techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you for that, Minister. I think, as we heard earlier, there's obviously widespread concern regarding the amount of school time lost because of the pandemic. Obviously, that's widely shared across Wales - parents, teachers and the whole school teams, as well as, I think, Senedd Members and Welsh Government. It is very alarming that all that time has been lost, and I think we did see a patchy performance in schools in terms of learning at home and, indeed, more school time lost in some schools than others. Part of that, obviously, is due to the pattern of the pandemic, but there may be other factors as well. I'm just wondering, Minister, given that experience, given that we could see further waves in the autumn and beyond, what lessons have been learnt so that if we do have to have a return to learning at home to some extent, will that be much more consistent and top quality right across Wales. And looking at the longer term - and I know Welsh Government is looking at the length of the summer holidays - what is the latest Government thinking on those long summer holidays, particularly given that I think quite a number of schools in Wales at the moment will have summer holidays of some 7.5 weeks, if teacher training and INSET days are added to the summer holidays themselves?
Welsh: Diolch am hynny, Weinidog. Fel y clywsom yn gynharach, rwy'n credu bod pryder cyffredinol ynghylch faint o amser ysgol a gaiff ei golli oherwydd y pandemig. Yn amlwg, mae hynny i'w deimlo'n eang ledled Cymru - rhieni, athrawon a thimau ysgol gyfan, yn ogystal ag Aelodau'r Senedd a Llywodraeth Cymru, rwy'n credu. Mae'n frawychus iawn fod yr holl amser hwnnw wedi'i golli, a chredaf inni weld perfformiad anghyson yn yr ysgolion mewn perthynas â dysgu gartref, ac yn wir, collwyd mwy o amser ysgol mewn rhai ysgolion nag eraill. Mae rhan o hynny, yn amlwg, o ganlyniad i batrwm y pandemig, ond efallai fod ffactorau eraill hefyd. Weinidog, o ystyried y profiad hwnnw, o ystyried y gallem weld tonnau pellach yn yr hydref a thu hwnt, tybed pa wersi sydd wedi'u dysgu fel y bydd cysondeb ac ansawdd dysgu gartref yn llawer gwell ledled Cymru os bydd yn rhaid inni ddychwelyd at hynny i ryw raddau. Ac wrth edrych yn fwy hirdymor - a gwn fod Llywodraeth Cymru yn edrych ar wyliau'r haf ar ei hyd - beth yw barn ddiweddaraf y Llywodraeth am y gwyliau haf hir hynny, yn enwedig o gofio y bydd nifer go fawr o ysgolion yng Nghymru ar hyn o bryd yn cael tua 7.5 wythnos o wyliau haf, os ychwanegir hyfforddiant athrawon a diwrnodau HMS at wyliau'r haf eu hunain?
English: On that last point, in relation to INSET dates and so on, obviously, we expect schools to look carefully at when those are scheduled and to provide parents with as much notice as possible of that. On the Member's broader point in relation to the experience of the last year, clearly, schools have adapted at speed to be able to provide support to learners in a home setting, and to provide support to their parents and carers in doing that as well. And I think, over the course of the last year, the quality of resources and the consistency has improved, as you would expect, very significantly. There are things, I think, that can be learned for future pedagogy generally in terms of blended learning there, and I hope we'll be able to make sure that those innovations are captured where they've been able to bring additional flexibilities and additional assets to schools. I just want to be clear, though, that the intention in the arrangements that I've advised heads of last week is to recognise, essentially, that bubbles have played an important part in reducing contacts between learners, but, as we've moved through the pandemic, we've learnt that they can be a blunt tool, effectively. And so, that is what lies behind the recommendation that contact groups will no longer be part of school life, and the very point of that is in order to minimise the number of learners self-isolating unnecessarily, if I can put it like that, by asking our colleagues in the test, trace and protect system to provide specific advice to schools in relation to those matters.
