techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: First of all, can I thank David Melding for not only giving me a minute in this debate, but for actually raising this very important issue? I would like to raise two very quick points. Firstly, is there any reason why transaction capital cannot be used for funding the necessary work, with a claim made against the value of the property on sale? This is money going to the private sector that I believe meets the rules for the use of transaction capital. If that's not possible, can the Minister explain why it does not meet the rules? I won't go through all the rest of the rules, but if it doesn't meet them, can the Minister explain why it doesn't meet them, because it would be a good use of transaction capital and it's going into the private sector? The second is: this wouldn't happen in most of the rest of the world because they have co-operative ownership of flats. Now, I'm highly enthusiastic about co-operative ownership as opposed to leasehold, which I think is a feudal system that we should do away with at the first possible opportunity. This co-operative ownership and co-operative payments don't just work in what we might think of as socialist, left-wing parts of the world; it works in places like New York, it works in Vancouver, it works in Scandinavia. Really, we need, one, to find the money, but secondly to change the system.
Welsh: Yn gyntaf oll, a gaf fi ddiolch i David Melding nid yn unig am roi munud i mi yn y ddadl hon, ond am godi'r mater pwysig hwn? Hoffwn nodi dau bwynt cyflym iawn. Yn gyntaf, a oes unrhyw reswm pam na ellir defnyddio cyfalaf trafodion i ariannu'r gwaith angenrheidiol, gyda hawliad yn cael ei wneud yn erbyn gwerth yr eiddo sydd ar werth? Mae hwn yn arian sy'n mynd i'r sector preifat ac sy'n bodloni'r rheolau ar gyfer defnyddio cyfalaf trafodion yn fy marn i. Os nad yw hynny'n bosibl, a all y Gweinidog egluro pam nad yw'n bodloni'r rheolau? Nid af drwy weddill y rheolau, ond os nad yw'n eu bodloni, a all y Gweinidog egluro pam nad yw'n gwneud hynny, oherwydd byddai'n ddefnydd da o gyfalaf trafodion ac mae'n mynd i mewn i'r sector preifat? Yr ail: ni fyddai hyn yn digwydd yn y rhan fwyaf o weddill y byd oherwydd bod ganddynt berchnogaeth gydweithredol ar fflatiau. Nawr, rwy'n frwdfrydig iawn ynghylch perchnogaeth gydweithredol yn hytrach na lesddaliadau, sydd, yn fy marn i, yn system ffiwdal y dylem ei dileu ar y cyfle cyntaf posibl. Mae'r berchnogaeth gydweithredol hon a thaliadau cydweithredol yn gweithio yn yr hyn y gallem feddwl amdanynt fel rhannau sosialaidd, adain chwith o'r byd; mae'n gweithio mewn lleoedd fel Efrog Newydd, mae'n gweithio yn Vancouver, mae'n gweithio yn Sgandinafia. Mae gwir angen inni yn gyntaf ddod o hyd i'r arian, ond yn ail, mae angen newid y system.
English: Thank you, David Melding, for raising this important issue. You make a very cogent argument for the justice of doing something to help these people who did all the right things in terms of the conveyancing operations before they bought the lease on their flat, and it's indisputable that there has been a failure of policy makers, as well as a failure of building regulations. I was particularly shocked to read that, in the House of Commons on Monday last week, they defeated a proposal to force Government to implement the results of the recommendations of the first part of the Grenfell inquiry. How shocking is that, given the costs of setting up that inquiry, to then not implement its recommendations? It's really quite shocking. So, I do hope that we will hear from the Minister that we will be able to set up a fund, which may be an interim fund whereby, in due course, we can get the money back from these errant builders and errant regulators, because there's no doubt that somebody must pay, but it shouldn't be the poor leaseholders who are trapped in their flat and need to be able to get out of this situation.
