English: Thank you to Siân Gwenllian for those further questions. I share with her the memory of reading a book that I had when I was at school, and I remember developing a delight for learning in the classroom of Miss Annie Derrick in Pontarddulais school when I was a young boy. So, these things stay long in the mind. But, of course, as the Member says, this isn't an experience that everyone shares, because it's something that should be encouraged at home, and not everyone has the same access to the same resources and support. This is a contribution in that direction. The plan tries to get to grips with some of the issues that you talked about - the attainment gap and the emphasis on supporting those who need the most support in order to make progress. In terms of the specific questions, in terms of the toolkit, this is one of the range of elements of support in terms of professional development that we have been working on with Estyn and the internal team within the Welsh Government. We've been working with the consortia too to ensure that the good practice that is already available is being shared in a more widespread way in terms of the resources available to our teachers. So, the toolkit is an element of that and will support teachers to develop their teaching skills in this specific area. In terms of emphasising and encouraging people to read more at home, in the past 18 months of course the relationship between the schools and parents and carers has changed, and in several ways, it has strengthened as schools have responded to the COVID challenges. There will be a significant public campaign taking place at the end of this year to encourage parents, carers and guardians to speak to their children, to read to their children. We'll outline the benefits of that and we'll try to ensure that the messages that are part of that national publicity campaign will outline the advantages of doing just that and will encourage parents of all backgrounds to spend that time with their children. The Member asked an important question in terms of phonics. Phonics is one element of a suite of options available to teachers. It is an important part of that other toolkit in terms of the steps that we can take, but we must also ensure that learning vocabulary and comprehension happen at the same time. But I want to ensure that we look at the evidence in this regard, that we set out that context too, for our teachers, so that they have that context in order to make the choices that they need to make. That's why I mentioned in the statement that we intend to look at the evidence from that way of teaching oracy and we will ensure that we implement the best practice in our new curriculum. Other parts of the United Kingdom, England specifically, hold an annual test for phonics for students; I don't think that's the right way ahead. We are trying to move in our curriculum away from that kind of test that demonstrates a snapshot, if you will. We, of course, have personalised assessments, online assessments, for reading already. Those are available already in ways that are flexible for teachers to be able to hold those assessments during the year, and that demonstrates to the pupil, to the teachers, to the parents and to the guardians the development of the learners in terms of reading and comprehension. That is part of the ethos of the new curriculum to provide an opportunity - that assessments are part of the learning process. So, that's a different aspect of the way that we look at things here in Wales. The final question that the Member asked was with regard to growing the education workforce. And this, of course, is a priority for us, as we have discussed jointly here in the Siambr already, in terms of teachers, of course, but also in terms of classroom assistants, to ensure that we have a workforce that speaks Welsh in all parts of the workforce. That's important, too. We are working on a draft plan at the moment; we are preparing that to share with stakeholders. We have had discussions with various stakeholders already, including the Education Workforce Council and others, but we need to have further discussions with other stakeholders, which includes the commissioner and a range of other stakeholders. This is something that we have to make urgent progress on, but we can only do that through collaboration with the other partners that we have in the education system.
