techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Cabinet Secretary, we all know that the challenges of taking forward education in schools serving our most deprived areas are a major issue for us here in Wales - and further beyond our borders, no doubt. We've discussed in the past the importance of leadership in those particular circumstances, Cabinet Secretary, and we all know it's very important generally, but, in considering these matters, part of our discussions previously was about the particular attributes and characteristics that are necessary to be part of that leadership team and to perform effectively in those schools serving our most deprived communities, and you set out how there would be a bespoke approach and a particular concentration and focus within the generality of what you've described today. So, I just wonder, at this stage in the development of the academy and our new regime for leadership in education in Wales, whether you could update the Chamber on how everything that you've described today will also include this bespoke provision for those particular leadership skills and characteristics.
Welsh: Ysgrifennydd y Cabinet, mae pawb yn gwybod bod yr heriau o gyflwyno addysg yn yr ysgolion sy'n gwasanaethu ein hardaloedd mwyaf difreintiedig yn fater o bwys i ni yma yng Nghymru - ac ymhellach y tu hwnt i'n ffiniau, yn ddiamau. Rydym wedi trafod yn y gorffennol bwysigrwydd arweinyddiaeth yn yr amgylchiadau penodol hynny, Ysgrifennydd y Cabinet, ac rydym i gyd yn gwybod ei bod yn bwysig iawn yn gyffredinol. Ond, wrth ystyried y materion hyn, roedd rhan o'n trafodaethau blaenorol yn ymwneud â'r priodoleddau a'r nodweddion penodol sydd eu hangen i fod yn rhan o'r tîm arweinyddiaeth hwnnw a pherfformio'n effeithiol yn yr ysgolion hynny sy'n gwasanaethu ein cymunedau mwyaf difreintiedig, ac roeddech yn nodi sut y byddai dull pwrpasol a chanolbwynt a ffocws penodol o fewn y rhan fwyaf o'r hyn yr ydych wedi'i ddisgrifio heddiw. Felly, tybed, ar y cam hwn o ddatblygiad yr academi a'n cyfundrefn newydd ar gyfer arweinyddiaeth mewn addysg yng Nghymru, a fyddech yn gallu rhoi'r wybodaeth ddiweddaraf i'r Siambr am sut y bydd popeth yr ydych wedi'i ddisgrifio heddiw yn cynnwys hyn yn y ddarpariaeth bwrpasol hon ar gyfer y sgiliau arwain a'r nodweddion penodol hynny.
English: Thank you. Many of the points that I wanted to make have already been stated, but I want to welcome the statement today. As a former teacher and lecturer, and a former cabinet member for education, I very much welcome this ongoing reform in terms of the potential that this new academy has. I'll go straight to my questions. How can the Welsh Government then ensure that the educational leadership academy and its online work will be accessible throughout Wales to education professionals on a consistent basis, and how does the Cabinet Secretary envisage that best practice will cascade from the academy in Swansea through the doors and windows of the classrooms across Wales? And, yes, the educational leadership academy has the potential, along with a suite of other Welsh Government pedagogical measures, to place excellence in leadership across Welsh education as one of the greatest assets of the Welsh people and, I believe, ultimately, the Welsh nation.
Welsh: Diolch. Cafodd llawer o'r pwyntiau yr oeddwn eisiau eu gwneud eu datgan yn barod, ond rwy'n dymuno croesawu'r datganiad heddiw. Fel cyn athrawes a darlithydd, a chyn-aelod cabinet dros addysg, croesawaf yn fawr y diwygiad parhaus hwn o ran y potensial sydd gan yr academi newydd hon. Af yn syth at fy nghwestiynau. Sut y gall Llywodraeth Cymru sicrhau wedyn y bydd yr academi arweinyddiaeth addysgol a'i gwaith ar-lein ar gael ledled Cymru i weithwyr addysg proffesiynol yn gyson, a sut y mae Ysgrifennydd y Cabinet yn rhagweld y bydd yr arfer gorau yn rhaeadru o'r academi yn Abertawe i ddrysau a ffenestri'r ystafelloedd dosbarth ledled Cymru? Ac, oes, mae gan yr academi arweinyddiaeth addysgol y potensial, ynghyd â chyfres o fesurau pedagogaidd eraill gan Lywodraeth Cymru, i roi rhagoriaeth mewn arweinyddiaeth ledled addysg yng Nghymru yn un o asedau mwyaf pobl Cymru ac, yn y pen draw, yn fy marn i, genedl y Cymry.