Welsh: Diolch, David Melding, am godi'r mater pwysig hwn. Rydych yn dadlau'n gryf iawn dros gyfiawnder gwneud rhywbeth i helpu'r bobl hyn a wnaeth yr holl bethau cywir o ran y gweithrediadau trawsgludo cyn iddynt brynu'r lesddaliad ar eu fflat, ac yn ddi-os mae llunwyr polisi wedi methu, ac mae rheoliadau adeiladu wedi methu. Cefais fy synnu'n arbennig wrth ddarllen eu bod, yn Nhŷ'r Cyffredin ddydd Llun yr wythnos diwethaf, wedi trechu cynnig i orfodi'r Llywodraeth i weithredu canlyniadau argymhellion rhan gyntaf ymchwiliad Grenfell. Pa mor frawychus yw hynny, o ystyried costau sefydlu'r ymchwiliad hwnnw, i beidio â gweithredu ei argymhellion wedyn? Mae'n frawychus iawn. Felly, rwy'n gobeithio y clywn gan y Gweinidog y byddwn yn gallu sefydlu cronfa, a all fod yn gronfa dros dro lle gallwn, maes o law, gael yr arian yn ôl gan yr adeiladwyr a'r rheoleiddwyr diegwyddor hyn, oherwydd nid oes amheuaeth fod rhaid i rywun dalu, ond nid y lesddeiliaid tlawd sydd wedi'u dal yn eu fflat ac angen dod allan o'r sefyllfa hon.
English: Thank you. Could I call on the Minister for Housing and Local Government to reply to the debate? Julie James.
Welsh: Diolch. A gaf fi alw ar y Gweinidog Tai a Llywodraeth Leol i ymateb i'r ddadl? Julie James.
English: Thank you very much, Chair. Good morning. Thank you for joining us this morning. My first question is a general one with regard to the need for a new curriculum. Do you agree that the current curriculum is no longer fit for purpose - the words of the Welsh Government there - and that there's a need for a complete overhaul, as takes places in this Bill? I don't know who wants to start. Estyn, perhaps. You need to unmute, Meilyr.
Welsh: Diolch yn fawr, Gadeirydd. Bore da. Diolch ichi am ymuno efo ni y bore yma. Mae fy nghwestiwn cyntaf i yn un cyffredinol ynglŷn â'r angen am gwricwlwm newydd. Ydych chi'n cytuno nad ydy'r cwricwlwm presennol yn un addas i ddiben - geiriau Llywodraeth Cymru ydy'r rheini - a bod angen ailwampio llwyr, fel sydd yn digwydd yn y Bil yma? Dwi ddim yn gwybod pwy sydd am ddechrau. Efallai Estyn. Rydych chi angen agor y meic, Meilyr.
English: Thank you very much to you for that. So, a general welcome for this Bill, I take it, from your response.
Welsh: Diolch yn fawr iawn i chi am hynny. Felly, croeso cyffredinol i'r Bil yma, dwi'n cymryd, o hwnna.
English: I'll just ask Qualifications Wales whether you have anything that you disagree with in terms of what Estyn say, or anything to add that you see that needs to be said in terms of this general approach and attitude towards the need for the Bill.
Welsh: Mi wnaf i jest ofyn i Cymwysterau Cymru: oes gennych chi unrhyw beth rydych chi'n anghydweld ag o yn yr hyn mae Estyn yn ei ddweud, neu unrhyw beth yn ychwanegol rydych chi'n ei weld sydd angen ei ddweud ynglŷn â'r agwedd gyffredinol yma am yr angen am y Bil?
English: Right. We'll come to some of those more detailed points later on, but just to keep to these general principles for a little while longer, I take it that you agree with the four purposes, the six areas of learning and experience, the three cross-curricular skills and the four mandatory elements, or is there anything in that detail that you disagree with? Is there anything missing? Just briefly, Meilyr, and then Qualifications Wales on that particular point, before we come to other questions.
Welsh: Iawn. Mi ddown ni at rai o'r pwyntiau mwy manwl yna, ond jest i gadw at yr agweddau cyffredinol jest am ychydig bach eto, felly, dwi'n cymryd eich bod chi yn cytuno efo'r pedwar diben, y chwe maes dysgu a phrofiad, y tair sgil drawsgwricwlaidd a'r pedair elfen orfodol, neu oes yna rywbeth yn fanna, yn y manylder yna, rydych chi'n anghytuno efo nhw, ac oes yna unrhyw beth ar goll? Jest yn fyr, Meilyr, a wedyn Cymwysterau Cymru ar hwnna, cyn i ni ddod at y cwestiynau eraill.
English: No. On the whole, the statutory provision looks sensible.
Welsh: Na. Ar y cyfan, mae'r ddarpariaeth statudol yn edrych yn synhwyrol.
