en-gb	There is extensive evidence, both from Estyn and from senior stakeholders across the system that effective collaboration has been much more challenging that was originally anticipated.
cy-gb	Mae yna dystiolaeth helaeth, gan Estyn a chan randdeiliaid uwch ar draws y system, fod cydweithredu effeithiol wedi bod yn llawer mwy o her nag a ragwelwyd i ddechrau.

en-gb	Different universities, necessarily have different processes and procedures for staffing, for course management, for quality assurance, for financial accounting and many other things as well.
cy-gb	Mae gan wahanol brifysgolion wahanol brosesau, o reidrwydd, a gwahanol weithdrefnau ar gyfer staffio, rheoli cyrsiau, sicrhau ansawdd, cyfrifon ariannol a llawer o bethau eraill hefyd.

en-gb	Despite some reported advantages of collaboration, (for example, sending a more coherent message to partner schools), bringing universities together into an effective management strategy for an individual Centre has in every case proved time consuming and sometimes impossible.
cy-gb	Er bod rhai manteision wedi’u crybwyll yn sgil cydweithredu, (er enghraifft, anfon neges fwy cydlynol at yr ysgolion sy’n bartneriaid i’r prifysgolion), mae dod â’r prifysgolion at ei gilydd mewn strategaeth reoli effeithiol i ganolfan unigol bob tro wedi llyncu amser ac weithiau wedi bod yn amhosibl.

en-gb	Perhaps a more direct challenge to the Centre concept is to ask, what, if they worked well, would Centres add to the quality and coherence of provision.
cy-gb	Her fwy uniongyrchol, o bosibl, i gysyniad y canolfannau fyddai gofyn: pe baen nhw’n gweithio’n dda, beth fyddai’r canolfannau’n ei ychwanegu at ansawdd a chydlynedd y ddarpariaeth.

en-gb	Only a few colleagues within the sector seem willing or able to answer that question positively.
cy-gb	Ychydig yn unig o gydweithwyr yn y sector sydd fel petaen nhw’n fodlon neu’n abl i ateb y cwestiwn hwn yn gadarnhaol.

en-gb	Despite the considerable achievements that have been made in managing the substantial reduction in ITE numbers since 2006, it now seems sensible to re-visit the Centre concept and ask whether it is the most effective way of managing provision in the future.
cy-gb	Er gwaethaf y cyraeddiadau sylweddol sydd wedi’u cyflawni wrth reoli’r gostyngiad sylweddol mewn niferoedd mewn AGA ers 2006, mae’n ymddangos bellach ei bod yn ddoeth edrych eto ar gysyniad y canolfannau a gofyn ai dyma’r ffordd fwyaf effeithiol o reoli’r ddarpariaeth yn y dyfodol.

en-gb	6.3 University leadership and support Universities in Wales remain central to the provision of initial teacher education.
cy-gb	6.3 Arweinyddiaeth a chymorth y prifysgolion Mae’r prifysgolion yng Nghymru yn dal yn ganolog i ddarpariaeth addysg gychwynnol athrawon.

en-gb	Unlike England or some states in the USA, there seems little appetite to move away from university led provision.
cy-gb	Yn wahanol i Loegr neu rai o daleithiau’r Unol Daleithiau, nid yw’n ymddangos bod fawr o awydd symud i ffwrdd oddi wrth ddarpariaeth sy’n cael ei harwain gan y prifysgolion.

en-gb	Employment based routes (GTP and Teach First), though important in their own ways, remain very small compared with the numbers enrolled in university led courses.
cy-gb	Er eu bod yn bwysig yn eu ffyrdd eu hunain, bach iawn o hyd yw’r llwybrau sydd wedi’u seilio ar gyflogaeth (GTP a Teach First), o’u cymharu â’r niferoedd sy’n ymrestru ar gyrsiau o dan arweiniad y prifysgolion.

en-gb	In some ways this is unsurprising.
cy-gb	Mewn rhai ffyrdd, does dim syndod yn hyn.

en-gb	Wales’ universities have a very strong tradition of engagement in teacher education.8 However, the fact that teacher education remains very much a university led process in Wales does not necessarily mean that the sector has been well served by contemporary universities.
cy-gb	Mae gan brifysgolion Cymru draddodiad cryf iawn o ymwneud ag addysg athrawon.8 Serch hynny, nid yw’r ffaith bod addysg athrawon yn dal yn broses sydd i raddau helaeth o dan arweiniad y prifysgolion yng Nghymru yn golygu o reidrwydd bod y sector wedi cael gwasanaeth da gan y prifysgolion cyfoes.

en-gb	On a number of key indices, teacher educators themselves seem less well supported than their colleagues in other disciplines and in other parts of the UK.
cy-gb	O ran nifer o fynegeion allweddol, mae addysgwyr yr athrawon eu hunain fel petaen nhw’n cael llawer llai o gymorth na’u cydweithwyr mewn disgyblaethau eraill ac mewn rhannau eraill o’r Deyrnas Unedig.

en-gb	In looking at current faculties and departments of Education in Wales, three features stand out as key indicators of quality of university support.
cy-gb	O edrych ar gyfadrannau ac adrannau addysg cyfredol Cymru, mae tair nodwedd yn dod i’r amlwg fel dangosyddion allweddol ynglyn ag ansawdd cymorth y prifysgolion.

en-gb	The first is the fact that in 2014, no single academic from any of the teacher education Centres was returned for the Research Excellence Framework (REF).
cy-gb	Y gyntaf yw’r ffaith na chafodd yr un academydd o unrhyw un o’r canolfannau addysg athrawon ei gofnodi yn 2014 ar gyfer y Fframwaith Rhagoriaeth Ymchwil (REF).

en-gb	REF/Research Assessment Exercise (RAE) returns for education in Wales have declined dramatically over the last three assessment periods (See Furlong and White 2001) and in the recent round, only Cardiff, which has only a very modest engagement with initial teacher education, was entered.
cy-gb	Mae cofnodion yr REF a’r Ymarfer Asesu Ymchwil (RAE) ar gyfer addysg yng Nghymru wedi dirywio’n ddirfawr dros y tri chyfnod asesu diwethaf (gweler Furlong a White 2001) ac yn y cylch diweddar, dim ond Caerdydd, sy’n ymwneud ag addysg gychwynnol athrawon ar raddfa bur ddi-nod, a gofnodwyd.