English: Thank you very much, Rhianon, for your welcome to the academy. Obviously, our online resource is absolutely crucial to making sure that the academy is accessible, as is one of the crucial roles of our first tranche of associates of the academy. So, these are people that have applied to be part of the academy, they are from the length and breadth of Wales, and part of their role is to be out in the educational communities from where they come to be able to disseminate information about the academy, and to work with their colleagues who are not associates, but to be able to inform them of the work of the academy and encourage them to be a part of it. So, we don't just have a digital presence; we will have a human presence on the ground - some of our most outstanding teachers from the secondary sector, the primary sector, Welsh medium and English medium - and they are out there at the moment developing their own skills even further, but actually out there spreading the message of the academy and feeding back to the chief executive and the board about what it is leaders need from the academy to support them, as well as developing future programmes, so that we can be much more proactive in career development for people who aspire to leadership.
Welsh: Diolch yn fawr iawn, Rhianon, am eich croeso i'r academi. Yn amlwg, mae ein hadnodd ar-lein yn gwbl hanfodol i wneud yn siŵr fod yr academi yn hygyrch, a'i fod yn un o swyddogaethau hanfodol swyddogion cyswllt cyntaf yr academi. Felly, mae'r rhain yn bobl sydd wedi ymgeisio i fod yn rhan o'r academi, maen nhw'n dod o bob cwr o Gymru, a rhan o'u swyddogaeth yw bod allan yn eu cymunedau addysgol i ledaenu gwybodaeth am yr academi, a gweithio gyda'u cydweithwyr nad ydynt yn swyddogion cyswllt, ond eu bod yn gallu rhoi gwybod iddyn nhw am waith yr academi a'u hannog i fod yn rhan ohoni. Felly, nid presenoldeb digidol yn unig sydd gennym ni; bydd gennym bresenoldeb ddynol ar y ddaear - rhai o'n hathrawon rhagorol yn y sector uwchradd, y sector cynradd, cyfrwng Cymraeg a chyfrwng Saesneg - ac maen nhw allan yno ar hyn o bryd yn datblygu eu sgiliau eu hunain hyd yn oed ymhellach, ond mewn gwirionedd maen nhw allan yno yn lledaenu neges yr academi ac yn bwydo yn ôl i'r prif weithredwr a'r bwrdd am yr hyn sydd ei angen ar yr arweinwyr gan yr academi i'w cefnogi nhw, yn ogystal â datblygu rhaglenni i'r dyfodol, fel y gallwn fod yn llawer mwy rhagweithiol o ran datblygu gyrfa'r bobl sydd â'u bryd ar arweinyddiaeth.
English: The next item is a statement by the Minister for Children, Older People and Social Care on transforming social care in Wales: the implementation of the Regulation and Inspection of Social Care (Wales) Act 2016. Huw Irranca-Davies.
Welsh: Yr eitem nesaf yw datganiad gan y Gweinidog Plant, Pobl Hŷn a Gofal Cymdeithasol ar drawsnewid gofal cymdeithasol yng Nghymru: gweithredu Deddf Rheoleiddio ac Arolygu Gofal Cymdeithasol (Cymru) 2016. Huw Irranca-Davies.
English: Thank you, Dirprwy Lywydd. Since April 2016, we have seen the embedding of the Social Services and Well-being (Wales) Act 2014 across Wales. I see good progress in some areas, and on the other hand I see that there is more to be done in others. In moving forward, I want us to focus on supporting all services to reach the best standards. To date, there are three things that are cause for encouragement.
Welsh: Diolch yn fawr iawn, Dirprwy Lywydd. Ers mis Ebrill 2016, rŷm ni wedi gweld y Deddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014 yn cael ei rhoi ar waith drwy Gymru. Rwy'n gweld cynnydd da mewn rhai meysydd, ac rydw i'n gweld ar y llaw arall bod mwy i'w wneud mewn meysydd eraill. Wrth symud ymlaen, rydw i am inni ganolbwyntio ar helpu ein holl wasanaethau i gyrraedd y safonau uchaf. Hyd yma, mae tri pheth sy'n codi fy nghalon.
