techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Since I tabled this question, the future generations commissioner has also commented on this issue and she's described online learning as being patchy and inconsistent, and there are grave inconsistencies between not only different education authorities but individual schools within those authorities, and I'm not just talking here about access to equipment and connectivity; there is also inconsistency in terms of how many hours children are expected to learn every day, what kind of work they could expect, what digital platforms are used. Some receive face-to-face learning online, while some don't and only receive worksheets to complete. Now, I don't know if you would agree with the future generations commissioner that you should have done more to ensure consistency across Wales by providing greater guidance for schools and local authorities as a Government, because the upshot of the inconsistency is that we have a postcode lottery, where some children are gaining and others are losing out, and all that does, of course, is exacerbate the inequalities that are already too prominent within the education system in Wales.
Welsh: Ers i fi osod y cwestiwn yma, wrth gwrs, mae comisiynydd cenedlaethau'r dyfodol hefyd wedi cael rhywbeth i'w ddweud ar y mater yma, ac mae hi wedi disgrifio dysgu ar-lein fel rhywbeth sydd yn fratiog ac yn anghyson, ac mae yna anghysondebau dybryd rhwng nid yn unig awdurdodau addysg gwahanol, ond rhwng ysgolion unigol oddi fewn i awdurdodau addysg hefyd, a dwi ddim jest yn sôn fan hyn am fynediad i gyfarpar a chysylltedd; mae yna anghysondeb o ran faint o oriau dysgu y mae disgwyl i blant wneud bob dydd, pa fath o waith y gellir ei ddisgwyl, pa blatfformau digidol sy'n cael eu defnyddio. Mae rhai yn cael gwersi ar-lein wyneb yn wyneb; mae rhai ddim a dim ond yn cael taflenni gwaith i'w cwblhau. Nawr, dwi ddim yn gwybod os ŷch chi'n cytuno, felly, gyda chomisiynydd cenedlaethau'r dyfodol y dylech chi fod wedi gwneud mwy i sicrhau gwell cysondeb ar draws Cymru trwy roi gwell arweiniad ar hyn i ysgolion ac awdurdodau lleol fel Llywodraeth, oherwydd canlyniad yr anghysondeb yma yw bod gennym ni ryw fath o loteri cod post, lle mae rhai plant ar eu hennill a rhai plant ar eu colled, a'r cyfan mae hynny'n ei wneud, wrth gwrs, yw dwysáu'r anghydraddoldebau sydd eisoes yn rhy amlwg o fewn y gyfundrefn addysg yng Nghymru ar hyn o bryd.
English: As has been said many times this afternoon, parents and pupils do need fast and reliable online access. That does help to ensure consistency in remote learning, and I think it's important now, Deputy Presiding Officer, to put on record that broadband is a responsibility for the UK Conservative Government, but I must say, their failures over the years are not the fault of my constituents. In that spirit, Minister, parts of my constituency, like many others across Wales, do not have the right fast and reliable access that they deserve, and parents are rightly concerned, so I'm here today seeking assurances that that will not impact their children's education. So, what can you say to residents in Flintshire, in particular, and what can your department do to give those assurances that they'll get the education that those children deserve and are entitled to? Perhaps you could provide a further comment, Minister, on how they would go about accessing in the short term one of these Mi-Fi devices.
Welsh: Fel y dywedwyd droeon y prynhawn yma, mae rhieni a disgyblion angen mynediad ar-lein sy'n gyflym ac yn ddibynadwy. Mae hynny'n helpu i sicrhau cysondeb mewn dysgu o bell, a chredaf ei bod yn bwysig nawr, Ddirprwy Lywydd, inni gofnodi bod band eang yn gyfrifoldeb i Lywodraeth Geidwadol y DU, ond mae'n rhaid imi ddweud, nid fy etholwyr sydd ar fai am eu methiannau dros y blynyddoedd. Yn yr ysbryd hwnnw, Weinidog, nid oes gan rannau o fy etholaeth, fel llawer o rai eraill ledled Cymru, y mynediad cyflym a dibynadwy iawn y maent yn ei haeddu, ac mae gan rieni le i fod yn bryderus, felly rwy'n ceisio sicrwydd yma heddiw na fydd hynny'n effeithio ar addysg eu plant. Felly, beth y gallwch ei ddweud wrth drigolion Sir y Fflint, yn enwedig, a beth y gall eich adran ei wneud i roi sicrwydd y bydd y plant hynny'n cael yr addysg y maent yn ei haeddu ac y mae ganddynt hawl iddi? Efallai y gallech roi sylw pellach, Weinidog, ar sut y byddent yn mynd ati i gael mynediad at un o'r dyfeisiau Mi-Fi hyn yn y tymor byr.
