English: The Children, Young People and Education Committee took evidence from Mick Waters last week, and I welcome what you said about separating competence and the new standards. But I do have a little bit of concern about the language used in some of the standards. It's quite complex and takes some time to interpret. Mick Waters said that they held long conversations when the working group were developing their descriptors and that they need to be - could they be so precise that they can't be misinterpreted, in which case they're at risk of becoming trite, or whether they become complex and sometimes difficult to make sense of initially. And the feedback from teachers was that they appreciated the complex descriptors. Now, I'm concerned by that because some of the descriptors I had trouble interpreting myself, given some of the complexity and the language. What role will the Education Workforce Council play in, where there may be those difficulties, helping refine them? I've also noted that the professional learning passport is mentioned several times in the descriptors, in the standards. For example, it states that the professional learning passport is used to support reflective practice and record an active commitment to continued professional learning. We know that the professional learning passport hasn't had a wide uptake, despite the £300,000-worth of funding from the Welsh Government. So, how will the professional learning passport be further embedded to enable the descriptors and the new standards to be used effectively? I feel that the EWC has an important role to play here and would like to see an enhanced reflective role for the EWC in the development of the professional standards.
Welsh: Cymerodd y Pwyllgor Plant, Pobl Ifanc ac Addysg dystiolaeth gan Mick Waters yr wythnos diwethaf, ac rwy'n croesawu'r hyn a ddywedasoch am wahanu cymhwysedd a'r safonau newydd. Ond mae gen i rywfaint o bryder am yr iaith a ddefnyddir mewn rhai o'r safonau. Mae'n eithaf cymhleth ac mae'n cymryd peth amser i'w dehongli. Dywedodd Mick Waters eu bod wedi cael sgyrsiau hir pan oedd y gweithgor yn datblygu eu disgrifyddion a bod angen iddynt fod - a allent fod mor fanwl nes na ellir eu camddehongli, sy'n golygu eu bod mewn perygl o ddod yn ystrydebol, neu a ydynt yn mynd yn gymhleth ac weithiau'n anodd gwneud synnwyr ohonynt i ddechrau. A'r adborth gan athrawon oedd eu bod yn gwerthfawrogi'r disgrifyddion cymhleth. Nawr, rwy'n pryderu am hynny oherwydd cefais drafferth i ddehongli rhai o'r disgrifyddion fy hun, o ystyried y cymhlethdod a'r iaith. Pa ran y bydd y Cyngor Gweithlu Addysg yn ei chwarae, lle gallai'r anawsterau hynny fodoli, i helpu i'w mireinio? Rwyf hefyd wedi nodi bod y pasbort dysgu proffesiynol yn cael ei grybwyll sawl gwaith yn y disgrifyddion, yn y safonau. Er enghraifft, mae'n nodi bod y pasbort dysgu proffesiynol yn cael ei ddefnyddio i gefnogi ymarfer myfyriol a chofnodi ymrwymiad gweithgar i ddysgu proffesiynol parhaus. Gwyddom nad yw'r pasbort dysgu proffesiynol wedi cael ei ddefnyddio gan lawer o bobl, er gwaethaf y gwerth £300,000 o arian gan Lywodraeth Cymru. Felly, sut y caiff y pasbort dysgu proffesiynol ei fewnosod ymhellach i alluogi'r disgrifyddion a'r safonau newydd i gael eu defnyddio'n effeithiol? Rwyf i o'r farn bod gan y Cyngor Gweithlu Addysg ran bwysig i'w chwarae yma a hoffwn weld swyddogaeth fyfyriol well i'r Cyngor Gweithlu Addysg wrth ddatblygu'r safonau proffesiynol.