techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Rhodri: Yes, it has held me back, because the traditional way of revising by looking at class notes and preparing your own notes hasn't worked for everyone, and the way that works for me is to go through textbooks and look at questions and past questions. So, I don't feel it's fair, because they have these resources in some of the subjects. The subjects I've chosen and the fact I've chosen to do them in Welsh means that I don't get as much support as someone who has chosen other subjects that do have these resources or to study through the medium of English.
Welsh: Rhodri: Do, mae e wedi dala fi nôl, achos y ffordd draddodiadol o adolygu, sef edrych ar nodiadau dosbarth a gwneud nodiadau eich hunain - nid yw e wedi gweithio i bob un, a'r ffordd sydd yn gweithio i fi yw mynd trwy werslyfrau a drwy edrych ar gwestiynau a hen gwestiynau. Felly, nid ydw i'n teimlo ei fod e'n deg achos, mewn rhai pynciau, mae gyda nhw'r adnoddau hyn, ac oherwydd fy mod i wedi dewis pynciau, a hefyd achos rydw i wedi dewis ei wneud e drwy'r Gymraeg, nid wyf i'n cael cymaint o gymorth ag y byddai rhywun sydd wedi dewis ei wneud e trwy'r Saesneg neu bynciau eraill sydd gyda'r adnoddau hyn.
English: Just to pick up on your point on the additional materials, whose role would it be to assess this or to take that overview, and then to respond to the demand?
Welsh: Jest i bigo lan ar y pwynt ynglŷn â'r deunydd ychwanegol yma, hynny yw, rôl i bwy fuasai asesu neu gymryd yr orolwg yna, ac wedyn, wrth gwrs, ymateb i'r galw?
English: Yes. That is extremely important - to identify, as Gareth has just said, those materials that need to be translated, and not everything needs to. We've made a lot of use recently of speaking with teachers and the consortia, and ensuring then that we are focusing on those things that need that attention.
Welsh: Ydym, ydym. Mae hynny'n bwysig tu hwnt - i adnabod, fel y mae Gareth newydd ei ddweud, y pethau sydd angen eu cyfieithu ac nid pob peth. Rydym ni wedi gwneud lot o ddefnydd yn ddiweddar o siarad â'r athrawon, siarad â'r consortia a phethau felly, a sicrhau wedyn ein bod ni yn ffocysu ar y pethau sydd wir angen sylw yn y pendraw.
English: But would you - ? The question I'm asking is: would you still see that as a core part of your work, although it's not necessarily essential in terms of the provision that you're required to provide?
Welsh: Ond a fyddech chi - ? Y cwestiwn rwy'n gofyn yw: a fyddech chi'n dal yn gweld hynny fel rhan greiddiol o'ch gwaith chi? Er nad yw e'n angenrheidiol o safbwynt darparu'r gwasanaeth rydych chi'n ei ddarparu, byddech chi'n teimlo bod hwnnw'n sicr yn rhan ganolog o'ch gwaith chi.
English: Yes, we invest substantially from the WJEC budget into digital resources. So, through the types of conversations that Mike mentioned, in terms of identifying needs, deciding on priorities with teachers in individual subject areas, that can provide very useful information for us in terms of prioritisation. Of course, the digital packages that we create are already based on conversations with teachers.
Welsh: Ie, fe allai fe fod, oherwydd rydym ni'n buddsoddi'n sylweddol iawn, iawn o gyllideb CBAC mewn adnoddau digidol. Felly, drwy sgyrsiau, fel yr oedd Mike yn ei ddweud, o ran canfod anghenion, penderfynu ar flaenoriaethau gydag athrawon mewn pynciau unigol, gall hynny roi gwybodaeth ddefnyddiol iawn i ni o ran beth i'w flaenoriaethu. Wrth gwrs, mae'r pecynnau digidol yr ydym yn eu creu eisoes yn seiliedig ar sgyrsiau gydag athrawon.
English: So, it's already happening to a certain extent.
Welsh: Felly, mae'n digwydd yn barod i raddau.
