techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I think what we called for quite early on in the process was that we received greater guidance for the early years, particularly considering the fact that the curriculum starts with development stages for children from the age of five. So, we welcome that there will be more guidance and that there will be an optional curriculum available for the non-maintained sector. I think it will be a big help for Mudiad Meithrin.
Welsh: Dwi'n meddwl mai'r hyn wnaethom ni alw amdano yn eithaf cynnar yn y broses oedd ein bod ni'n cael mwy o arweiniad i'r blynyddoedd cynnar, yn arbennig o ystyried bod y cwricwlwm yn dechrau gyda camau datblygiad i blant pump oed. Felly, rydyn ni'n croesawu'r ffaith y bydd yna fwy o arweiniad ac mi fydd yna gwricwlwm opsiynol ar gael nawr i'r sector nas cynhelir. Dwi'n meddwl y bydd o help mawr i'r cylchoedd meithrin.
English: Thank you very much for that. And just to conclude, I was going to ask about this impact assessment, and why you haven't been involved or included in that at the moment. Is there a reason, or is it just that the Government has forgotten you?
Welsh: Diolch yn fawr am hynny. A jest i ddod i ben, roeddwn i'n mynd i ofyn am yr impact assessment yma, a pham dŷch chi ddim wedi cael eich cynnwys ar hyn o bryd. Oedd yna reswm, neu jest bod y Llywodraeth wedi eich anghofio chi?
English: Well, perhaps you'd have to ask the Government that question. I'm not entirely sure why there wasn't a thorough analysis to prepare for this. But of course, the development of the support for the non-maintained settings hasn't happened according to the same timetable as the development of the main curriculum.
Welsh: Efallai y byddai'n rhaid i chi ofyn i'r Llywodraeth. Dwi ddim yn siŵr iawn pam nad oedd yna arolwg trylwyr wedi digwydd i baratoi. Ond wrth gwrs, dydy datblygiadau y gefnogaeth i'r lleoliadau nas cynhelir ddim wedi digwydd ar yr un amserlen â datblygiad y prif gwricwlwm.
English: Okay. And one final thing, would it be possible to allocate a cost to what is needed for the Welsh language continuum? Because it starts in the early years, doesn't it, and if anything goes wrong then, then it's not going to work in ensuing years. Have you had discussion in terms of what budget that funding will come from - whether it will be education or the Welsh language budget?
Welsh: Ocê. A jest un peth olaf, a fyddai hi'n bosib i roi cost ar beth sydd ei angen ar gyfer y continwwm Cymraeg? Achos mae'n dechrau yn y blynyddoedd cynnar, ac os ydy e'n mynd mas o'i le, dydy e ddim yn mynd i weithio wedyn. Ydych chi wedi cael y drafodaeth yna, ac o ba gyllideb mae'r arian yma'n dod - addysg neu'r iaith Gymraeg?
English: From the point of view of Mudiad Meithrin, we have of course discussed how the funding will come through to us as Mudiad Meithrin with the Government. But I think the question that you asked is wider to that, and is asking about the requirements across Wales, in terms of the Welsh language continuum. So I would suspect that there are far more well-informed people than me who could give you that answer and do that work. But as far as I know I'm not aware of any costing work that we can give you on that, but we might need to come back to you on that.
Welsh: O safbwynt Mudiad Meithrin, rydyn ni wedi trafod, wrth gwrs, sut y mae'r arian yn dod drwodd i ni fel mudiad gyda'r Llywodraeth. Ond dwi'n meddwl bod eich cwestiwn chi'n ehangach na hynny, ac yn edrych ar anghenion Cymru i gyd, o safbwynt y continwwm Cymraeg. Felly mi fyddwn i'n tybio bod yna bobl llawer mwy hyddysg na fi yn mynd i fedru gwneud y gwaith yna. Ond hyd y gwn i, dwi ddim yn ymwybodol o unrhyw waith costio sydd wedi cael ei wneud, ond efallai y bydd angen dod nôl gyda gwybodaeth bellach ar y mater yna.
English: Thank you very much, Chair, and good morning, everyone. I want to look in particular, to begin with, at this issue of immersion of young children in the Welsh language, which is a policy that is vital to grow the future generation of Welsh speakers in accordance with the Government's strategy for a million Welsh speakers. If I could ask Eleri in the first instance: are you content with the mechanism in the Bill to enable this immersion to continue, by making it mandatory to go through a process of disapplying or opting out, or is there an alternative way of continuing with this immersion, do you believe?
