techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: That's encouraging, because older learners and parents are starting to get very agitated now as they see us heading towards the traditional exam period - I know the process is different now - and they're seeing their children getting quite worked up about this. So, the sooner they're open the better on that. You didn't say anything about differences across Wales, but that's possibly because you're not in a position to do that. I was going to ask you about the curriculum implementation plan, but unless Siân's going to ask you about it today, I'll save that for our final exchange next month, and ask you a quick question about school funding, if I may. Members have expressed concern about the historically high levels of reserves, especially at primary level in our schools. So, a decrease of 22 per cent in that sector as of March last year, before COVID, is worth noting, but at the same time the overall decrease was actually 32.6 per cent, showing that secondary schools were still struggling and, in fact, some primary schools were starting to struggle. And, now, we're in a position heading into COVID, last year, with 35 per cent of our schools in negative reserves. So, that's not even nil, it's below nil. So, how will your education COVID recovery plan be affected by the fact that so many schools are the equivalent of being insolvent? And, as nine of them are special schools, will you be looking to find additional additional learning needs funds for those particular schools?
Welsh: Mae hynny'n galonogol, oherwydd mae dysgwyr hŷn a rhieni'n dechrau poeni'n fawr yn awr wrth iddynt ein gweld yn agosáu at y cyfnod arholiadau traddodiadol - rwy'n gwybod bod y broses yn wahanol nawr - ac maent yn gweld eu plant yn pryderu fwyfwy ynglŷn â hyn. Felly, gorau po gyntaf y byddant yn agor o ran hynny. Ni wnaethoch ddweud dim am wahaniaethau ledled Cymru, ond efallai nad ydych mewn sefyllfa i wneud hynny. Roeddwn yn mynd i'ch holi am gynllun gweithredu'r cwricwlwm, ond oni bai fod Siân yn mynd i'ch holi amdano heddiw, fe wnaf ei gadw tan ein cyfarfod terfynol y mis nesaf, a gofyn cwestiwn cyflym i chi am gyllid ysgolion, os caf. Mae Aelodau wedi mynegi pryder am y lefelau uchel hanesyddol o gronfeydd wrth gefn, yn enwedig ar lefel ein hysgolion cynradd. Felly, roedd gostyngiad o 22 y cant yn y sector hwnnw fis Mawrth y llynedd, cyn COVID, yn werth ei nodi, ond ar yr un pryd roedd y gostyngiad cyffredinol yn 32.6 y cant, sy'n dangos bod ysgolion uwchradd yn dal i'w chael hi'n anodd ac mewn gwirionedd, roedd rhai ysgolion cynradd yn dechrau cael anawsterau. Ac roeddem mewn sefyllfa, nawr, wrth anelu i mewn i COVID y llynedd, gyda 35 y cant o'n hysgolion â chronfeydd wrth gefn negyddol. Felly, nid yw hynny'n ddim hyd yn oed, mae'n llai na dim. Felly, sut yr effeithir ar eich cynllun adfer COVID ar gyfer addysg gan y ffaith bod cynifer o ysgolion yn gyfystyr â methdalwyr? A chan fod naw ohonynt yn ysgolion arbennig, a fyddwch yn ceisio dod o hyd i gronfeydd anghenion dysgu ychwanegol eraill ar gyfer yr ysgolion penodol hynny?
English: Well, finance for recovery is in addition to usual school budgets and, in this financial year, we have invested £29 million in our recruit, recover and raise standards fund, and additional moneys for examination cohorts, as well as additional moneys for the production of support material for examination cohorts. I always take every opportunity to maximise funding to the ALN system, recognising the specific challenges associated with education for children with additional learning needs and, if I am able to, I will be very pleased to add additional sums to that particular budget line.
Welsh: Wel, mae cyllid ar gyfer adferiad yn ychwanegol at gyllidebau arferol ysgolion ac yn y flwyddyn ariannol hon, rydym wedi buddsoddi £29 miliwn yn ein cronfa recriwtio, adfer a chodi safonau, ac arian ychwanegol ar gyfer carfannau arholiadau, yn ogystal ag arian ychwanegol ar gyfer cynhyrchu deunydd cymorth ar gyfer carfannau arholiadau. Byddaf bob amser yn manteisio ar bob cyfle i sicrhau'r cyllid mwyaf posibl i'r system ADY, gan gydnabod yr heriau penodol sy'n gysylltiedig ag addysg i blant ag anghenion dysgu ychwanegol ac os gallaf wneud hynny, byddaf yn falch iawn o ychwanegu symiau ychwanegol at y llinell gyllideb benodol honno.
