techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you very much, Leanne. I introduced PDG access in 2018-19 to provide additional support directly to families, helping those who need it most to meet some of the costs associated with the school day. For 2019-20 we have more than doubled the funding that will be available to support families in this way.
Welsh: Diolch yn fawr iawn, Leanne. Cyflwynais fynediad at y grant datblygu disgyblion yn 2018-19 i ddarparu cymorth ychwanegol i deuluoedd yn uniongyrchol, er mwyn cynorthwyo'r rheini sydd ei angen fwyaf i allu talu rhai o'r costau sy'n gysylltiedig â'r diwrnod ysgol. Ar gyfer 2019-20, rydym wedi mwy na dyblu'r arian a fydd ar gael i gefnogi teuluoedd yn y ffordd hon.
English: In the words of the Association of School and College Leaders, there is a 'severe funding crisis' in schools, which is having a 'detrimental effectonyoung people.' Those are direct quotes from them. This comes at the same time as a report by the children's commissioner, Sally Holland, last week, who said 'Financial demands are flying at families from all sorts of angles and it's the children who pay the price when their parents can't keep up with the costs.' She added 'If we're serious about levelling the playing field and giving all children an equal opportunity to learn and grow, we need Welsh Government to show real ambition and leadership in helping the thousands of families across Wales who are really struggling.' I've raised the school meals threshold with you on a number of occasions. Do you recognise the picture painted by these two impartial and expert sources? If you do, when can we expect to see this real ambition and leadership from this Labour Government to help struggling families and also to ensure that struggling schools get the funding gap plugged that they need to deliver good-quality education services to our children?
Welsh: Yng ngeiriau'r Gymdeithas Arweinwyr Ysgolion a Cholegau, ceir 'argyfwng ariannu difrifol' mewn ysgolion, sy'n cael 'effaith andwyol ar bobl ifanc.' Mae'r rhain yn ddyfyniadau uniongyrchol ganddynt. Daw hyn ar yr un pryd ag adroddiad gan y comisiynydd plant, Sally Holland, yr wythnos diwethaf, a ddywedodd Mae teuluoedd yn wynebu galwadau ariannol o gyfeiriadau o bob math a'r plant sy'n talu'r pris pan na all eu rhieni dalu costau cynyddol. Ychwanegodd Os ydym o ddifrif ynglŷn â sicrhau chware teg a rhoi cyfle cyfartal i bob plentyn ddysgu a thyfu, mae angen i Lywodraeth Cymru ddangos gwir arweinyddiaeth ac uchelgais wrth gynorthwyo'r miloedd o deuluoedd ledled Cymru sy'n ei chael hi'n wirioneddol anodd. Rwyf wedi crybwyll y trothwy ar gyfer prydau ysgol am ddim ar sawl achlysur. A ydych yn cydnabod y darlun a roddwyd gan y ddwy ffynhonnell ddiduedd ac arbenigol hon? Os ydych, pryd y gallwn ddisgwyl gweld gwir arweinyddiaeth ac uchelgais gan y Llywodraeth Lafur hon i helpu teuluoedd sy'n ei chael hi'n anodd ac i sicrhau y ceir gwared ar y bwlch ariannu i ysgolion sy'n ei chael hi'n anodd fel y gallant ddarparu gwasanaethau addysg o ansawdd da i'n plant?
English: I thank you, Minister, for outlining all the help that we are giving, because clearly we're trying our very best in Wales just to mitigate the austerity that is coming down from Westminster. But I think my question has to be - and you've identified the need for more free school meals availability to young children - have you assessed the impact of universal credit on the eligibility for free school meals in Wales, and the impact that that might have right across the region?
Welsh: Diolch, Weinidog, am amlinellu'r holl gymorth rydym yn ei roi, oherwydd yn amlwg, rydym yn gwneud ein gorau glas yng Nghymru i liniaru'r cyni a ddaw o San Steffan. Ond credaf y bydd yn rhaid i mi ofyn - ac rydych wedi nodi'r angen i sicrhau bod prydau ysgol am ddim ar gael i fwy o blant ifanc - a ydych wedi asesu effaith credyd cynhwysol ar y cymhwysedd i gael prydau ysgol am ddim yng Nghymru, a'r effaith y gallai hynny ei chael ledled y rhanbarth?