Welsh: Diolch, Cadeirydd, a bore da, bawb. Dwi eisiau edrych yn benodol, i gychwyn, ar y mater yma o drochi plant ifanc yn yr iaith Gymraeg, sef polisi sydd yn allweddol ar gyfer tyfu siaradwyr Cymraeg ac i gyd-fynd efo strategaeth y Llywodraeth wrth gwrs o filiwn o siaradwyr. Buaswn i'n gofyn i Eleri yn gyntaf, efallai: ydych chi'n hapus efo'r mecanwaith sydd yn y Bil i alluogi'r trochi i barhau, ond drwy ei wneud yn orfodol i fynd drwy broses o optio allan, neu oes yna ffordd amgenach o barhau efo'r trochi, ydych chi'n credu?
English: Do you agree with the suggestion that we've received from Estyn in the previous session? I don't know if you heard what their suggestion was. They suggested that on the face of the Bill it should be stated that the teaching of Welsh should be mandatory and the teaching of English should be mandatory from the age of seven onwards. So, the wording would be changed to reflect what does happen at present. Now, I don't know, perhaps you need time to think about that, but that is a suggestion that was made this morning as a way to ensure that there wouldn't be a need, then, for schools that are already undertaking this immersion work to apply to continue with that work; that could happen. But it would be interesting if you could think about that idea and see whether there are any unintentional consequences of that too.
Welsh: Ydych chi'n cyd-fynd efo'r awgrym a gafwyd gan Estyn yn y sesiwn gynharach? Dydw i ddim yn gwybod os glywsoch chi beth oedd eu hawgrym nhw. Eu hawgrym nhw oedd ar wyneb y Bil ei bod hi'n gwneud hi'n orfodol i ddysgu Cymraeg ac i ddysgu Saesneg yn orfodol o saith oed ymlaen. Hynny yw, newid y geiriad i adlewyrchu'r hyn sydd yn digwydd ar hyn o bryd. Rŵan, dydw i ddim yn gwybod, efallai eich bod chi angen amser i feddwl am hwnna, ond mae hwnna yn awgrym wnaed y bore yma fel ffordd na fyddai ddim angen wedyn i ysgolion sydd yn barod yn gwneud y trochi i wneud rhyw gais er mwyn gallu parhau efo hynny; byddai hynny'n gallu digwydd. Ond byddai'n ddiddorol os gallwch chi feddwl am hwnna a gweld a oes yna unrhyw fath o ganlyniadau anfwriadol yn deillio o hynny.
English: We would be very interested in looking at that proposal. From the point of view of the statement to place a legal requirement that English should be taught from the age of seven, that seems to reflect the current situation. So, that does possibly offer a solution, and thank you for the opportunity to come back with a further opinion on that.
Welsh: Byddai gyda ni ddiddordeb i edrych yn sicr ar y cynnig yna. O safbwynt y datganiad i roi gorfodaeth gyfreithiol ar blant i ddysgu Saesneg o saith oed, mae hwnna'n swnio i fi fel rhywbeth sydd yn adlewyrchu'r sefyllfa bresennol mewn ysgolion. Felly, mae hwnna, o bosib, yn cynnig datrysiad, a diolch am y cyfle i ddod yn ôl gyda barn bellach.
English: There we go, thank you very much. Do you believe that there is some confusion here with regard to teaching Welsh and English as subjects and using the Welsh language as the medium of learning and teaching, and that that doesn't help with the confusion that's currently in place in terms of this wording in the Bill?
Welsh: Dyna ni, diolch yn fawr. A ydych chi'n credu bod yna ychydig bach o ddryswch wedi digwydd yn fan hyn ynglŷn â dysgu'r Gymraeg a'r Saesneg fel pwnc a defnyddio'r Gymraeg fel cyfrwng y dysgu, a bod hynny ddim yn helpu'r dryswch sydd yn digwydd ar hyn o bryd ynglŷn â'r geiriad yma ar y Bil?
English: Possibly, that's at the root of the reason that we've reached this current situation. I don't know; I can't explain. It doesn't make a great deal of sense to us that we've ended up with a clause where the Welsh language is an option for some in Wales, rather than it being a reflection of the Welsh Government's policy on the Welsh language and Cymraeg 2050 and the fact that we've been working across Wales and we've been happy to work and to aim towards normalising the teaching of the Welsh language to everyone, to children the length and breadth of Wales.
