techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you for that answer. My understanding is that some of the legacy GCSEs would be sat, but never mind. I want to move on now to school closures, and I can see that all but one year group in my old alma mater in Aberdare were sent home to self-isolate the other day. Schools in Ceredigion, of course, are closing for two weeks, including primary schools, which surprised me, I have to say, when we are told repeatedly that in these settings the risks of transmission are low. You've told me that you don't collect data on whether positive cases in schools are there as a result of coming in from the community, or whether they're the result of in-school transmission, which doesn't help school heads assess the risk of the latter. The updated guidance that you issued - it must have been about three weeks ago now - to help schools has clearly had no affect in reducing the numbers sent home either way, and neither has the test and trace programme. So, I understand, then, why you have gone for the new guidance on face coverings in communal areas in schools, but why have you taken the advice from the technical advisory group document that you received to mean that pupils should wear them in the outdoor areas of school premises?
Welsh: Diolch am eich ateb. Fy nealltwriaeth i yw y byddai rhai o'r TGAU etifeddol yn cael eu sefyll, ond dim ots. Hoffwn symud ymlaen yn awr at gau ysgolion, a gallaf weld bod pob grŵp blwyddyn ond un yn fy hen ysgol yn Aberdâr wedi'u hanfon adref i hunanynysu y diwrnod o'r blaen. Mae ysgolion yng Ngheredigion, wrth gwrs, yn cau am bythefnos, gan gynnwys ysgolion cynradd, a chefais fy synnu gan hynny, rhaid i mi ddweud, pan ddywedir wrthym dro ar ôl tro fod y risg o drosglwyddiad yn isel yn y lleoliadau hyn. Rydych wedi dweud wrthyf nad ydych yn casglu data ynglŷn ag a yw achosion positif mewn ysgolion wedi dod yno o'r gymuned, neu a ydynt o ganlyniad i drosglwyddiad yn yr ysgol, ac nid yw hynny'n helpu penaethiaid ysgolion i asesu'r perygl o drosglwyddiad yn yr ysgol. Mae'n amlwg nad yw'r diweddariad a gyhoeddwyd gennych i'r canllawiau - tua thair wythnos yn ôl bellach mae'n rhaid - i helpu ysgolion wedi cael unrhyw effaith ar leihau'r niferoedd sy'n cael eu hanfon adref y naill ffordd neu'r llall, ac nid yw'r rhaglen brofi ac olrhain wedi cael unrhyw effaith ychwaith. Felly, rwy'n deall pam eich bod wedi rhoi'r canllawiau newydd ar waith ar orchuddion wyneb mewn mannau cymunedol mewn ysgolion, ond pam eich bod wedi cymryd bod y cyngor yn y ddogfen a gawsoch gan y grŵp cyngor technegol yn golygu y dylai disgyblion eu gwisgo yn yr awyr agored ar dir yr ysgol?
English: Well, thank you for the response, but it didn't really answer my questions about why, when you're out in the fresh air, you should wear a mask. If you'd turned around to me and said that there is a lot of evidence of pupils huddling up in the schoolyard and not behaving, then maybe I would have been prepared to hear your evidence for that. But yesterday, for example, I had communication from somebody - a parent - complaining that there were 30 children outside in, well, she called it a yard, the size of a hockey pitch, and they were all being told to wear face coverings. Now that, clearly, is not a great idea. So, I was hoping to hear something about the difficulties, perhaps, that teachers were experiencing in enforcing distancing in the yard, and why they're having difficulty doing that, because I don't see why they should. The suggestion now, of course, is that lateral flow testing is the way forward. I don't want to talk about testing in general, but one specific case has come to me. I've had sight of one school's parental consent form, asking for their child to be tested. It doesn't say whether that child would still be permitted to attend the school if consent were not to be given. So I don't want to talk about testing in general, but in terms of parental refusal to give consent, will you be leaving this decision to schools, or will you be showing the leadership on this, and making the position plain about what schools should do in those circumstances?