English: Thank you very much, Deputy Presiding Officer. In three weeks' time, the full Senedd will be discussing the Curriculum and Assessment (Wales) Bill. If passed the legislation will set the educational direction for our nation for many years to come. Learning about relationships and sexuality is included on the face of the Bill as a mandatory element to be included in the curriculum of all schools. Learning about mental health and well-being has now been added to the face of the Bill at Stage 2. Can you explain why those two elements need to be on the face of the Bill?
Welsh: Diolch yn fawr, Dirprwy Lywydd. Ymhen tair wythnos, fe fydd y Senedd lawn yn trafod y Bil Cwricwlwm ac Asesu (Cymru). O'i basio, fe fydd y ddeddfwriaeth yma yn gosod cyfeiriad addysgol ein cenedl am flynyddoedd lawer. Mae dysgu am gydberthynas a rhywioldeb yn cael ei gynnwys ar wyneb y Bil fel elfen orfodol i'w chynnwys yng nghwricwlwm pob ysgol. Mae dysgu am lesiant meddyliol bellach wedi'i ychwanegu i wyneb y Bil yn ystod Cyfnod 2. Fedrwch chi egluro pam fod angen i'r ddwy elfen yma fod ar wyneb y Bil?
English: The decision to put relationship and sexuality education on the face of the Bill is as a result of the recommendation by the independent review that I set up as the Minister. The inclusion of making sure that, in setting the curriculum, schools have regard for mental health and well-being is perfectly in line with the policy direction of this Government to ensure a whole-school approach. So, what we are changing and what we are amending is ensuring that, in actually designing a curriculum, mental health and well-being of students is a key consideration. With regard to the content of curriculum, mental health and well-being, of course, will play a very important part of the area of learning and experience, which is a statutory part of the curriculum.
Welsh: Mae'r penderfyniad i roi addysg cydberthynas a rhywioldeb ar wyneb y Bil yn deillio o argymhelliad yr adolygiad annibynnol a sefydlais fel y Gweinidog. Mae cynnwys sicrhau bod ysgolion, wrth osod y cwricwlwm, yn ystyried iechyd meddwl a llesiant yn cyd-fynd yn llwyr â chyfeiriad polisi'r Llywodraeth hon er mwyn sicrhau dull ysgol gyfan. Felly, yr hyn rydym yn ei newid a'r hyn rydym yn ei ddiwygio yw sicrhau, wrth fynd ati i gynllunio cwricwlwm, fod iechyd meddwl a llesiant myfyrwyr yn ystyriaeth allweddol. O ran cynnwys y cwricwlwm, bydd iechyd meddwl a llesiant, wrth gwrs, yn chwarae rhan bwysig iawn o'r maes dysgu a phrofiad, sy'n rhan statudol o'r cwricwlwm.
English: I agree entirely with you that including these two elements could contribute significantly towards transforming our society in a positive way: helping to eradicate the abuse of women and creating an equal society; helping to deal with prejudice against the LGBT community; and in terms of preventing mental health problems. Education is the key in creating the transformation that we need. But the Bill is deficient and flawed, because it isn't rational.
Welsh: Dwi'n cytuno'n llwyr efo chi y gallai cynnwys y ddwy elfen yma gyfrannu yn sylweddol tuag at weddnewid ein cymdeithas ni mewn ffordd gadarnhaol: helpu cael gwared ar gamdrin menywod a chreu cymdeithas gydradd; helpu dileu rhagfarn yn erbyn y gymuned LGBT; ac o ran atal problemau iechyd meddwl. Addysg ydy'r allwedd i greu'r trawsnewid sydd ei angen. Ond mae'r Bil yn wallus ac yn ddiffygiol, oherwydd dydy o ddim yn rhesymegol.
English: Your Bill is defective, because it's illogical.
