techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I do agree entirely with the implication in the question that we must not be in a situation where, by virtue of the sort of policy that she's referring to, we create the impression that girls are responsible for the sorts of incidents that the Member is referring to. I don't imagine for a second that that is the intention behind any of the policies that I think she's implying and referring to. And I think it's really important, in our schools, that the way we teach boys and girls addresses this question and teaches the nature of respect in this context. I don't think it is a helpful signal to send - I'm sure it's completely unintended - but I do think the point she makes is a valid point: we must not be in a situation where girls feel that it is their responsibility, if you like, to dress in a particular way.
Welsh: Rwy'n cytuno'n llwyr â'r awgrym yn y cwestiwn na ddylem fod mewn sefyllfa lle rydym yn creu'r argraff, drwy'r math o bolisi y mae'n cyfeirio ato, mai merched sy'n gyfrifol am y mathau o ddigwyddiadau y mae'r Aelod yn cyfeirio atynt. Nid wyf yn meddwl am eiliad mai dyna'r bwriad y tu ôl i unrhyw un o'r polisïau y credaf ei bod yn cyfeirio atynt. Ac rwy'n credu ei bod yn bwysig iawn, yn ein hysgolion, fod y ffordd rydym yn addysgu bechgyn a merched yn mynd i'r afael â'r cwestiwn ac yn dysgu natur parch yn y cyd-destun hwn. Nid wyf yn credu ei bod yn neges ddefnyddiol i'w lledaenu - rwy'n siŵr ei fod yn gwbl anfwriadol - ond rwy'n credu bod y pwynt y mae'n ei wneud yn un dilys: rhaid inni beidio â bod mewn sefyllfa lle mae merched yn teimlo mai eu cyfrifoldeb hwy yw gwisgo mewn ffordd benodol.
English: And you have a Llywydd who is football crazy as well and is trying to urge brevity in questions and answers in this Chamber and is failing miserably. [ Laughter. ] And thank you, Lee Waters, for your support in trying to curtail all contributions by not congratulating each other and thanking each other all the time. Anyway, Minister - brevity.
Welsh: Ac mae gennych Lywydd sydd wedi gwirioni ar bêl-droed hefyd ac sy'n ceisio annog yr Aelodau i fod yn gryno mewn cwestiynau ac atebion yn y Siambr hon ac sy'n methu'n druenus. [ Chwerthin. ] A diolch, Lee Waters, am eich cymorth wrth geisio cwtogi'r holl gyfraniadau drwy beidio â llongyfarch eich gilydd a diolch i'ch gilydd drwy'r amser. Beth bynnag, Weinidog - yn gryno.
English: Brevity. Well, certainly my sports career was very brief, Llywydd [ Laughter.] I was an incredibly ineffectual sportsperson when I was in school, and I actually regret that in many ways. I think the qualities, which the Member outlined in her question, are spot on in terms of the development of young people, and I share with her the regret that, over the last year perhaps, we haven't been able to, because of the circumstances in which we have found ourselves, to make sure that children and young people have the full access to sporting opportunities and sport in schools and colleges that we would want to see. And I'm really confident that the prominence given to health and well-being in the new curriculum will help us make sure that sport continues to be properly valued in our school system.
Welsh: Yn gryno. Wel, yn sicr roedd fy ngyrfa chwaraeon yn fyr iawn, Lywydd [ Chwerthin.] Roeddwn yn chwaraewr anhygoel o aneffeithiol pan oeddwn yn yr ysgol, ac rwy'n edifar am hynny mewn sawl ffordd. Rwy'n credu bod y rhinweddau a amlinellwyd gan yr Aelod yn ei chwestiwn yn hollol gywir o ran datblygiad pobl ifanc, ac rwy'n rhannu'r gofid y mae hi'n ei deimlo nad ydym dros y flwyddyn ddiwethaf efallai, oherwydd y sefyllfa rydym ynddi, wedi gallu sicrhau bod plant a phobl ifanc yn cael mynediad llawn at gyfleoedd chwaraeon mewn ysgolion a cholegau fel y byddem eisiau iddynt ei gael. Ac rwy'n hyderus iawn y bydd yr amlygrwydd a roddir i iechyd a llesiant yn y cwricwlwm newydd yn ein helpu i sicrhau bod chwaraeon yn parhau i gael eu gwerthfawrogi'n briodol yn ein system ysgolion.
