techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Right, well, Minister, that's two questions you haven't answered now. I have read the Cardiff University briefing, as you clearly have. I just wanted to know what you thought, and I do want to know what you think about this situation generally regarding unpaid loans, which effectively become Government grants, and what you think Wales could do to improve the situation in a way that doesn't deter attendance at university or compromise their income? And I didn't get an answer to that question. Higher education, of course, is a very competitive field, and exam results matter when student offers from universities can be very demanding. The WJEC is by far the biggest exam board relevant to 16-year-olds thinking about the steps they want to take after that, and I wondered if, like me, you're concerned at all to hear about the difficulties there - lack of revision guides, errors in French A-level papers, technical issues with computer science exams. What conversations have you had with the body to reassure yourself that recent problems won't compromise Welsh students' exam chances and so their chances of getting into the university of their choice?
Welsh: Iawn, wel, Weinidog, dyna ddau gwestiwn nad ydych wedi'u hateb bellach. Rwyf wedi darllen briff Prifysgol Caerdydd, fel rydych chithau wedi'i wneud, yn amlwg. Roeddwn yn awyddus i wybod beth oeddech chi'n ei feddwl, ac rwy'n awyddus i wybod beth ydych chi'n ei feddwl am y sefyllfa hon yn gyffredinol ynghylch benthyciadau heb eu talu, sy'n dod yn grantiau gan y Llywodraeth i bob pwrpas, a'r hyn y credwch y gallai Cymru ei wneud i wella'r sefyllfa mewn ffordd nad yw'n atal pobl rhag mynd i brifysgolion neu'n cyfyngu ar eu hincwm? Ac ni chefais ateb i'r cwestiwn hwnnw. Mae addysg uwch, wrth gwrs, yn faes cystadleuol iawn, ac mae canlyniadau arholiadau'n bwysig pan all cynigion i fyfyrwyr gan brifysgolion alw am raddau uchel iawn. CBAC yw'r bwrdd arholi mwyaf o bell ffordd sy'n berthnasol i bobl ifanc 16 oed sy'n meddwl am y camau y maent am eu cymryd ar ôl hynny, a tybed a ydych yn poeni o gwbl, fel fi, am yr anawsterau yno - diffyg canllawiau adolygu, camgymeriadau ar y papurau Safon Uwch Ffrangeg, problemau technegol gydag arholiadau gwyddorau cyfrifiadurol. Pa drafodaethau a gawsoch gyda'r corff i dawelu'ch meddwl na fydd y problemau diweddar yn peryglu cyfleoedd myfyrwyr Cymru mewn arholiadau, ac felly eu gobaith o gael eu derbyn i brifysgol o'u dewis?
English: The Member says that she is concerned about people being deterred from pursuing higher education. What we know from the work of Professor Ian Diamond is that it is the lack of support for upfront living costs that is the greatest deterrent to people pursuing a university course, especially if you are a student from a non-traditional background and do not have parents with significant incomes to support you. That's why, even if Augar was to be fully implemented in England, we would have considerably higher levels of non-repayable grants available to Welsh undergraduates. The Member makes some very pertinent points with regard to the performance of the WJEC. My officials and Qualifications Wales continue to work with the WJEC to demonstrate what our expectations are of a national exam board for our nation.
Welsh: Dywed yr Aelod ei bod yn pryderu ynglŷn â phobl yn cael eu digalonni rhag ymgymryd ag addysg uwch. Yr hyn a wyddom o waith yr Athro Ian Diamond yw mai diffyg cefnogaeth gyda chostau byw ymlaen llaw yw'r rhwystr mwyaf i bobl rhag ymgymryd â chwrs prifysgol, yn enwedig os ydych yn fyfyriwr o gefndir anhraddodiadol heb rieni ag incwm sylweddol i'ch cefnogi. Dyna pam, hyd yn oed pe bai argymhellion Augar yn cael eu rhoi ar waith yn llawn yn Lloegr, y byddai gennym lefelau sylweddol uwch o grantiau nad ydynt yn ad-daladwy ar gael i israddedigion yng Nghymru. Mae'r Aelod yn codi rhai pwyntiau perthnasol iawn ynglŷn â pherfformiad CBAC. Mae fy swyddogion a Cymwysterau Cymru yn parhau i weithio gyda CBAC i nodi beth a ddisgwyliwn gan fwrdd arholi cenedlaethol ar gyfer ein cenedl.