en-gb	While entry to the REF is not the only indicator of research activity, it is a vitally important benchmark.
cy-gb	Nid cymryd rhan yn yr REF yw’r unig ddangosydd ar gyfer gweithgarwch ymchwil, ond mae’n feincnod hanfodol bwysig.

en-gb	On this bench mark Wales has the lowest profile of any of the four home nations of the UK and by a very long way.
cy-gb	Ar sail y meincnod hwn, Cymru sydd â’r proffil isaf o blith y pedair gwlad yn y Deyrnas Unedig ac mae’n llusgo’n bell ar ôl y lleill.

en-gb	A second indicator is the number of staff employed on teaching only contracts within universities providing initial teacher education.
cy-gb	Dangosydd arall yw nifer y staff a gyflogir ar gontractau addysgu yn unig yn y brifysgolion sy’n darparu addysg gychwynnol athrawon.

en-gb	Contracts differ quite substantially across different universities.
cy-gb	Mae’r contractau’n amrywio’n bur sylweddol ar draws y gwahanol brifysgolion.

en-gb	However, in Bangor for example, only 6 of 39 FTE staff are on teaching and research contracts.9 In Aberystwyth there are 7 full time and 34 part time staff; of those 41 staff, 31 were on teaching only contracts.
cy-gb	Er hynny, ym Mangor er enghraifft, dim ond chwech o blith 39 o staff cyfartal ag amser-llawn sydd ar gontract addysgu ac ymchwilio.9 Yn Aberystwyth ceir saith o staff amser-llawn a 34 o staff rhan-amser; o’r 41 o staff hyn, contract addysgu yn unig oedd gan 31.

en-gb	While there are more robust staffing models in the other two Centres, outputs in terms of research remains very low.
cy-gb	Er bod gan y ddwy ganolfan arall fodelau staffio mwy cadarn, isel iawn yw’r allbwn o hyd yn nhermau ymchwil.

en-gb	A third indicator of effective investment might be numbers of staff with doctorates.
cy-gb	Trydydd dangosydd ynglyn â buddsoddi effeithiol fyddai niferoedd y staff sydd â doethuriaeth.

en-gb	These too are low; in Cardiff Metropolitan for example, despite the established staffing structure only 25% of academic staff teaching in Education have doctorates; amongst former Newport staff the number is 10% and in the South West Wales Centre, the figure is 14%.
cy-gb	Isel yw’r rhain hefyd; ym Mhrifysgol Metropolitan Caerdydd er enghraifft, er gwaethaf y strwythur staffio cydnabyddedig dim ond 25% o’r staff academaidd yn yr adran Addysg sydd â doethuriaeth; ymysg cyn-staff Casnewydd, y ffigur yw 10% ac yng Nghanolfan y De-orllewin, y ffigur yw 14%.

en-gb	What these figures collectively indicate is a substantial underinvestment and support for staffing by universities in their education departments and faculties.
cy-gb	Yr hyn y mae’r ffigurau hyn gyda’i gilydd yn ei ddangos yw diffyg buddsoddiad a diffyg cymorth sylweddol gan y prifysgolion i’r staff yn eu hadrannau a’u cyfadrannau addysg.

en-gb	A key challenge for the future therefore is how the universities can be encouraged to remedy this long term lack of investment in what is such a strategically important sector in Wales as a whole.
cy-gb	Un her allweddol at y dyfodol, felly, yw sut y gall y prifysgolion gael eu hannog i gywiro’r diffyg buddsoddiad hirdymor hwn mewn sector sydd mor bwysig yn strategol yng Nghymru yn ei chyfanrwydd.

en-gb	7. The Programme level In considering weaknesses at the programme level it is instructive to return to the five principles of high quality provision identified by the BERA-RSA (2014) Inquiry in their extensive reviews of the international research literature.
cy-gb	7. Lefel y rhaglen Wrth ystyried gwendidau ar lefel y rhaglen, dadlennol yw troi’n ôl at bum egwyddor darpariaeth o safon a nodwyd gan Ymchwiliad BERA-RSA (2014) yn eu hadolygiadau helaeth ar y llenyddiaeth ymchwil ryngwladol.

en-gb	To what extent does current provision match up to these criteria?
cy-gb	I ba raddau mae’r ddarpariaeth gyfredol yn cymharu’n ffafriol â’r meini prawf hyn?

en-gb	7.1 Ensure that ITE programmes attract the best and most suitable candidates to teacher education programmes Estyn (2012-3), the Tabberer Report (2013) and particularly the OECD (2014) all raise questions as to whether current ITE provision is attracting the highest quality candidates.
cy-gb	7.1 Sicrhau bod rhaglenni AGA yn denu’r ymgeiswyr gorau a mwyaf addas i raglenni addysg athrawon Mae Estyn (2012–3), Adroddiad Tabberer (2013) ac yn arbennig yr OECD (2014) i gyd yn codi cwestiynau a yw’r ddarpariaeth gyfredol mewn AGA yn denu ymgeiswyr o’r radd uchaf.

en-gb	While Teach First is making a welcome contribution to raising the quality, the numbers involved remain small.
cy-gb	Er bod Teach First yn gwneud cyfraniad derbyniol at wella’r ansawdd, mae’r niferoedd yn dal yn fach.

en-gb	More generally, it is evident that there are different challenges in terms of raising quality for different routes into teaching.
cy-gb	Yn fwy cyffredinol, mae’n amlwg bod yna heriau gwahanol o ran gwella’r ansawdd ar gyfer y gwahanol lwybrau i mewn i addysgu.

en-gb	With the PGCE the difficulty is to how raise entry standards in a market driven system where universities’ income is dependent on filling places and where students can easily move to England for their courses.
cy-gb	Yr anhawster o ran y TAR yw sut i godi safonau mynediad mewn system sy’n cael ei sbarduno gan y farchnad, lle mae incwm prifysgolion yn dibynnu ar lenwi lleoedd a lle mae’n hawdd i fyfyrwyr symud i Loegr i ddilyn eu cyrsiau.

en-gb	Able candidates, who might otherwise be committed to undertaking their teacher education in Wales, can easily opt for courses elsewhere in the UK if there are incentives to do so or if entry standards are lower.
cy-gb	Mae’n hawdd i ymgeiswyr galluog, a allai fel arall fod wedi ymrwymo i ddilyn eu haddysg athrawon yng Nghymru, ddewis cyrsiau mewn mannau eraill yn y Deyrnas Unedig os oes cymhellion i wneud hynny neu os yw’r safonau mynediad yn is.