Welsh: Wel, diolch am yr ymateb, ond nid oedd yn ateb fy nghwestiynau mewn gwirionedd ynghylch pam y dylech wisgo masg yn yr awyr agored. Pe baech wedi dweud wrthyf fod llawer o dystiolaeth fod disgyblion yn hel at ei gilydd ar iard yr ysgol ac yn camymddwyn, efallai y byddwn wedi bod yn barod i glywed eich tystiolaeth ynglŷn â hynny. Ond ddoe, er enghraifft, cysylltodd rhywun â mi - rhiant - i gwyno bod 30 o blant y tu allan ar iard, fel y'i galwodd, iard maint cae hoci, a dywedwyd wrthynt i gyd am wisgo gorchuddion wyneb. Nawr, yn amlwg, nid yw hynny'n syniad gwych. Felly, roeddwn yn gobeithio clywed rhywbeth am yr anawsterau, efallai, roedd athrawon yn eu profi wrth orfodi disgyblion i gadw pellter ar yr iard, a pham eu bod yn cael trafferth gwneud hynny, oherwydd nid wyf yn gweld pam y dylent. Yr awgrym yn awr, wrth gwrs, yw mai profion llif unffordd yw'r ffordd ymlaen. Nid wyf eisiau siarad am brofion yn gyffredinol, ond rwyf wedi cael gwybod am un achos penodol. Cefais weld ffurflen caniatâd rhieni un ysgol, yn gofyn i'w plentyn gael ei brofi. Nid yw'n dweud a fyddai'r plentyn hwnnw'n dal i gael mynychu'r ysgol pe na bai'r rhieni'n rhoi eu caniatâd. Felly nid wyf eisiau siarad am brofion yn gyffredinol, ond mewn perthynas â rhieni'n gwrthod rhoi caniatâd, a fyddwch yn gadael y penderfyniad hwn i ysgolion, neu a fyddwch chi'n dangos arweiniad ar hyn, ac yn gwneud y sefyllfa'n glir ynglŷn â'r hyn y dylai ysgolion ei wneud o dan yr amgylchiadau hynny?
English: Thank you very much. I want to start where you finished there, namely with the tests on a wide scale. I'm aware that you are doing work and considering introducing a programme on a wider scale in schools and colleges, for pupils and teachers, and I agree entirely that we do need a planned programme of tests going forward. There are tests going on in schools in the Liverpool area, and you've just talked about the pilot programme in Merthyr. Teachers' unions are, generally, in favour, I believe, and other parts of the world are holding wide-ranging tests on pupils and staff - New York, Vienna, Berlin, Nashville, Montreal. Are there any specific barriers preventing asymptomatic testing in schools in Wales? Why is it taking a little bit too much time before this is being rolled out? Will you be targeting specific areas? What will your criteria be in rolling this programme out? And what exactly is the timetable?
Welsh: Diolch yn fawr iawn. Dwi am ddechrau lle roeddech chi'n gorffen yn fanna, sef efo'r profion ar raddfa eang. Dwi'n ymwybodol eich bod chi'n gwneud gwaith ac yn ystyried cyflwyno rhaglen ar raddfa eang mewn ysgolion a cholegau, i ddisgyblion ac athrawon, ac yn cytuno'n llwyr bod angen rhaglen gynlluniedig o brofion i fynd rhagddi. Mae yna brofion mewn ysgolion yn ardal Lerpwl, a rydych chi newydd sôn am y cynllun peilot ym Merthyr. Mae'r undebau athrawon, yn gyffredinol, o blaid, dwi'n credu, a rhannau eraill o'r byd yn cynnal profion eang ar ddisgyblion a staff - Efrog Newydd, Vienna, Berlin, Nashville, Montreal. Oes yna rwystrau penodol i atal profi asymptomatig mewn ysgolion yng Nghymru? Hynny yw, pam fod o'n cymryd bach gormod o amser cyn bod hwn yn cael ei rowlio allan? A fyddwch chi'n targedu ardaloedd arbennig? Beth fydd eich meini prawf chi wrth rowlio'r rhaglen brofi eang yma allan? A beth yn union ydy'r amserlen?
English: Thank you very much, and I'm sure that you'll agree the sooner the better that this programme is rolled out, especially remembering that there is some slackening going to be over the Christmas period, and that this testing will be vital in January, as we move forward. As well as the large-scale tests, and the wearing of masks that we discussed earlier, what further measures are you considering to keep schools open, but in a safe way? For example, better ventilation of buildings. Is there detailed guidance for that? And, can you talk about other special measures to safeguard vulnerable school staff members - the clinically vulnerable employees? Those two areas - the unions are asking for clarity on. And, then, there have been demands for smaller classes and a rota system in place, if cases were to increase, of course. What is your opinion on that? And, if that is going to be introduced, then, clearly, there will be a need for additional support for remote learning with more pupils at home.
