techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Our members in UCAC are also supportive. Five years have gone by since the publication of the Donaldson report, 'Successful Futures', and there was a wide consensus with regard to the recommendations at that time. And a great deal of work has been done - a great deal of work - since then, and greater consensus has been built in the meantime. So, I think not only is there general agreement that there is a need for change, but also broader agreement for the reasons behind that change and the kinds of changes that are needed. So, we're also very supportive of the need for change.
Welsh: Mae ein haelodau ni yn UCAC hefyd yn gefnogol. Hynny yw, mae yna bum mlynedd erbyn hyn ers cyhoeddi adroddiad yr Athro Graham Donaldson, 'Dyfodol Llwyddiannus', ac roedd consensws eang ynghylch ei arghymhellion adeg yna. Ac mae yna lawer o waith - llawer o waith - wedi'i wneud ers hynny, a mwy o gonsensws, os unrhyw beth, wedi cael ei adeiladu yn y cyfamser. Felly, dwi'n credu bod nid yn unig cytundeb cyffredinol bod angen newid, ond cytundeb eang hefyd am y rhesymau dros wneud hynny a'r math o newidiadau sydd eu hangen. Felly, rŷn ni hefyd yn gefnogol o'r angen i newid.
English: The engagement has been mixed and slightly piecemeal at times, but that has improved over time, and it had improved before the virus hit. What will be important now, of course, will be to ensure that there are opportunities for thorough engagement throughout the system from now until September 2022.
Welsh: Mae'r ymgysylltu wedi bod yn gymysg ac yn fylchog ar adegau, ond, dwi'n credu, wedi gwella dros gyfnod, ac roedd e wedi dod yn well cyn i'r feirws ein taro ni. Beth fydd yn bwysig nawr, wrth gwrs, yw gwneud yn siŵr bod cyfleoedd ac ymgysylltu trwyadl ar draws y system o nawr tan fis Medi 2022.
English: We welcome the new flexibility and we think that it's a positive thing, but, of course, there are some risks, as you've outlined, Laura. I think that we will need some kind of system of monitoring in the early days, and when I say in those early days, perhaps leading up to the introduction of the new curriculum, there is a planning process as well, as well as the early days of implementation of the curriculum. But I hasten to add that it shouldn't be a very heavy-handed monitoring system, that's the last thing we'd want, but I think that there is a responsibility on us, isn't there, to ensure that what is provided to learners is in accordance with the general expectations and that there is support for schools according to need if those expectations aren't met. The educational resources to go along with the curriculum are going to be vital in this regard too, I think, to provide a framework and scaffolding, if you like, a structure, to ensure that the right kinds of things are provided.
Welsh: Rŷn ni'n croesawu'r hyblygrwydd newydd ac yn meddwl ei fod e'n beth positif, ond, wrth gwrs, mae yna rai peryglon, fel ŷch chi wedi eu hamlinellu, Laura. Dwi'n credu bydd angen rhyw fath o system o fonitro yn y dyddiau cynnar, a phan dwi'n dweud yn y dyddiau cynnar, efallai'n arwain lan at gyflwyno'r cwricwlwm, mae yna broses cynllunio hefyd, yn ogystal â'r cyfnod cynnar o weithredu. Ond dwi'n prysuro i ddweud nad unrhyw fath o system monitro haearnaidd a thrwm. Dyna'r peth olaf ŷn ni eisiau, ond dwi'n credu bod yna gyfrifoldeb, onid oes, arnom ni i wneud yn siŵr bod yr hyn sy'n cael ei ddarparu i'r dysgwyr yn unol â'r disgwyliadau cyffredinol a bod yna gefnogaeth i ysgolion yn ôl yr angen os nad yw'r disgwyliadau hynny yn cael eu cyrraedd. Mae adnoddau addysgol i gyd-fynd â'r cwricwlwm yn mynd i fod yn bwysig iawn yn hyn o beth hefyd, dwi'n credu, i roi ychydig bach o fframwaith a sgaffaldiau, os liciwch chi, i sicrhau bod y mathau o bethau iawn yn cael eu darparu.