English: Well, yes, but we could always go a step further.
Welsh: I raddau, ydy, ond mae wastad yn bosib mynd cam ymhellach.
English: And do we need further resources for that?
Welsh: Ac a oes angen adnoddau i wneud hynny ymhellach?
English: Well, it's an interesting question. The WJEC is doing as much as we can -
Welsh: Wel, mae hi'n gwestiwn diddorol. Mae CBAC yn gwneud gymaint ag y gallwn ni -
English: Why isn't it happening to the extent that it needs to happen, then?
Welsh: Ond pam nad yw e'n digwydd i'r graddau y mae angen iddo fe ddigwydd, te?
English: One can always do more, of course. The WJEC is trying to use its budget prudently, and most of our funding comes from payments made by schools and colleges in terms of taking assessments. So, we do have a budget, but it's not a bottomless pit. So, we do need to make choices within the substantial budget we have in terms of the work that Mike is undertaking.
Welsh: Mae wastad yn bosib gwneud mwy. Mae CBAC yn trio defnyddio'i gyllideb yn ofalus, oherwydd mae'r rhan fwyaf o'n harian ni yn dod o daliadau y mae'n hysgolion a'n colegau ni yn eu talu i ni i sefyll yr asesiadau. Felly, mae gennym ni gyllideb, ond nid yw'n ddiderfyn. Felly, mae angen gwneud dewisiadau o fewn y gyllideb sylweddol sydd gennym ni ar gyfer gwaith Mike a'i dîm.
English: There is a need to be careful as well in identifying resources and needs, and that those are suited towards the requirements. Quite often a teacher - and I've been a teacher myself - has this idea that there is a need to have everything. But, certainly, that's not always the case. Quite often, the focus is on different things. There has been a move towards different means of assessment over recent years, and we've moved our resources towards that to meet the needs of teachers on how to undertake that sort of assessment.
Welsh: Mae'n rhaid bod yn ofalus hefyd, wrth adnabod anghenion, fod yr anghenion hynny yn wir i'w anghenion nhw. Yn aml iawn, byddai gan athro - a minnau wedi bod yn athro fy hunan - y syniad yma bod angen pob peth. Ond, yn sicr, nid yw hynny'n wirioneddol wir. Yn aml iawn, mae'r ffocws ar bethau hollol wahanol. Mae yna symud tuag at asesu gwahanol iawn wedi bod dros y blynyddoedd diwethaf yma nawr, ac felly rydym ni wedi symud ein adnoddau ni at y math yna o beth i ateb anghenion athrawon ar sut i fynd ati i gynnal y math yna o asesu.
English: Tthe WJEC has some information in terms of that budget. It is a Welsh Government budget, and they have annual discussions with us as to what resources we are likely to be working on along with publishers, and where we would like to make a claim against that grant to pay for the editorial and translation costs that we will have incurred. Now, there have been conversations recently about possible support from that grant for some research work into the use of various materials and resources, and also, although this would be a very small part, a contribution towards seminars for publishers. But that isn't a full picture of the £500,000; I think you would have to ask the Welsh Government about the exact allocation of that total fund. But there may be some flexibility. We've just started this financial year; I'm sure there is some flexibility in their thinking in terms of the use of some of this resource. Do you want to add anything, Mike?
