techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Llywydd. It's almost four and a half years now since the publication of Professor Sioned Davies's report on the position of Welsh as a second language in English-medium schools in Wales. In that report, she made it entirely clear that it was the eleventh hour even then in terms of Welsh as a second language, and that attainment levels for pupils in that subject were lower than in any other subject. Had that been true about English or maths, I'm sure we would have long since seen a resolution to that problem. She concludes by saying that a change of direction is urgently required before it's too late. So, can I ask when the Minister intends the new combined qualification will be available for teaching in school?
Welsh: Diolch, Llywydd. Mae pedair blynedd, bron i bedair blynedd a hanner nawr, ers cyhoeddi adroddiad yr Athro Sioned Davies ar sefyllfa'r Gymraeg fel ail iaith mewn ysgolion cyfrwng Saesneg yng Nghymru. Yn yr adroddiad, mi wnaeth hi'n gwbl glir ei bod hi'n unfed awr ar ddeg bryd hynny ar y Gymraeg fel ail iaith, a bod lefelau cyrhaeddiad disgyblion yn y pwnc yna yn is nag mewn unrhyw bwnc arall. A phetai hynny wedi bod yn wir am Saesneg neu Fathemateg, rwy'n siŵr y byddem ni wedi hen weld datrysiad i'r broblem erbyn hyn. Mae hi'n cloi drwy ddweud bod rhaid newid cyfeiriad, a hynny fel mater o frys cyn ei bod hi'n rhy hwyr. Felly, a gaf i ofyn pryd mae'r Gweinidog yn bwriadu y bydd y cymhwyster cyfunol newydd ar gael i'w ddysgu mewn ysgolion?
English: Thank you very much for the question. You will be aware that we have had the Donaldson review since then and that we need to consider the changes in the context of Donaldson. So, can I make it clear that I am not prepared to wait until Donaldson is in place? I think that this is something that we have to pursue now and I have asked, today as it happens, my officials to arrange a symposium to bring experts in the area together to discuss the best way for us to teach a second language. I don't think this is a problem just in terms of the Welsh language, but it is a problem with other languages as well. My focus, of course, is on the Welsh language. I can tell you that it is a fact that I will be concentrating particularly on this issue of increasing the number of people who can speak Welsh by the end of their school years. The intention, of course, is that 70 per cent of people will be able to speak some Welsh by 2050 when they leave school. So, we do have a long way to go.
Welsh: Diolch yn fawr am y cwestiwn. Byddwch chi yn ymwybodol ein bod ni wedi cael adroddiad Donaldson ers hynny a bod rhaid i ni ystyried y newidiadau yng nghyd-destun Donaldson. A allaf i wneud hi'n glir na fyddaf i'n barod i jest aros tan bod Donaldson yn ei le? Rydw i'n meddwl bod hwn yn rhywbeth y mae'n rhaid i ni fynd ar ei ôl nawr. Rydw i wedi gofyn, heddiw, fel mae'n digwydd bod, i'm swyddogion i roi symposiwm at ei gilydd i ddod ag arbenigwyr yn y maes ynghyd i drafod y ffordd orau o ddysgu ail iaith. Nid wyf i'n meddwl bod hon yn broblem jest i'r Gymraeg, ond mae'n broblem i ieithoedd eraill hefyd, ond mae fy sylw i, yn amlwg, ar y Gymraeg. Gallaf i ddweud fel ffaith fy mod yn mynd i roi fy sylw yn arbennig i'r mater hwn o gynyddu nifer y bobl sy'n gallu siarad Cymraeg erbyn diwedd yr ysgol. Y bwriad yw, wrth gwrs, fod 70 y cant o bobl yn gallu siarad rhywfaint erbyn 2050 wrth iddyn nhw ddod o'r ysgol. Felly, mae ffordd bell i ni fynd.
English: Thank you very much. I welcome that answer: that you won't wait until Donaldson is in place because we know it will be 2025 by the time everyone has access to the new curriculum, and that's potentially another generation of Welsh speakers lost. Can I ask you what consideration will be given to piloting or trialling this new model in specific areas in terms of combined qualification? The danger is that it will take two or three years, if I know how Governments usually operate, when, in fact, there is an appropriate workforce and a willingness in some parts of Wales to turn this around very quickly.