English: Yes, we have. What we know - the impact of universal credit will mean that more children will qualify for free school meals in Wales, and we have made resources available to that. We also know that some children who have a current eligibility may find that eligibility curtailed, and that's why we are putting in protection to ensure that those families do not lose out. We will keep under constant review the support for families in this particular area. Indeed, only earlier today, when the European sub-committee of the Cabinet met - one of the things that we're having to look at in terms of preparation for a 'no deal' Brexit is what more support we may be able to give to families with the cost of school meals should food prices rise considerably as a result of a 'no deal' Brexit, and what position we might be in to be able to help those families at that time.
Welsh: Do, rydym wedi gwneud hynny. Yr hyn a wyddom - bydd effaith credyd cynhwysol yn golygu y bydd mwy o blant yn gymwys i gael prydau ysgol am ddim yng Nghymru, ac rydym wedi darparu adnoddau ar gyfer hynny. Gwyddom hefyd y gallai rhai plant sy'n gymwys ar hyn o bryd wynebu colli'r cymhwysedd hwnnw, a dyna pam rydym yn rhoi amddiffyniadau ar waith er mwyn sicrhau na fydd y teuluoedd hynny ar eu colled. Byddwn yn adolygu'r cymorth i deuluoedd yn y maes penodol hwn yn gyson. Yn wir, yn gynharach heddiw, pan gyfarfu is-bwyllgor Ewropeaidd y Cabinet - un o'r pethau y mae'n rhaid inni edrych arnynt o ran paratoi ar gyfer Brexit 'dim cytundeb' yw pa gymorth ychwanegol y gallem ei roi i deuluoedd gyda chost prydau ysgol pe bai prisiau bwyd yn codi'n sylweddol o ganlyniad i Brexit 'dim cytundeb', a pha sefyllfa y gallem fod ynddi i helpu teuluoedd o'r fath bryd hynny.
English: Thank you for that response. Of course, following the scrutiny work on the Autism (Wales) Bill that came before us a little while ago, one of the recommendations of the Health, Social Care and Sport Committee, of course, to the Government was that it should be a requirement for all members of staff in schools, particularly teachers and classroom assistants, to receive training in autism awareness during their initial teacher training. Now, this is something that the National Autistic Society in Wales has been calling for; it is something that does happen in England as a formal part of that initial teacher training there. Will you, therefore, adopt a similar policy in Wales, accept the recommendation made by the health committee - which, of course, is a cross-party committee - and take an important step in ensuring that children on the autistic spectrum do receive the best possible support to achieve their educational potential?
Welsh: Diolch i chi am eich ateb. Wrth gwrs, yn dilyn ei waith craffu ar y Bil Awtistiaeth (Cymru) a oedd ger ein bron ni ychydig yn ôl, un o argymhellion y Pwyllgor Iechyd, Gofal Cymdeithasol a Chwaraeon i'r Llywodraeth oedd y dylai ei bod hi'n orfodol i bob aelod o staff mewn ysgolion, ac yn enwedig athrawon a chynorthwywyr dysgu, gael hyfforddiant mewn ymwybyddiaeth a dealltwriaeth o awtistiaeth yn ystod eu hyfforddiant cychwynnol. Nawr, mae hyn yn rhywbeth y mae'r Gymdeithas Awtistiaeth Genedlaethol yng Nghymru wedi bod yn galw amdano fe; mae'n rhywbeth sydd yn digwydd yn Lloegr, fel rhan ffurfiol o hyfforddiant cychwynnol athrawon yn fanna. A wnewch chi, felly, fabwysiadu polisi tebyg yng Nghymru, derbyn argymhelliad y pwyllgor iechyd - sydd wrth gwrs yn bwyllgor trawsbleidiol - a chymryd cam pwysig i sicrhau bod plant sydd ar y sbectrwm awtistiaeth yn cael y gefnogaeth orau posibl i gyflawni eu potensial addysgiadol?
English: Of course, Llyr, we need to make sure that any individual leaving our ITE provision is properly equipped with the skills and the knowledge to be able to help all of our children. Special - additional learning needs is an important part of our ITE reform. I think we would all agree that, in the past, sometimes, issues relating to ALN have been scant in initial teacher education, and we need that to change. We also need to make sure that teachers already in the system have access to professional learning, so that they can improve their skills where needed. And that's why we've made significant amounts of money available to individual schools to be able to address their professional learning needs, as well as the £20 million available for the implementation of the new ALN legislation, to ensure our schools are equipped so that all children, regardless of their diagnosis, or in some cases a non-diagnosis, can reach their full potential.
