techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, you're absolutely right, Dai, in that we should never put any limitations on any of our children and young people because we have a misconception about what they can achieve. Obviously, that is at the heart of our additional learning needs reform programme, to ensure that all children with an additional learning need leave our education system with the qualifications, skills and experience that they will need to go on into further education, or into the world of employment. I am aware of NDCS's youth advisory board's recent report on young people's experiences of the careers advice across the UK. Here in Wales, we know, and we're actively engaged in a process to reform our careers support assistance, and I will be very keen to work with NDCS Cymru to be a part of that. Our current careers and the world of work framework highlights the need for learning providers to reduce environmental and social barriers to inclusion, and we continue that as part of our reform of our careers and information and advice. Clearly, apprenticeships should not be closed off to any young person who could benefit from that, and, as a result of your question, I'll undertake to work with Ken Skates's department to oversee our apprenticeship programme, to see what more action the Government can take to address these issues.
Welsh: Wel, rydych yn llygad eich lle, Dai, yn yr ystyr na ddylem fyth roi unrhyw gyfyngiadau ar unrhyw un o'n plant a'n pobl ifanc am fod gennym syniadau anghywir ynghylch yr hyn y gallant ei gyflawni. Yn amlwg, dyna sydd wrth wraidd ein rhaglen anghenion dysgu ychwanegol, er mwyn sicrhau bod pob plentyn ag anghenion dysgu ychwanegol yn gadael ein system addysg gyda'r cymwysterau, y sgiliau a'r profiad y bydd eu hangen arnynt i fwrw ati gydag addysg bellach, neu i'r byd gwaith. Rwy'n ymwybodol o adroddiad diweddar bwrdd cynghori ieuenctid y Gymdeithas Genedlaethol i Blant Byddar ar brofiadau pobl ifanc o gyngor gyrfaoedd ledled y DU. Yma yng Nghymru, rydym yn cymryd rhan weithredol mewn proses i ddiwygio ein cymorth gyrfaoedd, ac rwy'n awyddus iawn i weithio gyda'r Gymdeithas Genedlaethol i Blant Byddar Cymru er mwyn bod yn rhan o hynny. Mae ein fframwaith gyrfaoedd a'r byd gwaith cyfredol yn nodi'r angen i ddarparwyr dysgu leihau rhwystrau amgylcheddol a chymdeithasol i gynhwysiant, ac rydym yn parhau â hynny fel rhan o'n gwaith yn diwygio ein gwybodaeth a'n cyngor gyrfaoedd. Yn amlwg, ni ddylid atal unrhyw unigolyn ifanc rhag ymgymryd â phrentisiaethau y gallent elwa ohonynt, ac o ganlyniad i'ch cwestiwn, byddaf yn ymrwymo i weithio gydag adran Ken Skates i oruchwylio ein rhaglen brentisiaethau, i weld pa gamau eraill y gall y Llywodraeth eu cymryd i fynd i'r afael â'r materion hyn.
English: Can I start off by saying that my sister is profoundly deaf? So, I have an interest in this. But, if you are deaf, you are less likely to be in paid employment; if you are in paid employment, you're likely to be low paid, and you're likely to have few, if any, qualifications. The one thing that would improve this is improving the situation of British Sign Language, treating it and making it a GCSE subject comparable to Welsh and English, because, for the deaf community, British Sign Language is their first language. And we need to ensure that other children know the rudiments of British Sign Language as well in order to communicate with them. We've had a petition in from Swansea, promoting British Sign Language, and there's a lot of correspondence taking place about British Sign Language. But the reality is that unless we support British Sign Language, and support its teaching, and support children with it, children are still going to be less well off.
Welsh: A gaf fi gychwyn drwy ddweud bod fy chwaer yn fyddar iawn? Felly, rwy'n datgan buddiant. Ond os ydych yn fyddar, rydych yn llai tebygol o fod mewn gwaith cyflogedig; os ydych mewn gwaith cyflogedig, rydych yn debygol o fod ar gyflog isel, ac mae'n debygol na fydd gennych lawer o gymwysterau, os o gwbl. Yr un peth a fyddai'n gwella hyn yw gwella sefyllfa Iaith Arwyddion Prydain, gan ei thrin a'i gwneud yn bwnc TGAU fel y Gymraeg a'r Saesneg, oherwydd i'r gymuned fyddar, Iaith Arwyddion Prydain yw eu hiaith gyntaf. Ac mae angen inni sicrhau bod plant eraill yn ymwybodol o hanfodion Iaith Arwyddion Prydain hefyd er mwyn cyfathrebu â hwy. Rydym wedi cael deiseb o Abertawe sy'n hyrwyddo Iaith Arwyddion Prydain, ac mae llawer o ohebiaeth yn digwydd ynghylch Iaith Arwyddion Prydain. Ond y gwir amdani yw, oni bai ein bod yn cefnogi Iaith Arwyddion Prydain, ac yn cefnogi'r gwaith o'i haddysgu, ac yn cefnogi plant â hi, bydd plant yn waeth eu byd o hyd.
