en-gb	I have experienced a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and with growing independence.
cy-gb	Rwyf wedi profi ystod o symbyliadau ac wedi cael cyﬂeoedd i gymryd rhan mewn ymholiadau, ar y cyd yn ogystal â chydag annibyniaeth cynyddol.

en-gb	I can use my experiences, knowledge and beliefs to generate ideas and frame enquiries.
cy-gb	Rwy’n gallu defnyddio fy mhrofiadau, gwybodaeth a chredoau i gynhyrchu syniadau a threfnu ymholiadau.

en-gb	I have actively engaged with a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and independently.
cy-gb	Rwyf wedi ymwneud yn weithredol gydag ystod o symbyliadau, ac wedi cael cyfle i gymryd rhan mewn ymchwiliadau, ar y cyd ac yn annibynnol.

en-gb	I can use my experiences, knowledge and beliefs to generate ideas independently and frame enquiries, using a range of research approaches when required.
cy-gb	Rwy’n gallu defnyddio fy mhrofiadau, gwybodaeth a chredoau i greu syniadau yn annibynnol a threfnu ymholiadau, gan ddefnyddio ystod o ddulliau ymchwil yn ôl y gofyn.

en-gb	I can independently undertake a range of full and thorough enquiries, selecting the most effective approach and justifying my methodologies.
cy-gb	Rwy’n gallu cyflawni ymchwiliadau llawn a manwl yn annibynnol, gan ddewis y dulliau mwyaf effeithiol a chyfiawnhau fy methodoleg.

en-gb	I am beginning to communicate my observations in simple ways.
cy-gb	Rwy’n dechrau cyfleu fy arsylwadau mewn ffyrdd syml.

en-gb	I can collect and record information and data from given sources.
cy-gb	Rwy’n gallu casglu a chofnodi gwybodaeth a data o ffynonellau penodol.

en-gb	I can then sort and group my findings using different criteria.
cy-gb	Rwyf wedyn yn gallu trefnu a grwpio fy nghanfyddiadau gan ddefnyddio gwahanol feini prawf.

en-gb	I can use appropriate methods to gather information related to my enquiries and I am able to interpret the information obtained in the context of the enquiry question.
cy-gb	Rwy’n gallu defnyddio dulliau priodol i gasglu gwybodaeth yn ymwneud â’m hymchwiliadau, ac rwy’n gallu dehongli’r wybodaeth a gasglwyd yng nghyd-destun cwestiwn yr ymchwiliad.

en-gb	I can analyse, present and reflect on my findings, describing patterns and explaining relationships across data and sources.
cy-gb	Rwy’n gallu dehongli, cyflwyno a myfyrio ar fy nghanfyddiadau, gan ddisgrifio patrymau ac esbonio cydberthnasau ar draws data a ffynonellau.

en-gb	I can evaluate and reflect on my findings, synthesise information, analyse patterns and trends, predict possible outcomes (where appropriate), and present well-supported and justified conclusions.
cy-gb	Rwy’n gallu gwerthuso fy nghanfyddiadau, a myfyrio arnyn nhw, cyfuno gwybodaeth, dadansoddi patrymau a thueddiadau, rhagfynegi deilliannau posib (lle bo’n briodol), a chyflwyno canlyniadau wedi’u cefnogi’n dda a’u cyfiawnhau.

en-gb	I can recognise the difference between facts and beliefs.
cy-gb	Rwy’n gallu adnabod y gwahaniaeth rhwng ffeithiau a chredoau.

en-gb	I can understand the difference between facts, opinions and beliefs, and consider how this may affect the importance and usefulness of evidence.
cy-gb	Rwy’n gallu deall y gwahaniaeth rhwng ffeithiau, barn a chredoau, ac ystyried sut mae hyn yn effeithio ar bwysigrwydd a defnyddioldeb tystiolaeth.

en-gb	I can reflect on the strengths and weaknesses of the approaches I have taken to my enquiries.
cy-gb	Rwy’n gallu myfyrio ar gryfderau a gwendidau’r dulliau rwyf wedi eu defnyddio yn fy ymchwiliadau.

en-gb	I can analyse the usefulness and consider the reliability and validity of a range of evidence relating to my enquiry.
cy-gb	Rwy’n gallu dadansoddi defnyddioldeb ac ystyried dibynadwyedd a dilysrwydd ystod o dystiolaeth sy’n ymwneud â’m hymchwil.

en-gb	I can reflect on the approaches I have taken to enquiries and identify areas of improvement for future enquires.
cy-gb	Rwy’n gallu myfyrio ar y dulliau rwyf wedi eu defnyddio mewn ymchwiliadau ac adnabod cyfleoedd i wella ar gyfer ymchwiliadau’r dyfodol.

en-gb	I can critically evaluate the usefulness, validity and reliability of qualitative and quantitative evidence.
cy-gb	Rwy’n gallu gwerthuso defnyddioldeb, hygrededd a dilysrwydd tystiolaeth ansoddol a meintiol yn feirniadol.

en-gb	I can independently evaluate the success of enquiries, suggesting improvements and refining methods for future enquiries.
cy-gb	Rwy’n gallu gwerthuso’n annibynnol lwyddiant ymchwiliadau, gan gynnig gwelliannau a mireinio dulliau ar gyfer ymchwiliadau’r dyfodol.

en-gb	I am beginning to communicate my findings in simple ways.
cy-gb	Rwy’n dechrau cyfleu fy nghanfyddiadau mewn ffyrdd syml.

en-gb	I can present what I have discovered in a variety of ways and draw simple conclusions.
cy-gb	Rwy’n gallu cyflwyno, mewn amrywiol ffyrdd, yr hyn rwyf wedi’i ddarganfod, a dod i gasgliadau syml.

en-gb	I can present my findings in a variety of ways, drawing conclusions and making judgements based on the evidence used.
cy-gb	Rwy’n gallu cyflwyno fy nghanfyddiadau mewn amrywiol ffyrdd, gan ddod i gasgliadau a barn yn seiliedig ar y dystiolaeth a ddefnyddiwyd.

en-gb	I can draw considered and reasoned conclusions to my enquiries, while understanding that other people may form different conclusions from the available evidence.
cy-gb	Rwy’n gallu dod i gasgliadau ystyriol a rhesymegol yn fy ymchwiliadau, tra’n deall y gall pobl eraill ddod i ganlyniadau gwahanol yn seiliedig ar y dystiolaeth sydd ar gael.

en-gb	I can make coherent and reasoned responses and judgements that take into consideration different viewpoints.
cy-gb	Rwy’n gallu llunio ymatebion a barnau cydlynol a chytbwys, sy’n ystyried gwahanol safbwyntiau.

en-gb	I can form and express simple opinions about my likes and dislikes.
cy-gb	Rwy’n gallu ffurfio a mynegi barn syml am yr hyn rwyf yn ei hoffi a’r hyn nad wyf yn ei hoffi.

en-gb	I can form and express opinions about something that is important to me, considering my own ideas, feelings and those of others.
cy-gb	Rwy’n gallu llunio a mynegi barn am rywbeth sy’n bwysig i mi gan ystyried fy syniadau a’m teimladau fy hun yn ogystal â rhai pobl eraill.

en-gb	I can recognise and explain that my opinions and the opinions of others have value.
cy-gb	Rwy’n gallu cydnabod ac esbonio bod fy marn i, a barn pobl eraill, yn werthfawr.

en-gb	I can recognise that opinions may change over time.
cy-gb	Rwy’n gallu cydnabod y gall safbwyntiau newid dros amser.

en-gb	I am beginning to recognise other people’s feelings and viewpoints about familiar events or experiences.
cy-gb	Rwy’n dechrau cydnabod teimladau pobl eraill, a’u safbwyntiau am ddigwyddiadau neu broﬁadau cyfarwydd.

en-gb	I can form, express and discuss my own opinions on a range of issues after considering evidence and the views of others.
cy-gb	Rwy’n gallu ffurfio, mynegi a thrafod fy marn fy hun ar ystod o faterion, ar ôl ystyried tystiolaeth a safbwyntiau pobl eraill.

en-gb	I can inferand compare people’s opinions, viewpoints and interpretations from sources and evidence.
cy-gb	Rwy’n gallu cymharu a dod i gasgliad am farnau, safbwyntiau a dehongliadau pobl o ffynonellau a thystiolaeth.

en-gb	I can express, discuss and justify my personal opinions and understand that interpretationscan change over time, especially in the light of new evidence or when approached from a different perspective.
cy-gb	Rwy’n gallu mynegi, trafod a chyfiawnhau fy marn bersonol, ac yn deall y gall dehongliadau newid dros amser, yn enwedig o ystyried tystiolaeth newydd neu o ystyried y dehongliadau o safbwynt gwahanol.

en-gb	I can inferand evaluate opinions, viewpoints and interpretations from a range of sources and evidence in order to develop my own informed judgements.
cy-gb	Rwy’n gallu gwerthuso a dod i gasgliad am dybiaethau, safbwyntiau a dehongliadau o ystod o ffynonellau a thystiolaeth er mwyn datblygu fy marn wybodus fy hun.

en-gb	I can appreciate a variety of perspectives on the world, recognise the limitations of my own perspectiveand have begun to challenge my values and opinions.
cy-gb	Rwy’n gallu gwerthfawrogi ystod o safbwyntiau ar y byd, cydnabod cyfyngiadau fy safbwynt fy hun, ac rwyf wedi dechrau herio fy safbwyntiau a’m gwerthoedd fy hun.

en-gb	I can analyse, explain and evaluate the validity of opinions, viewpoints and interpretations, considering how they are shaped and influenced by a variety of factors, and how they can change over time.
cy-gb	Rwy’n gallu dadansoddi, esbonio a gwerthuso dilysrwydd barn, safbwyntiau a dehongliadaugan ystyried sut y maen nhw’n cael eu ffurfio a’u dylanwadu gan wahanol ffactorau, a sut maen nhw’n gallu newid dros amser.

en-gb	Subsequently, I can develop my own informed and justified judgements.
cy-gb	Yn dilyn hyn, rwy’n gallu datblygu fy marn wybodus fy hun, a’i chyfiawnhau.

en-gb	I can use evidence to explain how aspects of the past have been represented and interpreted in different ways.
cy-gb	Rwy’n gallu defnyddio tystiolaeth i esbonio sut mae agweddau o’r gorffennol wedi cael eu cynrychioli a’u dehongli mewn gwahanol ffyrdd.

en-gb	I can begin to understand that interpretations are influenced by identity, experiences, viewpoints and beliefs.
cy-gb	Rwy’n gallu dechrau deall bod dehongliadau’n cael eu dylanwadu gan hunaniaeth, profiadau, safbwyntiau a chredoau.

en-gb	I can explain, using a range of evidence, why people have different interpretationsand that interpretations are influenced by the availability, validity and credibility of evidence, identity, experiences, viewpoints and beliefs.
cy-gb	Rwy’n gallu esbonio, gan ddefnyddio ystod o dystiolaeth, pam mae gan bobl ddehongliadau gwahanol, a bod dehongliadau yn cael eu dylanwadu gan argaeledd, dilysrwydd a hygrededd tystiolaeth, yn ogystal â hunaniaeth, profiadau, safbwyntiau a chredoau.

en-gb	I can explain how and why a range of different interpretationsare formed and how they may change over time.
cy-gb	Rwy’n gallu esbonio sut a pham mae ystod o wahanol ddehongliadau yn cael eu ffurfio, a sut y gallan nhw newid dros amser.

en-gb	I can appreciate that responses to questions about life, experiences and the world are complex, and are often partial and inconclusive.
cy-gb	Rwy’n gallu gwerthfawrogi bod ymatebion i gwestiynau am fywyd, profiadau a’r byd yn gymhleth, a bod yr ymatebion hyn yn aml yn rhannol neu heb lwyddo i argyhoeddi.

en-gb	I am beginning to recognise the effects that I have on the natural world.
cy-gb	Rwy’n dechrau adnabod yr effeithiau rwy’n eu cael ar y byd naturiol.

en-gb	I can recognise why places are important to me.
cy-gb	Rwy’n gallu adnabod pam mae lleoedd yn bwysig i mi.

en-gb	I can describe how people and the natural world may impact on each other.
cy-gb	Rwy’n gallu disgrifio sut y gall pobl a’r byd naturiol gael effaith ar ei gilydd.

en-gb	I can describe how places, spaces, environments and landscapes are important to different people and for different reasons.
cy-gb	Rwy’n gallu disgrifio sut mae lleoedd, gofodau, amgylcheddau a thirweddau yn bwysig i wahanol bobl ac am wahanol resymau.

en-gb	I can describe and give simple explanations about the impact of human actions on the natural world in the past and present.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml beth yw effaith gweithredoedd dynol ar y byd naturiol yn y gorffennol a’r presennol.

en-gb	I can describe and give simple explanations about the impact that physical processes have had on people, places and landscapes in the past and present.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml beth yw effaith prosesau ffisegol ar bobl, lleoedd a thirweddau yn y gorffennol a’r presennol.

en-gb	I can describe and give simple explanations on how and why some places, spaces, environments and landscapes are especially important to different people and for different reasons.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio’n syml sut a pham mae rhai lleoedd, gofodau, amgylcheddau a thirweddau yn arbennig o bwysig i wahanol bobl ac am wahanol resymau.

en-gb	I can understand and explain how human actions affect the physical processes that shape places, spaces, environments and landforms over time.
cy-gb	Rwy’n gallu deall ac esbonio sut mae gweithredoedd dynol yn effeithio ar y prosesau ffisegol sy’n siapio lleoedd, gofodau, amgylcheddau a thirffurfiau dros gyfnod o amser.

en-gb	I can understand the range of factors that affect the interrelationshipsbetween humans and physical processes.
cy-gb	Rwy’n gallu deall ac esbonio yr ystod o ffactorau sy’n effeithio’r rhyngberthnasau rhwng pobl a phrosesau ffisegol.

en-gb	I can understand and explain how significant places, spaces environments and landforms in the natural world are associated with economic, historical, political, and religious and non-religious beliefs and practices.
cy-gb	Rwy’n gallu deall ac esbonio sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau arwyddocaol yn y byd naturiol yn gysylltiedig â chredoau ac arferion economaidd, hanesyddol, gwleidyddol, crefyddol ac anghrefyddol.

en-gb	I can explain and analyse the wide range of interrelationshipsand interdependenciesbetween the human actions and physical processes that shape places, spaces, environments and landforms over time
cy-gb	Rwy’n gallu esbonio a dadansoddi’r ystod eang o rhyngberthnasau a rhyng-ddibyniaethaurhwng y gweithredoedd dynol a’r prosesau ffisegol sy’n siapio lleoedd, gofodau, amgylcheddau a thirffurfiau dros gyfnod o amser.

en-gb	I can evaluate the extent to which economic, social, political, cultural, religious and non-religious beliefs, practices and actions have led to changes to the natural world.
cy-gb	Rwy’n gallu gwerthuso i ba raddau mae credoau, arferion a gweithredoedd economaidd, cymdeithasol, gwleidyddol, diwylliannol, crefyddol ac anghrefyddol wedi arwain at newidiadau yn y byd naturiol.

en-gb	I have first-hand experience of the natural world and am beginning to recognise places which are familiar to me.
cy-gb	Mae gen i brofiad uniongyrchol o’r byd naturiol, ac rwy’n dechrau adnabod lleoedd sy’n gyfarwydd i mi.

en-gb	I can recognise the distinct physical features of places, environments and landscapes in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgriﬁo nodweddion fﬁsegol penodol lleoedd, amgylcheddau a thirweddau yn fy ardal leol ac yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu lleoli a rhoi esboniadau syml am nodweddion arbennig lleoedd, gofodau a thirffurfiau yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can describe and explain the distinctive features of places, spaces and landscapes at a variety of scales, in my locality and in Wales, as well as in the wider world, along with the processes at work in them.
cy-gb	Rwy’n gallu disgrifio ac esbonio nodweddion arbennig lleoedd, gofodau a thirweddau i ystod o raddfeydd yn fy ardal leol ac yng Nghymru yn ogystal ag yn y byd ehangach, ynghyd â’r prosesau sydd ar waith ynddyn nhw.

en-gb	I can give comprehensive explanations for the distinctive features of places, spaces and landscapes at a variety of scales in my locality and in Wales, as well as in the wider world, along with the processes at work in them.
cy-gb	Rwy’n gallu roi disgriﬁadau ac esboniadau cynhwysfawr o nodweddion lleoedd, gofodau a thirweddau i ystod o raddfeydd yn fy ardal leol ac yng Nghymru, yn ogystal ac yn y byd ehangach, ynghyd â’r prosesau sydd ar waith ynddyn nhw.

en-gb	I can describe how and where some places and environments are similar, and others are different.
cy-gb	Rwy’n gallu disgrifio sut a ble mae rhai lleoedd ac amgylcheddau’n debyg i’w gilydd, ac eraill yn wahanol.

en-gb	I can describe spatial patterns of places, environments and landforms in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgriﬁo patrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can describe and explain why spatial patterns of places, environments and landforms may change over time in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgriﬁo ac esbonio pam y gall patrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau newid dros gyfnod o amser yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can give comprehensive explanations for the spatial patterns of places, environments and landforms at a range of scales and predict how patterns and trends may continue or change in the future in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu rhoi esboniadau cynhwysfawr ar batrymau dosbarthu lleoedd, amgylcheddau a thirffurfiau i ystod o raddfeydd, a rhagfynegi sut y gall patrymau neu dueddiadau barhau neu newid yn y dyfodol yn fy ardal leol ac yng Nghymru, yn ogystal ag yn y byd ehangach.

en-gb	I can recognise the distinctive features of places, environments and landforms,and how these may change.
cy-gb	Rwy’n gallu adnabod nodweddion arbennig lleoedd, amgylcheddau a thirffurfiau, a sut y gall rhain newid.

en-gb	I can give simple descriptions of how places, spaces, environments and landforms have changed over time.
cy-gb	Rwy’n gallu rhoi disgrifiadau syml o sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser.

en-gb	I can give simple descriptions of the processes that lead to change in the natural world.
cy-gb	Rwy’n gallu rhoi disgrifiadau syml o’r prosesau sy’n arwain at newid yn y byd naturiol.

en-gb	I can describe and explain how places, spaces, environments and landforms have changed over time and outline the processes that cause these changes in the natural world.
cy-gb	Rwy’n gallu disgrifio ac esbonio sut mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser, ac amlinellu’r prosesau sy’n achosi’r newidiadau hyn yn y byd naturiol.

en-gb	I can give comprehensive explanations and analysis of how and why places, spaces, environments and landforms have changed over time.
cy-gb	Rwy’n gallu rhoi esboniadau a dadansoddiad cyflawn o sut a pham mae lleoedd, gofodau, amgylcheddau a thirffurfiau wedi newid dros gyfnod o amser.

en-gb	I am beginning to identify important events that have happened to me in the past.
cy-gb	Rwy’n dechrau adnabod digwyddiadau pwysig sydd wedi digwydd i mi yn y gorffennol.

en-gb	I am beginning to understand that some events have happened in the past, other events are happening in the present and that more events will happen in the future.
cy-gb	Rwy’n dechrau deall fod rhai pethau wedi digwydd yn y gorffennol, rhai yn digwydd yn y presennol, ac y bydd mwy yn digwydd yn y dyfodol.

en-gb	I can sequence events and I am beginning to understand that the past can be divided into periods of time.
cy-gb	Rwy’n gallu rhoi digwyddiadau mewn trefn, ac yn dechrau deall y gellir rhannu’r gorffennol i gyfnodau o amser.

en-gb	I can recognise similarities and differences between people’s lives, both in the past and present.
cy-gb	Rwy’n gallu adnabod pethau tebyg a gwahanol ym mywydau pobl, yn y gorffennol a’r presennol.

en-gb	I can identify aspects of life in my community that have changed over time.
cy-gb	Rwy’n gallu adnabod agweddau o fywyd yn fy nghymuned sydd wedi newid dros gyfnod o amser.

en-gb	I have an understanding that the past can be divided into periods of time.
cy-gb	Rwy’n deall y gellir rhannu’r gorffennol i gyfnodau o amser a bod gan y cyfnodau hyn nodweddion nodedig.

en-gb	I also have an understanding that these periods have distinctive features and are different from one another, as well as different from the present.
cy-gb	Rwy’n deall hefyd bod y cyfnodau hyn yn wahanol i’w gilydd yn ogystal â bod yn wahanol i’r presennol.

en-gb	I can describe and explain similarities and differences between people’s lives both in the past and present
cy-gb	Rwy’n gallu disgrifio ac esbonio pethau tebyg a gwahanol ym mywydau pobl, yn y gorffennol a’r presennol.

en-gb	I can describe how some different characteristics of communities and societies have changed, within and across periods of time, in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu disgrifio’r modd y mae rhai gwahanol nodweddion cymunedau a chymdeithasau wedi newid o fewn a thros gyfnod o amser, yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can make meaningful connections and comparisons between a broad range of historical periods of time in order to develop a chronological map of the past.
cy-gb	Rwy’n gallu gwneud cysylltiadau  a dangos cymharu pwrpasol rhwng ystod eang o gyfnodau hanesyddol er mwyn datblygu map cronolegol o’r gorffennol.

en-gb	I can use my knowledge and understanding to analyse and explain how different communities and societies have changed over time, in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth a’m dealltwriaeth i ddadansoddi ac esbonio’r modd y mae gwahanol gymunedau a chymdeithasau wedi newid dros gyfnod o amser yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can give comprehensive explanations and analysis of the characteristics of different periods of time, recognising the dynamics of continuity and change over periods of varying lengths in order to develop an increasingly detailed chronological map of the past.
cy-gb	Rwy’n gallu rhoi esboniadau a dadansoddiad cynhwysfawr o nodweddion gwahanol gyfnodau o amser, gan adnabod deinamig cysondeb a newid dros gyfnodau o wahanol hyd er mwyn datblygu map cronolegol cynyddol fanwl o’r gorffennol.

en-gb	I can use my detailed understanding of the nature and extent of change and continuity to explain and analyse how communities and societies have adapted and changed in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu ddefnyddio fy nealltwriaeth fanwl o natur a graddau newid a pharhad i esbonio a dadansoddi’r modd y mae cymunedau a chymdeithasau wedi addasu a newid, a hynny yn fy ardal i, yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	I can also use this knowledge to consider possible futures.
cy-gb	Rwyf hefyd yn gallu defnyddio’r wybodaeth hon i ystyried dyfodol posib.

en-gb	I am beginning to understand that my actions and those of others have causes and effects.
cy-gb	Rwy’n dechrau deall bod gan fy ngweithredoedd i, a gweithredoedd pobl eraill, achosion ac effeithiau.

en-gb	I have explored some causes and effects of events and changes in my community over time.
cy-gb	Rwyf wedi archwilio rhai achosion ac effeithiau digwyddiadau a newidiadau yn fy nghymuned dros gyfnod o amser.

en-gb	I can identify and explain the main causes and effects of events in a range of contexts, and I can recognise how these impact communities and societies.
cy-gb	Rwy’n gallu adnabod ac esbonio prif achosion ac effeithiau digwyddiadau mewn ystod o gyd-destunau, ac rwy’n gallu adnabod sut mae’r rhain yn effeithio ar gymunedau a chymdeithasau.

en-gb	I can explain and analyse the causes of a range of events and changes in the past and present, and can appreciate how causes can often be interconnected and differ in importance.
cy-gb	Rwy’n gallu esbonio a dadansoddi achosion ystod o ddigwyddiadau a newidiadau yn y gorffennol a’r presennol, ac yn gallu gwerthfawrogi sut y gall achosion fod yn aml yn rhyng-gysylltiedig, a gwahaniaethu o ran pwysigrwydd.

en-gb	I can explain and analyse the effects and consequences of a range of events and changes in the past and present, and understand that they differ in importance.
cy-gb	Rwy’n gallu esbonio a dadansoddi effeithiau a chanlyniadau ystod o ddigwyddiadau a newidiadau yn y gorffennol a’r presennol, a deall eu bod yn gwahaniaethu o ran pwysigrwydd.

en-gb	Ican critically evaluate how various causal factors interrelate over a range of timescales and in a range of contexts.
cy-gb	Rwy’n gallu gwerthuso’n feirniadol sut y mae amrywiaeth o ffactorau achosol yn rhyng-gysylltu dros ystod o gyfnodau o amser ac o fewn ystod o gyd-destunau.

en-gb	I can subsequently appreciate how and why the significance of these factors may be contested.
cy-gb	Rwyf wedyn yn gallu gwerthfawrogi pam a sut y gellir cwestiynu arwyddocâd y ffactorau hyn.

en-gb	I can critically evaluate the consequences and significance of events and changes in a range of societies in the past and present.
cy-gb	Rwy’n gallu gwerthuso’n feirniadol  ganlyniadau ac arwyddocâd digwyddiadau a newidiadau mewn ystod o gymdeithasau yn y gorffennol a’r presennol.

en-gb	I can show an awareness of who I am and that I am similar and different to others.
cy-gb	Rwy’n gallu ddangos ymwybyddiaeth o bwy ydwyf a’m bod i’n debyg ac yn wahanol i eraill.

en-gb	I can explore my identity and compare it with those of others, recognising that society is made up of diverse groups, beliefs and viewpoints.
cy-gb	Rwy’n gallu archwilio fy hunaniaeth, a’i chymharu â rhai pobl eraill, gan gydnabod bod nifer o wahanol grwpiau, credoau a safbwyntiau o fewn cymdeithas.

en-gb	I can explore a range of ways in which identity is formed and some of the influences that impact upon diversity in society.
cy-gb	Rwy’n gallu archwilio ystod o ffyrdd mae hunaniaeth yn cael ei ffurfio, a rhai o’r dylanwadau sy’n effeithio ar amrywiaeth o fewn cymdeithas.

en-gb	I can analyse and explain how identity is formed.
cy-gb	Rwy’n gallu dadansoddi ac esbonio sut mae hunaniaeth yn cael ei ffurfio.

en-gb	I can explain the connections between diverse societies.
cy-gb	Rwy’n gallu esbonio’r cysylltiadau rhwng cymdeithasau amrywiol.

en-gb	I can evaluate the multifaceted nature of identity and explain how it influences people’s interaction and impact within and across diverse societies in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu gwerthuso natur amlochrog hunaniaeth, a gallu esbonio sut y gall hyn ddylanwadu ar ymwneud pobl â’i gilydd, ac effeithio o fewn ac ar draws cymdeithasau amrywiol yn fy ardal leol ac yng Nghymru, yn ogystal â’r byd ehangach.

en-gb	I am beginning to develop my awareness of similarities and differences between people.
cy-gb	Rwy’n dechrau datblygu ymwybyddiaeth o’r hyn sy’n debyg ac yn wahanol rhwng pobl.

en-gb	Ihave explored and am aware of diversity in communities.
cy-gb	Rwyf wedi archwilio amrywiaeth o fewn cymunedau, ac rwy’n ymwybodol o hyn.

en-gb	I can describe and explain the ways in which my life is similar and different to others, and I understand that not everyone shares the same experiences, beliefs and viewpoints.
cy-gb	Rwy’n gallu disgrifio ac esbonio’r ffyrdd mae fy mywyd i yn debyg ac yn wahanol i eraill, ac rwy’n deall nad yw pawb yn rhannu’r un profiadau, credoau a safbwyntiau.

en-gb	I can analyse and explain the diverse stories, beliefs and experiences of people in societies in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu dadansoddi ac esbonio storïau, credoau a phrofiadau amrywiol pobl mewn cymunedau yn fy ardal leol ac yng Nghymru, yn ogystal â’r byd ehangach.

en-gb	I can critically analyse a range of complex similarities, differences and inequalities between diverse societies in the past and present.
cy-gb	Rwy’n gallu dadansoddi’n feirniadol ystod o debygrwydd, gwahaniaethau ac anghydraddoldeb cymhleth rhwng amrywiol gymdeithasau yn y gorffennol a’r presennol.

en-gb	I can evaluate the multifaceted nature of society and how diversity is valued.
cy-gb	Rwy’n gallu gwerthuso natur amlochrog  cymdeithas a sut mae amrywiaeth yn cael ei werthfawrogi.

en-gb	I have an understanding of how factorsin the past and present have shaped my communities.
cy-gb	Rwy’n deall sut mae ffactorau yn y gorffennol a’r presennol wedi siapio fy nghymunedau.

en-gb	I can explain and compare how communities have been shaped by the past and I can explain how a range of factorscontribute to this.
cy-gb	Rwy’n gallu esbonio a chymharu sut mae cymunedau wedi cael eu siapio gan y gorffennol, ac rwy’n gallu esbonio sut mae ystod o ffactorau’ncyfrannu at hyn.

en-gb	I can evaluate and compare how communities have been shaped by the past, and I can analyse and explain how a range of factorscontribute to this.
cy-gb	Rwy’n gallu gwerthuso a chymharu sut mae cymunedau wedi cael eu siapio gan y gorffennol, ac rwy’n gallu dadansoddi ac esbonio sut mae ystod o ffactorau’n cyfrannu at hyn.

en-gb	I am beginning to understand how my community is governed and why there are rules.
cy-gb	Rwy’n dechrau deall sut mae fy nghymuned yn cael ei llywodraethu, a pham mae yna reolau.

en-gb	I can understand and describe how my community is governed and how people are represented.
cy-gb	Rwy’n gallu deall a disgrifio sut mae fy nghymuned yn cael ei llywodraethu, a sut mae pobl yn cael eu cynrychioli.

en-gb	I can describe the different ways that countries and societies, including Wales, have been governed in the past and present.
cy-gb	Rwy’n gallu disgrifio’r gwahanol ffyrdd mae gwledydd a chymdeithasau, gan gynnwys Cymru, wedi cael eu llywodraethu yn y gorffennol a’r presennol.

en-gb	I have an understanding of a range of governance systems and how people have been represented at local, national and global levels, including how systems of government in Wales operate both now and in the past, and I can compare and explain differences between these systems.
cy-gb	Mae gen i ddealltwriaeth o ystod o systemau llywodraethu, a sut mae pobl wedi cael, ac yn cael, eu cynrychioli ar lefelau lleol, cenedlaethol a byd-eang, gan gynnwys sut mae systemau Llywodraeth yng Nghymru yn gweithredu yn y presennol ac yn y gorffennol, ac rwy’n gallu cymharu ac esbonio gwahaniaethau rhwng y systemau hyn.

en-gb	I can compare and evaluate local, national and global governance systems, including the systems of government and democracy in Wales, considering their impact on societies in the past and present, and the rights and responsibilities of citizens in Wales.
cy-gb	Rwy’n gallu cymharu a gwerthuso systemau llywodraethu lleol, cenedlaethol a rhyngwladol, gan gynnwys systemau Llywodraeth a democratiaeth yng Nghymru, gan ystyried eu heffaith ar gymdeithasau yn y gorffennol a’r presennol, a hawliau a chyfrifoldebau dinasyddion yng Nghymru.

en-gb	I can describe some of the relationships, links and connections between a range of societies.
cy-gb	Rwy’n gallu disgrifio rhai o’r cydberthnasau, dolenni a chysylltiadau rhwng ystod o gymdeithasau.

en-gb	I can analyse the importance of the relationships, links and connections between a wide range of societies, and I can draw meaningful comparisons and contrasts between them.
cy-gb	Rwy’n gallu dadansoddi pwysigrwydd y cydberthnasau, dolenni a chysylltiadau rhwng ystod eang o gymdeithasau, ac rwy’n gallu eu cymharu’n ystyrlon.

en-gb	I can evaluate the significance of the relationships and connections between a wide range of societies, along with their interdependencies.
cy-gb	Rwy’n gallu gwerthuso arwyddocâd y cydberthnasau a’r cysylltiadau rhwng ystod eang o gymdeithasau, ynghyd â’u rhyng-ddibyniaethau.

en-gb	I am beginning to understand that we need to respect others.
cy-gb	Rwy’n dechrau deall fod angen i ni barchu pobl eraill.

en-gb	I have an awareness of what is right and wrong and that my actions should reflect that.
cy-gb	Mae gen i ymwybyddiaeth o’r hyn sy’n iawn a’r hyn sy’n anghywir, ac y dylai fy ngweithredoedd adlewyrchu hyn.

en-gb	I can understand that not everyone is treated fairly.
cy-gb	Rwy’n gallu deall nad yw pawb yn cael eu trin yn deg.

en-gb	I am beginning to understand what human rights are and why they are important.
cy-gb	Rwy’n dechrau deall beth yw hawliau dynol a pham maen nhw’n bwysig.

en-gb	I can understand that we need to respect the rights of others.
cy-gb	Rwy’n gallu deall bod angen i ni barchu hawliau rhai eraill.

en-gb	I have an understanding that injustice and inequality exist in societies.
cy-gb	Mae gen i ddealltwriaeth fod anghyfiawnder ac anghydraddoldeb yn bodoli o fewn cymdeithasau.