en-gb	Evidence from UCET Cymru highlights the fact that financial incentives offered to students (which include scholarships offered by leading subject associations such as the Institute of Physics) are in some cases more generous in England than in Wales.10 This, course leaders suggest, is having a negative impact on their ability to recruit the highest quality candidates.
cy-gb	Mae tystiolaeth UCET Cymru yn amlygu’r ffaith bod y cymhellion ariannol a gynigir i fyfyrwyr (sy’n cynnwys ysgoloriaethau a gynigir gan gymdeithasau pynciau blaenllaw fel y Sefydliad Ffiseg) yn fwy hael weithiau yn Lloegr nag yng Nghymru.10 Mae arweinwyr cyrsiau’n awgrymu bod hyn yn amharu ar eu gallu i recriwtio ymgeiswyr o’r radd flaenaf.

en-gb	There are also differences from England in relation to entry requirements.
cy-gb	Mae yna wahaniaethau rhwng Cymru a Lloegr hefyd o ran gofynion mynediad.

en-gb	In Wales all candidates are expected to have at least a ‘B’ at GCSE in Maths and English; primary candidates are also expected to have at least level ‘C’ in Science.
cy-gb	Yng Nghymru disgwylir bod gan bob ymgeisydd o leiaf ‘B’ mewn TGAU mewn Mathemateg a Saesneg; disgwylir bod gan ymgeiswyr cynradd radd ‘C’ o leiaf mewn Gwyddoniaeth hefyd.

en-gb	Currently in England those requirements are lower.
cy-gb	Mae’r gofynion hyn yn is yn Lloegr ar hyn o bryd.

en-gb	While few would dispute that the Welsh requirements are highly desirable, some colleagues within the sector suggest that the fact that this requirement is different from England means that again some otherwise very able students are lost to teacher education in Wales.
cy-gb	Ychydig yn unig a fyddai’n dadlau nad yw’r gofynion Cymreig yn ddymunol iawn, ond mae rhai cydweithwyr yn y sector yn awgrymu unwaith eto fod y ffaith bod y gofynion yn wahanol yn golygu bod rhai myfyrwyr galluog iawn yn cael eu colli o addysg athrawon yng Nghymru.

en-gb	There are also concerns at the undergraduate level where the quality of entrants is not as high as that of many other comparable professional programmes.11 And there are questions as to whether the current three year undergraduate route is the most appropriate vehicle for attracting and producing the highest quality primary school teachers.
cy-gb	Ceir pryderon hefyd ar y lefel israddedig lle nad yw ansawdd yr ymgeiswyr mor uchel ag ansawdd llawer o raglenni proffesiynol tebyg.11 Ceir cwestiynau hefyd ai’r llwybr israddedig tair-blynedd cyfredol yw’r cyfrwng mwyaf priodol ar gyfer denu a chynhyrchu athrawon cynradd o’r radd flaenaf.

en-gb	Courses in the Republic of Ireland are in the process of moving from three to four years with a view to raising their quality.
cy-gb	Mae cyrsiau Gweriniaeth Iwerddon wrthi’n symud o dair blynedd i bedair, gyda golwg ar wella’u hansawdd.

en-gb	In Scotland and Northern Ireland, both of which attract much higher quality entrants, the degree is already four years in duration.
cy-gb	Yn yr Alban a Gogledd Iwerddon hefyd, ill dwy yn denu ymgeiswyr o ansawdd lawer gwell, mae’r radd eisoes yn para am bedair blynedd.

en-gb	As a consequence of the Donaldson Report in Scotland (Donaldson 2011), undergraduate education degrees in their traditional form are currently being phased out, with undergraduate education courses being more fully integrated into other university based disciplines.
cy-gb	O ganlyniad i Adroddiad Donaldson yn yr Alban (Donaldson 2011), mae graddau addysg israddedig yn eu ffurf draddodiadol yn dirwyn i ben, ac mae cyrsiau addysg israddedig yn cael eu hintegreiddio’n llawnach mewn disgyblaethau eraill yn y brifysgol.

en-gb	This is likely to raise the quality of intake further as well as place more emphasis on the personal and professional education of future primary school teachers.
cy-gb	Mae hyn yn debyg o wella ansawdd y mewnlifiad eto yn ogystal â rhoi mwy o bwyslais ar addysg bersonol a phroffesiynol athrawon ysgol gynradd y dyfodol.

en-gb	7.2 Offer academic awards that are competitive, practice-focused and built on relevant educational research As the Tabberer Report notes, there is clear evidence in Wales that courses are strongly practice focused and this is an important strength of the current system.
cy-gb	7.2 Cynnig dyfarniadau academaidd sy’n gystadleuol, sy’n canolbwyntio ar ymarfer ac sy’n cael eu hadeiladu ar sail ymchwil addysgol berthnasol Fel y nodir yn Adroddiad Tabberer, ceir tystiolaeth glir yng Nghymru fod y cyrsiau’n canolbwyntio’n gryf ar ymarfer ac mae hyn yn gryfder pwysig yn y system gyfredol.

en-gb	However, there is much less evidence that they are always built on relevant educational research.
cy-gb	Er hynny, ceir llawer iawn llai o dystiolaeth eu bod bob amser yn cael eu hadeiladu ar sail ymchwil addysgol berthnasol.

en-gb	As the BERA-RSA Report makes clear, there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
cy-gb	Fel y mae Adroddiad BERA-RSA yn egluro, dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy’n sail i’r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.

en-gb	Given that research is not explicitly referenced in any form in the current ‘Standards’ and given the lack of a robust research culture within teacher education in Wales at present, it is hard to see how these features of high quality teacher education can currently be in place.
cy-gb	O gofio nad oes cyfeiriad pendant o unrhyw fath at ymchwil yn y ‘Safonau’ cyfredol ac o gofio’r diffyg diwylliant ymchwil cadarn mewn addysg athrawon yng Nghymru ar hyn o bryd, mae’n anodd gweld sut gall y nodweddion hyn ar addysg athrawon o safon fod yn eu lle ar hyn o bryd.

en-gb	7.3 Develop strong links between theory and practice, in a way that helps students to understand and explore the interconnectedness of educational theories and classroom practices There is strong evidence internationally that this principle is central to ensuring high quality teacher education.
cy-gb	7.3 Datblygu cysylltiadau cryf rhwng theori ac ymarfer, mewn ffordd sy’n helpu’r myfyrwyr i ddeall ac ystyried y cysylltiadau rhwng theorïau addysg ac arferion yr ystafell ddosbarth Ceir tystiolaeth gref yn rhyngwladol fod yr egwyddor hon yn ganolog o ran sicrhau addysg athrawon o safon.

