi bod yn aruthrol ym mhrofiadau dysgu blynyddoedd 9 i 13, oedd yn amlwg ddim ar gampws ysgolion wythnos ddiwethaf. Felly, mae yna gynllunio gofalus iawn wedi bod, ond mae yna ddatblygiadau aruthrol wedi bod yn y maes, sy'n ein camu ni'n hyderus iawn tuag at Gwricwlwm i Gymru maes o law. Mae wedi bod yn sail gadarn iawn, y datblygiadau hynny.
English: Yes. I think in terms of the question of consistency, fairness and equity for all pupils, the concept of a minimum expectation is a good one. We are aware that there are a number of schools that ensure, as I referred in my previous answer, that there is consistent contact made with homes. The technology in schools has evolved significantly over the recent period in terms of methods of communication, and they can communicate individually with pupils. In very general terms, you have the cohort with intensive learning needs, as in the previous question, and you also have those who are challenging in terms of their behaviour, and they need to be included in their education, going forward, and to get them to engage naturally through this medium. And there are specific cohorts of pupils that we're starting to identify as providing different challenges in terms of the basic offer that schools have put in place. But on the point that Meinir made earlier, the more sophisticated assessment and feedback methods that have evolved over the recent period make this learning and teaching more personalised than it was at the beginning of the lockdown.
Welsh: Ie. Dwi'n meddwl, o ran y cwestiwn o gysondeb, tegwch, equity i bob disgybl, mae'r cysyniad o isafswm disgwyliad yn un da. Rydyn ni'n ymwybodol bod yna nifer o ysgolion yn sicrhau, fel y gwnes i gyfeirio ato yn yr ateb blaenorol, fod yna gyswllt cyson wedi bod yn digwydd efo cartrefi. Mae technoleg ysgolion wedi esblygu'n sylweddol hefyd yn cyfnod yma o ran eu dulliau o gyfathrebu, ac maen nhw'n gallu cyfathrebu yn unigol efo disgyblion. Yn fras iawn, mae gennych chi'r garfan anghenion dysgu dwys, yn yr ateb blaenorol, ac hefyd, mae gennych chi'r rhai sydd yn heriol eu hymddygiad yn naturiol, ac mae eisiau cynnwys y rheini yn eu haddysg wrth fynd ymlaen a'u cael nhw i ymgysylltu'n naturiol drwy'r cyfrwng. Ac mae'n debyg bod yna garfannau penodol o ddisgyblion dŷn ni'n dechrau adnabod sydd yn cynnig mwy o her drwy'r ymgysylltu, beth bynnag ydy'r cynnig sylfaenol mae ysgolion yn eu rhoi ar eu cyfer nhw. Ond o ran y pwynt roedd Meinir yn ei wneud yn gynharach, mae'r dulliau asesu a'r adborth mwy soffistigedig sydd wedi esblygu yn y cyfnod diweddar yma yn gwneud y dysgu yma'n fwy personol nag oedd o ar ddechrau'r cyfnod clo.
English: I think, when you look across the 22 authorities and the four regions, there is a great deal of sharing of information about schools and how schools can engage. If it's to do with the digital infrastructure, that's one of the questions, and then the question that you refer to in this regard is the quality of the offer that they provide to pupils. I think that we've been in consistent contact with all schools during the past period. They were pastoral connections at the beginning, but now they're connections that look at the quality of the offer that is made. In general terms, and more generally now, we draw schools together to work in clusters and to share this good practice across schools, and to ask the question that you posed, which is that if this is good practice, how can we apply it in different schools? I think that, as things are moving so quickly, it's the same answer to the question that Jack Sargeant asked at the beginning, namely that the challenge that faces us in going forward in relation to exams is the same challenge that faces the profession in providing for pupils at the moment - the need to move at pace, to learn at pace and to share the practices that work. So, we share, but we also have these discussions on an individual school level to ensure that best practice is being adopted as much as possible.