English: Whilst the consultation on the draft curriculum is ongoing it's appropriate that we should discuss certain aspects of it with you today, and, first of all, the history of Wales. I've just come from a seminar that I staged at the request of Ymgyrch Hanes Cymru - the campaign for Welsh history - and there concerns were expressed that an excellent opportunity will be missed to teach the history of Wales in every school unless that is entirely clear in the new curriculum and unless resources and appropriate training are available. The young people of Wales learn about events such as the drowning of Tryweryn through murals, and that's wonderful, but the education system has a key role in teaching the story of our nation to our pupils, a role that isn't being delivered and hasn't been over a period of decades - not properly, at least. The draft curriculum talks in general terms, and conceptual terms, about the Welsh experience, but, when one looks at the guidance under the heading 'history', there's no mention of Wales or the Welsh experience or Welsh history. So, I'd like to know how you intend to amend the draft curriculum in order to reflect the aspiration that every pupil in Wales should know about the history of our own nation.
Welsh: Tra bo'r ymgynghoriad ar y cwricwlwm drafft yn mynd rhagddo mae'n briodol i drafod rhai agweddau ohono efo chi prynhawn yma, ac, yn gyntaf, hanes Cymru. Dwi newydd ddod o seminar wnes i ei gynnal ar gais Ymgyrch Hanes Cymru, ac yn fanno fe fynegwyd pryder y bydd cyfle gwych yn cael ei golli i ddysgu hanes Cymru ymhob ysgol os na fydd hynny'n hollol eglur yn y cwricwlwm newydd ac os na fydd adnoddau a hyfforddiant priodol ar gael. Mae pobl ifanc Cymru yn dysgu am ddigwyddiadau fel boddi Tryweryn drwy furluniau, ac mae hynny'n wych, ond mae gan y gyfundrefn addysg rôl gwbl allweddol i ddysgu stori ein gwlad, rôl sydd, ysywaeth, ddim yn cael ei chyflawni ers degawdau - ddim yn gyflawn, beth bynnag. Mae'r cwricwlwm drafft yn sôn yn gyffredinol, yn gysyniadol, am y profiad Cymreig, ond, pan fo rhywun yn edrych ar y canllawiau o dan y pennawd 'hanes', does yna ddim sôn am Gymru, y profiad Cymreig na hanes Cymru. Felly, hoffwn i wybod sut ydych chi'n bwriadu diwygio'r cwricwlwm drafft er mwyn adlewyrchu'r dyhead bod pob disgybl yng Nghymru yn cael gwybod am hanes ein gwlad ni.
English: Well, the Member will be aware that the draft curriculum is available for feedback at this particular time and I'm sure that she, and other people, will be availing themselves of the opportunity to feed in views. The principle of cynefin, I believe, is one that runs throughout the draft areas of learning and experience, and not confining itself just to the concept of teaching children about Welsh history. I want the story of Wales - its history, its language, its culture, its geography, its contribution to the world - to be a golden thread that runs through every aspect of the curriculum and I don't think we should be confining ourselves just to the humanities AoLE or one particular subject.
Welsh: Wel, bydd yr Aelod yn ymwybodol fod y cwricwlwm drafft ar gael ar gyfer adborth ar hyn o bryd ac rwy'n siŵr y bydd hi, a phobl eraill, yn manteisio ar y cyfle i roi eu barn. Credaf fod egwyddor cynefin yn un sydd wedi'i hymgorffori yn yr holl feysydd dysgu a phrofiad drafft, ac nid yw'n cyfyngu ei hun i'r cysyniad o addysgu plant am hanes Cymru. Rwyf am i stori Cymru - ei hanes, ei hiaith, ei diwylliant, ei daearyddiaeth, ei chyfraniad i'r byd - fod yn edefyn aur sy'n rhedeg drwy bob agwedd ar y cwricwlwm ac ni chredaf y dylem gyfyngu ein hunain i faes dysgu a phrofiad y dyniaethau neu un pwnc penodol yn unig.