en-gb	As both the recent report on teacher education in Northern Ireland (DEL 2014) and the BERA-RSA Inquiry make clear, this involves the development of some form of ‘clinical practice’ in schools.
cy-gb	Fel yr eglurir gan yr adroddiad diweddar ar addysg athrawon yng Ngogledd Iwerddon (DEL 2014) ac Ymchwiliad BERA-RSA, mae hyn yn golygu datblygu rhyw fath o ‘ymarfer clinigol’ yn yr ysgolion.

en-gb	In clinical practice models of teacher education, the schools themselves play a leading role in key aspects of the training offered.
cy-gb	Mewn modelau addysg athrawon sy’n defnyddio ymarfer clinigol, mae’r ysgolion eu hunain yn chwarae rhan flaenllaw mewn agweddau allweddol ar yr hyfforddiant a gynigir.

en-gb	They provide careful mentoring with a staged development of students’ teaching experiences.
cy-gb	Maen nhw’n mentora’n ofalus ac yn datblygu profiadau addysgu’r myfyrwyr yn raddol.

en-gb	In addition however, such programmes also provide student teachers with routine opportunities to link their developing practical school experience with other forms of professional knowledge – with research, with theory and with knowledge of practice in other contexts.
cy-gb	Ond yn ychwanegol, mae’r rhaglenni hyn yn rhoi cyfleoedd fel rhan o’r drefn i’r darpar athrawon gyplysu’r profiad ymarferol y maen nhw’n ei ddatblygu yn yr ysgol â mathau eraill o wybodaeth broffesiynol – sef ag ymchwil, â theori ac â gwybodaeth o ymarfer mewn cyd-destunau eraill.

en-gb	It is the bringing together of these different forms of professional knowledge that encourages students to reflect, analyse and challenge what they are learning in their practical work.
cy-gb	Drwy ddod â’r mathau gwahanol hyn o wybodaeth broffesiynol at ei gilydd y mae’r myfyrwyr yn cael eu hannog i fyfyrio, dadansoddi a herio’r hyn y maen nhw’n ei ddysgu yn eu gwaith ymarferol.

en-gb	But if schools and universities are to work closely on the development of clinical practice models, then this demands a very different conception of ‘partnership’ from the one that is currently in place in most of Wales.
cy-gb	Ond os bwriedir i’r ysgolion a’r prifysgolion gydweithio’n agos i ddatblygu modelau ymarfer clinigol, yna mae hynny’n galw am gysyniad gwahanol iawn o ‘bartneriaeth’ i’r model sydd i’w weld yn y rhan fwyaf o Gymru ar hyn o bryd.

en-gb	At present it seems that most schools have only a small role in professional education, often with very small numbers of students.
cy-gb	Mae’n ymddangos ar hyn o bryd mai rhan fach yn unig sydd gan yr ysgolion mewn addysg broffesiynol, a hynny â nifer fach iawn o fyfyrwyr yn aml.

en-gb	Teacher education is undertaken primarily on a voluntary basis – an ‘add on’ to schools’ normal work.
cy-gb	Ar sail wirfoddol yn bennaf yr ymgymerir ag addysg athrawon – fel ychwanegiad at waith arferol yr ysgolion.

en-gb	Internationally however, there is strong evidence that in the most effective systems, universities work with much smaller numbers of schools which take larger numbers of students.
cy-gb	Yn rhyngwladol, fodd bynnag, mae yna dystiolaeth gref bod y prifysgolion yn y systemau mwyaf effeithiol yn cydweithio â niferoedd llawer llai o ysgolion, sy’n derbyn niferoedd llawer mwy o fyfyrwyr.

en-gb	Moreover, schools themselves are encouraged to take leading responsibility in key aspects of the training programme. The Programme level
cy-gb	Ar ben hynny, mae’r ysgolion eu hunain yn cael eu hannog i gymryd y prif gyfrifoldeb dros agweddau allweddol ar y rhaglen hyfforddi.

en-gb	One particular difficulty in encouraging schools to work in closer partnership with universities on a regular basis is that it is indeed voluntary.
cy-gb	Un anhawster penodol wrth annog ysgolion i weithio mewn partneriaeth agosach â phrifysgolion yn rheolaidd yw mai partneriaeth wirfoddol yw hon.

en-gb	As a result, it is widely reported that few schools are willing to make long term commitments, often withdrawing, sometimes at the last minute, particularly if they are facing an Estyn inspection.
cy-gb	Gan hynny, clywir yn aml mai ychydig yn unig o ysgolion sy’n fodlon rhoi ymrwymiad dros gyfnod hir, gan dynnu’n ôl, weithiau ar y funud olaf, yn enwedig os oes arolygiad gan Estyn yn eu hwynebu.

en-gb	What is needed therefore is the contribution of schools to initial teacher education to be much more publically recognised.
cy-gb	Yr hyn y mae ei angen, felly, yw i gyfraniad ysgolion at addysg gychwynnol athrawon gael ei gydnabod yn llawer mwy cyhoeddus.

en-gb	Making a systematic and sustained contribution to teacher education should be one way of demonstrating that a school is a good school, or is aspiring to be good.
cy-gb	Dylai cyfraniad systemataidd a chyson at addysg athrawon fod yn un ffordd o ddangos bod ysgol yn ysgol dda, neu’n ymdrechu i fod yn un dda.

en-gb	7.4 Establish strong links between initial teacher education and continuing professional development of teachers in schools The Masters in Educational Practice (MEP) has been a significant development in Wales in providing an important link between initial teacher education and early professional development.
cy-gb	7.4 Sefydlu cysylltiadau cryf rhwng addysg gychwynnol athrawon a datblygu proffesiynol parhaus i athrawon yn yr ysgolion Mae’r radd Meistr mewn Ymarfer Addysgol (MYA) wedi bod yn ddatblygiad arwyddocaol yng Nghymru o ran cynnig cysylltiad pwysig rhwng addysg gychwynnol athrawon a datblygu proffesiynol cynnar.

