techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you very much. To what extent does the Bill support the advancement of the Welsh language in your view and does it sufficiently meet your priorities and objectives?
Welsh: Diolch yn fawr. I ba raddau mae'r Bil yn cefnogi datblygiad y Gymraeg yn eich tyb chi ac a ydy o'n ddigonol ar gyfer cyflawni eich blaenoriaethau a'ch amcanion chi?
English: A simple answer is 'no, it doesn't', and I think there are two major problems here. What has come to the fore is that the education system in terms of the legislation hasn't moved forward since devolution. So, there is no basis, in my opinion, in terms of immersive education and this has created this problem in terms of disapplication. And I think we've also moved away from the White Paper, for example, where there was a promise in terms of linguistic categorisation for schools, and that's vital, in my opinion, in terms of moving schools along the language continuum. Importantly, in terms of our priorities, I think that every child in Wales has the right to be fluent in Welsh by the time that they're 16, and I don't see that these proposals, as they currently stand, give them that right. And that right is important in terms of what I'm eager to see, namely that every individual has the wider choice by the time they come of age, as an adult.
Welsh: Yr ateb syml ydy 'nac ydy', a dwi'n meddwl bod yna ddwy broblem fawr iawn yma. Beth sydd wedi amlygu ei hun, dwi'n meddwl, erbyn hyn ydy bod y gyfundrefn addysg o ran y ddeddfwriaeth ddim wedi symud ymlaen ers datganoli. Felly, does yna ddim sail, er enghraifft, yn fy marn i, o ran addysg drochi ac mae hynny wedi creu'r broblem yma o ran datgymhwyso. A hefyd dwi'n meddwl ein bod ni wedi symud oddi wrth y Papur Gwyn, er enghraifft, lle mi oedd yna addewid o ran categoreiddio ieithyddol o ran ysgolion, ac mae hynny'n hanfodol, yn fy marn i, o ran symud ysgolion yna ar hyd y continwwm ieithyddol. Yn bwysig iawn hefyd o ran ein blaenoriaethau ni, dwi'n meddwl bod gan bob plentyn yng Nghymru yr hawl i fod yn rhugl yn y Gymraeg erbyn iddyn nhw fod yn 16 oed, a dwi ddim yn gweld bod y cynigion yma ar hyn o bryd yn rhoi'r hawl yna iddyn nhw. Ac mae'r hawl yna'n bwysig o ran yr hyn rwy'n awyddus i'w weld, sef bod pob unigolyn yng Nghymru efo'r dewis ehangach erbyn iddyn nhw gyrraedd oedran oedolyn.
English: Do you believe, therefore, that there needs to be additional elements added to the Bill, or do you believe that it needs to be reworded or strengthened? What is needed in terms of the Bill to achieve what you and I want to see happening?
Welsh: Ydych chi'n credu, felly, fod angen ychwanegu darnau penodol i'r Bil, ynteu ydych chi'n meddwl bod angen aileirio a chryfhau rhannau o'r Bil? Beth sydd ei angen efo'r Bil er mwyn cyflawni'r hyn rydych chi a minnau yn dymuno'i weld yn digwydd?
English: So, you say that we need to look again, in a way, at the Bill in terms of what it isn't going to achieve and the fact that it isn't going to achieve the aspirations of what the Government wants to achieve with Cymraeg 2050? Are you suggesting that one way of doing that is to publish a statutory code on the teaching of Welsh and that that lies underneath the Bill? What I'm trying to get at here is - leave immersion aside, we'll get to that in a moment - in general terms, is there something that needs to be changed on the face of the Bill, or are we talking about publishing a statutory code that lies underneath the Bill?
Welsh: Felly, rydych chi'n dweud bod angen edrych eto, mewn ffordd, ar y Bil o safbwynt yr hyn dydy o ddim yn mynd i'w gyflawni a ddim yn mynd i gyrraedd yr hyn mae'r Llywodraeth yn ceisio ei wneud efo'i strategaeth Cymraeg 2050? Ac rydych chi'n awgrymu mai un ffordd o wneud hynny ydy cyhoeddi cod statudol ar addysgu Cymraeg a bod hwnnw'n gorwedd o dan y Bil? Beth dwi'n trio cael ato fo ydy - gadewch yr ochr trochi, gwnawn ni ddod at yr ochr trochi - yn gyffredinol, oes angen newid unrhyw beth ar wyneb y Bil, yntau a ydyn ni'n sôn am gyhoeddi cod statudol sy'n gorwedd o dan y Bil?