English: Thank you, Mike, first of all, for your questions, but for your continued advocacy on behalf of the BSL-speaking community. We are working with BSL teachers, and other stakeholders with experience and expertise in BSL, to develop curriculum guidance for BSL for children who use BSL as a medium of education, and/or as their first language, and guidance for those schools introducing BSL as a third or subsequent language, in addition to Welsh and English. This guidance will be available before schools begin implementing the new curriculum, and I know that there is interest in schools to ensure that they can provide BSL within their new curriculum. We recognise the need to do more to develop a co-ordinated approach to the promotion and support for BSL, and are giving consideration to a national charter for delivery of services and resources for deaf children, young people and their families.
Welsh: Diolch, Mike, yn gyntaf oll, am eich cwestiynau, ond am eich eiriolaeth barhaus ar ran y gymuned sy'n siarad Iaith Arwyddion Prydain. Rydym yn gweithio gydag athrawon Iaith Arwyddion Prydain, a rhanddeiliaid eraill sydd â phrofiad ac arbenigedd mewn Iaith Arwyddion Prydain, i ddatblygu canllawiau cwricwlwm ar gyfer Iaith Arwyddion Prydain i blant sy'n ei defnyddio fel cyfrwng addysg, a/neu fel eu hiaith gyntaf, a chanllawiau i'r ysgolion sy'n ei chyflwyno fel trydedd iaith neu iaith ddilynol, yn ychwanegol at y Gymraeg a'r Saesneg. Bydd y canllawiau hyn ar gael cyn i ysgolion ddechrau rhoi'r cwricwlwm newydd ar waith, a gwn fod diddordeb mewn ysgolion i sicrhau y gallant ddarparu Iaith Arwyddion Prydain yn eu cwricwlwm newydd. Rydym yn cydnabod yr angen i wneud mwy i ddatblygu dull cydgysylltiedig o hyrwyddo a chefnogi Iaith Arwyddion Prydain, ac rydym yn ystyried siarter genedlaethol ar gyfer darparu gwasanaethau ac adnoddau ar gyfer plant a phobl ifanc byddar a'u teuluoedd.
English: Thank you, David. Hundreds of teaching resources, specifically relating to Welsh history, are available for teachers to utilise on our online platform, Hwb. Cadw, National Museums Wales, the National Library for Wales and local history associations have all produced resources, which have been captured by the Learned Society of Wales's recent review of such resources.
Welsh: Diolch, David. Mae cannoedd o adnoddau addysgu, sy'n ymwneud yn benodol â hanes Cymru, ar gael i athrawon eu defnyddio ar ein platfform ar-lein, Hwb. Mae Cadw, Amgueddfa Cymru, Llyfrgell Genedlaethol Cymru a chymdeithasau hanes lleol wedi cynhyrchu adnoddau, a chawsant eu cynnwys yn adolygiad diweddar Cymdeithas Ddysgedig Cymru o adnoddau o'r fath.
English: Minister, that's an encouraging answer. And, at the moment, when we're dealing with the coronavirus, I think it's important to realise that there are historical events that can be instructive, like the Spanish flu epidemic, called 'Spanish' because Spain wasn't under reporting restrictions, as it didn't participate in the first world war. And I heard Professor Sir Deian Hopkin say on Sunday Supplement that David Lloyd George was very seriously ill during that flu pandemic. And that's something I didn't know. I have seen the many graves of servicemen around various places in Wales, which say that private so-and-so, sergeant-whatever, died in 1919. And a lot of those were, of course, caused by the flu pandemic. And people will want to study our current period at some point as well, which is why record keeping, and resources, and all these things are so important.