English: Thank you, Jack. It is correct to say that, as to ultimately whose responsibility the roll-out of broadband is. Indeed, Welsh Government has committed significant amounts of its own resource to try and address the shortfall that we find in our nation. But nonetheless, as you said, that is no comfort to those parents or students who are struggling at this time. As I said, we have asked for an early assessment from local authorities of their needs at this time, and I'm sure that Flintshire will come forward soon with its requirements, which the Welsh Government is committed to assisting them with. My advice for families at this time is, if they are struggling with either a laptop or connectivity, in the first instance they should make that known to their school, as to whether there is kit sitting in a classroom that could be lent to them at this opportunity, or to speak to their local authority, who I'm sure would want to help. I think it is fair to say that there have been some delays in some of the items of equipment that we've been able to supply to schools. That's because of a global demand for IT equipment at this time, but we hope to be able to distribute a further 35,000 pieces of kit in the coming weeks on top of the kit that has already been made available.
Welsh: Diolch, Jack. Mae'r hyn rydych yn ei ddweud yn gywir, o ran pwy sy'n gyfrifol am gyflwyno band eang yn y pen draw. Yn wir, mae Llywodraeth Cymru wedi ymrwymo symiau sylweddol o'i hadnoddau ei hun i geisio mynd i'r afael â'r diffyg a welwn yn ein gwlad. Ond serch hynny, fel y dywedoch chi, nid yw hynny'n gysur i rieni neu fyfyrwyr sy'n cael trafferth ar hyn o bryd. Fel y dywedais, rydym wedi gofyn am asesiad cynnar gan awdurdodau lleol o'u hanghenion ar yr adeg hon, ac rwy'n siŵr y bydd Sir y Fflint yn cyflwyno ei gofynion yn fuan, ac mae Llywodraeth Cymru wedi ymrwymo i'w cynorthwyo gyda'r rheini. Fy nghyngor i deuluoedd ar yr adeg hon os ydynt yn cael trafferth gyda gliniadur neu gysylltedd yw y dylent roi gwybod i'w hysgol yn gyntaf, rhag ofn bod cyfarpar y gellid ei fenthyg iddynt ar gael mewn ystafell ddosbarth, neu i siarad â'u hawdurdod lleol, a fyddai eisiau helpu, rwy'n siŵr. Rwy'n credu ei bod yn deg dweud y bu rhywfaint o oedi mewn perthynas â pheth o'r offer rydym wedi gallu ei gyflenwi i ysgolion. Mae hynny oherwydd y galw byd-eang am offer TG ar hyn o bryd, ond gobeithiwn allu dosbarthu 35,000 o gyfarpar pellach yn ystod yr wythnosau nesaf ar ben y cyfarpar sydd eisoes ar gael.
English: Unlike England, where it's mandatory for schools to deliver a minimum amount of remote learning a day, overseen by school inspectors, there's no legal duty on schools in Wales to deliver a minimum amount of online teaching, and school inspectors are not overseeing this here. As reported today, the Future Generations Commissioner for Wales not only described online education in Wales while schools are closed as patchy and inconsistent, and stated the Welsh Government should do more to ensure consistency of learning at schools across Wales, but also said that real leadership from the top was needed. How do you therefore respond to the Flintshire parent who e-mailed last week, stating that her primary school children had not been taught effectively and asking why their school was still not in a position to give live lessons online; and to the statement by the Federation of North Wales Secondary School Head Teachers that current years 11 and 13 have had significant reduction in their face-to-face provision, the level of this reduction is not equitable across all schools, and is not equally impacting on all pupils?