Welsh: Diolch yn fawr. Rydw i'n croesawu'r ateb pendant yna: na fyddwch chi'n aros tan fod Donaldson yn ei le, oherwydd, fel rydym ni'n gwybod, mi fydd hi'n 2025 cyn bod gan bawb fynediad i'r cwricwlwm newydd, ac mae hynny'n colli cenhedlaeth botensial arall o siaradwyr Cymraeg. Felly, a gaf i ofyn pa ystyriaeth rydych chi wedi ei rhoi i dreialu neu beilota efallai mewn rhai ardaloedd penodol y model newydd yma o gymhwyster cyfunol, oherwydd y perig yw y bydd hi'n cymryd dwy, tair, blynedd mae'n debyg - os rydw i'n adnabod y modd mae Llywodraethau fel arfer yn ei weithredu - lle, mewn gwirionedd, mae yna ewyllys ac mae yna weithlu addas mewn rhai rhannau o Gymru lle byddai modd troi hwn rownd yn sydyn iawn?
English: Well, to begin with, we need to look at what is in place today. I think that we do have to look at further resources for teachers who are teaching Welsh as a second language, and I have been talking directly with teachers who are out there in the classrooms and asking them precisely what they would like to see as forms of assistance. So, my officials are looking into what we can do to assist now, this year, and I have had a conversation with the BBC to see whether they would be willing to assist in this area also, because I think that we could do more visually in terms of teaching children in the classroom. So, actions are being taken, but I must say that I do emphasise that I think we can't afford to lose another generation. I agree on that.
Welsh: Wel, i ddechrau, mae'n rhaid i ni edrych ar beth sy'n bodoli heddiw. Rydw i'n meddwl bod yn rhaid i ni edrych ar fwy o adnoddau ar gyfer athrawon sy'n dysgu Cymraeg fel ail iaith, ac rydw i wedi bod yn siarad yn uniongyrchol ag athrawon sydd yn y dosbarthiadau ac yn gofyn iddyn nhw yn union beth yw'r pethau y bydden nhw'n hoffi eu gweld fel help. Felly, mae fy swyddogion i'n edrych ar beth allwn ei wneud i helpu nawr yn y flwyddyn yma. Rydw i wedi cael sgwrs gyda'r BBC i weld a fydden nhw'n barod i helpu yn y maes yma hefyd, achos rydw i'n meddwl y gallem ni wneud fwy yn weledol wrth ddysgu plant yn y dosbarth. Felly, mae camau yn eu lle, ond mae'n rhaid i fi bwysleisio fy mod i'n meddwl na allwn ni fforddio colli cenhedlaeth arall - rydw i'n cytuno.
English: Thank you. We do have a workforce plan in place and we have made it entirely clear how many teachers will be needed over the coming years. My hope currently is to ensure that people are aware that there are £5,000 available in addition if they show an interest in teaching through the medium of Welsh. We must make sure that people are aware of this because now is the time when people are starting to think about what they're going to do in September. I have asked my officials - . You've pressed on the two buttons that I have been pressing. There are two things that are most important to me: they are getting the workforce right - because if we don't get that right from the beginning, that is going to cause me concern - and, secondly, the need for us to think about what we need to do improve teaching Welsh as a second language. So, I acknowledge that 6 per cent of people in the workforce currently - perhaps we could have discussions with them. So, that is something that we are paying attention to currently. So, we are very aware that we do need to move on this and I have requested my officials to give me a monthly report about the situation in terms of how many people have applied to go to these colleges, so that we are sure that we're on the right track.