English: I think that the Bill itself is positive in terms of where we want to reach. The headlines are to be applauded: the fact that we're getting rid of Welsh as a second language; we're getting rid of that division that currently exists; that we're also talking about creating one linguistic continuum. But the question that I would raise, after talking about this for two years, is that I still don't understand how we expect schools, in practical terms, to change to the extent that we're expecting them to change, without some kind of leadership and guidance from the centre. I think that the best way of doing that is in a code, but I'm not beholden to a code. If there are reasons to have guidance, well those guidelines do need to be clear. There's a danger at the moment that we all support the headlines, but there is no detail, and there is a danger here that we look at the situation - . I remember a story, when I was a child, 'The Emperor's New Clothes' - well, there is a danger that that's the situation we're currently facing at the moment, and we have to be honest about what is required.
Welsh: Dwi'n meddwl bod y Bil ei hun yn gadarnhaol o ran lle rydyn ni eisiau cyrraedd. Mae'r penawdau yn rhywbeth sydd i'w canmol: y ffaith ein bod ni'n cael gwared ar Gymraeg ail iaith; ein bod ni'n newid y rhaniad yma sydd yna ar hyn o bryd; ein bod ni hefyd yn sôn am greu un continwwm ieithyddol. Y cwestiwn dwi'n codi ydy - ar ôl trafod hyn am ddwy flynedd, dwi'n dal ddim yn deall sut rydyn ni'n disgwyl i ysgolion, yn ymarferol, newid i'r graddau rydyn ni'n disgwyl iddyn nhw newid, heb rywfaint o arweiniad o'r canol. Dwi'n meddwl mai'r ffordd orau o wneud hynny ydy mewn cod, ond dwi ddim yn gaeth i god. Os oes yna resymau cyfreithiol dros ganllawiau, mae'n rhaid i'r canllawiau fod yn glir. Mae yna beryg ar hyn o bryd ein bod ni gyd yn cefnogi'r penawdau, ond does yna ddim manylder, ac mae yna beryg yma ein bod ni'n edrych ar sefyllfa yn - . Dwi'n cofio stori, pan oeddwn i'n blentyn, 'The Emperor's New Clothes' - wel, mae yna beryg mai dyna'r sefyllfa rydyn ni ynddi ar hyn o bryd, ac mae'n rhaid inni fod yn onest ynglŷn â beth sydd ei angen.
English: What I'm trying to get at is -
Welsh: Beth dwi'n trio dod ato fo ydy -
English: Right, thank you very much. So, the statutory code or some other way of making sure that there is implementation with regard to the language continuum -
Welsh: Iawn, diolch yn fawr. Felly, y cod statudol neu ryw ffordd arall o wneud yn siŵr bod yna weithredu yn digwydd ynglŷn â'r continwwm iaith yn benodol -
English: Yes, that every school understands the expectations and that there is a way for us to measure how we move ahead, because, as I said, that isn't going to change overnight.
Welsh: Ie, bod pob ysgol yn deall y disgwyliadau a hefyd bod yna ffordd inni fesur sut rydyn ni'n symud, achos, fel dwi'n dweud, dydy hyn ddim yn mynd i newid dros nos.
English: Turning to the issue of immersion, I think that you do feel that there needs to be a change in the wording on the face of the Bill with regard to that issue. Will you explain what options you would suggest would be the best way of ensuring that that immersion happens, and that schools don't opt out of it?
Welsh: Jest i droi at fater y trochi, dwi'n credu eich bod chi'n teimlo bod eisiau newid y geiriad ar wyneb y Bil ynglŷn â hynny. A wnewch chi egluro pa opsiwn rydych chi'n awgrymu fyddai'r ffordd orau o wneud yn siŵr bod y trochi yn digwydd, a bod ysgolion ddim yn gorfod optio allan ohono fo?