English: I wouldn't argue that it's entirely impossible. I think in an ideal world we would be sticking to that timetable because there is so much of a need for this new curriculum, and there are so many positive, good things in it. We want to implement it and we do have two years still. But, having said that, we do need to keep an eye on the situation, because I agree with Neil to the extent that there is no way to get to grips with all of this now. Teachers and school leaders are right in the middle of it, going from day to day trying to keep their schools open, to keep an even keel. So I think we do need to keep an eye on the situation, but I do think we should try to adhere to the timetable if it is reasonably possible to do so.
Welsh: Fyddwn i ddim yn dadlau ei fod yn gwbl amhosibl. Rwy'n credu mewn byd delfrydol y byddem ni yn sticio at yr amserlen, achos mae cymaint o angen y cwricwlwm newydd hwn, a chymaint o bethau positif, da ynddo fe. Rŷn ni eisiau ei weithredu fe ac mae gennym ni ddwy flynedd o hyd. Ond, wedi dweud hynny, mae'n rhaid i ni gadw golwg ar y sefyllfa, oherwydd rwy'n cytuno â Neil i'r graddau - hynny yw, does dim modd amgyffred ymdopi â hyn ar hyn o bryd. Mae athrawon ac arweinwyr ysgol reit yn ei chanol hi, yn mynd o ddydd i ddydd i gadw'r ysgolion ar agor a chadw trefn ar bethau. Felly, mae'n rhaid i ni gadw golwg ar y sefyllfa, ond rwy'n credu y dylem ni geisio cadw at yr amserlen os yw e'n rhesymol bosibl i wneud.
English: Good morning. You've touched on the need for additional funding for this new curriculum to be a success. Can you expand on that? And in what way would having additional funding reaching the schools help to implement the new curriculum?
Welsh: Bore da. Rydych chi wedi cyffwrdd â'r angen am fwy o gyllid er mwyn i'r cwricwlwm yma fod yn llwyddiannus. Fedrwch chi ymhelaethu ar hynny? Ym mha ffordd y byddai cael mwy o gyllid yn cyrraedd yr ysgolion yn helpu i gyflawni'r cwricwlwm newydd?
English: I think one of the most important things that we could be funding for the introduction of the new curriculum is time away from the classroom for teachers so that they can co-produce and co-design the new curriculum. I think it's important because of the nature of the curriculum, which cuts across traditional subjects and the need to plan across age ranges, that that should be non-contact time on a joint basis. It can't be one teacher being released one after the other; the whole cohort of teachers should be released at the same time. We appreciate that there is one additional INSET training day every year for the next three years, and that is certainly a help, but it's not going to be enough in and of itself. So in having additional funding, I think that would be the priority for our members.
Welsh: Rwy'n credu mai un o'r pethau pwysicaf y gallem ni fod yn ariannu ar gyfer cyflwyno cwricwlwm newydd yw amser rhydd o'r dosbarth i athrawon er mwyn gallu cyd-gynllunio'r cwricwlwm newydd. Mae'n bwysig oherwydd natur y cwricwlwm sy'n mynd ar draws pynciau traddodiadol, a'r angen i gynllunio ar draws yr ystodau oedran hefyd, fod hynny'n amser digyswllt ar y cyd. So, dyw e ddim yn gallu bod yn rhyddhau un ar y tro, un ar ôl y llall; mae angen i'r garfan gyfan o athrawon gael eu rhyddhau ar yr un pryd. Nawr, rŷn ni'n gwerthfawrogi bod yna un diwrnod hyfforddiant mewn swydd ychwanegol bob blwyddyn am y tair blynedd nesaf, ac mae hynny'n sicr yn help, ond dyw e ddim yn mynd i fod yn ddigon ar ei ben ei hun. Felly, o gael rhagor o gyllid, dwi'n credu dyna fyddai'r flaenoriaeth i'n haelodau ni.
English: In terms of the impact on the workload of teachers in introducing this new curriculum, what do you think needs to be done to assist with that workload in order to release the teachers to be able to focus on the curriculum itself? As a result of that, do you believe that teachers would welcome more guidance? Not to go back to the days of the current curriculum, but additional guidance rather than something that's quite nebulous. That's what some teachers are telling me. I don't know if you're hearing that from your teachers.
Welsh: O ran yr effaith ar lwyth gwaith athrawon o gyflwyno'r cwricwlwm newydd, beth ydych chi'n credu sydd angen ei wneud er mwyn helpu efo hynny er mwyn rhyddhau'r athrawon i fedru canolbwyntio ar y cwricwlwm? Yn sgil hynny, ydych chi'n credu y byddai athrawon yn croesawu mwy o ganllawiau? Ddim mynd yn ôl i ddyddiau'r cwricwlwm presennol, ond mwy o ganllawiau yn hytrach na rhywbeth eithaf niwlog. Dyna mae rhai athrawon yn dweud wrthyf i. Dwi ddim yn gwybod os ydych chi'n cael hynny gan eich athrawon chi.