en-gb	I also have an understanding of what human rights are and why they are important to me and other people.
cy-gb	Rwyf hefyd yn deall beth yw hawliau dynol, a pham maen nhw’n bwysig i mi a phobl eraill.

en-gb	I can explain who is responsible for upholding rights in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu esbonio pwy sy’n gyfrifol am gynnal hawliau yn fy ardal leol ac yng Nghymru, yn ogystal â’r byd ehangach.

en-gb	I also have an understanding that some people are denied their rights.
cy-gb	Rwyf hefyd yn deall bod eu hawliau yn cael eu gwrthod i rai pobl.

en-gb	I can recognise that there is a difference between wants, needs and rights.
cy-gb	Rwy’n gallu adnabod bod gwahaniaeth rhwng dymuniadau, anghenion a hawliau.

en-gb	I can explain and analyse why injustice and inequality exist and can do so in a range of contexts.
cy-gb	Rwy’n gallu esbonio a dadansoddi pam mae anghyfiawnder ac anghydraddoldeb yn bodoli, ac rwy’n gallu gwneud hynny mewn ystod o gyd-destunau.

en-gb	I can explain the importance of the roles played by individuals, societies, social movements and governments in defending people’s human rights.
cy-gb	Rwy’n gallu esbonio pwysigrwydd y rhannau mae unigolion, cymdeithasau, mudiadau cymdeithasol a llywodraethau yn ei chwarae wrth amddiffyn hawliau dynol pobl.

en-gb	I can explain the difference between wants, needs and rights, and why some people are denied their rights.
cy-gb	Rwy’n gallu esbonio’r gwahaniaeth rhwng dymuniadau, anghenion a hawliau, a pham mae eu hawliau yn cael eu gwrthod i rai pobl.

en-gb	I can evaluate the underlying causes of injustice and inequality in a wide range of contexts in the past and present, and how they impact on human rights issues.
cy-gb	Rwy’n gallu gwerthuso achosion sylfaenol anghyﬁawnder ac anghydraddoldeb mewn ystod eang o gyd-destunau yn y gorffennol a’r presennol, a sut maen nhw’n effeithio ar faterion hawliau dynol.

en-gb	I can evaluate the causes of human rights violations and the various factorsthat undermine or support people’s rights.
cy-gb	Rwy’n gallu gwerthuso achosion ymyrraeth ar hawliau dynol a’r amrywiol ffactorau sy’n tanseilio neu’n cefnogi hawliau pobl.

en-gb	I can explain and evaluate the difference between wants, needs and rights.
cy-gb	Rwy’n gallu esbonio a gwerthuso’r gwahaniaeth rhwng dymuniadau, anghenion a hawliau.

en-gb	I can evaluate the importance of the roles played by individuals, societies, social movements and governments respecting and defending people’s human rights.
cy-gb	Rwy’n gallu gwerthuso pwysigrwydd y rhannau mae unigolion, cymdeithasau, mudiadau cymdeithasol a llywodraethau yn eu chwarae wrth barchu ac amddiffyn hawliau dynol pobl.

en-gb	I am beginning to appreciate and care for living things and my own environment.
cy-gb	Rwy’n dechrau gwerthfawrogi a gofalu am bethau byw, a’m hamgylchedd fy hun.

en-gb	I can take care of resources and not waste them, and I am conscious of the importance of creating a sustainable future.
cy-gb	Rwy’n gallu cymryd gofal o adnoddau a pheidio â’u gwastraffu, ac rwy’n ymwybodol o bwysigrwydd greu dyfodol cynaladwy.

en-gb	I can understand that there are a range of factorsthat influence people’s behaviour, actions and decisions.
cy-gb	Rwy’n gallu deall bod ystod o ffactorau sy’n dylanwadu ar ymddygiad, gweithredoedd a phenderfyniadau pobl.

en-gb	I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues.
cy-gb	Rwy’n gallu deall canlyniadau fy ngweithredoedd a gweithredoedd pobl eraill, a’r modd y mae’r rhain yn effeithio ar faterion lleol, cenedlaethol a byd-eang

en-gb	I can explain the connections between past, present and anticipated challenges and opportunities faced by people in my locality and in Wales, as well as in the wider world.
cy-gb	Rwy’n gallu esbonio’r cysylltiadau rhwng heriau a chyﬂeoedd sy’n cael eu wynebu gan bobl fy ardal leol ac yng Nghymru, yn ogystal â’r byd ehangach, heriau a chyfleoedd y gorffennol, y presennol a’r rhai sy’n cael eu rhagweld.

en-gb	I have an understanding of my own and others’ environmental, economic and social responsibilities in creating a sustainable future.
cy-gb	Mae gen i ddealltwriaeth o’m cyfrifoldebau amgylcheddol, economaidd a chymdeithasol fy hun wrth greu dyfodol cynaladwy.

en-gb	I have built a detailed understanding of what it is to be an ethical, informed citizen and can critically evaluate my role as one, recognising my responsibilities and those of others towards society, the environment and creating a sustainable future.
cy-gb	Rwyf wedi meithrin dealltwriaeth fanwl o’r hyn yw bod yn ddinesydd egwyddorol a gwybodus, ac rwy’n gallu gwerthuso’r rôl hon yn feirniadol. Rwy’n cydnabod fy nghyfrifoldebau i ac eraill tuag at gymdeithas, yr amgylchedd, ac at greu dyfodol cynaladwy.

en-gb	I am beginning to understand that my actions and those of others have consequences.
cy-gb	Rwy’n dechrau deall bod gan fy ngweithredoedd i, a gweithredoedd pobl eraill, ganlyniadau.

en-gb	I can recognise the importance of the different rules, roles and responsibilities within the various communities to which I belong.
cy-gb	Rwy’n gallu adnabod pwysigrwydd gwahanol reolau, rolau a chyfrifoldebau o fewn y gwahanol gymunedau rwy’n perthyn iddyn nhw.

en-gb	I can understand that there are a range of factors that influence my and other people’s behaviours, actions and decisions, and that these include ethical and moral judgements and viewpoints.
cy-gb	Rwy’n gallu deall bod ystod o ffactorau sy’n dylanwadu ar fy ymddygiad, gweithredoedd a phenderfyniadau i a phobl eraill, a bod y rhain yn cynnwys barn a safbwyntiau moesol ac egwyddorol.

en-gb	I can understand the consequences of my actions and the actions of others, and how these affect my locality and Wales, as well as the wider world.
cy-gb	Rwy’n gallu deall canlyniadau fy ngweithredoedd i a gweithredoedd pobl eraill, a sut mae’r rhain yn effeithio ar fy ardal leol a Chymru, yn ogystal â’r byd ehangach.

en-gb	I can participate in decision-making, and I can share opinions and evidence with decision-makers and elected representatives in my community.
cy-gb	Rwy’n gallu cymryd rhan mewn dod i benderfyniadau, ac rwy’n gallu rhannu barn a thystiolaeth gyda’r rhai sy’n gwneud penderfyniadau a chynrychiolwyr etholedig yn fy nghymuned.

en-gb	I can analyse and explain that there are a range offactors that influence my and other people’s behaviours, actions and decisions, and that these include ethical and moral judgements and viewpoints.
cy-gb	Rwy’n gallu dadansoddi ac esbonio bod ystod o ffactorau sy’n dylanwadu ar fy ymddygiad, gweithredoedd a phenderfyniadau i a phobl eraill, a bod y rhain yn cynnwys barn a safbwyntiau moesol ac egwyddorol.

en-gb	I can make decisions, identify opportunities and plan appropriate action to make my voice heard.
cy-gb	Rwy’n gallu gwneud penderfyniadau, adnabod cyfleoedd a chynllunio gweithredoedd priodol i wneud fy llais fy hun yn glywadwy.

en-gb	I can discuss and challenge viewpoints of decision-makers and elected representatives in my community and at a national level.
cy-gb	Rwy’n gallu trafod a herio safbwyntiau’r rhai sy’n gwneud penderfyniadau a chynrychiolwyr etholedig yn fy nghymuned ac ar lefel genedlaethol.

en-gb	I can analyse and explain the impact of decisions made by individuals, local, national or global governance, and non-governmental organisations on people, their rights and the environment.
cy-gb	Rwy’n gallu dadansoddi ac esbonio effaith penderfyniadau ar bobl, eu hawliau a’r amgylchedd, penderfyniadau a wneir gan unigolion a llywodraeth leol, cenedlaethol a byd-eang a sefydliadau anllywodraethol.

en-gb	I can evaluate how people’s different beliefs, perspectives and experiences impact upon moral and ethical action in response to past, present and anticipated challenges and opportunities.
cy-gb	Rwy’n gallu gwerthuso sut mae gwahanol gredoau, safbwyntiau a phrofiadau pobl yn effeithio ar weithredoedd moesol ac egwyddorol mewn ymateb i heriau a chyfleoedd y gorffennol, y presennol a’r rhai a ragwelir.

en-gb	I can critically examine my attitudes, assumptions and behaviours, along with the actions of others.
cy-gb	Rwy’n gallu archwilio’n feirniadol fy agweddau, tybiaethau ac ymddygiad, ynghyd â gweithredoedd pobl eraill.

en-gb	I can also critically examine how these affect my locality and Wales, as well as the wider world.
cy-gb	Rwyf hefyd yn gallu archwilio’n feirniadol sut mae’r rhain yn effeithio fy ardal leol a Chymru, yn ogystal â’r byd ehangach.

en-gb	I can explain the importance of the role played by groups, governments, businesses and non-governmental organisations in the creation of a sustainable future, and how they impact on people and their rights and on the environment.
cy-gb	Rwy’n gallu esbonio pwysigrwydd rôl grwpiau, llywodraethau, busnesau a sefydliadau anllywodraethol wrth greu dyfodol cynaladwy, a sut maen nhw’n effeithio ar bobl, eu hawliau ac ar yr amgylchedd.

en-gb	I can contribute actively and constructively to my community.
cy-gb	Rwy’n gallu cyfrannu’n weithredol ac adeiladol tuag at fy nghymuned.

en-gb	I can recognise that my actions and those of others impact upon communities and the environment.
cy-gb	Rwy’n gallu adnabod bod fy ngweithredoedd i ac eraill yn cael effaith ar gymunedau ac ar yr amgylchedd.

en-gb	I have planned and taken an active role in response to challenges and opportunities in my local community, or in Wales or the wider world, and I have done so individually or as part of a team.
cy-gb	Rwyf wedi cynllunio ac wedi ymgymryd â rôl weithgar mewn ymateb i heriau a chyﬂeoedd yn fy nghymuned leol neu yng Nghymru neu yn y byd ehangach, ac wedi gwneud hynny’n unigol neu fel rhan o dîm.

en-gb	I have identified, planned, reflected upon and evaluated the effects of action I have taken in my local community, or in Wales or the wider world, either individually or collaboratively.
cy-gb	Rwyf wedi adnabod, cynllunio, myfyrio ar ynghyd â gwerthuso effeithiau fy ngweithredoedd i, boed yn unigol neu ar y cyd, yn fy nghymuned leol neu yng Nghymru neu yn y byd ehangach.

en-gb	I have identified, planned, reflected upon and evaluated the impact of action I have taken in my local community or in Wales or the wider world, either individually or collaboratively.
cy-gb	Rwyf wedi adnabod, cynllunio, myfyrio ar ynghyd â gwerthuso effeithiau fy ngweithredoedd, boed yn unigol neu ar y cyd, yn fy nghymuned leol neu yng Nghymru neu yn y byd ehangach.

en-gb	Within that context, I critically examine my attitudes, assumptions and behaviours.
cy-gb	Yn y cyd-destun hwn, rwy’n archwilio’n feirniadol  fy agweddau, tybiaethau ac ymddygiad.

en-gb	This section provides specific guidance when incorporating learning in humanities in your curriculum.
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn y dyniaethau yn eich cwricwlwm.

en-gb	It should be read together with the overarching Designing your curriculumsection which is relevant to learning and teaching through all areas of learning and experience (Areas).
cy-gb	Dylai gael ei ddarllen ynghyd ag adran gyffredinol Cynllunio eich cwricwlwmsy’n berthnasol i ddysgu ac addysgu trwy bob maes dysgu a phrofiad (Maes).

en-gb	The following are some key principles which settings/schools should consider when designing learning and teaching in the Humanities Area of Learning and Experience (Area).
cy-gb	Mae’r canlynol yn rhai egwyddorion allweddol y dylai lleoliadau ac ysgolion eu hystyried wrth gynllunio dysgu ac addysgu ym Maes Dysgu a Phrofiad y Dyniaethau (Maes).

en-gb	Learning in this Area could provide learners with the following opportunities.
cy-gb	Gall dysgu yn y Maes hwn gynnig y cyfleoedd canlynol i ddysgwyr.

en-gb	Developing oracy through discussion, role play, questioning and presentations, and adapting oracy skills for audience and purpose while listening to and debating different viewpoints.
cy-gb	Datblygu llafaredd trwy drafodaeth, chwarae rôl, cwestiynu a chyflwyniadau, ac addasu sgiliau llafaredd ar gyfer cynulleidfa a diben tra’n gwrando ar, a dadlau, gwahanol safbwyntiau.

en-gb	Developing all styles of writing, e.g. describing, explaining, discussing, evaluating and creative writing, combined with the use of disciplinary-specific terminology and vocabulary.
cy-gb	Datblygu pob arddull ysgrifennu, e.e. disgrifio, esbonio, trafod, gwerthuso ac ysgrifennu creadigol, ynghyd â defnyddio terminoleg a geirfa sy’n benodol i’r ddisgyblaeth.

en-gb	Accessing and exploring a range of texts from a variety of places and times to analyse evidence, to think critically, to infer meaning, and to evaluate interpretations and viewpoints.
cy-gb	Sicrhau mynediad ac archwilio ystod o destunau o amrywiol leoedd a chyfnodau er mwyn dadansoddi tystiolaeth, meddwl yn feirniadol, dod i gasgliad, a gwerthuso dehongliadau a safbwyntiau.

en-gb	Developing numeracy skills in real-world contexts including collecting numerical data, through primary and secondary research methods.
cy-gb	Datblygu sgiliau rhifedd mewn cyd-destunau byd go iawn gan gynnwys casglu data rhifol, trwy ddulliau ymchwil cynradd ac eilaidd.

en-gb	Analysing and representing data in a variety of ways.
cy-gb	Dadansoddi a chynrychioli data mewn amrywiol ffyrdd.

en-gb	Supporting numeracy development though giving accurate directional instructions when map reading or developing their own maps and routes.
cy-gb	Cefnogi datblygiad rhifedd drwy roi cyfarwyddiadau cyfeiriadol manwl gywir wrth ddarllen map neu ddatblygu eu mapiau a’u llwybrau eu hunain.

en-gb	Engaging with concepts such as chronological awareness and scale.
cy-gb	Ymwneud â chysyniadau megis ymwybyddiaeth gronolegol a graddfa.

en-gb	Developing digital skills in areas such as the use of digital information systems (including geographical information systems), the use of digital sources, software to analyse and present qualitative and quantitative data.
cy-gb	Datblygu sgiliau digidol mewn meysydd megis defnyddio systemau gwybodaeth ddigidol (gan gynnwys systemau gwybodaeth ddaearyddol), defnydd o ffynonellau digidol, meddalwedd i ddadansoddi a chyflwyno data ansoddol a meintiol.

en-gb	Exploring the impact of digital technology on societies and of the challenges and opportunities faced in the digital age.
cy-gb	Archwilio effaith technoleg ddigidol ar gymdeithasau a’r heriau a’r cyfleoedd a wynebir yn yr oes ddigidol.

en-gb	Encouraging the presentation of information and findings in creative and innovative ways, and imagining possible futures based on the evidence.
cy-gb	Annog cyflwyno gwybodaeth a chanfyddiadau mewn ffyrdd creadigol ac arloesol, a dychmygu dyfodol posib yn seiliedig ar y dystiolaeth.

en-gb	Encouraging openness to different ideas and ways of thinking, enabling the expression of reasoned opinions about these differences.
cy-gb	Annog bod yn agored i wahanol syniadau a ffyrdd o feddwl, gan alluogi mynegi barn resymedig ynghylch y gwahaniaethau hyn.

en-gb	Developing the ability to think analytically and understand the past and present as well as to imagine possible futures.
cy-gb	Datblygu’r gallu i feddwl yn ddadansoddol a deall y gorffennol a’r presennol yn ogystal â dychmygu dyfodol posib.

en-gb	Collecting, reflecting and critically evaluating the use of sources and evidence.
cy-gb	Casglu, myfyrio a gwerthuso’n feirniadol y defnydd o ffynonellau a thystiolaeth.

en-gb	Encouraging teamwork and being a reliable contributor by organising and carrying out enquiries.
cy-gb	Annog gwaith tîm a bod yn gyfrannwr dibynadwy trwy drefnu a gweithredu ymholiadau.

en-gb	Evaluating, justifying and expressing considered responses in a variety of ways.
cy-gb	Gwerthuso, cyfiawnhau a mynegi ymatebion ystyriol mewn amrywiol ffyrdd.

en-gb	Encouraging the planning and organising of investigations, setting aims, objectives and success criteria, gathering and utilising a range of evidence, and reflecting on methods.
cy-gb	Annog cynllunio a threfnu ymchwiliadau, gosod nodau, amcanion a meini prawf, casglu a defnyddio ystod o dystiolaeth, a myfyrio ar ddulliau.

en-gb	School curricula should promote a thorough understanding of the statements of what matters which are designed to support the development of a more connected approach to learning.
cy-gb	Dylai cwricwla ysgolion hybu dealltwriaeth lawn o’r datganiadau o’r hyn sy’n bwysig a ddyluniwyd i gefnogi datblygu dull mwy cysylltiol o ddysgu.

en-gb	They are structured around learners developing an increasingly sophisticated understanding of key concepts which enables them to see beyond knowledge as being a list of unconnected facts.
cy-gb	Maen nhw wedi cael eu strwythuro o amgylch dysgwyr yn datblygu dealltwriaeth gynyddol soffistigedig o gysyniadau allweddol sy’n eu galluogi i weld y tu hwnt i wybodaeth fel rhestr o ffeithiau digyswllt yn unig.

en-gb	The statements of what matters should be used holistically to provide a broad and deep platform to support learners through their humanities educational journey.
cy-gb	Dylid defnyddio’r datganiadau am yr hyn sy’n bwysig yn holistaidd er mwyn cynnig llwyfan eang a dwfn i gefnogi dysgwyr trwy eu taith addysgol yn y dyniaethau.

en-gb	A curriculum should not treat the statements of what matters in isolation, nor do they need to be addressed in a particular order or combination.
cy-gb	Ni ddylai cwricwlwm drin y datganiadau o’r hyn sy’n bwysig ar wahân, ac nid oes angen ymdrin â nhw mewn trefn neu gyfuniad arbennig.

en-gb	The first statement of what matters champions enquiry and discovery within the Area, while the second encourages learners to explore and consider how they and others view, interpret and represent human experiences.
cy-gb	Mae’r datganiad cyntaf o’r hyn sy’n bwysig yn hybu ymchwil a darganfyddiad o fewn y Maes, tra bod yr ail yn annog dysgwyr i archwilio ac ystyried sut maen nhw ac eraill yn gweld, dehongli a chynrychioli profiadau dynol.

en-gb	The third and fourth statements of what matters focus on the key aspects of understanding in this Area, namely of people’s relationship with the natural world and with each other.
cy-gb	Mae’r trydydd a’r pedwerydd datganiad o’r hyn sy’n bwysig yn canolbwyntio ar agweddau allweddol o ddealltwriaeth yn y Maes hwn, sef perthynas pobl gyda’r byd naturiol a chyda’i gilydd.

en-gb	The final statement of what matters places a new emphasis on the individual’s role and action in response to the challenges and opportunities facing humanity.
cy-gb	Mae’r datganiad terfynol o’r hyn sy’n bwysig yn rhoi pwyslais newydd ar rôl a gweithredoedd yr unigolyn mewn ymateb i’r heriau a’r cyfleoedd sy’n wynebu dynoliaeth.

en-gb	The statements of what matters refer to the need for consistent exposure to the story of learners’ locality and the story of Wales, as well as to the story of the wider world, to enable learners to develop an understanding of the complex, pluralistic and diverse nature of societies, past and present.
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn cyfeirio at yr angen am ymwybyddiaeth gyson o stori leol y dysgwyr, stori Cymru yn ogystal â stori y byd ehangach, a galluogi dysgwyr ddod i ddeall natur gymhleth, lluosog ac amrywiol cymdeithasau, yn y gorffennol a’r presennol.

en-gb	Learners should be grounded in an understanding of the identities, landscapes and histories that come together to form their cynefin. This will not only allow them to develop a strong sense of their own identity and well-being, but to develop an understanding of others’ identities and make connections with people, places and histories elsewhere in Wales and across the world. Local, national and global contexts are integral to the Area and form part of the key principles described below relating to the choice of content.
cy-gb	Dylai dysgwyr fod wedi eu gwreiddio mewn dealltwriaeth o’r hunaniaethau, tirweddau a’r hanesion sy’n dod at ei gilydd i ffurfio eu cynefin. Bydd hyn nid yn unig yn eu galluogi i ddatblygu ymdeimlad cryf o’u hunaniaeth a’u lles, ond bydd hefyd yn datblygu dealltwriaeth o hunaniaeth pobl eraill a gwneud cysylltiadau gyda phobl, lleoedd a hanes mewn lleoedd eraill yng Nghymru ac ar draws y byd.Mae cyd-destunau lleol, cenedlaethol a rhyngwladol yn rhan greiddiol o’r Maes, ac yn ffurfio rhan o’r egwyddorion allweddol a ddisgrifir isod sy’n ymwneud â dewis y cynnwys.

en-gb	Approach to design
cy-gb	Dull cynllunio

en-gb	There is flexibility in how a school may decide to structure its’ curriculum, such as an integrated, multidisciplinary, interdisciplinary or disciplinary approach.
cy-gb	Mae hyblygrwydd i sut y gall ysgol ddewis strwythuro ei chwricwlwm, megis dull integredig, amlddisgyblaethol, rhyngddisgyblaethol neu ddisgyblaethol.

en-gb	Across the learners’ journey from 3 to16, schools should provide a broad and balanced curriculum of knowledge, skills and experiences linked to history; geography; religion, values and ethics; business studies and social studies.
cy-gb	Ar draws taith y dysgwyr o 3 i 16, dylai ysgolion gynnig cwricwlwm eang a chytbwys o wybodaeth, sgiliau a phrofiadau yn gysylltiedig â hanes; daearyddiaeth; crefydd; gwerthoedd a moeseg; astudiaethau busnes ac astudiaethau cymdeithasol.

en-gb	A fundamental aspect is a professional understanding of the purpose of different disciplines and their interrelationship within this Area.
cy-gb	Mae dealltwriaeth broffesiynol o ddiben y disgyblaethau a’u cydberthynas o fewn y Maes hwn yn agwedd hollbwysig.

en-gb	Schools curriculum design should consider the following key principles when selecting content:
cy-gb	Dylai cynllun cwricwlwm ysgolion ystyried yr egwyddorion allweddol canlynol wrth ddethol cynnwys:

en-gb	local, national and the wider world perspectives
cy-gb	safbwyntiau lleol, cenedlaethol a’r byd ehangach

en-gb	coverage/range
cy-gb	ehangder/ystod

en-gb	coherence
cy-gb	cydlyniad

en-gb	rigour
cy-gb	trylwyredd

en-gb	focus
cy-gb	canolbwyntio

en-gb	sensitivity.
cy-gb	sensitifrwydd.

en-gb	Local, national and the wider world perspectives
cy-gb	Safbwyntiau lleol, cenedlaethol a’r byd ehangach

en-gb	Ensure consistent exposure to local, national and international contexts at different stages of development – it should not be the case that the youngest learners should focus exclusively on local studies and only the oldest learners focus on the international perspective; when appropriate and meaningful, learners should have opportunities to ground their understanding of an issue in their locality and of their own cynefin, and relate it to Wales and international contexts.
cy-gb	Sicrhau mynediad cyson i gyd-destunau lleol, cenedlaethol a rhyngwladol yn ystod gwahanol gyfnodau datblygiad – ni ddylai’r dysgwyr ieuengaf ganolbwyntio’n unig ar astudiaethau lleol a’r dysgwyr hŷn ganolbwyntio’n unig ar safbwyntiau rhyngwladol; pan mae’n briodol ac ystyrlon dylai dysgwyr gael cyfleoedd i wreiddio eu dealltwriaeth o bwnc lleol ac yn ymwneud â’u cynefin eu hunain, a’i berthnasu i gyd-destunau Cymru gyfan a rhyngwladol.

en-gb	Explore Welsh businesses, cultures, history, geography, politics, religions and societies.
cy-gb	Archwilio busnesau, diwylliannau, hanes, daearyddiaeth, gwleidyddiaeth, crefyddau a chymdeithasau yng Nghymru.

en-gb	Coverage/range
cy-gb	Ehangder/ystod

en-gb	Select a range of periods that have had considerable effects on humanity and the world in the past and present.
cy-gb	Dewis ystod o gyfnodau sydd wedi cael effaith sylweddol ar y ddynoliaeth a’r byd yn y gorffennol a’r presennol.

en-gb	Select a range of events, ideas, beliefs, people and processes that have had considerable effects on humanity and the world in the past and present.
cy-gb	Dewis ystod o ddigwyddiadau, syniadau, credoau, pobl a phrosesau sydd wedi cael effaith sylweddol ar y ddynoliaeth a’r byd y gorffennol a’r presennol.

en-gb	Focus on the experiences of ordinary people, including those who have traditionally been underrepresented.
cy-gb	Canolbwyntio ar brofiadau pobl gyffredin gan gynnwys rhai sydd wedi arfer cael eu tangynrychioli.

en-gb	Select a range of contemporary events and changes of moral, political, social, economic, religious, environmental or cultural significance – there can be a flexible approach to studying historical periods, and it is not the case that learners at particular progression steps should study periods in chronological order.
cy-gb	Dewis ystod o ddigwyddiadau a newidiadau cyfoes o arwyddocâd moesol, gwleidyddol, cymdeithasol, economaidd, crefyddol, amgylcheddol neu ddiwylliannol – gellir mabwysiadau dull hyblyg o astudio cyfnodau hanesyddol, ac nid yw’n dilyn y dylai dysgwyr ar gamau cynnydd penodol astudio cyfnodau mewn trefn gronolegol.

en-gb	Coherence
cy-gb	Cydlyniad

en-gb	Ensure topics are sequenced to reflect the logic of the academic disciplines, enabling progression of conceptual understanding.
cy-gb	Sicrhau bod pynciau wedi cael eu trefnu i adlewyrchu rhesymeg y disgyblaethau academaidd, gan alluogi cynnydd o ddealltwriaeth gysyniadol.

en-gb	Topics should seek to develop an increasingly sophisticated and deepening level of conceptual understanding and enable learners to make connections.
cy-gb	Dylid datblygu pynciau i sicrhau dealltwriaeth gysyniadol sy’n gynyddol dwfn a soffistigediga galluogi dysgwyr i wneud cysylltiadau.

en-gb	Settings/schools should avoid an untheorised, episodic approach which jumps between unconnected topics.
cy-gb	Dylai lleoliadau/ysgolion osgoi dull di-theori, cyfnodol o ddysgu sy’n neidio rhwng pynciau digyswllt.

en-gb	Rigour
cy-gb	Trylwyredd

en-gb	Select challenging topics to enable deep thinking and reflection.
cy-gb	Dewis pynciau heriol i alluogi meddwl dwfn a myfyrio.

en-gb	Focus
cy-gb	Canolbwyntio

en-gb	Select a limited number of topics in each year to ensure the depth and quality of learning, where topics may overlap in order to reinforce key concepts.
cy-gb	Dewis nifer gyfyngedig o bynciau ymhob blwyddyn i sicrhau dyfnder ac ansawdd i’r dysgu, lle y gall pynciau orgyffwrdd er mwyn atgyfnerthu cysyniadau allweddol.

en-gb	Sensitivity
cy-gb	Sensitifrwydd

en-gb	Respond sensitively and insightfully to religious and non-religious worldviews about society, communities and cultures, and understand how these can be interpreted in different times, cultures and places.
cy-gb	Ymateb yn sensitif ac yn graff i fydolygon crefyddol ac anghrefyddol ynghylch cymdeithas, cymunedau a diwylliannau, a deall sut y gellir dehongli’r rhain mewn gwahanol amserau, diwylliannau a lleoedd.

en-gb	Disciplinary concepts and contexts
cy-gb	Cysyniadau disgyblaethol a chyd-destunau

en-gb	The subjects within this Area share many common themes, concepts and transferable skills, while also having their own discrete body of knowledge and skills.
cy-gb	Mae’r pynciau o fewn y maes hwn yn rhannu llawer o themâu, cysyniadau a sgiliau trosglwyddadwy cyffredin, ond hefyd â’u corff penodol eu hunain o wybodaeth a sgiliau.

en-gb	The content, concepts and skills outlined in this Area are interconnected.
cy-gb	Mae’r cynnwys, y cysyniadau a’r sgiliau a amlinellir yn y Maes hwn yn rhyng-gysylltiedig.

en-gb	The disciplines in this Area provide a variety of lenses through which to view the human experience.
cy-gb	Mae’r disgyblaethau yn y Maes hwn yn cynnig golwg amrywiol ar y profiad dynol.

en-gb	The statements of what matters encourage a holistic approach to learning.
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn annog dull holistaidd o ddysgu.

en-gb	History
cy-gb	Hanes

en-gb	School curriculum design should:
cy-gb	Dylai cynllun cwricwlwm ysgol:

en-gb	develop an understanding of the discipline and its value
cy-gb	ddatblygu dealltwriaeth o’r disgyblaeth a’i gwerth

en-gb	develop understanding of, and respect for, the notion of truth and for people in the past
cy-gb	datblygu dealltwriaeth o, a pharch tuag at, y syniad o wirionedd a pharch tuag at bobl yn y gorffennol

en-gb	develop an appreciation of the past on different scales, which allows learners to orientate themselves in time
cy-gb	datblygu gwerthfawrogiad o’r gorffennol ar wahanol raddfeydd, sy’n galluogi dysgwyr i adnabod eu ffordd trwy amser

en-gb	develop historical interpretation understanding and source-based skills
cy-gb	datblygu dealltwriaeth o ddehongliad hanesyddol a sgiliau ymdrin â ffynhonnell

en-gb	develop rich content across the time periods, through which learners can develop an understanding of chronology through exploring cause and effect, change and continuity, similarity and difference, interpretations, the use of evidence and historical significance
cy-gb	datblygu cynnwys cyfoethog ar draws y cyfnodau amser, a thrwy hyn gall dysgwyr ddatblygu dealltwriaeth o gronoleg trwy archwilio achos ac effaith, newid a chysondeb, tebygrwydd a gwahaniaeth, dehongliadau, defnyddio tystiolaeth ac arwyddocâd hanesyddol

en-gb	develop a rich context for exploring the concepts of governance, economy, power, leadership, diversity; culture, ethnicity, equality and inequality, justice, rights, conquest, social, political and economic ideologies, social organisation and structures, trade, agriculture and industry, power and protest, peace, conflict and cooperation, revolution, devolution and empire
cy-gb	datblygu cyd-destun cyfoethog ar gyfer archwilio cysyniadau llywodraethiant, economi, grym, arweinyddiaeth, amrywiaeth;diwylliant, ethnigrwydd, cydraddoldeb ac anghydraddoldeb, cyfiawnder, hawliau, goresgyniad, ideolegau cymdeithasol, gwleidyddol ac economaidd, strwythurau a threfniadaeth gymdeithasol, masnach, amaethyddiaeth a diwydiant, pŵer a phrotest, heddwch, gwrthdaro a chydweithrediad, chwyldro, datganoli ac ymerodraeth

en-gb	expose learners of all ages to a range of historical periods on a local, national and global scale, making the links and connections that support the development of a detailed chronological ‘map’ of the past.
cy-gb	cyflwyno dysgwyr o bob oed i ystod o gyfnodau hanesyddol ar raddfa leol, cenedlaethol a byd-eang, gan wneud y cysylltiadau sy’n cefnogi datblygiad ‘map’ cronolegol manwl o’r gorffennol.