Welsh: Dwi'n meddwl, os ydych chi'n edrych ar draws y 22 awdurdod a'r pedwar rhanbarth, fod yna lot fawr o rannu gwybodaeth am ysgolion a sut mae ysgolion yn gallu ymgysylltu. Os ydy o i wneud efo'r isadeiledd digidol ydy un o'r cwestiynau. Wedyn, y cwestiwn dŷch chi'n cyfeirio ato fo yn fan hyn ydy ansawdd y cynnig maen nhw'n ei roi i ddisgyblion. Dwi'n meddwl ein bod ni wedi bod mewn cyswllt cyson efo pob ysgol drwy'r cyfnod yma. Roedden nhw'n gysylltiadau bugeiliol reit ar y dechrau, ond rŵan maen nhw'n gysylltiadau sydd yn edrych ar ansawdd y cynnig sy'n cael ei roi. Yn gyffredin, dwi'n meddwl, ac yn fwy cyffredin, dŷn ni'n tynnu ysgolion at ei gilydd i weithio mewn clystyrau a thriawdau, i rannu'r arfer yma ar draws ysgolion ac i ofyn y cwestiynau dŷch chi'n eu gofyn - os ydy hwn yn arfer da, sut allwn ni ei ddefnyddio fo mewn ysgolion eraill? Dwi'n meddwl, am fod pethau'n symud mor gyflym, mae'n debyg mai'r un ateb ydyw ag i gwestiwn y gwnaeth Jack Sargeant ei ofyn ar y dechrau, sef yr her sy'n ein hwynebu ni wrth fynd yn ein blaenau ar gyfer yr arholiadau ydy'r un her sy'n wynebu gweddill y proffesiwn yn darparu ar gyfer disgyblion ar hyn o bryd - yr angen i symud yn sydyn, dysgu yn gyflym a bod yn barod i rannu'r arferion sy'n gweithio ymysg ei gilydd. Un, dŷn ni'n rhannu, a, dau, dŷn ni'n cael y trafodaethau yma ar lefel ysgol unigol i wneud yn siŵr bod yr arferion gorau yn cael eu meithrin gymaint ag sy'n bosib.
English: Can pupils access lessons at home easily?
Welsh: A all dysgwr gael mynediad hawdd i wersi byw gartref?
English: Can a learner - ?
Welsh: A all dysgwr -
English: Can a learner easily access live lessons at home?
Welsh: A all dysgwr cael mynediad hawdd i wersi byw gartref?
English: If I can come in on that, the methodology in terms of live learning is slightly different, and I think that we've invested time in developing the understanding of staff of that. Looking again at last week as a benchmark for years 9 to 13, staff surveys and pupil voice surveys have set out that live learning is the most effective way, in their opinion, of continuing to develop skills.
Welsh: Os caf i ddod i mewn yn fan yna hefyd, mae methodoleg dysgu byw yn fethodoleg ychydig yn wahanol, a dwi'n credu ein bod ni wedi buddsoddi amser mewn datblygu dealltwriaeth staff o hynny. O edrych eto ar yr wythnos diwethaf fel ryw fath o linyn mesur ar gyfer blynyddoedd 9 i 13, mae holiaduron staff a holiaduron llais y disgybl yn sicr iawn yn gosod dysgu byw fel y ffordd fwyaf effeithiol yn eu barn nhw o barhau i ddatblygu sgiliau.
English: Yes, just to come in on the point that Kay made about learners with English as an additional language, to note the excellent work that has taken place in our language centres with immersion in terms of the Welsh language to ensure that pupils who don't speak Welsh at home have been able to develop their skills over this period as well.
Welsh: Ie, jest i ddod mewn ar y pwynt roedd Kay yn sôn amdano ynglŷn â dysgwyr â Saesneg yn iaith ychwanegol iddyn nhw, i nodi, mewn gwirionedd, y gwaith rhagorol sydd wedi digwydd yn ein canolfannau iaith ni gyda throchi o ran y Gymraeg i sicrhau bod disgyblion nad sydd, o reidrwydd, yn siarad y Gymraeg yn y cartref wedi cael datblygu'r sgiliau llefaredd a'u mynediad gydol y cyfnod yma hefyd.
English: To come in there with a few elements and examples - that certainty that we have assessed the risk of pupils that weren't engaging with us, and we've used a range of agencies such as Flying Start, the team around the family and social services. So, that we've approached a lack of engagement not just from a school perspective, but from a welfare perspective, using a wide range of partners, which goes back to your question there with regard to welfare more generally - that our inclusion services have been utilised in a very different way over the past six months and in a very successful way, not just with pupils, but with their whole families.