English: Thank you very much. It's good to see you across the Chamber in the flesh, as it were, for the first time in quite a while. We are following a different regime again this year in terms of GCSE, A-level and AS examinations. It is an assessment standardisation exercise led by individual schools and teachers, to all intents and purposes. Earlier this year, the Scottish Government announced that they would provide a one-off payment of £400 to teachers who were engaged in additional assessment work as recognition of that additional burden. How is the Welsh Government going to ensure that teachers who do have additional responsibilities in the current examination round are going to be properly recognised for this work, including in financial terms - that is, the teachers who wouldn't be external examiners for WJEC usually?
Welsh: Diolch yn fawr iawn. Neis eich gweld chi ar draws y Siambr ac yn y cnawd, fel petai, am y tro cyntaf ers tro. Rydym ni'n dilyn trefn wahanol i'r arfer eto eleni o ran arholi disgyblion TGAU, lefel A ac AS. Trefn safoni asesiadau o dan arweiniad ysgolion ac athrawon unigol sydd gyda ni, i bob pwrpas. Yn gynharach eleni, fe wnaeth Llywodraeth yr Alban gyhoeddi y byddan nhw'n rhoi taliad untro o £400 i athrawon oedd ynghlwm â dyletswyddau safoni ychwanegol fel cydnabyddiaeth o'r baich gwaith ychwanegol hynny. Sut mae Llywodraeth Cymru yn mynd i sicrhau bod athrawon sydd efo cyfrifoldebau ychwanegol yn y cylch arholi eleni yn mynd i gael cydnabyddiaeth briodol am y gwaith yma, gan gynnwys yn ariannol - hynny yw, yr athrawon fyddai ddim yn arholwyr allanol i CBAC fel arfer?
English: Well, the Member is right to emphasise how important the role of teachers is for the system this summer, following what we heard last summer - how important it is in terms of the trust of learners and the system in general in relation to results. So, I just want to put on record my thanks to teachers across Wales for the work that they're doing to ensure that that's possible this year. In the four countries of the UK, the four Governments have taken slightly different approaches in looking at the system. What we've done in Wales is ensure that the majority of the work that's being done happens during the term, rather than cutting into the summer period. So, we've emphasised more of the work earlier on in order to level it out a bit more. We've also provided a budget of just under £9 million to allow schools to increase capacity in order to be able to do this and to introduce flexibility into the system, for INSET use and end-of-year assessments, so that that creates flexibility in the system for teachers to undertake these additional responsibilities.
Welsh: Wel, mae'r Aelod yn iawn i bwysleisio pa mor greiddiol yw rôl athrawon yn y system sydd gyda ni ar gyfer yr haf hwn, yn dilyn yr hyn glywsom ni haf diwethaf - pa mor bwysig mae hynny i ymddiriedaeth dysgwyr a'r system yn gyffredinol yn y canlyniadau. Felly, rwyf eisiau rhoi ar goedd fy niolch i i athrawon ledled Cymru am y gwaith maen nhw'n ei wneud i sicrhau bod hynny'n bosib eleni. Yn y pedair gwlad o fewn y Deyrnas Gyfunol, mae'r pedair Llywodraeth wedi cymryd ffyrdd ychydig yn wahanol o edrych ar y system hon. Beth rydym ni wedi ei wneud yma yng Nghymru yw sicrhau bod y rhan fwyaf o'r gwaith sydd yn cael ei wneud yn digwydd yn ystod y tymor, yn hytrach na thorri mewn i gyfnod yr haf. Felly, rydym ni wedi pwysleisio mwy o'r gwaith yn gynharach er mwyn gallu gwastadu fe ychydig yn fwy efallai, ac rydym ni hefyd wedi darparu cyllideb o jest o dan £9 miliwn, sydd yn caniatáu ysgolion i allu cynyddu capasiti er mwyn gallu gwneud hyn, a hefyd cyflwyno hyblygrwydd i'r system, mewn defnydd INSET a hefyd o ran asesiadau diwedd blwyddyn, fel bod hynny'n creu rhywfaint o hyblygrwydd yn y system i'n hathrawon allu gwneud y gwaith ychwanegol hwn.