English: What about the criticism from some teachers specifically that there is a lack of detail on the face of the Bill, and that that could create problems that there is insufficient guidance, and that that could be a barrier to some in the profession in terms of introducing this new curriculum?
Welsh: Beth am y feirniadaeth sydd yn dod gan rai athrawon yn benodol bod yna ddiffyg manylder ar wyneb y Bil, ac y gallai hynny greu problemau bod yna ddim digon o arweiniad, a bod hynny yn mynd i fod yn rwystr i rai yn y proffesiwn wrth geisio cyflwyno'r cwricwlwm newydd?
English: I'm not sure how wide-ranging that criticism is. I think that kind of criticism was made early on in the process, but over the past few years that have been taken to develop the curriculum, I think that criticism has disappeared to a great extent. The scope of the curriculum, and the statutory work that has gone into it, that you will be considering at the moment, suggests that there is a great deal of guidance in the curriculum. So, what we're trying to do here is to strike a balance between having sufficient freedom, and that there is an element of prescription as well. And, on the whole, I think that balance has been struck in the right way.
Welsh: Dwi ddim yn siŵr pa mor eang yw'r feirniadaeth yna. Dwi'n credu cafodd y math yna o feirniadaeth ei wneud yn gynnar yn y broses, ond dros y blynyddoedd diwethaf sydd wedi eu cymryd i ddatblygu'r cwricwlwm, dwi'n meddwl bod y feirniadaeth yna wedi diflannu i raddau helaeth. Mae maint y cwricwlwm a'r gwaith statudol byddwch chi'n edrych arno ar hyn o bryd yn awgrymu bod yna gryn dipyn o arweiniad yn bodoli yn y cwricwlwm beth bynnag. Felly, beth sy'n cael ei drio ei wneud fan hyn yw cael cydbwysedd rhwng cael digon o ryddid, a hefyd bod yna rywfaint o bresgripsiwn hefyd. Ac, ar y cyfan, dwi'n meddwl bod y cydbwysedd yna yn iawn.
English: Right. I'll ask Qualifications Wales the next question with regard to the appropriate progression. That's what the curriculum is trying to provide - that is, being appropriate to children of different ages, abilities and aptitudes, and that it must be broad and balanced. Is there anything missing, particularly when we look at sections 21 to 23 of the Bill?
Welsh: Iawn. Mi wnaf i ofyn i Cymwysterau Cymru y cwestiwn nesaf, felly, ynglŷn â dilyniant priodol. Dyna mae'r cwricwlwm yn ceisio ei ddarparu - hynny yw, i fod yn addas ar gyfer plant o wahanol oedrannau, galluoedd a doniau, a bod eisiau iddo fo fod yn eang a chytbwys. Ydych chi'n credu bod yna unrhyw beth sydd ar goll, yn enwedig pan rydyn ni'n edrych ar adrannau 21 i 23 o'r Bil?
English: Are you asking me?
Welsh: Ydych chi'n gofyn i fi?
English: I'll ask you, yes.
Welsh: Mi wnaf i ofyn i chi.
English: No, nothing in particular missing.
Welsh: Na, dim byd arbennig ar goll.
English: Okay. We'll move on to - . Unless Qualifications Wales want to come in on that. Anything missing in terms of looking at the child, and the progression with regard to that individual child?
Welsh: Ocê. Mi wnawn ni symud at yr - . Os nad ydy Cymwysterau Cymru eisiau dod i mewn ar hwn. Unrhyw beth ar goll, o ran yr agwedd yma o edrych ar y plentyn, a'r cynnydd o fewn y plentyn yn unigol?
English: Has this recent period, this time of COVID, and the discussion with regard to using teacher assessments - does this influence your thinking now? Is there anything that has changed with regard to the direction that you were pursuing when you were consulting on GCSEs and so on? Do we need to take a little bit of a step back because of what has happened in these recent times?
Welsh: Ydy'r cyfnod olaf yma, a'r cyfnod COVID, a'r drafodaeth ynglŷn â defnyddio asesiadau athrawon - ydy hyn yn dylanwadu ar eich ffordd o feddwl chi rŵan? Hynny yw, oes yna unrhyw beth sydd wedi newid yn y cyfeiriad roeddech chi yn mynd ynddo fo pan roeddech chi'n ymgynghori ynglŷn â'r TGAU ac yn y blaen? Oes angen cymryd tipyn bach o gam yn ôl oherwydd beth sydd wedi digwydd yn y cyfnod diweddar yma?