Welsh: Yn wahanol i Loegr, lle mae'n orfodol i ysgolion ddarparu isafswm o ddysgu o bell y dydd, wedi'i oruchwylio gan arolygwyr ysgolion, nid oes dyletswydd gyfreithiol ar ysgolion yng Nghymru i ddarparu isafswm o addysgu ar-lein, ac nid yw arolygwyr ysgolion yn goruchwylio hyn yma. Fel yr adroddwyd heddiw, dywedodd Comisiynydd Cenedlaethau'r Dyfodol Cymru fod addysg ar-lein yng Nghymru tra bod ysgolion ar gau yn dameidiog ac yn anghyson, a dywedodd y dylai Llywodraeth Cymru wneud mwy i sicrhau cysondeb dysgu mewn ysgolion ledled Cymru, ond dywedodd hefyd fod angen arweinyddiaeth go iawn o'r brig. Sut rydych chi'n ymateb felly i riant yn Sir y Fflint a anfonodd e-bost yr wythnos diwethaf yn dweud nad oedd ei phlant ysgol gynradd wedi cael eu haddysgu'n effeithiol ac yn gofyn pam nad oedd eu hysgol mewn sefyllfa o hyd i roi gwersi byw ar-lein; ac i'r datganiad gan Ffederasiwn Penaethiaid Ysgolion Uwchradd Gogledd Cymru fod blynyddoedd 11 a 13 presennol wedi cael gostyngiad sylweddol yn eu darpariaeth wyneb yn wyneb, nad yw lefel y gostyngiad hwn yn gyfartal ar draws pob ysgol, ac nad yw'n effeithio ar bob disgybl i'r un graddau?
English: Minister, can I just begin by commending the work that's been going on within schools, both with the teaching staff but also with the heads and deputy heads as well to get the progress that we have? I don't want to labour the point, but the Hwb guidance is very, very good but it does give total discretion to the headteacher and school staff based on the conditions in the school, based on the resources available to them as to how much face time, how much live streaming there is. Now, that's a fair recognition of those conditions in each particular school and particular environment, but I wonder, Minister, whether there's an 'in principle' approach that you have, recognising that on the principles of equity, it also states in the Hwb guidance that there should be those opportunities to maintain connections with teaching and support staff and peers during the period of potential social isolation. So, how do we get the balance right and should there be face-to-face contact and, if so, how much and how often?
Welsh: Weinidog, a gaf fi ddechrau drwy ganmol y gwaith sydd wedi bod yn mynd rhagddo mewn ysgolion, gyda'r staff addysgu ond hefyd gyda'r penaethiaid a'r dirprwy benaethiaid i sicrhau'r cynnydd sydd wedi'i wneud? Nid wyf eisiau gorbwysleisio'r pwynt, ond mae canllawiau Hwb yn dda iawn ond mae'n rhoi disgresiwn llwyr i'r pennaeth a staff yr ysgol yn seiliedig ar yr amodau yn yr ysgol, yn seiliedig ar yr adnoddau sydd ar gael iddynt o ran faint o amser wyneb yn wyneb a faint o ffrydio byw sy'n digwydd. Nawr, mae honno'n gydnabyddiaeth deg o'r amodau hynny ym mhob ysgol benodol ac ym mhob amgylchedd penodol, ond Weinidog, tybed a oes gennych ymagwedd 'mewn egwyddor', gan gydnabod, ar egwyddorion tegwch, ei fod hefyd wedi'i nodi yng nghanllawiau Hwb y dylai fod cyfleoedd i gynnal cysylltiadau â staff addysgu a staff cymorth a chyfoedion yn ystod y cyfnod o arwahanrwydd cymdeithasol posibl. Felly, sut y mae sicrhau'r cydbwysedd cywir ac a ddylid cael cyswllt wyneb yn wyneb ac os felly, faint a pha mor aml?
English: There are two issues. There is the issue of the live streaming of lessons, which increasingly we see being utilised across Wales, recognising that that itself poses different challenges for individual learners and families, and that's why we do have to have discretion for headteachers who know their communities and their cohorts, their schoolchildren and parents the best to be able to create a blended learning offer that truly meets the needs. They will also, of course, change depending on the age of the cohort. As I said earlier, I don't think any of us would want our very youngest children being sat in front of screens for hours and hours and hours. But it is important, quite rightly, as you say, not just from a pedagogy point of view, but from a child safeguarding, welfare and mental health point of view, that children should have regular contact. Therefore, our guidance is very clear that there should be regular check-ins, not just in lessons, but regular check-ins with students to provide an opportunity to understand how that learning experience is going, whether it's working, whether children are thriving and to be able to possibly consider additional support and additional approaches if that is necessary.