en-gb	Geography
cy-gb	Daearyddiaeth

en-gb	develop an understanding of the discipline and its value
cy-gb	ddatblygu dealltwriaeth o ddisgyblaeth daearyddiaeth a’i gwerth

en-gb	provide rich content for exploring physical and human landscapes, and a context for the causes and consequences of physical and human inter-relationships and interdependence which characterise our modern world
cy-gb	cynnig cynnwys cyfoethog ar gyfer archwilio tirweddau ffisegol a dynol, a chyd-destun ar gyfer achosion a chanlyniadau rhyngberthnasau a rhyngddibyniaethau ffisegol a dynol sy’n nodweddu ein byd modern

en-gb	provide a rich context for exploring the issues of sustainability, climate change, energy choices, nature, natural hazards and disasters and hazard risks, pollution, scarcity of natural resources, food security, population, identity, ethnicity, migration, settlements, globalisation, consumerism and trade, initiatives to tackle poverty, inequality and injustice, contrasts between countries at different levels of development
cy-gb	cynnig cyd-destun cyfoethog ar gyfer archwilio materion cynaladwyedd, newid hinsawdd, dewisiadau egni, natur, peryglon a thrychinebau naturiol a risgiau peryglon, llygredd, prinder adnoddau naturiol,  diogelwch bwyd, poblogaeth, hunaniaeth, ethnigrwydd, mudo, aneddiadau, globaleiddio, prynwriaeth a masnach, cynlluniau i drechu tlodi, anghyfartaledd ac annhegwch, gwahaniaethau rhwng gwledydd ar wahanol lefelau o ddatblygiad

en-gb	equip learners with the skills to question, use and analyse maps, images, and Geographical Information Systems
cy-gb	darparu sgiliau i’r dysgwyr gwestiynu, defnyddio a dadansoddi mapiau, delweddau a Systemau Gwybodaeth Ddaearyddol

en-gb	equip learners with the skills to formulate research questions, and to collect, manipulate and present data so they can evaluative and think critically about problems and issues.
cy-gb	darparu sgiliau i’r dysgwyr ffurfio cwestiynau ymchwil, ac i gasglu, trin a chyflwyno data fel eu bod yn gallu gwerthuso a meddwl yn feirniadol am broblemau a materion.

en-gb	Religion, values and ethics
cy-gb	Crefydd, gwerthoedd a moeseg

en-gb	provide rich contexts for learners to be curious, to explore ultimate questions, and to search for an understanding of the human condition, as well as providing opportunities for learners to reflect, and to experience awe and wonder, in a range of meaningful real-world contexts
cy-gb	cynnig cyd-destunau cyfoethog i ddysgwyr fod yn chwilfrydig, i archwilio’r cwestiynau eithaf, ac i chwilio am ddealltwriaeth o’r cyflwr dynol, yn ogystal â darparu cyfleoedd i ddysgwyr fyfyrio, ac i brofi gwefr a rhyfeddod mewn ystod o gyd-destunau ystyrlon o fewn y byd go iawn.

en-gb	develop rich contexts for enquiry into the concepts of religion, worldview, secularity, spirituality, life stance, identity and culture to develop learners’ well-rounded understanding of religious and non-religious worldviews
cy-gb	datblygu cyd-destunau cyfoethog ar gyfer ymchwil i gysyniadau crefydd, bydolwg, seciwlariaeth, ysbrydolrwydd, safiad bywyd, hunaniaeth a diwylliant i ddatblygu dealltwriaeth y dysgwyr o fydolygon crefyddol ac anghrefyddol

en-gb	provide rich contexts for engaging with concepts of belief, faith, truth, purpose, meaning, knowledge, sources of authority, self, origin, life, death and Ultimate Reality which enables learners to develop an understanding of personal and institutional worldviews about the nature of life and the world around them
cy-gb	cynnig cyd-destunau cyfoethog i ymwneud â chysyniadau cred, ffydd, gwirionedd, diben, ystyr, gwybodaeth, ffynonellau awdurdod, hunan, tarddiad, bywyd, marwolaeth a Realiti Eithaf sy’n galluogi dysgwyr i ddatblygu dealltwriaeth o fydolygon personol a sefydliadol am natur bywyd a’r byd o’u cwmpas

en-gb	develop rich contexts for exploring the concepts of identity, belonging, relationships, community, cynefin, diversity, pluralismand interconnectedness which can enable learners to gain a sense of self and develop spirituality
cy-gb	datblygu cyd-destunau cyfoethog ar gyfer archwilio cysyniadau hunaniaeth, perthyn, perthynas ag eraill, cymuned, cynefin, amrywiaeth, plwraliaeth a chydgysylltiad sy’n galluogi dysgwyr i feithrin synnwyr o’r hunan a datblygu’n ysbrydol

en-gb	explore the concepts of equality, sustainability, tolerance, freedom, prejudice, discrimination, extremism, good and evil which can give learners an insight into the challenges and opportunities that face societies
cy-gb	archwilio cysyniadau cydraddoldeb, cynaladwyedd, goddefgarwch, rhyddid, rhagfarn, gwahaniaethu, eithafiaeth, da a drwg sy’n galluogi i ddysgwyr gael golwg ar y sialensau a’r cyfleoedd sy’n wynebu cymdeithasau

en-gb	reflect the concepts and contexts of religiosity, practice, ritual, tradition, worship, sacredness, symbolism and celebration to develop learners’ understanding of lived religion and belief
cy-gb	adlewyrchu cysyniadau a chyd-destunau crefyddoldeb, arfer, defod, traddodiad, moli, cysegredigrwydd, symboliaeth a dathliad er mwyn datblygu dealltwriaeth dysgwyr o grefydd a chred fyw

en-gb	provide rich contexts for exploring the concepts of ethics, morality, justice, responsibilities, authority, humanity, rights, values and social action
cy-gb	cynnig cyd-destunau cyfoethog ar gyfer archwilio cysyniadau moeseg, moesoldeb, cyfiawnder, cyfrifoldebau, awdurdod, dynoliaeth, hawliau, gwerthoedd a gweithredu cymdeithasol

en-gb	develop an understanding of lived religion and belief through the exploration of the key concepts.
cy-gb	datblygu dealltwriaeth o grefydd a chred fyw trwy archwilio’r cysyniadau allweddol.

en-gb	Social studies
cy-gb	Astudiaethau cymdeithasol

en-gb	encourage conceptual understanding of the world by learning about people and their values, in different times, places and circumstances
cy-gb	hybu dealltwriaeth gysyniadol o’r byd trwy ddysgu am bobl a’u gwerthoedd, mewn cyfnodau, lleoedd a sefyllfaoedd gwahanol

en-gb	provide rich contexts to explore social issues, identity, rights and responsibilities, and social organisation
cy-gb	cynnig cyd-destunau cyfoethog i archwilio materion cymdeithasol, hunaniaeth, hawliau a chyfrifoldebau a chyfundrefn cymdeithasol

en-gb	encourage active participation and engagement with social issues through social enquiry, discussions and social action
cy-gb	hybu cyfranogiad gweithredol ac ymwneud â materion cymdeithasol trwy ymholi cymdeithasol, trafodaethau a gweithredu cymdeithasol

en-gb	develop an understanding of how systems of government in Wales operate and affect people’s lives, and how they compare with other systems
cy-gb	ddatblygu dealltwriaeth o sut mae systemau llywodraeth yng Nghymru yn gweithio gan ystyried eu heffaith ar fywydau pobl, a sut maen nhw’ncymharu gyda systemau eraill

en-gb	explore the concepts of governance, rights, equality, inequality, ethnicity, gender and poverty.
cy-gb	archwilio cysyniadau llywodraethiant, hawliau, cyfartaledd, anghyfartaledd, ethnigrwydd, cenedl  a thlodi.

en-gb	Business studies
cy-gb	Astudiaethau busnes

en-gb	expose learners to the economic reality that shapes the Welsh and global economies, enabling them to appreciate that this reality is constantly changing and to appreciate the impact it has on people’s lives and the environment
cy-gb	cyflwyno dysgwyr i’r realiti economaidd sy’n llywio economi Cymru a’r economi byd-eang, gan eu galluogi i werthfawrogi bod y realiti hwn yn newid yn gyson, a gwerthfawrogi’r effaith mae hyn yn ei gael ar fywydau pobl ac ar yr amgylchedd

en-gb	examine the strengths and areas for improvement, successes and failures of businesses and economies, while developing an understanding of the factors that shape the prosperity of communities and thereby people’s prospects for the future
cy-gb	archwilio’r cryfderau a meysydd i’w gwella, llwyddiannau a methiannau busnesau ac economïau, wrth ddatblygu dealltwriaeth o’r ffactorau sy’n llywio ffyniant cymunedau ac felly yn llywio disgwyliadau pobl ar gyfer y dyfodol

en-gb	explore the current Welsh economy, including consumption, production, the welfare of people at work, the impact of innovation and technology on businesses and the environment, and the effects of demographic change to the workforce.
cy-gb	archwilio economi cyfredol Cymru, gan gynnwys treuliant, cynhyrchiant, lles pobl yn eu gwaith, effaith arloesedd a thechnoleg ar fusnesau a’r amgylchedd, ac effeithiau newidiadau demograffig i’r gweithlu.

en-gb	Considerations for provision of learning experiences
cy-gb	Ystyriaethau ar gyfer darparu profiadau dysgu

en-gb	This Area provides rich opportunities for learning beyond the school walls.
cy-gb	Mae’r Maes hwn yn cynnig cyfleoedd cyfoethog i ddysgu y tu hwnt i furiau’r ysgol.

en-gb	School curriculum design should allow learners of all ages to experience a range of stimuli that enthuse and inspire them to imagine and be curious, and to explore, discover and question through the following.
cy-gb	Dylai cynllunio cwricwlwm ysgol ganiatáu i ddysgwyr o bob oed brofi ystod o ysgogiadau sy’n eu cyffroi a’u hysbrydoli i ddychmygu a bod yn chwilfrydig, ac i archwilio, darganfod a chwestiynu trwy’r canlynol.

en-gb	A range of opportunities to learn outdoors to:
cy-gb	Ystod o gyfleoedd i ddysgu y tu allan er mwyn:

en-gb	experience and reflect on the wonder of the natural world
cy-gb	profi ynghyd â myfyrio ar ryfeddod y byd naturiol

en-gb	engage with a variety of landscapes, historical and geographical features, environments and places
cy-gb	ymwneud ag amrywiaeth o dirweddau, nodweddion hanesyddol a daearyddol, amgylcheddau a lleoedd

en-gb	learn in local natural spaces and historical sites
cy-gb	dysgu mewn ardaloedd naturiol lleol a safleoedd hanesyddol

en-gb	conduct enquires and fieldwork both independently and collaboratively, in partnership with organisations, groups and individuals when appropriate
cy-gb	cynnal ymchwiliadau a gwaith maes yn annibynnol yn ogystal ag ar y cyd, mewn partneriaethau â sefydliadau, grwpiau ac unigolion lle mae’n briodol

en-gb	engage with historical, cultural and religious sites, including places that are significant to those whom faith and belief are important.
cy-gb	ymwneud â safleoedd hanesyddol, diwylliannol a chrefyddol, gan gynnwys lleoedd sy’n arwyddocaol i’r rhai y mae eu ffydd a’u cred yn bwysig iddyn nhw

en-gb	A range of opportunities to visit and explore including:
cy-gb	Ystod o gyfleoedd i ymweld ac archwilio gan gynnwys:

en-gb	cultural and heritage sites, e.g. ancient monuments, religious sites and historical sites that have particular potential to provide stimulating contexts for learning
cy-gb	safleoedd diwylliannol a threftadaeth, e.e. henebion, safleoedd crefyddol a hanesyddol sydd â photensial arbennig i gynnig cyd-destunau sy’n symbylu dysgu

en-gb	libraries, archives and museums
cy-gb	llyfrgelloedd, archifau ac amgueddfeydd i gael eu defnyddio i gefnogi dysgu yn seiliedig ar ymholi

en-gb	places of political, religious or spiritual significance
cy-gb	lleoedd o arwyddocâd gwleidyddol, crefyddol neu ysbrydol

en-gb	businesses and places of work
cy-gb	busnesau a lleoedd gwaith

en-gb	virtual venues that have particular potential to provide stimulating contexts for learning.
cy-gb	lleoliadau rhithiol sydd â photensial arbennig i gynnig cyd-destunau sy’n symbylu dysgu.

en-gb	A range of opportunities to engage with:
cy-gb	Ystod o gyfleoedd i ymwneud ag:

en-gb	structured enquiry and cooperative learning
cy-gb	ymchwil strwythuredig a dysgu cydweithredol

en-gb	artefacts and texts of historic and religious significance
cy-gb	arteffactau a thestunau o arwyddocâd hanesyddol a chrefyddol

en-gb	digital and physical media and technology
cy-gb	technoleg a chyfryngau digidol a ffisegol

en-gb	stories, art, drama, dance, music and food that have particular potential to provide stimulating contexts for learning
cy-gb	straeon, celf, drama, dawns, cerddoriaeth a bwyd sydd â photensial arbennig i gynnig cyd-destunau sy’n symbylu dysgu

en-gb	individuals, experts, groups and organisations that have particular potential to provide stimulating contexts for learning
cy-gb	unigolion, arbenigwyr, grwpiau a sefydliadau sydd â photensial arbennig i gynnig cyd-destunau sy’n symbylu dysgu

en-gb	heritage professionals and developing a recognition of value of heritage sites /galleries/museums
cy-gb	gweithio gyda phobl broffesiynol o fewn y byd treftadaeth a datblygu cydnabyddiaeth o werth safleoedd treftadaeth/orielau/amgueddfeydd

en-gb	people who experience lived religion and worldviews
cy-gb	pobl sydd â phrofiad o grefydd a bydolygon byw

en-gb	political, business, community and/or cultural leaders
cy-gb	arweinwyr gwleidyddol, busnes, cymunedol a/neu diwylliannol

en-gb	groups and organisations such as charities, pressure groups and non-profit organisations.
cy-gb	grwpiau neu fudiadau megis elusennau, carfanau pwyso a mudiadau dielw.

en-gb	A range of opportunities to observe or participate in:
cy-gb	Ystod o gyfleoedd i arsylwi neu gymryd rhan mewn:

en-gb	key celebrations, traditions and the diverse cultures in Wales
cy-gb	dathliadau allweddol, traddodiadau a’r diwylliant amrywiol yng Nghymru

en-gb	formal and informal debates
cy-gb	dadleuon ffurfiol ac anffurfiol

en-gb	enterprise and entrepreneurial activities
cy-gb	gweithgareddau menter ac entrepreneuraidd

en-gb	social action projects
cy-gb	prosiectau gweithredu cymdeithasol

en-gb	key celebrations, traditions and ways of life in the wider world.
cy-gb	dathliadau allweddol, traddodiadau a ffyrdd o fyw yn y byd ehangach.

en-gb	Learners could explore the evolution of democratic thought and structures that led to the establishment of the Senedd, from Ancient Greece via the American Declaration of Independence and the changing UK constitution.
cy-gb	Gallai dysgwyr archwilio esblygiad meddwl democrataidd a strwythurau a arweiniodd at sefydlu'r Senedd, o'r Hen Roeg drwy Ddatganiad Annibyniaeth America a hynt cyfansoddiad y DU.

en-gb	Local, Welsh and world history are connected, shaped and appreciated through events such as Glyndŵr’s Rising, the Spanish Civil War and the World Wars of the twentieth century.
cy-gb	Mae hanes lleol, Cymreig a’r byd wedi eu cysylltu, eu siapio ac yn cael eu gwerthfawrogi drwy ddigwyddiadau megis Gwrthryfel Glyndŵr, Rhyfel Cartref Sbaen a Rhyfeloedd Byd yr unfed ganrif ar hugain.

en-gb	The climate emergency can be better appreciated by exploring the industrial revolution, the distinct geography and topography of Wales, and international relations.
cy-gb	Gellir gwerthfawrogi'r argyfwng hinsawdd yn well drwy archwilio'r chwyldro diwydiannol, daearyddiaeth a thopograffi unigryw Cymru, a chysylltiadau rhyngwladol.

en-gb	As informed citizens, learners will explore how government and decision-making works in Wales and beyond, and be empowered to contribute, scrutinise and challenge.
cy-gb	Fel dinasyddion gwybodus, bydd y dysgwyr yn archwilio sut mae llywodraeth a'r broses o wneud penderfyniadau yn gweithio yng Nghymru a thu hwnt, ac yn cael eu grymuso i gyfrannu, craffu a herio.

en-gb	School curriculum design should focus on genuine and authentic links between this Area and other Areas
cy-gb	Dylai cynllunio cwricwlwm ysgol ganolbwyntio ar gysylltiadau dilys rhwng y Maes hwn a Meysydd eraill.

en-gb	Expressive Arts
cy-gb	Celfyddydau Mynegiannol

en-gb	Art, music, dance, theatre, forms of media and literature are valuable pieces of evidence for enquiries in the humanities and are mediums for expression of people’s interpretations and viewpoints.
cy-gb	Mae celf, cerddoriaeth, dawns, theatr, ffurfiau cyfryngol a llenyddol yn ddarnau gwerthfawr o dystiolaeth ar gyfer ymchwiliadau yn y dyniaethau ac yn gyfryngau ar gyfer mynegi dehongliadau a safbwyntiau pobl.

en-gb	The natural world, the past and present all act as a stimuli and contexts in the Expressive Arts Area of Learning and Experience.
cy-gb	Mae’r byd naturiol, y gorffennol a’r presennol oll yn ysgogi ac yn cynnig cyd-destunau ym Maes Dysgu y Celfyddydau Mynegiannol.

en-gb	Throughout the past and present the expressive arts have been important in shaping culture and societies.
cy-gb	Trwy’r gorffennol a’r presennol mae’r celfyddydau mynegiannol wedi bod yn bwysig wrth lywio diwylliant a chymdeithasau.

en-gb	Exploring the arts from various times, cultures and societies, including from Wales (e.g.
cy-gb	Mae archwilio’r celfyddydau o wahanol gyfnodau, diwylliannau a chymdeithasau, gan gynnwys o Gymru (e.e.

en-gb	These two Areas link together to deepen learners’ knowledge and understanding of identity, communities, societies, social norms and values, and social influences.
cy-gb	Mae’r ddau Faes yma yn cysylltu i ddyfnhau gwybodaeth a dealltwriaeth dysgwyr o hunaniaeth, cymunedau, cymdeithasau, normau a gwerthoeddcymdeithasol, a dylanwadau cymdeithasol.

en-gb	The Health and Well-being Area of Learning and Experience supports learners’ understanding of how individual and collective decision-making can support ethical and sustainable responses to challenges and opportunities that are faced by humanity in general and in Wales in particular.
cy-gb	Mae’r Maes hwn yn cefnogi dealltwriaeth dysgwyr o sut y gall penderfyniadau gan unigolion a rhai ar y cyd gefnogi ymatebion moesegol a chynaladwy i gyfleoedd a wynebir gan ddynoliaeth yn gyffredinol ac yng Nghymru yn benodol.

en-gb	Languages and literature play a vital role in identity and can help to shape and influence the development of communities and societies.
cy-gb	Mae ieithoedd a llenyddiaeth yn chwarae rhan allweddol mewn hunaniaeth ac yn gallu bod o gymorth i lywio a dylanwadu ar ddatblygiad cymunedau a chymdeithasau.

en-gb	Literature provides valuable evidence for, and can be a focus of, enquiries in humanities.
cy-gb	Mae llenyddiaeth yn darparu tystiolaeth werthfawr ar gyfer ymchwiliadau mewn dyniaethau, ac yn gallu bod yn destun yr ymchwiliadau hyn.

en-gb	Learners can explore literature from a range of cultures and societies, in the past and present, through their locality, Wales and the world.
cy-gb	Gall dysgwyr archwilio llenyddiaeth o ystod o ddiwylliannau a chymdeithasau, o’r gorffennol a’r presennol, o’r ardal leol, o Gymru ac o weddill y byd.

en-gb	The Humanities Area of Learning and Experience provides authentic contexts for the application of mathematics and numeracy skills.
cy-gb	Mae Maes dysgu a Phrofiad y Dyniaethau yn cynnig cyd-destunau dilys ar gyfer cymhwyso mathemateg a sgiliau rhifedd.

en-gb	Enquiries in the humanities will use a range of qualitative and quantitative data.
cy-gb	Mae ymholiadau yn y dyniaethau yn defnyddio ystod o ddata ansoddol a meintiol.

en-gb	Humanities enquiries will often include the collection of primary data using sampling methods, and the representation and analysis of data and statistics in a range of forms.
cy-gb	Yn aml bydd hefyd yn cynnwys casgliad o ddata cynradd gan ddefnyddio dulliau samplu, a chynrychioliad a dadansoddiad data ac ystadegau mewn amrywiaeth o ffurfiau.

en-gb	Learners are provided with opportunities to sort and classify data, and to identify patterns, trends and anomalies.
cy-gb	Cynigir cyfleoedd i ddysgwyr drefnu a dosbarthu data ac adnabod tueddiadau, patrymau ac anomaleddau.

en-gb	Supporting entrepreneurship, ratio and scale, finance, rounding and ordering will also be relevant.
cy-gb	Mae cefnogi entrepreneuriaeth, cymhareb a graddfa, cyllid, talgrynnu ac archebu hefyd yn berthnasol.

en-gb	Both of these Areas have similar and yet distinct methods and principles of inquiry.
cy-gb	Mae gan y ddau Faes yma ddulliau ac egwyddorion ymchwilio tebyg ac eto’n benodol i’r Maes.

en-gb	However, field work, for example where learners observe living things in their natural habitatsleading to the collection of data to measure and compare biodiversity, supports learning in both Areas.
cy-gb	Serch hynny mae gwaith maes, er enghraifft lle mae dysgwyr yn sylwi ar bethau byw yn eu cynefinoeddnaturiol gan arwain at gasglu data i fesur a chymharu bioamrywiaeth, yn cefnogi dysgu yn y ddau Faes.

en-gb	Knowledge of current and past scientific investigations and technological developments and their impacts on society, can also support learners in their ability to source and filter evidence.
cy-gb	Gall gwybodaeth am ymchwiliadau gwyddonol a datblygiadau technolegol cyfredol ac yn y gorffennol, a’u heffaith ar gymdeithas, hefyd gefnogi dysgwyr yn eu gallu i chwilio a hidlo tystiolaeth.

en-gb	Scientific and technological developments have significant impact on human societies, and on our relationship with the natural world.
cy-gb	Mae gan ddatblygiadau gwyddonol a thechnolegol effaith sylweddol ar gymdeithasau dynol ac ar ein perthynas â’r byd naturiol.

en-gb	Science and technology can offer solutions and responses to the challenges that humanity faces in the modern world.
cy-gb	Gall gwyddoniaeth a thechnoleg gynnig datrysiadau ac ymatebion i’r heriau mae dynoliaeth yn eu hwynebu yn y byd modern.

en-gb	Other aspects of science and technology are intrinsically linked to humanities in terms of connections with, for example, physical geography and knowledge of natural materials and their processing, and these should be explored.
cy-gb	Mae gan agweddau eraill ar wyddoniaeth a thechnoleg gysylltiadau cynhenid â’r dyniaethau yn nhermau perthynas ag elfennau megis daearyddiaeth ffisegol a gwybodaeth am ddefnyddiau naturiol a’r dull o’u prosesu, a dylai’r cysylltiadau hyn gael eu harchwilio.

en-gb	The digital economy is a powerful influence in shaping modern societies, economies and people's lives.
cy-gb	Mae’r economi digidol yn ddylanwad grymus wrth lywio cymdeithasau, economïau a bywydau pobl yn y byd modern.

en-gb	Cross-cutting themes
cy-gb	Themâu trawsbynciol

en-gb	Local, national and international contexts are integral to this Area and form part of the key principles relating to the choice of content.
cy-gb	Mae cyd-destunau lleol, cenedlaethol a rhyngwladol yn greiddiol i’r Maes hwn ac yn ffurfio rhan o’r egwyddorion allweddol sy’n ymwneud â dewis cynnwys.

en-gb	Careers and work-related experiences provide an important context for learners to undertake enquiry, exploration and investigation into the labour market past, present and future.
cy-gb	Mae gyrfaoedd a phrofiadau cysylltiedig â gwaith yn cynnig cyd-destun pwysig i ddysgwyr ymholi, archwilio ac ymchwilio i farchnad lafur y gorffennol, y presennol a’r dyfodol.

en-gb	This focus on labour market information, should see learners at the beginning of continuum being given opportunities to explore and gain an understanding of work locally and further afield.
cy-gb	Ar ddechrau’r continwwm, dylai’r sylw hwn ar wybodaeth am y farchnad lafur sicrhau cyfleoedd i ddysgwyr archwilio ac adeiladu dealltwriaeth o waith yn lleol ac ymhellach i ffwrdd.

en-gb	Later in the continuum an exploration of jobs of the past and why they no longer exist should take place and then an investigation and evaluation of the factors that may influence and shape occupations in the future.
cy-gb	Yn hwyrach yn y continwwm, dylid archwilio swyddi yn y gorffennol a pham nad ydyn nhw’n bodoli mwyach, yna ymchwilio i’r ffactorau a allai ddylanwadu ar alwedigaethau yn y dyfodol, a’u gwerthuso.

en-gb	This learning challenges existing stereotypes, focuses on the importance of skills and knowledge in the world of work, raises aspirations and belief of learners in their potential future.
cy-gb	Mae’r dysgu hwn yn herio stereoteipio sy’n bodoli eisoes, canolbwyntio ar bwysigrwydd sgiliau a gwybodaeth yn myd gwaith, codi dyheadau a chred dysgwyr ym mhotensial eu dyfodol.

en-gb	Schools curriculum design should consider fostering an understanding of employment rights, ethical entrepreneurship, business ethics, money lending/borrowing, and sustainable green industrial processes and practices.
cy-gb	Dylai cynllun cwricwlwm ysgolion ystyried mabwysiadu dealltwriaeth o hawliau cyflogaeth, entrepreneuriaeth foesol, moesegau busnes, benthyca arian i/gan rywun, a phrosesau ac arferion diwydiannol cynaladwy a gwyrdd.

en-gb	Learners can also use the knowledge and skills gained in taking part in work-related experiences to develop successful enterprise activities.
cy-gb	Gall dysgwyr hefyd ddefnyddio’r wybodaeth a’r sgiliau a enillwyd wrth gymryd rhan mewn profiadau byd gwaith er mwyn datblygu gweithgareddau menter llwyddiannus.

en-gb	Experiences in this Area can help learners develop an understanding of their responsibilities as citizens of Wales, the diversity of Wales, and an awareness of how their own rights are influenced by interpretations of human rights, values, ethics, philosophies, and religious and non-religious views.
cy-gb	Gall profiadau yn y Maes hwn fod o gymorth i ddysgwyr ddatblygu dealltwriaeth o’u cyfrifoldebau fel dinasyddion Cymru, amrywiaeth yng Nghymru, ac ymwybyddiaeth o sut y dylanwadir ar eu hawliau eu hunain gan ddehongliadau o hawliau dynol, gwerthoedd, moeseg, athroniaethau, a safbwyntiau crefyddol ac anghrefyddol.

en-gb	In this Area there should be opportunities to develop understanding of the United Nations Convention on the Rights of the Child (UNCRC) and for encouraging learners to recognise their own and others’ rights.
cy-gb	Yn y Maes hwn dylid cael cyfleoedd i ddatblygu dealltwriaeth o Gonfensiwn y Cenhedloedd Unedig at Hawliau’r Plentyn (CCUHP) ac i annog dysgwyr i gydnabod eu hawliau eu hunain a hawliau pobl eraill.

en-gb	Languages, Literacy and Communication Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Ieithoedd, Llythrennedd a Chyfathrebu

en-gb	The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication.
cy-gb	Mae Maes Dysgu a Phrofiad Ieithoedd, Llythrennedd a Chyfathrebu (Maes) yn ymwneud ag agweddau hanfodol cyfathrebu rhwng pobl.

en-gb	It aims to support learning across the whole curriculum and to enable learners to gain knowledge and skills in Welsh, English and international languagesas well as in literature.
cy-gb	Ei nod yw cefnogi dysgu ar draws yr holl gwricwlwm a galluogi dysgwyr i ennill gwybodaeth a sgiliau yn Gymraeg, Saesneg, ac ieithoedd rhyngwladolyn ogystal â llenyddiaeth.

en-gb	The four statements that express what matters in this Area should be addressed holistically.
cy-gb	Dylid ystyried yn holistaidd y pedwar datganiad sy’n nodi’r hyn sy’n bwysig yn y Maes hwn.

en-gb	This means that different languages should be explored in relation to one another, so too the skills of listening, speaking, reading and writing.
cy-gb	Golyga hyn y dylid archwilio gwahanol ieithoedd mewn perthynas â’i gilydd, yn ogystal â sgiliau gwrando, siarad, darllen ac ysgrifennu.

en-gb	It also means that learning about and through literature should be seen as contributing to all aspects of learning about languages.
cy-gb	Golyga hyn hefyd y dylid ystyried dysgu am a thrwy lenyddiaeth fel rhywbeth sy’n cyfrannu at holl agweddau dysgu am ieithoedd.

en-gb	The statements support and complement one another and together they contribute to realising the four purposes of the curriculum.
cy-gb	Mae’r datganiadau yn cefnogi a chadarnhau’i gilydd.

en-gb	Learning and experience in this Area aims to enable learners to communicate effectively using Welsh, English and international languages.
cy-gb	Gyda’i gilydd maen nhw’n cyfrannu at wireddu pedwar diben y cwricwlwm.

en-gb	It aims to encourage learners to transfer what they have learned about how languages work in one language to the learning and using of other languages.
cy-gb	Mae dysgu a phrofiad yn y Maes hwn yn anelu at alluogi dysgwyr i gyfathrebu’n effeithiol gan ddefnyddio Cymraeg, Saesneg ac ieithoedd rhyngwladol.

en-gb	This multilingual and plurilingual approach is intended to ignite learners’ curiosity and enthusiasm and provide them with a firm foundation for a lifelong interest in the languages of Wales and the languages of the world; and thus to make them ambitious, capable learners, ready to learn throughout their lives.
cy-gb	Mae’n anelu at annog dysgwyr i drosglwyddo’r hyn maen nhw wedi’i ddysgu am sut mae ieithoedd yn gweithio mewn un iaith er mwyn dysgu a defnyddio ieithoedd eraill. Bwriedir i’r dull amlieithog a lluosieithog hwn danio chwilfrydedd a brwdfrydedd y dysgwyr a chynnig sylfaen gadarn iddyn nhw ddatblygu diddordeb gydol oes yn ieithoedd Cymru ac ieithoedd y byd, a thrwy hyn eu gwneud yn ddysgwyr uchelgeisiol, galluog, sy’n barod i ddysgu drwy gydol eu hoes.

en-gb	This readiness to learn is further supported since effective language skills help learners to make sense of concepts across the curriculum, for example by enabling them to articulate their reasoning when solving problems and analysing information.
cy-gb	Caiff y parodrwydd hwn i ddysgu ei gefnogi ymhellach gan fod medru trin iaith yn effeithiol o gymorth i ddysgwyr ddeall cysyniadau ar draws y cwricwlwm, er enghraifft drwy eu galluogi i fynegi eu rhesymu wrth ddatrys problemau a dadansoddi gwybodaeth.

en-gb	Effective multilingual skills deepen this ability as they enable learners to respond in many more contexts.
cy-gb	Mae sgiliau amlieithog effeithiol yn dyfnhau’r gallu hwn gan eu bod yn galluogi dysgwyr i ymateb mewn llawer mwy o gyd-destunau.

en-gb	Given that a key aspect of effective language learning is the willingness to experiment and take risks in trying out new structures, sounds and patterns, learning and experience in this Area can empower learners to be creative and to persevere when facing challenges.
cy-gb	O gofio mai un agwedd allweddol ar ddysgu iaith yn effeithiol yw’r parodrwydd i arbrofi ac i fentro wrth roi cynnig ar strwythurau, seiniau a phatrymau newydd, gall dysgu a phrofiad yn y Maes hwn rymuso’r dysgwyr i fod yn greadigol ac i ddal ati pan fyddan nhw’n wynebu heriau.

en-gb	Together, these skills can build learners’ confidence to grasp new opportunities and to adapt to different roles which in turn can develop them as enterprising, creative contributors, ready to play a full part in life and work.
cy-gb	Gyda’i gilydd, gall y sgiliau hyn feithrin hyder dysgwyr i fanteisio ar gyfleoedd newydd ac i addasu i wahanol rolau, sydd yn ei dro, yn gallu eu datblygu’n gyfranwyr mentrus, creadigol, sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith.

en-gb	In this Area, languages are seen as a key to social cohesion, which can promote better local, national and global understanding.
cy-gb	Yn y Maes hwn, gwelir ieithoedd fel allwedd i gydlyniant cymdeithasol, ac yn fodd i hyrwyddo gwell cyd-ddealltwriaeth yn lleol, cenedlaethol a byd-eang.

en-gb	The aim is to encourage learners to engage critically with languages and literature in order to help them develop not only their own sense of identity, but also an understanding of the relationship between their own cultures and communities and those of other people.
cy-gb	Y nod yw annog dysgwyr i ymwneud yn feirniadol ag ieithoedd a llenyddiaeth er mwyn eu helpu i ddatblygu nid yn unig eu hunaniaeth ond hefyd eu dealltwriaeth o’r berthynas rhwng eu diwylliannau a’u cymunedau nhw a diwylliannau a chymunedau eraill.

