techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I thank the Minister for that answer, but I'm sure that she will agree with me that the role of teachers is critical in the implementation of this curriculum. So, is it true, Minister, that only 30 per cent of the teachers who implemented the new curriculum trial supported it? Most of the teachers that I have spoken to say that if the curriculum is entirely driven by the four purposes, much of the content associated with traditional school subjects in the areas of learning and experience become largely redundant. If, on the other hand, teachers prioritise the areas of learning and experience, then the four purposes are unlikely to be met. So, can the Minister comment on the apparent conundrum in that matter? And, could the Minister tell me whether she is going to consult the general public with regard to the sex education element within the new curriculum?
Welsh: Diolch i'r Gweinidog am yr ateb hwnnw, ond rwy'n siŵr y bydd yn cytuno â mi fod rôl athrawon yn hollbwysig wrth weithredu'r cwricwlwm hwn. Felly, a yw'n wir, Weinidog, mai 30 y cant yn unig o'r athrawon a weithredodd y treial cwricwlwm newydd a'i cefnogai? Mae'r rhan fwyaf o'r athrawon rwyf wedi siarad â hwy'n dweud, os yw'r cwricwlwm yn cael ei lywio'n gyfan gwbl gan y pedwar diben, fod llawer o'r cynnwys sy'n gysylltiedig â phynciau traddodiadol yr ysgol yn y meysydd dysgu a phrofiad yn ddiangen i raddau helaeth. Os bydd athrawon, ar y llaw arall, yn blaenoriaethu'r meysydd dysgu a phrofiad, mae'r pedwar diben yn annhebygol o gael eu hateb. Felly, a all y Gweinidog roi sylwadau ar y broblem ymddangosiadol honno? Ac a allai'r Gweinidog ddweud wrthyf a yw'n bwriadu ymgynghori â'r cyhoedd ynglŷn â'r elfen addysg rhyw o fewn y cwricwlwm newydd?
English: First of all, can I suggest to the Member, if he has not done so already, to read the draft curriculum and assessment Bill? There is no conundrum at all. Teachers cannot, and schools will not be able to, prioritise individual areas of learning and experience because they have equal status within the law. With regard to consultation, I have to say again to the Member that there have been ample opportunities to comment on the White Paper that has led to the Bill, and there have been specific consultations with regard to RSE - a number of them, actually, and probably more than I would like. So, there have been plenty of opportunities for people to feed into this process. I acknowledge that, for some teachers - especially those who have only ever taught under the principles of a national curriculum, where they have been dictated to on what they must teach, regardless of whether they feel that that is in the best interests of the children in front of them - this new curriculum could be a challenge. That's why this Government is investing record amounts in the professional development of our teachers to get them ready for the changes of the curriculum. I don't know which teachers he is meeting with, but I speak to headteachers every single week when I do this job, and I have to tell him that there is immense excitement at the prospect of the delivery of this new curriculum.
Welsh: Yn gyntaf oll, a gaf fi awgrymu bod yr Aelod yn darllen y Bil cwricwlwm ac asesu drafft os nad yw eisoes wedi gwneud hynny? Nid oes unrhyw broblem o gwbl. Ni all athrawon flaenoriaethu meysydd dysgu a phrofiad unigol, ac ni fydd ysgolion yn gallu gwneud hynny, oherwydd bod iddynt statws cyfartal o fewn y gyfraith. O ran ymgynghori, mae'n rhaid i mi ddweud eto wrth yr Aelod fod digon o gyfleoedd wedi bod i wneud sylwadau ar y Papur Gwyn sydd wedi arwain at y Bil, ac mae ymgynghoriadau penodol wedi bod mewn perthynas ag addysg rhyw a chydberthynas - nifer ohonynt, mewn gwirionedd, a mwy nag y byddwn yn ei hoffi, mae'n debyg. Felly, mae digon o gyfleoedd wedi bod i bobl gyfrannu at y broses hon. Rwy'n cydnabod, i rai athrawon - yn enwedig y rheini sydd dim ond wedi dysgu o dan egwyddorion cwricwlwm cenedlaethol, lle mae'r hyn sy'n rhaid iddynt ei addysgu wedi'i bennu ar eu cyfer, p'un a ydynt yn teimlo bod hynny er budd gorau'r plant sydd o'u blaenau neu beidio - gallai'r cwricwlwm newydd hwn fod yn her. Dyna pam fod y Llywodraeth hon yn buddsoddi'r symiau mwyaf erioed yn natblygiad proffesiynol ein hathrawon i'w paratoi ar gyfer newidiadau'r cwricwlwm. Nid wyf yn gwybod pa athrawon y mae'n cyfarfod â hwy, ond rwy'n siarad â phenaethiaid bob wythnos pan fyddaf yn gwneud y gwaith hwn, ac mae'n rhaid i mi ddweud wrtho fod cyffro mawr ynglŷn â chyflwyno'r cwricwlwm newydd hwn.