Welsh: Ar y pwynt olaf hwnnw, dyddiadau HMS ac yn y blaen, yn amlwg, rydym yn disgwyl i ysgolion edrych yn ofalus ar pryd y trefnir y rheini a rhoi cymaint o rybudd â phosibl i rieni ynglŷn â hynny. Ar bwynt ehangach yr Aelod mewn perthynas â phrofiad y flwyddyn ddiwethaf, yn amlwg, mae ysgolion wedi addasu'n gyflym i allu rhoi cymorth i ddysgwyr gartref, ac i roi cymorth i'w rhieni a'u gofalwyr i wneud hynny hefyd. A dros y flwyddyn ddiwethaf, credaf fod ansawdd yr adnoddau a'r cysondeb wedi gwella'n sylweddol iawn, fel y byddech yn disgwyl. Rwy'n credu bod gwersi y gellir eu dysgu'n gyffredinol ar gyfer addysgeg yn y dyfodol mewn perthynas â dysgu cyfunol, ac rwy'n gobeithio y gallwn sicrhau bod y datblygiadau arloesol hynny'n cael eu cadw lle maent wedi gallu creu hyblygrwydd ychwanegol ac asedau ychwanegol i ysgolion. Rwy'n awyddus i fod yn glir, serch hynny, mai'r bwriad yn y trefniadau y soniais wrth benaethiaid amdanynt yr wythnos diwethaf yw cydnabod, yn y bôn, fod swigod wedi chwarae rhan bwysig yn lleihau cysylltiadau rhwng dysgwyr, ond wrth inni symud drwy'r pandemig, rydym wedi dysgu y gallant fod yn arf di-fin i bob pwrpas. Ac felly, dyna sydd y tu ôl i'r argymhelliad na fydd grwpiau cyswllt yn rhan o fywyd yr ysgol mwyach, a diben hynny yw lleihau nifer y dysgwyr sy'n hunanynysu'n ddiangen, os caf ei roi felly, drwy ofyn i'n cydweithwyr yn y system brofi, olrhain a diogelu ddarparu cyngor penodol i ysgolion mewn perthynas â'r materion hynny.
English: Good afternoon, Minister. One of the most devastating impacts of the pandemic - of course, aside from the tragic loss of life - has been the damage done to the educational and emotional development of our schoolchildren. In my constituency, the Vale of Clwyd, we have seen entire schools close as a result of a few cases of COVID-19, often at times as a result of asymptomatic transmission picked up by testing whole year groups that have been sent home to isolate. Not only is this disruptive to the child's education, but also unnecessary. I'm glad you have finally changed the guidance, but, Minister, how will you ensure that children in the Vale of Clwyd catch up on all the schooling they've lost out on as a result of the Welsh Government's previous policies? Thank you very much.
Welsh: Prynhawn da, Weinidog. Un o effeithiau mwyaf dinistriol y pandemig - ar wahân i'r bywydau a gollwyd mor drasig wrth gwrs - yw'r niwed a wnaed i ddatblygiad addysgol ac emosiynol ein plant ysgol. Yn fy etholaeth i, Dyffryn Clwyd, rydym wedi gweld ysgolion cyfan yn cau o ganlyniad i ambell achos o COVID-19, yn aml ar adegau o ganlyniad i drosglwyddiad asymptomatig a nodwyd drwy brofi grwpiau blwyddyn gyfan a anfonwyd adref i hunanynysu. Mae hyn nid yn unig yn tarfu ar addysg y plentyn, mae hefyd yn ddiangen. Rwy'n falch eich bod wedi newid y canllawiau o'r diwedd, ond Weinidog, sut y byddwch yn sicrhau bod plant yn Nyffryn Clwyd yn dal i fyny gyda'r holl addysg y maent wedi'i cholli o ganlyniad i bolisïau blaenorol Llywodraeth Cymru? Diolch yn fawr iawn.
English: Well, I think the Member's question is incredibly unfair in the way that he ends it. We've been facing the most extraordinary circumstances in our school system, as in all other parts of Wales and across the UK - indeed, internationally - and I actually want to pay tribute to the teaching and educational workforce for the work they have done to minimise that disruption, against very, very serious odds, and I think they've developed incredibly innovative and flexible ways of supporting our learners in very difficult circumstances. He talks about 'catching up' in his question. That is not the language that we use in the way that we describe the task that lies ahead. What we do not want is a deficit model where children are told they have fallen behind. What we want to do is to encourage our students to re-engage with those skills that enable them to be effective learners - about motivation, confidence, and a sense of being able to learn and engage with each other. Those are the principles we want to have guiding our recovery in Wales, and those are the principles that underpin the renew and reform plan and funding that I've announced.