Welsh: Diolch. Mae yna gynllun gweithlu yn ei le. Rydym ni wedi ei gwneud yn hollol glir faint o athrawon fydd eu hangen yn ystod y blynyddoedd nesaf. Fy ngobaith i, ar hyn o bryd, yw sicrhau bod pobl yn ymwybodol bod yna £5,000 ychwanegol os ydyn nhw'n awyddus i ddysgu trwy gyfrwng y Gymraeg. Mae'n rhaid inni sicrhau bod pobl yn cael gwybod am hynny achos nawr yw'r amser y mae pobl yn dechrau meddwl am beth maen nhw'n mynd i'w wneud ym mis Medi. Rwyf wedi gofyn i fy swyddogion i - . Rŷch chi wedi pwyso ar y ddau fotwm rwyf fi yn pwyso arnyn nhw. Mae yna ddau beth sydd fwyaf pwysig i fi: cael y gweithlu yn iawn - os na chawn ni hwnnw'n iawn o'r dechrau, mae hwnnw'n mynd i beri gofid mawr i fi - a'r ail beth yw'r ffaith bod rhaid inni feddwl am beth y gallwn ei wneud i wella dysgu ail iaith. Felly, rwyf yn cydnabod bod 6 y cant o bobl sydd yn y gweithlu - efallai y gallwn ni drafod gyda nhw. Felly, mae hynny'n rhywbeth rŷm ni'n talu sylw iddo ar hyn o bryd. Felly, rŷm ni yn ymwybodol iawn fod rhai inni symud ar hwn ac rwyf wedi gofyn i fy swyddogion i roi adroddiad misol i fi ynglŷn â beth yw'r sefyllfa o ran faint o bobl sydd wedi 'apply-o' i fynd i'r colegau yma, fel ein bod ni'n siŵr ein bod ni ar y trywydd cywir.
English: Diolch, Llywydd. Cabinet Secretary, in 2015 when the new Wales-only GCSE qualifications were being mooted and going to be introduced, my colleague Angela Burns, the then shadow Minister for the education portfolio, said that it was a short-sighted decision and that there would be adverse consequences for learners. It's now 2018, and I'm afraid that some of our concerns are materialising. More than half of pupils who took the new maths GCSEs got a D or below, according to the results that were published earlier this month. Do you now accept, and would you agree with our assessment, that your predecessor's decision to introduce these new qualifications was a mistake?
Welsh: Diolch, Lywydd. Ysgrifennydd y Cabinet, yn 2015 pan oedd y cymwysterau TGAU newydd ar gyfer Cymru yn cael eu trafod ac ar fin cael eu cyflwyno, dywedodd fy nghyd-Aelod, Angela Burns, Gweinidog yr wrthblaid bryd hynny dros y portffolio addysg, mai penderfyniad annoeth ydoedd ac y byddai'n cael effaith niweidiol ar ddysgwyr. Mae hi bellach yn 2018, ac mae arnaf ofn fod rhai o'n pryderon yn cael eu gwireddu. Cafodd dros hanner y disgyblion a wnaeth y TGAU mathemateg newydd radd D neu is, yn ôl y canlyniadau a gyhoeddwyd yn gynharach y mis hwn. A ydych bellach yn derbyn, ac a fyddech yn cytuno â'n hasesiad, mai camgymeriad oedd penderfyniad eich rhagflaenydd i gyflwyno'r cymwysterau newydd hyn?
English: Darren, for pupils and teachers currently in the system, we have to deal with the reality of today, as do I. I have made it very clear in this Chamber, time and time again, that I want to see education raise standards for all of our children, including bridging the attainment gap between those pupils who are less well-off and ensuring that our education system is a source of national pride and confidence, and by improving GCSE results, that's one of the ways in which we can do that. I've been clear, since coming into office, that we can do better, so with regard to mathematics, for instance, we have set up the new national network of excellence for mathematics, so that we can improve the teaching of mathematics across the country, and also to ensure that, for instance, with regard to early entry, which we know in some cases can be detrimental, it should only be used in schools for those pupils who are in a position to fulfil their maximum potential rather than being sent in early for an exam and not achieve the results that they are capable of achieving after a full teaching of the course.
Welsh: Darren, er mwyn y disgyblion a'r athrawon yn y system ar hyn o bryd, mae'n rhaid inni ymdrin â realiti heddiw, ac rwy'n gwneud hynny. Rwyf wedi dweud yn glir iawn yn y Siambr hon dro ar ôl tro fy mod yn awyddus i weld addysg yn codi safonau ar gyfer ein plant i gyd, gan gynnwys pontio'r bwlch cyrhaeddiad rhwng y disgyblion llai cyfoethog a sicrhau bod ein system addysg yn destun balchder a hyder cenedlaethol, a thrwy wella'r canlyniadau TGAU, dyna un o'r ffyrdd y gallwn wneud hynny. Rwyf wedi dweud yn glir, ers ymgymryd â'r swyddogaeth hon, y gallwn wneud yn well, felly o ran mathemateg, er enghraifft, rydym wedi sefydlu rhwydwaith cenedlaethol newydd er rhagoriaeth mewn mathemateg, fel y gallwn wella addysgu mathemateg ledled y wlad, a hefyd i sicrhau, er enghraifft, o ran sefyll arholiadau yn gynnar, sy'n gallu bod yn anfanteisiol mewn rhai achosion fel y gwyddom, na ddylid gwneud hynny mewn ysgolion ac eithrio ar gyfer disgyblion sydd mewn sefyllfa i gyflawni eu llawn botensial yn hytrach na chael eu hanfon i sefyll arholiad yn gynnar a pheidio â chyflawni'r canlyniadau y gallent eu cyflawni ar ôl i'r cwrs gael ei ddysgu yn ei gyfanrwydd.