Welsh: Mae eich Bil yn ddiffygiol, oherwydd ei fod yn afresymegol.
English: Including the two elements that we're discussing in order to ensure that they are taught consistently across our schools, because they can be complex and difficult issues to teach, and because we believe that learning about them could create a better society in Wales - . Now, you've included them for those reasons, but, again, it's exactly the same argument and exactly the same valid argument on the inclusion of a third element on the face of the Bill, namely placing Welsh history in all its diversity, including black and people of colour history, on the face of the Bill. Can you explain the logic for including two important elements, but rejecting that third element on the face of the Bill?
Welsh: Mae cynnwys y ddwy elfen rydyn ni'n eu trafod er mwyn sicrhau eu bod nhw'n cael eu dysgu'n gyson ar draws ein hysgolion ni, am eu bod nhw'n gallu bod yn faterion cymhleth ac anodd eu dysgu, ac am ein bod ni'n credu y gallai dysgu amdanyn nhw greu cymdeithas well yng Nghymru - . Rydych chi'n eu cynnwys nhw am y rhesymau yna, ond, eto, yr un ddadl yn union sydd yna a'r un ddadl gwbl ddilys ynglŷn â chynnwys trydedd elfen ar wyneb y Bil, sef rhoi hanes Cymru yn ei holl amrywiaeth, gan gynnwys hanes pobl ddu a phobl o liw, ar wyneb y Bil. Fedrwch chi egluro'r rhesymeg dros gynnwys dwy elfen bwysig ond ymwrthod â rhoi'r drydedd un ar wyneb y Bil?
English: It will be compulsory under the terms of the new Curriculum for Wales for both Welsh history and black and minority history to be taught in our schools. That is because they are outlined in our 'what matters' statement, which is a statutory part of the curriculum.
Welsh: O dan amodau'r Cwricwlwm newydd i Gymru, fe fydd addysgu hanes Cymru a hanes pobl dduon a lleiafrifoedd yn orfodol yn ein hysgolion. Y rheswm am hynny yw eu bod wedi'u hamlinellu yn ein datganiad o'r hyn sy'n bwysig, sy'n rhan statudol o'r cwricwlwm.
English: But your arguments are flawed, because that isn't logical. What you've just explained now demonstrates that you don't intend to promote Welsh history, in all its diversity, to the face of the Bill in the way that you have chosen to - and I agree with that choice - include two other specific elements on the face of the Bill. Welsh history in all its diversity must be on the face of the Bill if we are serious about our aim to create a curriculum that will enable pupils and children to develop into principled and informed citizens of Wales and the world, which is one of the founding principles of the Bill. It must be included on the face of the Bill, if we are to tackle deep-seated problems of racism and racial inequality, which are systemic within our society, unfortunately. Don't you agree that the world has transformed since this Bill was originally drafted and that including a third mandatory element that could create far-reaching change would mean that legislation could be passed that would be far more powerful, transformational and logical?
Welsh: Ond mae eich dadleuon chi'n ddiffygiol, oherwydd dydy hynna ddim yn rhesymegol. Mae beth rydych chi newydd ei egluro rŵan yn dangos nad ydych chi'n bwriadu dyrchafu hanes Cymru, yn ei holl amrywiaeth, i wyneb y Bil yn y ffordd rydych chi wedi dewis - a dwi'n cytuno efo hynny - dyrchafu dwy elfen benodol arall i fod ar wyneb y Bil. Mae'n rhaid i hanes Cymru, yn ei holl amrywiaeth, fod ar wyneb y Bil, os ydym ni o ddifri yn ein nod o greu cwricwlwm fydd yn galluogi disgyblion a phlant i ddatblygu yn ddinasyddion egwyddorol a gwybodus o Gymru a'r byd, sef un o gysyniadau sylfaenol y Bil. Mae'n rhaid ei gynnwys o ar wyneb y Bil os ydym ni'n mynd i fynd i'r afael â phroblemau dwfn hiliaeth ac anghydraddoldeb hiliol sydd yn ddwfn ac yn systemig o fewn ein cymdeithas ni, yn anffodus. Onid ydych chi'n cytuno bod y byd wedi newid yn llwyr ers i'r Bil yma gael ei lunio ac y byddai cynnwys trydedd elfen fandadol a allai greu newid pellgyrhaeddol yn golygu pasio darn o ddeddfwriaeth llawer mwy grymus, gweddnewidiol a rhesymegol?