English: Well, we are of the same opinion as a number of the organisations that responded to the Bill consultation, and that's by making the Welsh language mandatory on the face of the Bill and that we take the English language out. Another way of doing that is that if there were to be a commitment to language categorisation; what would be possible then would be to take the English mandatory element out of the requirements in terms of Welsh-medium and bilingual schools. That's an option. But, of course, language categories at the moment are not statutory, so the proposals that were in the White Paper would have created a situation where it would be possible to do what I suggest. But by now, in terms of the Bill itself, there are no regulations for that, and I don't understand personally why they don't use section 70 within the Bill to introduce regulations that would categorise schools according to language. That would provide clarity in terms of the schools themselves, about what would be possible, but more importantly still, it would be clear to all parents in terms of the nature of the curriculum and the provision provided within every school.
Welsh: Wel, rydyn ni o'r un farn â nifer fawr o'r sefydliadau wnaeth ymateb i'r Bil, a hynny drwy jest gwneud y Gymraeg yn fandadol ar wyneb y Bil a'n bod ni yn tynnu'r Saesneg allan. Ffordd arall o'i wneud o ydy pe byddai yna ymrwymiad wedi bod i gategoreiddio ieithyddol; beth fyddai'n bosib ei wneud ydy tynnu'r Saesneg o ran y Saesneg yn fandadol allan o'r gofynion a ran ysgolion cyfrwng Cymraeg a dwyieithog. Mae hynny yn - . Ond, wrth gwrs, mae categorïau ieithyddol ar hyn o bryd yn anstatudol, felly mi fyddai y cynigion a oedd yn y Papur Gwyn wedi creu sefyllfa lle byddai o'n bosibl gwneud hynny. Ond erbyn hyn, o ran y Bil ei hun, does yna ddim rheoliadau, a dwi ddim yn deall yn bersonol pan nad ydyn nhw'n defnyddio adran 70 o fewn y Bil i gyflwyno rheoliadau a fyddai'n categoreiddio ysgolion yn ôl iaith. Mi fyddai hynny yn creu eglurder o ran yr ysgolion eu hunain o ran beth fyddai'n bosibl, ond yn bwysicach fyth, byddai o'n glir i bob rhiant o ran natur y cwricwlwm a'r ddarpariaeth sy'n cael ei chyflwyno o fewn pob ysgol.
English: So, there are several ways of ensuring that immersion can continue in an unfettered way, and you've suggested a number of ways of doing that. So, which one do you think is the best way of achieving that?
Welsh: Felly, mae yna sawl ffordd o sicrhau bod trochi'n gallu parhau yn ddirwystr, ac rydych chi'n awgrymu nifer o ffyrdd. Felly, pa un ydych chi'n meddwl ydy'r ffordd orau o gael Wil i'w wely?
English: Well, I think that language categorisation is clearest in my opinion, but I have listened to the Estyn evidence, for example, and I do believe that the Minister has acknowledged that she is eager to have those positive, constructive conversations. I am eager to be part of those conversations, to look at the detail. I think that Estyn has said that that was an initial proposal - that there needs to be more work to develop it. So, I'm very eager for us change the situation so that we do reinforce immersion education, but I'm very disappointed, after decades - . The problem is that Welsh-medium education has come forward because of the efforts of language campaigners and parents. It's grown outwith the legislative system, and we have to get to grips with that as well.
Welsh: Dwi dal yn meddwl mai'r un o ran categoreiddio ieithyddol ydy'r un cliriaf, yn fy marn i, ond dwi wedi gwrando ar dystiolaeth Estyn, er enghraifft, a dwi'n meddwl bod y Gweinidog wedi cydnabod ei bod hi'n awyddus i gynnal trafodaethau cadarnhaol. Dwi'n awyddus iawn i fod yn rhan o'r trafodaethau yna, i edrych ar y manylder. Dwi'n meddwl bod Estyn wedi dweud eu hunain mai cynnig cychwynnol oedd hynny - bod angen mwy o waith o ran datblygu a phethau felly. Felly, dwi'n awyddus iawn ein bod ni'n newid y sefyllfa fel ein bod ni yn atgyfnerthu addysg drochi, ond dwi'n siomedig iawn, ar ôl degawdau - . Y broblem ydy, yn y bôn, fod addysg Gymraeg wedi dod i rym o achos ymdrechion rhieni ac ymgyrchwyr iaith. Mae o wedi cynyddu ac wedi tyfu tu allan i'r gyfundrefn ddeddfwriaethol, ac mae'n rhaid inni, maes o law, fynd i'r afael â'r sefyllfa yna hefyd.