en-gb	Now the proposed new masters degree framework and the New Deal more generally, have the potential to ensure that teachers’ professional learning can be supported in a systematic way throughout their careers.
cy-gb	Bellach mae gan fframwaith y radd meistr newydd arfaethedig a’r Fargen Newydd yn fwy cyffredinol y potensial i sicrhau y gall gwaith dysgu proffesiynol athrawon gael ei gefnogi mewn modd systemataidd gydol eu gyrfa.

en-gb	However, while these are very positive developments there are currently no systematic links between those with responsibility for CPD, the new Consortia, and Wales’ teacher education Centres in universities.
cy-gb	Serch hynny, er bod y rhain yn ddatblygiadau cadarnhaol iawn, does dim cysylltiad systemataidd ar hyn o bryd rhwng y rhai sy’n gyfrifol am DPP, y Consortia newydd, a chanolfannau addysg athrawon Cymru yn y prifysgolion.

en-gb	Staff in university faculties and in departments of Education are a major resource for the more sustained development of the teaching force in Wales and at present that resource is significantly underutilised.
cy-gb	Mae’r staff yng nghyfadrannau’r prifysgolion ac yn yr adrannau addysg yn adnodd pwysig er mwyn datblygu’r gweithlu addysgu yng Nghymru mewn ffordd fwy cynaliadwy ac ar hyn o bryd mae cryn le i ddefnyddio rhagor ar yr adnodd.

en-gb	This may be the product of the lack of any systematic coordination and leadership of the sector as a whole.
cy-gb	Efallai fod hyn yn deillio o ddiffyg cydlynu systemataidd a diffyg arweinyddiaeth yn y sector yn ei gyfanrwydd.

en-gb	7.5 Ensure that all of the above principles are underpinned by a clear understanding of evidence about how student teachers learn to teach and that courses themselves are the constant subject of research and development As both the BERA-RSA and Northern Ireland (DEL 2014) reports make clear, much is known about the principles of effective professional learning both in initial teacher education and within CPD.
cy-gb	7.5 Sicrhau bod yr holl egwyddorion uchod wedi’u seilio ar ddealltwriaeth glir o dystiolaeth am sut mae darpar athrawon yn dysgu addysgu a bod y cyrsiau eu hunain yn destun gwaith ymchwilio a datblygu drwy’r amser Fel yr eglurir yn adroddiadau BERA-RSA a Gogledd Iwerddon (DEL 2014), mae llawer yn hysbys am egwyddorion gwaith dysgu proffesiynol effeithiol a hynny mewn addysg gychwynnol i athrawon ac mewn DPP.

en-gb	The most effective forms of provision draw on this knowledge in the design and implementation of their programmes and subject their own work to ongoing research in order to develop it further.
cy-gb	Mae’r mathau mwyaf effeithiol o ddarpariaeth yn defnyddio’r wybodaeth hon wrth ddylunio’u rhaglenni ac wrth roi’r rhaglenni hynny ar waith, ac maen nhw’n gwneud gwaith ymchwil barhaus ynglyn â’u gwaith eu hunain, er mwyn ei ddatblygu ymhellach.

en-gb	At present, however, as the Tabberer Report makes clear, there is little evidence that provision is based on such an approach.
cy-gb	Serch hynny, fel yr eglurir yn Adroddiad Tabberer, does dim llawer o dystiolaeth ar hyn o bryd fod y ddarpariaeth wedi’i seilio ar ymagwedd o’r fath.

en-gb	This may in part be attributable to the current narrowly conceived set of ‘Standards’ that, with Estyn inspections, govern the system.
cy-gb	Efallai fod hyn i’w briodoli’n rhannol i’r set gyfredol o ‘Safonau’ cul eu cysyniad sydd, ar y cyd ag arolygiadau Estyn, yn llywodraethu’r system.

en-gb	While Estyn inspections are very important, there is much more to university led professional education than is captured in an inspection process.
cy-gb	Er bod arolygiadau Estyn yn bwysig iawn, mae yna lawer mwy mewn addysg broffesiynol o dan arweiniad y prifysgolion nag a welir mewn proses arolygu.

en-gb	It is also true that the best courses are themselves the subject of on-going research and review.
cy-gb	Mae’n wir hefyd fod y cyrsiau gorau eu hunain yn destun gwaith ymchwilio ac adolygu parhaus.

en-gb	While there is now evidence that providers are developing and sharing more forms of data in order to monitor their work, this is not necessarily the same thing as taking a research based approach where there is a clear link to literature on professional education, as well as links to excellent practice elsewhere. Teaching Tomorrow’s Teachers
cy-gb	Er bod yna dystiolaeth bellach bod darparwyr yn datblygu ac yn rhannu rhagor o fathau o ddata i fonitro’u gwaith, nid yw hynny yr un fath o reidrwydd ag arddel ymagwedd sydd wedi’i seilio ar ymchwil lle ceir cysylltiad clir â llenyddiaeth ar addysg broffesiynol, yn ogystal â chysylltiadau ag arferion rhagorol mewn mannau eraill.

en-gb	8 Conclusion If Wales is to meet the challenges of educating its children effectively for the 21st century then high quality initial teacher education has a vitally important part to play.
cy-gb	8. Casgliad Os bwriedir i Gymru ateb her addysgu ei phlant yn effeithiol ar gyfer yr 21ain ganrif, yna mae gan addysg gychwynnol athrawon o safon ran hanfodol bwysig i’w chwarae.

en-gb	What is clear from the foregoing discussion is that on a wide range of different measures the present system is not fulfilling its role effectively.
cy-gb	Yr hyn sy’n glir ar sail y drafodaeth uchod yw nad yw’r system bresennol yn cyflawni ei gwaith yn effeithiol, a hynny ar ystod eang o fesurau gwahanol.

en-gb	There is evidence that it is falling well short of what we know is best practice in other parts of the UK and internationally.
cy-gb	Mae yna dystiolaeth ei bod yn syrthio’n brin iawn o’r arferion gorau sy’n hysbys mewn rhannau eraill o’r Deyrnas Unedig ac yn rhyngwladol.

en-gb	Moreover, the changes to curriculum and assessment being advocated by the Donaldson Review will significantly raise the bar in terms of what we expect of our teachers.
cy-gb	Ar ben hynny, bydd y newidiadau yn y cwricwlwm ac mewn asesu sy’n cael eu harddel gan Adolygiad Donaldson yn codi’r safon yn sylweddol o ran yr hyn yr ydyn ni’n ei ddisgwyl oddi wrth ein hathrawon.

