techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I think it would be beneficial to have such a thematic review. Clearly, I don't want to place additional pressures on teachers - we need to emphasise that. But it is very difficult for us to look to the future without knowing where we currently stand. And it's very difficult to plan for the future unless we know how Estyn will inspect this new curriculum. So, that is a concern. I know that you've already discussed requiring certain historic events to be covered in the curriculum. But there is an element of choice at the moment, and it's very easy for any school to say, 'Well, we're doing this on Welsh history, and we're using this particular example'. But a thematic review would be beneficial. But I don't know how much information we'd glean from that, if truth be told, because any acknowledgement of what's happening now needs to be looked at in the long term and in forward planning - and planning towards qualifications, most certainly. So, I would welcome anything that would enable us to understand what the current picture looks like, but we must plan in order to implement the new curriculum, and that may be more important.
Welsh: Dwi'n meddwl buasai hi'n fuddiol i ni gael arolwg o'r fath. Yn amlwg, y peth olaf rydyn ni ei eisiau ydy rhoi pwysau gwaith ychwanegol ar athrawon - mae'n rhaid i ni bwysleisio hynny. Ond mae hi'n anodd iawn i ni feddwl am y dyfodol heb i ni fod yn ymwybodol o lle rydyn ni'n sefyll yn awr. Mae hefyd yn anodd iawn i gynllunio tuag at y dyfodol oni bai ein bod ni'n ymwybodol o sut y bydd Estyn yn arolygu'r cwricwlwm newydd yma. Felly, mae hynny yn bryder. Dwi'n gwybod eich bod chi wedi trafod eisoes am orfodi rhai digwyddiadau hanesyddol i'r cwricwlwm. Ond oherwydd bod - mae yna elfen o ddewis yn digwydd ar hyn o bryd, ac mae'n hawdd iawn, onid ydy, i unrhyw ysgol ddweud, 'O, rydyn ni'n gwneud hyn ar hanes Cymru. O, rydyn ni'n defnyddio'r enghraifft yma'. Mi fyddai arolwg thematig yn fuddiol, ond dwi ddim yn gweld faint o wybodaeth gawn ni o hynny chwaith. Mae angen i unrhyw gydnabyddiaeth o'r hyn sy'n digwydd fod yn rhywbeth sydd yn cael ei feddwl amdano yn y tymor hir, ac yn y cynllunio o flaen llaw - a chynllunio at gymwysterau, yn sicr. Felly, buaswn i'n croesawu unrhyw beth fuasai'n ein harfogi ni i ni gael deall beth ydy'r sefyllfa ar hyn o bryd, ond mae'n rhaid inni gynllunio er mwyn gweithredu, ac mae hynny'n bwysicach, o bosib.
English: Thank you. Mark.
Welsh: Diolch. Mark.
English: Okay. Thank you very much. We'll move on to the new curriculum, although we've started discussing that already. John Griffiths.
Welsh: Ocê. Diolch yn fawr iawn. Symud ymlaen at y cwricwlwm newydd, er ein bod ni wedi dechrau trafod hynny. John Griffiths.
English: Ioan, did you want to make a comment?
Welsh: Ioan, ydych chi eisiau gwneud sylw?
English: Well, I would agree 100 per cent that there is great concern among history teachers that the craft of the historian is going to be lost - that we're not going to be able to develop those skills that are crucial to anyone who is interested in history and understanding the past in whatever way. There is huge concern that we don't know what the end point is in terms of qualifications, and that arises in all conversations, particularly among secondary school teachers. Primary school teachers are quietly confident that everything will be put in place and that the requirements of that 96-page document correspond to what they're already doing in primary schools, but 96 pages that set out clear expectations in the different skills expected to be taught - . There is a huge risk that history will become lost in that melee, but certainly the opportunity is there and we are content as a union that the emphasis should be on the local, the Welsh and the global, and the importance of cynefin is something that our members warmly welcome as being central in the curriculum.
