techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, the combined effect, I think, of the curriculum reforms and the ALN reforms is - . The focus on literacy will drive improvement in this area, and the training available through the professional learning programme that we've been investing in will specifically equip our teaching workforce to identify dyslexia and support pupils that need additional support. Of course, there is a range of needs within the rubric of dyslexia and some have relatively mild needs, and others have a requirement for more significant intervention. But the ethos of the new curriculum, as well as the ethos of the ALN reforms, are to make sure that that's provided as far as possible in a mainstream setting within the life of the school and in the classroom. And so, I think the combined effect of those two reforms will be a renewed focus on this area.
Welsh: Wel, rwy'n credu mai effaith gyfunol diwygiadau'r cwricwlwm a'r diwygiadau ADY yw - . Bydd y ffocws ar lythrennedd yn sbarduno gwelliant yn y maes hwn, a bydd yr hyfforddiant sydd ar gael drwy'r rhaglen dysgu proffesiynol yr ydym wedi bod yn buddsoddi ynddi yn paratoi ein gweithlu addysgu yn benodol i ganfod dyslecsia a chefnogi disgyblion sydd angen cymorth ychwanegol. Wrth gwrs, ceir amrywiaeth o anghenion yn gysylltiedig â dyslecsia ac anghenion cymharol ysgafn fydd gan rai, a bydd angen ymyrraeth fwy sylweddol ar eraill. Ond ethos y cwricwlwm newydd, yn ogystal ag ethos y diwygiadau ADY, yw sicrhau bod hynny'n cael ei ddarparu cyn belled ag y bo modd mewn lleoliad prif ffrwd ym mywyd yr ysgol ac yn yr ystafell ddosbarth. Ac felly, credaf mai effaith gyfunol y ddau ddiwygiad fydd ffocws o'r newydd ar y maes hwn.
English: Diolch, Llywydd. Minister, as you know, in just four years' time, BTECs won't be available for our Welsh learners. Many professionals in colleges I've visited across Wales are getting extremely anxious now that no replacement has been announced. With such a short period of time to go, there has been no clear policy direction from this Welsh Government and, sadly, the response from Qualifications Wales was merely, 'Don't panic.' Minister, our educators need to know the plan and would greatly appreciate it if you could enlighten us today as to what that plan is.
Welsh: Diolch, Lywydd. Weinidog, fel y gwyddoch, ymhen pedair blynedd yn unig, ni fydd cymwysterau BTEC ar gael i'n dysgwyr yng Nghymru. Mae llawer o weithwyr proffesiynol mewn colegau yr ymwelais â hwy ledled Cymru yn pryderu fwyfwy nad oes unrhyw beth wedi'i gyhoeddi i gymryd eu lle. Gyda chyfnod mor fyr i fynd, ni chafwyd unrhyw gyfarwyddyd polisi clir gan y Llywodraeth hon yng Nghymru ac yn anffodus, ymateb Cymwysterau Cymru oedd 'Peidiwch â chynhyrfu.' Weinidog, mae angen i'n haddysgwyr wybod beth yw'r cynllun a byddent yn falch iawn pe gallech ein goleuo heddiw beth yw'r cynllun hwnnw.
English: Well, that's an important question that the Member raises in her question. She's right to say that the UK Government is phasing out a number of qualifications in England, which will have an effect on learners in Wales because they're also studied here in Wales. That is a decision that is being taken without reference to the interests of learners in Wales, by the UK Government. What Qualifications Wales has been able to do is secure the extension of some of those key qualifications so that we have additional protection for learners in Wales, which those over the border will not have, as it happens. She will also know that it's part of the co-operation agreement with Plaid Cymru to undertake a review of vocational qualifications and to see how far we can extend the idea of made-in-Wales qualifications. We have done some of those. There is scope for doing more of those to make sure that learners in Wales don't lose out as a consequence of decisions in Westminster.