en-gb	This understanding can be deepened as learners are afforded opportunities to learn multiple languages.
cy-gb	Gellir dyfnhau’r ddealltwriaeth hon wrth i ddysgwyr gael y cyfle i ddysgu sawl iaith.

en-gb	This linguistic knowledge and these skills are needed to participate confidently and empathetically in society, which contributes to developinglearners as ethical, informed citizens of Wales and the world.
cy-gb	Mae angen yr wybodaeth ieithyddol hon a’r sgiliau hyn er mwyn cyfrannu at gymdeithas a hynny’n hyderus a chydag empathi, ac mae hyn yn cyfrannu at ddatblygu dysgwyr sy’n ddinasyddion egwyddorol, gwybodus yn barod i fod yn ddinasyddion i Gymru a’r byd.

en-gb	Engaging with this Area also helps learners to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society as the skills promoted through languages, literacy and communication are key to enabling learners to express themselves effectively, to be open to other people’s points of view and to develop positive relationships.
cy-gb	Bydd ymwneud â’r Maes hwn hefyd o gymorth i ddysgwyr ddod yn unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas gan fod y sgiliau a hyrwyddir trwy ieithoedd, llythrennedd a chyfathrebu yn allweddol i alluogi dysgwyr i fynegi eu hunain yn effeithiol, bod yn agored i safbwyntiau pobl eraill a datblygu perthynas gadarnhaol ag eraill.

en-gb	Languages connect us.
cy-gb	Mae ieithoedd yn ein cysylltu â’n gilydd.

en-gb	Languages connect us with people, places and communities.
cy-gb	Mae ieithoedd yn ein cysylltu â phobl, lleoedd a chymunedau.

en-gb	This Area is designed to equip learners, as citizens of a bilingualWales in a multilingual world, with the ability to use Welsh, English and international languages.
cy-gb	Mae’r Maes hwn wedi’i gynllunio i sicrhau bod dysgwyr, fel dinasyddion Cymru ddwyieithog mewn byd amlieithog, yn gallu defnyddio Cymraeg, Saesneg ac ieithoedd rhyngwladol.

en-gb	Meaningful learning experiences in a multilingual context go hand in hand with learning about one’s own cultural identity as well as the cultural identities of others.
cy-gb	Mae proﬁadau dysgu ystyrlon mewn cyd-destun amlieithog yn mynd law yn llaw â dysgu am ein hunaniaeth ddiwylliannol ein hunain yn ogystal â hunaniaeth ddiwylliannol pobl eraill.

en-gb	Engagement with this Area can therefore foster in learners pride in their sense of identity and belonging to Wales as well as the world.
cy-gb	Gall ymwneud â’r Maes hwn felly feithrin balchder dysgwyr yn eu hymdeimlad o hunaniaeth a pherthyn i Gymru yn ogystal â’r byd.

en-gb	By raising an awareness of the diversity of languages from a young age, the aim is to enable learners to recognise similarities between languages and to embrace the differences between them.
cy-gb	Drwy godi ymwybyddiaeth o amrywiaeth ieithoedd o oedran cynnar, y nod yw galluogi dysgwyr i adnabod tebygrwydd rhwng ieithoedd a gwerthfawrogi’r gwahaniaethau rhyngddyn nhw.

en-gb	Learning and experience in this Area can support learners to develop an understanding of the origins, evolution and features of Welsh, English and international languages, providing them with a set of skills such as creativity, mediation, adaptability and empathy.
cy-gb	Gall dysgu a phrofiad yn y Maes hwn gefnogi dysgwyr i feithrin dealltwriaeth o darddiad, esblygiad a nodweddion y Gymraeg, Saesneg ac ieithoedd rhyngwladol, gan roi cyfres o sgiliau iddyn nhw sy’n cynnwys sgiliau creu, cyfryngu, hyblygrwydd ac empathi.

en-gb	Understanding languages is key to understanding the world around us.
cy-gb	Mae deall ieithoedd yn allweddol i ddeall y byd o’n hamgylch.

en-gb	Languages and literacyare fundamental to human communication.
cy-gb	Mae ieithoedd a llythrennedd yn hanfodol i alluogi pobl i gyfathrebu â’i gilydd.

en-gb	They enable us to make sense of what is heard, read and seen, and thus to develop our understanding, empathy and our ability to respond and to mediate effectively.
cy-gb	Maen nhw’n ein galluogi i ddehongli’r hyn a glywn, a ddarllenwn ac a welwn, a thrwy hyn ddatblygu ein dealltwriaeth, ein hempathi a’n gallu i ymateb a chyfryngu’n effeithiol.

en-gb	This Area aims to provide learners with opportunities to experience spoken and written language, as well as images, in a range of forms and genres.
cy-gb	Nod y Maes hwn yw cynnig cyﬂeoedd i ddysgwyr broﬁ iaith lafar ac ysgrifenedig, yn ogystal â delweddau, mewn ystod o ffurﬁau a genres.

en-gb	The rich and varied nature of these experiences can improve learners’ ability to become creative and enterprising in their use of Welsh, English and international languages.
cy-gb	Gall natur cyfoethog ac amrywiol y  profiadau hyn ddatblygu gallu dysgwyr i ddod yn greadigol ac yn fentrus wrth ddefnyddio Cymraeg, Saesneg ac ieithoedd rhyngwladol.

en-gb	They can also help learners to develop the skills to become unbiased and critically-aware interpreters of what they hear, read and see in order to interact as capable, informed citizens of Wales and the world.
cy-gb	Gallan nhw hefyd fod o gymorth i ddysgwyr feithrin y sgiliau sydd eu hangen arnyn nhw i ddehongli’n feirniadol a diduedd yr hyn y byddan nhw’n ei glywed, ei ddarllen a’i weld er mwyn rhyngweithio’n effeithiol fel dinasyddion galluog, gwybodus yng Nghymru a’r byd.

en-gb	Expressing ourselves through languages is key to communication.
cy-gb	Mae mynegi ein hunain drwy ieithoedd yn allweddol i gyfathrebu.

en-gb	Clear and effective communication through spoken and written language is an important life skill.
cy-gb	Mae cyfathrebu clir ac effeithiol ar lafar ac yn ysgrifenedig yn un o sgiliau pwysig bywyd.

en-gb	It calls for the ability to use and adapt language in a range of roles, genres, forms, media and styles and in a suitable register.
cy-gb	Mae’n gofyn am allu defnyddio ac addasu iaith mewn amrywiaeth o rolau, genres, ffurﬁau, cyfryngau ac arddulliau, a hynny mewn cywair addas.

en-gb	In a bilingual and multilingual context, this also calls for the ability to choose an appropriate language and to mediate.
cy-gb	Mewn cyd-destun dwyieithog ac amlieithog, mae hyn hefyd yn gofyn am allu dewis iaith briodol, a chyfryngu.

en-gb	In this Area, learners should be given opportunities to speak and write in order to be effective as they interact, explore ideas, express viewpoints, knowledge and understanding and build relationships.
cy-gb	Yn y Maes hwn, dylid rhoi cyﬂeoedd i ddysgwyr siarad ac ysgrifennu er mwyn iddyn nhw fod yn effeithiol wrth ryngweithio, archwilio syniadau, mynegi safbwyntiau, gwybodaeth a dealltwriaeth a meithrin perthynas ag eraill.

en-gb	The learning and experience supports them to develop an awareness of how they use language as they experience opportunities to express themselves for different purposes and audiences in both Welsh and English as well as international languages.
cy-gb	Bydd y dysgu a phrofiad yn eu cefnogi i ddod yn ymwybodol o sut maen nhw’n defnyddio iaith wrth iddyn nhw broﬁ cyﬂeoedd i fynegi eu hunain at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd yn Gymraeg ac yn Saesneg yn ogystal ag mewn ieithoedd rhyngwladol.

en-gb	Literature fires imagination and inspires creativity.
cy-gb	Mae llenyddiaeth yn tanio’r dychymyg ac yn ysbrydoli creadigrwydd.

en-gb	Literature expands horizons.
cy-gb	Mae llenyddiaeth yn ehangu gorwelion.

en-gb	In all its forms it can inspire and motivate us, while also helping us to learn more about language and communication.
cy-gb	Yn ei holl ffurfiau, gall ein hysbrydoli a’n cymell, gan ein helpu hefyd i ddysgu mwy am iaith a chyfathrebu.

en-gb	This Area provides learners with literary experiences that can engage them as listeners, viewers, readers, narrators and creators.
cy-gb	Bydd y Maes hwn yn cynnig proﬁadau llenyddol i ddysgwyr fydd yn ennyn eu diddordeb a’u dychymyg fel gwrandawyr, gwylwyr, darllenwyr, storïwyr a llenorion.

en-gb	These experiences support them to appreciate a creator’s craft as well as develop their own creative skills.
cy-gb	Bydd y profiadau hyn yn eu cefnogi i werthfawrogi crefft llenorion a chrewyr yn ogystal â meithrin eu sgiliau creadigol eu hunain.

en-gb	They should be encouraged to experience and respond to a variety of literature that gives them insight into the culture, people and history of Wales as well as the wider world.
cy-gb	Byddan nhw’n cael eu hannog i broﬁ ac ymateb i amrywiaeth o lenyddiaeth sy’n cynnig mewnwelediad i ddiwylliant, pobl a hanes Cymru yn ogystal â’r byd ehangach.

en-gb	Through this, as their understanding of their own and other people’s experiences, beliefs and cultures is enhanced, learners can develop their ability to demonstrate empathy.
cy-gb	Trwy hyn, wrth i’w dealltwriaeth o’u credoau, diwylliannau a’u proﬁadau eu hunain a phobl eraill gynyddu, gall dysgwyr ddatblygu eu gallu i ddangos empathi.

en-gb	This in turn can contribute to their emotional and mental well-being.
cy-gb	Yn ei dro, gall hyn gyfrannu at eu lles emosiynol a meddyliol.

en-gb	In all, the literary experiences offered aim to spark learners’ imagination and creativity and help to build a lifelong love of literature.
cy-gb	Gyda’i gilydd, nod y proﬁadau llenyddol hyn yw tanio dychymyg a chreadigrwydd dysgwyr a bod o gymorth i feithrin cariad gydol oes tuag at lenyddiaeth.

en-gb	The descriptions of learning for Languages, Literacy and Communication Area of Learning and Experience (Area) are intended to reflect the pace and depth of learning in different contexts and have been developed based on a continuum or framework of progression in languages, starting with little or no language and working towards proficiency.
cy-gb	Bwriedir i ddisgrifiadau dysgu ar gyfer Maes Dysgu a Phrofiad Ieithoedd, Llythrennedd a Chyfathrebu (Maes) adlewyrchu cyflymder a dyfnder dysgu mewn gwahanol gyd-destunau ac maen nhw wedi cael eu datblygu ar sail continwwm neu fframwaith cynnydd mewn ieithoedd, gan ddechrau heb fawr ddim iaith a gweithio tuag at hyfedredd.

en-gb	Learners will have varying proficiencies in their languages and, to ensure a robust foundation for second and subsequent languages, early steps (such as grapheme-phoneme correspondence) are revisited in each language.
cy-gb	Bydd dysgwyr yn meddu ar alluoedd amrywiol yn eu hieithoedd ac, er mwyn rhoi sail gadarn i ail iaith ac ieithoedd dilynol, caiff camau cynnar (megis cyfatebiaeth graffem-ffonem) eu hailystyried ym mhob iaith.

en-gb	Descriptions of learning in this Area include a higher level of detail at early stages of learning than may be found in other areas of learning and experience.
cy-gb	Mae'r disgrifiadau dysgu yn y Maes hwn yn cynnwys lefel uwch o fanylder yn ystod camau cynnar dysgu na'r hyn a geir mewn meysydd dysgu a phrofiad eraill.

en-gb	This reflects that these early literacy skills are foundations of effective learning across the curriculum.
cy-gb	Mae hyn yn adlewyrchu'r ffaith bod y sgiliau llythrennedd cynnar hyn yn cynnig  sylfaen ar gyfer dysgu effeithiol ym mhob rhan o'r cwricwlwm.

en-gb	The descriptions of learning for the ‘Languages connect us’ statement of what matters are the same for all learners in all schools.
cy-gb	Yr un yw'r disgrifiadau dysgu ar gyfer y datganiad o'r hyn sy'n bwysig ‘Mae ieithoedd yn ein cysylltu â’n gilydd’ i bob dysgwr ym mhob ysgol.

en-gb	For the other statements of what matters in this Area, there are descriptions of learning for Welsh/English, for Welsh in English-medium settings/schools/streams and for international languages.
cy-gb	Ar gyfer y datganiadau eraill o'r hyn sy'n bwysig yn y Maes hwn, mae disgrifiadau dysgu ar gyfer Cymraeg/Saesneg, Cymraeg mewn lleoliadau/ysgolion/ffrydiau cyfrwng Saesneg ac ieithoedd rhyngwladol.

en-gb	Progression in this Area is represented as a coherent continuum.
cy-gb	Caiff cynnydd yn y Maes hwn ei gynrychioli fel continwwm cydlynol.

en-gb	The learner grows holistically in their understanding and purposeful use of languages, literacy and communication when listening and reading, when speaking and writing and when interacting and mediating in a wide range of contexts.
cy-gb	Mae'r dysgwr yn datblygu'n holistaidd o ran ei ddealltwriaeth a'i ddefnydd pwrpasol o ieithoedd, llythrennedd a chyfathrebu wrth wrando a darllen, siarad ac ysgrifennu, a rhyngweithio a chyfryngu mewn ystod eang o gyd-destunau.

en-gb	Learners develop an increasingly sophisticated understanding of linguistic concepts that support the more conscious and self-aware development of skills to communicate effectively through speech, writing, gestures, images or other media.
cy-gb	Mae dysgwyr yn meithrin dealltwriaeth gynyddol soffistigedig o gysyniadau ieithyddol sy'n cefnogi'r broses o feithrin sgiliau mewn modd mwy ymwybodol a hunanymwybodol i gyfathrebu'n effeithiol drwy siarad, ysgrifennu, ystumiau, delweddau neu gyfryngau eraill.

en-gb	They also progress in their breadth and depth of conceptual knowledge by encountering ideas in languages and literature, initially in more personal and local contexts and moving as they progress to connect with more complex communications in a multilingual world.
cy-gb	Maen nhw hefyd yn gwneud cynnydd o ran ehangder a dyfnder gwybodaeth gysyniadol drwy profi syniadau mewn ieithoedd a llenyddiaeth, i ddechrau mewn cyd-destun mwy personol a lleol gan symud ymlaen i gysylltu â  chyfathrebu mwy cymhleth mewn byd amlieithog.

en-gb	Learners thus acquire a gradually more nuanced understanding of different viewpoints and increasing command of the skills needed to interpret, evaluate, articulate and respond to differing perspectives.
cy-gb	Felly, yn raddol, mae dysgwyr yn meithrin dealltwriaeth fwy cynnil o wahanol safbwyntiau a meistrolaeth gynyddol o'r sgiliau sydd eu hangen i ddehongli, gwerthuso a mynegi safbwyntiau gwahanol ac ymateb iddyn nhw.

en-gb	Deepening understanding of the ideas and disciplines within Areas
cy-gb	Dyfnhau'r ddealltwriaeth o'r syniadau a'r disgyblaethau yn y Meysydd

en-gb	Progression in this Area is a continuum of increasingly complex engagement with ideas and communicative purposes and of development of language awareness.
cy-gb	Mae cynnydd yn y Maes hwn yn gontinwwm o ymgysylltiad cynyddol gymhleth â syniadau a dibenion cyfathrebu ac o feithrin ymwybyddiaeth ieithyddol.

en-gb	These are demonstrated in:
cy-gb	Caiff y rhain eu dangos fel a ganlyn:

en-gb	responding to communications when listening, reading, or receiving language in other ways
cy-gb	ymateb i ddulliau cyfathrebu wrth wrando, darllen neu dderbyn iaith mewn ffyrdd eraill

en-gb	producing them when speaking and writing or through other means of communication.
cy-gb	eu cynhyrchu wrth siarad ac ysgrifennu neu drwy ddulliau cyfathrebu eraill.

en-gb	Drawing on a learner's whole linguistic repertoire – however uneven that may be – enables them to progress in all languages.
cy-gb	Mae defnyddio holl allu ieithyddol dysgwr – ni waeth pa mor anwastad y gall fod – yn ei alluogi i wneud cynnydd ym mhob iaith.

en-gb	Understanding linguistic concepts in the language of instruction, for example, can be applied to learning a new language, which facilitates progression in that language as well as improving understanding of the way in which their own languages work.
cy-gb	Gellir cymhwyso dealltwriaeth o gysyniadau ieithyddol yn iaith y dosbarth, er enghraifft, at ddysgu iaith newydd, sy'n hwyluso cynnydd yn yr iaith honno yn ogystal â gwella dealltwriaeth o’r ffordd y mae holl ieithoedd y dysgwr  yn gweithio.

en-gb	While learners may be at different points of progression in different languages, a focus on plurilingualism allows them to call upon their knowledge of a number of languages to make sense of a spoken or written text, whatever their command of that language, and to increasingly understand and learn from the relationships between different languages.
cy-gb	Er y gall cynnydd dysgwyr fod ar wahanol bwyntiau mewn gwahanol ieithoedd, mae canolbwyntio ar luosieithrwydd yn eu galluogi i ddefnyddio eu dealltwriaeth o nifer o ieithoedd i ddeall testun llafar neu ysgrifenedig, ni waeth beth fo'u meistrolaeth o'r iaith honno, a deall yn gynyddol y cydberthnasau rhwng gwahanol ieithoedd a dysgu o’r cydberthnasau hyn.

en-gb	Progression in the refinement and sophistication of skills moves from literal and simple communicative purpose to more abstract, inferred/implied and nuanced levels of meaning with more complex purposes.
cy-gb	Mae cynnydd o ran mireinio sgiliau a'u soffistigeiddrwydd yn symud o ddiben cyfathrebu llythrennol a syml i lefelau mwy haniaethol, ymhlyg a chynnil o ystyr â dibenion mwy cymhleth.

en-gb	Learners gradually develop greater awareness of language and more sophistication in using this awareness to achieve intended purposes in interpreting and producing communications in speech or writing or through other means.
cy-gb	Mae dysgwyr yn raddol yn meithrin ymwybyddiaeth well o iaith a mwy o soffistigeiddrwydd wrth ddefnyddio'r ymwybyddiaeth hon i gyflawni'r dibenion arfaethedig o ran dehongli a chyfathrebu drwy siarad neu ysgrifennu neu drwy ddulliau eraill.

en-gb	As learners experience, engage with, understand and apply increasingly complex ideas and language awareness, accuracy and fluency in using communication skills grow.
cy-gb	Wrth i ddysgwyr brofi, ymgyfarwyddo, deall a chymhwyso syniadau ac ymwybyddiaeth ieithyddol gynyddol gymhleth, mae cywirdeb a rhuglder wrth ddefnyddio sgiliau cyfathrebu yn gwella.

en-gb	Progression in this Area is also seen in the production of language.
cy-gb	Gwelir cynnydd yn y Maes hwn hefyd drwy ddefnyddio iaith.

en-gb	As learners become more accomplished, they can adapt and manipulate language to communicate effectively to a range of different audiences.
cy-gb	Wrth i ddysgwyr ddod yn fwy medrus, gallan nhw addasu a thrin iaith er mwyn cyfathrebu'n effeithiol ag ystod o wahanol gynulleidfaoedd.

en-gb	This allows learners to form and develop strong relationships and the confidence to use their voice in society.
cy-gb	Mae hyn yn galluogi dysgwyr i feithrin cydberthnasau cryf a'r hyder i ddefnyddio eu llais mewn cymdeithas.

en-gb	Second language learners may use formulaic language with few mistakes initially and, as they progress and when being more ambitious and spontaneous in their use of language, they may appear to make more mistakes.
cy-gb	Gall dysgwyr ail iaith ddefnyddio iaith fformiwlaïg gydag ychydig iawn o gamgymeriadau i ddechrau ac, wrth iddyn nhw wneud cynnydd a defnyddio iaith mewn ffordd fwy uchelgeisiol a digymell, gall ymddangos fel eu bod yn gwneud mwy o gamgymeriadau.

en-gb	This intrinsic part of successful language learning leads to becoming more fluent and accurate language users.
cy-gb	Mae'r rhan annatod hon o'r broses o ddysgu iaith yn llwyddiannus yn arwain at ddod yn ddefnyddwyr mwy rhugl a chywir.

en-gb	Progression in this Area has a significant inter-relationship with the learning in all other areas.
cy-gb	Mae cydberthynas sylweddol rhwng y Maes hwn a'r dysgu ym mhob maes arall.

en-gb	The learner moves forward along the progression continuum partly through exposure to rich challenges and resources offered by other areas of learning and experience.
cy-gb	Mae'r dysgwr yn symud ar hyd y continwwm cynnydd yn rhannol drwy wynebu heriau cyfoethog ac adnoddau yn y meysydd dysgu a phrofiad eraill.

en-gb	The thinking needed to understand and to communicate all learning is closely related to that which enables learners to develop receptive, interpretive and expressive language skills.
cy-gb	Mae cysylltiad agos rhwng y meddwl sydd ei angen i ddeall a chyfathrebu'r holl ddysgu a'r hyn sy'n galluogi dysgwyr i feithrin sgiliau derbyn, dehongli a mynegi iaith.

en-gb	They progress in parallel in languages, literacy and communication in this Area and in disciplinary literacy in the other areas of learning and experience.
cy-gb	Maen nhw’n gwneud cynnydd ar y cyd mewn ieithoedd, llythrennedd a chyfathrebu yn y Maes hwn ac mewn llythrennedd disgyblaethol yn y meysydd dysgu a phrofiad eraill.

en-gb	The ability to transfer existing knowledge and skills into new contexts is an integral part of progression in this Area.
cy-gb	Mae'r gallu i drosglwyddo gwybodaeth a sgiliau i gyd-destunau newydd yn rhan annatod o gynnydd yn y Maes hwn.

en-gb	As learners develop an understanding of additional languages, patterns of language use are identified, adapted and applied in new contexts.
cy-gb	Wrth i ddysgwyr feithrin dealltwriaeth o ieithoedd ychwanegol, caiff patrymau o ran defnydd iaith eu hadnabod, eu haddasu a'u cymhwyso mewn cyd-destunau newydd.

en-gb	Modes of communication are adapted for different audiences, and to different disciplinary contexts.
cy-gb	Caiff dulliau cyfathrebu eu haddasu ar gyfer gwahanol gynulleidfaoedd, a gwahanol gyd-destunau disgyblaethol.

en-gb	Skills in learners’ first and second languages enable learning in subsequent languages.
cy-gb	Mae sgiliau mewn iaith gyntaf ac ail iaith dysgwyr yn eu helpu i ddysgu mewn ieithoedd dilynol.

en-gb	As learners progress, they will be able to make links within and between ways of communicating, making good choices about effective methods of communication.
cy-gb	Wrth i ddysgwyr wneud cynnydd, byddan nhw’n gallu adnabod cysylltiadau rhwng ffyrdd o gyfathrebu, gan wneud dewisiadau da ynghylch dulliau cyfathrebu effeithiol.

en-gb	As they move along the continuum of learning, learners will build on basic linguistic skills to develop a capability that enables them to overcome a range of communicative challenges successfully.
cy-gb	Wrth iddyn nhw symud ar hyd y continwwm dysgu, bydd dysgwyr yn adeiladu ar sgiliau ieithyddol sylfaenol i feithrin medr sy'n eu galluogi i oresgyn ystod o heriau cyfathrebu yn llwyddiannus.

en-gb	These include, for example:
cy-gb	Mae'r rhain yn cynnwys, er enghraifft:

en-gb	asking increasingly sophisticated questions
cy-gb	gofyn cwestiynau cynyddol soffistigedig

en-gb	finding information independently
cy-gb	dod o hyd i wybodaeth yn annibynnol

en-gb	making evaluative and critical judgements about the ideas and viewpoints and the means of communication in what they hear, read, and view
cy-gb	gwneud penderfyniadau trwy werthuso a beirniadu’r syniadau a'r safbwyntiau a'r dulliau cyfathrebu yn yr hyn y maen nhw’n ei glywed, ei ddarllen a'i weld

en-gb	using language effectively to convey their own ideas and viewpoints on various topics.
cy-gb	defnyddio iaith yn effeithiol i gyfleu eu syniadau a'u safbwyntiau eu hunain ar bynciau amrywiol.

en-gb	They will develop the language skills necessary to discuss and evaluate their learning in languages.
cy-gb	Byddan nhw’n meithrin y sgiliau ieithyddol angenrheidiol i drafod a gwerthuso eu dysgu mewn ieithoedd.

en-gb	Descriptions of Learning
cy-gb	Disgrifiadau dysgu

en-gb	Languages connect us
cy-gb	Mae ieithoedd yn ein cysylltu â’n gilydd.

en-gb	I am beginning to be aware of a link between language(s) and culture and am developing a sense of belonging.
cy-gb	Rwy’n dechrau bod yn ymwybodol o gysylltiad rhwng iaith(ieithoedd) a diwylliant, ac rwy’n datblygu ymdeimlad o berthyn.

en-gb	I can recognise that there is a relationship between languages, culture and my own sense of Welsh identity.
cy-gb	Rwy’n gallu adnabod bod cysylltiad rhwng ieithoedd, diwylliant a’r ymdeimlad sydd gen i o’m hunaniaeth Gymreig.

en-gb	I can understand that there are connections between language, culture and identity and that these differ within Wales and around the world.
cy-gb	Rwy’n gallu deall bod cysylltiadau rhwng iaith, diwylliant a hunaniaeth a bod rhain yn amrywio o fewn Cymru ac o amgylch y byd.

en-gb	I can understand how languages can provide a sense of belonging to a local and global community.
cy-gb	Rwy’n gallu deall sut y gall ieithoedd feithrin ymdeimlad o berthyn i’r gymuned leol a byd-eang.

en-gb	I can explore and analysehow languages impact upon identity and culture and understand that learning them offers enhanced opportunities in Wales and in international contexts.
cy-gb	Rwy’n gallu archwilio a dadansoddisut mae ieithoedd yn effeithio ar hunaniaeth a diwylliant, a deall bod eu dysgu yn cynnig cyfleodd ehangach yng Nghymru ac mewn cyd-destunau rhyngwladol.

en-gb	I can show an open attitude towards learning about different languages and the different cultures of Wales and the world.
cy-gb	Rwy’n gallu dangos agwedd agored tuag at ddysgu am wahanol ieithoedd a gwahanol ddiwylliannau Cymru a’r byd.

en-gb	Through learning about languages, I can articulate how the association between languages and culture is preparing me for Welsh and global citizenship.
cy-gb	Trwy ddysgu am ieithoedd, rwy’n gallu mynegi sut mae’r cysylltiad rhwng ieithoedd a diwylliant yn fy mharatoi i  fod yn ddinesydd i Gymru a’r byd.

en-gb	I am beginning to understand that there are different languages in my environment.
cy-gb	Rwy’n dechrau deall bod gwahanol ieithoedd yn fy amgylchedd.

en-gb	I am beginning to talk with my peers in the language of the setting/school.
cy-gb	Rwy’n dechrau siarad â’m cyfoedion yn iaith y lleoliad/ysgol.

en-gb	I can understand thatpeople use different languages.
cy-gb	Rwy’n gallu deall bod pobl yn defnyddio gwahanol ieithoedd.

en-gb	I can communicate in a growing range of languages.
cy-gb	Rwy’n gallu cyfathrebu mewn ystod cynyddol o ieithoedd.

en-gb	I can use my knowledge of how languages work to support further language learning.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth o sut mae ieithoedd yn gweithio i gefnogi fy nysgu pellach mewn ieithoedd.

en-gb	I can communicate, interact and mediatein multiple languages and identify myself as multilingual.
cy-gb	Rwy’n gallu cyfathrebu, rhyngweithio a chyfryngu mewn sawl iaith, ac yn ystyried fy hun yn amlieithog.

en-gb	I am beginning to understand that there are similarities and differences between our languages.
cy-gb	Rwy’n dechrau deall bod nodweddion tebyg a gwahanol rhwng ein hieithoedd.

en-gb	I can recognise and discuss connections, commonalities and differences between the languages I speak and those that I am learning.
cy-gb	Rwy’n gallu adnabod a thrafod cysylltiadau, nodweddion cyffredin a nodweddion gwahanol rhwng yr ieithoedd rwy’n eu siarad a’r rhai rwy’n eu dysgu.

en-gb	I can understand how and why languages have evolved and are continually evolving.
cy-gb	Rwy’n gallu deall sut a pham mae ieithoedd wedi esblygu, ac yn parhau i esblygu.

en-gb	I can use my knowledge of connections, commonalities and differences between languages to support my language learning skills.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am gysylltiadau, nodweddion cyffredin a nodweddion gwahanol rhwng ieithoedd i gefnogi fy sgiliau dysgu ieithoedd.

en-gb	Through exploring the process of language evolution and etymology, I can improve my knowledge of language construction.
cy-gb	Trwy archwilio proses esblygiad iaith ac etymoleg, rwy’n gallu gwella fy nealltwriaeth o adeiladwaith iaith.

en-gb	I can apply my knowledge of connections, commonalities and differences between languages to improve my communication.
cy-gb	Rwy’n gallu cymhwyso’r hyn rwy’n ei wybod am gysylltiadau, nodweddion cyffredin a nodweddion gwahanol rhwng ieithoedd i wella fy nghyfathrebu.

en-gb	I can use my knowledge of language evolution and etymologyto deepen my understanding of language construction.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am esblygiad iaith ac etymoleg i ddyfnhau fy nealltwriaeth o adeiladwaith iaith.

en-gb	I can recognise and respect different accents and dialects.
cy-gb	Rwy’n gallu adnabod a deall gwahanol acenion a thafodieithoedd.

en-gb	I can adapt and be sensitive to variety within languages and understand that variety occurs within different social, regional and linguistic groups.
cy-gb	Rwy’n gallu addasu a bod yn sensitif i amrywiaeth o fewn ieithoedd a deall bod amrywiaeth yn digwydd o fewn gwahanol grwpiau cymdeithasol, rhanbarthol ac ieithyddol.

en-gb	I have a positive disposition towards different accents and dialectsand embrace language diversity.
cy-gb	Mae gen i agwedd gadarnhaol tuag at wahanol acenion a thafodieithoedd ac rwy’n gwerthfawrogi amrywiaeth iaith.

en-gb	I am beginning to draw on information presented in one language and convey it in my own words in another.
cy-gb	Rwy’n dechrau defnyddio gwybodaeth sydd wedi’i chyflwyno mewn un iaith a’i mynegi yn fy ngeiriau fy hun mewn iaith arall.

en-gb	I can receive information in one language and adapt it for various purposes in another language.
cy-gb	Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.

en-gb	I can apply my translanguagingskills to support my learning in familiar and new languages.
cy-gb	Rwy’n gallu cymhwyso fy sgiliautrawsieithuer mwyn cefnogi dysgu ieithoedd cyfarwydd  ac ieithoedd newydd.

en-gb	I can independently identify translanguagingopportunities to enhance my learning and communication in my languages.
cy-gb	Rwy’n gallu adnabod, yn annibynnol, gyﬂeoedd i roi fy sgiliau trawsieithu ar waith er mwyn cyfoethogi’r modd rwy’n dysgu a chyfathrebu.

en-gb	Welsh/English
cy-gb	Cymraeg/Saesneg

en-gb	I can discriminate sounds, play with sounds and manipulate sounds both in my environment and in words.
cy-gb	Rwy’n gallu gwahaniaethu seiniau, chwarae â seiniau a thrin seiniau o fewn fy amgylchedd yn ogystal ag o fewn geiriau.

en-gb	I am beginning to discriminate phonemesaurally in different positions.
cy-gb	Rwy’n dechrau gwahaniaethu ffonemauyn glywedol mewn gwahanol safleoedd.

en-gb	I can recognise and follow pictorial and/or spoken information and multi-step instructions about familiar topics and routines.
cy-gb	Rwy’n gallu adnabod a dilyn gwybodaeth ddarluniadol a/neu gwybodaeth lafar, a chyfarwyddiadau aml-gam am bynciau cyfarwydd ac arferion.

en-gb	I can listen to, understand and communicate the general meaning of what I hear.
cy-gb	Rwy’n gallu gwrando ar, deall a chyfathrebu ystyr cyffredinol yr hyn rwy’n ei glywed.

en-gb	I can listen to, understand and later recall what I have heard.
cy-gb	Rwy’n gallu gwrando ar, deall ac  adalw’n ddiweddarach yr hyn rwyf wedi’i glywed.

en-gb	I can understand information about a variety of topics, identifying main points.
cy-gb	Rwy’n gallu deall gwybodaeth am amrywiaeth o bynciau, gan adnabod y prif bwyntiau.

en-gb	I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.
cy-gb	Rwy’n gallu deall ac ymateb i ystod o gwestiynau a chyfarwyddiadau aml-gam mewn amrywiaeth o gyd-destunau cyfarwydd ac anghyfarwydd.