Welsh: Wel, hynny ydy, mi fuaswn i'n cytuno 100 y cant fod yna bryder mawr ymysg athrawon hanes bod crefft yr hanesydd yn mynd i fynd i ddifancoll, felly - nad ydyn ni am fedru datblygu'r sgiliau sydd yn allweddol i unrhyw un sydd â diddordeb mewn hanes i ddeall y gorffennol ym mha bynnag modd. Mae yna bryder mawr nad ydyn ni'n gwybod beth ydy pendraw'r disgwyliadau cymwysterau. Mae hynny'n codi dro ar tro ym mhob sgwrs â phob athro, yn enwedig rhai uwchradd. Mae athrawon cynradd yn gyffredinol yn dawel hyderus - fel rydych yn ymwybodol, mae'n siŵr - y bydd popeth yn cael ei roi yn ei le a bod gofynion y ddogfen 96 tudalen yn cyd-fynd yn o lew â'r hyn y maen nhw'n ei wneud eisoes mewn ysgolion cynradd, ond mae 96 tudalen o bethau - 96 tudalen dwys â disgwyliadau amlwg yn y gwahanol sgiliau. Mae yna berig mawr bod hanes yn mynd i gael ei golli'n gyffredinol, ond yn sicr mae'r cyfle yna a rydyn ni'n hapus iawn fel undeb bod y pwyslais ar y lleol, ar Gymru ac ar y byd ehangach a'r pwysigrwydd o gynefin. Mae ein haelodau ni'n hapus iawn o weld hynny'n ganolig i'r cwricwlwm newydd.
English: Thank you very much. Time is quite short, so if we could have shorter answers, that would be wonderful. Dai Lloyd.
Welsh: Diolch yn fawr iawn. Mae amser yn weddol brin. Os dŷn ni'n gallu cael atebion byrrach, byddai hynny'n grêt, plîs. Dai Lloyd.
English: Thank you, Chair. Of course, Welsh history can be quite a contentious issue. Every time we have a debate in the Chamber, strongly held feelings are expressed, which are also reflected in the interest in this subject. That's why this committee is undertaking this inquiry. The public out there want us to look into this because there is a perception out there that we don't perhaps teach Welsh history to the extent that we should. Of course - this will be one question - there are versions of history, and there are prejudices on all sides. As Carwyn suggested in previous questions to the previous witness, it depends on what side of history you fall and who writes that history, of course, because, on the whole, history tends to be written by the victors and not by the losers. So, interpretation is just as important. I do take the fundamental point that you made about the importance of history being at the core of this, but, within that context, how do you ensure that Welsh history - . Because every time I raise specific dates in our history - such as 909, 1136, 1282, 1400, et cetera - people always comment online by saying, 'Gosh, Dai, I never knew that'. So, it all depends on what aspect of Welsh history is being taught in our schools, and, within the context of the new curriculum and the flexibility, do you see any challenges arising?
Welsh: Diolch, Gadeirydd. Yn naturiol, mae hanes Cymru yn gallu bod yn bwnc llosg. Bob tro dŷn ni'n cael trafodaeth yn y Siambr yna, dŷn ni'n cael teimladau cryf, sydd wrth gwrs yn cael eu hadlewyrchu yn y diddordeb yn y pwnc yma. Dyna pam mae'r pwyllgor yma yn cynnal yr archwiliad yma, achos mae'r cyhoedd yn fanna eisiau i ni gynnal ymchwiliad achos mae yna ganfyddiad allan fanna nad ydym ni efallai yn dysgu hanes Cymru i'r fath raddau ag y dylem ni. Wrth gwrs - un cwestiwn fydd hwn - mae yna fersiynau o hanes, yn naturiol, ac wrth gwrs mae yna ragfarnau o bob ochr. Fel y gwnaeth Carwyn awgrymu mewn cwestiwn blaenorol i'r tyst cynt, mae'n dibynnu ar ba ochr i hanes dŷch chi'n cwympo a phwy sy'n ysgrifennu'r hanes hynny, wrth gwrs, achos mae hanes, fel y cyfryw, yn tueddu i gael ei ysgrifennu gan y sawl sydd yn ennill, nid gan y sawl sydd yn colli. Felly, mae dehongli hanner mor bwysig. Rwy'n cymryd y pwynt sylfaenol bod pwysigrwydd hanes yn ganolog, ond o fewn hynny, sut dŷch chi'n gwneud yn siŵr bod hanes Cymru - . Achos bob tro dwi'n mynd ymlaen yn fanna ynglŷn â dyddiadau penodol yn ein hanes - fel 909, 1136, 1282, 1400, ac ati - mae pobl wastad ar-lein yn dweud, 'Duw, Dai, I never knew that '. So, mae'n dibynnu pa hanes o Gymru sy'n cael ei ddysgu yn ein hysgolion ni, ac, o fewn cyd destun y cwricwlwm newydd a'r hyblygrwydd, ydych chi'n gweld unrhyw heriau yn fanna?
