techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Minister, I'm very grateful for the response that you've just given, but will you recognise the tremendous role of the faith communities across Wales, which are working very closely, often, with schools to eliminate poverty amongst the families that they serve? There was an excellent event that was sponsored just yesterday by Huw Irranca-Davies with the Catholic Education Service, and I was amazed and impressed by the wealth of activity that just the Catholic Church in itself was undertaking with the schools that it serves. So, will you commend them, and what other work is the Welsh Government doing to engage with faith organisations more widely to help to address the poverty that some of our children find themselves in?
Welsh: Weinidog, rwy'n ddiolchgar iawn am yr ymateb rydych newydd ei roi, ond a wnewch chi gydnabod rôl ardderchog cymunedau ffydd ledled Cymru, sy'n aml yn gweithio'n agos iawn gydag ysgolion i drechu tlodi ymhlith y teuluoedd y maent yn eu gwasanaethu? Cafwyd digwyddiad arbennig ddoe a noddwyd gan Huw Irranca-Davies gyda Gwasanaeth Addysg yr Eglwys Gatholig, ac roedd yn syndod ac yn rhyfeddod gweld y cyfoeth o weithgareddau y mae'r Eglwys Gatholig ei hun yn eu gwneud gyda'r ysgolion y mae'n eu gwasanaethu. Felly, a wnewch chi eu cymeradwyo, a pha waith arall y mae Llywodraeth Cymru yn ei wneud i ymgysylltu'n ehangach â sefydliadau ffydd i helpu i drechu'r tlodi y mae rhai o'n plant yn byw ynddo?
English: First of all, can I say how sorry I was that I was unable to attend the event yesterday? But I'm very pleased that Steve Davies, the director of education in Welsh Government, was able to attend on my behalf, because we greatly appreciate the work of all voluntary organisations, faith based or non-faith based, that are committed to assisting our children. When I talk about a national mission for education, I mean that truly, because there isn't an individual or voluntary group that cannot add to the national mission and help us ensure that we raise standards in our schools and close that attainment gap. So, I'm very grateful to all those, including the Catholic churches, for the work that they are doing. I enjoy a very positive relationship with our faith school bodies, who will continue to help us develop our curriculum and, of course, play an important part in the Welsh education system in actually delivering education, as well as support services.
Welsh: Yn gyntaf, a gaf i ddweud fy mod yn flin iawn nad oedd modd i mi fynychu'r digwyddiad ddoe? Ond rwy'n falch iawn fod Steve Davies, cyfarwyddwr addysg Llywodraeth Cymru, wedi gallu mynychu ar fy rhan, gan ein bod yn werthfawrogol iawn o waith ein holl sefydliadau gwirfoddol, boed yn seiliedig ar ffydd neu fel arall, sydd wedi ymrwymo i helpu ein plant. Pan soniaf am genhadaeth genedlaethol ar gyfer addysg, rwy'n golygu hynny o ddifrif, gan nad oes grŵp unigol neu wirfoddol na allant ychwanegu at y genhadaeth genedlaethol a'n helpu i sicrhau ein bod yn codi safonau yn ein hysgolion ac yn cau'r bwlch cyrhaeddiad hwnnw. Felly, rwy'n ddiolchgar iawn i bob un ohonynt, gan gynnwys yr eglwysi Catholig, am y gwaith a wnânt. Mae gennyf berthynas gadarnhaol iawn â chyrff ein hysgolion ffydd, a fydd yn parhau i'n helpu i ddatblygu ein cwricwlwm, ac wrth gwrs, yn chwarae rhan bwysig yn y system addysg yng Nghymru drwy ddarparu addysg, yn ogystal â gwasanaethau cymorth.
English: Minister, I was recently invited to visit the new school in the shadow of the Port Talbot steelworks, one of the most disadvantaged communities in Wales. Whilst the new building will help combat the disadvantages of crumbling facilities, it's the curriculum and how it's delivered that will help young people escape disadvantage. The steelworks are one of the region's biggest employers, and they have asked for involvement in the curriculum in order to ensure that young people have the skills needed by industry. Minister, are you involving industry in developing the new curriculum?