Welsh: Mae dau fater yn codi. Yn gyntaf, mae gennych wersi sy'n cael eu ffrydio'n fyw, ac rydym yn gweld y rhain yn cael eu defnyddio fwyfwy ledled Cymru, gan gydnabod fod hynny ynddo'i hun yn creu heriau gwahanol i ddysgwyr a theuluoedd unigol, a dyna pam y mae'n rhaid i ni gael disgresiwn i benaethiaid sy'n adnabod eu cymunedau a'u carfannau, eu plant ysgol a'u rhieni orau i allu creu cynnig dysgu cyfunol sy'n diwallu'r anghenion yn iawn. Byddant hefyd, wrth gwrs, yn newid yn dibynnu ar oedran y garfan. Fel y dywedais yn gynharach, nid wyf yn credu y byddai'r un ohonom eisiau i'n plant ieuengaf eistedd o flaen sgriniau am oriau bwy'i gilydd. Ond yn gwbl briodol fel y dywedwch, mae'n bwysig i blant gael cyswllt rheolaidd, nid yn unig o safbwynt addysgeg, ond o safbwynt diogelu plant, lles ac iechyd meddwl. Felly, mae ein canllawiau'n glir iawn y dylid cael cyfarfodydd rheolaidd, nid yn unig mewn gwersi, ond cyfarfodydd rheolaidd gyda disgyblion i ddarparu cyfle i ddeall sut y mae'r profiad dysgu'n mynd, a yw'n gweithio, a yw plant yn ffynnu, ac o bosibl, i allu ystyried cymorth ychwanegol a dulliau ychwanegol os oes angen.
English: Thank you, Jenny. Throughout the pandemic, we have made available a wide range of resources on Hwb, and these continue to be developed to support schools. We continue to capture positive practice and approaches from schools, publishing them on our 'Sharing our experiences' pages, and we look to take every opportunity to support innovation.
Welsh: Diolch, Jenny. Drwy gydol y pandemig, rydym wedi darparu ystod eang o adnoddau ar Hwb, ac mae'r rhain yn parhau i gael eu datblygu i gefnogi ysgolion. Rydym yn parhau i gasglu arferion a dulliau cadarnhaol gan ysgolion, gan eu cyhoeddi ar ein tudalennau 'Rhannu ein profiadau', ac rydym yn bwriadu manteisio ar bob cyfle i gefnogi arloesedd.
English: Excellent. I know that prior to the return of all pupils in the autumn term, Estyn published a document collating the good practice that had been developed by many schools, and I know that some schools in Cardiff embraced the outdoor learning experiences as part of the well-being recovery programme. But I was shocked to learn recently of the hostile reaction of members of the public to one school taking a class in a bubble to the local recreation ground, which was a pretty shocking event given the lack of understanding of what children need. Now that we have to revert to remote learning, we have some schools who have got really well-formulated blended learning plans, including proper online lessons with differentiated groups of pupils, depending on the levels of learning they're at, but others - . One teacher was told that it wasn't possible to do online lessons because there was a safeguarding issue. I'm aware that we have all this wonderful information on the Hwb, which is the envy of teachers in England, but nevertheless there's bound to be patchy practice, given that some schools have really very considerable responsibilities for safeguarding and deprivation amongst many of their pupils. I just wondered what we can now do to ensure that the consortia and Estyn are really sharing the best practice and giving the most support to those with the most challenges, referring back to what Llyr Gruffydd was saying earlier.