English: Very quickly, you said 'ignored' there. Teachers see this, and they take it, but they say, 'No, I don't want to do it'. What is your interpretation of 'ignoring'?
Welsh: Yn glou, dŷch chi'n dweud 'anwybyddu'. Mae athrawon yn gweld eu bod nhw'n gallu, ac maen nhw'n dweud, 'Na, dwi jest ddim eisiau gwneud hynny'. Beth yw'ch dehongliad chi o 'anwybyddu'?
English: Well, it's anecdotal because of the lack of evidence, but it's, 'Well, we'll provide a few local examples from Wrexham - yes, fine, all well and good - but we'll teach industrialisation on an entirely British basis'. There'll be local examples, yes, but there'll be no discussion about what happened in the south-east, which drove the whole process of industrialisation. It's easier for them to do that, because the examples aren't in the textbooks that are printed in England. There is a tendency among all teachers, particularly history teachers, to take the resources from the shelf. Of course, that's an issue of time constraints and pressures of work too.
Welsh: Dehongliad anecdotaidd, oherwydd y diffyg tystiolaeth yma - hynny ydy, 'O, ie, mi wnawn ni roi ambell enghraifft leol o Wrecsam - grêt - ond wedyn addysgu diwydiannu o bersbectif cwbl Brydeinig'. Enghreifftiau lleol yn aml, ond dim trafod o gwbl yr hyn wnaeth ddigwydd yn y de-ddwyrain a oedd yn gyrru'r holl injan ddiwydiannol. Mae'n haws iddyn nhw wneud hynny, oherwydd dyw'r enghreifftiau ddim yn y testunau sy'n cael eu printio yn Lloegr. Mae yna duedd ymysg pob athro, hanes yn enwedig, i fod eisiau tynnu'r adnoddau oddi ar y silff. Wrth gwrs, mae'n bosibl mai mater o amser a phwysau gwaith ydy hynny hefyd.
English: Can I ask - ? I'll ask this question in Welsh.
Welsh: Gaf i ofyn - ? Gofynnaf i'r cwestiwn yma yn Gymraeg.
English: One of the things that we did discuss earlier with the previous witness was this point: should we return to a situation where there was a compulsory question - on the A-level paper, for example - to ensure that Welsh history is taught in schools? And the response - and this was a fair response - was to say that there's a risk that Welsh history would be isolated, in a way. And Mark made the point that history interweaves and interacts. You can't consider Welsh history without looking at the British, European and international context, and I do understand that point. But one of the points that Mark particularly emphasised was that it's necessary to ensure that the skills of the historian are not lost within the teaching of humanities. Now, there is an argument that, when pupils specialise in something, that should be something that they should do as they grow older. For example, in the University of Wales when I was a student there, if one studied history, you had to do two other subjects in the first year. So, you weren't focusing on history entirely until you reached the second year. So, is there a way, therefore, to square that circle, as it were, to say, 'Well, we do want to ensure that the humanities are taught on a broad basis at the beginning of school, and then you can specialise as children get a little older'? And then, of course, it is important to have people who have the required skills in terms of history and, indeed, all other subjects. So, is that some sort of stream that could be ultimately developed?