Welsh: Weinidog, yn ddiweddar, cefais wahoddiad i ymweld a'r ysgol newydd yng nghysgod gwaith dur Port Talbot, un o'r cymunedau mwyaf difreintiedig yng Nghymru. Er y bydd yr adeilad newydd yn helpu i fynd i'r afael ag anfanteision cyfleusterau'n dadfeilio, y cwricwlwm a sut y caiff ei ddarparu sy'n mynd i gynorthwyo pobl ifanc i ddianc rhag anfantais. Mae'r gwaith dur yn un o gyflogwyr mwyaf y rhanbarth, ac maent wedi gofyn am ran yn y cwricwlwm er mwyn sicrhau bod gan bobl ifanc y sgiliau sydd eu hangen ar ddiwydiant. Weinidog, a ydych yn cynnwys diwydiant wrth ddatblygu'r cwricwlwm newydd?
English: Caroline, that's precisely why we have to move away from the concept of a long list of what people have to do, because, clearly, in that community, ensuring that the young people have the skills to take advantage of opportunities from local employers will be very different from the kind of curriculum for, perhaps, people in deepest Radnorshire, my own constituency, who will not necessarily be looking to work in that particular steelworks. So, we do need to be able to allow our schools and our teachers to ensure that the curriculum is delivered in such a way as to meet the career aspirations and the employability options in individual areas. We do engage with a number of organisations with regard to industry to allow them to help inform the development of our curriculum. And I'm very grateful to some of our big anchor companies who work so closely with schools in their individual areas, but I will ensure and ask officials once again what more we can do with partners to ensure that their voices are heard, and to understand from them what they can do to help us support education in their home area.
Welsh: Caroline, dyna'n union pam y mae'n rhaid inni symud oddi wrth y cysyniad o restr hir o'r hyn y mae'n rhaid i bobl ei wneud, oherwydd, yn amlwg, yn y gymuned honno, bydd sicrhau bod gan bobl ifanc sgiliau i fanteisio ar gyfleoedd gan gyflogwyr lleol yn wahanol iawn i'r math o gwricwlwm ar gyfer pobl, efallai, yng nghanol Sir Faesyfed, fy etholaeth i, na fyddant o reidrwydd yn awyddus i weithio yn y gwaith dur penodol hwnnw. Felly, mae angen inni allu caniatáu i'n hysgolion a'n hathrawon sicrhau bod y cwricwlwm yn cael ei ddarparu mewn ffordd sy'n bodloni uchelgais gyrfa a'r dewisiadau cyflogadwyedd mewn ardaloedd unigol. Rydym yn ymgysylltu â nifer o sefydliadau mewn perthynas â diwydiant i'w galluogi i helpu i lywio datblygiad ein cwricwlwm. Ac rwy'n ddiolchgar iawn i rai o'n cwmnïau angori mawr sy'n gweithio mor agos gydag ysgolion yn eu hardaloedd unigol, ond byddaf yn sicrhau ac yn gofyn i swyddogion unwaith eto beth arall y gallwn ei wneud gyda phartneriaid i sicrhau bod eu lleisiau'n cael eu clywed, ac i ddeall ganddynt beth y gallant ei wneud i'n helpu i gefnogi addysg yn eu hardaloedd.
English: Thank you, Nick. I'm taking forward a number of priorities set out in 'Prosperity for All', primarily under the key theme of 'Ambitious and Learning'. Our 2019-20 budget continues to be committed to the success and well-being of every learner, regardless of their background or their personal circumstances.
Welsh: Diolch, Nick. Rwy'n rhoi nifer o flaenoriaethau a nodir yn 'Ffyniant i Bawb' ar waith, yn bennaf o dan thema allweddol 'Cymru sy'n Uchelgeisiol ac sy'n Dysgu'. Mae ein cyllideb ar gyfer 2019-20 yn parhau i fod yn ymrwymedig i lwyddiant a lles pob dysgwr, ni waeth beth yw eu cefndir neu eu hamgylchiadau personol.
English: Diolch, Weinidog. Could you update us on the next phase of the twenty-first century schools programme? The new Monmouth Comprehensive School in my constituency is pretty much complete and being used and looks fantastic. You've probably had a visit there yourself. As part of the construction of that school, the constructors involved young people with an interest in engineering and construction in the process, and that's been a spin-off of the twenty-first century schools project in my area that wasn't anticipated originally. Could you let us know when work will begin on developing schemes for other schools in my area, such as King Henry VIII, which is in quite a poor way structurally? And do you also envisage there being similar spin-offs in terms of allowing young people to be educated on the job, so to speak, and then possibly pursue careers in construction or civil engineering that they might not otherwise have done?