English: I think that the workload will be heavy, particularly at the beginning, because of the planning requirements in the first instance, and, as Neil has mentioned, with regard to the paradigm shift. It is an entirely new way of teaching, so there will be new techniques. It is going to be a revolution. So, that will take up teachers' time and that of teaching staff. That should get easier over those first few years. But in terms of the wider workload, that will depend to an extent on the exact assessment arrangements that are put in place and the accountability arrangements. Now, there are positive signs that the accountability arrangements are going to be more reasonable, but a great deal will depend on that being implemented according to the promises. And to come back to the question of what would help, it perhaps wouldn't be more specific guidance, because that might be too similar to the system that we're trying to move away from, but resources, I think - sufficient resources, of a high quality, that align very closely to the nature of the new curriculum, that don't restrict or limit. I think that would be a great deal of help for teachers in the initial phase particularly.
Welsh: Dwi'n credu bydd y llwyth gwaith yn drwm, ar y dechrau yn enwedig, oherwydd y gofynion cynllunio yn y lle cyntaf a, fel mae Neil wedi cyfeirio ato fe, y paradigm shift. Mae'n ffordd gwbl newydd o addysgu, felly bydd yna dechnegau newydd a phopeth. Mae hi'n mynd i fod yn chwyldro. Felly, bydd hwnna yn cymryd amser athrawon a staff dysgu. Mi ddylai hynny ddod yn rhwyddach dros y blynyddoedd cyntaf. Ond o ran y llwyth gwaith ehangach, mi fydd hynny'n dibynnu i raddau helaeth ar yr union drefniadau asesu sy'n cael eu rhoi yn eu lle a'r trefniadau atebolrwydd. Nawr te, mae yna arwyddion da a phositif fod y trefniadau atebolrwydd yn mynd i ddod yn fwy rhesymol, ond mi fydd llawer yn dibynnu ar hynny'n cael ei weithredu yn unol â'r addewidion ar hyn o bryd. Ac i ddod nôl i'r cwestiwn ynglŷn â beth fyddai'n helpu, efallai nid canllawiau mwy penodol, oherwydd efallai byddai hynny yn rhy debyg i'r hyn rŷn ni'n ceisio symud bant oddi wrtho fe, ond adnoddau, dwi'n credu - digonedd o adnoddau, o safon uchel, sydd yn cyd-fynd yn dda iawn gyda natur y cwricwlwm newydd, sydd ddim yn cyfyngu. Bydd hynny'n rhoi llawer o help, dwi'n credu, i athrawon yn y cyfnod cychwynnol yn arbennig.
English: The final question from me in this section relates to the young people coming from the colleges and the universities, who are going on to teach in our schools. Are they being immersed adequately in the needs of the new curriculum? Is there enough of a linkage made between the courses and the new requirements of the curriculum? Have things changed enough in terms of the training that's being provided, do you believe?
Welsh: Mae'r cwestiwn olaf gen i yn yr adran yma yn ymwneud â'r bobl ifanc sydd yn dod o'r colegau a'r prifysgolion ac sydd yn mynd ymlaen i ddysgu yn yr ysgolion. Ydyn nhw yn cael eu trwytho yn ddigonol yn anghenion y cwricwlwm newydd? Oes yna ddigon o gysylltiad rhwng y cyrsiau a'r anghenion newydd? Ydy pethau wedi newid digon, mewn ffordd, o ran yr hyfforddiant, ydych chi'n credu?
English: I think that the providers are moving in that direction, and they need to do so, clearly, because there is a new supply of young teachers coming from that direction, and they could assist the current workforce too. They will have had more intensive training in the period leading up to the introduction of the new curriculum. What is going to be difficult, perhaps, in the current context is that we're going to see restrictions to their teaching practice in the classroom, or other adjustments to their courses, as a result of COVID. But we need to ensure that the nature of the new curriculum is a priority in teacher training courses - and, I would add, in terms of those teachers being qualified with regard to being able to teach through the medium of Welsh, or teach Welsh as a subject as well.