en-gb	In the future, Wales will need a different type of teacher professional; one who has significantly more responsibility, one who understands the ‘why’ and the ‘how’ of teaching as well as the ‘what’.
cy-gb	Yn y dyfodol, bydd ar Gymru angen math gwahanol o athro ac athrawes broffesiynol; un sy’n ysgwyddo cryn dipyn yn fwy o gyfrifoldeb, un sy’n deall dulliau addysgu a’r rhesymau drostyn nhw yn ogystal â chynnwys yr addysgu.

en-gb	These aspirations have major implications for both initial teacher education and CPD.
cy-gb	Mae i’r dyheadau hyn oblygiadau pwysig ar gyfer addysg gychwynnol athrawon ac ar gyfer DPP.

en-gb	The case for change is therefore undeniable.
cy-gb	Mae’r achos o blaid newid felly yn ddiymwad.

en-gb	Changes are needed at all three levels of the initial teacher education system – the national level, the institutional level and the programme level.
cy-gb	Mae angen newid ar bob un o’r tair lefel yn y system addysg gychwynnol athrawon – y lefel genedlaethol, lefel y sefydliad a lefel y rhaglen.

en-gb	Much of the responsibility for the changes that are needed will lie beyond the direct purview of the Welsh Government.
cy-gb	Bydd llawer o’r cyfrifoldeb dros y newidiadau angenrheidiol y tu allan i faes uniongyrchol Llywodraeth Cymru.

en-gb	It is the universities both at their central and programme levels and practices in schools that need to change.
cy-gb	Yn y prifysgolion, ar eu lefel ganolog ac ar lefel eu rhaglenni, ac yn arferion yr ysgolion y mae angen gweld newid.

en-gb	What Government can do, however, is to set up the appropriate structures that will encourage and support the changes that are needed.
cy-gb	Ond yr hyn y gall Llywodraeth Cymru ei wneud yw sefydlu’r strwythurau priodol a fydd yn ategu’r newidiadau angenrheidiol.

en-gb	It is these structural changes that are the focus of options outlined in the next part of this Report.
cy-gb	Y newidiadau strwythurol hyn sydd o dan sylw yn yr opsiynau a amlinellir yn rhan nesaf yr Adroddiad hwn.

en-gb	SECTION B Initial Teacher Education in Wales – options for change SECTION B Initial Teacher Education in Wales – options for change Teaching Tomorrow’s Teachers
cy-gb	ADRAN B Addysg gychwynnol athrawon yng Nghymru – opsiynau ar gyfer newid Adran B 21

en-gb	The options for change in the structures governing initial teacher education in Wales take a number of different forms.
cy-gb	Mae i’r opsiynau ynglyn â newid y strwythurau sy’n llywodraethu addysg gychwynnol athrawon yng Nghymru sawl ffurf wahanol.

en-gb	The two most significant changes concern firstly the re-drafting of the ‘Standards’ for qualified teacher status.
cy-gb	Mae’r ddau newid mwyaf arwyddocaol yn ymwneud ag ailddrafftio’r ‘Safonau’ ynglyn â statws athro cymwysedig.

en-gb	As has already been noted, these Standards have a vitally important role to play in the shaping of provision.
cy-gb	Fel y nodwyd eisoes, mae gan y Safonau hyn ran hanfodol bwysig i’w chwarae wrth lunio’r ddarpariaeth.

en-gb	The second and related recommendation is that the Welsh Government revises its accreditation procedures for teacher education providers.
cy-gb	Yr ail argymhelliad, sy’n gysylltiedig â hyn, yw y dylai Llywodraeth Cymru ddiwygio’i gweithdrefnau ynglyn ag achredu darparwyr addysg athrawon.

en-gb	In combination with a new and more appropriate set of Standards, re-accreditation will allow the opportunity to consider a range of different factors that are important in raising the quality of provision, including the content of courses, the contribution of schools, the quality of providers and, indirectly, the leadership of the system overall.
cy-gb	Ar y cyd â set newydd a mwy priodol o Safonau, bydd ailachredu yn caniatáu cyfle i ystyried ystod o ffactorau gwahanol sy’n bwysig o ran gwella ansawdd y ddarpariaeth, gan gynnwys cynnwys y cyrsiau, cyfraniad yr ysgolion, ansawdd y darparwyr ac, yn anuniongyrchol, arweinyddiaeth y system drwyddi draw.

en-gb	However, re-accreditation also raises a number of other key questions such as: what should the accreditation process cover; which body should undertake the accreditation process; how many institutions should be accredited for the provision of initial teacher education; and how would re-accreditation affect the future role of Estyn?
cy-gb	Serch hynny, mae ailachredu hefyd yn codi nifer o gwestiynau allweddol eraill megis: pa beth y dylai’r broses achredu ei gynnwys; pa gorff a ddylai gynnal y broses achredu; sawl sefydliad a ddylai gael eu hachredu i ddarparu addysg gychwynnol athrawon; a sut byddai ailachredu’n effeithio ar rôl Estyn yn y dyfodol?

en-gb	In addition to these two key measures, there are further specific options that need to be considered in relation to: entry requirements and financial incentives for student teachers; the future of the undergraduate route into teaching – the BA (QTS) degree; research capacity; and the links between initial teacher education and further professional development.
cy-gb	Ar ben y ddau fesur allweddol hyn, mae yna opsiynau penodol eraill y mae angen eu hystyried o ran y canlynol: gofynion mynediad a chymhellion ariannol i ddarpar athrawon; dyfodol y llwybr israddedig i mewn i addysgu – y radd BA (SAC); capasiti ymchwil; a’r cysylltiadau rhwng addysg gychwynnol athrawon a datblygu proffesiynol pellach.

en-gb	In each case the options set out below need to be evaluated in terms of their potential contribution to raising the quality of the system, their value for money and their ‘achievability’.
cy-gb	Ym mhob achos mae angen i’r opsiynau isod gael eu cloriannu yn nhermau eu cyfraniad posibl at wella ansawdd y system, eu gwerth am arian a pha mor ‘gyflawnadwy’ ydyn nhw.

en-gb	Introduction 9. Options for future accreditation of initial teacher education programmes At present, under Regulation 7 of the School Teachers Qualifications (Wales) Regulations 2012, all providers of initial teacher education in Wales are required to seek accreditation from HEFCW.
cy-gb	9. Opsiynau ynglyn ag achredu rhaglenni addysg gychwynnol athrawon yn y dyfodol Ar hyn o bryd, o dan Reoliad 7 o Reoliadau Cymwysterau Athrawon Ysgol (Cymru) 2012, mae’n ofynnol i holl ddarparwyr addysg gychwynnol athrawon yng Nghymru geisio achrediad gan CCAUC.