Welsh: Diolch, Weinidog. A allwch roi'r wybodaeth ddiweddaraf inni ar gam nesaf rhaglen ysgolion yr unfed ganrif ar hugain? Mae ysgol newydd Ysgol Gyfun Trefynwy yn fy etholaeth wedi'i chwblhau fwy neu lai, ac mae'n cael ei defnyddio ac yn edrych yn wych. Rydych wedi ymweld â'r lle eich hun mae'n siŵr. Fel rhan o'r gwaith o adeiladu'r ysgol honno, fe wnaeth yr adeiladwyr gynnwys pobl ifanc a oedd â diddordeb mewn peirianneg ac adeiladu yn rhan o'r broses, ac mae hynny'n rhywbeth sydd wedi deillio o brosiect ysgolion yr unfed ganrif ar hugain yn fy ardal na chafodd ei ragweld yn wreiddiol. A allwch roi gwybod inni pryd fydd gwaith yn dechrau ar ddatblygu cynlluniau ar gyfer ysgolion eraill yn fy ardal, megis Ysgol Brenin Harri'r VIII, sydd mewn cyflwr strwythurol eithaf gwael? Ac a ydych yn rhagweld sgil-fanteision tebyg o ran galluogi pobl ifanc i ddysgu yn y gwaith, fel petai, a mynd ar drywydd gyrfa ym maes adeiladu neu beirianneg sifil, rhywbeth na fyddent wedi'i wneud fel arall o bosibl?
English: Minister, I've received many representations from my local authority, trade unions, local communities regarding the minority ethnic achievement grant funding from the Welsh Government. I understand that you've kept the figure the same this year as last year and that you've given it out to four of the major cities in Wales to look at how that's distributed. But the demographics are changing across the towns and areas and local authorities, and therefore needs are changing. And what we are seeing in Neath Port Talbot in particular is a diminishing of the service as a consequence of the loss of funding. Will you re-look at the priorities for this grant to ensure that communities that deserve it and that benefit hugely from this grant are able to access it?
Welsh: Weinidog, rwyf wedi cael llawer o sylwadau gan fy awdurdod lleol, undebau llafur, cymunedau lleol ynghylch arian y grant cyflawniad lleiafrifoedd ethnig gan Lywodraeth Cymru. Deallaf eich bod wedi cadw'r ffigur yr un fath eleni â'r llynedd a'ch bod wedi'i roi i bedair o'r dinasoedd mawr yng Nghymru er mwyn edrych ar sut y'i dosberthir. Ond mae'r ddemograffeg yn newid yn y trefi a'r ardaloedd a'r awdurdodau lleol, ac felly mae anghenion yn newid. A'r hyn a welwn yng Nghastell-nedd Port Talbot, yn arbennig, yw dirywiad yn y gwasanaeth o ganlyniad i golli cyllid. A wnewch chi ailedrych ar y blaenoriaethau ar gyfer y grant hwn er mwyn sicrhau bod y cymunedau sy'n ei haeddu ac sy'n elwa'n fawr ohono yn gallu ei gael?
English: Thank you, David. We are able to maintain levels of MEAG investment in the new financial year as in the previous financial year. We will be looking to undertake a piece of work on how to ensure that this money is indeed reaching those communities that need it the most and to look at the opportunities for a more sustainable basis for providing that funding going forward.
Welsh: Diolch, David. Rydym yn gallu cynnal lefelau buddsoddiad y Grant Cyflawniad Lleiafrifoedd Ethnig yn y flwyddyn ariannol newydd, fel yn y flwyddyn ariannol flaenorol. Byddwn yn ceisio gwneud gwaith ar sut i sicrhau bod yr arian hwn yn cyrraedd y cymunedau sydd ei angen fwyaf ac i edrych ar y cyfleoedd i greu sail fwy cynaliadwy ar gyfer darparu'r cyllid hwnnw yn y dyfodol.
