English: First of all, a heartfelt thanks to you for the invitation to be here today to update you on our work. The Welsh Youth Parliament's work over the last year has proven that young people's voices are being taken seriously here in Wales, and that article 12 of the United Nations Convention on the Rights of the Child has been realised, which is the right to be heard and be taken seriously. It's very appropriate, therefore, to be here on the thirtieth anniversary of the convention to talk about our work. Less than a month ago, in our second plenary session in the Chamber, I and other members of the life skills in the curriculum committee presented the results of our consultation. A copy of the report, which is the first ever report of the Welsh Youth Parliament, is here for you to read. This is the result of months of consultative work with young people, teachers, parents, youth workers and educational professionals. As you know, life skills in the curriculum is one of the three priorities of the Youth Parliament following our first residential course in February. We decided to prioritise our work as a committee in order to enable us to feed ideas and recommendations into the new curriculum for Wales. Life skills is a very important subject to us because there is a lack of focus on them in the current curriculum, from financial education to political education and education on diversity and inclusion. These skills are required for young people to develop into responsible citizens, and it's unfair that young people are being deprived of these skills currently. Following months of consultation, and analysing the data in our regional meetings in September, as a committee we drew up 13 recommendations to the Welsh Government, which would, in the committee's view, ensure consistency in the provision of life skills in schools across Wales. The list is the report as a whole, but I would like to share three main recommendations that arose regularly in our discussions. It became clear in consulting with young people all over Wales that their experiences of learning life skills differed between different people - this inconsistency was of grave concern to us as committee. It was very concerning to learn that only 10 per cent of people had had education about Welsh politics - these young people will be eligible to vote in a year and a half. So, first of all, we agreed that the committee should draw up a life skills specification, across Wales, and this would include all core life skills. Another pattern that became apparent in our consultation was that young people weren't learning the life skills that they felt were important, such as life-saving and dealing with stress. There was great demand for these lessons, but only a small number of young people have received these at the moment. We agreed as a committee that internet safety lessons, for example, were quite often dated, and were being repeated too much. So, it was no surprise for us to discover that this was the most important subject for adults. Our second recommendation, therefore, was that young people and education professionals should draw up this specification jointly. They shouldn't concentrate on basic skills only, but on living full lives and healthy lives. We also asked how frequent these young people received life skills lessons in schools and colleges. Again, there was inconsistency, with some receiving weekly lessons, and others having lessons every half-term. We understand as a committee that there are many ways of incorporating these lessons into the education experience - specific lessons on the timetable, occasional personal and social education lessons, and teaching skills within existing subjects. Our third recommendation, therefore, is that a life skills co-ordinator should be appointed in every school. This co-ordinator would be responsible for mapping the core skills across the school, ensuring that every pupil had the same experiences, and in line with the life skills specification. As a committee, we're very fortunate that we have finished our consultation work, and published our report, with another year to go before the end of our time as Members. Even though publishing the report is the end of months of consultation work, we're only beginning, in a way. Over the next year, we look forward to following your good example as a committee, and holding the Welsh Government to account on our recommendations. And we very much hope to see the fruits of our labour reflected in the new curriculum for Wales in the next years.