Welsh: Wrth gwrs, Llyr, mae angen inni sicrhau bod gan unrhyw unigolyn sy'n gadael ein darpariaeth addysg gychwynnol athrawon sgiliau a gwybodaeth briodol i'w galluogi i helpu pob un o'n plant. Mae anghenion dysgu arbennig - ychwanegol - yn rhan bwysig o'n diwygiadau i addysg gychwynnol athrawon. Credaf y byddai pob un ohonom yn cytuno, yn y gorffennol, fod materion sy'n ymwneud ag ADY wedi bod yn brin mewn addysg gychwynnol i athrawon, ac mae angen i hynny newid. Mae angen inni sicrhau hefyd y gall athrawon sydd eisoes yn y system gael mynediad at ddysgu proffesiynol, fel y gallant wella eu sgiliau lle bo angen. A dyna pam rydym wedi darparu symiau sylweddol o arian i ysgolion unigol allu mynd i'r afael â'u hanghenion dysgu proffesiynol, yn ogystal â'r £20 miliwn sydd ar gael ar gyfer rhoi'r ddeddfwriaeth ADY newydd ar waith, er mwyn gwneud yn siŵr y gall ein hysgolion sicrhau y gall pob plentyn, waeth beth fo'u diagnosis, neu ddiffyg diagnosis mewn rhai achosion, gyflawni eu potensial llawn.
English: My casework is full of families in crisis because children's communication, social, sensory and processing needs have not been understood, not been identified. I've got children who've not been in school for months, even years, without alternative provision being put in place. I've got a girl of 11, who the council is insisting has a male taxi driver. Because of her autism, she cannot have a male taxi driver, so they think they can somehow transition her over to having a male taxi driver. I've got children excluded from school because of autistic meltdown caused by the behaviour towards them. Only this week, an e-mail from a mum whose son has autistic traits: 'After a meeting with the school, we specifically discussed my son's use of swear words. The CAMHS specialist clearly backed up my explanation that my son is unhappy about these anxiety attacks, but can't control that language choice when pushed past a certain point. But the head of year was insistent on the school's policy towards bad language, and that he believes it cannot go unpunished.' It's all very well waiting to see whether legislation works. But what urgent action can we take to stop these children being branded as 'naughty', and to start identifying their needs, and adapting to those needs, before they hit crisis point?
Welsh: Mae fy ngwaith achos yn llawn o deuluoedd mewn argyfwng am nad yw anghenion cyfathrebu, cymdeithasol, synhwyraidd a phrosesu eu plant wedi cael eu deall na'u nodi. Mae gennyf blant nad ydynt wedi bod yn yr ysgol ers misoedd, blynyddoedd hyd yn oed, a heb ddarpariaeth amgen ar waith. Mae gennyf ferch 11 oed, ac mae'r cyngor yn mynnu ei bod yn cael gyrrwr tacsi gwrywaidd. Oherwydd ei hawtistiaeth, nid yw'n briodol iddi gael gyrrwr tacsi gwrywaidd, felly credant y gallant wneud iddi newid i gael gyrrwr tacsi gwrywaidd. Mae gennyf blant sydd wedi'u gwahardd o'r ysgol ar ôl cael ffrwydrad awtistig a achoswyd gan ymddygiad tuag atynt. Yr wythnos hon, cefais e-bost gan fam i fachgen sydd â nodweddion awtistig: Ar ôl cyfarfod gyda'r ysgol, cawsom drafodaeth benodol ynglŷn â defnydd fy mab o regfeydd. Roedd yr arbenigwr CAMHS yn amlwg yn cefnogi fy esboniad fod fy mab yn anhapus gyda'r pyliau hyn o orbryder, ond ni all reoli ei iaith pan gaiff ei wthio y tu hwnt i bwynt penodol. Ond roedd y pennaeth blwyddyn yn bendant iawn ynglŷn â pholisi'r ysgol tuag at iaith anweddus, a'i fod yn credu y dylid cosbi hynny. Mae'n hawdd iawn dweud ein bod am aros i weld a yw deddfwriaeth yn gweithio. Ond pa gamau brys y gallwn eu cymryd i atal y plant hyn rhag cael eu brandio yn blant 'drwg', a dechrau nodi eu hanghenion, ac addasu i'r anghenion hynny, cyn iddynt droi'n argyfwng?