English: Thank you, Llyr. Developing an understanding of the culture and history of Wales and its place in the wider world is an essential component of a young person's learning journey across all the areas of learning and experience throughout their education. And I can assure you, this is not a tokenistic bolt-on to the curriculum; it is an essential.
Welsh: Diolch, Llyr. Mae datblygu dealltwriaeth o ddiwylliant a hanes Cymru a'i lle yn y byd yn elfen hanfodol o daith ddysgu person ifanc ym mhob maes dysgu a phrofiad drwy gydol eu haddysg. A gallaf roi sicrwydd ichi, nid ychwanegiad symbolaidd at y cwricwlwm yw hwn; mae'n elfen hanfodol.
English: Thank you for your response. In responses to other Members, you have made it clear that, certainly, you don't want to provide a long list of subjects and areas that should be taught, and I understand the sentiment and agree to a large extent with that, but what I'm struggling with is how then are you going to strike the balance in ensuring that teachers have the flexibility to teach what they think is suitable in the context of the areas of learning and experience while at the same time, of course, ensuring that pupils in Wales are learning those aspects that they need to know about, whether in the context of Welsh history or Welsh literature or any aspect of the Welsh dimension. You mentioned some specific scaffolding, earlier. Does that suggest that there will be a shortlist and not a long list? Could you expand on this?
Welsh: Diolch ichi am eich ateb. Rŷch chi, mewn ymatebion i Aelodau eraill y prynhawn yma, wedi'i gwneud hi'n glir eich bod chi'n sicr ddim eisiau darparu rhestr faith o bynciau a meysydd y dylid bod yn eu dysgu nhw. Dwi'n deall y sentiment ac yn cytuno i raddau helaeth â'r sentiment yna, ond yr hyn dwi'n stryglo rhywfaint gydag e wedyn yw sut, felly, ŷch chi'n mynd i daro'r cydbwysedd yna drwy sicrhau bod gan athrawon yr hyblygrwydd i ddysgu'r hyn y maen nhw'n teimlo sy'n addas yng nghyd-destun y meysydd profiad a dysgu tra ar yr un pryd, wrth gwrs, yn sicrhau bod disgyblion yng Nghymru yn dysgu'r agweddau hynny y mae angen iddyn nhw wybod amdanyn nhw, boed yng nghyd-destun hanes Cymru neu lenyddiaeth Gymreig, neu unrhyw agwedd ar y dimensiwn Cymreig. Mi sonioch chi am ryw sgaffald benodol yn gynharach. Ydy hynny'n awgrymu efallai y bydd yna restr fer ac nid rhestr faith? A allwch chi ymhelaethu?
English: Thank you very much, Llyr. Can I just provide you with some assurance that the humanities AoLE working group in particular has taken full account of the Cwricwlwm Cymreig report, as well as a range of experts, including Elin Jones, who has been very helpful in making sure that we get this right to ensure that both Wales and history and the Welsh dimension are reflected appropriately across the curriculum. What's important is that there will be, when we publish the areas of learning and experience and the statutory guidance - that will provide the scaffolding for individual school teachers, and it will be really important that there is guidance given at that stage about the necessity of having the Welsh dimension across all the AoLEs with, potentially, some practical examples of how that can happen. Of course, what's really important with the curriculum as well is that this is about learning and experiences, and therefore, we would be expecting lots of Wales's bodies, such as Cadw and the national museum, to continue to help provide teachers with resources and the opportunity for Wales's children and young people, not just to sit in their classroom and experience the Welsh dimension but actually to be out and about and experiencing that in a very real way. But, again, that can't just be about history; that has to be about language, communication, culture, music, science. It cannot simply be the preserve of the humanities AoLE, otherwise, we will have missed this really important opportunity.