Welsh: Diolch yn fawr, a dwi'n siŵr eich bod chi'n cytuno gorau po gyntaf mae'r rhaglen yma'n cael ei rhowlio allan, yn enwedig o gofio bod yna lacio rhywfaint yn mynd i ddigwydd dros y Nadolig, ac mi fydd yr agwedd yma - y profi yma - yn hollbwysig ym mis Ionawr, wrth i ni symud ymlaen. Yn ogystal â'r profion ar raddfa eang, a'r gwisgo mygydau yr oeddem ni'n ei drafod yn gynharach, pa fesurau pellach ydych chi'n ystyried er mwyn cadw'r ysgolion ar agor, ond hynny mewn ffordd ddiogel? Er enghraifft, awyru adeiladau'n well. A oes yna ganllawiau manwl ynglŷn â hynny? Ac a fedrwch chi sôn am unrhyw fesurau arbennig i ddiogelu staff ysgolion sy'n fregus - y clinically vulnerable employees - ? Mae'r ddau faes yma - mae'r undebau'n gofyn am eglurder yn eu cylch nhw. Ac wedyn, mae yna alw hefyd am ddosbarthiadau llai a rhoi system rota ddysgu ar waith, os bydd yr achosion yn cynyddu, wrth gwrs. Beth ydy eich barn chi am hynny? Ac, os ydy hwnnw'n mynd i ddod i mewn, yn amlwg, mi fydd angen cymorth ychwanegol ar gyfer dysgu o bell efo mwy o ddisgyblion adref.
English: Operational guidance is available to all schools and all local education authorities, that includes reference to ventilating buildings. Each member of staff should be subject to a risk assessment. So, any vulnerabilities pertaining to that individual should be taken account of by that individual risk assessment and by the employers. With regards to the rota system that the Member has suggested, clearly, we have asked schools and local authorities to have a number of scenarios in place that potentially could include a rota system, if that was felt to be the necessary step that was needed to take to maintain the pandemic. So, that is kept under guidance and kept under review, should it become necessary.
Welsh: Mae canllawiau gweithredol ar gael i bob ysgol a phob awdurdod addysg lleol, sy'n cynnwys cyfeiriad at awyru adeiladau. Dylai pob aelod o staff fod yn destun asesiad risg. Felly, dylai unrhyw wendidau sy'n gysylltiedig â'r unigolyn gael eu hystyried gan yr asesiad risg unigol a chan y cyflogwyr. O ran y system rota y mae'r Aelod wedi'i hawgrymu, yn amlwg, rydym wedi gofyn i ysgolion ac awdurdodau lleol baratoi ar gyfer nifer o senarios a allai gynnwys system rota, pe teimlid mai dyna'r cam angenrheidiol sydd ei angen i gadw rheolaeth ar y pandemig. Felly, mae'n cael ei adolygu'n barhaus, rhag ofn y bydd angen gwneud hynny.
English: Thank you very much. And, finally, may I turn to the COVID catch-up scheme? There are doubts with regard to this particular scheme. It's not very clear how the assistance is targeted, how the needs are measured, what monitoring is taking place. Now, clearly, we need to ensure that the funding is used in a purposeful way to deal with the loss of education that is certain to be happening at the moment, and is going to continue for some months. So, I asked last time that this session was held about an update on that, and I haven't received that. I think it's important for us to know exactly how this scheme is operating, and if there are any barriers, that we should know that too.
Welsh: Diolch yn fawr. Ac, yn olaf, a gaf i droi at y COVID catch-up scheme? Mae yna amheuon ynglŷn â'r cynllun yma. Dydy o ddim yn glir iawn sut mae'r help yn cael ei dargedu, sut mae anghenion yn cael eu mesur, pa fonitro sydd yn digwydd. Yn amlwg, mae angen sicrhau bod yr arian yn cael ei ddefnyddio yn bwrpasol i ddelio efo'r colli addysgol sydd yn rhwym o fod yn digwydd ar hyn o bryd, ac sydd yn mynd i bara am rai misoedd. Felly, mi wnes i ofyn, y tro diwethaf yr oedd y sesiwn yma ymlaen, am ddiweddariad, a dydw i ddim wedi cael hwnna. Dwi'n meddwl ei bod hi'n bwysig i ni gael gwybod yn union sut mae'r cynllun yma'n gweithredu, ac os oes yna unrhyw rwystrau efo fo, bod ni'n cael gwybod hynny hefyd.