English: Siân Gwenllian is right; these subjects must be taught in Welsh schools, and they will be taught in Welsh schools - [ Interruption. ] No, if you let me finish, Siân Gwenllian - they will be taught in Welsh schools because they are included in the 'what matters' statements, which are a mandatory part of the curriculum. I'm sure Siân Gwenllian knows the meaning of the word 'mandatory'. They will be required in law to be taught. Can I just caution the Member? Because I know she has taken the time and the trouble to meet with Charlotte Williams, who is taking a particular interest in advising the Government on the subject of black history. Charlotte Williams does not believe that what Siân Gwenllian is hoping to achieve can be done by simply talking about black history within the humanities area of learning and experience. She does not believe that that is the correct approach. If we are to see the transformation that Siân Gwenllian talks about, we need these issues taught as cross-curricular themes right the way across the curriculum and that's what will be achieved by our 'what matters' statement, which, as I repeat again, is compulsory and therefore will have to be taught.
Welsh: Mae Siân Gwenllian yn iawn; rhaid addysgu'r pynciau hyn yn ysgolion Cymru, ac fe gânt eu haddysgu yn ysgolion Cymru - [ Torri ar draws. ] Na, os gadewch i mi orffen, Siân Gwenllian - fe gânt eu haddysgu yn ysgolion Cymru am eu bod wedi'u cynnwys yn y datganiadau o'r hyn sy'n bwysig, sy'n rhan orfodol o'r cwricwlwm. Rwy'n siŵr fod Siân Gwenllian yn gwybod ystyr y gair 'gorfodol'. Bydd yn ofynnol yn y gyfraith iddynt gael eu haddysgu. A gaf fi rybuddio'r Aelod? Oherwydd rwy'n gwybod ei bod wedi rhoi amser ac ymdrech i gyfarfod â Charlotte Williams, sydd â diddordeb arbennig mewn cynghori'r Llywodraeth ar bwnc hanes pobl dduon. Nid yw Charlotte Williams yn credu y gellir gwneud yr hyn y mae Siân Gwenllian yn gobeithio ei gyflawni drwy sôn am hanes pobl dduon ym maes dysgu a phrofiad y dyniaethau yn unig. Nid yw'n credu mai dyna'r dull cywir. Os ydym am weld y gweddnewidiad y mae Siân Gwenllian yn sôn amdano, mae arnom angen i'r materion hyn gael eu haddysgu fel themâu trawsgwricwlaidd yr holl ffordd drwy'r cwricwlwm a dyna fydd yn cael ei gyflawni gan ein datganiad o'r hyn sy'n bwysig, sydd, fel rwy'n ailadrodd eto, yn orfodol ac felly bydd yn rhaid ei addysgu.
English: The range of measures to support learning include extensive professional learning, significant investment in devices and the £29 million accelerating learning programme. Schools in Rhondda Cynon Taf have received over £2.3 million from that £29 million investment and an allocation of over £358,000 from the £7 million fund to support coaching and mentoring for examination years.
Welsh: Mae'r ystod o fesurau i gefnogi dysgu yn cynnwys dysgu proffesiynol helaeth, buddsoddiad sylweddol mewn dyfeisiau a'r rhaglen ddysgu carlam gwerth £29 miliwn. Mae ysgolion yn Rhondda Cynon Taf wedi cael dros £2.3 miliwn o'r buddsoddiad hwnnw o £29 miliwn a dyraniad o dros £358,000 o'r gronfa £7 miliwn i gefnogi hyfforddi a mentora ar gyfer blynyddoedd arholiadau.
English: Thank you very much, Minister, for that comprehensive answer. Evidence has consistently shown that those pupils eligible for free school meals are at more risk of falling behind their peers while learning from home, for a variety of complex and interrelated reasons. I recently had the privilege of attending the Senedd's Children, Young People and Education Committee, where you spoke about the emerging plans to use the school holiday enrichment programme as a vehicle to help those pupils who are eligible for free school meals to catch up through the summer holiday on the learning they may have missed during the pandemic. This is a strategy that could prove to reap rich rewards for young people in my constituency and across Wales. So, Minister, are you able to share any further details on this ambitious scheme with us today?