Welsh: Diolch yn fawr iawn, Llyr. A gaf i ddarparu rhywfaint o sicrwydd ichi fod gweithgor Maes Dysgu a Phrofiad y dyniaethau yn arbennig wedi rhoi ystyriaeth lawn i adroddiad y Cwricwlwm Cymreig, yn ogystal â nifer o arbenigwyr, gan gynnwys Elin Jones, sydd wedi rhoi llawer o gymorth i sicrhau ein bod yn gwneud hyn yn iawn er mwyn sicrhau bod Cymru a hanes a'r dimensiwn Cymreig yn cael eu hadlewyrchu'n briodol ym mhob rhan o'r cwricwlwm. Yr hyn sy'n bwysig pan fyddwn yn cyhoeddi'r meysydd dysgu a phrofiad a'r canllawiau statudol yw y bydd hynny'n darparu'r sgaffaldiau ar gyfer athrawon ysgol unigol, a bydd yn bwysig iawn darparu'r canllawiau ar y cam hwnnw ynghylch yr angen i sicrhau dimensiwn Cymreig ym mhob Maes Dysgu a Phrofiad, gyda rhai enghreifftiau ymarferol, o bosibl, o sut y gall hynny ddigwydd. Wrth gwrs, yr hyn sy'n wirioneddol bwysig gyda'r cwricwlwm hefyd yw bod hyn yn ymwneud â dysgu a phrofiadau, ac felly, byddem yn disgwyl i lawer o gyrff Cymru, megis Cadw a'r amgueddfa genedlaethol, barhau i helpu i ddarparu adnoddau i athrawon a chyfleoedd i blant a phobl ifanc Cymru, nid i eistedd yn eu hystafell ddosbarth a phrofi'r dimensiwn Cymreig, ond i fod allan yn ei brofi mewn ffordd real iawn. Ond unwaith eto, ni all hynny ymwneud â hanes yn unig; mae'n rhaid i hynny ymwneud ag iaith, cyfathrebu, diwylliant, cerddoriaeth, gwyddoniaeth. Ni ellir ei neilltuo ar gyfer Maes Dysgu a Phrofiad y dyniaethau, neu fel arall, byddwn wedi colli'r cyfle gwirioneddol bwysig hwn.
English: Diolch yn fawr, Llywydd. Minister, in questions following your statement on the education White Paper last week, you observed that, and I quote: 'the focus tends to go onto qualifications'. And, hopefully, your announcement on a single Welsh language curriculum will actually lead, in time, to better exam-based Welsh language attainment as well, but to the increasing use in all settings of the Welsh language as a means of communication so that those non-examinable means are going to be just as important if the Welsh language isn't stuck behind a school desk. So, how do you plan to get this across to school leaders who are already juggling very limited resources and, like it or not, will be focusing on getting good exam results out of their children?
Welsh: Diolch yn fawr, Lywydd. Weinidog, yn y sesiwn gwestiynau yn dilyn eich datganiad ar y Papur Gwyn ar addysg yr wythnos diwethaf, fe ddywedoch, ac rwy'n dyfynnu: y 'tueddir i ganolbwyntio ar gymwysterau'. A bydd eich cyhoeddiad ar un cwricwlwm iaith Gymraeg, gobeithio, yn arwain gydag amser at well cyrhaeddiad iaith Gymraeg yn seiliedig ar arholiadau hefyd, ond at gynnydd yn y defnydd o'r Gymraeg ym mhob lleoliad fel modd o gyfathrebu fel bod y moddau hyn na ellir eu harholi yr un mor bwysig os nad yw'r Gymraeg yn sownd y tu ôl i ddesg ysgol. Felly, sut rydych yn bwriadu cyfleu hyn i arweinwyr ysgolion sydd eisoes yn ceisio ymdopi ag adnoddau cyfyngedig iawn, ac a fydd, hoffi hynny neu beidio, yn canolbwyntio ar sicrhau canlyniadau arholiadau da gan eu plant?
English: Well, of course, what's really important is that we will have a language continuum, which we will expect children to move along. What's really important is that that focus will be on using the language as a means of communication, not just something that you learn just to be able to write. And what we want to do is improve the linguistic ability of children in both languages to ensure that, when they leave school, as many of our young people as possible are completely bilingual and are able to use and enjoy the language both in the world of work and in society. It's also about understanding, in some communities, the importance of those linguistic skills and recognising that these are valuable skills to have in the world of work. And therefore, being able to be able to do your childcare bilingually, by being able to be a healthcare professional bilingually, by being able to offer services bilingually, actually, there's a real - not only a cultural benefit to being a bilingual person - but, actually, there are real economic benefits to being a bilingual person. I think it's one of the ways in which we need to make the case and support that with good-quality Welsh language teaching. And that is a feature of our reform programme to ensure the experience of young people, where the medium of tuition is English in their schools - that their learning of the language is a positive one, delivered by a well-motivated, skilled and confident staff.