English: Right. Thank you very much.
Welsh: Iawn. Diolch yn fawr.
English: I think we need to understand exactly the scale of the challenge and that raises questions in terms of the costs of workforce development, workforce planning, the cost of training resources for staff, particularly within the English-medium sector, and professional development, and also the fact that there aren't sufficient resources available in the Welsh language and the funding spent currently on increasing that resource isn't given due attention or sufficient attention within the Bill. With regard to the timetable, I agree with everything that Sally and Sophie have said. There is uncertainty, isn't there? It's important that this uncertainty comes to an end somehow. There are children and teachers within the system at the moment who have been preparing for this implementation phase, but whilst COVID is ongoing and is continuing far longer than expected, we do need to keep an eye on what the capacity is within the profession to deal with all of this change, because at the moment I think that they're struggling to keep schools open, even, and to ensure that the children receive an education at the moment, without mentioning all of this change at the same time.
Welsh: Rydw i'n meddwl bod angen i ni fod yn deall yn union maint yr her ac mae hynny'n codi cwestiynau o ran costau datblygu'r gweithlu, cynllunio'r gweithlu, costau adnoddau hyfforddiant ar gyfer staff, yn arbennig o fewn y sector cyfrwng Saesneg, a datblygiad proffesiynol, a hefyd y ffaith bod yna ddim digon o adnoddau ar gael yn y Gymraeg ac mae'r arian sy'n cael ei wario ar hyn o bryd o ran cynyddu'r adnodd yna'n rhywbeth sydd ddim yn cael sylw penodol neu sylw digonol o fewn y Bil. O ran yr amserlen, rydw i'n cytuno efo pob peth mae Sally a Sophie wedi'i ddweud, i ddweud y gwir. Mae yna ansicrwydd yma, onid oes? Mae'n bwysig bod yr ansicrwydd yma'n dod i ben rhywsut. Mae yna blant ac athrawon sydd o fewn y system ar hyn o bryd sydd wedi bod yn paratoi ar gyfer cyflwyno, ond rydw i'n meddwl, tra bod COVID yn mynd ymlaen yn llawer iawn hirach na'r disgwyl, mae'n rhaid i ni gadw rhyw fath o sylw ynglŷn â beth yn union ydy'r capasiti o fewn y proffesiwn i ddelio â'r holl newid yma, o achos ar hyn o bryd, rydw i'n meddwl eu bod nhw'n stryglo i gadw ysgolion ar agor a sicrhau bod y plant yn derbyn addysg ar hyn o bryd, heb sôn am yr holl newid yma ar yr un adeg.
English: Good morning, everyone, and thank you very much for the opportunity to give evidence on behalf of Stonewall Cymru today. To begin with, I just want to echo what's already been said by Sarah, Professor E.J. and Gwendolyn from the sector. We are a sector that has been campaigning on this issue for several years, and there is unity in terms of our opinion on how things should move forward. I would just like to add to the points that have already been made about the importance of this curriculum, and relationships and sexuality education specifically, being particularly inclusive and that it should be reflective of the community and of the Wales in which we live at the moment, in the twenty-first century. What I mean by that is that all education in terms of relationships and sexuality should be inclusive of LGBT identities therefore, in terms of sexualities that may be different to heterosexual sexuality. The reason I say that at the beginning of this evidence session is that section 28, as we know, continues to have an impact and to cast its shadow, a very detrimental shadow of course, on LGBT young people in our schools to this day.