Welsh: Weinidog, mae hwnnw'n ateb calonogol. Ac ar hyn o bryd, pan fyddwn yn ymdrin â'r coronafeirws, credaf ei bod yn bwysig sylweddoli y gall digwyddiadau hanesyddol fod yn addysgiadol, fel epidemig ffliw Sbaen, a elwid yn 'Ffliw Sbaen' am nad oedd Sbaen o dan gyfyngiadau newyddiadurol, gan nad oeddent yn cymryd rhan yn y rhyfel byd cyntaf. A chlywais yr Athro Syr Deian Hopkin yn dweud ar raglen Sunday Supplement fod David Lloyd George yn ddifrifol wael yn ystod y ffliw pandemig hwnnw. Ac mae hynny'n rhywbeth nad oeddwn yn ymwybodol ohono. Rwyf wedi gweld beddau llawer o filwyr mewn gwahanol leoedd yng Nghymru, sy'n dweud bod rhyw filwr neu sarsiant wedi marw yn 1919. A chafodd llawer o'r rheini, wrth gwrs, eu hachosi gan y ffliw pandemig. A bydd pobl yn awyddus i astudio ein cyfnod presennol rhyw ddydd hefyd, a dyna pam fod cadw cofnodion, ac adnoddau, a'r holl bethau hyn mor bwysig.
English: Indeed. It's interesting that you raise this interesting supplementary to this question. I have advised all three of my daughters to keep a diary of this time, so that, in years to come, when this country is back to normal, which we will be - which we will be - then they can reflect on their experiences as a young person, and their reflections on how we, as adults and grown-ups, are reacting. So it is an interesting suggestion, and may be a primary resource for Hwb of the future. But on the wider issue of the new curriculum, as everyone knows, the new curriculum is moving away from specifying lists and topics of content to be taught. But of course, good-quality resources are essential to that process, and that's why we did commission the Learned Society of Wales to map the available existing resources that can be used to support the Welsh dimension and the international perspective of our new curriculum. Dr Sarah Morse, of the Learned Society of Wales, has stated that there is not a shortage of resources. There is an extensive list already available, but where we have identified gaps, we will be working with stakeholders to address those gaps.
Welsh: Yn wir. Mae'n ddiddorol eich bod yn codi'r cwestiwn atodol hwn. Rwyf wedi cynghori fy nhair merch i gadw dyddiadur o'r cyfnod hwn, fel y gallant, mewn blynyddoedd i ddod, pan fydd popeth yn normal eto yn y wlad hon, fel y byd - fel y bydd - gallant fyfyrio ar eu profiadau fel pobl ifanc, a'u meddyliau ynglŷn â sut rydym ni, fel oedolion, yn ymateb. Felly mae'n awgrym diddorol, ac efallai y bydd yn adnodd pwysig i Hwb yn y dyfodol. Ond o ran mater ehangach y cwricwlwm newydd, fel y gŵyr pawb, mae'r cwricwlwm newydd yn ymbellhau oddi wrth nodi rhestrau o gynnwys a phynciau i'w haddysgu. Ond wrth gwrs, mae adnoddau o ansawdd da yn hanfodol i'r broses honno, a dyna pam y gwnaethom gomisiynu Cymdeithas Ddysgedig Cymru i fapio'r adnoddau presennol sydd ar gael y gellir eu defnyddio i gefnogi'r dimensiwn Cymreig a'r persbectif rhyngwladol yn ein cwricwlwm newydd. Mae Dr Sarah Morse, o Gymdeithas Ddysgedig Cymru, wedi nodi nad oes prinder adnoddau. Mae rhestr hirfaith ar gael eisoes, ond lle rydym wedi nodi bylchau, byddwn yn gweithio gyda rhanddeiliaid i fynd i'r afael â'r bylchau hynny.
English: I think that David Melding raised a really important point, because far too much of current events, which will be looked at in history in the future, are ephemeral - they're being held digitally, and they will disappear. I think that's something that we need to all worry about. But two things I would like to raise. Two parts of Welsh history are often ignored. Firstly, the working class struggles of the eighteenth, nineteenth, and twentieth centuries. And, secondly, Wales was rarely one kingdom following the departure of the Romans in the fifth century - it evolved into a series of kingdoms. Will the Minister support the teaching of, and the provision of resources about, the history of working-class Welsh history, and of the great kingdoms that existed within the boundaries of what is now Wales?