English: Minister, the success of the new curriculum will be heavily dependent on how well teachers and other school staff have been able to prepare for its introduction. Given that almost half an academic year was missed earlier this year, and we are now seeing whole year groups being taken out of school on a large scale - . For example, 1,000 pupils in Caerleon Comprehensive School are currently being taken out of school in whole year groups - 7, 8, 9, 12 and 13 - arguably unnecessarily, when other councils are using track and trace more effectively, and this is not uncommon in other parts of the south-east Wales region. What assessment have you made of missed school time on preparations for the roll-out for the new curriculum, and are you concerned about reports that some teaching unions and councils are now discussing shutting schools a week early to enable a two-week isolation period before Christmas when this Government's priority, obviously, is to keep children in school as much as possible?
Welsh: Weinidog, bydd llwyddiant y cwricwlwm newydd yn dibynnu'n helaeth ar ba mor dda y mae athrawon ac aelodau eraill o staff ysgolion wedi gallu paratoi ar gyfer ei gyflwyno. O gofio bod bron i hanner blwyddyn academaidd wedi'i cholli yn gynharach eleni, a'n bod bellach yn gweld grwpiau blwyddyn cyfan yn cael eu tynnu o'r ysgol ar raddfa fawr - . Er enghraifft, gellid dadlau bod tynnu 1,000 o ddisgyblion o Ysgol Gyfun Caerllion ar hyn o bryd mewn grwpiau blwyddyn cyfan - 7, 8, 9, 12 a 13 - yn ddiangen, pan fo cynghorau eraill yn defnyddio systemau olrhain yn fwy effeithiol, ac nid yw hyn yn anghyffredin mewn rhannau eraill o ranbarth de-ddwyrain Cymru. Pa asesiad rydych wedi'i wneud o golli amser ysgol ar baratoadau ar gyfer cyflwyno'r cwricwlwm newydd, ac a ydych yn pryderu ynglŷn ag adroddiadau fod rhai undebau athrawon a chynghorau bellach yn trafod cau ysgolion wythnos yn gynnar i alluogi cyfnod ynysu o bythefnos cyn y Nadolig o gofio mai blaenoriaeth y Llywodraeth hon, yn amlwg, yw cadw plant yn yr ysgol gymaint â phosibl?
English: Well, Laura, you are absolutely right - it is the priority of this Government to minimise the interruption to children's education in the light of this pandemic. Undoubtedly, there has been a significant impact on schools at this time, but, as Estyn has confirmed, there remains a great deal of enthusiasm and support for curriculum reform, and they also advise that important gains have been made by schools in their planning and provision of learning. Now, clearly, you're also correct to say that a lot of this depends on the skills of our teachers, and certainly the professional development programme has had to be delivered in a different way than perhaps we had initially expected. But, as I said, those days when professional learning was delivered by everybody trekking to Cardiff to sit in a lecture theatre, to listen to the sage on the stage, and then they promptly went back to the schools and ignored everything that they'd heard that day - . We have to do things differently, and we are doing things differently, and actually, again, speaking to headteachers, the fact that we've had to move all of our meetings online means that they are now able to collaborate in a way that keeps them in their schools and allows them to connect more readily, and because we've taken some of the paperwork off schools at this time, it is giving them an opportunity to really engage in the new curriculum.