Welsh: Wel, mae'r Aelod yn gofyn cwestiwn pwysig. Mae'n iawn i ddweud bod Llywodraeth y DU yn graddol ddiddymu nifer o gymwysterau yn Lloegr, a fydd yn effeithio ar ddysgwyr yng Nghymru oherwydd eu bod yn cael eu hastudio yma yng Nghymru hefyd. Mae hwnnw'n benderfyniad sy'n cael ei wneud gan Lywodraeth y DU heb ystyried buddiannau dysgwyr yng Nghymru. Yr hyn y mae Cymwysterau Cymru wedi gallu ei wneud yw sicrhau bod rhai o'r cymwysterau allweddol hynny'n cael eu hymestyn fel bod gennym ddiogelwch ychwanegol ar gyfer dysgwyr yng Nghymru, na fydd y rhai dros y ffin yn ei gael, fel y mae'n digwydd. Bydd hefyd yn gwybod mai rhan o'r cytundeb cydweithio â Phlaid Cymru yw cynnal adolygiad o gymwysterau galwedigaethol a gweld i ba raddau y gallwn ymestyn y syniad o gymwysterau a wnaed yng Nghymru. Rydym wedi gwneud rhai o'r rheini. Mae lle i wneud mwy o'r rheini i sicrhau nad yw dysgwyr yng Nghymru ar eu colled o ganlyniad i benderfyniadau yn San Steffan.
English: Minister, that's not good enough. We need a world-class, high-quality vocational qualification, fit for the next generations, but our educators need time to prepare it and ensure that our students and our learners aren't being failed by the lack of preparation upon introduction. It is quite clear that your own pride and ideological view will mean that we don't follow England with the T-levels, but we aren't being told what the other options are. Minister, will they be made in Wales by our own regulator, like in Scotland, or will this be done through partnership with higher education institutions?
Welsh: Weinidog, nid yw hynny'n ddigon da. Mae arnom angen cymhwyster galwedigaethol o ansawdd uchel ac o'r radd flaenaf, sy'n addas ar gyfer y cenedlaethau nesaf, ond mae angen amser ar ein haddysgwyr i'w baratoi a sicrhau nad yw ein myfyrwyr a'n dysgwyr yn cael cam yn sgil y diffyg paratoi ar gyfer ei gyflwyno. Mae'n gwbl glir y bydd eich balchder a'ch barn ideolegol eich hun yn golygu nad ydym yn dilyn Lloegr gyda'r lefelau T, ond nid ydym yn cael gwybod beth yw'r opsiynau eraill. Weinidog, a gânt eu gwneud yng Nghymru gan ein rheoleiddiwr ein hunain, fel yn yr Alban, ynteu a gaiff ei wneud drwy bartneriaeth â sefydliadau addysg uwch?
English: Well, I'm sorry to give the Member the same answer that I gave earlier, but I'm not sure she entirely followed what I was saying. There is a vocational qualifications review under way that will explore the extent to which made-in-Wales qualifications can be extended beyond the existing level of provision. And in the meantime, there is an extension to those most popular qualifications, to provide additional time for that to happen. One of the challenges that we've faced throughout this process is that the UK Government has proceeded without regard to the needs of other parts of the UK. So, the best way of doing this, in the interest of learners in all parts of the UK, is to do this in a collaborative way. That has not generally been the experience. And so, the position that we find ourselves in is developing alternatives to protect the interests of Welsh learners, and negotiating extensions to those existing qualifications, which Qualifications Wales has been doing. I meet with them regularly. I discussed this question with a number of further education principals recently. And I think it's very important that there's an ongoing dialogue between QW and the colleges, so that, in the interests of learners, which are paramount in all these discussions, there is clarity and an understanding of what lies ahead.