en-gb	The accreditation process has a number of different dimensions.
cy-gb	Mae i’r broses achredu nifer o ddimensiynau gwahanol.

en-gb	The broad framework is established by Criteria set out by Welsh Ministers from time to time.
cy-gb	Mae’r fframwaith bras yn cael ei sefydlu drwy gyfrwng meini prawf a nodir gan Weinidogion Cymru o dro i dro.

en-gb	These criteria briefly cover a range of different issues such as entry requirements, partnership with schools and quality assurance.
cy-gb	Mae’r meini prawf hyn yn ymdrin yn fyr ag ystod o faterion gwahanol megis gofynion mynediad, partneriaethau ag ysgolion a sicrhau ansawdd.

en-gb	On the content of programmes, there is an explicit reference to the need for providers to ‘Design the content, structure and delivery of training to enable trainees to demonstrate that they have met the QTS Standards.’12 The primary evidence used by HEFCW in assessing whether providers have indeed met the specified Criteria are Estyn’s periodic inspection reports of providers.
cy-gb	O ran cynnwys y rhaglenni, ceir cyfeiriad pendant at yr angen i’r darparwyr ‘gynllunio cynnwys, strwythur a darpariaeth hyfforddiant i alluogi hyfforddeion i ddangos bod ganddynt Safonau SAC’.12 Y brif dystiolaeth a ddefnyddir gan CCAUC wrth asesu a yw’r darparwyr wedi bodloni’r meini prawf penodedig mewn gwirionedd yw adroddiadau Estyn ar eu harolygiadau o’r darparwyr o dro i dro.

en-gb	Here too the QTS standards have a central role.
cy-gb	Yma hefyd mae gan y safonau SAC ran ganolog i’w chwarae.

en-gb	In other words, in the current accreditation arrangements, the QTS Standards play a central, if not defining role.
cy-gb	Mewn geiriau eraill, yn y trefniadau achredu cyfredol, mae Safonau SAC yn chware rôl ganolog, os nad y rôl ddiffiniol.

en-gb	As was noted in 5.3, the current QTS Standards in Wales, like those of England, are conceptualised primarily as a set of competences.
cy-gb	Fel y nodwyd yn 5.3, mae Safonau SAC presennol Cymru, fel safonau Lloegr, yn cael eu cyfleu’n bennaf fel set o gymwyseddau.

en-gb	As the Handbook of Guidance on the QTS Standards states, ‘The QTS Standards are outcome statements which set out what trainees must know, understand and be able to do at the end of an ITT course or employment based programme to gain QTS’.
cy-gb	Fel y nodir yn y Llawlyfr Canllawiau ar Safonau SAC, ‘Datganiadau o ganlyniadau yw’r Safonau SAC sy’n nodi’r hyn y mae’n rhaid i hyfforddeion ei wybod, ei ddeall a gallu ei wneud ar ddiwedd cwrs HCA er mwyn ennill SAC’.

en-gb	And in the majority of cases, what it is specified they should ‘know and do’, relates to a range of government specified directives and advisory documents.
cy-gb	Ac mae’r hyn y pennir ran amlaf y dylen nhw ‘ei wybod a’i wneud’ yn ymwneud ag ystod o gyfarwyddydau a dogfennau cynghori sydd wedi’u pennu gan y llywodraeth.

en-gb	As was also noted, it is significant that the Standards are conceptualised as a set of ‘stand alone’ competences.
cy-gb	Fel y nodwyd hefyd, mae’n arwyddocaol bod cysyniad y Safonau wedi’i gyfleu fel set o gymwyseddau sy’n sefyll ar eu pen eu hunain.

en-gb	Unlike those of Scotland or the Republic of Ireland,13 they are not conceptualised as part of lifelong professional development.
cy-gb	Yn wahanol i safonau’r Alban neu Weriniaeth Iwerddon,13 does dim cysyniad ynddyn nhw i awgrymu eu bod yn rhan o ddatblygu proffesiynol gydol oes.

en-gb	Given that the Standards for Newly Qualified Teachers in Wales are so narrowly competency based and given that they are not clearly linked to teachers’ future professional learning, it raises questions as to whether, in their current form, they are actually appropriate as the primary driver for institutional accreditation.
cy-gb	O gofio bod y Safonau ar gyfer Athrawon Newydd Gymhwyso yng Nghymru wedi’u seilio ar gymwyseddau mewn modd mor gul ac o gofio nad oes cysylltiad eglur rhyngddyn nhw a gwaith dysgu proffesiynol athrawon yn y dyfodol, mae hyn yn codi’r cwestiwn a ydyn nhw, yn eu ffurf gyfredol, yn briodol mewn gwirionedd fel y prif sbardun o ran achredu sefydliadau.

en-gb	Certainly when considered in relation to the vision of teacher professionalism foreshadowed by the Donaldson Review (2015) or compared with practice in other jurisdictions, they seem overly restricted.
cy-gb	Yn sicr o’u hystyried mewn perthynas â’r weledigaeth o broffesiynoldeb athrawon a ragwelir gan Adolygiad Donaldson (2015) neu o’u cymharu â’r arferion mewn awdurdodaethau eraill, maen nhw’n ymddangos yn rhy gyfyng.

en-gb	In Scotland for example, the General Teaching Council for Scotland (GTCS) Standards for Initial Registration (GTCS 2012), which are also used in accreditation processes, explicitly recognise that teaching is a complex professional activity, demanding high levels skills, knowledge and professional judgments all of which need to be developed throughout teachers’ professional careers.
cy-gb	Yn yr AIban er enghraifft, mae Safonau Cofrestru Cychwynnol Cyngor Addysgu Cyffredinol yr Alban (GTCS 2012), sydd hefyd yn cael eu defnyddio mewn prosesau achredu, yn cydnabod yn bendant fod addysgu’n weithgaredd proffesiynol cymhleth, sy’n galw am sgiliau, gwybodaeth a barn broffesiynol ar lefel uchel, y mae’n rhaid i bob un ohonyn nhw gael eu meithrin drwy gydol gyrfa broffesiynol yr athrawon.