English: I'm very sorry, Mark, to hear of the experiences that you've outlined in the Chamber this afternoon. And I know that you will not be the only Assembly Member who has had similar casework arriving in their postbag. That's the very reason why we have needed to change our ALN system, because the current system, in some cases, is not meeting the needs of individual children and their families. And that's why we have got the implementation plan that we have, as we transition out of the old system into the new system. I cannot comment on any individual cases, but I'm always very clear to Members that, if there are cases where they feel I can be of assistance, I'm happy to do what I can.
Welsh: Mae'n flin iawn gennyf glywed, Mark, am y profiadau a amlinellwyd gennych yn y Siambr y prynhawn yma. A gwn nad chi fydd yr unig Aelod Cynulliad sydd wedi cael gwaith achos tebyg yn eu bag llythyrau. Dyna'r union reswm pam y bu angen inni newid ein system ADY, gan nad yw'r system bresennol, mewn rhai achosion, yn diwallu anghenion plant unigol a'u teuluoedd. A dyna pam fod gennym y cynllun gweithredu sydd gennym, wrth i ni newid o'r hen system i'r system newydd. Ni allaf wneud sylwadau ar unrhyw achosion unigol, ond rwy'n dweud yn glir bob amser wrth yr Aelodau, os ceir achosion lle teimlant y gallaf fod o gymorth, rwy'n fwy na pharod i wneud yr hyn a allaf.
English: Thank you very much. Currently, the content and timing of INSET days is for local authorities, governing bodies and headteachers to determine. As you will be aware, last week, I launched a consultation on proposals for additional national professional learning INSET days for the next three academic years, which include questions on the timing of those additional days specifically.
Welsh: Diolch. Ar hyn o bryd, pennir cynnwys ac amseriad diwrnodau HMS gan awdurdodau lleol, cyrff llywodraethu a phenaethiaid. Fel y gwyddoch, yr wythnos diwethaf, lansiais ymgynghoriad ar gynigion ar gyfer diwrnodau dysgu proffesiynol cenedlaethol HMS ychwanegol ar gyfer y tair blynedd academaidd nesaf, sy'n cynnwys cwestiynau penodol ar amseriad y dyddiau ychwanegol hynny.
English: Thank you. There has indeed been much debate and commentary on the interesting question of whether there could be some harmonising of INSET days across the nation, and with the announcement of introducing a welcome further sixth professional teaching learning INSET day, the Welsh Government has stated within its consultation that the aim for all schools is to fix the same date for it. If this comes to fruition, what analysis could the Welsh Government give to assessing the teaching value of INSET days being worked together in one convenient week? And outside of the majorative and substantive value to teacher learning, perhaps it could also be an opportunity to look at providing some mechanism for families to get the chance to get away at an affordable price during term time, and thereby countering rip-off holiday Britain, which is to the detriment of the consumer, but mostly to the detriment, educationally and pedagogically, of all involved?
Welsh: Diolch. Yn wir, mae llawer o drafod a sylwebaeth wedi bod ynglŷn â'r cwestiwn diddorol ynglŷn ag a ellid cysoni diwrnodau HMS i ryw raddau ledled y wlad, a chyda chyhoeddi chweched diwrnod dysgu addysgu proffesiynol HMS, sydd i'w groesawu, mae Llywodraeth Cymru wedi datgan yn eu hymgynghoriad mai'r nod ar gyfer pob ysgol yw pennu'r un dyddiad ar ei gyfer. Os bydd hyn yn digwydd, pa ddadansoddiad y gallai Llywodraeth Cymru ei wneud o ran asesu'r gwerth i addysgu yn sgil cynnal diwrnodau HMS gyda'i gilydd mewn un wythnos gyfleus? A'r tu hwnt i'r prif werth perthnasol o ran dysgu athrawon, efallai y gall hefyd fod yn gyfle i edrych ar ddarparu rhyw fecanwaith i deuluoedd gael cyfle i fynd ar wyliau am bris fforddiadwy yn ystod y tymor, a thrwy hynny gallant osgoi arferion twyllodrus cwmnïau gwyliau Prydain, sy'n niweidio'r defnyddiwr, ond sy'n niweidiol yn bennaf i addysg ac addysgeg pawb sy'n rhan o hyn?