Welsh: Wel, rwy'n credu bod cwestiwn yr Aelod yn anhygoel o annheg yn y ffordd y mae'n ei orffen. Rydym wedi bod yn wynebu'r amgylchiadau mwyaf eithriadol yn ein system ysgolion, fel ym mhob rhan arall o Gymru a ledled y DU - yn rhyngwladol yn wir - ac rwyf am dalu teyrnged i'r gweithlu addysgu ac addysgol am y gwaith y maent wedi'i wneud i leihau'r aflonyddwch hwnnw, yn wyneb anawsterau mawr, a chredaf eu bod wedi datblygu ffyrdd anhygoel o arloesol a hyblyg o gefnogi ein dysgwyr mewn amgylchiadau anodd iawn. Mae'n sôn am 'ddal i fyny' yn ei gwestiwn. Nid dyna'r iaith a ddefnyddiwn yn y ffordd y disgrifiwn y dasg sydd o'n blaenau. Nid ydym am gael model diffyg lle dywedir wrth blant eu bod ar ei hôl hi. Rydym am annog ein myfyrwyr i ailymgysylltu â'r sgiliau sy'n eu galluogi i fod yn ddysgwyr effeithiol - yn ymwneud â chymhelliant, hyder, ac ymdeimlad o allu dysgu ac ymgysylltu â'i gilydd. Dyna'r egwyddorion rydym am eu cael i arwain ein hadferiad yng Nghymru, a dyna'r egwyddorion sy'n sail i'r cynllun adnewyddu a diwygio a'r cyllid a gyhoeddais.
English: Picking up on that precise point, Minister, I worry about how often we all use the term 'lost' when we're talking about learning or experiences for young people because of the pandemic. There's a danger that if young people keep hearing this word 'lost' in relation to themselves, they'll think that they're broken or that something has gone that can't be recovered, and I think what this generation of young people is is resilient. They have gone through a lot, but it's our job and the job of society to make sure that they're supported now and that they can recover a sense of joy in learning and in life - so, making sure that assessments are conducted in a way that motivates children to grow, not to worry about lower expectations or how much there is to make up. So, what work, building on what you've just said, Minister, is going on in Government to ensure that children and young people recover from the past year and that no-one, in lessons or outside the classroom, will feel the weight of this 'lost' label on their back?
Welsh: Gan fynd ar ôl yr union bwynt hwnnw, Weinidog, rwy'n poeni ein bod i gyd yn defnyddio'r term 'coll' pan fyddwn yn sôn am ddysgu neu brofiadau i bobl ifanc oherwydd y pandemig. Os bydd pobl ifanc yn parhau i glywed y gair 'coll' mewn perthynas â'u hunain, mae perygl y byddant yn meddwl eu bod wedi torri neu fod rhywbeth wedi mynd na ellir ei adfer, ac rwy'n credu bod y genhedlaeth hon o bobl ifanc yn wydn. Maent wedi mynd drwy lawer, ond ein gwaith ni a gwaith cymdeithas yw sicrhau eu bod yn cael eu cefnogi yn awr ac y gallant adfer ymdeimlad o lawenydd mewn dysgu ac mewn bywyd - felly, sicrhau bod asesiadau'n cael eu cynnal mewn ffordd sy'n cymell plant i dyfu, nid i boeni am ddisgwyliadau is na faint sydd i'w wneud i ddal i fyny. Felly, gan adeiladu ar yr hyn rydych newydd ei ddweud, Weinidog, pa waith sy'n digwydd yn y Llywodraeth i sicrhau bod plant a phobl ifanc yn ymadfer wedi'r flwyddyn ddiwethaf ac na fydd neb, mewn gwersi neu y tu allan i'r ystafell ddosbarth, yn teimlo pwysau'r label 'coll' ar eu cefnau?
English: That is entirely the principle that underpins the renew and reform plan that we announced a few weeks ago, and I completely echo what Delyth Jewell says. We do not want learners to feel that loss is how we define the last year. We want to recognise the challenges that learners have faced, but to work with them and support them in how they move forward. That is the principle that underpins how we want to do that, and I think that's very much what's happening at a school level. One of the flexibilities, if you like, in that programme, is that it allows school leaders to make those judgments about how best to deploy that funding. We know there are particular cohorts that need particular support in the coming years - so, early years learners, those post-16 learners, disadvantaged learners - and all need different kinds of support, and the renew and reform plan enables schools to make those judgments, reflecting the needs of their particular cohorts.