Welsh: Rwy'n credu bod y darparwyr hyfforddiant cychwynnol athrawon yn symud i'r cyfeiriad yna, ac mae angen iddyn nhw wneud, yn amlwg, achos mae yna gyflenwad o athrawon ifanc yn dod o'r cyfeiriad yna, a gallan nhw fod bron yn helpu'r gweithlu presennol hefyd. Byddan nhw wedi cael hyfforddiant mwy dwys, os liciwch chi, yn y cyfnod yn arwain lan at gyflwyno'r cwricwlwm. Yr hyn sydd efallai'n mynd i fod yn anodd yn y cyd-destun presennol yw efallai ein bod ni'n mynd i weld cwtogi ar eu cyfnodau profiad dysgu mewn ysgolion oherwydd COVID dros y flwyddyn i ddod, neu wahanol addasiadau i'r cyrsiau. Ond mae angen sicrhau bod natur a chynnwys y cwricwlwm newydd yn flaenoriaeth o fewn y cyrsiau hynny - a byddwn i yn ychwanegu hefyd o ran cymhwyso'r athrawon yna i allu addysgu trwy gyfrwng y Gymraeg yn gynyddol, a dysgu'r Gymraeg fel pwnc ar hyd y continwwm.
English: Thank you very much. I also wanted to mention the cohort of teachers who are coming to teach in Wales who perhaps have qualified outside of Wales on courses in England or other nations. I think there is a real need for us to consider how we assist them to make that transition to a system that is going to be increasingly divergent in Wales, with an entirely different curriculum and different assessment requirements. I'm not suggesting that we should be building any walls - of course, we do need teachers in Wales - but we need to ensure that they are qualified and that they do understand the system that they're coming into.
Welsh: Diolch yn fawr. Roeddwn i eisiau dweud hefyd ynglŷn â'r gyfran o athrawon sydd yn dod i ddysgu yng Nghymru sydd efallai wedi cymhwyso y tu allan i Gymru ar gyrsiau yn Lloegr neu wledydd eraill. Dwi'n credu bod wir angen i ni ystyried sut rŷn ni'n eu helpu nhw i bontio i system sy'n mynd i fod yn gynyddol wahanol yng Nghymru, gyda chwricwlwm hollol wahanol a gofynion asesu gwahanol. Hynny yw, dwi ddim yn awgrymu ein bod ni'n codi unrhyw fath o waliau - mae angen athrawon arnom ni yng Nghymru - ond mae eisiau i ni wneud yn siŵr eu bod nhw'n gymwys ac yn deall y system maen nhw'n dod i mewn iddi.
English: A lot depends on how we measure standards, doesn't it? We have been very dependent on qualifications to measure how our education system is performing, and that is entirely appropriate, to a certain extent. But I would hope that this new curriculum would bring in a new culture with it, a whole-system change, and a different approach to education that places value on many different things beyond the results of examinations at 16 and 18 years of age, including well-being and the health of pupils. So, a great deal depends, once again, on the system that we have for assessment and monitoring and accountability, and the fact that that should align with this culture change. But to return to external accountability and external measures, if you will, the new curriculum should be much more closely aligned with the kinds of skills that PISA and the OECD, for example, are measuring, because they are real-life skills, if you will - things that you can apply to life, not learning by rote and repeating them.
Welsh: Mae lot yn dibynnu ar sut rŷn ni'n mesur safonau, onid yw e? Rŷn ni wedi bod yn ddibynnol iawn ar gymwysterau i fesur sut mae ein system addysg ni yn perfformio, ac mae hynny'n berffaith briodol, hyd at ryw bwynt. Ond byddwn i'n gobeithio bod y cwricwlwm newydd yma'n dod â diwylliant newydd gydag e, newid system-gyfan, os liciwch chi, ac ymagwedd at addysg sy'n rhoi gwerth ar lot o wahanol bethau y tu hwnt i ganlyniadau cymwysterau yn 16 a 18 oed, gan gynnwys lles ac iechyd disgyblion. Felly, mae llawer yn dibynnu, unwaith eto, ar y system sydd gyda ni ar gyfer asesu a monitro ac atebolrwydd, a'r ffaith bod hwnna yn cyd-fynd gyda'r newid diwylliant yma. Ond i ddod yn ôl at fesurau allanol ac atebolrwydd allanol, os liciwch chi, mi ddylai, dwi'n credu, y cwricwlwm newydd fod llawer mwy cydnaws gyda'r mathau o sgiliau mae PISA, er enghraifft, yr OECD, yn eu mesur, oherwydd eu bod nhw'n sgiliau bywyd go iawn, os liciwch chi - pethau rŷch chi'n gallu eu cymhwyso i fywyd, ac nid dysgu pethau ar eich cof a'u hailadrodd nhw.