Welsh: Yn gyntaf, hoffwn ddiolch o galon i chi am y gwahoddiad yma heddiw i'ch diweddaru ar ein gwaith. Mae gwaith y Senedd Ieuenctid dros y flwyddyn ddiwethaf yn profi bod lleisiau pobl ifanc yn cael eu cymryd o ddifri yma yng Nghymru, a bod erthygl 12 Confensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn wedi'i gwireddu, sef yr hawl i gael ein clywed a'n cymryd o ddifri. Addas iawn, felly, yw bod yma ar 30 mlwyddiant y confensiwn i sôn am ein gwaith. Lai na mis yn ôl, yn ein hail gyfarfod llawn yn y Siambr, cyflwynais i ag aelodau eraill y pwyllgor sgiliau bywyd yn y cwricwlwm ganfyddiadau ein hymgynghoriad. Mae copi o'r adroddiad, sef adroddiad cyntaf erioed Senedd Ieuenctid Cymru, yma i chi ei ddarllen. Dyma ganlyniad misoedd o waith ymgynghori â phobl ifanc, athrawon, rhieni, gweithwyr ieuenctid ac arbenigwyr addysg. Fel y gwyddoch, sgiliau bywyd yn y cwricwlwm yw un o dair blaenoriaeth y Senedd Ieuenctid yn dilyn ein cyfarfod preswyl cyntaf fis Chwefror. Penderfynwyd blaenoriaethu ein gwaith ni fel pwyllgor er mwyn ein galluogi i fwydo syniadau ac argymhellion i'r cwricwlwm newydd i Gymru. Mae sgiliau bywyd yn bwnc pwysig iawn i ni gan fod diffyg addysg arnynt yn ein cwricwlwm presennol, o addysg ariannol i addysg wleidyddol ac addysg am amrywiaeth a chynhwysiant. Mae angen y sgiliau hyn ar bobl ifanc er mwyn datblygu dinasyddion cyfrifol, ac mae'n annheg bod pobl ifanc yn cael eu hamddifadu o'r sgiliau hyn ar hyn o bryd. Wedi misoedd o ymgynghori, a gwaith dadansoddi data yn ein cyfarfodydd rhanbarthol ym mis Medi, lluniom ni fel pwyllgor 13 argymhelliad i Lywodraeth Cymru, a fyddai, ym marn y pwyllgor, yn sicrhau cysondeb yn y ddarpariaeth o sgiliau bywyd mewn ysgolion ledled Cymru. Mae'r rhestr ar gael yn ei chyfanwaith yn yr adroddiad, ond hoffwn rannu'r tri phrif argymhelliad a gododd yn rheolaidd yn ein trafodaethau. Daeth yn amlwg wrth ymgynghori â phobl ifanc dros Gymru fod profiadau o ddysgu sgiliau bywyd yn amrywio o berson i berson - anghysondeb oedd yn peri gofid mawr i ni fel pwyllgor. Pryderus oedd dysgu mai dim ond 10 y cant o bobl oedd wedi cael addysg am wleidyddiaeth Cymru - pobl ifanc fydd bellach yn gymwys i bleidleisio ymhen blwyddyn a hanner. Yn gyntaf, felly, cytunwn fel pwyllgor y dylid llunio manyleb sgiliau bywyd cyson, dros Gymru gyfan, sy'n cynnwys yr holl sgiliau bywyd craidd, wedi eu mapio ar draws y cyfnod allweddol priodol, ac sy'n ystyried unrhyw anghenion dysgu. Patrwm arall a ddaeth i'r amlwg yn ein hymgynghoriad oedd nad oedd pobl ifanc yn dysgu'r sgiliau bywyd yr oedden nhw'n eu gweld yn bwysig, fel achub bywyd a delio â straen. Roedd galw mawr am y gwersi hyn, ond nifer fach iawn o bobl sydd wedi eu derbyn ar hyn o bryd. Cytunom fel pwyllgor fod gwersi fel diogelwch ar y we yn aml wedi dyddio, ac yn cael eu hailadrodd yn ormodol. Felly dim syndod oedd inni ddarganfod mai dyma oedd y pwnc pwysicaf i oedolion. Ein hail argymhelliad, felly, yw y dylai pobl ifanc a gweithwyr addysg lunio'r fanyleb hon ar y cyd. Ni fydden nhw'n canolbwyntio ar sgiliau sylfaenol dydd i ddydd yn unig, ond ar sut i fyw bywyd llawn ac iach. Gofynnom hefyd pa mor aml yr oedd pobl ifanc yn derbyn gwersi sgiliau bywyd mewn ysgolion a cholegau. Amlygwyd anghysondeb unwaith eto, gyda rhai yn derbyn sgiliau wythnosol, ac eraill yn derbyn gwersi unwaith bob hanner tymor. Deallwn fel pwyllgor fod sawl ffordd o fewngorffori'r gwersi hyn i brofiad addysgol - gwersi penodol ar amserlen, diwrnodau addysg bersonol a chymdeithasol achlysurol, a dysgu'r sgiliau o fewn pynciau sy'n bodoli'n barod. Ein trydydd argymhelliad, felly, yw y dylid penodi cyd-gysylltydd sgiliau bywyd ymhob ysgol. Byddai'r cyd-gysylltydd yn gyfrifol am fapio'r sgiliau craidd ar draws cwricwlwm yr ysgol, gan sicrhau bod pob disgybl yn cael yr un profiadau, a hynny'n unol â'r fanyleb sgiliau bywyd. Rydym ni fel pwyllgor yn ffodus iawn o'r sefyllfa unigryw ein bod wedi gorffen ein gwaith ymgynghori, ac wedi cyhoeddi ein hadroddiad, gyda blwyddyn arall i fynd cyn diwedd ein cyfnod fel Aelodau. Er bod cyhoeddi'r adroddiad yn nodi diwedd misoedd o waith ymgynghori, megis dechrau rydym ni mewn gwirionedd. Dros y flwyddyn nesaf, edrychwn ymlaen at ddilyn eich esiampl dda chi fel pwyllgor, a dwyn Llywodraeth Cymru i gyfrif ar ein hargymhellion. Ac rydym yn gobeithio'n fawr gweld ffrwyth ein gwaith wedi ei adlewyrchu yn y cwricwlwm newydd i Gymru yn y blynyddoedd nesaf.