Welsh: Mae gan CBAC peth gwybodaeth ar y gyllideb yna. Cyllideb Llywodraeth Cymru yw hi, wrth gwrs, ac mae'n nhw'n trafod gyda ni yn flynyddol pa adnoddau rydym ni'n debyg o fod yn gweithio arnyn nhw gyda chyhoeddwyr, ac, felly, lle byddwn ni'n dymuno gwneud hawliad yn erbyn y grant i dalu am y costau golygu a chyfieithu y byddwn ni wedi eu gwario. Mae yna sgyrsiau wedi bod hefyd yn ddiweddar am gefnogaeth bosibl o'r grant honno ar gyfer peth gwaith ymchwil i'r defnydd o adnoddau o wahanol fath, a hefyd, er mai elfen fach iawn fyddai hon, cyfraniad tuag at seminarau ar gyfer cyhoeddwyr. Ond nid yw hynny'n ddarlun llawn o'r £500,000; rwy'n meddwl y byddai'n rhaid gofyn i Lywodraeth Cymru ynglŷn ag union ddefnydd yr holl arian. Ac mae'n bosibl bod peth hyblygrwydd. Rydym ni newydd ddechrau'r flwyddyn ariannol hon; mae'n siŵr bod peth hyblygrwydd yn eu meddyliau nhw o ran defnydd peth o'r adnoddau. A wyt ti eisiau ychwanegu rhywbeth, Mike?
English: Certainly. We have contributed a list of publications, for example, that are ongoing, and they're aware of that, and a percentage of that funding then will go towards ensuring that those are there through the medium of Welsh.
Welsh: Yn sicr. Rydym ni wedi cyfrannu rhestr o gyhoeddiadau, er enghraifft, sydd ar y gweill, felly mae'n nhw'n ymwybodol o hynny, a bydd yna ganran o'r arian yna wedyn yn mynd at sicrhau bod rheini yna trwy'r Gymraeg.
English: I think that the evidence is that different learners see their requirements differently. And I agree that a textbook is part of the picture that should be available. But I think the evidence also shows that not every young person will use them; perhaps the teacher uses them. There is an emphasis, for example, from one pupil there, on that traditional model of revision, namely class notes and his own revision notes, but that he personally also wanted a textbook. So, certainly, the content of a textbook is going to be important, and that that's available in some form or other. It was very interesting to know, for example, that when he was describing the traditional model of revision, he felt that he'd had quite a lot of the content of the textbook through the classroom notes. Much of that digital content, of course, corresponds to the content areas of a textbook, but it's just in a different form. But, in general, there should be a textbook. And some of our frustration as well is that the timetables of some individual publishers don't always get us to the point where there is a textbook available in time. That doesn't happen so often in English medium, but we know about that gap in time in the Welsh provision.
Welsh: Rwy'n meddwl mai'r dystiolaeth yw bod gwahanol bobl ifanc, gwahanol ddysgwyr, yn gweld eu hanghenion yn wahanol. Ac rwy'n cytuno bod gwerslyfr yn rhan o'r darlun a ddylai fod ar gael. Ond rwy'n credu bod y dystiolaeth hefyd yn dangos na fydd pob person ifanc yn eu defnyddio nhw; weithiau, yr athro sy'n eu defnyddio nhw. Roedd pwyslais, er enghraifft, gan un bachgen yn fanna, onid oedd, ar y model traddodiadol o adolygu, sef nodiadau dosbarth a'i nodiadau adolygu ei hun, ond ei fod e'n bersonol hefyd yn dymuno gweld gwerslyfr. Felly, yn sicr mae'r cynnwys sydd mewn gwerslyfr yn mynd i fod yn bwysig - bod hynny ar gael mewn rhyw fodd neu ei gilydd. Roedd hi'n ddiddorol iawn gwybod, er enghraifft, pan oedd e'n disgrifio'r model traddodiadol o adolygu, ei fod e'n teimlo ei fod e wedi cael llawer iawn o gynnwys y gwerslyfr trwy'r nodiadau dosbarth. Mae llawer iawn, wrth gwrs, o'n cynnwys digidol ni yn cyfateb i'r meysydd cynnwys o fewn gwerslyfr, dim ond ei fod mewn ffurf wahanol. Ond ie, yn gyffredinol, fe ddylai fod yna werslyfr. Ac wedyn peth o'n rhwystredigaeth ninnau hefyd yw nad yw amserlenni a rhwystrau unigol rhai cyhoeddwyr ac ati ddim wastad yn ein cael ni i'r pwynt bod yna werslyfr ar gael mewn pryd. Yn anaml mae hynny wedi digwydd yn y Saesneg, ond wrth gwrs rydym ni yn gwybod am y bwlch amser gyda'r Gymraeg.