en-gb	I can use a variety of cuesto predict the general meaning in a variety of familiar and unfamiliar spoken contexts.
cy-gb	Rwy’n gallu defnyddio ciwiau amrywiol i ragfynegi’r ystyr cyffredinol mewn amrywiaeth o gyd-destunau llafar cyfarwydd ac anghyfarwydd.

en-gb	I can listen to, understand and later recall in greater detail the general meaning of what I have heard.
cy-gb	Rwy’n gallu gwrando ar, deall, ac adalw yn ddiweddarach mewn mwy o fanylder, ystyr cyffredinol yr hyn rwyf wedi’i glywed.

en-gb	I can listen to and understand information about a variety of topics, summarising the main points.
cy-gb	Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.

en-gb	I can listen to, identify and use cuesto understand the general meaning and implied ideas.
cy-gb	Rwy’n gallu gwrando ar, adnabod a defnyddio ciwiau i ddeall ystyr cyffredinol a syniadau sydd ymhlyg.

en-gb	I can understand and analyse general meaning and implied ideas.
cy-gb	Rwy’n gallu deall a dadansoddi ystyr cyffredinol a syniadau sydd ymhlyg.

en-gb	I can understand and evaluate what I hear and read in different contexts across a wide range of language.
cy-gb	Rwy’n gallu deall a gwerthuso’r hyn rwy’n ei glywed a’i ddarllen mewn gwahanol gyd-destunau ar draws amrywiaeth eang o iaith.

en-gb	I can listen to others with growing attention.
cy-gb	Rwy’n gallu gwrando ar eraill gyda sylw cynyddol.

en-gb	I can listen to others and understand that they may have a different perspective from my own.
cy-gb	Rwy’n gallu gwrando ar eraill a deall y gallan nhw fod â safbwynt gwahanol i mi.

en-gb	I can listen empathetically to different people’s viewpoints on various subjects.
cy-gb	Rwy’n gallu gwrando gydag empathi ar safbwyntiau gwahanol bobl ar bynciau amrywiol.

en-gb	I can listen empathetically to different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
cy-gb	Rwy’n gallu gwrando gydag empathi ar safbwyntiau gwahanol bobl ar bynciau amrywiol gan ddefnyddio’r safbwyntiau i gyrraedd fy nghasgliadau fy hun.

en-gb	I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.
cy-gb	Rwy’n gallu gwrando gydag empathi, gan barchu safbwyntiau gwahanol bobl, ac rwy’n gallu gwerthuso’r safbwyntiau hyn yn feirniadol er mwyn cyrraedd fy nghasgliadau ystyriol fy hun.

en-gb	I can enjoy sharing books and reading materials and handle them like a reader.
cy-gb	Rwy’n gallu mwynhau rhannu llyfrau a deunyddiau darllen a’u trin fel darllenydd.

en-gb	I can use units of sound of varying sizes to learn to read.
cy-gb	Rwy’n gallu defnyddio unedau sain o amrywiol feintiau er mwyn dysgu darllen.

en-gb	I can segment and blend.
cy-gb	Rwy’n gallu segmentu a chyfuno.

en-gb	I can understand there is a one-to-one relationship between the printed and spoken word.
cy-gb	Rwy’n gallu deall fod perthynas un-i-un rhwng y gair ysgrifenedig a’r gair llafar.

en-gb	I am beginning to develop my knowledge of grapheme-phoneme correspondence.
cy-gb	Rwy’n dechrau datblygu fy ngwybodaeth o gyfatebiaeth graffem-ffonem.

en-gb	I am beginning to recognise and read high-frequency words.
cy-gb	Rwy’n dechrau adnabod a darllen geiriau aml eu defnydd.

en-gb	I can use context and pictures to help me understand what I read.
cy-gb	Rwy’n gallu defnyddio cyd-destun a lluniau i’m helpu i ddeall yr hyn rwyf yn ei ddarllen.

en-gb	I am beginning to read back my own writing.
cy-gb	Rwy’n dechrau darllen yn ôl yr hyn yr rwyf yn ei ysgrifennu.

en-gb	I can use grapheme-phoneme correspondences when reading.
cy-gb	Rwy’n gallu defnyddio cyfatebiaethau graffem-ffonemwrth ddarllen.

en-gb	I can use a range of strategies to read with increasing fluency.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i ddarllen gyda rhuglder cynyddol.

en-gb	I can read different texts using a range of strategies to make meaning.
cy-gb	Rwy’n gallu darllen gwahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.

en-gb	I can recognise the features of different types of texts and use appropriate language to talk about them.
cy-gb	Rwy’n gallu adnabod nodweddion gwahanol fathau o destunau a defnyddio iaith briodol i siarad amdanyn nhw.

en-gb	I can find and use information from different materials that I read.
cy-gb	Rwy’n gallu darganfod a defnyddio gwybodaeth o wahanol ddeunyddiau rwyf yn eu darllen.

en-gb	I can read texts, choosing strategies which best help me understand them; these strategies may include working across my languages.
cy-gb	Rwy’n gallu darllen testunau gan ddewis strategaethau sy’n rhoi’r mwyaf o gymorth i mi eu deall. Gallai’r strategaethau hyn gynnwys gweithio ar draws fy ieithoedd.

en-gb	I can compare different things I read.
cy-gb	Rwy’n gallu cymharu gwahanol bethau rwy’n eu darllen.

en-gb	I can read a range of texts, choosing strategies to understand them, and to improve my own expression and communication.
cy-gb	Rwy’n gallu darllen ystod o destunau gan ddewis strategaethau i’w deall nhw ac i wella fy mynegiant a chyfathrebu.

en-gb	I can employ a range of strategies to summarise, synthesise and analyseinformation to gain in-depth understanding of texts.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i grynhoi, syntheseiddio a dadansoddi gwybodaeth er mwyn deall testunau’n fanwl.

en-gb	I can employ a range of strategies to recognise and predict the meaning across a wide range of texts and from this enhance my own expression and communication.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i adnabod a rhagfynegi ystyr ar draws ystod eang o destunau, a thrwy hyn gyfoethogi fy mynegiant a chyfathrebu.

en-gb	I can infer meaning from text and images.
cy-gb	Rwy’n gallu dehongli ystyr o destun a delweddau.

en-gb	I can use inferenceand deduction to understand texts and can consider the reliability of what I read.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongli adod i gasgliad er mwyn deall testunau, a gallu ystyried dibynadwyedd yr hyn yr wyf yn ei ddarllen.

en-gb	I can use inferenceand deduction to understand more complex texts and can consider the reliability and impact of what I read.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongli adod i gasgliadi ddeall testunau mwy cymhleth, a gallu ystyried dibynadwyedd ac effaith yr hyn yr wyf yn ei ddarllen.

en-gb	I can use inference and deductionto gain in-depth understanding of complex texts, and can evaluate the reliability, validity and impact of what I read.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongli adod i gasgliadi fagu dealltwriaeth fanwl o destunau cymhleth ac rwy’n gallu gwerthuso dibynadwyedd, dilysrwydd ac effaith yr hyn yr wyf yn ei ddarllen.

en-gb	I can understand and use basic concepts in language.
cy-gb	Rwy’n gallu deall a defnyddio cysyniadau sylfaenol mewn iaith.

en-gb	I have an awareness of how words are separated by spaces.
cy-gb	Rwy’n ymwybodol o sut mae geiriau’n cael eu gwahanu gan fylchau.

en-gb	I am beginning to have an awareness of how capital letters and full stops demarcate sentences.
cy-gb	Rwy’n dechrau dod yn ymwybodol o sut mae prif lythrennau ac atalnodau llawn yn pennu ffiniau brawddegau.

en-gb	I can read aloud with expression, paying attention to punctuation.
cy-gb	Rwy’n gallu darllen ar goedd gyda mynegiant, gan roi sylw i atalnodi.

en-gb	I can listen and read to gain an understanding of how grammarand punctuation affect meaning.
cy-gb	Rwy’n gallu gwrando a darllen i fagu dealltwriaeth o’r ffordd y mae gramadeg ac atalnodi’n effeithio ar ystyr.

en-gb	I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.
cy-gb	Rwy’n gallu gwrando a darllen i ddatblygu fy nealltwriaeth o’r ffordd mae gramadeg ac atalnodi’n siapio brawddegau a thestunau cyflawn.

en-gb	I can use my knowledge of word construction, grammar, including syntax, and text organisation to support my understanding of what I hear and read.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth o adeiladwaith geiriau, gramadeg gan gynnwys cystrawen, a threfn testunau i gefnogi fy nealltwriaeth o’r hyn rwy’n ei glywed a’i ddarllen.

en-gb	I am beginning to ask and answer questions to clarify my understanding.
cy-gb	Rwy’n dechrau gofyn ac ateb cwestiynau er mwyn deall yn well.

en-gb	I can respond to what I hear, read and see.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld.

en-gb	I can talk about what I hear, read or see and express simple opinions.
cy-gb	Rwy’n gallu siarad am yr hyn rwy’n ei glywed, ei ddarllen neu’i weld, a mynegi barn syml.

en-gb	I can respond to what I hear, read and see, asking questions and showing my understanding.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld, gan ofyn cwestiynau a dangos fy nealltwriaeth.

en-gb	I can read empathetically to identify different people’s viewpoints on various subjects.
cy-gb	Rwy’n gallu darllen gydag empathi i adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol.

en-gb	I can read empathetically to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
cy-gb	Rwy’n gallu darllen gydag empathi i adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ffurfio fy nghasgliadau fy hun.

en-gb	I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.
cy-gb	Rwy’n gallu darllen gydag empathi i barchu a gwerthfawrogi’n feirniadol bersbectif gwahanol bobl, gan ddefnyddio hyn i ffurfio fy nghasgliadau ystyriol fy hun.

en-gb	I can experiment with newly-learned vocabulary.
cy-gb	Rwy’n gallu arbrofi gyda geirfa rwyf newydd ei dysgu.

en-gb	I can develop my vocabulary through listening and reading and use these new words in a variety of contexts.
cy-gb	Rwy’n gallu datblygu fy ngeirfa trwy wrando a darllen, a defnyddio’r geiriau newydd hyn mewn amrywiaeth o gyd-destunau.

en-gb	I can listen and read to build my vocabulary, develop my pronunciation and sentence structures and use these in my own communication.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn datblygu fy ngeirfa, ynganiad a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.

en-gb	I can listen and read to consolidate and develop my vocabulary and sentence structures and use what I learn accurately in my own communication.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn cadarnhau a datblygu fy ngeirfa a strwythurau brawddegau gan ddefnyddio’n gywir yr hyn rwy’n ei ddysgu wrth i mi gyfathrebu.

en-gb	I can listen and read to build an extensive range of general and specific vocabulary, and I can use them with precision in different contexts.
cy-gb	Rwy’n gallu gwrando a darllen i ddatblygu ystod eang o eirfa gyffredinol a phenodol, ac rwy’n gallu eu defnyddio’n fanwl gywir mewn gwahanol gyd-destunau.

en-gb	Welsh in English-medium settings/schools/streams
cy-gb	Cymraeg mewn lleoliadau/ysgolion/ffrydiau cyfrwng Saesneg

en-gb	I can recognise and follow information and simple instructions about familiar topics and routines.
cy-gb	Rwy’n gallu adnabod a dilyn gwybodaeth a chyfarwyddiadau syml am bynciau cyfarwydd ac arferion.

en-gb	I can listen to, understand and later recall what I have heard.
cy-gb	Rwy’n gallu gwrando ar, deall ac yna adalw’n ddiweddarach yr hyn rwyf wedi’i glywed.

en-gb	I can understand information about a variety of topics.
cy-gb	Rwy’n gallu deall gwybodaeth am amrywiaeth o bynciau.

en-gb	I can use a variety of cuesto predict the general meaning in a variety of spoken contexts.
cy-gb	Rwy’n gallu defnyddio ciwiau amrywiol i ragfynegi’r ystyr gyffredinol mewn amrywiaeth o gyd-destunau llafar.

en-gb	I can listen, understand and respond to a range of questions and multi-step instructions in a variety of familiar contexts.
cy-gb	Rwy’n gallu gwrando, deall ac ymateb i ystod o gwestiynau a chyfarwyddiadau aml-gam mewn amrywiaeth o gyd-destunau cyfarwydd.

en-gb	I can understand the general meaning of what I hear and can communicate it in my language of choice.
cy-gb	Rwy’n gallu deall ystyr gyffredinol yr hyn rwy’n ei glywed, ac rwy’n gallu cyfathrebu hyn yn fy newis iaith.

en-gb	I can listen to and understand information about a variety of topics, recall it and summarise the main points in my language of choice.
cy-gb	Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, ei hadalw a chrynhoi’r prif bwyntiau yn fy newis iaith.

en-gb	I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.
cy-gb	Rwy’n gallu defnyddio ciwiau amrywiol i ragfynegi’r ystyr gyffredinol mewn amrywiaeth o gyd-destunau llafar cyfarwydd ac anghyfarwydd.

en-gb	I can listen and use cues to understand the general meaning of what I have heard and can summarise in my language of choice.
cy-gb	Rwy’n gallu gwrando a defnyddio ciwiau i ddeall ystyr gyffredinol yr hyn rwyf wedi’i glywed gan grynhoi yn fy newis iaith.

en-gb	I can listen to others and understand that they may have a different perspective from my own.
cy-gb	Rwy’n gallu gwrando ar eraill, a deall y gallan nhw fod â safbwynt wahanol i mi.

en-gb	I can listen and read empathetically, recognising the differing perspectives of others.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi, gan gydnabod safbwyntiau amrywiol pobl eraill.

en-gb	I can listen and read empathetically and reflect on different people’s perspectives to help inform my own thinking.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi, a myfyrio ar bersbectif pobl eraill er mwyn llywio fy ffordd i o feddwl.

en-gb	I can listen and read empathetically respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi, gan barchu safbwyntiau gwahanol bobl ac rwy’n gallu gwerthuso’r safbwyntiau hyn yn feirniadol er mwyn cyrraedd fy nghasgliadau ystyriol fy hun.

en-gb	I am beginning to recognise and read high-frequency wordsthat I encounter.
cy-gb	Rwy’n dechrau adnabod a darllen geiriau aml eu defnyddrwy’n dod ar eu traws.

en-gb	I can use context and pictures to help me understand words.
cy-gb	Rwy’n gallu defnyddio cyd-destun a lluniau i’m helpu i ddeall geiriau.

en-gb	I can read texts, choosing strategies which best help me understand them.
cy-gb	Rwy’n gallu darllen testunau gan ddewis strategaethau sy’n rhoi’r mwyaf o gymorth i mi eu deall.

en-gb	I can compare different things I read.
cy-gb	Rwy’n gallu cymharu gwahanol bethau rwy’n eu ddarllen.

en-gb	I can employ a range of strategies to recognise and predict the general meaning across a wide range of texts.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i adnabod a rhagfynegi’r ystyr cyffredinol ar draws ystod eang o destunau.

en-gb	I can employ a range of strategies to summarise, synthesiseand analyse information to gain greater understanding of texts and to enhance my own expression and communication.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i grynhoi, syntheseiddio a dadansoddi gwybodaeth i fagu dealltwriaeth ehangach o destunau a chyfoethogi fy mynegiant a chyfathrebu.

en-gb	I can use inferenceand deductionto understand a text.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongli adod i gasgliader mwyn deall testun.

en-gb	I can use inference and deductionto understand more complex texts and can consider the reliability of what I read.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongliadod i gasgliader mwyn deall testunau mwy cymhleth, a gallu ystyried dibynadwyedd yr hyn yr wyf yn ei ddarllen.

en-gb	I can use inferenceand deductionto gain understanding of complex texts, and can evaluate the reliability and impact of what I read.
cy-gb	Rwy’n gallu defnyddio sgiliau dehongliadod i gasgliad i fagu dealltwriaeth o destunau cymhleth ac rwy’n gallu gwerthuso dibynadwyedd ac effaith yr hyn yr wyf yn ei ddarllen.

en-gb	I can read aloud with expression, paying attention to punctuation.
cy-gb	Rwy’n gallu ddarllen ar goedd gyda mynegiant, gan roi sylw i atalnodi.

en-gb	I can listen and read, showing awareness of how grammar and punctuation affect meaning.
cy-gb	Rwy’n gallu gwrando a darllen gan ddangos ymwybyddiaeth o’r ffordd y mae gramadeg ac atalnodi’n effeithio ar ystyr.

en-gb	I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.
cy-gb	Rwy’n gallu gwrando a darllen i ddatblygu fy nealltwriaeth o’r ffordd y mae gramadeg ac atalnodi’n siapio brawddegau a thestunau cyflawn.

en-gb	I can use my knowledge of word construction, grammar including syntax, and text organisation to support my understanding of what I hear and read.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth o adeiladwaith geiriau, gramadeg gan gynnwys cystrawen, a threfn testunau i gefnogi fy nealltwriaeth o’r hyn rwy’n ei glywed a'i ddarllen.

en-gb	I can develop my vocabulary and pronunciation through listening and reading, and can use these new words.
cy-gb	Rwy’n gallu datblygu fy ngeirfa ac ynganiad trwy wrando a darllen, ac rwy’n gallu defnyddio’r geiriau newydd hyn.

en-gb	I can develop my vocabulary and pronunciation through listening and reading, and use new words and phrases in a variety of contexts.
cy-gb	Rwy’n gallu datblygu fy ngeirfa ac ynganiad trwy wrando a darllen, a defnyddio’r geiriau newydd hyn mewn amrywiaeth o gyd-destunau.

en-gb	I can listen and read to build my vocabulary, develop my pronunciation and sentence structures, and use these in my own communication across a range of contexts.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn datblygu fy ngeirfa, ynganiad a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu ar draws ystod o gyd-destunau.

en-gb	I can listen and read to consolidate and develop my vocabulary and sentence structures and use these accurately in my own communication across a wide range of contexts.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn cadarnhau a datblygu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain yn gywir wrth i mi gyfathrebu mewn ystod eang o gyd-destunau.

en-gb	International languages
cy-gb	Ieithoedd rhyngwladol

en-gb	I have heard international languagesbeing used.
cy-gb	Rwyf wedi clywed ieithoedd rhyngwladolyn cael eu defnyddio.

en-gb	I can recognise high-frequency wordsand phrases and understand the general meaning in what I hear, read and see.
cy-gb	Rwy’n gallu adnabod ymadroddion ageiriau aml eu defnydda deall yr ystyr gyffredinol yn yr hyn rwy’n ei glywed, ei ddarllen a’i weld.

en-gb	I can employ a range of strategies to recognise and predict the general meaning across a wide range of texts and can understand implied ideas.
cy-gb	Rwy’n gallu defnyddio ystod o strategaethau i adnabod a rhagfynegi’r ystyr cyffredinol ar draws ystod eang o destunau ac rwy’n gallu deall syniadau sydd ymhlyg.

en-gb	I can listen and read empathetically, recognising the differing opinions of others.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi, gan adnabod amrywiol farn pobl eraill.

en-gb	I can listen and read empathetically to gain different people’s perspectives on various subjects.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi er mwyn gweld safbwyntiau gwahanol bobl ar bynciau amrywiol.

en-gb	I can listen and read empathetically to gain different people’s perspectives on various subjects, using them to inform my own thinking.
cy-gb	Rwy’n gallu gwrando a darllen gydag empathi er mwyn gweld safbwyntiau gwahanol bobl ar bynciau amrywiol, gan ddefnyddio hyn i lywio fy ffordd i o feddwl.

en-gb	I can listen and read to build a bank of words and sentences and use these to improve my own communication.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn datblygu cronfa o eiriau a brawddegau, gan ddefnyddio’r rhain i wella fy nghyfathrebu fy hun.

en-gb	I can listen and read to increase my vocabulary and can vary my sentence structures to improve my own communication.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn cynyddu fy ngeirfa, ac rwy’n gallu amrywio strwythurau fy mrawddegau i wella fy nghyfathrebu fy hun.

en-gb	I can listen and read to enhance my range of language and to improve my own expression and communication.
cy-gb	Rwy’n gallu gwrando a darllen er mwyn ymestyn ystod fy iaith, a gwella fy mynegiant a’m cyfathrebu fy hun.

en-gb	I can listen and read to gain an understanding of how grammar and punctuation affect meaning.
cy-gb	Rwy’n gallu gwrando a darllen i fagu dealltwriaeth o sut mae gramadeg ac atalnodi yn effeithio ar ystyr.

en-gb	I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.
cy-gb	Rwy’n gallu gwrando a darllen i ddatblygu fy nealltwriaeth o’r ffordd  mae gramadeg ac atalnodi yn siapio brawddegau a thestunau cyflawn.

en-gb	I can produce many speech sounds accurately.
cy-gb	Rwy’n gallu cynhyrchu nifer o seiniau llafar yn gywir.

en-gb	I can speak clearly, varying expression and gestures to communicate my ideas.
cy-gb	Rwy’n gallu siarad yn glir, gan amrywio mynegiant ac ystumiau er mwyn cyfathrebu fy syniadau.

en-gb	I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.
cy-gb	Rwy’n gallu defnyddio brawddegau syml ac aml-gymalog gan wneud dewisiadau er mwyn cyrraedd cynulleidfa benodol a chyflawni’r pwrpas a fwriadwyd.

en-gb	I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience.
cy-gb	Rwy’n gallu adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion gan amrywio fy mynegiant, geirfa a naws i ennyn diddordeb y gynulleidfa.

en-gb	I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectivelyto the audience.
cy-gb	Rwy’n gallu dewis ac addasu’r iaith briodol ar gyfer ystod o gynulleidfaoedd a dibenion, gan gyfleu ystyr yn effeithiol i’r gynulleidfa.

en-gb	I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.
cy-gb	Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.

en-gb	I can communicate meaning using extended speech and/or gesture.
cy-gb	Rwy’n gallu cyfathrebu ystyr gan ddefnyddio iaith lafar estynedig a/neu ystum.

en-gb	I am beginning to use appropriate language to talk about events in the past and future.
cy-gb	Rwy’n dechrau defnyddio iaith briodol i siarad am ddigwyddiadau yn y gorffennol a’r dyfodol.

en-gb	I can communicate using an increasingly varied and precisevocabulary.
cy-gb	Rwy’n gallu cyfathrebu gan ddefnyddio geirfa sy’n gynyddol amrywiol ac yn gynyddol fanwl gywir.

en-gb	I can use single and multi-clause sentences.
cy-gb	Rwy’n gallu defnyddio brawddegau syml ac aml-gymalog.

en-gb	I can vary the types of sentences I use in my spoken language.
cy-gb	Rwy’n gallu amrywio’r math o frawddegau rwy’n eu defnyddio yn fy iaith lafar.

en-gb	I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntaxin order to express myself with fluency and clarity.
cy-gb	Rwy’n gallu addasu a thrin iaith a gwneud dewisiadau priodol ynghylch geirfa, iaith idiomatiga chystrawen er mwyn mynegi fy hun yn rhugl ac eglur.

en-gb	I can make informed choices about vocabulary, idiomatic languageand syntaxin order to express myself with fluency, clarity and accuracy.
cy-gb	Rwy’n gallu gwneud dewisiadau gwybodus am eirfa, iaith idiomatig achystrawener mwyn mynegi fy hun yn rhugl, yn eglur ac yn gywir.

en-gb	I can make informed choices about vocabulary and grammar to enhance my communication skills.
cy-gb	Rwy’n gallu gwneud dewisiadau gwybodus ynghylch geirfa a gramadeg i cyfoethogi fy sgiliau cyfathrebu.

en-gb	I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.
cy-gb	Rwy’n gallu edrych ar fy ngwaith ac rwy’n dechrau defnyddio ystod o strategaethau ac adnoddau cyfarwydd i wella fy ngwaith llafar ac ysgrifennu.

en-gb	I can explain where and why I have made any changes or corrections.
cy-gb	Rwy’n gallu egluro ble a pham rwyf wedi gwneud unrhyw newidiadau neu gywiriadau.

en-gb	I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.
cy-gb	Rwy’n gallu myfyrio ar ansawdd fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu gweledol, llafar ac ysgrifenedig.

en-gb	I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken, written and visual communication.
cy-gb	Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu gweledol,llafar ac ysgrifenedig.

en-gb	I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communicationobjectively.
cy-gb	Rwy’n gallu myfyrio’n feirniadol ar fy nefnydd o iaith ac yn gallu ystyried yn wrthrychol effaith fy nghyfathrebu gweledol, llafar ac ysgrifenedig.

en-gb	I am beginning to take turns in conversations, following the topic.
cy-gb	Rwy’n dechrau cymryd fy nhro mewn sgyrsiau, gan ddilyn y pwnc dan sylw.

en-gb	I can adopt a range of roles and manage my contributions appropriately.
cy-gb	Rwy’n gallu ymgymryd ag ystod o rolau a rheoli fy nghyfraniad yn briodol.

en-gb	I can change how I communicate, depending on where I am and who I am with.
cy-gb	Rwy’n gallu newid y modd rwy’n cyfathrebu, yn ôl lle’r wyf i a chyda phwy.

en-gb	I can use spoken language for different purposes.
cy-gb	Rwy’n gallu defnyddio iaith lafar at wahanol ddibenion.

en-gb	I can ask and answer questions and exchange ideas and information.
cy-gb	Rwy’n gallu gofyn ac ateb cwestiynau a chyfnewid syniadau a gwybodaeth.

en-gb	I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen.
cy-gb	Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan ymofyn eglurhad, strwythuro dadleuon, crynhoi ac esbonio’r hyn rwyf wedi’i glywed, ei ddarllen neu’i weld.

en-gb	I can respond to others’ points of view, summarising and evaluating what I have heard, read or seen, structuring arguments and challenging what others say with confidence and sensitivity.
cy-gb	Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan grynhoi a gwerthuso’r hyn rwyf wedi’i glywed, ei ddarllen neu’i weld, strwythuro dadleuon a herio gyda hyder a sensitifrwydd yr hyn y mae eraill yn ei ddweud.

en-gb	I can evaluate and respond critically to what I have heard, read or seen.
cy-gb	Rwy’n gallu gwerthuso ac ymateb yn feirniadol i’r hyn rwyf wedi’i glywed, ei ddarllen neu ei weld.

en-gb	I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.
cy-gb	Rwy’n gallu cyfathrebu gan wneud marciau, darlunio symbolau neu ysgrifennu llythrennau a geiriau mewn amrywiaeth o gyd-destunau.

en-gb	I am beginning to form letters correctly using an appropriate grip.
cy-gb	Rwy’n dechrau ffurfio llythrennau’n gywir gan afael yn briodol yn yr offer ysgrifennu.

en-gb	I can write legibly.
cy-gb	Rwy’n gallu ysgrifennu’n ddarllenadwy.

en-gb	I can write legibly and fluently.
cy-gb	Rwy’n gallu ysgrifennu’n ddarllenadwy a rhugl.

en-gb	I am beginning to write using familiar words and phrases.
cy-gb	Rwy’n dechrau ysgrifennu gan ddefnyddio geiriau ac ymadroddion cyfarwydd.

en-gb	I can write words and phrases by using knowledge of letters and the sounds they represent.
cy-gb	Rwy’n gallu ysgrifennu geiriau ac ymadroddion gan ddefnyddio gwybodaeth am lythrennau a’r seiniau maen nhw’n eu cynrychioli.

en-gb	I can spell common irregular words correctly.
cy-gb	Rwy’n gallu sillafu geiriau afreolaidd cyffredin yn gywir.

en-gb	I can use my knowledge of letter sounds and patterns accurately in my spelling.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am sain a phatrwm llythrennau yn gywir yn fy sillafu.

en-gb	I can attempt to spell more difficult words plausibly using a range of strategies.
cy-gb	Rwy’n gallu rhoi ymgais ar sillafu geiriau anoddach mewn ffordd resymol gan ddefnyddio ystod o strategaethau.

en-gb	I can use familiar punctuation.
cy-gb	Rwy’n gallu defnyddio atalnodi cyfarwydd.

en-gb	I can share ideas and feelings and express what I like and dislike.
cy-gb	Rwy’n gallu rhannu syniadau a theimladau a mynegi’r hyn yr wyf yn ei hoffi ac nad wyf yn ei hoffi.

en-gb	I can describe objects and events, building and extending my vocabulary.
cy-gb	Rwy’n gallu disgrifio gwrthrychau a digwyddiadau, gan adeiladu ac ymestyn fy ngeirfa.

en-gb	I can explain information and share ideas, opinions and feelings using relevant vocabulary.
cy-gb	Rwy’n gallu esbonio gwybodaeth a rhannu syniadau, barn a theimladau gan ddefnyddio geirfa berthnasol.

en-gb	I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.
cy-gb	Rwy’n gallu rhyngweithio gydag eraill, siarad ac ysgrifennu am fy meddyliau, teimladau a barn, gan ddangos empathi a pharch.

en-gb	I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.
cy-gb	Rwy’n gallu rhannu fy meddyliau, teimladau a barn gydag eraill, gan ddefnyddio ystod o dechnegau at wahanol ddibenion gan ddangos empathi a pharch.

en-gb	I can communicate my thoughts, feelings and opinions in challenging and contentious contexts showing empathy and respect.
cy-gb	Rwy’n gallu cyfathrebu fy meddyliau, teimladau a barn mewn cyd-destunau heriol a dadleuol gan ddangos empathi a pharch.

en-gb	I am beginning to understand that writing can be for different purposes and audiences.
cy-gb	Rwy’n dechrau deall y gellir ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

en-gb	I can contribute to shared writing for different audiences and purposes.
cy-gb	Rwy’n gallu cyfrannu at ysgrifennu ar y cyd ar gyfer gwahanol gynulleidfaoedd a dibenion.

en-gb	I am beginning to communicate using text, image, sound, animation and video.
cy-gb	Rwy’n dechrau cyfathrebu gan ddefnyddio testun, delwedd, sain, animeiddiad a ﬁdeo.

en-gb	I can use familiar words and phrases and experiment with newly-learned vocabulary.
cy-gb	Rwy’n gallu defnyddio geiriau ac ymadroddion cyfarwydd ac arbroﬁ â geirfa  rwyf newydd ei dysgu.

en-gb	I can talk to plan writing and write for different purposes and audiences.
cy-gb	Rwy’n gallu siarad er mwyn cynllunio ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

en-gb	I can organise my writing into a logical sequence.
cy-gb	Rwy’n gallu trefnu fy ngwaith ysgrifennu i ddilyn yn rhesymegol.

en-gb	I can write using an increasingly imaginative, varied and precise vocabulary.
cy-gb	Rwy’n gallu ysgrifennu gan ddefnyddio geirfa sy’n gynyddol ddychmygus, amrywiol a manwl gywir.

en-gb	I can use familiar idiomatic language and appropriate registerin my communication.
cy-gb	Rwy’n gallu defnyddio iaith idiomatiggyfarwydd a chywairpriodol wrth gyfathrebu.

en-gb	I can choose idiomatic language and appropriate register in my communication to enrich my expression.
cy-gb	Rwy’n gallu dewis iaith idiomatiga chywair priodol wrth gyfathrebu er mwyn cyfoethogi fy mynegiant.

en-gb	I can use sophisticated idiomatic languageand appropriate register in a range of contexts.
cy-gb	Rwy’n gallu defnyddio iaith idiomatigsoffistigedig a chywair priodol mewn ystod o gyd-destunau.

en-gb	I can choose to talk with my peers in Welsh.
cy-gb	Rwy’n gallu dewis siarad gyda fy nghyfoedion yn Gymraeg.

en-gb	I can speak with expression and gestures to communicate my ideas.
cy-gb	Rwy’n gallu siarad gyda mynegiant ac ystumiau er mwyn cyfathrebu fy syniadau.

en-gb	I can use and adapt familiar language, varying vocabulary and tone to suit the audience.
cy-gb	Rwy’n gallu defnyddio ac addasu iaith gyfarwydd, gan amrywio geirfa a naws yn ôl y gynulleidfa.

en-gb	I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.
cy-gb	Rwy’n gallu dewis ac addasu’r iaith briodol ar gyfer ystod o gynulleidfaoedd a dibenion, gan gyfleu ystyr yn effeithiol i’r gynulleidfa.

en-gb	I can communicate meaning through speech and gesture.
cy-gb	Rwy’n gallu cyfathrebu ystyr trwy iaith lafar ac ystum.

en-gb	I can communicate using an increasingly varied vocabulary.
cy-gb	Rwy’n gallu cyfathrebu gan ddefnyddio geirfa sy’n gynyddol amrywiol.

en-gb	I can adapt and manipulate language and make appropriate choices about vocabulary, idiomaticlanguage and syntax in order to express myself.
cy-gb	Rwy’n gallu addasu a thrin iaith a gwneud dewisiadau priodol ynghylch geirfa, iaith idiomatiga chystrawen er mwyn mynegi fy hun.