Welsh: Wel, mae'n ddrwg gennyf roi'r un ateb i'r Aelod ag a roddais yn gynharach, ond nid wyf yn siŵr ei bod wedi dilyn yr hyn yr oeddwn yn ei ddweud yn llwyr. Mae adolygiad o gymwysterau galwedigaethol ar y gweill a fydd yn archwilio i ba raddau y gellir ymestyn cymwysterau a wneir yng Nghymru y tu hwnt i'r lefel bresennol o ddarpariaeth. Ac yn y cyfamser, ceir estyniad i'r cymwysterau mwyaf poblogaidd, er mwyn rhoi amser ychwanegol i hynny ddigwydd. Un o'r heriau a wynebwyd gennym drwy gydol y broses hon yw bod Llywodraeth y DU wedi bwrw ymlaen heb ystyried anghenion rhannau eraill o'r DU. Felly, y ffordd orau o wneud hyn, er budd dysgwyr ym mhob rhan o'r DU, yw ei wneud mewn ffordd gydweithredol. Nid dyna fu'r profiad yn gyffredinol. Ac felly, y sefyllfa yr ydym ynddi yw ein bod yn datblygu dewisiadau amgen i ddiogelu buddiannau dysgwyr Cymru, a thrafod estyniadau i'r cymwysterau presennol hynny, a dyna mae Cymwysterau Cymru wedi bod yn ei wneud. Rwy'n cyfarfod â hwy'n rheolaidd. Trafodais y cwestiwn hwn gyda nifer o benaethiaid addysg bellach yn ddiweddar. Ac rwy'n credu ei bod yn bwysig iawn fod deialog barhaus rhwng Cymwysterau Cymru a'r colegau, fel y ceir eglurder a dealltwriaeth o'r hyn sydd o'n blaenau er budd y dysgwyr, sy'n hollbwysig yn yr holl drafodaethau hyn.
English: Minister, once again, there is a distinct lack of leadership from you being shown on such an important issue in education for our children and learners in Wales. You are failing to clarify your position on something that you've known about for a long time. This review could have been done a long time ago. People need time to prepare, our colleges need time to prepare these and know the direction that you're going to take. You've left our colleges without this direction, and, as a result, four further education colleges are developing a partnership to award qualification with the University of Wales Trinity Saint David. Will this be the model that you use for all of Wales?
Welsh: Weinidog, unwaith eto, mae'n ymddangos bod diffyg arweiniad amlwg ar eich rhan ar fater mor bwysig mewn addysg i'n plant a'n dysgwyr yng Nghymru. Rydych yn methu egluro eich safbwynt ar rywbeth yr ydych wedi gwybod amdano ers amser maith. Gellid bod wedi cynnal yr adolygiad hwn amser maith yn ôl. Mae angen amser ar bobl i baratoi, mae angen amser ar ein colegau i baratoi'r rhain a gwybod i ba gyfeiriad y byddwch yn mynd. Rydych wedi gadael ein colegau heb y cyfarwyddyd hwn, ac o ganlyniad, mae pedwar coleg addysg bellach yn datblygu partneriaeth i ddyfarnu cymhwyster gyda Phrifysgol Cymru y Drindod Dewi Sant. Ai dyma'r model y byddwch yn ei ddefnyddio ar gyfer Cymru gyfan?
English: Well, the Member, I think, is conflating two separate things. The review that has been announced by the Welsh Government, in conjunction with Plaid Cymru, is around the made-in-Wales qualifications. There's an existing review that Qualifications Wales has already been undertaking and, as I'm sure she knows, has done a risk analysis of the impact on Welsh learners of the withdrawal of qualifications on a UK-wide basis. We know of the work they've already been doing around made-in-Wales qualifications in some key areas - which I'm sure she's across - and also commissioning additional qualifications for those gaps when they have emerged. So, the work is already under way. As she will know, the designation, the responsibility for managing this lies, as it does in all parts of the UK, outside the direct hands of the Government, in the qualifications regulator, which is what we would all wish to see. And the work that I've been telling you about is work that they are doing together with FE colleges. But it's absolutely important to make sure that that dialogue continues, so that learners know what the options are as those qualifications - many of which have been relied on for a long time - are withdrawn by the UK Government.