Welsh: Un o'r pethau a wnaethom ni ei drafod yn gynharach gydag un tyst oedd hyn: a ddylem ni fynd yn ôl i sefyllfa lle'r oedd yna gwestiwn gorfodol ar y papur - roedd un yn lefel A, er enghraifft - er mwyn sicrhau bod hanes Cymru yn cael ei ddysgu mewn ysgolion? A'r ateb oedd - a dwi'n credu roedd e'n ateb teg i'w ddweud - mae yna risg y byddai hanes Cymru'n cael ei ynysu, mewn ffordd. Ac, wrth gwrs, pwynt Mark yw bod hanes yn gwau gyda'i gilydd. Does dim modd astudio hanes Cymru heb edrych ar y cyd-destun sy'n Brydeinig, Ewropeaidd ac, wrth gwrs, yn fyd-eang, a dwi'n deall hynny. Un o'r pwyntiau wnaeth Mark yn enwedig ei bwysleisio oedd bod yn rhaid sicrhau bod sgiliau'r hanesydd ddim yn cael eu colli tu mewn i ddysgu dyniaethau. Wrth gwrs, mae yna ddadl i ddweud, pan mae disgyblion yn arbenigo mewn rhywbeth, y dylai hynny fod yn rhywbeth maen nhw'n ei wneud pan maen nhw'n mynd yn henach. Er enghraifft, ym Mhrifysgol Cymru pan oeddwn i ym Mhrifysgol Cymru, oes oedd rhywun yn astudio hanes, roedden nhw'n gorfod gwneud dau bwnc arall hefyd yn y flwyddyn gyntaf. Felly, doedden nhw ddim yn canolbwyntio ar hanes yn gyfan gwbl nes yr ail flwyddyn. So, oes yna fodd, felly, i sgwario'r cylch yna, i ddweud, 'Ocê, rŷm ni'n moyn sicrhau bod y dyniaethau'n cael eu dysgu ar sylfaen eang ar y dechrau yn yr ysgol, ac wedyn yn arbenigo pan mae plant yn mynd bach yn henach'? Wedyn, wrth gwrs, mae'n bwysig cael pobl sydd â sgiliau hanfodol o ran hanes a Saesneg a phob pwnc. So, ydy hynny'n rhywbeth - yn rhyw fath o ffrwd allai gael ei ddatblygu yn y pen draw?
English: I agree 100 per cent, and the reality is that we're not quite sure what Qualifications Wales intend to do in terms of specialisation. I have no problem whatsoever, personally, that we look at history in years 7 and 8 from a humanities perspective. Because they do interweave. And we've mentioned the study of localities across Wales, and that is done exceptionally effectively. It is possible to develop those elements, but it's crucially important that we do have specialists - in history, religious studies, geography - that will allow the development of those skills. It is a great concern to us that these three-to-16 schools, or three-to-18 schools, are rushing to appoint leaders in the humanities area of learning experience. There is one teacher training college at the moment that intends to scrap all elements of geography and history and have one religious education expert, in order to provide initial teacher training, and they'll be teaching children from three through to 18. That would be disastrous. But it is quite easy, as I see it, to transfer over from those aspects of one's locality, industrial development, and all sorts of other aspects coming into this, and then to move to emphasise those key historic skills towards maybe 14 years of age. But we do need to be entirely clear what the qualification is, and that there is a requirement to ensure that you have history teachers in all schools.
Welsh: Dwi'n cytuno 100 y cant, a'r gwirionedd ydy dydym ni ddim cweit yn siŵr beth mae Cymwysterau Cymru yn golygu ei wneud o ran arbenigo. Does gen i ddim problem o gwbl, yn bersonol, ein bod ni'n edrych ar hanes ym mlwyddyn 7 ac 8 ar lefel dyniaethau. Maen nhw yn gwau. Ac rydym ni wedi sôn am astudiaethau bro eisoes, mewn ffordd, mewn sawl ysgol yng Nghymru, ond mae yna ambell un sy'n parhau i ddysgu astudiaethau bro, a hynny'n hynod, hynod effeithiol. Mae yna fodd datblygu'r elfen yna, ond mae'n allweddol bwysig bod gennym ni arbenigwyr - mewn hanes, daearyddiaeth, astudiaethau crefyddol - sydd am ganiatáu datblygu'r sgiliau yna. Mae'n bryder mawr i ni yn ogystal bod yr ysgolion tair oed i 18 oed yma, a tair i 16, yn rhuthro i apwyntio arweinwyr maes dysgu â phrofiad dyniaethau. Ac mae yna un coleg hyfforddi athrawon ar hyn o bryd yn golygu cael gwared â phob elfen o hanes a daearyddiaeth a chael un arbenigwr astudiaethau crefyddol, er mwyn darparu addysg gychwynnol athrawon i blant 3 i 18. Felly, buasai hynny'n drychinebus. Ond mae'n ddigon hawdd, fel dwi'n ei gweld hi, bod modd trosglwyddo o'r agweddau hanes bro, Cymru, datblygiad diwydiannu hefo pob math o elfennau sy'n dod i mewn, ac wedyn symud ymlaen i bwysleisio'r sgiliau hanesyddol allweddol yna tuag at y 14 oed yna. Ond mae angen inni fod yn gwbl glir beth ydy'r cymhwyster, a bod yna orfodaeth i sicrhau bod yna athrawon hanes ym mhob ysgol.
English: I've just got one more quick question.
Welsh: Jest un arall, yn glou.