Welsh: Diolch i Siân Gwenllian am y cwestiynau pellach hynny. Dwi'n rhannu gyda hi'r cof o ddarllen llyfr oedd yn eiddo i fi pan oeddwn i yn yr ysgol, ac rwy'n cofio datblygu diléit am ddarllen yn ystafell ddosbarth Miss Annie Derrick yn Ysgol Gymraeg Pontarddulais pan oeddwn i'n grwtyn bach. Felly, mae'r pethau yma yn aros yn y cof. Ond fel mae'r Aelod yn dweud, dyw e ddim yn brofiad sydd ar gael yn yr un ffordd i bawb, oherwydd mae'n rhywbeth sydd hefyd yn cael ei annog ar yr aelwyd, ac wrth gwrs does gan bawb ddim yr un mynediad at yr un adnoddau a'r un gefnogaeth. Mae hwn yn gyfraniad tuag at hwnnw. Mae'r cynllun yn ceisio mynd i'r afael â rhai o'r cwestiynau roedd hi'n sôn amdanynt - y bwlch cyrhaeddiad a'r pwyslais ar gefnogi dysgwyr sydd angen y mwyaf o gefnogaeth er mwyn gwneud cynnydd yn hyn o beth. O ran y cwestiynau penodol, o ran y toolkit, mae hwn yn un o ystod o elfennau o gefnogaeth o ran datblygiad proffesiynol rydym ni'n gweithio arnyn nhw eisoes gydag Estyn a'r tîm mewnol yma yn Llywodraeth Cymru. Rydyn ni hefyd yn gweithio gyda'r consortia er mwyn sicrhau bod yr arfer da sydd eisoes ar gael yn cael ei rannu yn ehangach fel rhan o'r adnoddau sydd ar gael i'n hathrawon ni. Felly, mae'r toolkit yn elfen o hynny ac yn cefnogi athrawon i ddatblygu eu sgiliau dysgu yn y maes penodol hwn. O ran pwysleisio ac annog pobl i ddefnyddio mwy o ddarllen ar yr aelwyd, yn y 18 mis diwethaf, wrth gwrs, mae'r berthynas rhwng ysgolion a rhieni a gofalwyr plant wedi newid, ac mae e, mewn amryw ffyrdd, wedi gwella wrth i ysgolion ymateb i sialensiau COVID. Bydd ymgyrch gyhoeddusrwydd sylweddol yn cychwyn ar ddiwedd y flwyddyn hon i annog rhieni a gofalwyr i siarad gyda'u plant a darllen gyda'u plant ac esbonio manteision hynny. Byddwn i eisiau sicrhau bod y negeseuon sydd yn rhan o'r ymgyrch gyhoeddusrwydd genedlaethol honno yn amlinellu manteision hynny ac yn annog rhieni o bob cefndir i allu rhannu'r amser hynny gyda'u plant. Fe wnaeth yr Aelod ofyn cwestiwn pwysig o ran ffoneg. Mae ffoneg yn un elfen o ystod o opsiynau sydd ar gael i athrawon. Mae e'n rhan bwysig o'r toolkit arall hwnnw o ran camau y gellid eu cymryd, ond mae'n rhaid hefyd sicrhau bod dysgu geirfa a dysgu dealltwriaeth yn digwydd ar y cyd. Ond dwi eisiau sicrhau ein bod ni'n edrych ar y dystiolaeth yn hyn o beth, fel ein bod ni'n rhoi'r cyd-destun hwnnw hefyd i'n hathrawon ni, fel bod ganddyn nhw'r cyd-destun i'r dewisiadau maen nhw'n eu gwneud. Felly dyna, fel y gwnes i sôn yn y datganiad, rwy'n bwriadu ei wneud: edrych ar y dystiolaeth o ran y ffordd honno o ddysgu llefaredd a sicrhau ein bod ni'n gallu rhoi'r arfer gorau ar waith ar gyfer y cwricwlwm newydd. Mae rhannau eraill o'r Deyrnas Gyfunol, Lloegr yn benodol, yn cynnig prawf blynyddol ffoneg i fyfyrwyr; dwi ddim yn credu mai dyna'r ffordd iawn o fynd am y peth. Dŷn ni'n ceisio symud yn ein cwricwlwm oddi wrth y math yna o brawf sydd yn dangos snapsiot, os hoffwch chi. Mae gyda ni, wrth gwrs, asesiadau personol ar-lein ar gyfer darllen eisoes. Mae'r rheini ar gael mewn ffordd sydd yn hyblyg i athrawon allu eu gwneud yn ystod y flwyddyn gyda'u dysgwyr, ac sy'n rhoi darlun i athrawon ac i'r dysgwyr a'u gofalwyr a'u rhieni o gynnydd a datblygiad darllen a dealltwriaeth ein dysgwyr ni. Mae hynny'n rhan o ethos y cwricwlwm newydd o greu cyfle - bod asesiadau'n rhan o'r broses o ddysgu, hynny yw. Felly, mae hynny'n elfen wahanol yn y ffordd rŷn ni'n edrych ar bethau yma yng Nghymru. Roedd y cwestiwn olaf wnaeth yr Aelod ei ofyn ynglŷn â chynyddu'r gweithlu addysg. Mae hwn, wrth gwrs, yn flaenoriaeth i ni, fel rŷn ni wedi trafod ar y cyd ac yma yn y Siambr eisoes - o ran athrawon, ond hefyd o ran cynorthwywyr yn yr ystafell ddosbarth, i sicrhau bod gennym ni weithlu sy'n siarad Cymraeg ymhob rhan o'r gweithlu. Mae hynny'n bwysig. Rŷn ni'n gweithio ar gynllun drafft ar hyn o bryd; rŷn ni wrthi'n paratoi hynny ar gyfer ei rannu gyda'n rhanddeiliaid. Rŷn ni wedi cael trafodaethau gydag amryw o'r rheini, gan gynnwys Cyngor y Gweithlu Addysg ac eraill, ond mae angen trafodaethau pellach gyda rhanddeiliaid eraill, sy'n cynnwys y comisiynydd ac eraill. Mae hwn yn rhywbeth rŷn ni'n gorfod gwneud cynnnydd cynnar arno fe, ond gallwn ni wneud hynny yn unig drwy gydweithio gyda'r partneriaid eraill sydd gennym ni yn y system addysg.