Welsh: Dyna'r union egwyddor sy'n sail i'r cynllun adnewyddu a diwygio a gyhoeddwyd gennym ychydig wythnosau'n ôl, ac rwy'n ategu'n llwyr yr hyn a ddywed Delyth Jewell. Nid ydym am i ddysgwyr deimlo mai fel colled y diffiniwn y flwyddyn ddiwethaf. Rydym am gydnabod yr heriau y mae dysgwyr wedi'u hwynebu, yn ogystal â gweithio gyda hwy a'u cefnogi yn y ffordd y maent yn symud ymlaen. Dyna'r egwyddor sy'n sail i'r ffordd rydym am wneud hynny, a chredaf mai dyna sy'n digwydd ar lefel ysgolion. Un o'r pethau hyblyg, os hoffech, yn y rhaglen honno, yw ei bod yn caniatáu i arweinwyr ysgolion wneud y penderfyniadau ynglŷn â'r ffordd orau o ddefnyddio'r cyllid hwnnw. Gwyddom fod angen cymorth arbennig ar garfannau penodol yn y blynyddoedd i ddod - dysgwyr blynyddoedd cynnar, dysgwyr ôl-16, dysgwyr difreintiedig - ac mae angen gwahanol fathau o gymorth ar bob un ohonynt, ac mae'r cynllun adnewyddu a diwygio yn galluogi ysgolion i wneud y penderfyniadau hynny, gan adlewyrchu anghenion eu carfannau penodol.
English: A range of agricultural and environmental courses are available across a network of colleges in Wales. A collaborative, sector-wide approach is necessary to ensure provision across all land-based and related courses supports the changing demands and local economies, and that these embrace the diversification challenges of the sector.
Welsh: Mae amrywiaeth o gyrsiau amaethyddol ac amgylcheddol ar gael ar draws rhwydwaith o golegau yng Nghymru. Mae angen dull cydweithredol ar draws y sector cyfan i sicrhau bod darpariaeth ar draws yr holl gyrsiau amaethyddol a chyrsiau cysylltiedig yn cefnogi'r gofynion newidiol ac economïau lleol, a bod y rhain yn mynd i'r afael â heriau arallgyfeirio'r sector.
English: I thank the Minister for that response. I've raised this question as I believe that, as we move forward in Wales on our recovery from the pandemic and on our commitment to become net-zero carbon by 2050, we, now more than ever, need to make sure we have the skilled people needed to feed our nation, manage our forestry, biodiversity and wider environment, and that needs all of our agriculture colleges to offer the courses needed and to be encouraged and incentivised, where needed, to do so. We heard yesterday from the deputy climate Minister about the plans to plant more trees, so it's important we have people who can do that. In my constituency, it's with great sadness that Coleg Gwent at its Usk campus has decided to pull back from agricultural and environment courses, including forestry. Young people in my constituency are already going to Herefordshire colleges to get the skills they need. This can't be right. Minister, can you do all you can to make sure these vital courses are provided across all of Wales, and work with FE providers, such as Coleg Gwent, to retain and, importantly, to market their offer? Thank you.