Welsh: Credaf fod David Melding wedi codi pwynt pwysig iawn, gan fod llawer gormod o ddigwyddiadau cyfoes, a fydd yn cael sylw fel hanes yn y dyfodol, yn fyrhoedlog - maent yn cael eu cofnodi'n ddigidol, a byddant yn diflannu. Credaf fod hynny'n rhywbeth y mae angen i bob un ohonom bryderu yn ei gylch. Ond hoffwn godi dau beth. Yn aml, mae dwy ran o hanes Cymru yn cael eu hanwybyddu. Yn gyntaf, ymdrechion y dosbarth gweithiol yn y ddeunawfed ganrif, y bedwaredd ganrif ar bymtheg a'r ugeinfed ganrif. Ac yn ail, anaml iawn y bu Cymru yn un deyrnas yn dilyn ymadawiad y Rhufeiniaid yn y bumed ganrif - esblygodd i fod yn gyfres o deyrnasoedd. A wnaiff y Gweinidog gefnogi addysgu, a darparu adnoddau ar hanes y dosbarth gweithiol yng Nghymru, a'r teyrnasoedd gwych a fu'n bodoli o fewn ffiniau'r hyn a elwir bellach yn Gymru?
English: As I said in my answer to David Melding, the Learned Society have not identified a lack of resources as a challenge to delivering our new curriculum. But where there are gaps in resources, we'll be looking to work with interested parties, of all kinds - maybe even you, Mike - to be able to develop resources to fill those gaps.
Welsh: Fel y dywedais yn fy ateb i David Melding, nid yw'r Gymdeithas Ddysgedig wedi nodi bod diffyg adnoddau yn her i ddarparu ein cwricwlwm newydd. Ond lle ceir bylchau mewn adnoddau, byddwn yn ceisio gweithio gyda phartïon â buddiant, o bob math - hyd yn oed chi, efallai, Mike - i allu datblygu adnoddau i lenwi'r bylchau hynny.
English: Can I thank Suzy Davies for that question? I very much appreciate that this is a source of stress and anxiety, primarily to those young people, who have been working so hard in preparation for external exams, as well as those teachers who've been working alongside them. This morning, I met with Qualifications Wales and the WJEC to take advice on this matter. I am also in close contact with Gavin Williamson. I spoke to him yesterday, and I have spoken to him again this morning around the considerations that he is taking with regard to examinations and, yesterday evening, I spoke to John Swinney, the education Minister in Scotland. All three of us are grappling with the same issues, and I hope to make an announcement with regard to the examinations in the very near future.
Welsh: A gaf fi ddiolch i Suzy Davies am ei chwestiwn? Rwy'n gwerthfawrogi'n fawr fod hyn yn peri straen a phryder, yn enwedig i'r bobl ifanc sydd wedi bod yn gweithio mor galed i baratoi ar gyfer arholiadau allanol, yn ogystal â'r athrawon a fu'n gweithio ochr yn ochr â hwy. Y bore yma, cyfarfûm â Cymwysterau Cymru a CBAC i gael cyngor ar y mater hwn. Rwyf hefyd mewn cysylltiad agos â Gavin Williamson. Siaradais ag ef ddoe, ac rwyf wedi siarad ag ef eto y bore yma ynglŷn â'i ystyriaethau mewn perthynas ag arholiadau, a neithiwr, siaradais â John Swinney, y Gweinidog addysg yn yr Alban. Mae'r tri ohonom yn ymrafael â'r un problemau, ac rwy'n gobeithio wneud cyhoeddiad mewn perthynas â'r arholiadau yn y dyfodol agos iawn.
English: Well, thank you for that and for confirming that all the nations are working together on this. I think that absolutely does make sense, particularly when we're talking about exams taken in - it'll be year 13, won't it - for going on to further or higher education where there is greater competition, as we're not talking just about Wales. On that subject though, I'm quite interested in what conversations you've had with further education and higher education and some work-based learning settings, but in particular higher education - what sort of steer you've had from both vice-principals and the Higher Education Funding Council for Wales about how they're going to be approaching entry requirements for this autumn in a way that's equitable with cohorts in previous years, as regards standards for those entry requirements. I'm wondering also if you could tell us a little bit about whether you've spoken to vice-principals and the Student Loans Company about their attitude to the finances of students who are going to be deprived of supervised study - and I mean, supervised study - by individual universities' decisions to close.