Welsh: O bosib mai dyna sydd wrth wraidd y rheswm dŷn ni wedi cyrraedd y sefyllfa yma. Dwi ddim yn gwybod; gallaf i ddim ag egluro. Dydy o ddim yn gwneud lot o synnwyr i ni pam ein bod ni wedi diweddu i fyny gyda'r cymal lle mae'r Gymraeg yn opsiwn i rai yng Nghymru, yn hytrach na'i fod e'n adlewyrchu polisïau Llywodraeth Cymru ar Cymraeg 2050 a'r ffaith ein bod ni gyd wedi bod yn gweithio a Chymru i gyd wedi bod yn hapus i anelu at nod o normaleiddio dysgu Cymraeg i bawb, i blant dros Gymru i gyd.
English: May I just ask the others whether they have any opinion on this specific aspect of the Bill, with regard to immersion and the way that it is being covered in the Bill at the moment? No specific opinion, no. Okay. We'll move on then to relationships and sexuality education. Are you content - ? Sorry, Eleri.
Welsh: A gaf i jest ofyn i'r lleill os oes ganddyn nhw unrhyw farn ar yr agwedd benodol yma, ynglŷn â throchi a'r ffordd mae'n cael ei gyfarch yn y Bil ar hyn o bryd? Na, dim barn benodol mae'n rhaid. Iawn. Symud ymlaen, felly, i'r agwedd addysg cydberthynas a rhywioldeb. A ydych chi'n hapus bod - ? Sori, Eleri.
English: Sorry, before we do move on, may I also note our concern about the fact that this discretion and the responsibility to opt out to state that you want to teach through the medium of Welsh only falls on the shoulders of the non-maintained setting or the school, rather than being the responsibility of the local authority? There's a danger that this will undermine any kind of strategic plans that the local authority will want to implement, because they won't have the power then to ensure that the school or that setting will teach through the medium of Welsh. So, that is problematic for us as well.
Welsh: Sori, cyn inni symud ymlaen, a gaf i hefyd nodi ein gofid ni ynglŷn â'r ffaith bod y disgresiwn yma a'r cyfrifoldeb i optio allan i ddatgan eich bod chi eisiau dysgu drwy gyfrwng y Gymraeg yn unig yn cwympo ar ysgwyddau'r ysgol neu'r lleoliad nas cynhelir, yn hytrach na bod o dan gyfrifoldeb yr awdurdod lleol? Mae perygl i hyn danseilio unrhyw fath o gynlluniau strategol fydd yr awdurdod lleol eisiau eu rhoi ar waith, achos nid nhw fydd y rhai â'r grym i sicrhau bod yr ysgol neu'r lleoliad yna yn dysgu drwy gyfrwng y Gymraeg. Ac felly, mae hynny'n broblematig i ni hefyd.
English: Okay. No, thank you very much for adding that so that that is on the record too. Yes, I was talking about relationships and sexuality education, which will be a mandatory element of the curriculum from the age of three onwards. What challenges does this pose in early years settings?
Welsh: Yn iawn. Na, diolch i chi am ychwanegu hynny fel bod hynny ar y record gennym ni hefyd. Ie, roeddwn i'n trafod yr agwedd addysg cydberthynas a rhywioldeb fydd yn elfen orfodol o'r cwricwlwm o dair oed ymlaen. Pa heriau mae hyn yn ei gynnig neu'n ei gyflwyno mewn lleoliadau blynyddoedd cynnar?
English: David, is this aspect - ? Is this already happening anyway?
Welsh: Iawn. David, ydy'r agwedd yma - ? Ydy hyn yn digwydd yn barod beth bynnag?
English: Sarah, did you have anything to add to that?
Welsh: Sarah, oedd gennych chi unrhyw beth i'w ychwanegu?
English: Before I turn to religion, values and ethics, do you believe that there are other elements that need to be mandatory on the face of the Bill? The Government has chosen two areas here. There are other areas - a great many of them - and I'm thinking, for example, of learning about racism and diversity and the history of ethnic communities and the history of Wales as a whole. There are so many different elements. Is there something that you believe should be mandatory as well as these particular areas? Claire.