Welsh: Bore da, pwyllgor, a diolch yn fawr iawn i chi am y cyfle i roi tystiolaeth ar ran Stonewall Cymru y bore yma. I gychwyn, dwi eisiau jest atgyfnerthu beth sydd wedi cael ei ddweud yn barod gan Sarah, yr Athro E.J. a Gwendolyn o'r sector, felly. Rydym ni'n sector sydd wedi bod yn ymgyrchu dros y mater yma ers sawl blwyddyn bellach, ac mae yna undod yn ein barn ar sut ddylai pethau symud yn eu blaenau. Hoffwn i jest ychwanegu at y pwyntiau sydd yn barod wedi eu gwneud am bwysigrwydd bod y cwricwlwm yma, ac addysg berthynas a rhywioldeb yn benodol, yn hynod o gynhwysol a bod angen iddo fod yn adlewyrchol o'r gymuned ac o'r Gymru rydym ni'n byw ynddi hi ar hyn o bryd, yn yr unfed ganrif ar hugain. Beth dwi'n golygu efo hynny ydy mi fydd yn rhaid i bob addysg o ran y cydberthynas a rhywioldeb yma fod yn gynhwysol o hunaniaethau LHDT felly, o ran rhywioldebau sydd yn wahanol i rywioldeb hetero. Y rheswm pam dwi'n dweud hynny ar gychwyn y sesiwn dystiolaeth yma ydy bod ôl adran 28 - section 28 - fel rydyn ni'n gwybod, yn parhau i fod yn cael cysgod ac yn cael effaith hynod o andwyol ar bobl ifanc LGBT yn ein hysgolion ni hyd heddiw.
English: Thank you, Chair. The point that Sarah was making now, in terms of Sarah's closing point, on the need for it to be inclusive of identities and sexualities, is very important. And I think that needs to be reflected across all of the documentation in the new curriculum, be that in terms of the code, down to the guidance, as well as any training that is then provided to teachers as well as the legislation in front of us at the moment. In terms of LGBT people and individuals with LGBT identities, we know that children and young people who are LGBT have been forgotten and ignored in the curriculum in the past and it's important, therefore, that there are proactive steps forward being taken to meet and respond to this historical inequality with regard to the education system. So, Stonewall Cymru emphasises the need for the code to be inclusive of LGBT identities.
Welsh: Diolch, Gadeirydd. Mae'r pwynt roedd Sarah yn ei wneud rŵan, o ran y pwynt roedd Sarah yn cau efo, ynglŷn â'r angen iddo fo fod yn gynhwysol o hunaniaethau a rhywioldebau gwahanol, yn hynod o bwysig. A dwi'n meddwl bod angen i hynny gael ei adlewyrchu ar draws holl ddogfennaeth y cwricwlwm newydd, boed hynny o'r cod, i lawr i'r canllawiau, yn ogystal ag unrhyw hyfforddiant sydd wedyn yn cael ei rhoi i athrawon yn ogystal â'r ddeddfwriaeth sydd o'n blaenau ni ar hyn o bryd. O ran pobl LHDT ac unigolion â hunaniaethau LHDT hefyd, rydyn ni'n gwybod bod plant a phobl ifanc sydd yn LHDT wedi cael eu hanghofio a'u hanwybyddu yn y cwricwlwm yn y gorffennol ac mae'n bwysig, felly, bod yna gamau proactive ymlaen ar gyfer ateb yr anghydraddoldeb hanesyddol yma sydd ynghlwm â'n system addysg ni. Felly, mae Stonewall Cymru yn pwysleisio'r angen i'r cod fod yn gynhwysol o hunaniaethau LHDT.
English: Thank you very much, Chair, and good morning to all of you. Now, this aspect of professional training of teachers - it's clear that there will be a need to increase the scale at which that happens from the point of view of providing RSE education and lessons. Are you content that there will be sufficient funding for that training? Do you believe that the costs have been adequately accounted for in the Welsh Government's regulatory impact assessment? I don't know if you've had a look at that assessment.
Welsh: Diolch yn fawr, Gadeirydd, a bore da. Yr agwedd yma am ddysgu proffesiynol yr athrawon - mae'n amlwg bydd angen cynyddu y raddfa mae hynny'n digwydd o safbwynt darparu gwersi cydberthynas a rhywioldeb. Ydych chi'n fodlon bod yna ddigon o arian yn mynd i fod ar gyfer hynny? Ydych chi'n meddwl bod y costau wedi cael eu cyfrifo'n ddigon da yn asesiad effaith rheoleiddiol Llywodraeth Cymru? Dwi ddim yn gwybod os ydych chi wedi cael golwg ar hwnnw.