English: Thank you for that. And just a final question from me, Chair, with regard to the timetable for the introduction of the Bill and implementing the new curriculum. Is that timetable challenging now because of the times that we're in, with regard to the pandemic, or are you content that things are moving forward in the right direction and according to the stated timetable?
Welsh: Diolch am hynny. A jest cwestiwn olaf gen i, Gadeirydd, ynglŷn â'r amserlen efo cyflwyno'r Bil a gweithredu'r cwricwlwm newydd. Ydy'r amserlen yma yn heriol rŵan oherwydd y cyfnod rydyn ni ynddo fo, efo'r pandemig, neu ydych chi'n hapus bod pethau'n symud i'r cyfeiriad y mae'n nhw a'r amserlen sydd wedi ei dynodi?
English: Well, it's clear that COVID has had an impact. In a way, there are two contrasting elements with regard to COVID. On the one hand, the crisis has taken up the time, resources and energy from reforming the curriculum, the time allocated to planning and so on has been lost, there's no doubt about that. And of course, we don't know what will happen in future. But it could be argued that the key aspects of curriculum reform have been accelerated as a result of the crisis. That's very clear in terms of digital content - for staff and learners. And the focus on the health and well-being of learners that is a key element of the curriculum reform has also been expanded and accelerated at this time; better communication with families has also come to the fore. And there are a number of similar developments that have taken place. So, on the whole, I think these two things are in balance, and it is feasible that we can keep to the current timetable.
Welsh: Wel, mae'n amlwg bod COVID wedi cael effaith. Mewn ffordd, mae yna ddwy elfen wrthgyferbyniol o ran COVID. Ar y naill law, mae'r argyfwng, wrth gwrs, wedi cymryd amser ac egni ac adnoddau o ddiwygio'r cwricwlwm, ac mae'r amser ar gyfer cynllunio a pharatoi wedi ei golli, does dim os am hynny. Ac wrth gwrs dydyn ni ddim yn gwybod beth fydd yn digwydd yn y dyfodol. Ond mae posib dadlau bod agweddau allweddol sy'n berthnasol i ddiwygio'r cwricwlwm wedi cyflymu oherwydd yr argyfwng. Mae hynny'n amlwg iawn o ran cynhwysedd digidol - o ran staff a dysgwyr. Ond mae'r canolbwyntio sydd ar iechyd a lles dysgwyr, er enghraifft, sy'n elfen allweddol o ddiwygio'r cwricwlwm, wedi ehangu a chyflymu, a'r cyfathrebu gwell gyda theuluoedd. Ac mae yna nifer o ddatblygiadau tebyg. Felly, ar y cyfan, dwi'n meddwl bod y ddau beth yma yn cydbwyso, ac mae hi'n ddichonadwy ein bod ni'n gallu cadw at yr amserlen bresennol.
English: Thank you. I share that concern with regard to the lack of consistency in leadership in schools. We know that children in half of secondary schools in Wales are underperforming at the moment, and it concerns me that those schools specifically, that are suffering as a result of a lack of leadership, will fail to cope with these changes, and that the children in those schools will be left behind. And I think that Estyn has been very concerned about that leadership aspect of our schools, and isn't this going to place additional pressure on that?
Welsh: Diolch. Dwi'n rhannu'r pryder hefyd, o safbwynt yr anghysondeb mewn arweinyddiaeth yn yr ysgolion. Rydym ni'n gwybod bod plant mewn hanner ysgolion uwchradd Cymru yn tanberfformio ar hyn o bryd, ac mae o'n fy mhryderu i y bydd yr ysgolion rheini yn benodol, sydd yn dioddef o ddiffyg arweinyddiaeth yn aml iawn, yn methu ag ymdopi efo'r newidiadau yma, ac y bydd y plant yn yr ysgolion rheini'n cael eu gadael ar ôl. A dwi yn meddwl bod Estyn wedi bod yn bryderus iawn am yr agwedd arweinyddiaeth yn ein hysgolion ni, ac onid ydy hwn yn mynd i roi pwysau ychwanegol ar hynny?