Welsh: Cyn i fi droi at grefydd a gwerthoedd a moeseg, ydych chi'n credu bod yna elfennau eraill sydd angen bod yn fandadol ar wyneb y Bil? Mae'r Llywodraeth wedi dewis dau faes. Mae yna feysydd eraill - llawer iawn ohonyn nhw - a dwi'n meddwl, er enghraifft, am ddysgu am hiliaeth ac amrywiaeth a hanes y cymunedau ethnig a hanes Cymru yn ei grynswth. Mae yna gymaint o wahanol elfennau. Oes yna rywbeth rydych chi'n credu ddylai fod yn fandadol yn ogystal â'r meysydd yma? Claire.
English: Just quickly. Potentially, for us in the early years, we're really lucky, because we have the education guidance. But we also have the national standards that also lead us and guide us in terms of what experiences young children have, and in that the well-being of the child and the voice of the child are vitally important and are centrally placed in our provision. But, looking at the curriculum in its entirety, perhaps there is room to strengthen, or to place on a mandatory basis, health and well-being. I note that the Government is consulting now with regard to an approach to mental health across the school as a whole. Perhaps we need to acknowledge that health and well-being needs to be mandatory in all of our settings.
Welsh: Yn gyflym. O bosib, dwi'n meddwl, i ni yn y blynyddoedd cynnar, rydym ni'n reit lwcus, achos mae gyda ni'r canllawiau addysg. Mae hefyd gyda ni'r safonau gofynnol cenedlaethol sydd hefyd yn ein harwain ni, wrth gwrs, ar ba fath o brofiadau i'w sicrhau mae plant ifanc yn eu cael, ac yn y rheini mae lles y plentyn a llais y plentyn yn hollbwysig ac yn rhan ganolog o'n darpariaeth ni, a bydd hynny ddim newid. Serch hynny, o edrych ar y cwricwlwm yn ei gyfanrwydd, o bosib mae yna le i gryfhau, neu i wneud yn fandadol, iechyd a lles. Dwi'n sylwi bod y Llywodraeth yn y broses o ymgynghori nawr ar gael dynesiad i iechyd meddwl ar draws yr ysgol gyfan. Wel, os felly, oni fyddai e'n gwneud sens efallai i gydnabod bod iechyd a lles hefyd angen bod yn fandadol yn ein hysgolion i gyd?
English: Well, yes, of course. With the history of Wales, what we see with any history in the early years is you do have to start with local history, the history of the people, the children and their families, and that includes not just the history of Wales, the Welsh princes and so on, but the history of the children in that setting. So, it needs to be very locally based to be relevant to the children, and in that regard, acknowledging the diversity in the population of children in our cylchoedd and their history is an inextricable part of the history of Wales and Welsh history, and our children need to have experiences that reflect what is familiar to them, what is around them as citizens of Wales.
Welsh: Oes, wrth gwrs. Mae hanes Cymru, fe fyddem ni'n gweld - wrth ystyried unrhyw hanes yn y blynyddoedd cynnar, dŷch chi'n gorfod dechrau gyda'r hanes lleol a hanes y bobl, y plant a'u teuluoedd nhw, ac mae hynny'n cynnwys dim jest hanes Cymru, efallai, hanes y tywysogion Cymreig ganrifoedd yn ôl, ond hanes y plant sydd yn y lleoliad yna. Felly, mae angen iddo fe fod yn lleol iawn i fod yn berthnasol i'r plant bach, ac yn hynny, mae cydnabod amrywiaeth yn y boblogaeth o blant sydd yn ein cylchoedd ni a'u hanes nhw yn rhan annatod o hanes Cymru a hanes Cymreig, ac mae'n bwysig iawn bod ein plant ni'n cael profiadau sy'n adlewyrchu'r hyn sydd yn gyfarwydd iddyn nhw fel dinasyddion yng Nghymru.
English: But not necessarily mandatory, if I understand you correctly. Yes?
Welsh: Ond nid o angenrheidrwydd yn fandadol, os ydw i'n deall chi'n iawn. Ie?
English: Well, from my understanding of the new curriculum framework, that would mean either introducing something supplementary to - . That is, you could do it under the culture or the arts or you could do it a different way. I'm not entirely sure how you would do it, but certainly the Mudiad Meithrin would support efforts to see the history of Wales being placed on a mandatory basis and we'd be concerned if schools weren't teaching the history of Wales. We know there is room for improvement in that regard, of course.