en-gb	I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself.
cy-gb	Rwy’n gallu gwneud dewisiadau gwybodus am eirfa, iaith idiomatiga chystrawen er mwyn mynegi fy hun.

en-gb	I can make informed choices about vocabulary and grammar to enhance my communication skills.
cy-gb	Rwy’n gallu gwneud dewisiadau gwybodus ynghylch geirfa a gramadeg i ddyfnhau fy sgiliau cyfathrebu.

en-gb	I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.
cy-gb	Rwy’n gallu edrych dros fy ngwaith ac rwy’n dechrau defnyddio ystod o strategaethau ac adnoddau cyfarwydd i wella fy ngwaith llafar ac ysgrifennu.

en-gb	I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.
cy-gb	Rwy’n gallu myfyrio ar safon fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu gweledol,llafar ac ysgrifenedig.

en-gb	I can explain in my language of choice where and why I have made any changes or corrections.
cy-gb	Rwy’n gallu egluro yn fy newis iaith ble a pham rwyf wedi gwneud unrhyw newidiadau neu gywiriadau.

en-gb	I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken, written and visual communication.
cy-gb	Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fynghyfathrebu gweledol,llafar ac ysgrifenedig.

en-gb	I am beginning to ask and answer questions.
cy-gb	Rwy’n dechrau gofyn ac ateb cwestiynau.

en-gb	I can change how I communicate, depending on where I am and with whom.
cy-gb	Rwy’n gallu newid y modd rwy’n cyfathrebu, yn ôl lle’r wyf i a chyda phwy.

en-gb	I can respond to others’ points of view.
cy-gb	Rwy’n gallu ymateb i safbwyntiau pobl eraill.

en-gb	I can respond to others’ points of view by seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen.
cy-gb	Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan ymofyn eglurhad, strwythuro dadleuon, crynhoi ac esbonio’r hyn rwyf wedi’i glywed, ei ddarllen neu’i weld.

en-gb	I can spell high-frequency wordscorrectly.
cy-gb	Rwy’n gallu sillafu geiriau aml eu defnyddyn gywir.

en-gb	I can use my knowledge of letter sounds and patterns to support my spelling.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am sain a phatrwm llythrennau i gefnogi fy sillafu.

en-gb	I can talk in my language of choice to plan writing for different purposes and audiences.
cy-gb	Rwy’n gallu siarad yn fy newis iaith er mwyn cynllunio ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

en-gb	I can plan and write for different purposes and audiences.
cy-gb	Rwy’n gallu cynllunio ac ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

en-gb	I am beginning to express my feelings.
cy-gb	Rwy’n dechrau mynegi fy nheimladau.

en-gb	I can share ideas, and express opinions and feelings using relevant vocabulary.
cy-gb	Rwy’n gallu rhannu syniadau a mynegi barn a theimladau gan ddefnyddio geirfa berthnasol.

en-gb	I can describe events, building and extending my vocabulary.
cy-gb	Rwy’n gallu disgrifio digwyddiadau, gan adeiladu ac ymestyn fy ngeirfa.

en-gb	I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.
cy-gb	Rwy’n gallu rhannu fy meddyliau, teimladau a barn gydag eraill, gan ddefnyddio ystod o dechnegau i wahanol ddibenion gan ddangos empathi a pharch.

en-gb	I can use familiar words and phrases and experiment with newly-learned vocabulary.
cy-gb	Rwy’n gallu defnyddio geiriau ac ymadroddion cyfarwydd ac arbroﬁ â geirfa rwyf newydd ei dysgu.

en-gb	I can use an increasingly imaginative and varied vocabulary.
cy-gb	Rwy’n gallu defnyddio geirfa sy’n gynyddol ddychmygus ac amrywiol.

en-gb	I can use familiar idiomatic languageand appropriate register in my communication.
cy-gb	Rwy’n gallu defnyddio iaith idiomatiggyfarwydd a chywairpriodol wrth gyfathrebu.

en-gb	I can choose idiomatic language and appropriate registerin my communication to enrich my expression.
cy-gb	Rwy’n gallu dewis iaith idiomatiga chywair priodol wrth gyfathrebu er mwyn cyfoethogi fy mynegiant.

en-gb	I can use idiomatic languageand appropriate register to enhance my expression in a range of contexts.
cy-gb	Rwy’n gallu defnyddio iaith idiomatiga chywair priodol i gyfoethogi fy mynegiant mewn ystod o gyd-destunau.

en-gb	I have experienced opportunities to use international languages.
cy-gb	Rwyf wedi profi cyfleoedd i ddefnyddio ieithoedd rhyngwladol.

en-gb	I can communicate using familiar phrases and sentences.
cy-gb	Rwy’n gallu cyfathrebu gan ddefnyddio ymadroddion a brawddegau cyfarwydd.

en-gb	I can convey meaning by using vocabulary and language patterns that I have learned, and can apply them to new situations.
cy-gb	Rwy’n gallu cyfleu ystyr gan ddefnyddio geirfa a phatrymau iaith rydw i wedi’u dysgu, ac rwy’n gallu eu cymhwyso i sefyllfaoedd newydd.

en-gb	I can select the appropriate range and register for different audiences and purposes, varying my language to engage the audience.
cy-gb	Rwy’n gallu dewis yr ystod a’r cywair priodol ar gyfer gwahanol gynulleidfaoedd a dibenion, gan amrywio fy iaith i ennyn diddordeb y gynulleidfa.

en-gb	I am beginning to reflect on my language use in order to improve the quality of my communication.
cy-gb	Rwy’n dechrau myfyrio ar fy nefnydd o iaith er mwyn gwella ansawdd fy nghyfathrebu.

en-gb	I can reflect on my language use and can apply familiar strategies to improve the quality of my spoken, written and visual communication.
cy-gb	Rwy’n gallu myfyrio ar fy nefnydd o iaith, ac yn gallu cymhwyso strategaethau cyfarwydd er mwyn gwella ansawdd fy nghyfathrebu gweledol, llafar ac ysgrifenedig.

en-gb	I can reflect critically on my language use and can make informed choices about vocabulary, idiomatic languageand syntaxin order to express myself with clarity.
cy-gb	Rwy’n gallu myfyrio’n feirniadol ar fy nefnydd o iaith, ac yn gallu gwneud dewisiadau gwybodus ynghylch geirfa, iaith idiomatiga chystrawen er mwyn mynegi fy hun yn eglur.

en-gb	I am beginning to interact with others, sharing information, feelings and opinions.
cy-gb	Rwy’n dechrau rhyngweithio gydag eraill, gan rannu gwybodaeth, teimladau a barn.

en-gb	I can express and justify my thoughts and ideas.
cy-gb	Rwy’n gallu mynegi a chyfiawnhau fy meddyliau a’m syniadau.

en-gb	I can interact with others, sharing my points of view with empathy and respect.
cy-gb	Rwy’n gallu rhyngweithio gydag eraill gan rannu fy safbwyntiau gydag empathi a pharch.

en-gb	I can respond to and challenge others’ points of view, seeking clarity and structuring arguments.
cy-gb	Rwy’n gallu ymateb i safbwyntiau pobl eraill, a’u herio, gan ymofyn eglurhad a strwythuro dadleuon.

en-gb	I can communicate my thoughts, feelings and opinions in contentious contexts showing empathy and respect.
cy-gb	Rwy’n gallu cyfathrebu fy meddyliau, teimladau a barn mewn cyd-destunau dadleuol gan ddangos empathi a pharch.

en-gb	I can construct my own sentences using the vocabulary and patterns I have learnt.
cy-gb	Rwy’n gallu llunio fy mrawddegau fy hun gan ddefnyddio’r eirfa a’r patrymau rwyf wedi eu dysgu.

en-gb	I can adapt and manipulate language to build sentences, using increasingly varied vocabulary.
cy-gb	Rwy’n gallu addasu a thrin iaith i adeiladu brawddegau gan ddefnyddio geirfa sy’n gynyddol amrywiol.

en-gb	I can use my knowledge of grammar, including syntax, and a wide range of vocabulary, to enhance my independent communication.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am ramadeg, gan gynnwys cystrawen, ac ystod eang o eirfa er mwyn cyfoethogi fy nghyfathrebu annibynnol.

en-gb	Literature fires imagination and inspires creativity
cy-gb	Mae llenyddiaeth yn tanio’r dychymyg ac yn ysbrydoli creadigrwydd.

en-gb	I can join in with familiar songs, rhymes, stories and poems.
cy-gb	Rwy’n gallu ymuno â chaneuon, rhigymau, straeon a cherddi cyfarwydd.

en-gb	I can retell stories.
cy-gb	Rwy’n gallu ailadrodd straeon.

en-gb	I can respond creatively to the range of literatureI hear, read or view.
cy-gb	Rwy’n gallu ymateb yn greadigol i’r ystod o lenyddiaeth rwy’n ei chlywed, ei ddarllen neu’n ei weld.

en-gb	I can listen to and remember poetry, drama and prose.
cy-gb	Rwy’n gallu gwrando ar farddoniaeth, drama a rhyddiaith, a’u coﬁo.

en-gb	I can retell stories creatively.
cy-gb	Rwy’n gallu ailadrodd straeon mewn ffordd greadigol.

en-gb	I can use my imagination to respond to and adapt literature to create my own work.
cy-gb	Rwy’n gallu defnyddio fy nychymyg i ymateb i lenyddiaeth a’i haddasu i greu fy ngwaith fy hun.

en-gb	I can comment on literature and make connections between what I hear, read and view.
cy-gb	Rwy’n gallu cynnig sylwadau ar lenyddiaeth a gwneud cysylltiadau rhwng yr hyn rwy’n ei glywed, ei ddarllen a’i weld.

en-gb	I can use my knowledge of writing styles and the features of different literary genresto create my own work.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am arddulliau ysgrifennu a nodweddion gwahanol genres llenyddol er mwyn creu fy ngwaith fy hun.

en-gb	I can explore a wide range of genres, experimenting with language choices and techniques for my own creative purposes.
cy-gb	Rwy’n gallu archwilio amrywiaeth eang o genres, gan arbrofi gyda dewisiadau iaith a thechnegau ar gyfer fy nibenion creadigol fy hun.

en-gb	I can engage with a wide range of literary genresin depth in order to explore and craft my own work.
cy-gb	Rwy’n gallu mynd i’r afael ag amrywiaeth eang ogenres llenyddol er mwyn archwilio a saernïo fy ngwaith fy hun.

en-gb	I can use my imagination to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg i greu fy llenyddiaeth fy hun.

en-gb	I can use my imagination and experiment with language to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gydag iaith i greu fy llenyddiaeth fy hun.

en-gb	I can use my imagination and experiment with different creative forms and techniques to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gyda gwahanol ffurfiau a thechnegau creadigol er mwyn creu fy llenyddiaeth fy hun.

en-gb	I can experiment with and craft my own literature.
cy-gb	Rwy’n gallu arbrofi gyda a chreu fy llenyddiaeth fy hun.

en-gb	I can respond to what I hear, read and view and can express simple opinions on it.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld, ac rwy’n gallu mynegi barn syml ar hyn.

en-gb	I am beginning to ask and answer questions to clarify my understanding.
cy-gb	Rwy’n dechrau gofyn ac ateb cwestiynau i wella fy nealltwriaeth.

en-gb	I can respond to what I hear, read, and view, asking questions and showing my understanding.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld, gan ofyn cwestiynau a dangos fy nealltwriaeth.

en-gb	I can recognise the features of different types of literature and use appropriate language to talk about them.
cy-gb	Rwy’n gallu adnabod nodweddion gwahanol fathau o lenyddiaeth a defnyddio iaith briodol i siarad amdanyn nhw.

en-gb	I can consider the plot, character, theme and context of literature I experience supporting my ideas and opinions with evidence from the literature.
cy-gb	Rwy’n gallu ystyried plot, cymeriad, thema a chyd-destun y llenyddiaeth rwy’n ei phrofi, gan gefnogi fy syniadau a’m barn gyda thystiolaeth o’r llenyddiaeth.

en-gb	I can make connections between what I hear, read and view.
cy-gb	Rwy’n gallu gwneud cysylltiadau rhwng yr hyn rwy’n ei glywed, ei ddarllen a’i weld.

en-gb	I can explore, analyse and compare key ideas using relevant terminology, supporting my views with relevant textual detail.
cy-gb	Rwy’n gallu archwilio, dadansoddi a chymharu syniadau allweddol gan ddefnyddio terminoleg briodol, a chefnogi fy marn gyda manylion priodol o’r testun.

en-gb	I can critically evaluate key concepts and the impact of language choices and techniques on the reader/viewer using an assured selection of relevant textual detail.
cy-gb	Rwy’n gallu gwerthuso cysyniadau allweddol yn feirniadol ynghyd ag effaith dewisiadau iaith a thechnegau ar y darllenwyr/gwylwyr gan ddefnyddio detholiad cadarn o fanylion perthnasol o’r testun.

en-gb	I am beginning to show empathy with characters in literature.
cy-gb	Rwy’n dechrau dangos empathi gyda chymeriadau mewn llenyddiaeth.

en-gb	I can show empathy when responding to literature and understand that others may have different views from mine.
cy-gb	Rwy’n gallu dangos empathi wrth ymateb i lenyddiaeth ac rwy’n deall y gall fod gan bobl eraill farn wahanol i mi.

en-gb	I can appreciate literature, showing empathy and understanding that literature can be interpreted differently.
cy-gb	Rwy’n gallu gwerthfawrogi llenyddiaeth, gan ddangos empathi ynghyd â dealltwriaeth y gall llenyddiaeth gael ei dehongli mewn gwahanol ffyrdd.

en-gb	I can appreciate literature, showing empathy when evaluating different interpretations of literature, including my own.
cy-gb	Rwy’n gallu gwerthfawrogi llenyddiaeth, gan ddangos empathi wrth werthuso gwahanol ddehongliadau ohoni, gan gynnwys fy nehongliad fy hun.

en-gb	I have experienced literature.
cy-gb	Rwyf wedi profi llenyddiaeth.

en-gb	I am beginning to respond to literature I hear and view.
cy-gb	Rwy’n dechrau ymateb i lenyddiaeth rwy’n ei chlywed a’i gweld.

en-gb	I have experienced a range of literature.
cy-gb	Rwyf wedi profi ystod o lenyddiaeth.

en-gb	I can use my imagination to respond to and adapt literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg i ymateb i lenyddiaeth a’i haddasu.

en-gb	I can listen to and remember poetry, drama and prose and can adapt them creatively.
cy-gb	Rwy’n gallu gwrando ar farddoniaeth, drama a rhyddiaith, gan eu coﬁo a’u haddasu mewn ffordd greadigol.

en-gb	I can use my imagination to respond to literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg i ymateb i lenyddiaeth.

en-gb	I can respond to what I hear, read and view expressing opinions and showing my understanding in my language of choice.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld, gan fynegi barn a dangos fy nealltwriaeth yn fy newis iaith.

en-gb	I can use my knowledge of writing styles and the features of different literature to create my own work.
cy-gb	Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am arddulliau ysgrifennu a nodweddion gwahanol lenyddiaeth er mwyn creu fy ngwaith fy hun.

en-gb	I can explore a wide range of literature experimenting with language choices and techniques for my own creative purposes.
cy-gb	Rwy’n gallu archwilio amrywiaeth eang o lenyddiaeth, gan arbrofi gyda dewisiadau iaith  a thechnegau ar gyfer fy mhwrpas creadigol fy hun.

en-gb	I can use my imagination to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg er mwyn creu fy llenyddiaeth fy hun.

en-gb	I can use my imagination and can experiment with language to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gydag iaith i greu fy llenyddiaeth fy hun.

en-gb	I can use my imagination and can experiment with different creative forms and techniques to create my own literature.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gyda gwahanol ffurfiau a thechnegau creadigol er mwyn creu fy llenyddiaeth fy hun.

en-gb	I am beginning to respond to what I hear and view.
cy-gb	Rwy’n dechrau ymateb i’r hyn rwy’n ei glywed a’i weld.

en-gb	I can respond to what I hear, read and view and express opinions in my language of choice.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld gan fynegi barn syml yn fy newis iaith.

en-gb	I am beginning to ask and answer questions to clarify my understanding.
cy-gb	Rwy’n dechrau gofyn ac ateb cwestiynau er mwyn i mi ddeall yn well.

en-gb	I can respond to what I hear, read and view, asking questions to show my understanding.
cy-gb	Rwy’n gallu ymateb i’r hyn rwy’n ei glywed, ei ddarllen a’i weld, gan ofyn cwestiynau er mwyn dangos fy nealltwriaeth.

en-gb	I can consider the plot, character, theme and context of the literature I experience, supporting my ideas and opinions with evidence from the text.
cy-gb	Rwy’n gallu ystyried plot, cymeriad, thema a chyd-destun y llenyddiaeth rwy’n ei phrofi, gan gefnogi fy syniadau a’m barn gyda thystiolaeth o’r testun.

en-gb	I can explore, analyseand compare key ideas using relevant terminology, supporting my views with relevant textual detail.
cy-gb	Rwy’n gallu archwilio, dadansoddi a chymharu syniadau allweddol gan ddefnyddio terminoleg briodol, a chefnogi fy marn gyda manylion priodol o’r testun.

en-gb	I can show empathy when responding to literature and understand that others may have different views from my own.
cy-gb	Rwy’n gallu dangos empathi wrth ymateb i lenyddiaeth a chydnabod y gall fod gan bobl eraill farn wahanol i mi.

en-gb	I can appreciate literature showing empathy and understanding that literature can be interpreted differently.
cy-gb	Rwy’n gallu gwerthfawrogi llenyddiaeth gan ddangos empathi ynghyd â dealltwriaeth y gall llenyddiaeth gael ei dehongli mewn gwahanol ffyrdd.

en-gb	Progression step
cy-gb	Cam cynnydd 3

en-gb	I have experienced literaturefrom other cultures and in international languages.
cy-gb	Rwyf wedi proﬁ llenyddiaetho ddiwylliannau eraill ac mewn ieithoedd rhyngwladol.

en-gb	I can respond creatively in my language of choice to literature in the international language.
cy-gb	Rwy’n gallu ymateb yn greadigol yn fy newis iaith, i lenyddiaeth yn yr iaith ryngwladol.

en-gb	I can listen to and remember short excerpts from literature in the international language, and can retell in my language of choice what I have heard, read or seen using my imagination.
cy-gb	Rwy’n gallu gwrando ar a chofio darnau byrion o lenyddiaeth yn yr iaith ryngwladol, ac rwy’n gallu ailadrodd yn fy newis iaith yr hyn rwyf wedi’i glywed, ei ddarllen neu’i weld gan ddefnyddio fy nychymyg.

en-gb	I can respond creatively and critically in my language of choice to the main features of what I have heard, read or seen in the international language.
cy-gb	Rwy’n gallu ymateb, yn fy newis iaith, yn greadigol ac yn feirniadol i brif nodweddion yr hyn rwyf wedi’i glywed, ei ddarllen neu’i weld yn yr iaith ryngwladol.

en-gb	I can use familiar words and phrases and experiment with newly-learned vocabulary to create work in the international language.
cy-gb	Rwy’n gallu defnyddio geiriau ac ymadroddion cyfarwydd ac arbroﬁ â geirfa rwyf newydd ei dysgu yn yr iaith ryngwladol.

en-gb	I can use my imagination and experiment with language to create my own literature in the international language.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gydag iaith i greu fy llenyddiaeth fy hun yn yr iaith ryngwladol.

en-gb	I can use my imagination and experiment with different creative forms and techniques to create my own literature in the international language.
cy-gb	Rwy’n gallu defnyddio fy nychymyg ac arbrofi gyda gwahanol ffurfiau a thechnegau creadigol er mwyn creu fy llenyddiaeth fy hun yn yr iaith ryngwladol.

en-gb	I can express my opinions in my language of choice supporting my views with examples from the literature I have heard, read or viewed in the international language.
cy-gb	Rwy’n gallu mynegi fy marn yn fy newis iaith, gan gefnogi’r safbwyntiau gydag enghreifftiau o’r llenyddiaeth rwyf wedi’i chlywed, ei darllen neu’i gweld yn yr iaith ryngwladol.

en-gb	I can recognise the features of different genres responding in my language of choice to what I have heard, read, or viewed in the international language, asking and answering questions to gain an understanding.
cy-gb	Rwy’n gallu adnabod nodweddion gwahanol genres gan ymateb yn fy newis iaith i’r hyn rwyf wedi’i glywed, ei ddarllen neu ei weld yn yr iaith ryngwladol, gan holi ac ateb cwestiynau er mwyn ennill dealltwriaeth.

en-gb	I can explore and analysewhat I have heard, read or viewed in the international language and compare it with my own culture and experiences, communicating this in my language of choice.
cy-gb	Rwy’n gallu archwilio a dadansoddi’r hyn rwyf wedi’i glywed, ei ddarllen neu ei weld yn yr iaith ryngwladol, a chymharu hyn gyda fy niwylliant a’m profiadau fy hun, a mynegi hyn yn fy newis iaith.

en-gb	I can show empathy when responding to literature and understand that others may have different views from my own.
cy-gb	Rwy’n gallu dangos empathi wrth ymateb i lenyddiaeth a deall y gall fod gan bobl eraill farn wahanol i mi.

en-gb	I can express my opinions in my language of choice on what I have heard, read or viewed in the international language, showing empathy and consideration of others’ views.
cy-gb	Rwy’n gallu mynegi, yn fy newis iaith, fy marn ar yr hyn rwyf wedi’i glywed, ei ddarllen neu ei weld yn yr iaith ryngwladol, gan ddangos empathi ac ystyriaeth o farn pobl eraill.

en-gb	I can express and justify my opinions in my language of choice on what I have heard, read or viewed in the international language, showing empathy and explaining others’ views.
cy-gb	Rwy’n gallu mynegi a chyfiawnhau, yn fy newis iaith, fy marn ar yr hyn rwyf wedi’i glywed, ei ddarllen neu ei weld yn yr iaith ryngwladol, gan ddangos empathi ac egluro safbwyntiau pobl eraill.

en-gb	This provides specific guidance when incorporating learning in languages, literacy and communication in your curriculum.
cy-gb	Mae’r hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn ieithoedd, llythrennedd a chyfathrebu yn eich cwricwlwm.

en-gb	It should be read together with the overarching Designing your curriculumsection which is relevant to learning and teaching through all areas of learning and experience.
cy-gb	Dylai gael ei ddarllen ynghyd ag adran gyffredinol ‘Cynllunio eich cwricwlwm’ sy’n berthnasol i ddysgu ac addysgu trwy bob maes dysgu a phrofiad.

en-gb	A curriculum must embed the mandatory cross-curricular skills and the integral skills that underpin the four purposes of the curriculum.
cy-gb	Rhaid i gwricwlwm ymwreiddio’r sgiliau trawsgwricwlaidd gorfodol a’r sgiliau cyfannol sy’n sail i bedwar diben y cwricwlwm.

en-gb	The following are some key principles which settings/schools should consider when designing learning and teaching in the Languages, Literacy and Communication Area of Learning and Experience (Area).
cy-gb	Isod, mae rhai egwyddorion allweddol y dylai lleoliadau/ysgolion eu hystyried wrth gynllunio dysgu ac addysgu yn Maes Dysgu a Phrofiad Ieithoedd, Llythrennedd a Chyfathrebu (Maes).

en-gb	Literacyshould be at the heart of this Area, across all statements of what matters.
cy-gb	Dylai llythrennedd fod wrth wraidd y Maes hwn, ar draws pob datganiad o’r hyn sy’n bwysig.

en-gb	Literacy skills should be explicitly taught in this Area.
cy-gb	Dylai sgiliau llythrennedd gael eu dysgu’n benodol yn y Maes hwn.

en-gb	These can allow learners to express themselves, to understand and interpret written and spoken language and to articulate meaning.
cy-gb	Gall y rhain alluogi dysgwyr i fynegi’u hunain, deall a dehongli iaith lafar ac ysgrifenedig ynghyd â mynegi ystyr.

en-gb	Settings and schools should plan for the application and development of learners’ literacy skills across the curriculum at every progression step.
cy-gb	Dylai lleoliadau ac ysgolion gynllunio ar gyfer cymhwyso a datblygu sgiliau llythrennedd dysgwyr ar draws y cwricwlwm ar bob cam cynnydd.

en-gb	The descriptions of learning for this Area are broad in scope and provide reference points for progression.
cy-gb	Mae cwmpas eang i ddisgrifiadau dysgu y Maes hwn ac maen nhw’n cynnig cyfeirbwyntiau ar gyfer cynnydd.

en-gb	More detail about progression in literacy across the curriculum is provided in the National Literacy Framework.
cy-gb	Ceir mwy o fanylion ar gyfer cynnydd mewn llythrennedd ar draws y cwricwlwm yn y Fframwaith Llythrennedd Cenedlaethol.

en-gb	In this Area there are often opportunities to use literacy and numeracy skills together, for example when working out worded problems.
cy-gb	Yn y Maes hwn mae cyfleoedd i ddefnyddio sgiliau llythrennedd a rhifedd gyda’i gilydd, er enghraifft wrth ddatrys problemau ar ffurf geiriau.

en-gb	There should also be opportunities to explore numeracy in different languages which can consolidate conceptual understanding.
cy-gb	Dylai fod cyfleoedd hefyd i archwilio rhifedd mewn gwahanol ieithoedd, a gallai hyn atgyfnerthu dealltwriaeth gysyniadol.

en-gb	Learning in this Area should provide opportunities to use different methods of digital communication.
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfleoedd i ddefnyddio gwahanol ddulliau o gyfathrebu digidol.

en-gb	Learners should learn how to compose clear and appropriate messages tailored for particular audiences, sharing, collaborating, editing and adapting, as required.
cy-gb	Dylai dysgwyr ddysgu sut i gyfansoddi negeseuon clir a phriodol ar gyfer cynulleidfaoedd penodol, gan rannu, cydweithio, golygu ac addasu yn ôl y gofyn.

en-gb	Opportunities should also be offered for them to collaborate locally and globally through digital platforms in order to increase awareness and understanding of different languages and cultures.
cy-gb	Dylai cyfleoedd hefyd gael eu cynnig iddyn nhw gydweithio’n lleol a byd-eang drwy lwyfannau digidol er mwyn cynyddu ymwybyddiaeth a dealltwriaeth o wahanol ieithoedd a diwylliannau.

en-gb	Using technology when learning about literaturecan help learners deepen their understanding beyond the text in front of them.
cy-gb	Gall defnyddio technoleg wrth ddysgu am lenyddiaeth fod o gymorth i ddysgwyr ddyfnhau eu dealltwriaeth y tu hwnt i’r testun o’u blaenau.

en-gb	Learning in this Area should provide opportunities to experiment with and use languages creatively in order to give learners the confidence to take risks, to express opinions and to generate ideas across languages that can lead to innovative outcomes.
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfleoedd i arbrofi gyda, a defnyddio ieithoedd yn greadigol er mwyn rhoi’r hyder i ddysgwyr fentro, i fynegi barn ac i gynhyrchu syniadau ar draws ieithoedd. Gall hyn arwain at ganlyniadau arloesol.

en-gb	They can develop their creativity through opportunities to create and perform literature.
cy-gb	Gall dysgwyr ddatblygu eu creadigrwydd trwy gyfleoedd i greu a pherfformiollenyddiaeth.

en-gb	Creative expression can enhance learners’ understanding of the key concepts as well as the method of expression itself.
cy-gb	Gall mynegiant creadigol ddyfnhau dealltwriaeth dysgwyr o’r cysyniadau allweddol yn ogystal â dull y mynegiant ei hun.

en-gb	In this Area listening, reading, speaking and writing should underpin the development of critical thinking and problem-solving.
cy-gb	Yn y Maes hwn dylai gwrando, darllen, siarad ac ysgrifennu fod yn sail i ddatblygu meddwl beirniadol a datrys problemau.

en-gb	These skills can be honed by communicating with others in order to understand situations and articulate ideas and to develop responses to problems.
cy-gb	Gellir mireinio’r sgiliau hyn drwy gyfathrebu gydag eraill er mwyn deall sefyllfaoedd a mynegi syniadau ac er mwyn datblygu ymatebion i broblemau.

en-gb	Learners should develop their personal effectiveness and self-awareness when learning and using their languages, which will in turn support learning across the whole curriculum.
cy-gb	Dylai dysgwyr ddatblygu eu heffeithiolrwydd a’u hunanymwybyddiaeth personol wrth ddysgu a defnyddio eu hieithoedd, a bydd hyn yn ei dro yn cefnogi dysgu ar draws yr holl gwricwlwm.

en-gb	Providing a language-rich environment should support all learners to reflect on their own strengths in language use, and identify their own areas of development in order to continuously enhance their language and communication skills.
cy-gb	Dylai cynnig awyrgylch sy’n ieithyddol gyfoethog gefnogi’r holl ddysgwyr i fyfyrio ar eu cryfderau eu hunain yn eu defnydd o iaith, ac adnabod eu meysydd datblygu eu hunain er mwyn datblygu eu sgiliau iaith a chyfathrebu yn gyson.

en-gb	Learning in this Area should enable learners to develop the skills to select and use appropriate sources and information.
cy-gb	Dylai dysgu yn y Maes hwn alluogi dysgwyr i ddatblygu’r sgiliau i ddethol a defnyddio ffynonellau a gwybodaeth briodol.

en-gb	This should allow them to organise ideas, to create effective plans and to develop creative works.
cy-gb	Dylai hyn eu galluogi i drefnu syniadau, creu cynlluniau effeithiol a datblygu gweithiau creadigol.

en-gb	Given the opportunity to use literacy skills to present plans and implement solutions with clarity, learners can reflect on their work and plan and implement further improvements.
cy-gb	Drwy dderbyn y cyfle i ddefnyddio sgiliau llythrennedd er mwyn cyflwyno cynlluniau a gweithredu datrysiadau’n eglur, gall dysgwyr fyfyrio ar eu gwaith a chynllunio a gweithredu gwelliannau pellach.

en-gb	The four statements of what matters in this Area refer to Welsh, English and international languages. The four statements should be considered holistically when designing the setting/school’s curriculum.
cy-gb	Mae’r pedwar datganiad o’r hyn sy’n bwysig yn y Maes hwn yn cyfeirio at Gymraeg, Saesneg ac ieithoedd rhyngwladol.Dylid ystyried y pedwar datganiad yn holistaidd wrth gynllunio cwricwlwm y lleoliad neu’r ysgol.

en-gb	They are interdependent, with each one supporting the development of the other three.
cy-gb	Maen nhw’n dibynnu ar ei gilydd, gyda phob un yn cefnogi datblygiad y tri arall.

en-gb	All methods of communication including listening, reading, speaking and writing can be developed through literature and through exploring the links between languages, culture and identity.
cy-gb	Gellir datblygu pob dull o gyfathrebu, gan gynnwys gwrando, darllen, siarad ac ysgrifennu, trwy lenyddiaeth a thrwy archwilio’r cysylltiadau rhwng ieithoedd, diwylliant a hunaniaeth.

en-gb	Each statement recognises that learning skills and knowledge in one language can strengthen the knowledge and learning of those skills in all subsequent languages.
cy-gb	Mae pob datganiad yn cydnabod bod dysgu sgiliau a gwybodaeth mewn un iaith yn gallu cryfhau’r wybodaeth a’r dysgu am y sgiliau hynny ymhob iaith arall.

en-gb	Key principles when designing your curriculum for this Area
cy-gb	Egwyddorion allweddol wrth gynllunio eich cwricwlwm ar gyfer y Maes hwn

en-gb	Settings and schools will need to plan to ensure all learners make appropriate progress in Welsh, in English and in international languages.
cy-gb	Bydd angen i leoliadau ac ysgolion gynllunio er mwyn sicrhau bod pob dysgwr yn gwneud cynnydd priodol yn Gymraeg, yn Saesneg ac mewn ieithoedd rhyngwladol.

en-gb	The concept of a language learning continuum underlies progression in this Area.
cy-gb	Mae’r cysyniad continwwm dysgu iaith yn sail i gynnydd yn y Maes hwn.

en-gb	Learners will progress from having little or no language skills and knowledge towards proficiency in the languages they learn at school.
cy-gb	Bydd dysgwyr yn datblygu o fod ag ychydig neu ddim sgiliau na gwybodaeth iaith i fod yn fedrus yn yr ieithoedd maen nhw’n eu dysgu yn yr ysgol.

en-gb	Learners will have varying proficiencies in their languages and when designing the setting/school’s curriculum for second and subsequent languages the early steps, such as grapheme-phoneme correspondence, will need careful consideration.
cy-gb	Bydd dysgwyr yn amrywio o ran gallu yn eu hieithoedd, ac wrth i’r lleoliad neu’r ysgol gynllunio eu cwricwlwm ar gyfer yr ail iaith ac ieithoedd dilynol bydd angen ystyriaeth fanwl i’r camau cynnar, megis cyfatebiaeth graffem-ffonem.