Welsh: Diolch i'r Gweinidog am yr ateb hwnnw. Gofynnais y cwestiwn am fy mod yn credu, wrth inni symud ymlaen yng Nghymru gyda'n hadferiad o'r pandemig a'n hymrwymiad i ddod yn garbon sero-net erbyn 2050, fod angen i ni, yn awr yn fwy nag erioed, sicrhau bod gennym y bobl fedrus sydd eu hangen i fwydo ein cenedl, rheoli ein coedwigoedd, bioamrywiaeth a'n hamgylchedd ehangach, ac mae angen i bob un o'n colegau amaethyddol gynnig y cyrsiau sydd eu hangen a chael eu hannog a'u cymell i wneud hynny lle bo angen. Ddoe, clywsom gan y dirprwy Weinidog hinsawdd am y cynlluniau i blannu mwy o goed, felly mae'n bwysig fod gennym bobl sy'n gallu gwneud hynny. Yn fy etholaeth i, gyda thristwch mawr y mae Coleg Gwent ar ei gampws ym Mrynbuga wedi penderfynu lleihau'r ddarpariaeth o gyrsiau amaethyddol ac amgylcheddol, gan gynnwys coedwigaeth. Mae pobl ifanc yn fy etholaeth eisoes yn mynd i golegau swydd Henffordd i gael y sgiliau sydd eu hangen arnynt. Ni all hynny fod yn iawn. Weinidog, a allwch chi wneud popeth yn eich gallu i sicrhau bod y cyrsiau hanfodol hyn yn cael eu darparu ledled Cymru, a gweithio gyda darparwyr addysg bellach, megis Coleg Gwent, i gadw, ac yn bwysig, i farchnata eu cynnig? Diolch.
English: Well, I think the Member identifies a very important issue here in that the challenge that he's describing is happening against a landscape of rapid change in many ways, whether that's technological change or scientific change, whether it's the impact on the rural economy of, perhaps, workforce shortages, funding questions as a consequence of leaving the European Union and not having that funding replaced in the way that is was promised, or perhaps challenges from international trade. It's a very changing landscape and I think it's important that post-16 provision is cognisant and reflects that. I'm aware that all colleges are completing or have engaged with Arad Research in setting up staff focus groups before the summer recess in order to feed into a sector-wide analysis about provision in this space, and I think it's really important that that set of discussions does reflect that technological and other change and that need for diversification. I'm looking forward to seeing the report that results from that process later on this year.
Welsh: Wel, credaf fod yr Aelod yn tynnu sylw at fater pwysig iawn yma gan fod yr her y mae'n ei disgrifio'n bodoli yng nghyd-destun newid cyflym mewn sawl ffordd, boed hynny'n newid technolegol neu newid gwyddonol, boed yn effaith ar yr economi wledig yn sgil prinder gweithlu, efallai, cwestiynau cyllido o ganlyniad i adael yr Undeb Ewropeaidd heb i arian gael ei ddarparu yn lle'r cyllid hwnnw fel yr addawyd, neu heriau masnach ryngwladol efallai. Mae'n dirwedd sy'n newid yn sylweddol, a chredaf ei bod yn bwysig fod darpariaeth ôl-16 yn cydnabod ac yn adlewyrchu hynny. Rwy'n ymwybodol fod pob coleg yn cwblhau neu wedi ymgysylltu ag Ymchwil Arad i sefydlu grwpiau ffocws i staff cyn toriad yr haf er mwyn cyfrannu at ddadansoddiad sector cyfan o'r ddarpariaeth yn y maes hwn, a chredaf ei bod yn bwysig iawn fod y set honno o drafodaethau'n adlewyrchu'r newid technolegol hwnnw yn ogystal â newidiadau eraill a'r angen i arallgyfeirio. Edrychaf ymlaen at weld yr adroddiad a fydd yn deillio o'r broses honno yn nes ymlaen eleni.
English: As we stated in the new programme for government, we are committed to eliminating inequality at every level of society, which includes implementing policies in education that will give everyone the best life chances. We recognise that this requires radical action, innovative thinking and strong co-ordination and collaboration.
Welsh: Fel y nodwyd gennym yn y rhaglen lywodraethu newydd, rydym wedi ymrwymo i ddileu anghydraddoldeb ar bob lefel o gymdeithas, sy'n cynnwys gweithredu polisïau mewn addysg a fydd yn rhoi'r cyfleoedd bywyd gorau i bawb. Rydym yn cydnabod bod angen camau gweithredu radical, meddwl yn arloesol a chydgysylltu a chydweithredu cryf er mwyn cyflawni hyn.
English: Can I thank the Minister for that response? Educational attainment is the key to economic development. Successful parts of the world have economies built on highly qualified individuals, not on driving companies to bring branch factories for a short time. What is Welsh Government doing to continue to improve educational attainment in our schools and universities in order to improve our economy?