Welsh: O fy nealltwriaeth i o fframwaith y cwricwlwm newydd, byddai hynny'n golygu un ai cyflwyno rhywbeth atodol i - . Hynny yw, byddech chi'n gallu ei wneud e o dan y celfyddydau mynegiadol, byddech chi'n gallu ei wneud e mewn gwahanol ffyrdd. Dwi ddim yn gwybod sut yn union y buasech chi'n ei wneud e, ond yn sicr byddai Mudiad Meithrin yn cefnogi ymdrechion i weld hanes Cymru'n fandadol ac yn synnu pe bai unrhyw ysgol yng Nghymru ddim yn dysgu hanes Cymru. Dŷn ni'n gwybod bod yna le i wella o ran hynny, wrth gwrs.
English: Well, thank you for that. Turning to the last section here with regard to religion, values and ethics, what is your opinion on how this is being set out in the Bill at the moment? Sarah.
Welsh: Diolch i chi am hynna. Troi at yr agwedd olaf sydd gen i fan hyn rŵan, sef crefydd, gwerthoedd a moeseg: beth ydy'ch barn chi am sut mae hyn yn cael ei osod allan yn y Bil? Sarah.
English: I think that the question I was answering was, 'What parts should be mandatory?' So, there is due regard given to health and well-being as an area of learning in the Bill, but it's not mandatory, from my reading of it, so perhaps that's a question of whether that should receive parity of consideration and a relationship with the curriculum with regard to religion and ethics.
Welsh: Dwi'n meddwl bod y cwestiwn roeddwn i'n ei ateb ynglŷn â pha rannau ddylai fod yn fandadol, felly mae yna sylw teilwng i iechyd a lles fel maes dysgu yn y Bil, ond dydy e ddim yn fandadol, o fy narllediad i, ac felly efallai cwestiwn ynglŷn â tybed a ddylai hynny hefyd fod yn cael cydnabyddiaeth gyfartal a pherthynas â'r cwricwlwm ar grefydd a moeseg.
English: I don't foresee that the way we gather evidence in terms of how children in the early years develop will change a great deal. We have many ways of assessing them. The only thing that does pose a bit of a challenge at the moment is that the first developmental steps that are set out are appropriate for children at the age of five. So, obviously, we can't assess them at the age of two or three in terms of how they will be at the age of five; that wouldn't be appropriate at all. So, the practitioners will continue to gather evidence about the development of children as they currently do, I assume. When the new curriculum is in place, if there are steps set out in that, that would be more appropriate for children at all age levels, from infants upwards. Then, potentially at that point, there will be a new creative way of gathering evidence about their development progression, to go along with that learning. But the detail of that doesn't appear in the Bill, of course, because of where we currently are with its development.
Welsh: Dwi ddim yn rhagweld y bydd y ffordd dŷn ni'n casglu tystiolaeth ynglŷn â sut mae plant yn y blynyddoedd cynnar yn datblygu yn newid rhyw lawer. Mae gyda ni bob math o ffyrdd o'u hasesu nhw. Yr unig beth sydd yn peri ychydig o her ar hyn o bryd ydy bod y camau datblygu cyntaf sydd yn cael eu gosod allan yn addas ar gyfer plant pump oed. Felly, yn amlwg, fedrwn ni ddim o'u hasesu nhw yn ddwy, tair oed tuag at sut fyddan nhw pan fyddan nhw'n bump; fyddai hynny ddim yn briodol o gwbl. Felly, mi fydd yr ymarferwyr yn parhau i gasglu tystiolaeth am ddatblygiad plant fel maen nhw ar hyn o bryd, dwi'n tybio. Pan ddaw'r cwricwlwm newydd, os bydd yna gamau cynnydd yn cael eu nodi yn hwnnw wedyn, bydd yn fwy addas i blant o bob lefel o oedran babis i fyny. O bosib ar y pwynt yna, mi fydd yna efallai ffyrdd creadigol newydd o gasglu tystiolaeth am eu datblygiad nhw yn gallu cyd-fynd â'r dysgu yna. Ond dydy manylder hynny ddim yn ymddangos yn y Bil, wrth gwrs, oherwydd lle rŷn ni ar hyn o bryd gyda'i ddatblygiad e.
English: I agree with the other organisations here this morning on this. I foresee, particularly with the support of the advisory teachers in those local authority areas, and I would assume that they would give support to the implementation of a specially developed curriculum - I foresee that the majority of the cylchoedd meithrin will have an interest in adopting that, and will see it as being beneficial and a help in their work to go about planning, rather than having to shoulder the responsibility and the work of developing a specific curriculum for themselves. But, of course, there'll always be flexibility - if any setting would want to do that, they could do that. But I foresee that the majority will use this new curriculum.