English: Very quickly.
Welsh: Yn glou.
English: Well, we do have examples, obviously. We have a situation - . I can name one project that's going on presently. There's one school here in south-east Wales, where an UCAC member is the head of the department, and it's collaborating with a school in north-west Wales. The pupils are expected to develop resources on their own local history and then to present aspects of the coal mining history to children from the slate region, and the children from the slate region will make a similar presentation to the children of south-east Wales. And then that is a means of bringing together the local and the national in a very effective manner. I also agree with what you're saying in terms of the local aspect and local studies. But what we do have are plenty of resources that are available from the WJEC. For history course work, there are resources on the Penrhyn strike, the Rebecca Riots, Merthyr, Tryweryn, and then we can develop, within qualifications, work that ties in with that documentation that we already have. Of course -
Welsh: Mae gennym ni enghreifftiau, yn amlwg. Mae gennym ni sefyllfa - . Gallaf i enwi un prosiect sy'n digwydd ar hyn o bryd. Mae yna ysgol yn y de-ddwyrain yma gydag aelod UCAC yn bennaeth adran yn cydweithio efo ysgol yn y gogledd-orllewin. Ac mae yna ddisgwyl i'r disgyblion ddatblygu adnoddau ar eu hanes lleol nhw ac wedyn cyflwyno agweddau o'r hanes glofaol i'r rhai yn yr ardal llechi, a'r ardal llechi yn cyflwyno i'r de-ddwyrain hefyd. Ac mae hynny yn fodd o gwmpasu'r lleol a'r cenedlaethol mewn ffordd hynod, hynod effeithiol. Dwi'n cytuno hefyd â'r hyn rydych chi'n ei ddweud o ran yr agwedd leol, y syniadau lleol. Ond beth sydd gennym ni, wrth gwrs, yw toreth o adnoddau gan CBAC eisoes. O ran gwaith cwrs hanes, mae yna adnoddau ar streic y Penrhyn, Beca, Merthyr, Tryweryn, ac mae yna fodd inni ddatblygu aseiniadau o fewn cymwysterau sy'n cyd-fynd â'r ddogfennaeth barod yna sydd gennym ni eisoes. Wrth gwrs -
English: Okay. Thank you. We are losing time. Although this is interesting, I think we're going to have to conclude our questions with David Melding, now, if that's all right, in the few minutes we have left.
Welsh: Ocê. Sori, rydym ni'n colli amser. Felly, er mor ddiddorol yw hyn, dŷn ni'n mynd i orffen y cwestiynau nawr gyda David Melding, os yw hynny'n iawn, yn y munudau sydd gennym ni ar ôl.
English: Yes, if there's anything additional that you'd like to share with us that we haven't had time to cover because of the tightness of the time - please do write to us if there is additional information that we haven't been able to discuss here today, particularly if you will be submitting something to the Government about the curriculum changes in addition to what you've stated today. But I'd like to thank you very much for coming in and giving us your contribution this morning.
Welsh: Ie, unrhyw beth ychwanegol sydd gyda chi i'w rannu gyda ni dŷn ni ddim wedi cael amser oherwydd tyndra - plîs ysgrifennwch atom ni os oes mwy o wybodaeth gyda chi dŷn ni ddim wedi gallu ei thrafod yma heddiw, yn enwedig os ydych chi'n mynd i roi rhywbeth i mewn i'r Llywodraeth ynglŷn â'r newidiadau yn y cwricwlwm yn ychwanegol i'r hyn dŷch chi wedi ei ddweud heddiw. Ond diolch yn fawr iawn i chi am ddod mewn atom, a diolch am eich cyfraniad.
English: We'll have a break of some five minutes now until the next witnesses come in. Thank you very much.
Welsh: Dŷn ni'n mynd i gymryd seibiant o bum munud nawr hyd nes bod y tystion newydd yn dod mewn. Diolch yn fawr iawn.
English: Thank you and welcome back. We now have a session, which is item 4, on teaching of Welsh history, culture and heritage. And this is with Gareth Jones, the secretary of the Owain Glyndŵr Society; Eryl Owain, co-ordinator of the Welsh History Campaign; and Wyn Thomas, a former head of a history department, a former headteacher of a secondary school, and a board member of Dyfodol i'r Iaith. I'd like to thank you all for joining us this morning. Now, time is quite tight this morning, so if I could ask for the answers to be fairly succinct, that would be appreciated. We will dive straight into questions on various themes, beginning with me. So, what do you think has changed, if anything, following the work of the 2013 task and finish group on Welsh history? Do you think that anything has changed, or do you believe that what is in the curriculum presently is just as it has always been? Do you have a view on this?