Welsh: Wel, Laura, rydych yn llygad eich lle - blaenoriaeth y Llywodraeth hon yw lleihau'r ymyrraeth i addysg plant yn sgil y pandemig hwn. Yn ddiau, bu'r effaith ar ysgolion yn sylweddol yn ystod y cyfnod hwn, ond fel y mae Estyn wedi'i gadarnhau, mae llawer iawn o frwdfrydedd a chefnogaeth i ddiwygio'r cwricwlwm o hyd, ac maent hefyd yn dweud bod ysgolion wedi gwneud enillion pwysig wrth gynllunio a darparu dysg. Nawr, yn amlwg, rydych hefyd yn gywir yn dweud bod llawer o hyn yn dibynnu ar sgiliau ein hathrawon, ac yn sicr bu'n rhaid cyflwyno'r rhaglen datblygiad proffesiynol mewn ffordd wahanol i'r hyn roeddem wedi'i ddisgwyl yn wreiddiol. Ond fel y dywedais, mae'r dyddiau pan oedd pawb yn teithio i Gaerdydd i gael datblygiad proffesiynol drwy eistedd mewn darlithfa i wrando ar arbenigwr ar lwyfan, cyn mynd yn ôl i'r ysgolion yn brydlon ac anwybyddu popeth roeddent wedi'i glywed y diwrnod hwnnw - . Mae'n rhaid inni wneud pethau'n wahanol, ac rydym yn gwneud pethau'n wahanol, ac unwaith eto, o siarad â phenaethiaid, mae'r ffaith ein bod wedi gorfod cynnal ein holl gyfarfodydd ar-lein yn golygu eu bod bellach yn gallu cydweithio mewn ffordd sy'n eu cadw yn eu hysgolion ac yn caniatáu iddynt gysylltu'n haws, ac oherwydd ein bod wedi cael gwared ar rywfaint o faich gwaith papur i ysgolion ar hyn o bryd, mae'n rhoi cyfle iddynt ymgysylltu o ddifrif â'r cwricwlwm newydd.
English: Minister, I believe that the plans for every child in Wales to have a mandatory right to developmentally appropriate RSE is one of the great strengths of the new curriculum. Will you take this opportunity to agree with me that having that provision is not just fundamental for children's rights, but is absolutely crucial in order to ensure that children and young people can keep themselves safe, no matter how old they are?
Welsh: Weinidog, credaf fod y cynlluniau i bob plentyn yng Nghymru gael hawl orfodol i addysg rhyw a chydberthynas sy'n briodol i'w datblygiad yn un o gryfderau mawr y cwricwlwm newydd. A wnewch chi fanteisio ar y cyfle hwn i gytuno â mi fod cael y ddarpariaeth honno'n hanfodol o safbwynt hawliau plant, a hefyd ei bod yn allweddol er mwyn sicrhau y gall plant a phobl ifanc gadw eu hunain yn ddiogel, ni waeth beth yw eu hoed?
English: Lynne, I'm so glad that you've raised that question today of all days, White Ribbon Day, where hopefully everyone in this Chamber unites in their determination to defeat violence against women. I'm sure all of us today would want to remember those women whose lives have been lost to horrendous, horrendous violence and those women who continue to live with the consequences of that violence day in, day out. And that is precisely, precisely why we need to ensure that every child - every child - has the right to relationship education within our curriculum. It is an integral part of how we can ensure that those purposes of the curriculum, including healthy confident individuals who are ready to be active citizens and to live happy and successful lives, will be achieved. Eating into that and saying that that provision should only be available to some children, I think, is an abdication of our duty.
Welsh: Lynne, rwyf mor falch eich bod wedi gofyn y cwestiwn hwnnw heddiw o bob diwrnod, Diwrnod y Rhuban Gwyn, lle mae pawb yn y Siambr, gobeithio, yn uno yn eu penderfyniad i drechu trais yn erbyn menywod. Rwy'n siŵr y byddai pob un ohonom heddiw eisiau cofio'r menywod a gollodd eu bywydau yn sgil trais erchyll a'r menywod sy'n parhau i fyw gyda chanlyniadau'r trais hwnnw o ddydd i ddydd. A dyna'n union pam y mae angen inni sicrhau bod gan bob plentyn - pob plentyn - hawl i addysg cydberthynas yn ein cwricwlwm. Mae'n rhan annatod o'r ffordd y gallwn sicrhau y cyflawnir y dibenion hynny yn y cwricwlwm, gan gynnwys unigolion iach a hyderus sy'n barod i fod yn ddinasyddion gweithgar ac i fyw bywydau hapus a llwyddiannus. Mae cyfyngu ar hynny a dweud mai i rai plant yn unig y dylai'r ddarpariaeth honno fod ar gael yn esgeuluso ein dyletswydd yn fy marn i.