Welsh: Dwi'n cydweld â'r mudiadau arall ar hyn. Dwi yn rhagweld, yn enwedig os gyda chefnogaeth yr athrawon ymgynghorol yn yr awdurdodau lleol hefyd, a dwi'n tybio y bydden nhw'n rhoi anogaeth i bobl edrych ar ddefnyddio'r cwricwlwm cenedlaethol a fydd wedi cael ei ddatblygu'n arbennig - dwi'n rhagweld y bydd y rhan helaeth o gylchoedd meithrin â diddordeb yn ei fabwysiadu e, ac yn ei weld e o fudd ac yn help yn eu gwaith nhw i fynd ati i gynllunio, yn hytrach na gorfod ysgwyddo'r cyfrifoldeb a'r baich o ddatblygu cwricwlwm penodol eu hunain. Ond, wrth gwrs, mi fydd wastad hyblygrwydd - petasai unrhyw leoliad eisiau gwneud hynny, mi fuasen nhw yn gallu. Ond dwi'n rhagweld y bydd y mwyafrif yn defnyddio'r cwricwlwm newydd yma.
English: Good morning and a warm welcome to this meeting of the Culture, Welsh Language and Communications Committee at our Senedd. In accordance with Standing Order 34.19, I have determined that the public are excluded from this meeting in order to protect public health. The meeting is being broadcast on Senedd.tv. I do apologise that we are slightly late in starting, as we did have some technical issues. A transcript of the meeting will be published as usual. Aside from the procedural adaptations relating to conducting proceedings remotely, all other Standing Order requirements remain in place. The committee, of course, is bilingual and simultaneous interpretation is available from Welsh to English. If, for any reason, my technology fails and I have to leave the committee, David Melding has kindly agreed to step in as temporary Chair whilst I try and rejoin. We've received apologies from Carwyn Jones, who will join us later. He needs to be a little late. May I ask my fellow Members if they have any declarations of interest? Mick.
Welsh: Bore da, gyfeillion, a chroeso cynnes i gyfarfod Pwyllgor Diwylliant, y Gymraeg a Chyfathrebu ein Senedd ni. Yn unol â Rheol Sefydlog 34.19, dwi wedi penderfynu bod y cyhoedd yn cael eu gwahardd o'r cyfarfod yma er mwyn diogelu iechyd y cyhoedd. Mae'r cyfarfod yn cael ei ddarlledu ar Senedd.tv. Dwi eisiau ymddiheuro ein bod ni'n cychwyn bach yn hwyr gan ein bod ni wedi cael problemau technegol. Bydd trawsgrifiad o'r pwyllgor ar gael fel arfer. Ar wahân i'r pethau mae'n rhaid inni eu gwneud er mwyn ymateb i weithio'n rhithiol, bydd yr holl Reolau Sefydlog eraill yn sefyll fel arfer. Mae'r cyfarfod, wrth gwrs, fel arfer, yn ddwyieithog a bydd cyfieithu ar y pryd ar gael o'r Gymraeg i'r Saesneg. Os, am unrhyw reswm, bydd fy nhechnoleg i'n methu ac fy mod i'n gorfod gadael y pwyllgor, mae David Melding yn garedig iawn wedi cytuno i gamu mewn fel Cadeirydd tra fy mod i'n trio ailymuno. Dŷn ni wedi derbyn ymddiheuriadau gan Carwyn Jones - mae'n mynd i ymuno â ni nes ymlaen. Mae'n gorfod bod tamaid bach yn hwyr. Gaf i ofyn i'm cyd-Aelodau am unrhyw ddatganiadau o fudd? Mick.
English: So, if there are no other declarations of interest, we will move immediately to item 2, the substantive item on our agenda today: scrutiny of the Deputy Minister for Culture, Sport and Tourism. So, a very warm welcome to the Deputy Minister - welcome, Dafydd.
Welsh: So, os nad oes yna ddatganiadau o fudd eraill, gwnawn ni symud at eitem 2, sef y brif eitem ar ein hagenda heddiw: craffu ar y Dirprwy Weinidog Diwylliant, Chwaraeon a Thwristiaeth. Croeso cynnes iawn i'r Dirprwy Weinidog - croeso, Dafydd.