English: Well, I certainly agree with the Member that the resources are spent in a purposeful way, and I have every confidence that the headteachers who are making decisions on how to spend this money, because it is for them to decide how best to use the money that has been made available to them, will also have been making decisions to ensure that the resources are spent in a purposeful way. With regard to data collection, we are awaiting the final returns from some individual schools, and some individual local education authorities, but I'm delighted to say to the Member that I'm very satisfied indeed that our initial targets of approximately 900 full-time equivalents has been reached.
Welsh: Wel, rwy'n sicr yn cytuno â'r Aelod fod yr adnoddau'n cael eu gwario mewn ffordd bwrpasol, ac mae gennyf bob ffydd y bydd y penaethiaid sy'n gwneud penderfyniadau ar sut i wario'r arian hwn, oherwydd mater iddynt hwy yw penderfynu ar y ffordd orau o ddefnyddio'r arian sydd ar gael iddynt, hefyd wedi bod yn gwneud penderfyniadau i sicrhau bod yr adnoddau'n cael eu gwario mewn ffordd bwrpasol. O ran casglu data, rydym yn aros am y ffurflenni terfynol gan rai ysgolion unigol, a rhai awdurdodau addysg lleol unigol, ond rwy'n falch iawn o ddweud wrth yr Aelod fy mod yn fodlon iawn ein bod wedi cyrraedd ein targedau cychwynnol o tua 900 cyfwerth ag amser llawn.
English: David, the uncertainties arising from the coronavirus pandemic are particularly challenging for children and young people with additional learning needs and their families, and those who support and care for them. I'm committed to doing everything possible to support these learners, parents and carers during this difficult time.
Welsh: David, mae'r ansicrwydd sy'n deillio o'r pandemig coronafeirws yn arbennig o heriol i blant a phobl ifanc ag anghenion dysgu ychwanegol a'u teuluoedd, a'r rhai sy'n eu cefnogi ac yn gofalu amdanynt. Rwyf wedi ymrwymo i wneud popeth posibl i gefnogi'r dysgwyr, y rhieni a'r gofalwyr hyn yn ystod y cyfnod anodd hwn.
English: Thank you, Minister, for that answer. I wonder if you've had the chance to reflect on Professor Sally Holland, the children's commissioner's remarks to the Children, Young People and Education Committee earlier this month, that certainly, during lockdown, there was a huge variety of service, running from those schools offering full-time attendance or active outreach, to hubs that barely existed, and the frequency of travel arrangements breaking down so that these students were unable to get either to the school or to the hub, and that we don't see a repeat of this in any future disturbance, and that we place a high emphasis on attendance levels in special schools, because there is a lot of ground to catch up.
Welsh: Diolch am yr ateb hwnnw, Weinidog. Tybed a ydych wedi cael cyfle i ystyried sylwadau'r Athro Sally Holland, y comisiynydd plant, i'r Pwyllgor Plant, Pobl Ifanc ac Addysg yn gynharach y mis hwn, a ddywedodd fod y gwasanaethau a gâi eu darparu o'r ysgolion a oedd yn cynnig presenoldeb amser llawn neu allgymorth gweithredol i hybiau nad oeddent prin yn bodoli, yn amrywio'n enfawr, yn ystod y cyfyngiadau symud yn sicr, a bod trefniadau teithio'n chwalu'n fynych fel nad oedd y myfyrwyr hyn yn gallu cyrraedd yr ysgol na'r hyb, a bod yn rhaid i ni sicrhau nad ydym yn gweld hyn yn digwydd eto mewn unrhyw aflonyddwch yn y dyfodol, a'n bod yn rhoi pwyslais mawr ar lefelau presenoldeb mewn ysgolion arbennig, oherwydd mae angen adennill llawer o dir.
English: Thank you, David. I think it's important to note that, unlike other jurisdictions, we did not amend any of our existing regulations and laws pertaining to services for children with additional learning needs. But I agree with you, the situation on the ground was patchy in terms of different levels of support. I'm aware of excellent practice, schools that never closed and had their students attending on a daily basis. It is exactly because of that reflection on the experiences in the first period of lockdown that, during the firebreak, all of our special schools remained open.