Welsh: Wel, rwy'n credu bod yr Aelod yn drysu rhwng dau beth gwahanol. Mae'r adolygiad a gyhoeddwyd gan Lywodraeth Cymru, ar y cyd â Phlaid Cymru, yn ymwneud â'r cymwysterau a wnaed yng Nghymru. Ceir adolygiad y mae Cymwysterau Cymru eisoes wedi'i gyflawni ac fel y gŵyr, mae'n siŵr, mae wedi gwneud dadansoddiad risg o effaith cael gwared ar gymwysterau DU gyfan ar ddysgwyr Cymru. Gwyddom am y gwaith y maent eisoes wedi bod yn ei wneud ar gymwysterau a wnaed yng Nghymru mewn rhai meysydd allweddol - ac rwy'n siŵr ei bod yn gwybod amdano - a hefyd yn comisiynu cymwysterau ychwanegol ar gyfer y bylchau a ddaeth i'r amlwg. Felly, mae'r gwaith eisoes ar y gweill. Fel y gŵyr hi, mae'r dynodiad, y cyfrifoldeb, dros reoli hyn, fel y mae ym mhob rhan o'r DU, y tu allan i ddwylo uniongyrchol y Llywodraeth, a chyda'r rheoleiddiwr cymwysterau, sef yr hyn y byddem i gyd yn dymuno'i weld. A'r gwaith y soniais wrthych amdano yw gwaith y maent yn ei wneud gyda cholegau addysg bellach. Ond mae'n dra phwysig sicrhau bod y ddeialog honno'n parhau, fel bod dysgwyr yn gwybod beth yw'r opsiynau wrth i'r cymwysterau hynny - y dibynnwyd ar lawer ohonynt ers amser maith - gael eu diddymu gan Lywodraeth y DU.
English: Thank you, Llywydd. Minister, on 11 May, Jayne Bryant and I met with members of NEU Wales for a session that focused on raising awareness of the impact of workload on the mental health and well-being of staff in schools. A recent survey of its members found that 95 per cent of educators are working longer hours than those specified in their contracts, and that 44 per cent of educators are seriously considering leaving the education sector. The survey also found that 79 per cent of respondents feel uncertain whether they have a good work-life balance, and 62 per cent of respondents said that their employers aren't doing anything to lessen their workloads. Although some support has been given by the Government to support the health and well-being of staff, the clear message that I received from them was that this wasn't being felt on the ground, and that the most important thing that the Welsh Government could do would be to help to lessen workloads. Do you have any plans to provide further support for the mental health of teachers and school staff through lessening their workloads, and ensuring that we don't lose more teachers?
Welsh: Diolch, Llywydd. Weinidog, ar 11 Mai, fe wnes i a Jayne Bryant gyfarfod ag aelodau NEU Cymru ar gyfer sesiwn a oedd yn canolbwyntio ar godi ymwybyddiaeth ynglŷn ag effaith pwysau gwaith ar iechyd meddwl a lles staff mewn ysgolion. Canfu arolwg diweddar o'u haelodau fod 95 y cant o addysgwyr yn gweithio mwy na'r oriau yn eu cytundeb, a bod 44 y cant o addysgwyr yn ystyried o ddifrif gadael y sector addysg. Canfu'r arolwg hefyd fod 79 y cant o'r ymatebwyr yn ansicr bod ganddynt gydbwysedd da rhwng bywyd a gwaith, a dywedodd 62 y cant nad yw eu cyflogwr yn gwneud unrhyw beth i leihau eu llwyth gwaith. Er bod peth cefnogaeth wedi dod gan y Llywodraeth o ran cefnogi iechyd a lles staff, y neges glir a gefais ganddynt oedd nad oedd hyn yn ddigonol, ac mai'r peth pwysicaf y gall Llywodraeth Cymru ei wneud yw lleihau llwyth gwaith. Oes unrhyw gynlluniau ar waith i gefnogi'n bellach iechyd meddwl athrawon a staff mewn ysgolion drwy leihau llwyth gwaith, a sicrhau nad ydym yn colli mwy o athrawon?
English: 'Yes' is the answer. There are two things ongoing. We have tripled the budget to provide support to teachers who are under pressure. Part of that is online resources, some of it is one-to-one advice, and some of it is training for leaders and headteachers to identify what more could be done in terms of support within schools. The broader budget is going to enable that service to reach more people. The experience on the whole, I would say, is if you've been to a school where you've had experience of that service, it is a positive thing, but it hasn't been available to enough people. So, that's the intention in increasing the budget: to ensure that it is available for more teachers. But the basic question is: what does that mean in terms of workload and work pressure? We have a forum with the trade unions and local education authorities looking at what we can do to ensure that we strike the right balance between the requirements and the pressure. So, that process is ongoing. The unions are all part of it, and I hope that that will come to fruition soon.