English: Those words will be no comfort whatsoever to those learners who got lower grades than they would have done sitting the previous GCSEs. We also warned, of course, that the new GCSEs would confuse employers and were likely to be less accepted by them than were qualifications from other parts of the UK, and, of course, we've been right on that count as well. We know that with applications for apprenticeships in England, which require maths GCSE and English tests - some people are having to resit English GCSEs, because the Welsh GCSE is not considered to be of equal value when trying to access some particular apprenticeships. That's unacceptable and it's young people who are paying the price because of this sop to want to go after Wales-only qualifications, and it's disadvantaging our children and young people. What are you going to do to ensure that students, learners and people who want to go on to professions, where there are certain entry requirements, and apprenticeships where there are certain entry requirements, and where the English GCSEs that we have in Wales and the Maths GCSEs that we have in Wales are not recognised - what are you going to do to prevent our children and young people from having another barrier to climb over by having to resit GCSEs, because that's what's happening according to the evidence, in order to get there?
Welsh: Ni fydd y geiriau hynny o unrhyw gysur i'r dysgwyr sydd wedi cael graddau is nag y byddent wedi eu cael wrth sefyll yr arholiadau TGAU blaenorol. Rhoesom rybudd hefyd, wrth gwrs, y byddai'r cymwysterau TGAU newydd yn drysu cyflogwyr a'u bod yn llai tebygol o'u derbyn na chymwysterau o rannau eraill o'r DU, ac wrth gwrs, roeddem yn iawn ynglŷn â hynny hefyd. Gwyddom, o ran ceisiadau am brentisiaethau yn Lloegr, sy'n gofyn am TGAU mathemateg a phrofion Saesneg - mae rhai pobl yn gorfod ailsefyll TGAU Saesneg, gan nad ystyrir bod TGAU Cymraeg o werth cyfartal wrth ymgeisio am brentisiaethau penodol. Mae hynny'n annerbyniol, a phobl ifanc sy'n talu pris oherwydd y dyhead hwn am gymwysterau ar gyfer Cymru yn unig, ac mae ein plant a'n pobl ifanc o dan anfantais o ganlyniad i hynny. Beth y bwriadwch ei wneud i sicrhau bod myfyrwyr, dysgwyr a phobl sy'n awyddus i gamu ymlaen i broffesiynau, lle y ceir gofynion mynediad penodol, a phrentisiaethau lle y ceir gofynion mynediad penodol, a lle nad yw'r TGAU Saesneg sydd gennym yng Nghymru na'r TGAU Mathemateg sydd gennym yng Nghymru yn cael eu cydnabod - beth y bwriadwch ei wneud i atal ein plant a'n pobl ifanc rhag gorfod goresgyn rhwystr arall drwy orfod ailsefyll arholiadau TGAU, gan mai hynny sy'n digwydd yn ôl y dystiolaeth, er mwyn cyrraedd yno?
English: Let me just be absolutely clear: the Member can simply not make the assumption that those children would have done better under the old GCSE examination system. I make no apologies, Darren - and I'm surprised that you don't agree - for wanting greater rigour in our exam system, and if maths exams are introducing greater rigour, then that is something that we should be proud of, rather than dumbing down our exam system. Let me be absolutely clear as well - because you are doing a disservice to the children and the teachers of Wales by somehow peddling a myth that our examinations are not comparable to examinations in the rest of the United Kingdom. There is no evidence at all that you can bring forward to this Chamber to back that up. Our examinations, overseen by the independent body of Qualifications Wales, and modified and monitored across UK bodies, are of equal worth to anybody else's, and to suggest otherwise in this National Assembly and not come forward with any hard evidence, you are doing a disservice to those children who have got those exams.