English: We do ensure that those digital resources include things that the teachers can also print. Most of these are resources for teachers so that the teachers can adapt them for their own use, to suit the learners who are in front of them at any given time. But certainly there are materials there. If there are activities, then those activities can be printed off and handed to pupils so that they can take them home. So, I would be sceptical about that comment. We are thinking of the totality, ultimately.
Welsh: Rŷm ni'n sicrhau bod yr adnoddau hynny sy'n ddigidol yn rhai sydd yn cynnwys pethau sydd hefyd yn bosib i athrawon eu hargraffu yn ogystal. Adnoddau i athrawon yw'r rhan fwyaf o'r rhain, er mwyn i'r athrawon wedyn eu haddasu yn eu ffyrdd eu hunain er mwyn siwtio'r dysgwyr sydd o'u blaen nhw ar y pryd. Ond, yn sicr, mae yna ddeunyddiau yna. Os oes rhyw weithgaredd, mae yna weithgaredd yna hefyd sydd yn bosib ei argraffu a rhoi i'r disgybl i fynd adref gyda nhw. Felly, buaswn i'n amheus o'r sylw hwnnw o ran hynny. Rŷm ni yn meddwl am y cyfan yn y pen draw.
English: I think you're right that the availability of technology is an important part of this big picture. The young people talk about websites and blogs, and we're talking about digital resources, so being able to reach those resources, I think, is vital in Wales. It's interesting to note two contradictory remarks from the teaching associations in the letters. One praises what's available digitally, whereas another teaching organisation sees this as more work for teachers. As Mike said, we've created those resources that can be adapted. One teaching organisation says that it just creates more work, while another organisation says that the digital resource is something that's very valuable. Of course, the headteacher at the end was praising the fact that, in a situation of crisis or unacceptable timetables, we have succeeded in creating some resources that will be in the textbook later, but available digitally at an early stage. But I agree with your core comment that technology is vital, and access to that, and also the content of a textbook in some form is vital as well.
Welsh: Rwy'n meddwl eich bod chi'n gywir; mae argaeledd technoleg yn rhan bwysig o'r darlun mawr yma, onid ydy? Roedd pobl ifanc yn sôn am wefannau a blogiau, ac rŷm ni'n sôn am adnoddau digidol, felly mae gallu cyrraedd yr adnoddau hynny, rwy'n credu, yn hanfodol yng Nghymru. Mae'n ddiddorol gweld dau sylw gwrthgyferbyniol gan ddwy gymdeithas athrawon yn eu llythyron. Mae un yn canmol yr hyn sydd ar gael yn ddigidol, tra bod cymdeithas athrawon arall yn ei weld fel rhagor o waith i athrawon. Fel mae Mike yn ei ddweud, rydym wedi eu creu nhw fel adnoddau y gellir eu haddasu. Mae un gymdeithas athrawon yn dweud, 'Wel, mae hwnna jest yn ychwanegu rhagor o waith', tra bod y gymdeithas athrawon arall yn gweld y cyfrwng digidol fel rhywbeth gwirioneddol werthfawr. Wrth gwrs, roedd y prifathro ar y diwedd yn canmol y ffaith, mewn sefyllfa o argyfwng neu amserlen annerbyniol, ein bod ni wedi llwyddo i wneud peth deunydd a fydd ar gael yn nes ymlaen mewn gwerslyfr, ond ar gael yn ddigidol yn gynnar. Ond rwy'n cytuno gyda'ch sylw creiddiol chi; mae'r dechnoleg yn hanfodol, ac argaeledd y dechnoleg, a hefyd mae cynnwys gwerslyfr mewn rhyw ffurf yn hanfodol hefyd.