Welsh: Wel, wrth gwrs, yr hyn sy'n wirioneddol bwysig yw y bydd gennym gontinwwm iaith, a byddwn yn disgwyl i blant symud ar hyd-ddo. Yr hyn sy'n wirioneddol bwysig yw y bydd y ffocws hwnnw ar ddefnyddio'r iaith fel modd o gyfathrebu, nid rhywbeth y byddwch yn ei ddysgu er mwyn gallu ysgrifennu'n unig. A'r hyn rydym am ei wneud yw gwella gallu ieithyddol plant yn y ddwy iaith i sicrhau, pan fyddant yn gadael yr ysgol, fod cymaint â phosibl o'n pobl ifanc yn gwbl ddwyieithog ac yn gallu defnyddio a mwynhau'r iaith yn y byd gwaith ac yn y gymdeithas. Mae'n ymwneud hefyd â deall pwysigrwydd y sgiliau ieithyddol hynny mewn rhai cymunedau, a chydnabod bod y rhain yn sgiliau gwerthfawr i'w cael yn y byd gwaith. Ac felly, mae gallu sicrhau gofal plant yn ddwyieithog, gallu bod yn weithiwr gofal iechyd proffesiynol dwyieithog, gallu cynnig gwasanaethau yn ddwyieithog, mewn gwirionedd, yn wirioneddol - nid yn unig y ceir mantais ddiwylliannol yn sgil bod yn unigolyn dwyieithog - ond mewn gwirionedd, ceir manteision economaidd gwirioneddol i fod yn unigolyn dwyieithog. Credaf fod hynny'n un o'r ffyrdd y mae angen inni ddadlau'r achos a'i gefnogi gydag addysg Gymraeg o ansawdd da. Ac mae hynny'n nodwedd o'n rhaglen ddiwygio i sicrhau bod profiad pobl ifanc, sy'n cael eu haddysg drwy'r Saesneg yn eu hysgolion - fod eu profiad o ddysgu'r iaith yn un cadarnhaol, ac wedi'i ddarparu gan staff brwdfrydig, medrus a hyderus.
English: The next questions are to the Minister for Health and Social Services, and the first question is from Helen Mary Jones.
Welsh: Mae'r cwestiynau nesaf i'r Gweinidog Iechyd a Gwasanaethau Cymdeithasol, ac mae'r cwestiwn cyntaf gan Helen Mary Jones.
English: I have met twice with the Tawel Fan families' group in north Wales, once in my former role as deputy health Minister and more recently in October.
Welsh: Rwyf wedi cyfarfod â grŵp teuluoedd Tawel Fan yng ngogledd Cymru ddwy waith, unwaith yn fy rôl flaenorol fel dirprwy Weinidog iechyd ac yn fwy diweddar ym mis Hydref.
English: I'm grateful to the Minister for his answer. The Minister will be aware that the management of Betsi Cadwaladr university health board has recently acknowledged to the families at Tawel Fan that the unit was, in fact, a dementia assessment unit, and, therefore, nobody should have been living there long term, though some patients were there for more than six months. Can the Minister explain: do we have an understanding as to why this was allowed to happen? And is he confident that no other patients in Betsi Cadwaladr in any other settings are being accommodated long term in units designed for short-term assessment stays?
Welsh: Rwy'n ddiolchgar i'r Gweinidog am ei ateb. Bydd y Gweinidog yn ymwybodol fod adran reoli bwrdd iechyd prifysgol Betsi Cadwaladr wedi cydnabod yn ddiweddar wrth deuluoedd Tawel Fan mai uned asesu dementia oedd yr uned mewn gwirionedd, ac felly, ni ddylai neb fod wedi bod yn byw yno ar sail hirdymor, er bod rhai cleifion wedi bod yno am fwy na chwe mis. A all y Gweinidog esbonio: a ydym yn deall pam y caniatawyd i hyn ddigwydd? Ac a yw'n hyderus nad oes unrhyw gleifion eraill yn Betsi Cadwaladr mewn unrhyw leoliad arall yn byw ar sail hirdymor mewn unedau a gynlluniwyd ar gyfer arosiadau asesu tymor byr?