Welsh: Gadewch i mi ddweud yn gwbl glir: ni all yr Aelod ragdybio y byddai'r plant hynny wedi gwneud yn well o dan yr hen system arholiadau TGAU. Nid wyf am ymddiheuro, Darren - ac rwy'n synnu nad ydych yn cytuno - am ddymuno cael mwy o drylwyredd yn ein system arholiadau, ac os yw arholiadau mathemateg yn cyflwyno mwy o drylwyredd, dylai hynny fod yn rhywbeth rydym yn ymfalchïo ynddo, yn hytrach na gorsymleiddio ein system arholiadau. Gadewch i mi ddweud yn gwbl glir hefyd - oherwydd rydych yn gwneud anghymwynas â phlant ac athrawon Cymru drwy ailadrodd y myth nad yw ein harholiadau yn cymharu ag arholiadau yng ngweddill y Deyrnas Unedig. Ni cheir unrhyw dystiolaeth o gwbl y gallwch ei chyflwyno yn y Siambr hon i gefnogi hynny. Mae ein harholiadau, sy'n cael eu goruchwylio gan gorff annibynnol Cymwysterau Cymru, ac sy'n cael eu haddasu a'u monitro gan gyrff ar draws y DU, o werth cyfartal i unrhyw rai eraill, a thrwy awgrymu fel arall yn y Cynulliad Cenedlaethol hwn heb gyflwyno unrhyw dystiolaeth, rydych yn gwneud anghymwynas â'r plant sydd wedi cael yr arholiadau hynny.
English: It is absolutely incredible that the Member would suggest that anybody in this Chamber would oversee an examination system that would do our children down. Darren, you and I both have children in this system. Do you think for one minute that even as a mother, let alone the Cabinet Secretary for Education, I would stand here and let my child or anybody else's child undertake a qualification that was of less value? You have no evidence that you can bring to this Chamber that would back up your assertion that our GCSEs are not of equal value. And I'm surprised - I am very surprised that the Conservatives want to abandon GCSE numeracy, because usually they're here in this Chamber saying that we need to ensure that children have the skills that workers and business are asking for, and that practical application of mathematics that is tested in the GCSE numeracy examination is exactly the kind of skill that I want to see Welsh young people learning. And let me put the Member straight, Presiding Officer: I am not employing anyone to go around selling these qualifications. Qualifications Wales, which is an independent body, will be employing a person to ensure that universities across the United Kingdom are left in no doubt of the rigour of our examination system, and I would say that any university that turns down the opportunity of taking on a Welsh student, or any employer that turns down the opportunity of taking on a Welsh young person, they are missing out, because our young people are as good as those anywhere else.
Welsh: Mae'n anghredadwy fod yr Aelod yn awgrymu y byddai unrhyw un yn y Siambr hon yn goruchwylio system arholi a fyddai'n gwneud tro gwael â'n plant. Darren, mae gennym ein dau blant yn y system hon. A ydych yn meddwl am un funud y byddwn i fel mam hyd yn oed, heb sôn am Ysgrifennydd y Cabinet dros Addysg, yn sefyll yma ac yn gadael i fy mhlentyn i neu blentyn unrhyw un arall anelu am gymhwyster o werth is? Nid oes gennych unrhyw dystiolaeth y gallwch ei chyflwyno i'r Siambr hon a fyddai'n cefnogi eich honiad nad yw ein TGAU ni o werth cyfartal. Ac rwy'n synnu - rwy'n synnu bod y Ceidwadwyr am gael gwared ar y TGAU rhifedd, oherwydd fel arfer maent yma yn y Siambr yn dweud bod angen inni sicrhau bod gan blant y sgiliau y mae gweithwyr a busnesau yn gofyn amdanynt, a chymhwyso mathemateg yn ymarferol yn y ffordd a brofir yn yr arholiad TGAU rhifedd yw'r union sgiliau rwyf am weld pobl ifanc Cymru yn eu dysgu. A gadewch i mi gywiro'r Aelod, Lywydd: nid wyf yn cyflogi unrhyw un i fynd o gwmpas yn hyrwyddo'r cymwysterau hyn. Bydd Cymwysterau Cymru, sy'n gorff annibynnol, yn cyflogi unigolyn i sicrhau nad yw prifysgolion ledled y Deyrnas Unedig yn amau trylwyredd ein system arholiadau, a buaswn yn dweud bod unrhyw brifysgol sy'n gwrthod cyfle i dderbyn myfyriwr o Gymru, neu unrhyw gyflogwr sy'n gwrthod cyfle i gyflogi person ifanc o Gymru, ar eu colled, gan fod ein pobl ifanc cystal â phobl ifanc yn unman arall.