English: Thank you, Leanne. I continue to be guided by the latest scientific and medical advice. We have recently agreed with higher education institutions across Wales the opportunity of piloting asymptomatic testing of students and staff, and we also intend to offer testing to students and staff in secondary schools, as well as the local college, as part of the mass testing programme in Merthyr Tydfil.
Welsh: Diolch, Leanne. Rwy'n parhau i gael fy arwain gan y cyngor gwyddonol a meddygol diweddaraf. Rydym wedi cytuno'n ddiweddar â sefydliadau addysg uwch ledled Cymru y byddwn yn manteisio ar y cyfle i dreialu profion asymptomatig ar fyfyrwyr a staff, ac rydym hefyd yn bwriadu cynnig profion i fyfyrwyr a staff mewn ysgolion uwchradd, yn ogystal â'r coleg lleol, fel rhan o'r rhaglen profi torfol ym Merthyr Tudful.
English: I welcome the recommendation that all schoolchildren, college students, teachers and staff should be tested for coronavirus given the high numbers of people that are asymptomatic, especially in the younger age groups. This should have been a key priority when the schools reopened before the summer. Now, the current situation is not sustainable. As one teacher told me, just last week, 'We are expected to adhere to COVID guidelines, which is absolutely fine, but we have not been offered any tests and I'm still waiting for the magic antibody test that we were promised. I've been teaching for 12 years and never have I felt so pissed off, so exhausted, so physically and emotionally drained. I'm trying to hold it all together for my kids, but I honestly can't go on much longer. I'm at breaking point.' So many teachers are fearful and anxious for their own safety. Now, I heard what you said earlier about Merthyr and the hopes that you had for rolling out mass testing in Cynon, but will you give teachers and parents in my area concrete answers and reassurances about when mass testing and regular testing in schools is likely to be available in Rhondda Cynon Taf and in other high-incidence areas?
Welsh: Rwy'n croesawu'r argymhelliad y dylai pob disgybl ysgol, myfyriwr coleg, athro ac aelod o staff gael prawf coronafeirws o ystyried y niferoedd uchel o bobl sy'n asymptomatig, yn enwedig yn y grwpiau oedran iau. Dylai hyn fod wedi bod yn flaenoriaeth allweddol pan ailagorodd yr ysgolion cyn yr haf. Nawr, nid yw'r sefyllfa bresennol yn gynaliadwy. Fel y dywedodd un athro wrthyf, yr wythnos diwethaf, 'Mae disgwyl i ni gadw at ganllawiau COVID, sy'n hollol iawn, ond nid ydym wedi cael cynnig unrhyw brofion ac rwy'n dal i aros am y prawf gwrthgyrff hud a addawyd i ni. Rwyf wedi bod yn addysgu ers 12 mlynedd ac nid wyf erioed wedi teimlo mor syrffedus, mor flinedig ac wedi ymlâdd yn gorfforol ac yn emosiynol i'r fath raddau. Rwy'n ceisio dal y cyfan at ei gilydd er mwyn fy mhlant, ond ni allaf oddef llawer mwy. Rwyf ar fin torri.' Mae cymaint o athrawon yn ofnus ac yn bryderus am eu diogelwch eu hunain. Nawr, clywais yr hyn a ddywedoch chi'n gynharach am Ferthyr Tudful a'r gobeithion a oedd gennych ynglŷn â chyflwyno profi torfol yn Rhondda Cynon Taf, ond a wnewch chi roi atebion pendant a sicrwydd i athrawon a rhieni yn fy ardal ynglŷn â pha bryd y bydd profi torfol a phrofion rheolaidd yn debygol o fod ar gael mewn ysgolion yn Rhondda Cynon Taf ac mewn ardaloedd lle ceir nifer fawr o achosion?