English: Thank you. I'm pleased that you recognise that it is quite a substantial amount of extra work in some cases. And there is funding in the system, because I've been made aware of a case where one secondary school is paying a great deal - around £100,000 - to the external examining bodies, although they, of course, are not delivering the same functions in this year's examination round. It's important that the funding in the system is used or vired, where appropriate, in order to recognise the unique arrangements in place for this year. Staying with the theme of school funding, I turn to the commitment in the programme for government, published yesterday, namely that your Government will fund up to 1,800 tutoring staff in our schools. Your written statement today - and I welcome that, of course - refers to retaining and supporting over 1,800 members of full-time equivalent staff, recruited under the Recruit, Recover and Raise Standards programme. Now, the word 'tutor' doesn't appear in your statement this morning, so can you confirm first of all that we are talking about the same thing here? Is the figure of 1,800 mentioned in the programme for government and described as tutors the same people as the teachers and additional staff that you mention in your statement? So, what kind of staff are we talking about here? Are they new staff and is the funding announced new funding, and will they be permanently available within the system, post dealing with the pandemic?
Welsh: Diolch. Dwi'n falch eich bod chi'n cydnabod bod o'n waith ychwanegol eithaf swmpus mewn rhai achosion. Ac mae yna arian yn y system, achos dwi wedi clywed am achos lle mae yna un ysgol uwchradd yn talu arian mawr - tua £100,000 - i'r cyrff arholi allanol, er nad ydy'r rheini, wrth gwrs, yn cyflawni'r un swyddogaeth yn y cylch arholi eleni. Mae'n bwysig bod yr arian sydd yn y system yn cael ei ddefnyddio, yn cael ei gyfeirio, ei ddargyfeirio, os leiciwch chi, lle mae'n briodol, i gydnabod y trefniadau unigryw sydd mewn lle eleni. I aros efo thema cyllid ysgolion, dwi am droi at yr ymrwymiad yn y rhaglen lywodraethu, a gafodd ei chyhoeddi ddoe, y bydd eich Llywodraeth chi yn ariannu hyd at 1,800 o staff tiwtora ychwanegol yn ein hysgolion. Mae'ch datganiad ysgrifenedig chi heddiw - a dwi'n croesawu hwnnw, wrth gwrs - yn cyfeirio at gadw a chefnogi dros 1,800 aelod o staff cyfwerth ag amser llawn, a recriwtiwyd o dan y rhaglen Recriwtio, Adfer a Chodi Safonau. Rŵan, dydy'r gair 'tiwtor' ddim yn ymddangos yn eich datganiad chi y bore yma, felly, fedrwch chi gadarnhau i ddechrau ein bod ni'n sôn am yr un peth? Ydy'r 1,800 sydd yn y rhaglen lywodraethu o dan yr enw 'tiwtor', ydy'r rheini yr un bobl â'r athrawon a'r staff ychwanegol rydych chi'n sôn amdanyn nhw? Felly, pa fath o staff ydym ni'n sôn amdanyn nhw? Ydyn nhw'n staff newydd ac ydy'r arian sydd wedi cael ei grybwyll yn arian newydd, ac a fyddan nhw hefyd yn barhaol yn y system ar ôl y cyfnod cyntaf yma o ddelio â'r pandemig?
English: Well, the answer to the final question is that we intend that they will continue to do their work until their work is done. That's our commitment. In terms of their functions, they provide education. The word 'staff' means people who teach or support - teaching assistants and so forth - to allow the pupils to have more support in terms of their learning. And that's the commitment. And I think that this builds on the three Rs work that we've done over the last year. It allows us to provide a broader range of support for our learners. In England, for example, the emphasis is on individual tutoring - catching-up on content. That's not the concept that we have at the heart of our plans. We have a broader definition of what our learners need to ensure that their confidence and motivation is being supported so that they can engage with learning again. And that's part of the capacity we're creating in the system in order to provide for those who need it - even one-on-one support, perhaps - but also to create capacity in the system to support the learning skills, the basic skills, that have had a tough time in the last year.