English: Thank you, Presiding Officer. In April last year, a survey conducted by the Education Workforce Council at your behest found that 90 per cent of teachers said they were unable to manage their workload. One of the teaching unions said that the survey showed that many in the teaching profession are at breaking point. At the time, you said that, as a priority, you were determined to tackle the long-running issue of workload and ensuring that teachers have the space and time to teach to the best of their ability. For the sake of the teaching staff, it's vital that something visible is done to address this. What's your assessment of progress on reducing teacher workload so far, Cabinet Secretary?
Welsh: Diolch, Lywydd. Ym mis Ebrill y llynedd, canfu arolwg a gynhaliwyd ar eich cais gan Gyngor y Gweithlu Addysg fod 90 y cant o athrawon yn dweud nad ydynt yn gallu rheoli eu llwyth gwaith. Dywedodd un o'r undebau athrawon fod yr arolwg yn dangos bod llawer o bobl yn y proffesiwn addysgu ar ben eu tennyn. Ar y pryd, fe ddywedoch eich bod yn benderfynol, fel blaenoriaeth, i fynd i'r afael â phroblem hirdymor llwyth gwaith a sicrhau bod athrawon yn cael lle ac amser i addysgu hyd eithaf eu gallu. Er lles y staff addysgu, mae'n hanfodol fod rhywbeth amlwg yn cael ei wneud i fynd i'r afael â hyn. Beth yw eich asesiad o'r cynnydd a wnaed hyd yn hyn ar leihau llwyth gwaith athrawon, Ysgrifennydd y Cabinet?
English: Well, the Member is right to say that workload is a continuing concern for the workforce and, indeed, for me. Workload concerns vary greatly across the education family, however. Different issues and priorities are raised depending on a variety of factors, including which school phase somebody finds themself working in, rurality, deprivation, subject area or the role that they have within an individual school, as well as individual operating practices demanded or deemed by the leaders of those schools. Our aim is to build capacity and reduce excessive workload leading to improved standards for our children but also a better ability for teachers to manage their workload.
Welsh: Wel, mae'r Aelod yn iawn i ddweud bod llwyth gwaith yn bryder parhaus i'r gweithlu, ac i minnau yn wir. Mae pryderon llwyth gwaith yn amrywio'n fawr ar draws y teulu addysg, fodd bynnag. Mae gwahanol faterion a blaenoriaethau'n codi yn dibynnu ar amrywiaeth o ffactorau, gan gynnwys y cyfnod ysgol y mae rhywun yn gweithio ynddo, ardaloedd gwledig, amddifadedd, maes pwnc neu eu rôl mewn ysgol unigol, yn ogystal ag arferion gweithredu unigol a fynnir neu a bennir gan arweinwyr yr ysgolion hynny. Ein nod yw meithrin gallu a lleihau llwyth gwaith gormodol er mwyn arwain at safonau gwell ar gyfer ein plant, ond hefyd at wella'r gallu i athrawon reoli eu llwyth gwaith.
English: Thank you for that answer, Cabinet Secretary. One way to reduce teacher workload, apart from reducing the amount of paperwork they're required to do, which I didn't hear you mention, would be to reduce class sizes. This is something that I feel quite strongly about. That would be to the benefit of both teachers and pupils and go a long way to delivering the world-class education that I know our teachers are capable of providing if they're allowed to. Do you agree with me? And, if so, what measures have you implemented to reduce class sizes?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Un ffordd o leihau llwyth gwaith athrawon, ar wahân i leihau faint o waith papur y mae'n ofynnol iddynt ei wneud, ac ni chlywais sôn am hyn gennych, fyddai lleihau maint dosbarthiadau. Mae hyn yn rhywbeth rwy'n teimlo'n gryf yn ei gylch. Byddai'n fuddiol i athrawon a disgyblion, a byddai'n cyfrannu'n helaeth at y gwaith o ddarparu'r addysg wych y gwn y gallai ein hathrawon ei darparu pe baent yn cael eu caniatáu i wneud hynny. A ydych yn cytuno? Ac os felly, pa fesurau rydych wedi eu rhoi ar waith i leihau maint dosbarthiadau?