English: Thank you, Minister. I fully appreciate the measures that have been taken to suppress the spread of COVID in schools and how difficult it is for headteachers and staff to keep bubbles even as small as whole year groups. However, in the last few weeks, we are starting to see this problem across larger secondary schools in particular, and in my constituency there have been a number of schools where one positive case is leading to hundreds of children having to self-isolate for two weeks. In one case, a year group returned for two days only for another case to be identified and isolation having to start again. I've had an increasing amount of parents getting in touch who are understandably concerned about the impact that rolling isolation periods are having on their children's welfare and education. I completely understand the risk posed by transmission across year group bubbles, and the hopes for lateral flow testing, which would help. However, the current situation is very worrying when the cases are at current levels and disruption is increasing. What plans does the Welsh Government have to address this as quickly as possible?
Welsh: Diolch i chi, Weinidog. Rwy'n llwyr werthfawrogi'r mesurau sydd wedi'u cymryd i atal lledaeniad COVID mewn ysgolion a pha mor anodd yw hi i benaethiaid a staff gadw swigod mor fach â grwpiau blwyddyn gyfan hyd yn oed. Fodd bynnag, yn ystod yr wythnosau diwethaf, rydym yn dechrau gweld y broblem hon ar draws ysgolion uwchradd mwy o faint yn enwedig, ac yn fy etholaeth i ceir nifer o ysgolion lle mae un achos positif yn golygu bod cannoedd o blant yn gorfod hunanynysu am bythefnos. Mewn un achos, dychwelodd grŵp blwyddyn am ddau ddiwrnod yn unig cyn i achos arall gael ei nodi a bu'n rhaid iddynt ddechrau hunanynysu eto. Rwyf wedi cael nifer cynyddol o rieni'n cysylltu sy'n poeni'n ddealladwy am yr effaith y mae cyfnodau ynysu dilynol yn ei chael ar les ac addysg eu plant. Rwy'n llwyr ddeall y risg o drosglwyddiad ar draws swigod grwpiau blwyddyn, a'r gobeithion am brofion llif unffordd, a fyddai'n helpu. Fodd bynnag, mae'r sefyllfa bresennol yn peri pryder mawr gyda nifer yr achosion ar y lefelau presennol ac aflonyddwch yn cynyddu. Pa gynlluniau sydd gan Lywodraeth Cymru i fynd i'r afael â hyn cyn gynted â phosibl?
English: Well, Jayne, the best thing we can do to minimise disruption to education is to get community transmission levels down in all of our communities, because it is community transmission that is leading to cases in our schools and the disruption that you discussed. We are working and providing best advice and examples of good practice to all schools with regard to bubbling and what constitutes a close contact, and therefore to try and reduce the number of children who are asked to self-isolate for these periods. Sometimes it is dependent on the advice that individual local TTP teams are giving to headteachers, and sometimes it is down to the way in which schools have operated their bubbles. We are, as I said, providing ongoing advice to schools and to local TTP teams to minimise the numbers of children who are asked to stay at home. Lateral flow testing does indeed offer us that hope of minimising that disruption, especially to those who are regarded as contacts and do not have symptoms themselves, as a possible way of administering a daily test over a number of days that then would allow them to go into school. But as I said, the TAC paper asks us to explore the viability of offering an asymptomatic testing programme. It's not simple, and, as I said, we're keen to learn the lessons from both our universities and our schools before we can roll that out further.
Welsh: Wel, Jayne, y peth gorau y gallwn ei wneud i leihau'r tarfu ar addysg yw gostwng lefelau trosglwyddo cymunedol ym mhob un o'n cymunedau, oherwydd trosglwyddo cymunedol sy'n arwain at achosion yn ein hysgolion a'r aflonyddwch rydych yn cyfeirio ato. Rydym yn gweithio ac yn darparu'r cyngor a'r enghreifftiau gorau o arferion da i bob ysgol mewn perthynas â swigod a'r hyn a olygir wrth gysylltiad agos er mwyn ceisio lleihau nifer y plant y gofynnir iddynt hunanynysu am y cyfnodau hyn. Weithiau, mae'n dibynnu ar y cyngor y mae timau profi, olrhain, diogelu lleol unigol yn ei roi i benaethiaid, ac weithiau mae'n dibynnu ar y ffordd y mae ysgolion wedi gweithredu eu swigod. Fel y dywedais, rydym yn rhoi cyngor parhaus i ysgolion ac i dimau profi, olrhain, diogelu lleol i leihau nifer y plant y gofynnir iddynt aros gartref. Yn wir, mae profion llif unffordd yn cynnig gobaith inni leihau'r aflonyddwch hwnnw, yn enwedig i'r rhai sy'n cael eu hystyried yn gysylltiadau ac nad oes ganddynt symptomau eu hunain, fel ffordd bosibl o weinyddu prawf dyddiol dros nifer o ddyddiau a fyddai wedyn yn caniatáu iddynt fynd i'r ysgol. Ond fel y dywedais, mae papur y Gell Cyngor Technegol yn gofyn i ni archwilio pa mor ymarferol fyddai cynnig rhaglen brofi asymptomatig. Nid yw'n syml, ac fel y dywedais, rydym yn awyddus i ddysgu'r gwersi gan ein prifysgolion a'n hysgolion cyn y gallwn gyflwyno hynny ymhellach.