Welsh: Diolch a chroeso yn ôl. Dŷn ni'n cael sesiwn nawr, felly, ar eitem 4 - addysgu hanes, diwylliant a threftadaeth Cymru, a sesiwn gyda Gareth Jones, ysgrifennydd Cymdeithas Owain Glyndŵr; Eryl Owain, cyd-gysylltydd Ymgyrch Hanes Cymru; a Wyn Thomas, sef cyn bennaeth adran hanes, cyn bennaeth ysgol uwchradd, ac aelod o fwrdd Dyfodol i'r Iaith. Diolch i chi oll am ddod mewn atom heddiw. Mae amser yn dynn arnom, yn anffodus, felly plîs os yw'r atebion yn gallu bod yn weddol fyr, byddem ni'n gwerthfawrogi hynny. Dŷn ni'n mynd i mewn i gwestiynau yn syth ar themâu gwahanol, gan gychwyn gyda fi. Beth ydych chi'n credu sydd wedi newid, os o gwbl, gan waith y grŵp gorchwyl 2013 ar hanes Cymru? Ydych chi'n credu bod unrhyw beth wedi newid, neu ydych chi'n credu bod yr hyn sydd yn y cwricwlwm ar hyn o bryd yn bodoli fel mae e wastad wedi bodoli? Oes barn gyda chi ar hynny?
English: Well, one question that's often asked about the teaching of Welsh history is that there is no evidence of how much Welsh history is taught - no robust and clear evidence. There is a great deal of anecdotal evidence that the situation is patchy. But the one piece of evidence we have is the work done by Dr Elin Jones's taskforce back in 2013, and the report produced there. Now, I'm sure you will all recall that one of the conclusions of that report was that many learners in Welsh schools learn more about English history than about the history of their own localities and their own nation. Now, my personal view - and I have no robust evidence that I can refer to to confirm this - is that there has been no substantial change since the publication of that report, over the past six years. Of course, the prospects - and we'll move on to that, I'm sure - in light of the new curriculum, the prospects are very positive, but there will be a great deal more to say about that in due time, I'm sure.
Welsh: Wel, un cwestiwn sy'n cael ei ofyn yn aml ynglŷn â dysgu hanes Cymru ydy nad oes yna dystiolaeth ar faint o hanes Cymru sy'n cael ei ddysgu - tystiolaeth glir a chadarn. Mae yna lawer o dystiolaeth anecdotal ynglŷn â bod y sefyllfa'n fratiog. Ond yr un darn o dystiolaeth sydd gennym ni, sydd wedi cael ei ymchwilio, ydy'r ymchwiliad a wnaed gan dasglu Dr Elin Jones, yn ôl yn 2013, a'r adroddiad 'Y Cwricwlwm Cymreig, hanes a stori Cymru.' Ac dŷch chi i gyd yn cofio, dwi'n siŵr, mai un o gasgliadau yr adroddiad hwnnw oedd bod llawer o ddysgwyr ysgolion Cymru yn dysgu mwy am hanes Lloegr nag am hanes eu bro a'u gwlad eu hunain. Fy marn bersonol i - a does gen i ddim tystiolaeth gadarn y gallaf gyfeirio ato i gadarnhau hyn, i fod yn onest efo chi - ydy nad oes yna newid sylweddol wedi digwydd ers yr adroddiad hwnnw, yn ystod y chwe blynedd diwethaf yma. Wrth gwrs, mae'r arolygon - ac mi gawn symud ymlaen i hynny yn nes ymlaen yn y cyfarfod, dwi'n siŵr - yn sgil y cwricwlwm arfaethedig newydd - mae'r argoelion, ddylwn i ei ddweud, yn rhai cadarnhaol. Ond bydd yna lot mwy i ddweud am hynny, dwi'n siŵr, yn y man.
English: Yes, let's stick to the curriculum as it currently stands, if you could, for this answer. Gareth or Wyn, would you like to come in? Do you have any comments?
Welsh: Ie, sticio at y cwricwlwm fel y mae e ar hyn o bryd, os dŷch chi'n gallu, o ran yr ateb yma. Gareth neu Wyn, oes gyda chi sylw?