Welsh: Wel, yr ateb i'r cwestiwn olaf yw mai'r bwriad yw eu bod nhw'n parhau i wneud eu gwaith nes bod eu gwaith nhw wedi'i wneud. Dyna'r ymrwymiad sydd gyda ni. O ran beth yw eu swyddogaethau nhw, maen nhw'n darparu addysg. Hynny yw, mae'r gair 'staff' yn golygu pobl sydd yn dysgu neu'n cefnogi - TAs ac ati - i allugoi i'r disgyblion gael mwy o gefnogaeth o ran dysgu. Felly, dyna'r ymrwymiad. Ac rwy'n credu bod hyn yn adeiladu ar waith y three Rs rydym ni wedi bod yn ei wneud dros y flwyddyn ddiwethaf. Mae'n caniatáu inni allu darparu ystod ehangach o gefnogaeth i'n dysgwyr ni. Hynny yw, yn Lloegr, er enghraifft, mae'r pwyslais yn fanna yw tiwtora unigol - dal i fyny, hynny yw, ar gynnwys. Nid dyna'r cysyniad sydd gyda ni wrth wraidd ein cynlluniau ni. Mae gyda ni ddiffiniad ehangach o beth sydd ei angen ar ein dysgwyr ni i sicrhau bod eu hyder nhw, eu motivation nhw, yn cael eu cefnogi fel eu bod nhw'n gallu ymarfer eto â dysgu. A dyna yw rhan o'r capasiti rŷn ni'n ei greu yn y system er mwyn darparu i'r rhai sydd ei angen e - cefnogaeth un wrth un, efallai, hyd yn oed - ond hefyd creu capasiti yn y system i allu cefnogi'r sgiliau dysgu hynny, y sgiliau sylfaenol hynny, sydd efallai wedi cael amser anodd yn y flwyddyn ddiwethaf.
English: Thank you. I'm still not entirely clear on the issue, but hopefully we can discuss this further outside the Chamber, and I would appreciate some clarity as to where the funding is coming from. Is this new funding -
Welsh: Diolch. Dwi dal ddim yn hollol glir, ond gobeithio medrwn ni gael trafodaeth bellach ar hyn y tu allan i'r Siambr, a buaswn i'n gwerthfawrogi eglurder ynglŷn ag o ble mae'r arian yn dod. Ydy hwn yn arian newydd -
English: - or is it a continuation of the funding that Kirsty Williams mentioned in the previous Senedd? Now, you've mentioned closing the attainment gap as one of your early priorities and I agree with you on that - it is crucially important. There is clear evidence, of course, that the one most effective thing that we can do in delivering this aim is to provide a nutritious free school meal to all school pupils as an addition to the formal education programme provided. But it's very disappointing to see in the programme for government, published yesterday by the Government, that you mention finding the resources and that any expansion of qualification for free school meals is conditional on finding additional resources. I would say that we must find the funding in order to support Wales's poorest pupils and that your Government must take that very first step on the journey towards universal free school meals provision.
Welsh: - yntau ydy o'n barhad o'r arian wnaeth Kirsty Williams sôn amdano fo yn ystod y Senedd ddiwethaf? Rydych chi wedi sôn am gau'r bwlch cyrhaeddiant fel un o'ch blaenoriaethau cynnar chi ac rwy'n cytuno â chi ar hynny - mae'n holl, holl bwysig. Mae yna dystiolaeth glir, wrth gwrs, mai'r un peth mwyaf effeithiol y gallwn ei wneud i gyflawni'r nod yma ydy rhoi pryd o fwyd ysgol maethlon am ddim i bob disgybl ysgol fel ategiad i'r rhaglen addysg ffurfiol sy'n cael ei ddarparu. Ond siomedig iawn ydy gweld yn rhaglen lywodraethu'r Llywodraeth, a gafodd ei gyhoeddi ddoe, eich bod yn sôn am ganfod yr adnoddau a bod yn rhaid i unrhyw ehangu ar y cymhwyster ar gyfer derbyn cinio am ddim fod yn amodol ar ganfod yr adnoddau. Rŵan, byddwn i'n dweud bod yn rhaid canfod yr arian er mwyn cefnogi disgyblion tlotaf Cymru a bod yn rhaid i'ch Llywodraeth chi gymryd y cam cyntaf un ar y daith tuag at ddarparu cinio ysgol am ddim i bawb.