English: Well, leadership is, of course, important, and that's why I emphasised earlier that we need to reform the whole education system - we need to not just reform the curriculum, but improve leadership - and we know that there are a great deal of innovations to do that, including creating the new bodies and so on. I think one of the problems that some of these schools have faced is that the curriculum is difficult for them. It doesn't allow them the freedom to create a curriculum that is appropriate for their society, for their children, and I think that the new curriculum will be an opportunity for them to be more creative and to be closer to their own communities. Some of those things have militated against good leadership. So I think there are benefits for leadership in the system that is being provided at the moment.
Welsh: Wel, mae arweinyddiaeth yn bwysig, wrth gwrs, a dyna pam roeddwn i'n pwysleisio gynt fod yn rhaid diwygio'r system addysg i gyd - nid jest newid y cwricwlwm, ond mae angen gwella arweinyddiaeth - a dŷn ni'n gwybod bod lot o flaengareddau i wneud hynny, gan gynnwys creu'r cyrff newydd ac yn y blaen. Dwi'n meddwl mai un o'r problemau mae rhai o'r ysgolion yma wedi'u hwynebu ydy bod y cwricwlwm yn anodd iddyn nhw. Dyw e ddim yn caniatáu iddyn nhw y rhyddid i greu cwricwlwm sy'n addas ar gyfer eu cymdeithas nhw, eu plant nhw, a dwi'n meddwl y bydd y cwricwlwm yn gyfle iddyn nhw fod yn fwy creadigol ac i fod yn agosach at eu cymunedau nhw eu hunain. Mae rhai o'r pethau yna wedi milwrio yn erbyn arweinyddiaeth dda. Felly, dwi'n meddwl bod yna fanteision ar gyfer arweinyddiaeth yn y system sy'n cael ei darparu ar hyn o bryd.
English: Yes, we could talk about this for a very long time, I think, and I think we do need to have that in-depth discussion, and I would ask you to engage fully with young people with regard to these changes as well. But what strikes me is that you are starting to describe something that feels different to the GCSE as we currently understand it, but that you hope to keep the name because there is perhaps a fear of dropping that title, 'GCSE'. But isn't it time for the qualifications to develop to be a genuine reflection of the curriculum? And the curriculum is doing something very radical, different and new, but it appears to me that we are loath to move towards a qualification that also reflects that change.
Welsh: Mi fuasem ni'n gallu trafod hwn am hir iawn, dwi'n meddwl, a dwi'n meddwl bod angen trafod yn iawn, ac mi fuaswn i'n gofyn ichi ymgysylltu'n llawn efo pobl ifanc ynghylch y newidiadau yma hefyd. Beth sydd yn fy nharo i ydy eich bod chi'n dechrau disgrifio rhywbeth sydd yn teimlo'n wahanol i'r TGAU fel rydyn ni'n gwybod amdano fo, ond eich bod chi'n dymuno cadw'r enw oherwydd bod yna ryw ofn, efallai, o ollwng yr enw TGAU. Ond onid ydy hi'n bryd i'r cymwysterau ddatblygu i wir adlewyrchu'r cwricwlwm? Ac mae'r cwricwlwm yn gwneud rhywbeth radical iawn a rhywbeth newydd a rhywbeth gwahanol, ond eto, mae'n ymddangos i mi ein bod ni'n gyndyn i symud tuag at gymhwyster sydd hefyd yn adlewyrchu'r newid yna.
English: Well, the GCSE qualification already spans different assessment models within that family of qualifications, if you will. On the one end, you have the design and art qualification that is assessed entirely without exam, so it does it through course work - there isn't a great deal of specific, detailed content that pupils have to remember and commit to memory; there are a lot of practical and creative elements to that qualification. And then on the other end, you have a qualification such as mathematics or numeracy that is assessed entirely through exam at the end the course, and the content is entirely mandated and specified. So, if you remember that GCSE stands for general certificate of secondary education, then the truth is that we already see that there is flexibility within what people understand as being the GCSE qualification and what we want to do is to see how we can make better use of that flexibility. We looked at it in a great deal of detail in the last consultation. We didn't see that there was a great deal to gain through rebranding qualifications where there is public credibility and trust out there for them. It would be a huge task for us to rebuild that, and that might take attention away from the important decisions that we need to make about how we assess and design specific qualifications.