Welsh: Diolch, David. Rwy'n credu ei bod yn bwysig nodi, yn wahanol i awdurdodaethau eraill, na wnaethom ddiwygio unrhyw un o'n rheoliadau na'n cyfreithiau presennol sy'n ymwneud â gwasanaethau i blant ag anghenion dysgu ychwanegol. Ond rwy'n cytuno â chi, roedd y sefyllfa ar lawr gwlad yn dameidiog o ran gwahanol lefelau o gefnogaeth. Rwy'n ymwybodol o arferion rhagorol, ysgolion na wnaeth gau ac roedd y myfyrwyr yn eu mynychu bob dydd. Oherwydd yr union ystyriaethau hynny o'r profiadau yn y cyfnod cyntaf o gyfyngiadau symud yr arhosodd pob un o'n hysgolion arbennig ar agor yn ystod y cyfnod atal byr.
English: Thank you, Jack. The creation of strong and inclusive schools that are committed to excellence, equity and well-being is a key objective of the national mission. Our additional learning needs reforms will ensure all learners will be able to access a high standard of education to ensure that they reach their full potential.
Welsh: Diolch, Jack. Mae creu ysgolion cryf a chynhwysol sydd wedi ymrwymo i ragoriaeth, tegwch a llesiant yn un o amcanion allweddol y genhadaeth genedlaethol. Bydd ein diwygiadau i anghenion dysgu ychwanegol yn sicrhau y bydd pob dysgwr yn gallu cael mynediad at addysg o safon uchel er mwyn sicrhau eu bod yn cyrraedd eu potensial llawn.
English: Can I thank the Minister for that answer? Last week, I visited Ysgol Tŷ Ffynnon in my constituency to congratulate them on becoming the first school in Wales to be awarded the 'ADHD friendly school' award from the ADHD Foundation, a really fantastic achievement. Minister, will you take this opportunity to congratulate the school, and advise on how schools across Wales can follow Ysgol Tŷ Ffynnon's lead?
Welsh: A gaf fi ddiolch i'r Gweinidog am yr ateb hwnnw? Yr wythnos diwethaf, ymwelais ag Ysgol Tŷ Ffynnon yn fy etholaeth i'w llongyfarch ar ddod yn ysgol gyntaf Cymru i ennill y wobr 'ysgol gyfeillgar i ADHD' gan y Sefydliad ADHD, sy'n gyflawniad gwych iawn. Weinidog, a wnewch chi fanteisio ar y cyfle hwn i longyfarch yr ysgol, a dweud sut y gall ysgolion ledled Cymru ddilyn arweiniad Ysgol Tŷ Ffynnon?
English: Thank you, Jack, for giving me the opportunity to put on record my sincere congratulations to all of those involved at Ysgol Tŷ Ffynnon in Flintshire, which is indeed the very first school in Wales to receive this accolade. It is a testament to the hard work and the dedication of the team of that school to become the living embodiment of that promise of the national mission of fully inclusive schools that look to meet the needs of all of their children.
Welsh: Diolch, Jack, am roi'r cyfle i mi gofnodi fy llongyfarchiadau diffuant i bawb sy'n ymwneud ag Ysgol Tŷ Ffynnon yn Sir y Fflint, sef yr ysgol gyntaf un yng Nghymru i gael y wobr hon. Mae'n dyst i waith caled ac ymroddiad tîm yr ysgol honno i ddod yn ymgorfforiad byw o'r addewid yng nghenhadaeth ein cenedl i sicrhau ysgolion cwbl gynhwysol sy'n ymdrechu i ddiwallu anghenion eu holl blant.
English: I was also hugely impressed when I visited that school myself. It's an exemplar that others need to follow, because attention deficit hyperactivity disorder, ADHD, can be masked in an education environment. ADHD, or other related conditions, are not as a result of environmental issues or bad parenting. How do you therefore respond to the Flintshire constituents with children at other schools, whose e-mails in the last month alone include, 'My son was not afforded decision-making that afforded for his behaviours to be fully investigated and to be put on to our waiting list for an assessment. Instead, once again, it was determined to be a parenting issue, and not ADHD, autism or spectrum-related conditions'; and, 'I'm caring for a teenage boy with ASD and ADHD. The school have labelled us as parenting problems and reported us to social services, and CAMHS in my experience fail to provide an adequate assessment outlining the needs of the children, and openly admit they won't consider ADHD until at least seven years old. The issue I have with this is the strong genetic history of both ASD and ADHD in our family, and that the two combined present very differently to just one or the other condition on their own'?