English: In concluding, I would like to thank you for your support and your insightful scrutiny thus far. We all have an aim in building a sustainable system of social care here in Wales, which respects and values the people it supports, and helps them to achieve their personal well-being outcomes. We can only achieve this by engaging the energy of policy makers, staff and stakeholders in the social care areas as well as citizens and their representatives. Thank you very much.
Welsh: I gloi, hoffwn ddiolch i chi am eich cefnogaeth a'ch gwaith craffu gwerthfawr hyd yma. Nod pob un ohonom yw adeiladu system gynaliadwy o ofal cymdeithasol yng Nghymru sy'n parchu a gwerthfawrogi pobl ac yn eu helpu i gyflawni eu canlyniadau llesiant personol. Yr unig ffordd y gallwn wneud hyn yw trwy ymdrechion y rhai sy'n gwneud y polisïau, staff a rhanddeiliaid ym maes gofal cymdeithasol, yn ogystal â dinasyddion a'u cynrychiolwyr. Diolch yn fawr.
English: The next item, therefore, is a statement by the Cabinet Secretary for Education on relationships and sexuality education, and I call on the Cabinet Secretary to make the statement - Kirsty Williams.
Welsh: Yr eitem nesaf, felly, yw'r datganiad gan Ysgrifennydd y Cabinet dros Addysg ar addysg perthnasoedd a rhywioldeb, ac rydw i'n galw ar yr Ysgrifennydd Cabinet i wneud ei datganiad - Kirsty Williams.
English: Diolch yn fawr, Llywydd. Many of you will know that this month marks the thirtieth anniversary of the introduction of section 28 that forbade schools to promote, or treat with equity, non-heterosexual relationships. Though section 28 has been consigned to history, its effect can still be found within our education system. Schools often find it difficult to provide fully inclusive sex and relationship education, and can struggle to respond to the diverse needs of their learners, and instead follow a one-size-fits-all approach. Presiding Officer, this has to change. I believe Wales must do more to support all of our young people to develop healthy relationships, maintain good mental health and keep safe.
Welsh: Diolch yn fawr, Llywydd. Bydd llawer ohonoch yn gwybod bod y mis hwn yn nodi trideg mlynedd ers cyflwyno adran 28 a waharddodd ysgolion rhag hyrwyddo, neu drin yn gydradd, unrhyw berthynas nad yw'n heterorywiol. Er bod adran 28 wedi'i thraddodi i'r llyfrau hanes, mae ei heffaith i'w gweld o hyd yn ein system addysg. Mae ysgolion yn aml yn ei chael hi'n anodd darparu addysg rhyw a pherthnasoedd gwbl gynhwysol, a gallan nhw ei chael hi'n anodd ymateb i anghenion amrywiol eu dysgwyr, a dilyn dull gweithredu unffurf yn lle hynny. Llywydd, mae'n rhaid i hyn newid. Rwy'n credu bod yn rhaid i Gymru wneud mwy i gefnogi pob un o'n pobl ifanc i ddatblygu perthnasau iach, bod yn iach eu meddwl a chadw'n ddiogel.
English: Presiding Officer, the Member has just said that sex education isn't just about biology, it's about values and ethics, and I don't think it's ever too young to start to talk to a child about values and ethics.
Welsh: Llywydd, mae'r Aelod newydd ddweud nad yw addysg rhyw yn ymwneud â bioleg yn unig, mae'n ymwneud â gwerthoedd a moeseg, a dwi ddim yn meddwl ei bod hi byth yn rhy gynnar i ddechrau siarad â phlant ynghylch gwerthoedd a moeseg.
English: It's not for you to decide what values are to be taught. It's for parents.
Welsh: Nid mater i chi yw penderfynu pa werthoedd sy'n cael eu haddysgu. Mater i'r rhieni yw hynny.
English: Thank you so much, Jenny. The example you gave of a nursery child becoming a sibling is a perfect example of developmental-appropriate education. From the very earliest stage, we're beginning to make relationships, aren't we, with our parents, with our siblings, with our community, and that's exactly what we need to be teaching our very youngest children about. It's about how you cope with that jealousy and what your role is within a family and how you treat your friends. I think our Member opposite has fallen into the trap of seeing this in the way in which it's delivered at the moment. The reason why we've done the report - and what the report says - is that this education just focuses on biology, it focuses on sex in a biological way, it doesn't talk about all of these issues about what it means to be a human being and what it means to have relationships with a whole host of people, and that's why we need to develop the programme that we're doing. And you're right; I spoke to some very eloquent primary school and secondary school pupils yesterday. They aren't embarrassed, they aren't a prude, as somebody described themselves. This is their life, and they are very confident and they're very happy in those instances to talk about it in a matter of fact way, not in a sitting-at-the-back-of-a-class giggly kind of way, but in a very mature kind of way, because they've been allowed to do that in the context of their school. They're much less het up about these things than maybe some people here in this Chamber are this afternoon.