Welsh: Wel, mae cymwysterau TGAU eisoes yn pontio nifer o wahanol fodelau o asesu o fewn y teulu yna o gymwysterau, os hoffech chi. Ar un pegwn, mae cymwysterau dylunio a chelf, sy'n asesu'n gyfan gwbl yn ddi-arholiad, sy'n asesu drwy dipyn o waith cwrs - does yna ddim beth wmbreth o gynnwys penodedig, manwl y mae'n rhaid i ddisgyblion ei ddysgu ar gof; mae yna dipyn o elfennau ymarferol a chreadigol yn y cymhwyster hwnnw. Ac ar y pegwn arall, mae gyda chi gymhwyster fel mathemateg neu rifedd TGAU sy'n cael ei asesu'n gyfan gwbl drwy arholiad ar ddiwedd y cwrs, ac mae'r cynnwys wedi'i benodi'n gyfan gwbl. Felly, os ydyn ni'n cofio bod TGAU yn sefyll am dystysgrif gyffredinol addysg uwchradd, y gwir amdani yw ein bod ni eisoes yn gweld bod yna hyblygrwydd o fewn beth mae pobl yn deall fel cymwysterau TGAU a beth dŷn ni eisiau gwneud yw edrych i weld sut allwn ni wneud gwell defnydd o'r hyblygrwydd hynny. Fe wnaethom ni edrych arno yn reit fanwl yn yr ymgynghoriad diwethaf. Doedden ni ddim yn gweld bod yna ryw lawer i'w ennill drwy fynd ar ôl ailfrandio cymwysterau lle mae yna dipyn o hygrededd cyhoeddus ac ymddiriedaeth allan yna. Byddai hi'n dipyn o waith i ni orfod ailadeiladu hynny, ac efallai byddai hynny'n tynnu'r sylw i ffwrdd o'r penderfyniadau pwysig ynglŷn â sut i fynd ati i asesu ac i ddylunio cymwysterau penodol.
English: If it's okay, I'd like to respond in Welsh. The one other thing to bear in mind is one of the major values of the foundation phase was that it was written specifically with regard to those young children and it gave that special status to the early years. And even though we welcome the shift to the new curriculum, the one thing that we are eager to keep is the emphasis on the foundation and early years as the time when educational development takes place, to begin this journey.
Welsh: Os yw hi'n iawn, hoffwn siarad yn Gymraeg. Yr un peth arall i'w gofio, dwi'n meddwl, yw mai un o werthoedd mwyaf y cyfnod sylfaen oedd y pwyslais roedd yn ei roi ar ddatblygiad plant bach a'r ffaith ei fod e wedi'i ysgrifennu'n benodol. Felly, roedd e mewn ffordd yn rhoi statws arbennig i'r blynyddoedd cynnar yna. Er ein bod ni'n croesawu'r symudiad i'r cwricwlwm newydd, yr unig beth y byddem ni'n frwd i'w gadw ydy'r gydnabyddiaeth o bwysigrwydd y blynyddoedd cynnar fel y lle mwyaf pwysig lle mae datblygiad addysgiadol yn digwydd, i ddechrau'r daith yna.
English: Very quickly, I believe that certainly, yes, the way that the curriculum has been written means that it does have potential to incorporate pedagogy for the foundation phase through that wide-ranging spectrum up until the age of 18. I think that it is possible that there will be a need for greater guidance for practitioners in terms of how the implementation of different pedagogy like this is going to be done. We're in a very strong position in the early years sector, because we've been doing it already with the foundation phase principles. But looking more widely at the entire curriculum, this way of working will be new for many people.
Welsh: Yn gyflym, dwi'n credu, yn sicr, o ran y ffordd mae'r cwricwlwm wedi'i ysgrifennu, mae ganddo'r potensial i ymgorffori pedagogy y cyfnod sylfaen trwy'r sbectrwm eang yna o addysg reit lan tan 18. Dwi yn credu o bosib y bydd angen mwy o arweiniad a chanllawiau ar ymarferwyr ynglŷn â sut mae gweithrediad pedagogy gwahanol fel hyn yn mynd i gael ei wneud. Rydyn ni mewn sefyllfa gref iawn yn y sector blynyddoedd cynnar, achos rydyn ni wedi bod yn ei wneud e'n barod gydag egwyddorion y cyfnod sylfaen. Ond yn edrych yn ehangach ar y cwricwlwm cyfan, mi fydd y ffordd yma o weithio yn newydd i lawer.