Welsh: Gwnaeth argraff fawr arnaf hefyd pan ymwelais â'r ysgol honno fy hun. Mae'n esiampl y mae angen i eraill ei dilyn, oherwydd mae anhwylder diffyg canolbwyntio a gorfywiogrwydd, ADHD, yn gallu cuddio mewn amgylchedd addysg. Nid yw ADHD, neu gyflyrau cysylltiedig eraill, yn deillio o ganlyniad i faterion amgylcheddol na rhianta gwael. Sut felly rydych yn ymateb i etholwyr yn Sir y Fflint sydd â phlant mewn ysgolion eraill, y mae eu negeseuon e-bost yn ystod y mis diwethaf yn unig yn cynnwys hyn: 'Ni roddwyd cyfle i fy mab wneud penderfyniadau a oedd yn ei gwneud hi'n bosibl i'w ymddygiad gael ei archwilio'n llawn a chael ei roi ar restr aros am asesiad. Yn hytrach, unwaith eto, penderfynwyd mai mater rhianta ydoedd, ac nid ADHD, awtistiaeth na chyflyrau sy'n gysylltiedig â'r sbectrwm'; ac, 'Rwy'n gofalu am fachgen yn ei arddegau gydag anhwylderau yn y sbectrwm awtistig (ASD) ac ADHD. Mae'r ysgol wedi ein labelu fel rhai sydd â phroblemau rhianta ac wedi rhoi gwybod i'r gwasanaethau cymdeithasol amdanom, ac yn fy mhrofiad i, nid yw CAMHS yn darparu asesiad digonol yn amlinellu anghenion y plant, ac maent yn cyfaddef yn agored na fyddant yn ystyried ADHD tan o leiaf saith mlwydd oed. Y broblem sydd gennyf gyda hyn yw hanes genetig cryf o ASD ac ADHD yn ein teulu, a bod y ddau gyda'i gilydd i'w gweld yn wahanol iawn i'r naill gyflwr neu'r llall ar eu pen eu hunain'?
English: Well, Mark, as we've heard from Jack Sargeant, excellence in this area is achievable, and I'm very pleased to hear that you yourself have taken the opportunity to go and see that excellence for yourself. Training for professionals with regard to a range of additional learning needs is an important part of our £20 million transformation programme for ALN, and we have also commissioned an independent capacity review for neurodevelopmental services. It has already been commissioned and that will help us inform the development of further services, both inside and outside educational settings, and that review will commence early in 2021.
Welsh: Wel, Mark, fel y clywsom gan Jack Sargeant, mae rhagoriaeth yn y maes hwn yn gyraeddadwy, ac rwy'n falch iawn o glywed eich bod chi eich hun wedi manteisio ar y cyfle i fynd i weld y rhagoriaeth honno drosoch eich hun. Mae hyfforddiant i weithwyr proffesiynol mewn perthynas ag amrywiaeth o anghenion dysgu ychwanegol yn rhan bwysig o'n rhaglen drawsnewid gwerth £20 miliwn ar gyfer ADY, ac rydym hefyd wedi comisiynu adolygiad capasiti annibynnol ar gyfer gwasanaethau niwroddatblygiadol. Mae eisoes wedi'i gomisiynu a bydd hwnnw'n ein helpu i lywio'r gwaith o ddatblygu gwasanaethau pellach, mewn lleoliadau addysgol, a'r tu allan iddynt, a bydd yr adolygiad hwnnw'n dechrau yn gynnar yn 2021.
English: Thank you, David. I published 'The journey to 2022' document just last month to help schools prepare for designing and implementing the new curriculum. I intend to publish a curriculum implementation plan in early 2021 to set out the wider steps that we will take to support schools.
Welsh: Diolch, David. Cyhoeddais ddogfen 'Y daith i 2022' fis diwethaf i helpu ysgolion i baratoi ar gyfer cynllunio a gweithredu'r cwricwlwm newydd. Bwriadaf gyhoeddi cynllun gweithredu'r cwricwlwm yn gynnar yn 2021 i nodi'r camau ehangach y byddwn yn eu cymryd i gefnogi ysgolion.