en-gb	Descriptions of learning for ‘Languages connect us’ are common to all learners in all schools in Wales.
cy-gb	Mae’r disgrifiadau dysgu ar gyfer ‘Mae ieithoedd yn ein cysylltu â’n gilydd’ yn gyffredin i bob dysgwr ymhob ysgol yng Nghymru.

en-gb	Descriptions of learning for the other three statements of what matters in this Area are presented to reflect the pace and depth in different language learning contexts.
cy-gb	Mae’r disgrifiadau dysgu ar gyfer y tri datganiad arall o’r hyn sy’n bwysig yn y Maes hwn yn cael eu cyflwyno i adlewyrchu’r cyflymder a’r dyfnder mewn gwahanol gyd-destunau dysgu iaith.

en-gb	Settings/schools will need to consider the descriptions of learning for Welsh most suited to their learners.
cy-gb	Ar gyfer y Gymraeg bydd angen i leoliadau ac ysgolion ystyried y disgrifiadau dysgu sydd fwyaf addas ar gyfer eu dysgwyr.

en-gb	As well as learners in Welsh-medium settings and schools, the pace and depth of progression in Welsh shown in the Welsh/English descriptions of learning may also be the most suitable for some learners in English-medium schools who, for example, have attended a cylch meithrin or have transferred from a Welsh-medium school to an English-medium school.
cy-gb	Yn ogystal â dysgwyr mewn lleoliadau ac ysgolion cyfrwng Cymraeg, bydd cyflymder a dyfnder y dysgu yn y Gymraeg a ddangosir yn y disgrifiadau dysgu Cymraeg/Saesneg yn fwy addas i rai dysgwyr mewn ysgolion cyfrwng Saesneg, rhai sydd er enghraifft wedi mynychu cylch meithrin neu wedi symud o ysgol cyfrwng Cymraeg i ysgol cyfrwng Saesneg.

en-gb	Progression in international language(s) is shown in descriptions of learning for Progression steps 3, 4 and 5.
cy-gb	Dangosir cynnydd mewn iaith neu ieithoedd rhyngwladol yn y disgrifiadau dysgu o Gamau cynnydd 3, 4 a 5.

en-gb	In addition to Welsh and English, all learners should have the opportunity to learn at least one international language at school and to use other home languagesand community languagesthey may speak.
cy-gb	Yn ogystal â’r Gymraeg a’r Saesneg, dylai’r holl ddysgwyr gael y cyfle i ddysgu o leiaf un iaith ryngwladol yn yr ysgol ac i ddefnyddio ieithoedd cartrefac ieithoedd cymunedoleraill y maen nhw’n eu siarad.

en-gb	Settings and schools should encourage learners to use theirplurilingual skills and learners should recognise the value of being able to use different languages.
cy-gb	Dylai lleoliadau ac ysgolion annog dysgwyr i ddefnyddio eu sgiliau amlieithog a dylai dysgwyr ddeall gwerth gallu defnyddio gwahanol ieithoedd.

en-gb	The choice of which international languages to offer lies with the school or cluster.
cy-gb	Dewis yr ysgol neu glwstwr yw pa ieithoedd rhyngwladol i’w cynnig.

en-gb	Schools may choose to offer different international languages – language learning skills are transferable, and learners can enhance their linguistic and intercultural awareness by being exposed to multiple languages.
cy-gb	Efallai y bydd ysgolion yn dewis cynnig gwahanol ieithoedd rhyngwladol – mae sgiliau dysgu iaith yn drosglwyddadwy, a gall dysgwyr gyfoethogi eu hymwybyddiaeth ieithyddol a rhyng-ddiwylliannol trwy gael mynediad at sawl iaith.

en-gb	Settings and schools may wish to collaborate with others, for example to offer continuity in the language offered from one progression step to the next or so that learners have more choice of international languages.
cy-gb	Gall lleoliadau ac ysgolion ddymuno cydweithio ag eraill, er enghraifft er mwyn cynnig dilyniant yn yr iaith a gynigir o un cam cynnydd i’r nesaf neu fel bod gan ddysgwyr fwy o ddewis o ieithoedd rhyngwladol.

en-gb	They may choose to offer languages which are spoken by staff at the school or by the wider community.
cy-gb	Gallan nhw ddewis ieithoedd a siaredir gan staff yn yr ysgol neu yn y gymuned ehangach.

en-gb	They should take advantage of opportunities globally, digitally and in the community to reinforce the learning and teaching of languages.
cy-gb	Dylen nhw fanteisio ar gyfleoedd byd-eang, digidol ac yn y gymuned er mwyn atgyfnerthu dysgu ac addysgu ieithoedd.

en-gb	The Five Stage Model for English as an additional language (EAL) and Welsh as an additional language (WAL) and support materials should be referenced when considering progression of EAL learners in English-medium schools and WAL learners in Welsh-medium schools.
cy-gb	Dylid cyfeirio at y Model Pum Cam ar gyfer Saesneg fel iaith ychwanegol (SIY) neu Cymraeg fel iaith ychwanegol (CIY) a deunyddiau cymorth wrth ystyried cynnydd dysgwyr SIYmewn ysgolion cyfrwng Saesneg a dysgwyr CIY mewn ysgolion cyfrwng Cymraeg.

en-gb	The Language acquisition needs assessment survey toolkit for primary and secondary teachers is available online on Hwb.
cy-gb	Mae’r Pecyn cymorth caffael iaith: arolwg asesu anghenion i athrawon cynradd ac uwchradd ar gael ar-lein ar Hwb.

en-gb	Language acquisition needs assessment survey toolkit:
cy-gb	Pecyn cymorth caffael iaith:

en-gb	English as an additional language (EAL) - Primary
cy-gb	Arolwg asesu anghenion ar gyfer Cymraeg fel iaith ychwanegol – Cynradd

en-gb	English as an additional language (EAL) - Secondary
cy-gb	Arolwg asesu anghenion ar gyfer Cymraeg fel iaith ychwanegol – Uwchradd

en-gb	Key considerations when designing your curriculum for this Area
cy-gb	Ystyriaethau allweddol wrth gynllunio eich cwricwlwm ar gyfer y Maes hwn

en-gb	When designing your curriculum in your school, consideration should be given to the nature of your language provision as well as the range of linguistic and cultural experiences you offer your learners.
cy-gb	Wrth gynllunio eich cwricwlwm yn eich ysgol, dylid rhoi ystyriaeth i’r math o ddarpariaeth iaith yn ogystal â’r ystod o brofiadau ieithyddol a diwylliannol sy’n cael eu cynnig i’r dysgwyr.

en-gb	Schools should also plan for skills development in all the languages on offer and ensure breadth and depth when selecting literature.
cy-gb	Dylai ysgolion hefyd gynllunio ar gyfer datblygu sgiliau ymhob iaith a gynigir a sicrhau ehangder a dyfnder wrth ddewis llenyddiaeth.

en-gb	Considerations for provision and experiences
cy-gb	Ystyriaethau ar gyfer darpariaeth a phrofiadau

en-gb	What is the current linguistic landscape of your school and your cluster?
cy-gb	Beth yw tirwedd ieithyddol presennol eich ysgol a’ch clwstwr?

en-gb	How can you best use this to help your learners make progress in all their languages?
cy-gb	Beth yw’r ffordd orau i chi ddefnyddio hyn i fod o gymorth i’ch dysgwyr wneud cynnydd yn eu holl ieithoedd?

en-gb	How will you choose which international language or languages to teach?
cy-gb	Sut y byddwch chi’n dewis pa iaith neu ieithoedd rhyngwladoli’w dysgu?

en-gb	How will you provide breadth and depth in international languages?
cy-gb	Sut y byddwch chi’n darparu ehangder a dyfnder mewn ieithoedd rhyngwladol?

en-gb	How will you provide suitable and sufficient opportunities for learners to use their Welsh, English and international language(s) in purposeful contexts?
cy-gb	Sut y byddwch chi’n darparu cyfleoedd addas a digonol i ddysgwyr ddefnyddio eu Cymraeg, Saesneg ac iaith neu ieithoedd rhyngwladol mewn cyd-destunau pwrpasol?

en-gb	How will you create an environment which encourages learners to draw upon their knowledge of a number of languages, including knowledge of language varieties (accent, dialect, register, jargon, and idiolect) to facilitate understanding and improve communication when interacting with others?
cy-gb	Sut y byddwch chi’n creu awyrgylch sy’n annog dysgwyr i dynnu ar eu gwybodaeth o nifer o ieithoedd, gan gynnwys gwybodaeth am amrywiaeth o fewn ieithoedd (acen, tafodiaith, cywair, jargon, a phriodiaith) i hybu dealltwriaeth a gwella cyfathrebu wrth ymwneud ag eraill?

en-gb	How will you develop strategies to include and build upon learners’ home languagesand cultures in the classroom?
cy-gb	Sut y byddwch chi’n datblygu strategaethau i gynnwys ac adeiladu ar ieithoedd cartref a diwylliannau’r dysgwyr o fewn y dosbarth?

en-gb	How will you provide opportunities for learners to participate in spontaneous as well as planned speaking in various contexts with a range of peers and adults?
cy-gb	Sut y byddwch chi’n cynnig cyfleoedd i ddysgwyr siarad yn ddigymell yn ogystal â siarad mewn sefyllfaoedd wedi’u cynllunio mewn amrywiaeth o gyd-destunau gydag ystod o gyfoedion ac oedolion?

en-gb	How will you provide learners with a wide range of literature, including multimodal and challenging texts in paper, digital, electronic and live form, fostering their enjoyment of purposeful reading and viewing, and encouraging them to explore books and new technologies?
cy-gb	Sut y byddwch chi’n cynnig ystod eang o lenyddiaeth i ddysgwyr, gan gynnwys testunau amlfodd a heriol ar ffurf papur, digidol, electronig a byw, gan feithrin mwynhad yn eu darllen a gwylio pwrpasol, a’u hannog i archwilio llyfrau a thechnolegau newydd?

en-gb	Considerations for language development
cy-gb	Ystyriaethau ar gyfer datblygiad iaith

en-gb	How will you ensure that all learners continue to progress in all their languages from their different starting points?
cy-gb	Sut y byddwch chi’n sicrhau fod yr holl ddysgwyr yn parhau i wneud cynnydd yn eu holl ieithoedd beth bynnag yw eu mannau cychwyn?

en-gb	How will you provide opportunities to connect with others in different parts of the world to offer authentic contexts for language and cultural development?
cy-gb	Sut y byddwch chi’n darparu cyfleoedd i gysylltu ag eraill mewn gwahanol rannau o’r byd i gynnig cyd-destunau dilysar gyfer datblygiad ieithyddol a diwylliannol?

en-gb	How will you ensure rich language environments for all learners, including multilingual environments, face-to-face, via digital or written language(s), as a model for improving their own language skills?
cy-gb	Sut y byddwch chi’n sicrhau awyrgylch ieithyddol gyfoethog ar gyfer yr holl ddysgwyr gan gynnwys awyrgylch amlieithog, wyneb yn wyneb, trwy iaith/ieithoedd digidol neu ysgrifenedig, a hyn fel model ar gyfer gwella eu sgiliau iaith eu hunain?

en-gb	How will you provide a systematic development of phonological awareness and phonemic awareness?
cy-gb	Sut y byddwch chi’n darparu datblygiad systematig o ymwybyddiaeth ffonolegol a ffonemig?

en-gb	How will you support reading development for all learners?
cy-gb	Sut y byddwch chi’n cefnogi datblygiad darllen ar gyfer yr holl ddysgwyr?

en-gb	What relevant, engaging, authentic and challenging stimuli can you provide to inspire and aid preparation for purposeful speaking and writing (indoors, outdoors, through visits/trips, etc.)?
cy-gb	Pa ysgogiadau perthnasol, cyffrous, dilys a heriol allwch chi eu darparu er mwyn ysbrydoli a chynorthwyo i baratoi ar gyfer siarad ac ysgrifennu pwrpasol (dan do, tu allan trwy ymweliadau/teithiau, ac ati)?

en-gb	How will you provide opportunities for learners to make progress both in learning to talk and learning through talk?
cy-gb	Sut y byddwch chi’n darparu cyfleoedd i ddysgwyr wneud cynnydd wrth iddyn nhw ddysgu siarad yn ogystal â dysgu trwy siarad?

en-gb	How will you ensure that knowledge and skills in one language are transferred to and developed in other languages?
cy-gb	Sut y byddwch chi’n sicrhau bod gwybodaeth a sgiliau mewn un iaith yn cael eu trosglwyddo i ieithoedd eraill, ac yna’n cael eu datblygu?

en-gb	Considerations when selecting literature
cy-gb	Ystyriaethau wrth ddethol llenyddiaeth

en-gb	Learners should experience a wealth of literature which provides opportunities to realise the four purposes of the curriculum.
cy-gb	Dylai dysgwyr brofi cyfoeth o lenyddiaeth sy’n darparu cyfleoedd i wireddu pedwar diben y cwricwlwm.

en-gb	Schools should create a positive reading culture which immerses learners in literature that reflects their interests and ignites their enthusiasm.
cy-gb	Dylai ysgolion greu diwylliant darllen cadarnhaol sy’n trochi dysgwyr mewn llenyddiaeth, ac sy’n yn adlewyrchu eu diddordebau a thanio eu brwdfrydedd.

en-gb	Learners should be exposed to a diverse range of literary experiences beyond the classroom.
cy-gb	Dylai dysgwyr gael mynediad at ystod amrywiol o brofiadau llenyddol y tu hwnt i’r ystafell ddosbarth.

en-gb	Learners should be introduced to literature which reflects diversity and cultures in the locality, Wales as well as the wider world.
cy-gb	Dylai dysgwyr cael eu cyflwyno i lenyddiaeth sy’n adlewyrchu amrywiaeth a diwylliannau yn lleol, yng Nghymru yn ogystal ag yn y byd ehangach.

en-gb	Schools should choose literature which is sufficiently rich and substantial to engage learners intellectually and emotionally and which can encourage them to be inspired, moved and changed.
cy-gb	Dylai ysgolion ddewis llenyddiaeth sy’n ddigon cyfoethog a sylweddol i ddenu diddordeb dysgwyr yn ddeallusol ac emosiynol, ac sy’n gallu eu hannog i gael eu hysbrydoli, eu cyffroi a’u newid.

en-gb	Schools should ensure that learners experience a range of contemporary literature and literature from different periods in the past.
cy-gb	Dylai ysgolion sicrhau bod dysgwyr yn profi ystod o lenyddiaeth gyfoes a llenyddiaeth o wahanol gyfnodau yn y gorffennol.

en-gb	Learners should have the opportunity to experience and to learn about literature and creators of literature which have made a significant contribution, be that in Wales (in Welsh/English), other nations in the United Kingdom, and/or the wider world (including English literature and literature in learners’ international and home languages).
cy-gb	Dylai dysgwyr gael y cyfle i brofi a dysgu am lenyddiaeth a llenorion/creuwyr sydd wedi gwneud cyfraniad arwyddocaol, boed yng Nghymru (Cymraeg/Saesneg), cenhedloedd eraill y Deyrnas Unedig ac/neu yn rhyngwladol (gan gynnwys llenyddiaeth Saesneg a llenyddiaeth mewn ieithoedd cartref ac ieithoedd rhyngwladol y dysgwyr).

en-gb	This contribution might be in terms of a field of literature, in terms of the language, or in terms of culture and heritage.
cy-gb	Gallai’r cyfraniad hwn fod yn nhermau maes o fewn llenyddiaeth, yn nhermau iaith neu yn nhermau diwylliant a threftadaeth.

en-gb	Pedagogical considerations for this Area
cy-gb	Ystyriaethau addysgeg ar gyfer y Maes hwn

en-gb	When designing your curriculum, consideration should be given to pedagogies specific to this Area.
cy-gb	Wrth gynllunio eich cwricwlwm, dylid ystyried gwahanol addysgeg sy’n benodol ar gyfer y Maes hwn.

en-gb	Effective learning and teaching of skills such as listening, speaking, reading and writing require a systematic whole-school approach, as do cross-linguistic skills such as mediation and translanguaging.Schools should also be aware of the differences between acquisition and learning first, second and subsequent languages in their contexts and consider how best to ensure progression for all learners in all their languages, for example through immersion, Content and Language Integrated Learning (CLIL) or plurilingual activities.
cy-gb	Mae dysgu ac addysgu sgiliau megis gwrando, siarad, darllen ac ysgrifennu yn effeithiol yn gofyn am ddull gweithredu systematig ysgol-gyfan, felly hefyd sgiliau trawsieithyddol megis cyfryngu a thrawsieithu. Dylai ysgolion hefyd fod yn ymwybodol o’r gwahaniaethau rhwng caffael a dysgu iaith gyntaf, ail iaith ac ieithoedd eraill yn eu cyd-destunau, ac ystyried sut orau i sicrhau cynnydd ar gyfer yr holl ddysgwyr yn eu holl ieithoedd, er enghraifft trwy drochi, Dysgu Cynnwys ac Iaith yn Integredig (CLIL) neu weithgareddau lluosieithog.

en-gb	Further information can be found at:
cy-gb	Gellir cael mwy o wybodaeth yn:

en-gb	Bilingual teaching methods
cy-gb	Dulliau addysgu dwyieithog

en-gb	Rapid Evidence Assessment:
cy-gb	Asesiad Cyflym o’r Dystiolaeth:

en-gb	Effective Second Language Teaching Approaches and Methods
cy-gb	Ymagweddau a Dulliau Addysgu Ail Iaith Effeithiol

en-gb	Reading
cy-gb	Darllen

en-gb	At the earliest stages, learning to read is dependent upon the spoken language that learners have.
cy-gb	Yn y cyfnodau cynnar, mae dysgu darllen yn ddibynnol ar yr iaith lafar sydd gan ddysgwyr.

en-gb	Developing good listening and speaking skills is therefore vital to success in learning to read.
cy-gb	Felly mae datblygu sgiliau gwrando a siarad da yn angenrheidiol i lwyddo wrth ddysgu darllen.

en-gb	Young learners may be familiar with storybooks, nursery rhymes and print when they start funded education.
cy-gb	Gall dysgwyr ifanc fod yn gyfarwydd â llyfrau stori, hwiangerddi a phrint wrth iddyn nhw ddechrau addysg ffurfiol.

en-gb	Some will have started to recognise single letters and words.
cy-gb	Bydd rhai wedi dechrau adnabod llythrennau unigol a geiriau.

en-gb	Others, however, will have much more limited experience of using language, sharing stories, songs and rhymes with adults.
cy-gb	Bydd gan eraill, fodd bynnag, brofiad mwy cyfyng o ddefnyddio iaith, rhannu straeon, caneuon a rhigymau gydag oedolion.

en-gb	In some cases, learners may have general or specific learning needs.
cy-gb	Mewn rhai achosion, gallai dysgwyr fod ag anghenion dysgu cyffredinol neu benodol.

en-gb	They may also be learning to read in a language that is different from their spoken language.
cy-gb	Byddan nhw hefyd efallai yn dysgu darllen mewn iaith sy’n wahanol i’w hiaith lafar.

en-gb	These different starting points and experiences mean settings and schools need to make informed decisions about how they will help learners to become successful readers.
cy-gb	Mae’r pwyntiau cychwynnol a phrofiadau gwahanol hyn yn golygu y dylai lleoliadau ac ysgolion wneud penderfyniadau gwybodus am sut y byddan nhw’n rhoi cymorth i ddysgwyr ddod yn ddarllenwyr llwyddiannus.

en-gb	Learners should gain early reading skills within a rich language environment, where activities are meaningful, imaginative and varied.
cy-gb	Dylai dysgwyr feithrin sgiliau darllen cynnar o fewn awyrgylch sy’n gyfoethog o ran iaith, lle mae gweithgareddau’n ystyrlon, dychmygus ac amrywiol.

en-gb	These activities should promote learners’ interest in reading for enjoyment, for imaginative purposes and for learning.
cy-gb	Dylai’r gweithgareddau hyn hybu diddordeb dysgwyr mewn mwynhau darllen, darllen i ddibenion dychmygus a darllen ar gyfer dysgu.

en-gb	Research recognises phonological and phonemic awarenessas important cognitive skills in learning to read.
cy-gb	Mae ymchwil yn cydnabod ymwybyddiaeth ffonolegol a ffonemigfel sgiliau gwybyddol pwysig wrth ddysgu darllen.

en-gb	Schools should put in place a clear procedure for, and place emphasis on, the systematic development of learners’ phonological and phonemic awareness.
cy-gb	Dylai ysgolion osod gweithdrefnau clir ar gyfer datblygu ymwybyddiaeth ffonolegol a ffonemig y dysgwyr yn systematig, gan roi pwyslais ar hyn.

en-gb	When appropriate for a learner, the teaching of phonicsshould be systematic and consistent, and take place with other language activities, which promote vocabulary-building and comprehension.
cy-gb	Pan mae’n addas ar gyfer y dysgwr, dylai dysgu ffoneg fod yn systematig a chyson, gan ddigwydd gyda gweithgareddau ieithyddol eraill, sy’n hybu datblygiad geirfa a dealltwriaeth.

en-gb	Being able to decodewords alone is not enough; readers need to be able to make sense of what they read.
cy-gb	Nid yw gallu dadgodio geiriau yn unig yn ddigon. Dylai dysgwyr fod yn gallu gwneud synnwyr o’r hyn y maen nhw’n ei ddarllen.

en-gb	Teaching should enable learners to gain a range of skills and to apply different strategies in order to become fluent readers. This should provide them with a secure basis for developing and extending their language and literacy skills.
cy-gb	Dylai addysgu alluogi dysgwyr i feithrin ystod o sgiliau a chymhwyso gwahanol strategaethau i ddod yn ddarllenwyr rhugl.Dylai hyn ddarparu sylfaen gadarn iddyn nhw ddatblygu ac ymestyn eu sgiliau iaith a llythrennedd.

en-gb	Increased knowledge of languages can unlock the stories and histories of place names such as Cymru (and Wales) itself, or Glasgow in Scotland or Trelew in Argentina.
cy-gb	Gall meithrin gwybodaeth am ieithoedd ddatgloi straeon a hanesion enwau lleoedd megis Cymru (ac Wales) ei hun, neu Glasgow yn yr Alban neu Trelew yn yr Ariannin.

en-gb	A range of literature from writers and poets as diverse as T.H.
cy-gb	Cynigia amrediad o lenyddiaeth gan lenorion mor amrywiol â T.H.

en-gb	Parry Williams, Shakespeare, Manon Steffan Ros , Eric Ngalle Charles and  Russell T.
cy-gb	Parry Williams, Shakespeare, Manon Steffan Ros, Eric Ngalle Charles a  Russell T.

en-gb	Davies offers different perspectives and interpretations of Wales and Welsh experiences which could inspire learners to express their own identity and understand changes over time in society.
cy-gb	Davies  wahanol bersbectifau a dehongliadau o Gymru a phrofiadau Cymreig, a allai ysbrydoli dysgwyr i fynegi eu hunaniaeth a deall newidiadau dros amser mewn cymdeithas.

en-gb	Being able to communicate effectively using both Welsh and English and at least one other international language supports learners to be active and successful citizens of Wales and the world.
cy-gb	Mae gallu cyfathrebu'n effeithiol gan ddefnyddio'r Gymraeg a'r Saesneg ac o leiaf un iaith ryngwladol arall yn cynorthwyo dysgwyr i fod yn ddinasyddion gweithredol a llwyddiannus yng Nghymru a'r byd.

en-gb	Developing effective communication and literacy skills as well as learning about etymology within this Area should facilitate progression in all areas of learning and experience by giving learners better access to information, concepts and terminology.
cy-gb	Dylai datblygu sgiliau cyfathrebu a llythrennedd effeithiol, yn ogystal â dysgu am etymoleg o fewn y Maes hwn, hwyluso cynnydd ym mhob maes dysgu a phrofiad trwy roi gwell mynediad i wybodaeth, cysyniadau a therminoleg ar gyfer dysgwyr.

en-gb	Experiences of literature in all its forms across these two Areas enable the learner to develop cultural empathy and sensitivity.
cy-gb	Mae profiadau olenyddiaethyn ei holl ffurfiau ar draws y ddau Faes hwn yn galluogi dysgwyr i ddatblygu sensitifrwydd ac empathi diwylliannol.

en-gb	Health and Well-Being
cy-gb	Iechyd a Lles

en-gb	Languages and literatureplay a vital role in identity and can help to shape and influence the development of communities and societies.
cy-gb	Mae ieithoedd a llenyddiaeth yn chwarae rhan allweddol mewn hunaniaeth ac yn gallu bod o gymorth i lywio a dylanwadu ar ddatblygiad cymunedau a chymdeithasau.

en-gb	Learners can explore literature from a range of cultures and societies, in the past and present, from their locality, Wales and the world.
cy-gb	Gall dysgwyr archwilio llenyddiaeth o ystod o ddiwylliannau a chymdeithasau, o’r gorffennol a’r presennol, o’r ardal leol, o Gymru ac o weddill y byd.

en-gb	Songs and rhymes can be used to teach early numeracy in all languages.
cy-gb	Gellir defnyddio caneuon a rhigymau i ddysgu rhifedd cynnar ym mhob iaith.

en-gb	Finding and applying patterns for problem-solving is a skill required for progress in these two Areas.
cy-gb	Mae dod o hyd i batrymau a’u cymhwyso ar gyfer datrys problemau yn sgil sydd ei hangen ar gyfer cynnydd yn y ddau Faes yma.

en-gb	Digital communication and computer languages offer opportunities for links to reinforce learning across these two Areas.
cy-gb	Mae cyfathrebu digidol ac ieithoedd cyfrifiadurol yn cynnig cyfleoedd ar gyfer cyswllt i atgyfnerthu dysgu ar draws y ddau Faes yma.

en-gb	Learners apply literacy skills such as instructional and observational language in Science and Technology, as well as accessing and producing texts and accurately using technical and scientific vocabulary.
cy-gb	Mae dysgwyr yn cymhwyso sgiliau llythrennedd megis iaith gyfarwyddiadol ac arsylwadol mewn gwyddoniaeth a thechnoleg, yn ogystal â chael mynediad at destunau, a’u cynhyrchu, a defnyddio geirfa dechnegol a gwyddonol yn gywir.

en-gb	Design communication skills bring these two Areas together both in developing learners’ design thinking as well as communicating their ideas to others.
cy-gb	Mae sgiliau cyfathrebu dylunio yn cyfuno’r ddau Faes yma wrth ddatblygu meddylfryd dylunio dysgwyr ynghyd â chyfathrebu eu syniadau i eraill.

en-gb	Cross-cutting themes
cy-gb	Themau trawsgwricwlaidd

en-gb	Learning in this Area should inspire and enable learners to:
cy-gb	Dylai dysgu yn y Maes hwn ysbrydoli a galluogi dysgwyr i:

en-gb	become multilingual, able to use Welsh, English and at least one international language, and develop an openness to and curiosity about all languages and cultures of the world
cy-gb	ddod yn amlieithog, gallu defnyddio Cymraeg, Saesneg ac o leiaf un iaith ryngwladola datblygu meddwl agored a chwilfrydedd tuag at holl ieithoedd a diwylliannau y byd.

en-gb	enjoy learning languages and develop a positive perception of themselves as users of those languages
cy-gb	mwynhau dysgu ieithoedd a datblygu delwedd gadarnhaol o'u hunain fel defnyddwyr yr ieithoedd hynny

en-gb	competently utilise the language(s) and culture(s) of their homes and communities and use these as a foundation for subsequent language learning
cy-gb	defnyddio iaith/ieithoedd a diwylliant/diwylliannau eu cartrefi a’u cymunedau a defnyddio’r rhain fel sail i ddysgu ieithoedd ymhellach

en-gb	have a firm foundation in Welsh and English to build on when learning other languages and when broadening their understanding of national and global contexts
cy-gb	cael sail gadarn yn Gymraeg a Saesneg i adeiladu arno wrth ddysgu ieithoedd eraill ac wrth ddyfnhau eu dealltwriaeth o gyd-destunau cenedlaethol a byd-eang

en-gb	reflect on their personal and local linguistic heritage
cy-gb	myfyrio ar eu treftadaeth ieithyddol personol a lleol

en-gb	become knowledgeable about the diversity of local, national and international linguistic and cultural heritage
cy-gb	dod yn wybodus am amrywiaeth treftadaeth ieithyddol a diwylliannol  lleol, yng Nghymru ac yn fyd-eang

en-gb	develop their own sense of linguistic identity within their locality, Wales and the wider world.
cy-gb	datblygu eu hymdeimlad o hunaniaeth ieithyddol yn lleol, yng Nghymru ac yn fyd-eang.

en-gb	Whether learners and their families have been born in Wales or not, the learners being educated in a school in Wales will over time develop a relationship with Wales and their own sense of Welsh identity as well as with the wider world
cy-gb	Ble bynnag y ganwyd y dysgwyr a’u teuluoedd, mae’r dysgwyr yn cael eu haddysgu mewn ysgol yng Nghymru. Byddan nhw felly, dros gyfnod o amser, yn datblygu perthynas â Chymru a’u hymdeimlad o hunaniaeth Gymreig yn ogystal â chyda’r byd ehangach

en-gb	immerse themselves in local, national and international cultures and languages through visits, engaging with people locally and globally and connecting digitally
cy-gb	ymdrochi eu hunain mewn diwylliannau ac ieithoedd lleol, cenedlaethol a rhyngwladol trwy ymweliadau, gan ymwneud â phobl yn lleol a byd-eang a chysylltu’n ddigidol

en-gb	foster an understanding of the culture and identity of those around them, to develop mutual respect and social cohesion
cy-gb	meithrin dealltwriaeth o ddiwylliant a hunaniaeth y rhai o’u hamgylch, gan greu ymagwedd o gyd-barch sy’n arwain at gydlyniant cymdeithasol

en-gb	develop an appreciation of literature, inspired by writers and creators of Wales and the wider world.
cy-gb	datblygu gwerthfawrogiad o lenyddiaeth, wedi cael ei hysbrydoli gan lenorion a chreuwyr o Gymru a’r byd ehangach.

en-gb	When designing a curriculum, settings and schools should incorporate opportunities for learners to have experiences that enable them to:
cy-gb	Wrth gynllunio cwricwlwm, dylai lleoliadau ac ysgolion ymgorffori cyfleoedd i ddysgwyr gael profiadau sy’n eu galluogi i:

en-gb	develop knowledge of enhanced career opportunities available through languages
cy-gb	ddatblygu dealltwriaeth o gyfleoedd ehangach ar gyfer eu gyrfa sydd ar gael trwy ieithoedd

en-gb	understand that being bilingualor multilingual can open doors in the world of work
cy-gb	deall y gall bod yn ddwyieithog neu’n amlieithog agor drysau ym myd gwaith

en-gb	understand the increasing demand for Welsh in the workplace as Wales works towards the target of a million Welsh speakers by 2050
cy-gb	deall y galw cynyddol am y Gymraeg yn y gweithle wrth i Gymru weithio tuag at darged y miliwn o siaradwyr Cymraeg erbyn 2050

en-gb	value their Welsh language skills and to develop these skills further
cy-gb	gwerthfawrogi eu sgiliau yn y Gymraeg a datblygu’r sgiliau hyn ymhellach

en-gb	understand that skills in international languagesare essential for Wales to thrive as an international trading nation
cy-gb	deall bod sgiliau mewn ieithoedd rhyngwladolyn hanfodol i Gymru ffynnu fel cenedl fasnachol ryngwladol

en-gb	develop effective communication skills in all their languages and develop confidence to interact with others and build relationships in all places of work
cy-gb	datblygu sgiliau cyfathrebu effeithiol yn eu holl ieithoedd a datblygu hyder i ymwneud ag eraill a meithrin perthynas ag eraill ymhob gweithle

en-gb	develop language associated with work when learning all languages
cy-gb	datblygu iaith sy’n ymwneud â gwaith wrth ddysgu pob iaith

en-gb	explore how their language skills can benefit them as they prepare for agile and flexible working in Wales and beyond.
cy-gb	archwilio sut gall eu sgiliau iaith fod o fudd iddyn nhw wrth iddyn nhw baratoi tuag at weithio’n ystwyth a hyblyg yng Nghymru a thu hwnt.

en-gb	Practitioners should use the opportunities within this Area to foster and develop learners’ respect and empathy for others’ languages and identities, while celebrating and respecting similarities and differences.
cy-gb	Dylai ymarferwyr ddefnyddio’r cyfleoedd yn y Maes hwn i feithrin a datblygu parch ac empathi dysgwyr tuag at ieithoedd a hunaniaeth pobl eraill, tra’n dathlu a pharchu tebygrwydd a gwahaniaethau.

en-gb	Multilingualismwithin the classroom should be seen as an opportunity to raise learners’ awareness of diversity and promote the cultural wealth of the school and community.
cy-gb	Dylid ystyriedamlieithrwyddo fewn yr ystafell ddosbarth fel cyfle i godi ymwybyddiaeth dysgwyr o amrywiaeth, a hybu cyfoeth diwylliannol yr ysgol a’r gymuned.