Welsh: Diolch yn fawr, Jenny. Mae'r enghraifft a roesoch o blentyn meithrinfa yn dod yn frawd neu chwaer yn enghraifft berffaith o addysg sy'n briodol i'w datblygiad. O'r cam cyntaf un, rydym yn dechrau gwneud cysylltiadau, onid ydym, gyda'n rhieni, gyda'n brodyr a'n chwiorydd, gyda'n cymuned, a dyna'n union beth y mae angen inni fod yn addysgu ein plant ieuengaf amdano. Mae'n ymwneud â sut yr ydych chi'n ymdopi â chenfigen a beth yw eich swyddogaeth o fewn teulu a sut yr ydych chi'n trin eich ffrindiau. Rwy'n meddwl bod ein Haelod gyferbyn wedi disgyn i'r fagl o weld hyn yn y ffordd y caiff ei ddarparu ar hyn o bryd. Y rheswm pam yr ydym ni wedi llunio'r adroddiad - a'r hyn a ddywed yr adroddiad - yw bod yr addysg hon yn canolbwyntio ar fioleg yn unig, mae'n canolbwyntio ar ryw mewn ffordd fiolegol, nid yw'n siarad am bob un o'r materion hyn sy'n ymwneud â'r hyn y mae'n ei olygu i fod yn fod dynol a beth y mae'n ei olygu i gael perthynas â llu o bobl, a dyna pam y mae angen inni ddatblygu'r rhaglen yr ydym yn ei datblygu. Ac rydych chi'n iawn; siaradais â rhai disgyblion ysgol gynradd ac ysgol uwchradd huawdl iawn ddoe. Nid ydynt yn swil, nid ydynt yn fursennaidd, fel y disgrifiodd rhywun ei hunain. Eu bywyd nhw yw hwn, ac maent yn hyderus iawn ac maen nhw'n hapus iawn yn yr achosion hynny i sôn amdano mewn ffordd ddidaro, nid mewn math o ffordd eistedd yng nghefn y dosbarth yn piffian chwerthin, ond mewn ffordd aeddfed iawn, oherwydd maent wedi cael gwneud hynny yng nghyd-destun eu hysgol. Maen nhw'n cynhyrfu llawer llai am y pethau hyn nag efallai y byddai rhai pobl yma yn y Siambr hon y prynhawn yma.
English: You'll recall that at Stage 4 of the Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act 2015, your colleague Peter Black, Jocelyn Davies and I took the Government to the wire on healthy relationships education, and the assurances that we received then ensured that, hopefully - well, they contributed to the position that we're now in with your announcement today. Part of the evidence we all used at that time related to third-sector programmes, particularly Hafan Cymru's Spectrum project, which was being delivered in schools, delivering healthy relationships education through sessions to school pupils. I attended one of those and was very impressed by the incredible impact it had just within a couple of hours on a group of 15 and 16-year-old boys and girls - or young men and young women. But how are you going to ensure - and I hope you are - that projects such as this continue to be integrated into the programme as it goes forward and that this doesn't simply become an extra 'chore' for teachers or an extra statutory project to be accommodated within the wider curriculum delivery?
Welsh: Byddwch yn cofio yng Nghyfnod 4 Deddf Trais yn erbyn Menywod, Cam-drin Domestig a Thrais Rhywiol (Cymru) 2015, aeth eich cyd-Aelod, Peter Black, a Jocelyn Davies a fi â'r Llywodraeth i'r pen ar addysg ar berthnasoedd iach, ac roedd y sicrwydd a gawsom wedyn yn sicrhau bod, gobeithio - wel, roedden nhw'n cyfrannu at y sefyllfa yr ydym ni ynddi bellach gyda'ch cyhoeddiad heddiw. Roedd rhan o'r dystiolaeth a ddefnyddiodd pob un ohonom ni ar y pryd yn ymwneud â rhaglenni trydydd sector, yn enwedig prosiect Sbectrwm Hafan Cymru, a oedd yn cael ei ddarparu mewn ysgolion, yn darparu addysg ar berthnasoedd iach drwy sesiynau i ddisgyblion ysgol. Mynychais un o'r rheini a gwnaed argraff dda iawn arnaf gan yr effaith anhygoel a gafodd o fewn ychydig oriau yn unig ar grŵp o ferched a bechgyn 15 ac 16 mlwydd oed - neu ddynion ifanc a menywod ifanc. Ond sut y byddwch chi'n sicrhau - a gobeithiaf eich bod - bod prosiectau fel hyn yn parhau i gael eu hintegreiddio yn y rhaglen wrth iddi fynd ymlaen ac nad yw hyn ddim ond yn dod yn 'orchwyl' ychwanegol i athrawon neu'n brosiect statudol ychwanegol i'w gynnwys o fewn y ddarpariaeth cwricwlwm ehangach?