Welsh: Wel, diolch am hynny, ac am gadarnhau bod yr holl wledydd yn cydweithio ar hyn. Credaf fod hynny'n sicr yn gwneud synnwyr, yn enwedig wrth inni sôn am arholiadau sy'n cael eu sefyll - ym mlwyddyn 13, ynte - er mwyn camu ymlaen i addysg bellach neu addysg uwch lle mae mwy o gystadleuaeth, gan nad am Gymru'n unig rydym yn siarad. Fodd bynnag, ar y pwnc hwnnw, mae gennyf gryn ddiddordeb ym mha sgyrsiau rydych wedi'u cael gydag addysg bellach ac addysg uwch a rhai lleoliadau dysgu seiliedig ar waith, ond yn enwedig gydag addysg uwch - pa fath o arweiniad rydych wedi'i gael gan y dirprwy brifathrawon a Chyngor Cyllido Addysg Uwch Cymru ynglŷn â sut y byddant yn ymdrin â gofynion mynediad ar gyfer tymor yr hydref mewn ffordd sy'n deg â charfannau mewn blynyddoedd blaenorol, o ran y safonau ar gyfer y gofynion mynediad hynny. Tybed hefyd a allech ddweud ychydig wrthym ynglŷn ag a ydych wedi siarad â dirprwy brifathrawon a'r Cwmni Benthyciadau i Fyfyrwyr am eu hagwedd tuag at gyllid myfyrwyr sy'n mynd i gael eu hamddifadu o gyfle i astudio dan oruchwyliaeth - ac rwy'n golygu astudio dan oruchwyliaeth - yn sgil penderfyniadau prifysgolion unigol i gau.
English: First of all, can I say that any decision that I take with regard to the examinations will have at its heart the principle of fairness and equity to young people? It is not their fault that they find themselves in this situation. Their efforts should not be constrained or affected negatively by the situation and we want to make sure that we deal with them fairly and equitably, but also in a robust way as well, so that they can have confidence in the system, going forward. Discussions have taken place between, I understand, all of the UK versions of Qualifications Wales and close discussions with UCAS, as well as Universities UK, about how we can manage this situation together. Obviously, this has potentially an impact on universities and their recruitment to programmes starting in the autumn. So, there is a joined-up, co-ordinated approach between individual exam bodies, the regulators, Ministers, as well as universities and UCAS itself.
Welsh: Yn gyntaf oll, a gaf fi ddweud y bydd unrhyw benderfyniad a wnaf o ran yr arholiadau yn seiliedig ar egwyddor tegwch a chwarae teg i bobl ifanc? Nid eu bai hwy yw eu bod yn y sefyllfa hon. Ni ddylai'r sefyllfa gyfyngu nac effeithio'n negyddol ar eu hymdrechion, ac rydym am sicrhau ein bod yn eu trin yn deg ac yn gyfiawn, ond mewn ffordd drylwyr hefyd, fel y gallant fod â hyder yn y system yn y dyfodol. Mae trafodaethau wedi'u cynnal, yn ôl yr hyn a ddeallaf, rhwng pob un o fersiynau'r DU o Cymwysterau Cymru, a thrafodaethau agos gydag UCAS, yn ogystal ag Universities UK, ynglŷn â sut y gallwn reoli'r sefyllfa hon gyda'n gilydd. Yn amlwg, gallai hyn effeithio ar brifysgolion a'u gwaith recriwtio i raglenni sy'n dechrau yn yr hydref. Felly, mae dull cydgysylltiedig ar waith rhwng y cyrff arholi unigol, y cyrff rheoleiddio, Gweinidogion, yn ogystal â phrifysgolion ac UCAS eu hunain.
English: It was remiss of me, Presiding Officer, not to address Suzy Davies's questions with regard to the student loan company. We are working closely with the student loan company to ensure that advisers are available to respond to students and universities, seeking assurances in relation to their studies and finances. I should also make it clear that universities are doing the very best they can to move to a system where they can continue to provide education to their students, looking at remote lectures and matters of that kind. So, they're working very hard across the sector to be able to provide as much continuity to students as possible. With regard to the timetabling, in some ways, I am at the mercy of the Standing Orders within this Chamber. My - it's not mine, is it, but the - [ Inaudible. ] - legislation is with the Presiding Officer at the moment, going through the usual processes that we do before formal introduction here in this Chamber. And I'm sure we would all want to work together, if we can, to deliver what is a very important and significantly - actually, a radical piece of legislation, which I think will bring greater coherence to our post-compulsory education and training sector, which I think is much needed, and I would hope that we can all work together to make sure that that happens.