English: Well, of the four UK Governments, we were the first ones to take the first step in most contexts in terms of FSM provision in our schools. So, I do accept what the Member says in terms of how important it is for us to be able to meet that need. We've said already, and we reiterate, if I can say that, in the programme for government, that we intend to look again at the eligibility criteria for having access to this scheme, and that's our intention and that's our plan. Additional data will be available by the end of the summer and that will give us an opportunity to look at who is eligible for this. But we've just had a conversation about investing in the well-being of pupils more broadly and an emphasis on those who need more support than others. All of these interventions call for resources, and we want to ensure that the package of support that we give our pupils is one that meets the demand and it's inevitable therefore that we need to look at where the resources go and where the resources come from. And that's why we're making the commitment that we are making. We are ambitious, but it is responsible that we look at the range of interventions and, when we can expand the criteria - and we are eager to do that - we will do that in a way consistent with the resources.
Welsh: Wel, o'r pedair Llywodraeth yn y Deyrnas Gyfunol, ni oedd y Llywodraeth a gymrodd y cam gyntaf mewn mwy o gyd-destunau yn ymwneud â rhoi prydiau bwyd am ddim yn ein hysgolion ni. Felly, rwy'n derbyn yr hyn y mae'r Aelod yn ei ddweud o ran pa mor bwysig yw e inni allu diwallu'r angen hwn. Rŷn ni wedi dweud eisoes, a rŷn ni'n ail-ddweud, os caf i ddweud hynny, yn y rhaglen lywodraethu, ein bod ni'n bwriadu edrych eto ar y meini prawf ar gyfer cael mynediad i'r cynllun hwn, a dyna yw ein bwriad ni - dyna ein cynllun ni i'w wneud. Bydd data ychwanegol ar gael erbyn diwedd yr haf a bydd hynny'n rhoi cyfle inni allu edrych ar bwy sy'n gymwys ar gyfer hyn. Ond rŷn ni newydd gael sgwrs am fuddsoddiad mewn llesiant ein disgyblion yn ehangach a phwyslais ar rai efallai sydd angen mwy o gefnogaeth na'i gilydd. Mae pob un o'r ymyraethau yma'n galw am adnoddau, a rŷn ni eisiau sicrhau bod y pecyn o gefnogaeth rŷn ni'n ei roi i'n disgyblion ni yn un sydd yn gymwys at y galw ac felly mae'n anorfod bod yn rhaid edrych wedyn ar ble mae'r adnoddau'n mynd ac o ble y mae'r adnoddau'n dod. Ac felly dyna pam rŷn ni'n gwneud yr ymrwymiad sydd gyda ni. Rŷn ni'n uchelgeisiol ond mae'n gyfrifol hefyd inni sicrhau ein bod yn edrych ar ystod o ymyraethau a hefyd, pan allwn ni ehangu'r meini prawf - a rŷn ni'n frwdfrydig i wneud hynny - byddwn ni'n gwneud hynny yn gyson â'r adnoddau.
English: Today, I published the 'Renew and reform' plan, a framework for this Government's response to the impacts of the pandemic on learning. The plan focuses on supporting the foundations of learning, including learner well-being, and supporting learners to make progress by focusing on their capacity for resilience.
Welsh: Heddiw, cyhoeddais y cynllun 'Adnewyddu a diwygio', fframwaith ar gyfer ymateb y Llywodraeth hon i effeithiau'r pandemig ar ddysgu. Mae'r cynllun yn canolbwyntio ar gefnogi sylfeini dysgu, gan gynnwys llesiant dysgwyr, a chefnogi dysgwyr i wneud cynnydd drwy ganolbwyntio ar eu gallu i fod yn wydn.