Welsh: Diolch yn fawr iawn am yr ateb cynhwysfawr hwnnw, Weinidog. Mae tystiolaeth wedi dangos yn gyson fod y disgyblion sy'n gymwys i gael prydau ysgol am ddim mewn mwy o berygl o syrthio ar ôl eu cyfoedion wrth ddysgu gartref, am amryw o resymau cymhleth a rhyngberthynol. Cefais y fraint yn ddiweddar o fynychu Pwyllgor Plant, Pobl Ifanc ac Addysg y Senedd, lle sonioch chi am y cynlluniau sy'n dod i'r amlwg i ddefnyddio'r rhaglen cyfoethogi gwyliau ysgol fel cyfrwng i helpu'r disgyblion sy'n gymwys i gael prydau ysgol am ddim i ddal i fyny drwy wyliau'r haf gyda'r dysgu y gallent fod wedi'i golli yn ystod y pandemig. Mae hon yn strategaeth a allai fod yn fanteisiol iawn i bobl ifanc yn fy etholaeth i a ledled Cymru. Felly, Weinidog, a allwch rannu unrhyw fanylion pellach am y cynllun uchelgeisiol hwn gyda ni heddiw?
English: The Welsh Government's budget for 2021-22 includes £4.85 million for the school holiday enrichment programme. This represents a £2.15 million increase on the amount that was available in the previous year. We believe that this will allow us to fund places for up to 14,000 children in Wales. We continue to work with the Welsh Local Government Association, who manage the programme with us, to maximise that budget. We are discussing the potential need to adapt the nature of the programme in light of COVID to be a broader part of our recovery programme. I know, in the past, that the SHEP programme has made a massive difference to children, and it provides us with a really, really helpful model and vehicle to begin to address the very real impact that, as you have quite rightly identified, has hit more disadvantaged children particularly hard.
Welsh: Mae cyllideb Llywodraeth Cymru ar gyfer 2021-22 yn cynnwys £4.85 miliwn ar gyfer y rhaglen cyfoethogi gwyliau ysgol. Dyma gynnydd o £2.15 miliwn ar y swm a oedd ar gael yn y flwyddyn flaenorol. Credwn y bydd hyn yn ein galluogi i ariannu lleoedd ar gyfer hyd at 14,000 o blant yng Nghymru. Rydym yn dal i weithio gyda Chymdeithas Llywodraeth Leol Cymru, sy'n rheoli'r rhaglen gyda ni, er mwyn gallu manteisio i'r eithaf ar y gyllideb honno. Rydym yn trafod yr angen posibl i addasu natur y rhaglen yng ngoleuni COVID i fod yn rhan ehangach o'n rhaglen adfer. Yn y gorffennol, gwn fod y rhaglen cyfoethogi gwyliau ysgol wedi gwneud gwahaniaeth enfawr i blant, ac mae'n rhoi model a chyfrwng gwirioneddol ddefnyddiol inni ddechrau mynd i'r afael â'r effaith wirioneddol sydd, fel rydych wedi nodi'n gwbl briodol, wedi taro plant mwy difreintiedig yn arbennig o galed.
English: I am very pleased with the significant progress of the coleg Cymraeg since the publication of the ambitious and robust action plan. Over 100 additional learners have been supported, and much-needed health and social care resources have been created. The next Prentis-Iaith language modules are also in development after the first level surpassed all of our expectations.
Welsh: Rwy'n falch iawn o gynnydd sylweddol y coleg Cymraeg ers cyhoeddi'r cynllun gweithredu uchelgeisiol a chadarn. Cefnogwyd dros 100 o ddysgwyr ychwanegol, ac mae adnoddau iechyd a gofal cymdeithasol mawr eu hangen wedi'u creu. Mae'r modiwlau iaith Prentis-Iaith nesaf hefyd yn cael eu datblygu ar ôl i'r lefel gyntaf ragori ar ein holl ddisgwyliadau.