Welsh: A gaf fi ddiolch i'r Gweinidog am ei ymateb? Mae cyrhaeddiad addysgol yn allweddol i ddatblygu economaidd. Mae gan rannau llwyddiannus o'r byd economïau sydd wedi'u hadeiladu ar unigolion â chymwysterau da, nid ar hybu cwmnïau i agor ffatrïoedd cangen am gyfnod byr. Beth y mae Llywodraeth Cymru yn ei wneud i barhau i wella cyrhaeddiad addysgol yn ein hysgolion a'n prifysgolion er mwyn gwella ein heconomi?
English: Well, the entire reformed programme for government is intended to deliver those outcomes. So, in a school setting, the curriculum reforms that we're introducing are designed to enable our young people to take full advantage of the opportunities that the world around them presents, both economically and more broadly than that. The Member will know that in the first year, we'll be introducing legislation to reform post-compulsory education to ensure that we have a further education and higher education sector that does all it can to create that learner pathway that is collaborative and flexible, which reflects the needs of our society and a sustainable economy, which depends on innovation and has an international focus. That's the kind of vision we have for our education system in Wales, and that's the entire underpinning of our reform programme.
Welsh: Wel, nod y rhaglen lywodraethu ddiwygiedig gyfan yw cyflawni'r canlyniadau hynny. Felly, mewn lleoliad ysgol, mae'r diwygiadau rydym yn eu cyflwyno i'r cwricwlwm wedi'u llunio i alluogi ein pobl ifanc i fanteisio'n llawn ar y cyfleoedd y mae'r byd o'u cwmpas yn eu cyflwyno, yn economaidd ac yn ehangach na hynny. Gŵyr yr Aelod y byddwn yn cyflwyno deddfwriaeth yn y flwyddyn gyntaf i ddiwygio addysg ôl-orfodol i sicrhau bod gennym sector addysg bellach ac addysg uwch sy'n gwneud popeth yn ei allu i greu'r llwybr dysgu hwnnw sy'n gydweithredol ac yn hyblyg, sy'n adlewyrchu anghenion ein cymdeithas ac economi gynaliadwy, sy'n dibynnu ar arloesi ac sy'n llwybr a chanddo ffocws rhyngwladol. Dyna'r math o weledigaeth sydd gennym ar gyfer ein system addysg yng Nghymru, a dyna sy'n sail i'n rhaglen ddiwygio gyfan.
English: The new Curriculum for Wales includes health and well-being as one of the six areas of learning and experience. This is fundamental to enable successful learning, and developing physical health is specified within the statutory 'what matters' code.
Welsh: Mae'r cwricwlwm newydd i Gymru yn cynnwys iechyd a lles fel un o'r chwe maes dysgu a phrofiad. Mae hyn yn hollbwysig er mwyn galluogi dysgu llwyddiannus, ac mae datblygu iechyd corfforol wedi'i nodi yng nghod statudol 'yr hyn sy'n bwysig'.
English: Thank you, Minister, for your answer. I raised yesterday in the business statement that we're seeing a rise in young people accessing mental health support across Wales. As you and I know, sport plays a very key role in helping young people's physical and mental health. It installs discipline, teaches teamwork and helps people to live active and healthy lives. So, Minister, will you look, in the future, at making more funding available for sport in schools and prioritise efforts to focus on allowing sport to play a bigger role in the curriculum, and work with external organisations so that they can come in to get more sport in schools?
Welsh: Diolch am eich ateb, Weinidog. Yn y datganiad busnes ddoe, crybwyllais y ffaith ein bod yn gweld cynnydd yn nifer y bobl ifanc sy'n cael cymorth iechyd meddwl ledled Cymru. Fel y gwyddoch chi a minnau, mae chwaraeon yn chwarae rhan allweddol iawn yn helpu iechyd corfforol a meddyliol pobl ifanc. Mae'n sefydlu disgyblaeth, yn dysgu gwaith tîm ac yn cynorthwyo pobl i fyw bywydau egnïol ac iach. Felly, Weinidog, a wnewch chi ystyried sicrhau bod mwy o arian ar gael yn y dyfodol ar gyfer chwaraeon mewn ysgolion a blaenoriaethu ymdrechion i ganolbwyntio ar ganiatáu i chwaraeon chwarae rhan fwy yn y cwricwlwm, a gweithio gyda sefydliadau allanol fel y gallant ddarparu mwy o chwaraeon mewn ysgolion?