English: I met with the National Union of Students Wales last week, and they've been running surveys amongst university students that find that 60 per cent of their members say their mental health is worse than before the pandemic and it's exacerbated social pressures, financial pressures and the academic work that they're facing. As a result, students are at a higher risk of developing mental health problems. I saw that the - . Well, last year, we welcomed that - the last term - the last Welsh Government introduced £10 million in mental health services during the pandemic, which had a great effect on university students. I saw your written statement this morning, which you just referred to, in which you said that the Welsh Government was committed to helping - and I quote - 'post-16 learners to progress to the next steps of their journey,' and provided a little bit of outline on how that would be achieved. But can I ask for a little bit more detail, then, on how post-16 mental health will be addressed as part of that strategy?
Welsh: Cyfarfûm ag Undeb Cenedlaethol Myfyrwyr Cymru yr wythnos diwethaf, ac maent wedi bod yn cynnal arolygon ymysg myfyrwyr prifysgol sy'n dangos bod 60 y cant o'u haelodau'n dweud bod eu hiechyd meddwl yn waeth na'r hyn ydoedd cyn y pandemig a'i fod wedi gwaethygu pwysau cymdeithasol, pwysau ariannol a'r gwaith academaidd y maent yn ei wynebu. O ganlyniad, mae myfyrwyr mewn mwy o berygl o ddatblygu problemau iechyd meddwl. Gwelais fod - . Wel, y llynedd, y tymor diwethaf, fe wnaethom groesawu'r ffaith bod Llywodraeth ddiwethaf Cymru wedi buddsoddi £10 miliwn mewn gwasanaethau iechyd meddwl yn ystod y pandemig, buddsoddiad a gafodd effaith fawr ar fyfyrwyr prifysgol. Gwelais eich datganiad ysgrifenedig y bore yma, fel y nodoch chi yn awr, lle roeddech chi'n dweud bod Llywodraeth Cymru wedi ymrwymo i helpu - ac rwy'n dyfynnu - 'dysgwyr ôl-16 i symud ymlaen at gamau nesaf eu taith,' ac yn darparu amlinelliad o sut y câi hynny ei gyflawni. Ond a gaf fi ofyn am ychydig mwy o fanylion felly ynglŷn â sut yr eir i'r afael ag iechyd meddwl ôl-16 fel rhan o'r strategaeth honno?
English: Minister, I know we already had our congratulatory message at the lifts earlier, so I'll spare you of the horror of saying it in front of you all today. I just want to ask you: research by the NUS Wales reveals that students are at a higher risk of developing mental health problems than the general population. Many people first encounter mental health problems when they are at university or college, with academic pressure and the anxiety of living away from home for the first time, combined with other factors, actually making students susceptible to poor mental health. This situation has been made worse by the pandemic, which has disrupted many students' education. I'd like to know what is your response to the NUS's call for the Welsh Government to introduce a joined-up strategy that connects provision in education with NHS services to ensure students receive the help and support they so desperately need. Thank you.
Welsh: Weinidog, rwy'n gwybod ein bod eisoes wedi cael ein neges longyfarch wrth y lifftiau yn gynharach, felly rwyf am eich arbed rhag yr arswyd o'i dweud o flaen pawb heddiw. Hoffwn ofyn i chi: mae ymchwil gan Undeb Cenedlaethol Myfyrwyr Cymru yn datgelu bod myfyrwyr mewn mwy o berygl o ddatblygu problemau iechyd meddwl na'r boblogaeth gyffredinol. Mae llawer o bobl yn wynebu problemau iechyd meddwl am y tro cyntaf pan fyddant yn y brifysgol neu'r coleg, gyda phwysau academaidd a'r pryder o fyw oddi cartref am y tro cyntaf, ynghyd â ffactorau eraill, yn gwneud myfyrwyr yn agored i iechyd meddwl gwael. Gwaethygwyd y sefyllfa hon gan y pandemig, sydd wedi amharu ar addysg llawer o fyfyrwyr. Hoffwn wybod beth yw eich ymateb i alwad Undeb Cenedlaethol y Myfyrwyr ar Lywodraeth Cymru i gyflwyno strategaeth gydgysylltiedig sy'n cysylltu darpariaeth mewn addysg â gwasanaethau'r GIG er mwyn sicrhau bod myfyrwyr yn cael y cymorth a'r gefnogaeth y maent eu hangen yn ddybryd. Diolch.