Welsh: I ddod i mewn fanna gydag ambell i elfen - y sicrwydd hynny ein bod ni wedi asesu risg nifer o ddisgyblion a oedd ddim yn ymrwymo gyda ni ac wedi defnyddio ystod o asiantaethau fel Dechrau'n Deg, tîm o amgylch y teulu, gweithwyr cymdeithasol. Felly ein bod ni wedi dod tuag at ddiffyg ymrwymiad nid jest o bersbectif ysgol, ond wedi dod ato fe o bersbectif lles, gan ddefnyddio ystod fawr o bartneriaid, sydd, rwy'n credu, yn clymu nôl gyda'ch cwestiwn chi yn fanna ynglŷn â lles yn fwy cyffredinol - bod ein gwasanaethau cynhwysiant ni wedi cael eu defnyddio mewn ffordd wahanol iawn yn ystod y chwe mis diwethaf ac yn llwyddiannus iawn, nid yn unig gyda disgyblion, ond gyda'u teuluoedd nhw yn eu cyfanrwydd.
English: Thank you very much, and good afternoon, everyone. It is afternoon now, believe it or not. You do portray a relatively positive picture of remote learning, but we do know that there are a number of pupils falling through the cracks, not just because of the digital gap - and the children's commissioner talked to us about this, that she's still hearing of examples of young people who don't have a laptop. So, despite the picture that you paint, there is inconsistency there. There's also a poverty gap that means that young people aren't able to study at home in the way that they should be able to do - no appropriate place to do the work, no encouragement to do the work. So, do you therefore think that there is a need to look at the attainment gap and the fact that we're likely to see a deterioration in the attainment gap in the years to come because of this current situation? Is there a need for specific support targeted at schools and colleges in our most deprived areas, remembering, of course that COVID is at its worst, with a peak of cases, in those areas as well? I don't know who wants to respond.
Welsh: Diolch yn fawr, a phrynhawn da, bawb; mae'n brynhawn erbyn hyn, coeliwch neu beidio. Mi ydych chi'n rhoi darlun lled gadarnhaol am ddysgu o bell, ond rydyn ni yn gwybod bod yna nifer yn cwympo drwy'r rhwyd, nid yn unig oherwydd y bwlch digidol - ac mi soniodd y comisiynydd plant wrthym ni am hyn, ei bod hi'n dal yn cael enghreifftiau o bobl ifanc sydd heb laptop. Felly, er gwaethaf y darlun rydych chi'n ei roi, mae yna anghysondeb yna. Mae yna hefyd, wrth gwrs, fwlch tlodi sy'n golygu bod pobl ifanc ddim yn gallu astudio gartref yn y ffordd y dylen nhw fedru gwneud - dim lle addas ar gyfer gwneud y gwaith, efallai ddim yr anogaeth i fod yn cymryd rhan yn y gwaith. Ydych chi'n meddwl felly fod angen edrych o ddifrif ar y bwlch cyrhaeddiad a'r ffaith y byddwn ni, mae'n bur debyg, yn gweld gwaethygu yn y bwlch cyrhaeddiad yn y blynyddoedd i ddod oherwydd y sefyllfa yma? Oes angen cefnogaeth benodol wedi'i thargedu at ysgolion a cholegau yn ein hardaloedd mwyaf difreintiedig ni, o gofio hefyd, wrth gwrs, fod y COVID ar ei waethaf, yr achosion ar eu huchaf, yn rhai o'r ardaloedd yma hefyd? Dwi i ddim yn gwybod pwy sydd am ymateb.
English: I think, Siân, to go back to the original question, in terms of the resources, and it also goes back to Suzy's point, we have to get these people to engage in the first instance. The ideal is to have 100 per cent of pupils engaging fully. That's the ideal, of course. The question then arises of where exactly the problem lies. Kay has described a problem with a specific cohort of girls and a solution for them. I would say that the resource is a partnership between different agencies: authorities, as Mike described earlier, and the pastoral teams in schools. And I think that the solution needs to be tailored on a very local basis to these communities, according to the microculture of those specific areas of Wales, as we are aware of them.