English: Rhianon, as you say, the consultation does look to the possibility of a national training day associated with the implementation of the new curriculum, but I don't want to prejudge the consultation. What I can say to the Member is that we've had over 300 responses to the consultation already and, when you consider that it was only launched last week, that is an amazing response. I am aware that for some families financial constraints mean that they do look to take children out of school to enjoy a family holiday, and undoubtedly when holidays in Wales are different to that across the border in England, as it recently has been for half term, that can have a substantial impact on the prices that families have to pay. But, of course, my concern when organising INSET days is not to think about the convenience of the price of a holiday, our INSET days are there to provide teachers with the opportunity to engage in professional learning and to prepare themselves for the challenges of the new curriculum.
Welsh: Rhianon, fel y dywedwch, mae'r ymgynghoriad yn ystyried y posibilrwydd o ddiwrnod hyfforddi cenedlaethol yn gysylltiedig â gweithredu'r cwricwlwm newydd, ond nid wyf am achub y blaen ar yr ymgynghoriad. Yr hyn y gallaf ei ddweud wrth yr Aelod yw ein bod wedi cael dros 300 o ymatebion i'r ymgynghoriad eisoes, ac o gofio mai'r wythnos diwethaf yn unig y cafodd ei lansio, mae'n ymateb rhyfeddol. Rwy'n ymwybodol fod cyfyngiadau ariannol ar rai teuluoedd yn golygu eu bod yn ystyried tynnu eu plant o'r ysgol i fwynhau gwyliau teuluol, ac yn sicr, pan fo gwyliau yng Nghymru yn wahanol i'r gwyliau dros y ffin yn Lloegr, fel a ddigwyddodd yn ddiweddar dros hanner tymor, gall hynny effeithio'n sylweddol ar y prisiau sy'n rhaid i deuluoedd eu talu. Ond wrth gwrs, wrth drefnu diwrnodau HMS nid wyf yn meddwl am gyfleustra pris gwyliau, mae ein diwrnodau HMS yno i roi cyfle i athrawon gymryd rhan mewn dysgu proffesiynol ac i baratoi ar gyfer heriau'r cwricwlwm newydd.
English: Minister, I understand obviously the consultation about at the moment about introducing the extra INSET days to prepare teachers for the new curriculum that will be coming forward. Interestingly, the proposal, and it is only a proposal, is about having that INSET day on the same day across Wales, I believe I'm correct in saying. How confident are you that there is the capacity to deliver the training opportunities the length and breadth of Wales, if such a national INSET day was introduced, because surely there potentially is a capacity issue to deliver those training platforms in every school across the length and breadth of Wales?
Welsh: Weinidog, yn amlwg, rwy'n deall yr ymgynghoriad sy'n mynd rhagddo ar hyn o bryd ynghylch cyflwyno diwrnodau HMS ychwanegol i baratoi athrawon ar gyfer y cwricwlwm newydd. Yn ddiddorol, mae'r cynnig, a chynnig yn unig ydyw, yn ymwneud â chynnal y diwrnod HMS ar yr un diwrnod ledled Cymru, a chredaf fy mod yn gywir i ddweud hynny. Pa mor hyderus ydych chi fod y capasiti yno i ddarparu'r cyfleoedd hyfforddiant ledled Cymru, pe bai diwrnod HMS cenedlaethol o'r fath yn cael ei gyflwyno, oherwydd does bosib nad oes problem yn codi o ran y capasiti i ddarparu'r platfformau hyfforddi hynny ym mhob ysgol ar draws pob rhan o Gymru?
English: Thank you, Andrew. You are absolutely correct that the consultation does propose a single national training day for the next three academic years in preparation for the curriculum. What I would say to you is that you are taking, if I may say so, a rather old-fashioned view of what professional training actually looks like. The days of when we sent everybody to a WJEC conference, where people sat all day and listened to the sage on the stage and then took that professional learning back to their school, and in many cases did nothing with it, is not what we're proposing. The best professional learning happens when professionals work alongside each other in their clusters, in their catchment areas, and with their subject and age specialists. So, this idea that we will have to have hordes of so-called professional experts out in our schools is not how we are approaching it and is not the modern-day approach to professional learning.