Welsh: Gwych. Cyn i'r holl ddisgyblion ddychwelyd yn nhymor yr hydref, gwn fod Estyn wedi cyhoeddi dogfen yn coladu'r arferion da a ddatblygwyd gan lawer o ysgolion, a gwn fod rhai ysgolion yng Nghaerdydd wedi croesawu'r profiadau dysgu awyr agored fel rhan o'r rhaglen adfer llesiant. Ond cefais sioc o ddysgu'n ddiweddar am adwaith gelyniaethus aelodau o'r cyhoedd i un ysgol yn mynd â swigen ddosbarth i'r cae chwarae lleol, a oedd yn eithaf brawychus o ystyried y diffyg dealltwriaeth o'r hyn sydd ei angen ar blant. Gan fod yn rhaid i ni droi'n ôl at ddysgu o bell yn awr, mae gan rai ysgolion gynlluniau dysgu cyfunol sydd wedi'u llunio'n dda iawn, gan gynnwys gwersi ar-lein priodol gyda grwpiau gwahaniaethol o ddisgyblion, yn dibynnu ar eu lefelau dysgu, ond mae eraill - . Dywedwyd wrth un athro nad oedd modd gwneud gwersi ar-lein oherwydd mater yn ymwneud â diogelu. Rwy'n ymwybodol fod gennym yr holl wybodaeth wych hon ar Hwb, sy'n destun cenfigen i athrawon yn Lloegr, ond serch hynny mae'n siŵr y bydd ymarfer yn dameidiog, o ystyried bod gan rai ysgolion gyfrifoldebau sylweddol iawn mewn perthynas â diogelu ac amddifadedd ymhlith llawer o'u disgyblion. Roeddwn yn meddwl tybed beth y gallwn ei wneud yn awr i sicrhau bod y consortia ac Estyn yn mynd ati o ddifrif i rannu'r arferion gorau ac yn rhoi'r gefnogaeth fwyaf i'r rheini sydd â'r heriau mwyaf, gan gyfeirio'n ôl at yr hyn roedd Llyr Gruffydd yn ei ddweud yn gynharach.
English: Can I make it absolutely clear that whilst a risk assessment should be undertaken and support and training given to staff, there is nothing in Welsh Government guidance that prevents schools from delivering live lessons? Indeed, those live lessons are happening every day in Wales. They're happening securely and they're happening well, and more and more schools are embracing that element of distance learning as part of their repertoire and as a part of their offer. So, there is nothing to stop that from happening, and there is very clear support and guidance available to both school leaders and practitioners to enable that to happen. You're absolutely right. I have conversations on a weekly basis with colleagues in local education authorities so that we can work together to identify those schools for whom there are concerns or a struggle, and to be able to ensure that they are supported by the regional consortia with their professional development to address these issues. I also understand that live lessons do provide certain challenges for parents, as does the entire distance learning scenario, so there are resources again available on Hwb for parents to understand how to use Hwb, how to log in, how to get free access to Adobe software, free access to Microsoft Office software, and it's important to recognise that that support material is available not just in English and Welsh, but is published also in a variety of community languages, to ensure that all parents can have the opportunity to access that support.
Welsh: A gaf fi ei gwneud yn gwbl glir, er y dylid cynnal asesiad risg a rhoi cymorth a hyfforddiant i staff, nad oes dim yng nghanllawiau Llywodraeth Cymru sy'n atal ysgolion rhag cyflwyno gwersi byw? Yn wir, mae'r gwersi byw hynny'n digwydd bob dydd yng Nghymru. Maent yn digwydd yn ddiogel ac maent yn gweithio'n dda, ac mae mwy a mwy o ysgolion yn croesawu'r elfen honno o ddysgu o bell fel rhan o'u darpariaeth ac fel rhan o'u cynnig. Felly, nid oes dim i atal hynny rhag digwydd, ac mae cefnogaeth ac arweiniad clir iawn ar gael i arweinwyr ac addysgwyr ysgolion i alluogi hynny i ddigwydd. Rydych yn llygad eich lle. Rwy'n cael sgyrsiau wythnosol gyda chymheiriaid yn yr awdurdodau addysg lleol fel y gallwn gydweithio i nodi ysgolion lle ceir pryderon neu drafferthion, ac i allu sicrhau eu bod yn cael eu cefnogi gan y consortia rhanbarthol gyda'u datblygiad proffesiynol i fynd i'r afael â'r materion hyn. Deallaf hefyd fod gwersi byw yn creu heriau penodol i rieni, fel sy'n wir gyda dysgu o bell yn gyffredinol, felly mae adnoddau ar gael ar Hwb unwaith eto i rieni ddeall sut i ddefnyddio Hwb, sut i fewngofnodi, sut i gael mynediad am ddim at feddalwedd Adobe, mynediad am ddim at feddalwedd Microsoft Office, ac mae'n bwysig cydnabod bod y deunydd cymorth hwnnw ar gael yn Gymraeg ac yn Saesneg yn ogystal ag amryw o ieithoedd cymunedol hefyd i sicrhau y gall pob rhiant gael cyfle i ddefnyddio'r cymorth hwnnw.