English: It would be interesting to return to this at some future point, perhaps discussing what the definition of ' cynefin ' is, because there is no definition in the draft curriculum as it stands, and that is perhaps a weakness. Another aspect of the new curriculum that's been given some coverage is sex and relationships education, and I quote from the draft curriculum that teaching, 'Welsh, English, religious education, relationships and sexuality education, and the three cross-curricular responsibilities of literacy, numeracy and digital competence' will all be statutory duties. So, it's entirely clear that sex and relationships education will be mandatory, which is very good news, as will be religious education and digital competence. But I'm having some difficulty in understanding the rationale of making certain elements of the curriculum mandatory whilst exempting other important elements. There is no mention in the general description that I've just quoted of well-being and mental health. This is a surprise to me, bearing in mind the warnings in the 'Mind over Matter' report drawn up by the Children, Young People and Education Committee. So, can you explain the rationale as to why certain things are mandatory and others are not in that general description?
Welsh: Mi fyddai'n ddiddorol dod yn ôl at hwn ar ryw bwynt eto, gan, efallai, drafod beth yn union ydy'r diffiniad o 'cynefin', achos does yna ddim diffiniad yn y cwricwlwm drafft ohono fo, a mae hwnnw'n wendid, efallai. Agwedd arall o'r cwricwlwm newydd sydd yn cael dipyn o sylw ydy addysg rhyw a pherthnasoedd, ac - dwi'n dyfynnu o'r cwricwlwm drafft - bydd dysgu 'Cymraeg, Saesneg, addysg grefyddol, addysg cydberthynas a rhywioldeb, a'r tri chyfrifoldeb trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol' i gyd yn ddyletswyddau statudol. Felly, mae'n gwbl glir y bydd addysg rhyw a pherthnasoedd yn fandadol, sydd yn newyddion da, ac felly hefyd addysg grefyddol a chymhwysedd digidol. Ond dwi'n cael dipyn o anhawster deall rhesymeg dweud bod rhai elfennau o'r cwricwlwm newydd yn fandadol, tra'n eithrio elfennau pwysig eraill. Does yna ddim sôn yn y disgrifiad cyffredinol dwi newydd ei ddyfynnu am les a iechyd meddyliol. Mae hyn yn syndod i mi o gofio'r rhybuddion yn adroddiad 'Mind over Matter' y Pwyllgor Addysg, Plant a Phobl Ifanc. Fedrwch chi egluro rhesymeg pam mae rhai materion yn fandadol a pham dyw materion eraill ddim yn y disgrifiad cyffredinol yna?
English: Thank you, and of course I welcome the inclusion of well-being and mental health as a core part of the draft curriculum, but I am still slightly concerned as to why it's not contained within that general statement, which is also at the heart of the curriculum, whilst relationships and sexuality education is there. I'm struggling to understand the rationale for that, whilst welcoming of course that RSE is there. I'm sure you would agree that we do need expertise in teaching in that particular area, and the panel that looked at that has made a number of recommendations, and I'd like an update if possible this afternoon on the issue of training. The panel has called for the inclusion of training in RSE as a particular pathway as part of initial teacher training and professional development, including a Master's level qualification. So, how much progress has been made in that area? Thank you.
Welsh: Diolch, a dwi, wrth gwrs, yn croesawu cynnwys lles ac iechyd meddyliol yn greiddiol yn y cwricwlwm drafft, ond dwi dal yn petruso pam nad ydy o ddim yn y datganiad cyffredinol yna, sy'n greiddiol hefyd, tra bo addysg cydberthynas a rhywioldeb yno felly. Dwi'n stryglo i ddeall rhesymeg hynny rhyw ychydig, er yn croesawu bod yr addysg rhyw a pherthnasoedd yno. Dwi'n siŵr eich bod chi'n cytuno bod angen arbenigedd wrth ddysgu yn y maes penodol hwnnw, ac mae'r panel fu'n edrych ar hynny wedi cyflwyno nifer o argymhellion, a buaswn i'n licio jest diweddariad y prynhawn yma ar y mater o hyfforddi. Mae'r panel wedi galw am gynnwys hyfforddiant yn y maes addysg rhyw a pherthnasoedd fel llwybr penodol yn rhan o hyfforddiant cychwynnol athrawon a datblygiad proffesiynol, gan gynnwys cymhwyster lefel Meistr. Felly, faint o gynnydd sydd wedi bod ynglŷn â'r maes yna? Diolch.
