There was a sense among some leaders that curriculum progression steps were being interpreted as a ‘framework for assessment’ rather than as reference points for curriculum design.
Roedd ymdeimlad ymhlith rhai arweinwyr bod camau cynnydd y cwricwlwm yn cael eu dehongli fel ‘fframwaith asesu’ yn hytrach na chyfeirbwyntiau ar gyfer cynllunio'r cwricwlwm.