English: Minister, may I take this opportunity to invite you to congratulate Headlands special school in Penarth, which has recently received a recognition of excellence award from the High Sheriff of South Glamorgan because of the innovative way it has responded to the pandemic, particularly in distance and blended learning? One of the key things has been active outreach, whether this be telephone calls, Zoom or Teams, so that parents and children that are perhaps having particular difficulty in accessing this type of education get that sort of specialist support that teachers naturally give in the classroom to those pupils who need that little bit of extra encouragement and assistance, and that's one of the key skills we need to ensure is used properly.
Welsh: Weinidog, a gaf fi fanteisio ar y cyfle hwn i'ch gwahodd i longyfarch ysgol arbennig Headlands ym Mhenarth, sydd wedi cael gwobr cydnabyddiaeth o ragoriaeth yn ddiweddar gan Uchel Siryf De Morgannwg oherwydd y ffordd arloesol y mae wedi ymateb i'r pandemig, yn enwedig ym maes dysgu o bell a dysgu cyfunol? Un o'r pethau allweddol oedd allgymorth gweithredol, boed yn alwadau ffôn, Zoom neu Teams, fel bod rhieni a phlant sydd efallai'n cael anhawster arbennig i gael mynediad at addysg o'r fath yn cael y math o gymorth arbenigol y mae athrawon yn ei roi yn naturiol yn yr ystafell ddosbarth i'r disgyblion sydd angen ychydig o anogaeth a chymorth ychwanegol, ac mae angen i ni sicrhau bod y sgil allweddol hwnnw'n cael ei ddefnyddio'n briodol.
English: David, I would absolutely want to offer my congratulations and my sincere thanks to Headlands, who are exemplary in how they have responded so proactively and with great skill and innovation to supporting their learners and their families at this time. They, and others, are there and, I know, are very keen to be able to share their good practice, their knowledge and their skills, so that other schools can respond in similar ways. We're asking so much of our education system at the moment, and while we can share that good practice, it saves individual practitioners reinventing the wheel, and that peer-to-peer support is often seen as the most valuable. It's non-threatening, it doesn't question people's abilities, and therefore that peer-to-peer support often is the most appropriate way of driving change and driving improvement forward.
Welsh: David, rwy'n awyddus iawn i longyfarch a mynegi fy niolch diffuant i Headlands, sy'n rhagorol yn y ffordd y maent wedi ymateb mor rhagweithiol a chyda sgil ac arloesedd gwych i gefnogi eu dysgwyr a'u teuluoedd ar yr adeg hon. Gwn eu bod hwy ac eraill yno yn awyddus iawn i allu rhannu eu harferion da, eu gwybodaeth a'u sgiliau, fel y gall ysgolion eraill ymateb mewn ffyrdd tebyg. Rydym yn gofyn cymaint gan ein system addysg ar hyn o bryd, a thra gallwn rannu'r arferion da hynny, mae'n arbed addysgwyr unigol rhag gorfod ailddyfeisio'r olwyn, ac yn aml, ystyrir mai cefnogaeth rhwng cymheiriaid yw'r cymorth mwyaf gwerthfawr. Nid yw'n fygythiol, nid yw'n cwestiynu galluoedd pobl, ac yn aml felly, cymorth rhwng cymheiriaid yw'r ffordd fwyaf priodol o ysgogi newid a sbarduno gwelliant.
English: Welsh Government has awarded local authorities in South Wales Central over £7.5 million grant funding to recruit, recover and raise standards. This will help schools in the local authority area to provide additional support to those children who are most disadvantaged, most vulnerable, and those that should be sitting external qualifications.
Welsh: Mae Llywodraeth Cymru wedi dyfarnu dros £7.5 miliwn o arian grant i awdurdodau lleol yng Nghanol De Cymru i recriwtio, adfer a chodi safonau. Bydd hyn yn helpu ysgolion yn ardal yr awdurdod lleol i ddarparu cymorth ychwanegol i'r plant mwyaf difreintiedig, mwyaf agored i niwed, a'r rhai a ddylai fod yn gwneud cymwysterau allanol.