English: You're absolutely right to talk about the need to ensure that our professionals in our schools have the confidence to be able to deliver really effective RSE lessons. We know from the work of Emma Renold and consultation with young people that sometimes the staff that are delivering these lessons are not those that have had particular training in these elements of the curriculum. New financial resources were made available specifically to work on training materials and training opportunities for those teachers delivering RSE. And you be will be aware that we're investing over £21 million over two years with regard to professional learning opportunities for teachers in preparation for the implementation of the curriculum, and I would expect RSE and health and well-being to form an important part of the opportunities that are available. We continue to discuss with our initial teacher education providers the nature of the curriculum offer that they have, and I will write to the Member with regard to a Master's qualification. FootnoteLink
Welsh: Rydych yn gwbl iawn i siarad am yr angen i sicrhau bod gan ein gweithwyr proffesiynol yn ein hysgolion hyder i allu darparu gwersi addysg cydberthynas a rhywioldeb effeithiol iawn. Gwyddom o waith Emma Renold ac o ymgynghori â phobl ifanc nad yw'r staff sy'n darparu'r gwersi hyn wedi cael hyfforddiant penodol bob amser ar yr elfennau hyn o'r cwricwlwm. Darparwyd adnoddau ariannol newydd yn benodol i weithio ar ddeunyddiau hyfforddi a chyfleoedd hyfforddi ar gyfer yr athrawon sy'n darparu addysg cydberthynas a rhywioldeb. Ac fe fyddwch yn ymwybodol ein bod yn buddsoddi mwy na £21 miliwn dros ddwy flynedd mewn perthynas â chyfleoedd dysgu proffesiynol i athrawon wrth baratoi i roi'r cwricwlwm ar waith, a buaswn yn disgwyl i addysg cydberthynas a rhywioldeb ac iechyd a lles ffurfio rhan o'r cyfleoedd sydd ar gael. Rydym yn parhau i drafod natur arlwy'r cwricwlwm sydd ganddynt gyda'n darparwyr addysg gychwynnol i athrawon, a byddaf yn ysgrifennu at yr Aelod ynghylch cymhwyster Meistr. FootnoteLink
English: Welsh for adults is a matter for the Minister for International Relations and the Welsh Language. However, we work closely on this and in co-operation with the National Centre for Learning Welsh in order to ensure that a variety of opportunities are available to learn Welsh.
Welsh: Mater i Weinidog y Gymraeg a Chysylltiadau Rhyngwladol yw Cymraeg i oedolion. Fodd bynnag, rydym yn gweithio'n agos ar hyn ac mewn cydweithrediad â'r Ganolfan Dysgu Cymraeg Genedlaethol er mwyn sicrhau bod amrywiaeth o gyfleoedd ar gael i ddysgu Cymraeg.
English: Certainly, there are areas here that overlap with different responsibilities and different Ministers. Tourism is important to the Welsh economy but can I draw the Minister's attention to a report by Cylch yr Iaith on the issue of tourism and the Welsh language? Certainly, there are impacts to tourism that need to be tackled, and one thing that we can do is try and move from the back foot to the front foot and to try and take the Welsh language, through education, more directly to tourists and those who are here on a more permanent basis, perhaps, as the owners of second homes. We in Plaid Cymru, by the way, see clear potential to develop language tourism, but that's a matter for a different Minister again. But what plans does the education Minister have specifically to promote the learning of Welsh for adults in the context of tourism and those who settle in Wales permanently or partially, and what does she see as the way forward in driving a recruitment campaign for learners that would tie into the Welsh Government's strategy of a million Welsh speakers?
Welsh: Yn sicr, mae yna feysydd yn fan hyn sy'n gorgyffwrdd â chyfrifoldebau gwahanol Weinidogion. Mae twristiaeth yn bwysig i economi Cymru, ond a gaf i dynnu sylw'r Gweinidog at adroddiad gan fudiad Cylch yr Iaith ar y testun gor-dwristiaeth a'r iaith Gymraeg? Yn sicr, mae yna sgil effeithiau i dwristiaeth y mae angen mynd i'r afael â nhw, ac un peth y gallwn ni ei wneud ydy trio symud o'r droed ôl i'r droed flaen a thrio mynd â'r Gymraeg, drwy addysg, yn fwy uniongyrchol at dwristiaid a'r rheini sydd, dwi'n meddwl, yma yn fwy parhaol na hynny, o bosibl, fel perchnogion ail gartrefi. Mi ydyn ni, ym Mhlaid Cymru, gyda llaw, yn gweld potensial clir i ddatblygu twristiaeth iaith, ond mae hynny'n fater i Weinidog gwahanol. Ond, pa gynlluniau sydd gan y Gweinidog addysg yn benodol i hyrwyddo dysgu Cymraeg i oedolion yn y cyd-destun twristaidd a'r rheini sy'n setlo yng Nghymru yn barhaol neu'n rhannol, a sut mae hi'n gweld y ffordd ymlaen i yrru ymgyrch recriwtio dysgwyr sydd yn clymu efo strategaeth y Llywodraeth o gyrraedd miliwn o siaradwyr Cymraeg?