Welsh: 'Oes' yw'r ateb. Mae dau beth ar waith. Rŷn ni wedi treblu'r gyllideb sydd ar gael i ddarparu cefnogaeth i athrawon sydd o dan bwysau penodol. Mae rhan o hynny'n adnoddau ar-lein, mae peth ohono fe'n gyngor un wrth un, ac mae peth ohono fe'n hyfforddiant i arweinwyr a phenaethiaid er mwyn adnabod beth mwy gellid ei wneud o ran cefnogaeth o fewn yr ysgol. Mae'r gyllideb ehangach yn mynd i alluogi'r gwasanaeth hwnnw i gyrraedd mwy o bobl. Y profiad fuaswn i'n dweud ar y cyfan yw, os ydych chi wedi bod mewn ysgol lle rydych chi wedi cael profiad o'r gwasanaeth hwnnw, mae'n beth positif, ond dyw e ddim wedi bod ar gael i ddigon o bobl. Felly, dyna'r bwriad wrth gynyddu'r gyllideb: sicrhau ei fod ar gael i fwy o athrawon. Ond y cwestiwn sylfaenol yw: beth mae hynny'n golygu o ran pwysau gwaith? Mae gennym ni fforwm ar waith gyda'r undebau llafur, gyda'r awdurdodau addysg lleol, yn edrych ar yr hyn y gallwn ni ei wneud er mwyn sicrhau ein bod ni'n taro'r cydbwysedd iawn rhwng gofynion a hefyd y pwysau. Felly, mae'r broses yna'n digwydd ar hyn o bryd. Mae'r undebau i gyd yn rhan ohono fe, a rwy'n gobeithio y bydd yn dwyn ffrwyth cyn hir.
English: Thank you, Minister. It is to be welcomed that you are aware and trying to respond to the demand. One of the challenges raised with us was the time that it takes to care for one's health and well-being, because of the pressures. So, it is a challenge. One of the things that was emphasised to us was that they are still continuing to cope with COVID and those challenges, the additional support for those pupils who need it, and also preparing of course for the developments that are needed with the additional ALN provision and the new curriculum. Certainly, one of the clear messages that we heard regarding the new curriculum, even though they feel excited about it, was that the challenges in terms of preparing for September are very challenging and places additional pressure on them. So, with the Welsh Government intending to introduce this new curriculum from September onwards, what plans are in the pipeline to specifically support those teachers who perhaps are considering leaving the profession because of the current workload, and to ensure that essential transition between the current curriculum and the new curriculum?
Welsh: Diolch, Weinidog. Mae'n amlwg i'w groesawu eich bod chi'n ymwybodol ac yn trio ymateb i'r galw. Dwi'n meddwl mai un o'r heriau oedd yn cael ei adlewyrchu i ni ydy'r amser i fod yn edrych ar ôl eich iechyd a'ch lles, oherwydd y pwysau gwaith hwnnw. Felly, mae yn heriol ofnadwy. Un o'r pethau roedden nhw'n pwysleisio i ni hefyd oedd y ffaith eu bod nhw'n dal i ymdopi efo COVID a'r heriau hynny, y gefnogaeth ychwanegol i ddisgyblion sydd ei hangen, tra hefyd wrth gwrs yn paratoi ar gyfer y datblygiadau sydd eu hangen, wrth gwrs, efo anghenion dysgu ychwanegol a hefyd y cwricwlwm newydd. Yn sicr, un o'r negeseuon clir o ran y cwricwlwm newydd, er eu bod nhw'n gyffrous iawn amdano fo, oedd bod yr heriau o ran paratoi ar gyfer mis Medi yn ofnadwy o heriol ac yn rhoi y pwysau cynyddol hwnnw. Felly, gyda Llywodraeth Cymru yn bwriadu cyflwyno hyn ym mis Medi, pa gynlluniau sydd ar waith yn benodol fel ein bod ni'n cefnogi'r athrawon hynny sydd efallai'n ystyried gadael y proffesiwn oherwydd y llwyth gwaith rŵan, ac i sicrhau hefyd y gwaith pontio angenrheidiol hwnnw rhwng y cwricwlwm presennol a'r un newydd?