Welsh: Diolch, Andrew. Rydych yn llygad eich lle fod yr ymgynghoriad yn cynnig un diwrnod hyfforddi cenedlaethol ar gyfer y tair blynedd academaidd nesaf er mwyn paratoi ar gyfer y cwricwlwm. Yr hyn a ddywedaf wrthych yw bod gennych olwg braidd yn hen ffasiwn, os caf ddweud, ar sut beth yw hyfforddiant proffesiynol. Mae'r dyddiau pan fyddem yn anfon pawb i gynhadledd CBAC, lle roedd pobl yn eistedd drwy'r dydd yn gwrando ar y doethwr ar y llwyfan ac yna'n mynd â'r dysgu proffesiynol hwnnw yn ôl i'w hysgol, heb wneud unrhyw beth ag ef mewn sawl achos - nid dyna rydym yn ei gynnig. Mae'r dysgu proffesiynol gorau yn digwydd pan fydd gweithwyr proffesiynol yn gweithio gyda'i gilydd yn eu clystyrau, yn eu dalgylchoedd, a chyda'u harbenigwyr pwnc ac oedran. Felly, nid cael llu o arbenigwyr proffesiynol honedig yn ein hysgolion yw ein dull o weithredu hyn, ac nid dyna'r ymagwedd fodern tuag at ddysgu proffesiynol.
English: We have invested over £2.5 million in our Global Futures plan, to enable learners to understand the importance of languages and the life-changing opportunities that they provide. I am aware of the challenges, and that is why, under Wales's new curriculum, learners will experience languages from an earlier age.
Welsh: Rydym wedi buddsoddi dros £2.5 miliwn yn ein cynllun Dyfodol Byd-eang, i alluogi dysgwyr i ddeall pwysigrwydd ieithoedd a'r cyfleoedd trawsnewidiol y maent yn eu darparu. Rwy'n ymwybodol o'r heriau, a dyna pam, o dan gwricwlwm newydd Cymru, y bydd dysgwyr yn cael profiad o ieithoedd o oed cynharach.
English: Thank you very much, Minister, for that. According to a BBC survey, Wales has seen a bigger decline in pupils learning foreign languages than in any other part of the United Kingdom. In the last five years, language GCSE entries in Wales fell by 29 per cent, compared to an 11 per cent drop in England, a 12 per cent drop in Northern Ireland and a 19 per cent fall in Scotland. The survey also found that more than a third of schools had dropped one or more languages at GCSE in the last five years. One of the reasons given by teachers for this decline is that the Welsh baccalaureate has added constraint to the school timetable so that foreign languages are squeezed out. Minister, what action will you take to reverse the serious decline in modern languages teaching in our Welsh schools?
Welsh: Diolch yn fawr iawn, Weinidog. Yn ôl arolwg gan y BBC, mae gostyngiad mwy wedi bod yng Nghymru nag mewn unrhyw ran arall o'r Deyrnas Unedig yn nifer y disgyblion sy'n dysgu ieithoedd tramor. Yn y pum mlynedd diwethaf, mae'r nifer sy'n sefyll arholiadau TGAU ieithoedd yng Nghymru wedi gostwng 29 y cant, o gymharu â gostyngiad o 11 y cant yn Lloegr, gostyngiad o 12 y cant yng Ngogledd Iwerddon, a gostyngiad o 19 y cant yn yr Alban. Canfu'r arolwg hefyd fod mwy na thraean o ysgolion wedi rhoi'r gorau i gynnig un neu fwy o ieithoedd ar lefel TGAU dros y pum mlynedd diwethaf. Un o'r rhesymau a roddwyd gan athrawon am y gostyngiad hwn yw bod bagloriaeth Cymru wedi cyfyngu ar amserlen yr ysgol, gan olygu bod ieithoedd tramor yn cael eu gwasgu allan. Weinidog, pa gamau y byddwch yn eu cymryd i wrthdroi'r dirywiad difrifol hwn ym maes addysgu ieithoedd modern yn ein hysgolion yng Nghymru?