English: Very quickly in terms of qualifications, I think, in a way, the Government has been right to lead with the curriculum and changing the qualifications later, because otherwise there is a risk that qualifications would drive everything and that that feeds right back through the system - so, getting the curriculum right first is important. But then, the result of that is we have to be brave about what we do with qualifications, perhaps not straight away, but over time, because the qualifications do need to dovetail with the curriculum. We can't just have some kind of cultural and educational gap between the nature of the curriculum and the nature of the qualifications. In a way, Suzy's questions point to that risk - one needs to lead and flow into the other, and perhaps over time, we will need to think about qualifications that aren't just in one particular individual subject and that are perhaps more similar to the AoLEs. We need to have that discussion, at least.
Welsh: Yn gyflym iawn ynglŷn â chymwysterau, rwy'n credu, mewn ffordd, bod y Llywodraeth wedi bod yn gywir i arwain gyda'r cwricwlwm a newid y cymwysterau wedyn, achos mae perygl, fel arall, bod y cymwysterau'n penderfynu popeth a bod hynny'n bwydo reit nôl lawr drwy'r system - felly, cael y cwricwlwm yn gywir. Ac wedyn, canlyniad hynny yw dwi'n credu bod angen i ni fod yn ddewr ynglŷn â beth rŷn ni'n gwneud gyda chymwysterau, efallai ddim yn syth bin, ond dros gyfnod, achos mae'n rhaid i'r cymwysterau gydweddu a chyd-fynd gyda'r cwricwlwm. Allwn ni ddim cael rhyw fath o fwlch diwylliannol, addysgol rhwng natur y cwricwlwm a natur y cymwysterau. Mewn ffordd, mae cwestiynau Suzy yn pwyntio at y perygl yna - rhaid i un llifo i mewn i'r llall, ac efallai dros gyfnod, bydd angen i ni feddwl am gymwysterau sydd ddim o reidrwydd mewn un pwnc unigol ac efallai sydd yn debycach i'r meysydd dysgu a phrofiad. Mae angen i ni gael y trafodaethau hyn ta beth.
English: Okay. I understand the concerns. So, what would be your alternative suggestion?
Welsh: Ocê. Allaf i ofyn - achos dwi'n gweld y pryderon - beth fyddai eich awgrymiad amgen?
English: There are different ways that you could amend the Bill to solve this problem, but I think that the simplest route would be to take English out of the list of those mandatory elements in section 3 of the Bill. I don't think that there would be any negative effects for the English language as a result of doing that, because English is de-facto mandatory in the language, literacy and communication AoLE. But it would mean that there would be no need for that disapplication section. You could get rid of that section on disapplication of English.
Welsh: Mae yna wahanol ffyrdd y gallech chi newid y Bil i ddatrys y broblem yna, ond dwi'n credu yr un mwyaf syml a mwyaf rhwydd fyddai tynnu Saesneg allan o'r rhestr o elfennau gorfodol yn adran 3 o'r Bil. Dwi ddim yn credu y byddai unrhyw sgil-effeithiau negyddol i'r Saesneg o wneud hynny, oherwydd mae'r Saesneg de facto yn orfodol yn y cwricwlwm yn y maes dysgu a phrofiad ieithoedd, llythrennedd a chyfathrebu. Ond byddai fe'n golygu byddai dim angen yr adran ynglŷn â datgymhwyso. Byddech chi'n gallu cael gwared yn llwyr â'r elfen datgymhwyso'r Saesneg wedyn.
English: Before I turn to the other witnesses, how would you respond to what the Minister would say, that it's important not to confuse the idea of English as a subject and English as a medium of communication?
Welsh: Ocê. Jest cyn i fi droi at y bobl eraill yma, beth ydy eich ymateb i beth mae'r Gweinidog wedi'i ddweud, sef ei bod hi'n bwysig i beidio â chymysgu'r syniad o Saesneg fel pwnc a Saesneg ffordd o gyfathrebu?