English: I accept the point that one of the challenges is to have the time to look after yourself. That has been very challenging. You're right also to say that the experience of the last two years isn't at an end, and education practitioners, teachers and assistants are under pressure currently. Certainly, that is true. In terms of the further support, you will have seen the statement that about half of the secondary schools have decided to implement the curriculum in September this year rather than wait until next year, which is to be welcomed, of course. Our ability to increase staffing levels as a result of COVID - about 1,800 additional members of staff in the system - I think, provides some extra support. But, of course, the needs are greater as well as a result of the pressure on students and pupils over the last two years. Perhaps the Member will have seen that back in February I announced a support scheme for teachers over the following months, from the beginning of the year, to ensure that they felt they were ready for September. Teachers may be on different parts of the path of feeling that they're ready, and I'm sure that many may feel they've lost that additional time to prepare for September. But, a lot of work has been ongoing for a long period of time to ensure that the training and the resources are there. And it's not too late; there is a lot of support available to ensure that every teacher feels confident to teach the new curriculum in September.
Welsh: Rwy'n derbyn y pwynt mai un o'r heriau yw cael yr amser i sicrhau eich bod chi'n gofalu am eich hunan. Mae hynny wedi bod yn heriol iawn. Rydych chi'n iawn hefyd i ddweud bod y profiad o'r ddwy flynedd ddiwethaf ddim ar ben, ac mae ymarferwyr addysg, athrawon a chynorthwywyr hefyd o dan bwysau ar hyn o bryd. Mae hynny'n sicr yn wir. O ran y gefnogaeth bellach, fe fyddwch chi wedi gweld y datganiad bod rhyw hanner o'r ysgolion uwchradd wedi penderfynu dechrau'r cwricwlwm ym mis Medi eleni yn hytrach nag aros tan flwyddyn nesaf, sydd i'w groesawu, wrth gwrs. Mae'n gallu ni i gynyddu lefelau staffio yn sgil COVID - hynny yw, rhyw 1,800 o staff ychwanegol i mewn i'r system - rwy'n credu, yn darparu rhywfaint ychwanegol o gymorth. Ond, wrth gwrs, mae'r anghenion yn uwch hefyd yn sgil y pwysau sydd wedi bod ar fyfyrwyr a disgyblion dros y ddwy flynedd ddiwethaf. Efallai bydd yr Aelod wedi gweld nôl ym mis Chwefror fe wnes i ddatgan cynllun o gefnogaeth i athrawon dros y misoedd nesaf, o ddechrau'r flwyddyn, i sicrhau eu bod nhw'n teimlo eu bod nhw'n barod ar gyfer mis Medi. Bydd athrawon mewn mannau gwahanol ar y llwybr o deimlo eu bod nhw'n barod, ac rwy'n sicr y bydd llawer yn meddwl eu bod nhw wedi colli'r amser ychwanegol hwnnw i ddarparu ar gyfer mis Medi. Ond, mae lot o waith wedi bod yn digwydd ers cyfnod hir i sicrhau bod yr adnoddau yno a'r hyfforddiant yno. A dyw e ddim yn rhy hwyr; mae lot o gefnogaeth ar gael i sicrhau bod pob un athro yn teimlo'n hyderus i ddysgu'r cwricwlwm newydd ym mis Medi.
English: We discuss this issue regularly. We have most recently discussed a range of areas linked to the issue of addressing skills gaps, including careers and work-related experiences, the young person's guarantee, and the renew and reform project.
Welsh: Rydym yn trafod y mater hwn yn rheolaidd. Yn fwyaf diweddar, rydym wedi trafod amrywiaeth o feysydd sy'n gysylltiedig â mynd i'r afael â bylchau sgiliau, gan gynnwys profiadau gyrfaoedd a chysylltiedig â gwaith, y warant i bobl ifanc, a'r prosiect adnewyddu a diwygio.