English: The Minister launched the action plan over two years ago, and although some progress has been made, we are still in a position where only 11 per cent of further education staff and 7 per cent of apprenticeship staff are able to teach through the medium of Welsh. Can the Minister explain what the Welsh Government is doing to ensure that colleges have the resources that they need to employ more staff who do have Welsh language skills to provide bilingual provision, particularly in areas such as childcare and health and social care, where we need a bilingual workforce?
Welsh: Lansiodd y Gweinidog y cynllun gweithredu dros ddwy flynedd yn ôl, ac er bod rhywfaint o gynnydd da wedi ei gyflawni, rydyn ni dal mewn sefyllfa lle mai dim ond 11 y cant o staff addysg bellach a 7 y cant o staff prentisiaethau sy'n gallu addysgu drwy gyfrwng y Gymraeg. A all y Gweinidog egluro'r hyn mae Llywodraeth Cymru yn ei wneud i sicrhau bod gan golegau yr adnoddau sydd eu hangen arnynt i gyflogi mwy o staff sydd â sgiliau iaith Gymraeg i gynnig darpariaeth ddwyieithog, yn enwedig mewn meysydd fel gofal plant ac iechyd a gofal cymdeithasol, lle mae angen gweithlu dwyieithog?
English: I've provided the coleg with over £0.5 million this year for a range of projects, and strategic projects have been extended to all colleges in the priority areas of health and social care and childcare and public services. Because you're absolutely right; we need to make sure that we have the workforce with the linguistic skills to meet the needs of all communities and citizens in Wales. This has enabled the colleges to employ additional teaching staff and put structures in place to support the learners, and embed bilingual provision within the colleges. What's particularly pleasing, Mike, is that colleges themselves have provided match funding to these projects, which demonstrates their commitment to extending bilingual models and courses for learners. This is a joint endeavour, both from the coleg themselves and also the individual institutions. Over 305 staff in 10 colleges followed the Work Welsh/Cymraeg Gwaith course provided by the National Centre for Learning Welsh last year, and the sector's response has been extremely positive again this year by ensuring that more and more of their staff can access such professional learning opportunities. I'd like to pay tribute to the work that the coleg is doing. The post-16 action plan is a long-term plan, and I have full confidence in the coleg in achieving its very stretching and robust goals.
Welsh: Rwyf wedi darparu dros £0.5 miliwn i'r coleg eleni ar gyfer amrywiaeth o brosiectau, ac mae prosiectau strategol wedi'u hymestyn i bob coleg ym meysydd blaenoriaeth iechyd a gofal cymdeithasol a gofal plant a gwasanaethau cyhoeddus. Oherwydd rydych chi'n llygad eich lle; mae angen inni sicrhau bod gennym weithlu sydd â sgiliau ieithyddol i ddiwallu anghenion pob cymuned a dinesydd yng Nghymru. Mae hyn wedi galluogi'r colegau i gyflogi staff addysgu ychwanegol a rhoi strwythurau ar waith i gefnogi'r dysgwyr, ac ymgorffori darpariaeth ddwyieithog yn y colegau. Yr hyn sy'n arbennig o braf, Mike, yw bod colegau eu hunain wedi darparu arian cyfatebol i'r prosiectau hyn, sy'n dangos eu hymrwymiad i ymestyn modelau a chyrsiau dwyieithog i ddysgwyr. Mae hon yn ymdrech ar y cyd, gan y coleg ei hun a hefyd y sefydliadau unigol. Dilynodd dros 305 o staff mewn 10 coleg y cwrs Cymraeg Gwaith a ddarparwyd gan y Ganolfan Dysgu Cymraeg Genedlaethol y llynedd, ac mae ymateb y sector wedi bod yn eithriadol o gadarnhaol eto eleni drwy sicrhau bod mwy a mwy o'u staff yn gallu manteisio ar gyfleoedd dysgu proffesiynol o'r fath. Hoffwn dalu teyrnged i'r gwaith y mae'r coleg yn ei wneud. Mae'r cynllun gweithredu ôl-16 yn gynllun hirdymor, ac mae gennyf hyder llwyr y bydd y coleg yn cyflawni ei nodau hynod ymestynnol a chadarn.
English: My question has been addressed in an earlier question. Thank you.
Welsh: Mae fy nghwestiwn wedi cael sylw mewn cwestiwn cynharach. Diolch.