en-gb	Schools should seek involvement with the home and other settings and to promote partnerships.
cy-gb	Dylai ysgolion anelu at feithrin perthynas gyda’r cartref a lleoliadau eraill a hybu partneriaethau.

en-gb	Supporting the development of home languagescan help to promote and develop trust, appreciation and respect across languages and cultures.
cy-gb	Gall cefnogi datblygiad ieithoedd cartreffod o gymorth i hyrwyddo a datblygu ymddiriedaeth, gwerthfawrogiad a pharch ar draws ieithoedd a diwylliannau.

en-gb	Mathematics and Numeracy Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Mathemateg a Rhifedd

en-gb	The development of mathematics has always gone hand in hand with the development of civilisation itself.
cy-gb	Mae datblygiad mathemateg wedi mynd law yn llaw â datblygiad gwareiddiad ers y cychwyn cyntaf.

en-gb	A truly international discipline, it surrounds us and underpins so many aspects of our daily lives, such as architecture, art, music, money and engineering.
cy-gb	Mae’n ddisgyblaeth wirioneddol ryngwladol, ac mae o’n cwmpas ni i gyd ac yn sail i gynifer o agweddau ar ein bywydau bob dydd, megis pensaernïaeth, celfyddyd, cerddoriaeth, arian a pheirianneg.

en-gb	And while it is creative and beautiful, both in its own right and in its applications, it is also essential for progress in other areas of learning and experience.
cy-gb	Er bod mathemateg ynddi hi ei hun, ac wrth gael ei chymhwyso, yn greadigol ac yn hardd, mae hefyd yn hanfodol ar gyfer cynnydd mewn meysydd dysgu a phroﬁad eraill.

en-gb	What is more, numeracy – the application of mathematics to solve problems in real-world contexts – plays a critical part in our everyday lives, and in the economic health of the nation.
cy-gb	Yn ychwanegol at hyn, mae rhifedd, sef defnyddio mathemateg i ddatrys problemau yn y byd go iawn, yn chwarae rhan allweddol yn ein bywydau bob-dydd, ac yng nghyﬂwr economaidd y genedl.

en-gb	It is imperative, therefore, that mathematics and numeracy experiences are as engaging, exciting and accessible as possible for learners, and that these experiences are geared towards ensuring that learners develop mathematical resilience.
cy-gb	Mae’n hanfodol felly fod proﬁadau mathemateg a rhifedd mor gyffrous, diddorol a hygyrch â phosibl i ddysgwyr, a bod y profiadau hyn yn fodd i sicrhau bod dysgwyr yn datblygu gwydnwch mathemategol.

en-gb	In the early years, play forms an important part in the development of mathematics and numeracy, enabling learners to solve problems, explore ideas, establish connections and collaborate with others.
cy-gb	Yn ystod y blynyddoedd cynnar, mae chwarae yn rhan bwysig yn y broses o ddatblygu mathemateg a rhifedd, gan alluogi dysgwyr i ddatrys problemau, archwilio syniadau, creu cysylltiadau a chydweithio ag eraill.

en-gb	In later years, learners need to have opportunities to work both independently and collaboratively to build on the foundations established in the early years.
cy-gb	Yn ystod y blynyddoedd diweddarach, mae angen cynnig cyﬂeoedd i ddysgwyr weithio’n annibynnol ac ar y cyd er mwyn adeiladu ar y sylfeini a sefydlwyd yn ystod y blynyddoedd cynnar.

en-gb	Progression in the Mathematics and Numeracy Area of Learning and Experience (Area) involves the development of five connected and interdependent proficiencies which have no hierarchy.
cy-gb	Mae cynnydd ym Maes Dysgu a Phrofiad Mathemateg a Rhifedd (Maes) yn cynnwys datblygu pum hyfedredd cysylltiedig a rhyngddibynnol.

en-gb	These are crucial considerations for schools when designing their curriculum to ensure the progression of learners.
cy-gb	Dydyn nhw ddim yn nhrefn pwysigrwydd, ac mae ystyried yr hyfedreddau hyn yn hollbwysig wrth i ysgolion gynllunio eu cwricwlwm er mwyn sicrhau cynnydd dysgwyr.

en-gb	Conceptual understanding
cy-gb	Dealltwriaeth gysyniadol

en-gb	Communication using symbols
cy-gb	Cyfathrebu gan ddefnyddio symbolau

en-gb	Fluency
cy-gb	Cymhwysedd strategol

en-gb	Logical reasoning
cy-gb	Rhesymu rhesymegol

en-gb	Strategic competence
cy-gb	Rhuglder

en-gb	What matters in this Area has been expressed in four statements which support and complement one another and should not be viewed in isolation.
cy-gb	Mae’r hyn sy’n bwysig yn y Maes hwn wedi’i fynegi mewn pedwar datganiad sy’n cefnogi a chadarnhau ei gilydd, ac ni ddylid eu hystyried fel datganiadau ar wahân.

en-gb	Formal mathematics has developed through rigorous logical reasoning.
cy-gb	Mae mathemateg ffurﬁol wedi datblygu drwy resymu rhesymegol trylwyr.

en-gb	It involves inventing or discovering abstract objects and establishing the relationships between them.
cy-gb	Mae’n cynnwys dyfeisio neu ddarganfod gwrthrychau haniaethol, ynghyd â sefydlu’r berthynas rhyngddyn nhw.

en-gb	It also teaches the difference between conjecture, likelihood and proof.
cy-gb	Mae hefyd yn dysgu’r gwahaniaeth rhwng dyfaliad, tebygrwydd a phrawf.

en-gb	Mathematical thinking involves applying similarly logical reasoning, this time to the investigation of relations within and between concepts, along with justifying and proving findings.
cy-gb	Mae meddwl mathemategol yn cynnwys rhoi ar waith yr un math o resymu rhesymegol, y tro hwn wrth archwilio’r berthynas sydd o fewn cysyniadau a rhyngddyn nhw, ynghyd â chyﬁawnhau a phroﬁ canfyddiadau.

en-gb	Indeed, understanding mathematical concepts and being able to apply and reason with the abstract representations of concepts is central to learning mathematics.
cy-gb	Yn wir, mae deall cysyniadau mathemategol a gallu cymhwyso cynrychioliadau haniaethol y cysyniadau hynny, a gallu rhesymu â nhw, yn greiddiol i ddysgu mathemateg.

en-gb	And essential to this is comprehension of, and proficiency with, the symbols and symbol systems used in mathematics.
cy-gb	A hanfodol i hyn yw deall y symbolau a’r systemau symbolau a ddefnyddir mewn mathemateg, a’r gallu i’w defnyddio.

en-gb	Applying mathematics requires strategic competence in the use of abstraction and modelling, and learners develop resilience, as well as a sense of achievement and enjoyment, as they overcome the challenges involved.
cy-gb	Er mwyn cymhwyso mathemateg mae angen gallu strategol o ran defnyddio syniadau haniaethol a modelu. Mae dysgwyr yn datblygu gwydnwch, yn ogystal â phroﬁ ymdeimlad o lwyddiant a mwynhad, wrth iddyn nhw oresgyn yr heriau sy’n codi.

en-gb	Subsequently, mathematical activities teach learners not to be afraid of unfamiliar or complex problems, as they can be reduced to a succession of simpler problems and, eventually, to basic computations.
cy-gb	O ganlyniad, mae gweithgareddau mathemategol yn dysgu’r dysgwyr i beidio â bod ag ofn problemau anghyfarwydd neu gymhleth. Mae hyn oherwydd y gellir eu crynhoi i gyfres o broblemau symlach ac, yn y pen draw, i gyfriﬁannau sylfaenol.

en-gb	As they reflect on the approaches used, and on their own mathematics and numeracy learning, learners can develop metacognitive skills which can help them identify steps to take to improve performance.
cy-gb	Wrth iddyn nhw fyfyrio ar y dulliau a ddefnyddiwyd, ac ar yr hyn a ddysgwyd ganddyn nhw am fathemateg a rhifedd, gall dysgwyr ddatblygu’r sgiliau metawybyddol sydd o gymorth iddyn nhw wybod pa gamau sydd angen eu cymryd er mwyn gwella eu perfformiad.

en-gb	Through this they can become ambitious, capable learners, ready to learn throughout their lives.
cy-gb	Trwy hyn gallan nhw ddod yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes.

en-gb	Experiences in this Area also contribute to developing enterprising, creative contributors, ready to play a full part in life and work.
cy-gb	Mae dysgu a phrofiad yn y Maes hwn hefyd yn cyfrannu at ddatblygu cyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith.

en-gb	These can encourage learners to be creative because it asks them to play, experiment, take risks and be flexible in tackling mathematical problems.
cy-gb	Gall hyn annog dysgwyr i fod yn greadigol, gan fod gofyn iddyn nhw chwarae, arbroﬁ, cymryd risg a bod yn hyblyg wrth fynd i’r afael â phroblemau mathemategol.

en-gb	Because mathematics is essentially abstract, it allows learners to operate with objects that do not physically exist, and to use and develop their creativity to imagine and discover new realities.
cy-gb	Gan fod mathemateg yn haniaethol yn ei hanfod, mae’n galluogi dysgwyr i ymwneud â gwrthrychau nad ydyn nhw’n bodoli’n fﬁsegol, ac i ddefnyddio a datblygu eu creadigrwydd er mwyn dychmygu a darganfod realiti newydd.

en-gb	It also supports numerical modelling and forecasting which can in turn encourage entrepreneurial thinking.
cy-gb	Mae hefyd yn ategu gwaith modelu a rhagfynegi rhifyddol sy’n gallu, yn ei dro, annog ffordd o feddwl entrepreneuraidd.

en-gb	Mathematics and numeracy can also help learners become ethical, informed citizens of Wales and the world by providing them with tools to analyse data critically, enabling them to develop informed views on social, political, economic and environmental issues.
cy-gb	Mae mathemateg a rhifedd hefyd yn gallu helpu dysgwyr i ddod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd drwy eu harfogi i ddadansoddi data yn feirniadol, gan eu galluogi i ddatblygu safbwyntiau gwybodus ar faterion cymdeithasol, gwleidyddol, economaidd ac amgylcheddol.

en-gb	It encourages clarity of thinking, allowing learners to understand and make reasoned decisions.
cy-gb	Mae’n annog meddwl clir, gan alluogi dysgwyr i ddeall a gwneud penderfyniadau sy’n dangos rhesymeg.

en-gb	In this Area, learners can encounter contexts involving health and personal finance, where they may develop the skills needed to manage their own finances, make informed decisions and become critical consumers.
cy-gb	Yn y Maes hwn, gall dysgwyr ddod ar draws sefyllfaoedd sy’n ymwneud ag iechyd a chyllid personol, lle gallan nhw ddatblygu’r sgiliau i reoli eu cyllid eu hunain, gwneud penderfyniadau gwybodus a dod yn ddefnyddwyr beirniadol.

en-gb	Experiences in this Area will help them learn to interpret information and data to assess risk, and to use their numeracy skills across the curriculum to make effective choices, all of which can help them become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy-gb	Bydd profiadau yn y Maes hwn o gymorth iddyn nhw ddysgu dehongli gwybodaeth a data er mwyn asesu risg, a defnyddio eu sgiliau rhifedd ar draws y cwricwlwm er mwyn gwneud dewisiadau effeithiol. Gall hyn oll fod o gymorth iddyn nhw ddod yn unigolion iach, hyderus sy’n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas.

en-gb	The number system is used to represent and compare relationships between numbers and quantities.
cy-gb	Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.

en-gb	Numbers are the symbol system for describing and comparing quantities.
cy-gb	Rhifau yw’r system symbolau ar gyfer disgriﬁo a chymharu meintiau.

en-gb	This will be the first abstract concept that learners meet in mathematics, and it helps to establish the principles of logical reasoning.
cy-gb	Dyma’r cysyniad haniaethol cyntaf y bydd dysgwyr yn dod ar ei draws ym mathemateg, ac mae’n gymorth i sefydlu egwyddorion rhesymu sy’n rhesymegol.

en-gb	In mathematics the number system provides learners with a basis for algebraic, statistical, probabilistic and geometrical reasoning, as well as for financial calculation and decision-making.
cy-gb	Ym mathemateg, mae’r system rifo’n sail i resymu o ran algebra, ystadegau, tebygolrwydd a geometreg, yn ogystal ag o ran cyfrifo ariannol a gwneud penderfyniadau.

en-gb	Knowledge of, and competence in, number and quantities are fundamental to learners’ confident participation in the world, and provide a foundation for further study and for employment.
cy-gb	Mae gwybodaeth a gallu ym maes rhifau a meintiau yn hanfodol ar gyfer cyfrannu’n hyderus mewn bywyd, ac yn cynnig sylfaen ar gyfer astudio pellach a chyﬂogaeth.

en-gb	Computational fluency is essential for problem-solving and progressing in all areas of learning and experience.
cy-gb	Mae rhuglder o ran cyfriﬁannu yn allweddol i ddatrys problemau a gwneud cynnydd ym mhob maes dysgu a phroﬁad.

en-gb	Fluency is developed through using the four basic arithmetic operations and acquiring an understanding of the relationship between them.
cy-gb	Datblygir rhuglder drwy ddefnyddio’r pedair gweithred rhifyddeg sylfaenol a datblygu dealltwriaeth o’r berthynas rhyngddyn nhw.

en-gb	This leads to preparing the way for using algebraic symbolisation successfully.
cy-gb	Mae hyn yn arwain at baratoi’r ffordd ar gyfer defnyddio symbolau algebra yn llwyddiannus.

en-gb	Algebra uses symbol systems to express the structure of mathematical relationships.
cy-gb	Mae algebra yn defnyddio systemau symbolau i fynegi strwythur perthnasoedd mathemategol.

en-gb	Algebra is the study of structures abstracted from computations and relations, and provides a way to make generalisations.
cy-gb	Mae algebra yn astudio’r strwythurau sydd ymhlyg mewn cyfriﬁannau a chydberthnasau, ac yn cynnig ffordd o gyffredinoli.

en-gb	Algebraic thinking moves away from context to structure and relationships.
cy-gb	Mae meddwl algebraidd yn symud o’r cyd-destun i’r strwythur a’r perthnasoedd.

en-gb	This powerful approach provides learners with the means to abstract important features and to detect and express mathematical structures of situations in order to solve problems.
cy-gb	Mae’r dull gweithredu pwerus hwn yn cynnig ffordd o gyrraedd at nodweddion haniaethol pwysig, a ffordd o ganfod a mynegi strwythurau mathemategol gwahanol sefyllfaoedd, gyda’r nod o ddatrys problemau.

en-gb	Algebra is a unifying thread running through the fabric of mathematics.
cy-gb	Mae algebra yn rhedeg fel llinyn cyswllt drwy frethyn mathemateg i gyd.

en-gb	Algebraic thinking is essential for reasoning, modelling and solving problems in mathematics and in a wide range of real-world contexts, including technology and finance.
cy-gb	Mae meddwl algebraidd yn hanfodol er mwyn rhesymu, modelu a datrys problemau ym mathemateg ac mewn amrywiaeth eang o gyd-destunau go iawn, gan gynnwys technoleg a chyllid.

en-gb	Making connections between arithmetic and algebra develops skills for abstract reasoning from an early age.
cy-gb	Mae gwneud cysylltiadau rhwng rhifyddeg ac algebra yn meithrin sgiliau ar gyfer rhesymu haniaethol o oedran cynnar.

en-gb	Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world.
cy-gb	Mae geometreg yn canolbwyntio ar berthnasoedd sy'n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.

en-gb	Geometry involves playing with, manipulating, comparing, naming and classifying shapes and structures.
cy-gb	Mae geometreg yn ymwneud â chwarae gyda siapiau a strwythurau, eu trin, eu cymharu, eu henwi a’u dosbarthu.

en-gb	The study of geometry encourages the development and use of conjecture, deductive reasoning and proof.
cy-gb	Mae astudio geometreg yn annog dysgwyr i ddatblygu a defnyddio dulliau dyfalu, rhesymu diddwythol a phrawf.

en-gb	Measurement allows the magnitude of spatial and abstract features to be quantified, using a variety of standard and non-standard units. It can also support the development of numerical reasoning.
cy-gb	Mae mesur yn golygu y gellir meintioli nodweddion gofodol a haniaethol, gan ddefnyddio amrywiaeth o unedau safonol ac ansafonol, a gall mesur hefyd ategu’r broses o ddatblygu dulliau rhesymu rhifyddol.

en-gb	Reasoning about the sizes and properties of shapes and their surrounding spaces helps learners to make sense of the physical world and the world of mathematical shapes.
cy-gb	Mae rhesymu ynghylch meintiau a phriodweddau siapiau a’r gofod o’u hamgylch yn cynnig modd i ddysgwyr wneud synnwyr o’r byd fﬁsegol a byd siapiau mathemategol.

en-gb	Geometry and measurement have applications in many fields, including art, construction, science and technology, engineering, and astronomy.
cy-gb	Gellir cymhwyso geometreg a mesur mewn sawl maes, gan gynnwys celf, adeiladu, gwyddoniaeth a thechnoleg, peirianneg, a seryddiaeth.

en-gb	Statistics represent data, probability models chance, and both support informed inferences and decisions.
cy-gb	Mae ystadegau yn cynrychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus.

en-gb	Statistics is the practice of collecting, manipulating and analysing data, allowing representation and generalisation of information.
cy-gb	Ystadegaeth yw’r arfer o gasglu, trin a dadansoddi data er mwyn gallu cynrychioli a chyffredinoli gwybodaeth.

en-gb	Probability is the mathematical study of chance, enabling predictions of the likelihood of events occurring.
cy-gb	Tebygolrwydd yw’r broses fathemategol o astudio siawns, er mwyn gallu rhagfynegi’r tebygrwydd y bydd rhywbeth yn digwydd.

en-gb	Statistics and probability rely on the application and manipulation of number and algebra.
cy-gb	Mae ystadegaeth a thebygolrwydd yn dibynnu ar gymhwyso a thrin rhifau ac algebra.

en-gb	Managing data and representing information effectively provide learners with the means to test hypotheses, draw conclusions and make predictions.
cy-gb	Mae rheoli data a chynrychioli gwybodaeth yn effeithiol yn cynnig ffordd o broﬁ rhagdybiaethau, dod i gasgliadau a gwneud rhagfynegiadau.

en-gb	The process of reasoning with statistics and probability, and evaluating their reliability, develops critical thinking and analytical skills that are fundamental to enabling learners to make ethical and informed decisions.
cy-gb	Mae rhesymu gan ddefnyddio ystadegau a thebygolrwydd, a gwerthuso pa mor ddibynadwy ydyn nhw, yn meithrin y sgiliau dadansoddi a meddwl beirniadol sy’n hollbwysig wrth wneud penderfyniadau egwyddorol a gwybodus.

en-gb	In the Mathematics and Numeracy Area of Learning and Experience (Area), the model of progression is based on the development of five interdependent proficiencies, outlined below.
cy-gb	Ym Maes Dysgu a Phrofiad Mathemateg a Rhifedd (Maes), mae'r model cynnydd yn seiliedig ar ddatblygu’r pum hyfedredd rhyngddibynnol, a amlinellir isod.

en-gb	This model of progression can be considered as both longitudinal and cross-sectional.
cy-gb	Gellir ystyried bod y model cynnydd hwn yn hydredol ac yn drawstoriadol.

en-gb	To ensure progress in any mathematics learning, proficiencies should be developed and connected in time and should also develop over time.
cy-gb	Er mwyn sicrhau cynnydd unrhyw ddysgu mewn mathemateg, dylid datblygu a chysylltu hyfedreddau ar yr un adeg, a dylid eu datblygu dros amser hefyd.

en-gb	Each proficiency may relate to multiple principles, and these are set out below.
cy-gb	Gall pob hyfedredd ymwneud â nifer o egwyddorion, ac mae’r egwyddorion wedi’u nodi isod.

en-gb	Proficiencies
cy-gb	Hyfedreddau

en-gb	The following interdependent proficiencies have been used in developing the descriptions of learning and are central to progression at each stage of mathematics learning.
cy-gb	Defnyddiwyd y hyfedreddau rhyngddibynnol canlynol wrth ddatblygu'r disgrifiadau dysgu ac maen nhw’n ganolog i gynnydd ar bob cam o ddysgu mathemateg.

en-gb	Numeracy involves applying and connecting these proficiencies in a range of real-life contexts, across the curriculum.
cy-gb	Mae rhifedd yn ymwneud â chymhwyso a chysylltu'r hyfedreddau hyn mewn amrywiaeth o gyd-destunau bywyd go iawn, ar draws y cwricwlwm.

en-gb	Mathematical concepts and ideas should be built on, deepened and connected as learners experience increasingly complex mathematical ideas.
cy-gb	Dylid adeiladu ar gysyniadau a syniadau mathemategol, a'u dyfnhau a'u cysylltu wrth i ddysgwyr gael profiad o syniadau mathemategol cynyddol gymhleth.

en-gb	Learners demonstrate conceptual understanding through being able to explain and express concepts, find examples (or non-examples) and by being able to represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.
cy-gb	Mae dysgwyr yn dangos dealltwriaeth gysyniadol drwy allu esbonio a mynegi cysyniadau, dod o hyd i enghreifftiau (neu anenghreifftiau) a thrwy allu cynrychioli cysyniad mewn gwahanol ffyrdd, gan lifo rhwng gwahanol gynrychioliadau, gan gynnwys rhaidiriaethol, gweledol, digidol a haniaethol.

en-gb	An increasing breadth of knowledge is achieved through the learners being introduced to new mathematical concepts, and depth of knowledge is achieved through learners being able to represent, connect and apply a concept in different ways and in different situations.
cy-gb	Mae ehangder gwybodaeth yn cynyddu drwy gyflwyno'r dysgwyr i gysyniadau mathemategol newydd, a cheir dyfnder gwybodaeth drwy sicrhau bod dysgwyr yn gallu cynrychioli a chymhwyso cysyniad, a chysylltu ag ef, mewn ffyrdd gwahanol ac mewn sefyllfaoedd gwahanol.

en-gb	The concepts that learners are introduced to will become increasingly complex, and understanding the way in which concepts connect will contribute to a growing understanding of the ideas within this Area.
cy-gb	Caiff dysgwyr eu cyflwyno i gysyniadau cynyddol gymhleth, a bydd deall y ffordd y mae cysyniadau yn cysylltu yn cyfrannu at ddealltwriaeth gynyddol o'r syniadau yn y Maes hwn.

en-gb	An understanding of how mathematical concepts underpin learning help learners make connections and transfer learning into new contexts.
cy-gb	Mae deall sut y mae cysyniadau mathemategol yn ategu'r dysgu yn helpu dysgwyr i greu cysylltiadau a throsglwyddo'r dysgu i gyd-destunau newydd.

en-gb	Learners should understand that the symbols they are using are abstractrepresentations and should develop greater flexibility with the application and manipulation of an increasing range of symbols, understanding the conventions of the symbols they are using.
cy-gb	Dylai dysgwyr ddeall bod y symbolau y maen nhw’n eu defnyddio yn gynrychioliadau haniaethol a dylen nhw ddatblygu mwy o hyblygrwydd wrth gymhwyso a thrin amrywiaeth gynyddol o symbolau, gan ddeall confensiynau'r symbolau y maen nhw’n eu defnyddio.

en-gb	The introduction and application of a new concept will involve developing an understanding of how symbols or expressions are abstract representations that succinctly describe a range of situations, thus contributing to a growing understanding of the nature of mathematics.
cy-gb	Bydd cyflwyno a chymhwyso cysyniad newydd yn ymwneud â meithrin dealltwriaeth o'r ffordd y mae symbolau neu fynegiannau yn gynrychioliadau haniaethol sy'n disgrifio amrywiaeth o sefyllfaoedd yn gynnil, a thrwy hynny'n cyfrannu at ddealltwriaeth gynyddol o natur mathemateg.

en-gb	The introduction of new symbols will add to the breadth of knowledge and the communication with symbols will contribute to refinement and growing sophistication in the use and application of skills.
cy-gb	Bydd cyflwyno symbolau newydd yn ychwanegu at ehanger gwybodaeth a bydd cyfathrebu gan ddefnyddio symbolau yn cyfrannu at fireinio sgiliau a soffistigeiddrwydd cynyddol wrth eu defnyddio a'u cymhwyso.

en-gb	As learners experience, understand and effectively apply increasingly complex concepts and relationships, fluency in remembering facts, relationships and techniques should grow, meaning that facts, relationships and techniques learned previously should become firmly established, memorable and usable.Development of fluency and accuracy reflects the refinement and a growing sophistication in the use and application of skills.
cy-gb	Dylai dysgwyr ddod yn gynyddol annibynnol wrth gydnabod a chymhwyso'r strwythurau a'r syniadau mathemategol sylfaenol mewn problem, er mwyn datblygu strategaethau i allu eu datrys.Mae adnabod strwythur mathemategol mewn problem a ffurfio problemau yn fathemategol er mwyn gallu eu datrys yn dibynnu ar ddealltwriaeth o'r syniadau a'r disgyblaethau yn y meysydd dysgu a phrofiad, ochr yn ochr â dyfnder gwybodaeth.

en-gb	As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts.
cy-gb	Wrth i ddysgwyr gael profiad o gysyniadau cynyddol gymhleth, dylen nhw hefyd feithrin dealltwriaeth o'r perthnasoedd rhwng y cysyniadau hyn ac oddi mewn iddyn nhw.

en-gb	They should apply logical reasoning about these relationships and be able to justify and prove them.
cy-gb	Dylen nhw gymhwyso rhesymu rhesymegol ynghylch y perthnasoedd hyn a gallu eu cyfiawnhau a'u profi.

en-gb	Justifications andproofshould become increasingly abstract, moving from verbal explanations, visual or concrete representations to abstract representations involving symbols and conventions.
cy-gb	Dylai'r cyfiawnhad a'rprawfddod yn gynyddol haniaethol, gan symud o esboniadau llafar a chynrychioliadau gweledol neu ddiriaethol i gynrychioliadau haniaethol sy'n ymwneud â symbolau a chonfensiynau.

en-gb	Refinement and growing sophistication in the use and application of skills will be demonstrated through the application of increasingly sophisticated logical reasoning.
cy-gb	Caiff y broses o fireinio sgiliau a soffistigeiddrwydd cynyddol wrth eu defnyddio a'u cymhwyso eu dangos drwy gymhwyso rhesymu rhesymegol cynyddol soffistigedig.

en-gb	The development of an understanding of relationships between mathematical concepts and the development of justifications and proofs, leads to a growing understanding of the nature of mathematics and helps learners make connections and transfer learning into new contexts.
cy-gb	Mae meithrin dealltwriaeth o'r perthnasoedd rhwng cysyniadau mathemategol a'r broses o ddatblygu cyfiawnhad a phrawf yn arwain at ddealltwriaeth gynyddol o natur mathemateg ac yn helpu dysgwyr i greu cysylltiadau a throsglwyddo’r dysgu i gyd-destunau newydd.

en-gb	The development of justifications and proof help support the increasing effectiveness of learners.
cy-gb	Mae'r broses o ddatblygu cyfiawnhad a phrawf yn helpu i gefnogi dysgwyr i fod yn gynyddol effeithiol.

en-gb	I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.
cy-gb	Rwyf wedi cael profiad o rifau a’u harchwilio mewn amgylcheddau sy’n llawn rhifau, dan do ac yn yr awyr agored, gan gael profiad o rai prifol, trefnol ac enwol.

en-gb	I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.
cy-gb	Rwy’n gallu sylwi ar rifau, eu hadnabod a’u hysgrifennu mewn amrywiaeth o gyfryngau, trwy ddull aml-synhwyrol, o 0 i 10 a heibio i hynny.

en-gb	I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.
cy-gb	Rwy’n gallu defnyddio iaith fathemategol i ddisgrifio meintiau, i wneud amcangyfrifon a chymariaethau megis ‘yn fwy na’, ‘yn llai na’, ‘yn hafal i’.

en-gb	I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.
cy-gb	Rwyf wedi cael proﬁad o gyfrif dilyniant o rifau, a hynny mewn gwahanol ffyrdd, gan gyfrif ymlaen ac yn ôl, a chan ddechrau ar wahanol rifau.

en-gb	I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably.
cy-gb	Rwy’n gallu defnyddio fy mhroﬁad o gyfrif dilyniant o rifau a chyfatebiaethun-i-un er mwyn cyfrif cyfresi’n ddibynadwy.

en-gb	I can count objects that I can touch, and ones that I cannot.
cy-gb	Rwy’n gallu cyfrif gwrthrychau y gallaf eu cyffwrdd, a’r rhai na allaf.

en-gb	I can read, write and interpret larger numbers, up to at least 1000, using digits and words.
cy-gb	Rwy’n gallu darllen, ysgrifennu a dehongli rhifau sy’n fwy, hyd at 1000 o leiaf, gan ddefnyddio digidau a geiriau.

en-gb	I can understand that the value of a number can be determined by the position of the digits.
cy-gb	Rwy’n gallu deall y gellir penderfynu ar werth rhif ar sail saﬂe’r digidau a ddefnyddir.

en-gb	I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.
cy-gb	Rwyf wedi ymgymryd â thasgau ymarferol i amcangyfrif a thalgrynnu rhifau i’r 10 neu’r 100 agosaf.

en-gb	I am beginning to estimate and check the accuracy of my answers, using inverse operations when appropriate.
cy-gb	Rwy’n dechrau amcangyfrif a gwirio cywirdeb fy atebion gan ddefnyddio gweithrediadau gwrthdro lle bo’n addas.

en-gb	I can order and sequence numbers, including odd and even numbers, and I can count on and back in step sizes of any wholenumber and simple unitfractions.
cy-gb	Rwy’n gallu trefnu a dilyniannu rhifau, gan gynnwys odrifau ac eilrifau, ac rwy’n gallu cyfrif ymlaen ac yn ôl mewn camau unffurf unrhyw rif cyfan a ffracsiynau unedol syml.

en-gb	I can use a range of representations to develop and secure my understanding that the value of a digit is related to its position.
cy-gb	Rwy’n gallu defnyddio amrywiaeth o gynrychioliadau i ddatblygu a chadarnhau fy nealltwriaeth fod gwerth digid yn ymwneud â’i safle.

en-gb	I can read, record and interpret numbers, using figures and words up to at least one million.
cy-gb	Rwy’n gallu darllen, ysgrifennu a dehongli rhifau, gan ddefnyddio fﬁgurau a geiriau hyd at ﬁliwn, o leiaf.

en-gb	I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions.
cy-gb	Rwy’n gallu defnyddio amywiaeth o gynrychioliadau i ymestyn fy nealltwriaeth o’r system rifau, gan gynnwys gwerthoedd negatif, degolion a ffracsiynau.

en-gb	I can accurately place integers, decimals and fractional quantities on a number line.
cy-gb	Rwy’n gallu gosod cyfanrifau, degolion a meintiau ffracsiynol yn gywir ar linell rhif.

en-gb	I can apply my understanding of number value to round and approximate appropriately.
cy-gb	Rwy’n gallu cymhwyso’r hyn rwy’n ei wybod am werth rhif er mwyn talgrynnu ac amcangyfrif lle bo’n addas.

en-gb	I can use standard index form to represent large and small numbers, performing calculations in context.
cy-gb	Rwy’n gallu defnyddio ffurf indecs safonol i gynrychioli rhifau mawr a bach ac i wneud cyfriﬁadau mewn cyd-destun.

en-gb	I can use appropriate rounding methods, including significant figures, to estimate values.
cy-gb	Rwy’n gallu defnyddio dulliau talgrynnu addas, gan gynnwys ffigurauystyrlon, i amcangyfrif gwerthoedd.

en-gb	I can use my knowledge that measurements are not always accurate, and are subject to tolerance and margins of error, to solve problems involving upper and lower bounds.
cy-gb	Er mwyn datrys problemau yn ymwneud â ffiniau uchaf ac isaf, rwy’n gallu defnyddio fy ngwybodaeth nad yw mesuriadau bob amser yn gywir, a bod rhaid ystyried goddefiant a lled gwall.

en-gb	I am beginning to understand that unitfractionsrepresent equal parts of a whole and are a way of describing quantities and relationships.
cy-gb	Rwy’n dechrau deall bod ffracsiynau unedol yn cynrychioli rhannau cyfartal o’r cyfan a’u bod yn ffordd o gyﬂeu meintiau a pherthnasoedd.

en-gb	I have experienced fractions in practical situations, using a variety of representations.
cy-gb	Rwyf wedi cael proﬁad o ffracsiynau mewn sefyllfaoedd ymarferol gan ddefnyddio amrywiaeth o gynrychioliadau.

en-gb	I have explored equivalent fractions and understand equivalent fraction relationships.
cy-gb	Rwyf wedi archwilio ffracsiynau cywerth ac rwy’n deall perthnasoedd ffracsiynau cywerth.