English: Thank you, Helen Mary. All our schools have faced, as I said, unprecedented challenges this year, and many in mid and west Wales, though, are making good use of the new curriculum guide and thinking about their future curriculum developments. I understand schools' access to support and professional learning is increasing in the region as we move towards 2022.
Welsh: Diolch, Helen Mary. Eleni, fel y dywedais, mae pob un o'n hysgolion wedi wynebu heriau na welwyd eu tebyg o'r blaen, ond mae llawer yng nghanolbarth a gorllewin Cymru'n gwneud defnydd da o'r canllaw cwricwlwm newydd ac yn meddwl am eu datblygiadau cwricwlwm yn y dyfodol. Rwy'n deall bod mynediad ysgolion at gymorth a dysgu proffesiynol yn cynyddu yn y rhanbarth wrth i ni symud tuag at 2022.
English: I'm grateful to you, Minister, for your answer. I've been contacted by a young teacher from Llanelli, in my region, who's actually really enthusiastic about the new curriculum. The phrase she used is, 'I can't wait.' But she is very concerned about not being properly prepared, and, at the same time, concerned about being - 'distracted' is the wrong word, but having to work so much harder with pupils, especially when you're having to deal with blended learning, young people who are having to catch up. She's really worried that, if we proceed on the timetable as it stands, she won't be ready to deliver the new curriculum in the way that she wants to at the same time as preparing and providing support for her young people, many of whom - . There are emotional issues; she's a form teacher, so she's very involved in that support. She's asked me to raise this with you directly, Minister, not because she wants in any way to undermine the new curriculum process, but because she really, really wants to get it right, and she's not sure, as a relatively young professional, that she can do both at once. What would you like me to tell her?
Welsh: Rwy'n ddiolchgar i chi am eich ateb, Weinidog. Mae athrawes ifanc o Lanelli wedi cysylltu â mi, yn fy rhanbarth, yn frwdfrydig iawn am y cwricwlwm newydd mewn gwirionedd. Yr hyn a ddywedodd oedd 'Ni allaf aros.' Ond mae'n bryderus iawn na fydd hi wedi paratoi'n briodol, ac ar yr un pryd, yn poeni y bydd pethau eraill yn mynnu ei sylw, drwy orfod gweithio gymaint yn galetach gyda disgyblion, yn enwedig pan fyddwch yn gorfod ymdopi â dysgu cyfunol a phobl ifanc sydd angen dal i fyny. Os byddwn yn dilyn yr amserlen fel y mae, mae'n poeni'n fawr na fydd yn barod i gyflwyno'r cwricwlwm newydd yn y ffordd y mae eisiau ei wneud ar yr un pryd â pharatoi a darparu cymorth i'w phobl ifanc, gyda llawer ohonynt - . Mae yna broblemau emosiynol; mae'n athrawes ddosbarth, felly mae'n ymwneud yn helaeth â'r gefnogaeth honno. Mae wedi gofyn i mi godi hyn gyda chi'n uniongyrchol, Weinidog, nid oherwydd ei bod eisiau tanseilio proses y cwricwlwm newydd mewn unrhyw ffordd, ond oherwydd ei bod mor awyddus i wneud pethau'n iawn, ac nid yw'n siŵr, fel gweithiwr proffesiynol cymharol ifanc, y bydd yn gallu gwneud y ddau beth ar unwaith. Beth hoffech chi i mi ei ddweud wrthi?