English: I think also, perhaps, related to that, it is important to mention digital literacy here. Every young person in Wales, I would hope, taking GCSE or A-level, should have that digital literacy in order to source the valuable materials available - that they should have those skills. Then, they have the choice whether they go down the digital route, or do they do as Mike suggested - much of the digital material can be printed - or do they then turn to textbooks, in the hope that those would be available? That would then allow for a pupil's personal learning choice to be reflected. It's also important for teachers to confirm that their ways of teaching do support these alternative approaches taken by pupils. Not every pupil will choose to learn or revise in exactly the same way. So, the flexibility for the pupil is very important, I think.
Welsh: Rwy'n meddwl efallai hefyd, yn y maes yma, ei bod hi'n bwysig crybwyll llythrennedd digidol fan hyn. Hynny yw, dylai fod pob person ifanc yng Nghymru, gobeithio, sy'n dilyn cwrs TGAU neu safon uwch - fod ganddyn nhw'r llythrennedd ddigidol i allu cyrchu tuag at adnoddau gwerthfawr sydd ar gael, a bod y sgiliau ganddyn nhw. Mae'r dewis ganddyn nhw wedyn. A ydyn nhw'n mynd i lawr y llwybr digidol neu a ydyn nhw'n gwneud beth roedd Mike yn ei awgrymu - mae lot o'r pethau digidol yn gallu cael eu hargraffu - neu a ydyn nhw'n troi at werslyfrau, gan obeithio y byddai'r rheini ar gael? Mae hynny wedyn yn caniatáu i arddull bersonol ar gyfer dysgu gael ei adlewyrchu. Rwy'n credu ei fod yn bwysig i athrawon hefyd gadarnhau bod eu ffordd nhw o addysgu yn cefnogi dulliau dysgu gwahanol sydd gan eu disgyblion nhw. Nid pob disgybl mewn dosbarth fydd eisiau dysgu nac adolygu yn gwmws yn yr un ffordd. Felly, mae'r hyblygrwydd yna ar gyfer yr unigolyn sy'n ddisgybl yn bwysig, rwy'n credu.
English: I think the main reason for that is that there are three series of reforms of qualifications that have happened. There were some in 2015, other subjects in 2016, and other subjects in 2017. Those three cycles of reform have all suffered from the short timetable that was between approving a qualification and publishers being able to start the work. Perhaps an interesting comparison would be a subject being taught for the first time in 2015 - where that subject has reached now in terms of resources. I would hope that each one of those subjects have more available now in terms of resources, and therefore we are adding each year - not textbooks but digital resources. There are more past papers available, of course. We are working on sample work at the request of teachers. So, every subject is moving on over a period of time of five to six years while that specification is being studied. But those same difficulties have, unfortunately, affected 2015 subjects and 2017 subjects, and that's why we're discussing the same thing in 2018.
Welsh: Rydw i'n meddwl mai'r prif reswm yn y fan yna yw bod yna dair cyfres o ddiwygio cymwysterau wedi digwydd. Roedd yna rai ar gyfer eu dysgu yn 2015, pynciau eraill ar gyfer 2016, a phynciau eraill ar gyfer 2017. Mae'r tri chylch yna o ddiwygio i gyd wedi dioddef o'r amserlen fer oedd rhwng cymeradwyo cymhwyster a chyhoeddwr yn gallu dechrau ar y gwaith. Efallai cymhariaeth ddiddorol fyddai pwnc a oedd yn cael ei ddysgu am y tro cyntaf yn 2015 - lle mae'r pwnc yna wedi cyrraedd erbyn hyn o ran adnoddau. Buaswn i'n gobeithio bod pob un o'r pynciau yna â mwy o adnoddau ar gael erbyn hyn, ac felly rydym ni'n ychwanegu pob blwyddyn - ddim yn ychwanegu gwerslyfrau ond ychwanegu adnoddau digidol. Mae yna fwy o gyn-bapurau ar gael, wrth gwrs. Rydym ni'n gweithio ar ddeunydd enghreifftiol y mae athrawon yn gofyn i ni eu creu. Felly, rydw i'n meddwl bod pob pwnc yn symud yn ei flaen dros gyfnod o efallai pump neu chwe blynedd tra mae'r fanyleb yna'n cael ei hastudio. Ond mae'r un un trafferthion, yn anffodus, wedi effeithio ar bynciau 2015 a phynciau 2017, ac felly dyna pam ein bod ni'n trafod yr un peth yn 2018.