English: Well, you're absolutely correct to say that adults learning the language, whether they are infrequent visitors to Wales or people who move to our nation, will play an important part in the Government's reaching its target of a million Welsh speakers by 2050. Following the 2021 census, the assumption is that an additional 2,000 adults will become Welsh speakers every year, and the Welsh for adults sector will be the main mechanism for achieving this. As I said, we continue to work across ministerial portfolios and with the national centre to look to see what more we can do to promote the availability of our adult learning, as well as making sure that, when people do come to Wales as tourists, we increase the opportunity for young people who work in that industry to be able to utilise their Welsh language skills. And that's one of the reasons why we have extended the role and remit of the coleg cenedlaethol, not just in higher education but also into further education, so those children who are developing technical qualifications can see a real place and a real economic as well as a social and cultural value in being able to continue to study through the medium of Welsh, or utilise Welsh medium skills they've acquired earlier in their educational journey.
Welsh: Wel, rydych yn gwbl iawn i ddweud y bydd oedolion sy'n dysgu'r iaith, boed yn ymwelwyr anfynych â Chymru neu'n bobl sy'n symud i'n gwlad, yn chwarae rhan bwysig yn uchelgais y Llywodraeth i gyrraedd ei tharged o filiwn o siaradwyr Cymraeg erbyn 2050. Yn dilyn cyfrifiad 2021, y rhagdybiaeth yw y bydd 2,000 o oedolion ychwanegol yn dod yn siaradwyr Cymraeg bob blwyddyn, a'r sector Cymraeg i oedolion fydd y prif fecanwaith ar gyfer cyflawni hyn. Fel y dywedais, rydym yn parhau i weithio ar draws portffolios gweinidogol a chyda'r ganolfan genedlaethol i edrych i weld beth arall y gallwn ei wneud i hyrwyddo argaeledd dysgu oedolion, yn ogystal â sicrhau, pan fydd pobl yn dod i Gymru fel twristiaid, ein bod yn cynyddu'r cyfle i bobl ifanc sy'n gweithio yn y diwydiant hwnnw allu defnyddio eu sgiliau iaith Gymraeg. A dyna un o'r rhesymau pam ein bod wedi ymestyn rôl a chylch gwaith y coleg cenedlaethol, nid yn unig mewn addysg uwch ond hefyd i mewn i addysg bellach, er mwyn i'r plant sy'n datblygu cymwysterau technegol allu gweld lle a gwerth economaidd gwirioneddol yn ogystal â gwerth cymdeithasol a diwylliannol o ran gallu parhau i astudio drwy gyfrwng y Gymraeg, neu ddefnyddio sgiliau cyfrwng Cymraeg y maent wedi'u dysgu yn gynharach ar eu taith addysgol.
English: Well, I think that our learners of Welsh are an under-utilised resource in Wales. And, as we know, not all adults living in Wales will have been through the Wales school system. For many of them, their first approach to perhaps learning some Welsh will be through the Learn Welsh website, and I was surprised to see that the disparity between the availability of taster sessions - specifically taster sessions - for adults is surprising. There are 11 in Gwent, 10 in Nant Gwrtheyrn alone, as you might expect, but none in Swansea bay or Pembrokeshire - or at least they're not on the website. If the issue is the well-documented lack of Welsh teachers, what thought has been given to encouraging non-teachers and competent learners to play a greater role in running those courses, duly supervised by professionals, in order to increase the availability of those taster courses?