English: I think it's important for us to say that we're not opposed to English being mandatory in the wider curriculum from the age of seven onwards. Every pupil in Wales needs to be a fluent English speaker as well as being a fluent Welsh speaker, and it's important that it is a subject in the curriculum. But the truth is if you introduce it as a subject in the curriculum for the younger children, then you do create an element of English-medium education, and you introduce that into their Welsh-medium education. So, up until seven, it's important for them to hear the Welsh language all day at school, and then you can introduce English more formally at the age of seven.
Welsh: Mae'n bwysig i ni ddweud does gyda ni ddim gwrthwynebiad i'r Saesneg yn fandadol yn y cwricwlwm yn ehangach o saith oed ymlaen. Mae angen i bob disgybl yng Nghymru ddod yn siaradwr Saesneg rhugl yn ogystal â Chymraeg rhugl, ac mae'n bwysig ei fod e'n bwnc ar y cwricwlwm. Ond y gwirionedd yw, os ydych chi'n ei gyflwyno fel pwnc ar y cwricwlwm i'r plant ieuengaf, dŷch chi'n creu elfen o addysg cyfrwng Saesneg, os liciwch chi, yn eu haddysg cyfrwng Cymraeg nhw, lle, hyd at saith oed, mae'n bwysig iddyn nhw glywed y Gymraeg drwy'r dydd yn yr ysgol, ac wedyn cyflwyno'r Saesneg yn fwy ffurfiol yn saith oed.
English: Thank you. I see that you are putting forward a practical solution for this issue, and I think that we all want to see this issue being resolved. Last week, Estyn, during an evidence session, suggested an alternative way of doing it, which is different to the suggestion that you've just made, namely that it should state on the face of the Bill that English is mandatory from the age of seven onwards. Do you agree with that suggestion, or do you see that your suggestion is, in some ways, better?
Welsh: Diolch. Dwi'n gweld eich bod chi yn rhoi cynnig ymarferol ar sut i ddod dros y broblem yma, a dwi'n credu ein bod ni i gyd eisiau gweld hynny'n digwydd. Wythnos diwethaf mi wnaeth Estyn, yn ystod sesiwn dystiolaeth, gynnig ffordd arall, os liciwch chi, o'i wneud o, yn wahanol i'ch un chi, sef ei fod o'n dweud ar wyneb y Bil bod y Saesneg yn fandadol o saith oed ymlaen. Ydych chi'n cyd-fynd efo'r awgrym yna, neu ydych chi'n gweld bod eich awgrym chi, mewn rhyw ffordd, yn well?
English: I think that both would achieve the same objective, so I wouldn't oppose that. I think that taking English out of the list entirely would be simpler, but, simply put, what we want is to ensure that there is no deterioration to the current situation, and I think that the Estyn proposal would ensure that. But also we need to ensure that there is a platform for Welsh-medium development as a result of the Cymraeg 2050 policy objectives and to ensure that there are no further barriers in the Bill that would impair the ability to develop in that direction, in Welsh-medium schools and English-medium schools alike. It's important that we discuss these solutions, I think. There is more than one way of doing this, but we wouldn't want to see a deterioration on the current situation.
Welsh: Dwi'n credu byddai'r ddau yn cyflawni'r un amcan, felly byddwn i ddim yn gwrthwynebu hynny. Dwi'n credu, efallai, y byddai tynnu'r Saesneg allan o'r rhestr yn llwyr yn symlach, ond, yn y bôn, yr hyn rŷn ni eisiau yw sicrhau nad oes unrhyw waethygiad i'r sefyllfa bresennol, a dwi'n credu y byddai cynnig Estyn yn sicrhau hynny. Ond hefyd mae angen i ni sicrhau bod yna blatfform i ddatblygu addysg cyfrwng Cymraeg hefyd yn sgil amcanion polisi Cymraeg 2050 a gwneud yn siŵr bod dim rhwystrau pellach yn y Bil fyddai'n amharu ar y gallu i ddatblygu ymhellach, mewn ysgolion cyfrwng Cymraeg ac ysgolion cyfrwng Saesneg fel ei gilydd. Mae'n bwysig ein bod ni'n trafod datrysiadau i hyn. Mae yna fwy nag un ffordd o'i gwneud hi, ond yn sicr dim gwaethygiad, dim dirywiad ar y sefyllfa bresennol.