English: Yes, and similarly in England, the examination boards working in England would have provided the same advice to the Government there. And, of course, the Welsh Government programme was associated with the reform programme in England, in particularly for those A-level subjects, where there was a strong influence from the universities across the UK in terms of what they wanted to see differently in the A-level subjects. So, England and Wales have run on a very short timetable common to both countries, and I would say that every exam board and every publisher has seen this very challenging in Wales and England. But our advice is that there is a real need for between 18 months and two years from completing a specification that has been approved, then being able to work with teachers on what their needs and requirements will be, thinking about what the teaching programme will be, and then starting to work with publishers and get resources available - ideally, with a year of preparation then for the teacher before they start teaching. So, as they will know what resources will be available, we'll be able to discuss the use of those resources in our professional development programmes, and then that timeline is convenient for everybody.
Welsh: Oedd, ac yn yr un modd yn Lloegr, byddai'r cyrff arholi sy'n gweithio yn Lloegr wedi rhoi'r un cyngor yn gwmws i'r Llywodraeth yn fan honno. Ac, wrth gwrs, mi oedd rhaglen Llywodraeth Cymru ynghlwm â'r rhaglen ddiwygio yn Lloegr, yn arbennig ar gyfer y pynciau Safon Uwch, lle'r oedd yna ddylanwad cryf gan y prifysgolion ar draws Prydain o ran beth roedden nhw eisiau ei weld yn wahanol yn y Safon Uwch. Felly, mae Cymru a Lloegr wedi rhedeg ar amserlen fer iawn, iawn, yn gyffredin i'r ddwy wlad, a buaswn i'n dweud bob pob corff arholi a phob cyhoeddwr wedi gweld hyn yn heriol iawn yng Nghymru ac yn Lloegr. Ond ein cyngor ni yw bod wir eisiau rhwng 18 mis a dwy flynedd rhwng cwblhau manyleb sydd wedi ei chymeradwyo, wedyn gallu gweithio gydag athrawon ar beth fydd eu hanghenion nhw, o feddwl sut beth fydd y rhaglen ddysgu, ac wedyn, ar yr un pryd, i ddechrau gweithio gyda chyhoeddwyr a chael adnoddau ar gael - yn ddelfrydol, gyda blwyddyn o baratoi wedyn i'r athrawon cyn dechrau dysgu. Felly, wrth iddyn nhw wybod pa adnoddau fydd ar gael, fe fyddwn ni'n gallu trafod defnydd yr adnoddau yn ein rhaglenni datblygiad proffesiynol ni, ac wedyn mae'r llinell amser yn hwylus i bawb.
English: Estyn, NAHT, UCAC, NASUWT, WJEC and Qualifications Wales have pointed to the way in which the Government has managed the reforms that have been happening over the past few years as one of the things that has led to some of these difficulties. You mentioned the fact that they come wave upon wave. Well, what about the tsunami of curriculum reform that we're currently facing? That is, how confident can we be that the situation won't deteriorate as the new curriculum is introduced - rather than improve?
Welsh: Mae Estyn, NAHT, UCAC, NASUWT, CBAC a Cymwysterau Cymru wedi pwyntio at y modd y mae'r Llywodraeth wedi rheoli'r diwygiadau sydd wedi bod yn digwydd dros y blynyddoedd diwethaf fel un o'r achosion sydd wedi arwain at rai o'r trafferthion yma. Roeddech chi'n sôn am y ffaith eu bod nhw'n dod ton ar ôl ton ar ôl ton. Wel, beth am y tswnami o ddiwygio cwricwlwm sydd o'n blaenau ni? Hynny yw, pa mor hyderus allwn ni fod na fydd y sefyllfa'n gwaethygu wrth i'r cwricwlwm newydd gael ei gyflwyno - yn hytrach na gwella?