English: Thank you to the Member for raising that very important point. As I was saying earlier - an additional pillar to this is teaching and training our trainers and training our teachers about the changes, and to empower them to be able to do this in a way that is safe and also that is also inclusive, and I think that's a very important point to make. But, in terms of the attention given to that at the moment, I believe that there needs to be more specific attention paid in terms of how the new curriculum in terms of RSE is specifically supported in terms of teacher training and profession development, and I think that's something that Stonewall Cymru feels passionately about because of the experiences we hear about with regard to LGBT inclusively where a lot of professionals and teachers don't feel confident enough to talk about LGBT identities. So, that is something to note. But, just to conclude, the fundamental point I need to make in terms of Stonewall Cymru is that there is a need to be specific about how the RSE curriculum is going to be supported. We know that the Welsh Government is doing wider work on teacher training and professional development on the new curriculum, but we need to have specific information about RSE. Thank you very much.
Welsh: Diolch i'r Aelod am godi pwynt hynod o bwysig. Fel roeddwn i'n ei ddweud gynnau - y piler ychwanegol i hwn ydy'r pethau atodol yna, sef addysgu ein hyfforddwyr ni a'n hathrawon am yr hyn sydd angen ei newid ac i roi y pŵer iddyn nhw a'r grym i allu gwneud hyn mewn ffordd sydd yn ddiogel ac sydd hefyd yn gynhwysol, a dwi'n meddwl bod hynny'n bwynt hynod o bwysig. O ran y sylw sydd wedi cael ei roi i hynny ar hyn o bryd, dwi'n teimlo fel bod yna angen mwy o sylw sbesiffig o ran sut mae'r cwricwlwm newydd o ran addysg cydberthynas a rhywioldeb yn benodol yn mynd i gael ei gefnogi o ran addysgu'r proffesiwn, a dwi'n meddwl bod hynny yn rhywbeth y mae Stonewall Cymru yn teimlo yn angerddol amdano fo oherwydd y profiadau rydym ni'n clywed amdanynt o ran cynhwysiant LHDT, er enghraifft, lle dydy lot o weithwyr ac athrawon dal ddim yn teimlo'n ddigon hyderus i sôn am rhywioldebau LHDT. Felly, mae hynny'n rhywbeth jest i'w atgyfnerthu. Felly, jest i gloi, y pwynt penodol dwi angen ei wneud o ran Stonewall Cymru ydy bod angen bod yn sbesiffig sut mae'r cwricwlwm RSE yma'n mynd i gael ei gefnogi. Rydym ni yn gwybod bod Llywodraeth Cymru yn gwneud gwaith ehangach ar addysgu'r proffesiwn yn sgil y cwricwlwm newydd, ond mae angen i ni fod yn cael gwybodaeth benodol ar beth yn union sy'n mynd tuag at addysg cydberthynas a rhywioldeb yn benodol. Diolch yn fawr iawn.
English: The impression I get from you is that that work isn't happening at the moment or not to the extent that it should be happening, and perhaps COVID has held things back. Do you think, therefore, that it might be worth postponing the implementation of the new curriculum, so that this background work could have taken place rather than starting the work and perhaps the resources and the professional development won't have taken root in the right way? Who wants to respond to that? Iestyn?
Welsh: Yr argraff rydw i'n ei gael gennych chi ydy bod y gwaith yna ddim yn digwydd - ddim i'r graddfa y ddylai fo fod yn digwydd ac efallai bod COVID hefyd wedi dal pethau'n ôl. Ydych chi'n meddwl, felly, ei bod hi'n werth gohirio pryd rydym ni'n gweithredu'r cwricwlwm newydd er mwyn bod y gwaith cefndirol wedi digwydd yn hytrach na chychwyn arni ac efallai'r adnoddau a'r dysgu proffesiynol heb wreiddio'n gywir? Pwy sydd am ateb hwnna? Iestyn?