Welsh: Wel, credaf fod ein dysgwyr Cymraeg yn adnodd nad oes digon o ddefnydd arno yng Nghymru. Ac fel y gwyddom, ni fydd pob oedolyn sy'n byw yng Nghymru wedi bod drwy system ysgolion Cymru. I lawer ohonynt, bydd gwefan Dysgu Cymraeg yn fan cychwyn iddynt allu dysgu rhywfaint o Gymraeg, a chefais fy synnu o weld bod y gwahaniaeth rhwng argaeledd sesiynau blas - sesiynau blas yn benodol - i oedolion yn syfrdanol. Mae 11 ohonynt yng Ngwent, 10 yn Nant Gwrtheyrn yn unig, fel y byddech yn ei ddisgwyl, ond dim un ym mae Abertawe neu Sir Benfro - neu o leiaf, nid ydynt ar y wefan. Os mai'r broblem yw'r diffyg tra hysbys o athrawon Cymraeg, pa ystyriaeth a roddwyd i annog pobl nad ydynt yn athrawon a dysgwyr cymwys i chwarae mwy o ran yn y gwaith o gynnal y cyrsiau hynny, o dan oruchwyliaeth briodol gweithwyr proffesiynol, er mwyn cynyddu argaeledd y cyrsiau blas hynny?
English: Well, it is concerning to learn that those taster courses do not seem to be available, or at least it's not well known and it's not well advertised, if somebody was to go looking for those courses, that there's an opportunity, and I will raise those matters with my colleague, the Minister for International Relations and the Welsh Language, who has primary responsibility for this area.
Welsh: Wel, mae'n peri pryder nad yw'n ymddangos bod y cyrsiau blas hynny ar gael, neu o leiaf nad yw pobl yn gwybod amdanynt ac nad ydynt yn cael eu hysbysebu'n dda, pe bai rhywun yn mynd i chwilio am y cyrsiau hynny, fod cyfle ar gael, a byddaf yn codi'r materion hynny gyda fy nghyd-Aelod, Gweinidog y Gymraeg a Chysylltiadau Rhyngwladol, sydd â'r prif gyfrifoldeb am y maes hwn.
English: Can I thank the Member for the question? Following a competitive tender exercise, the Welsh Local Government Association has now appointed an independent contractor to undertake a review of the SenCom service. My officials will remain in regular contact with the WLGA as this review progresses.
Welsh: A gaf fi ddiolch i'r Aelod am ei chwestiwn? Yn dilyn ymarfer tendro cystadleuol, mae Cymdeithas Llywodraeth Leol Cymru bellach wedi penodi contractwr annibynnol i gynnal adolygiad o wasanaeth SenCom. Bydd fy swyddogion yn cadw mewn cysylltiad rheolaidd â CLlLC wrth i'r adolygiad hwn fynd rhagddo.
English: Thank you, Minister, and I'm really relieved that there is now somebody appointed to take this forward, because I'm sure, like me, you recognise that the uncertainty hanging over SenCom has been very poor for the staff morale in the service. I'd like to thank you for your oversight and input into this, and I'm pleased to hear that that's going to continue. I wonder if you would join me today in recognising the vitally important work that the staff at SenCom do, not just at the centre, but in the work that they do in upskilling teachers and others across Gwent to work with children with sensory impairments, and will you agree to visit the centre with me, in Cwmbran, to meet with staff and some of the children and families as soon as your diary allows?
Welsh: Diolch, Weinidog, ac rwy'n falch iawn fod rhywun wedi'u penodi i fwrw ymlaen â hyn bellach, gan fy mod yn siŵr eich bod chi, fel fi, yn gweld bod yr ansicrwydd ynghylch SenCom wedi effeithio'n wael iawn ar forâl staff yn y gwasanaeth. Hoffwn ddiolch i chi am eich goruchwyliaeth a'ch mewnbwn i hyn, ac rwy'n falch o glywed y bydd hynny'n parhau. Tybed a wnewch chi ymuno â mi heddiw i gydnabod y gwaith hollbwysig y mae staff SenCom yn ei wneud, nid yn unig yn y ganolfan, ond yn y gwaith a wnânt i uwchsgilio athrawon ac eraill ledled Gwent i weithio gyda phlant â nam ar y synhwyrau, ac a wnewch chi gytuno i ymweld â'r ganolfan gyda mi, yng Nghwmbrân, i gyfarfod â staff a rhai o'r plant a'r teuluoedd cyn gynted ag y bydd gennych le yn eich dyddiadur?