Welsh: Dwi'n meddwl, Siân, i ddod nôl at y cwestiwn gwreiddiol o le i roi'r adnoddau, a nôl i bwynt Suzy yn gynharach, mae'n rhaid cael y bobl yma i ymgysylltu yn y lle cyntaf. Y ddelfryd ydy cael 100 y cant o ddisgyblion yn ymgysylltu'n llawn. Dyna ydy'r ddelfryd, yn naturiol. Mae'r cwestiwn wedyn yn codi o ble yn union mae'r broblem yna. Roedd Kay wedi disgrifio carfan o ferched yn benodol a datrysiad ar eu cyfer nhw. Mae'r adnodd yn bartneriaeth, buaswn i'n meddwl, rhwng sawl asiantaeth yn fan hyn - asiantaethau yr awdurdod roedd Mike yn eu disgrifio, nifer ohonyn nhw, yn gynharach, ac yn nhimau bugeiliol yr ysgolion. A dwi'n meddwl bod angen i'r ateb gael ei deilwra'n lleol iawn, iawn i'r cymunedau yma yn ôl beth ydy'r diwylliant meicro o bosib sydd yn perthyn i'r ardaloedd yna o Gymru, fel rydyn ni'n ymwybodol ohonyn nhw.
English: So, targeting more resources to some specific communities that need that support.
Welsh: Felly, targedu bach mwy o adnoddau i rai cymunedau penodol iawn sydd angen y gefnogaeth yna.
English: Well, it depends where the gap is. We're going through the process now of identifying where the need and demand is, where the gaps are, and where the engagement doesn't compare with other areas. I don't think that the solution lies particularly within the education system alone; there are other agencies that could provide support in order to secure a more holistic response.
Welsh: Wel, mae'n dibynnu lle mae'r bwlch. Rydyn ni'n mynd trwy'r broses rŵan o adnabod lle mae'r angen, adnabod y bylchau, adnabod lle nad yw'r ymgysylltu yn gymharol ag ardaloedd tebyg, a dwi ddim yn meddwl bod yr ateb yn gorwedd yn unig o fewn y sector addysg; mae yna asiantaethau eraill fyddai'n gallu cefnogi'n benodol i'w wneud yn ateb mwy holistic.
English: Yes. Thank you.
Welsh: Ie. Diolch.
English: Good morning, and a warm welcome to this meeting of the Culture, Welsh Language and Communications Committee of the Senedd. In accordance with Standing Order 34.19, I have determined that the public are excluded from attending the committee's meeting in order to protect public health. The meeting is however broadcast on Senedd.tv and everyone is joining us in a virtual capacity. A transcript of the meeting will be published as usual. Aside from the proecdural adaptations relating to conducting proceedings remotely, all other Standing Order requirements remain in place. If for any reason my technology fails, David Melding has kindly agreed to temporarily chair whilst I try to rejoin the meeting. So, thank you, David. Can I ask fellow Members whether they have any declarations of interest to make? There are none.
Welsh: Bore da a chroeso cynnes i bawb i gyfarfod Pwyllgor Diwylliant, y Gymraeg a Chyfathrebu ein Senedd ni. Yn unol â Rheol Sefydlog 34.19, dwi wedi penderfynu gwahardd y cyhoedd o gyfarfod y pwyllgor er mwyn amddiffyn iechyd y cyhoedd. Mae'r cyfarfod yn cael ei ddarlledu ar Senedd.tv a phawb yn ymuno â ni drwy ffurf rithiol. Bydd trawsgrifiad yn cael ei gyhoeddi fel arfer. Ar wahân i'r pethau sydd yn deillio o'r ffaith ein bod ni'n gorfod cyfarfod yn rhithiol, mae'r holl Rheolau Sefydlog mewn lle fel arfer. Os am unrhyw reswm y bydd fy nhechnoleg i yn methu, mae David Melding, yn garedig iawn, wedi cytuno i gadeirio tra fy mod i'n trio ailymuno. Diolch yn fawr iawn i David. A gaf ofyn i fy nghyd-Aelodau a oes yna ddatganiadau o fudd o gwbl? Dwi'n gweld nad oes.