Welsh: Roeddwn ar fai, Lywydd, am beidio â rhoi sylw i gwestiynau Suzy Davies mewn perthynas â'r cwmni benthyciadau i fyfyrwyr. Rydym yn gweithio'n agos gyda'r cwmni benthyciadau i fyfyrwyr i sicrhau bod cynghorwyr ar gael i ymateb i fyfyrwyr a phrifysgolion sy'n awyddus i gael sicrwydd mewn perthynas â'u hastudiaethau a'u cyllid. Dylwn ddweud yn glir hefyd fod prifysgolion yn gwneud eu gorau glas i newid i system lle gallant barhau i ddarparu addysg i'w myfyrwyr, gan ystyried darlithoedd o bell a materion felly. Felly, maent yn gweithio'n galed iawn ym mhob rhan o'r sector i allu darparu cymaint o barhad â phosibl i fyfyrwyr. O ran yr amserlen, mewn rhai ffyrdd, rwyf ar drugaredd y Rheolau Sefydlog yn y Siambr hon. Mae fy neddfwriaeth - nid fy neddfwriaeth i, ond y - [ Anghlywadwy.] - mae'r ddeddfwriaeth gyda'r Llywydd ar hyn o bryd, yn mynd drwy'r prosesau arferol a gyflawnir gennym cyn ei chyflwyno'n ffurfiol yma yn y Siambr hon. Ac rwy'n siŵr fod pob un ohonom yn awyddus i weithio gyda'n gilydd, os gallwn, i gyflawni'r hyn sy'n bwysig iawn ac yn arwyddocaol - deddfwriaeth radical iawn, mewn gwirionedd, a fydd, rwy'n credu, yn darparu mwy o gydlyniant, mawr ei angen yn fy marn i, i'n sector addysg a hyfforddiant ôl-orfodol, ac rwy'n gobeithio y gall pob un ohonom weithio gyda'n gilydd i sicrhau bod hynny'n digwydd.
English: Thank you very much. We are very grateful, of course, to the teachers and the other staff in our schools in this period. They are also key workers and their role is expected to change as they move forward, and we appreciate that great flexibility that is going to be needed now. So, could I ask you about the teachers and the assistant teachers? What will be their role in the new arrangements if the definition of schools changes, or are you still expecting them to be open as much as they can be? What will be the role of the teachers? Will there be a role for supply teachers in this new system? You will know that some of them will be very eager to continue to work because they work for agencies, and perhaps they are going to be short of money. So, there is a specific role there. And what about the people who have teaching qualifications but who are not involved in the schools at present? Maybe they work in the consortia or in other areas, and you mentioned that briefly. So, could you expand a little on that, please?
Welsh: Diolch yn fawr iawn. Rydym ni, wrth gwrs yn ddiolchgar - hynod ddiolchgar - i'r athrawon a'r staff ategol yn ein hysgolion ni yn y cyfnod yma. Maen nhw hefyd yn weithwyr allweddol, onid ydynt, ac o ran eu rôl nhw, mae disgwyl iddyn nhw newid wrth symud ymlaen, os ydyn nhw'n gallu, ac mae rhywun yn gwerthfawrogi'r hyblygrwydd yna sydd yn mynd i fod ei angen rŵan. Felly, a fedraf i ofyn ichi, ynglŷn â'r athrawon a'r cymorthyddion dysgu? Beth fydd eu rôl nhw yn y trefniadau newydd yma rŵan? Os ydy'r diffiniad o ysgol yn newid ond rydych chi'n dal i ddisgwyl iddyn nhw fod ar agor gymaint ag y maen nhw'n medru, beth fydd rôl yr athrawon? A oes yna rôl i athrawon llanw yn y trefniadau newydd yma? Mi fyddwch chi'n gwybod y byddan nhw'n awyddus iawn, rhai ohonyn nhw, i barhau i weithio oherwydd eu bod nhw'n gweithio i asiantaethau ac efallai yn mynd i fod heb bres beth bynnag. Felly, mae yna rôl benodol yn fanna. Beth hefyd am bobl sydd â chymwysterau dysgu ond sydd, ar hyn o bryd, ddim yn yr ysgolion? Efallai eu bod nhw'n gweithio yn y consortia neu mewn mannau eraill. Rydych chi wedi sôn yn fras am hynny. Felly, a fedrwch chi ymhelaethu ychydig bach ar hynny, os gwelwch yn dda?