English: Thank you, Mark. I hope you'd agree today that, if, in a previous administration, we pushed up against the wire, today we've gone through the wire by this announcement, and I would pay tribute to those in the previous Assemblies who pushed on this issue. It's crucial to me that, in discussing relationships and sexuality, what a healthy relationship looks like is a key fundamental part of that, and there is an opportunity through our new updated guidance in the new year and our new curriculum to look at violence against women and other gender-based violence also. Now, that can be done in a combination of ways, whether that's via the classroom teacher or whether schools look to outside organisations to come and deliver bespoke individual programmes. Certainly, I would want to encourage the third sector to keep discussing with us how they can help us transform this part of our curriculum. That's why we have given a small grant of £50,000 to Welsh Women's Aid so that they can help develop material that we can get out into schools to support teachers to deliver that part of the curriculum, but the third sector has had an important voice in developing this report and I will want to continue to work alongside the third sector so that they can support our teachers and educators to deliver a whole range of programmes. Certainly, there's space for both in the new curriculum.
Welsh: Diolch ichi, Mark. Rwy'n gobeithio y byddech chi'n cytuno heddiw, os, yn y weinyddiaeth flaenorol, yr oeddem yn mynd i'r pen, heddiw rydym ni wedi mynd heibio'r pen drwy wneud y cyhoeddiad hwn, a byddwn i'n talu teyrnged i'r rhai mewn Cynulliadau blaenorol wnaeth wthio ar y mater hwn. Mae'n hollbwysig i mi, wrth drafod perthnasoedd a rhywioldeb, bod sut beth yw perthynas iach yn rhan sylfaenol allweddol o hynny, ac mae cyfle drwy ein canllawiau newydd wedi'u diweddaru yn y flwyddyn newydd ac yn ein cwricwlwm newydd i edrych ar drais yn erbyn menywod a thrais ar sail rhywedd arall hefyd. Nawr, gellir gwneud hynny mewn cyfuniad o ffyrdd, boed hynny drwy'r athro dosbarth neu a yw ysgolion yn gofyn i sefydliadau allanol i ddod i gyflwyno rhaglenni unigol pwrpasol. Yn sicr, byddwn i'n dymuno annog y trydydd sector i barhau i drafod gyda ni sut y gallan nhw ein helpu ni i drawsnewid y rhan hon o'n cwricwlwm. Dyna pam yr ydym ni wedi rhoi grant bach o £50,000 i Cymorth i Fenywod Cymru fel y gallan nhw helpu i ddatblygu deunydd y gallwn ni ei gael i mewn i ysgolion i helpu athrawon i ddarparu'r rhan honno o'r cwricwlwm, ond mae'r trydydd sector wedi cael llais pwysig wrth ddatblygu'r adroddiad hwn ac byddaf eisiau parhau i weithio ochr yn ochr â'r trydydd sector fel y gallan nhw gefnogi ein hathrawon a'n haddysgwyr i ddarparu amrywiaeth o raglenni. Yn sicr, mae lle i'r ddau yn y cwricwlwm newydd.
English: Thank you very much, Julie. I think there are a number of people in this Chamber who had involvement in some way or another with section 28 - some people desperately trying to oppose it, and, unfortunately, I understand there is one Member here - well, not here in the Chamber at the moment - who actually voted for it, and I'm glad that we've been able to move such a long way. Julie, I absolutely agree with you. What is very clear in the expert group's report is that this area is best developed as a whole-school approach, and that means schools working with parents and the wider community about what is going on in their school. There may be parents who have genuine anxieties, there may be parents who've heard some of the myths and are a bit unclear about what this may entail, but as with many aspects of education, we know our children do best when schools positively engage with parents. After quality of teaching, parental influence and parental engagement of education is the second biggest factor that influences educational outcomes. The more that we can do to get schools working with parents on this subject, on all subjects, then that leads to better outcomes for their children. And I haven't met a parent yet who doesn't want better outcomes for their children.
Welsh: Diolch yn fawr iawn, Julie. Rwy'n credu bod nifer o bobl yn y Siambr hon sydd wedi bod â rhan mewn rhyw ffordd neu'i gilydd ag adran 28 - rhai pobl yn ymdrechu'n daer i'w gwrthwynebu, ac, yn anffodus, rwy'n deall bod un Aelod yma - wel, nid yma yn y Siambr ar hyn o bryd - a bleidleisiodd drosto, mewn gwirionedd, ac rwy'n falch ein bod wedi gallu symud mor bell. Julie, rwy'n cytuno'n llwyr â chi. Yr hyn sy'n amlwg iawn yn adroddiad y grŵp arbenigol yw mai'r modd gorau o ddatblygu'r maes hwn yw drwy fynd ati fel ysgol gyfan, ac mae hynny'n golygu ysgolion yn gweithio gyda rhieni a'r gymuned ehangach ynglŷn â'r hyn sy'n digwydd yn eu hysgol. Efallai bod yna rieni sydd â phryderon dilys, efallai bod yna rieni sydd wedi gwrando ar rai o'r ffug-wirioneddau ac nad ydyn nhw'n deall yn iawn beth y gallai hyn ei olygu, ond fel gyda llawer o agweddau ar addysg, gwyddom fod ein plant yn gwneud orau pan fydd ysgolion yn ymgysylltu'n gadarnhaol â rhieni. Ar ôl ansawdd yr addysgu, dylanwad rhieni ac ymgysylltiad rhieni ag addysg yw'r ffactor mwyaf sy'n dylanwadu ar ganlyniadau addysgol. Po fwyaf y gallwn ni ei wneud i gael ysgolion i weithio gyda rhieni ar agwedd hon, ar yr holl agweddau, yna mae hynny'n arwain at ganlyniadau gwell ar gyfer eu plant. A dydw i ddim wedi cyfarfod â rhiant eto nad yw eisiau canlyniadau gwell ar gyfer ei blant.
English: Okay. Just one sentence on that: that can't be empty rhetoric - we need a detailed action plan on all of those aspects. So, the question is: what difference do you expect to see in light of the introduction of the transformed sex education?
Welsh: Iawn. Jest un frawddeg ar hynny: rhaid i'r rheini beidio â bod yn eiriau gwag - mi ydym ni angen cynllun gweithredu manwl ar yr holl agweddau hynny. Felly, y cwestiwn ydy: pa wahaniaeth ydych chi'n disgwyl ei weld yn sgil cyflwyno addysg ryw ar ei newydd wedd?
English: Thank you, Joyce. I don't expect any further delays in releasing the resources that I've identified today. I think you're right - the concept of respect is one that will underpin much of the delivery of this curriculum. You also made a very important point: if any of us take time to listen to children and young people, they will tell you what we're providing for them at the moment is not good enough, and they want better provision. If we are a Parliament and a Government that truly listens to pupil voice, then we need to act, and that's one of the reasons why I'm doing this today.
Welsh: Diolch ichi, Joyce. Dydw i ddim yn disgwyl unrhyw oedi pellach o ran rhyddhau'r adnoddau yr wyf wedi sôn amdanyn nhw heddiw. Credaf eich bod chi'n iawn - mae'r cysyniad o barch yn un a fydd yn sail i lawer o ddarpariaeth y cwricwlwm hwn. Fe wnaethoch chi bwynt pwysig iawn hefyd: os bydd unrhyw un ohonom ni'n cymryd amser i wrando ar blant a phobl ifanc, byddan nhw'n dweud wrthych chi nad yw'r hyn yr ydym ni'n ei ddarparu ar eu cyfer ar hyn o bryd yn ddigon da, a'u bod eisiau gwell darpariaeth. Os ydym ni'n Senedd ac yn Llywodraeth sydd wirioneddol yn gwrando ar lais y disgybl, yna mae angen inni weithredu, a dyna un o'r rhesymau pam yr wyf i'n gwneud hyn heddiw.