en-gb	There is also a strong emphasis on knowledge and understanding derived from multiple sources such as research and theory, as well as covering what students should ‘know and do’.
cy-gb	Ceir pwyslais cryf hefyd ar wybodaeth a dealltwriaeth sy’n deillio o sawl ffynhonnell megis ymchwil a theori, yn ogystal ag ymdrin â’r hyn y dylai myfyrwyr ei ‘wybod a’i wneud’.

en-gb	Standards are conceptualised as developmental: there is an explicit and clear link between the Standards student teachers need to have acquired at the end of their training and those needed at the end of their probationary period, when they apply for full registration with the GTCS.14 In broad terms therefore, the Standards for Initial Registration Scotland set out a developmental curriculum for the university, as well as the school contribution to initial teacher education.
cy-gb	Cysyniad datblygiadol sydd i’r Safonau hyn: ceir cysylltiad pendant a chlir rhwng y Safonau y mae angen i ddarpar athrawon fod wedi’u sicrhau erbyn diwedd eu hyfforddiant a’r rhai y mae eu hangen ar ddiwedd eu cyfnod prawf, pan fyddan nhw’n ymgeisio am gofrestru’n llawn gyda’r GTCS.14 Yn fras felly, mae Safonau’r Alban ar gyfer Cofrestru Cychwynnol yn nodi cwricwlwm datblygiadol ar gyfer cyfraniad y brifysgol, yn ogystal â chyfraniad yr ysgol, at addysg gychwynnol athrawon.

en-gb	It is these Standards that are then used as a basis for institutional accreditation.
cy-gb	Y safonau hyn sy’n cael eu defnyddio wedyn yn sail ar gyfer achredu sefydliadau.

en-gb	In the Republic of Ireland the accreditation process goes further.
cy-gb	Yng Ngweriniaeth Iwerddon, mae’r broses achredu’n mynd ymhellach.

en-gb	The Teaching Council’s Criteria and Guidelines for Programme Providers (Teaching Council 2011) not only outlines, in broad terms, a content for courses, it also sets out criteria for assessing the quality of providers themselves.
cy-gb	Mae Meini Prawf a Chanllawiau’r Cyngor Addysgu i Ddarparwyr Rhaglenni (Y Cyngor Addysgu 2011) nid yn unig yn rhoi amlinelliad bras o gynnwys cyrsiau, mae hefyd yn nodi meini prawf ar gyfer asesu ansawdd y darparwyr eu hunain.

en-gb	These include minimum requirements for staff.
cy-gb	Mae’r rhain yn cynnwys gofynion ynglyn â’r staff.

en-gb	For example, all university staff must be research active; they should hold qualifications at least one level higher than those they are teaching; student staff ratios on teacher education programmes should be no more than 15:1.
cy-gb	Er enghraifft, rhaid i’r holl staff yn y prifysgolion fod yn weithredol mewn ymchwil; dylai fod ganddyn nhw gymwysterau sydd o leiaf un lefel un uwch na’r rhai y maen nhw’n eu haddysgu; ni ddylai cymarebau staff:myfyrwyr ar raglenni addysg athrawon fod yn fwy na 1:15.

en-gb	What evidence from other countries suggests is that there is considerable potential to address some of the current deficiencies in teacher education provision in Wales, if the accreditation procedures and the underlying QTS standards were themselves revised.
cy-gb	Yr hyn sy’n cael ei awgrymu yn y dystiolaeth o wledydd eraill yw bod cryn botensial i fynd i’r afael â rhai o ddiffygion presennol y ddarpariaeth addysg athrawon yng Nghymru, pe bai’r gweithdrefnau achredu a’r safonau SAC sy’n sail iddyn nhw yn cael eu diwygio.

en-gb	This then leads to a range of possible options:
cy-gb	Mae hyn yn arwain wedyn at ystod o opsiynau posibl:

en-gb	Option 9.1 Status quo.
cy-gb	Opsiwn 9.1 Y status quo.

en-gb	Re-accreditation using Estyn inspection information against the current Standards
cy-gb	Ailachredu gan ddefnyddio gwybodaeth o arolygiadau Estyn o’i chymharu â’r Safonau cyfredol

en-gb	If the Government agrees that re-accreditation is necessary, then the quickest way to undertake that process would be by using existing procedures.
cy-gb	Os bydd y Llywodraeth yn cytuno bod angen ailachredu, yna y ffordd gyflymaf i wneud hynny fyddai defnyddio’r gweithdrefnau presennol.

en-gb	However, this would be unlikely to ensure good practice as defined by the international literature; Wales’s accreditation procedures have not done so in the past and therefore seem unlikely to do so in the future.
cy-gb	Er hynny, nid yw’n debyg y byddai hynny’n sicrhau arferion da fel y mae’r rheiny wedi’u diffinio yn y llenyddiaeth ryngwladol; nid yw gweithdrefnau achredu Cymru wedi gwneud hynny yn y gorffennol ac mae’n ymddangos yn debyg felly na fydden nhw’n gwneud hynny yn y dyfodol.

en-gb	Option 9.2 Re-accreditation with a revised set of developmental standards including a broadly specified curriculum as in Scotland
cy-gb	Opsiwn 9.2 Ailachredu â set ddiwygiedig o safonau datblygiadol, gan gynnwys cwricwlwm wedi’i bennu’n fras, fel yn yr Alban

en-gb	Certainly including some reference to a broadly specified curriculum to be covered in both universities and schools would be a valuable development; indeed it would be essential if the aspirations of the Donaldson Review (2015) are to be achieved.
cy-gb	Mae’n sicr y byddai rhyw gyfeiriad at gwricwlwm bras i’w drin a’i drafod yn y prifysgolion ac yn yr ysgolion yn ddatblygiad gwerthfawr; yn wir byddai’n hanfodol os bwriedir gwireddu dyheadau Adolygiad Donaldson (2015).

en-gb	Such an approach would recognise and value the distinctive but complementary contribution of both contexts for professional education.
cy-gb	Byddai ymagwedd o’r fath yn cydnabod ac yn gwerthfawrogi cyfraniad gwahanol ond cydategol y ddau gyd-destun ar gyfer addysg broffesiynol.

en-gb	It would also be an advantage if the standards underpinning the accreditation process were conceptualised as developmental, with clear links to probation and early professional development.
cy-gb	Byddai’n fanteisiol hefyd pe bai’r safonau sy’n sail i’r broses asesu’n cael eu seilio ar gysyniad datblygiadol, gyda chysylltiadau clir â’r cyfnod prawf a datblygu proffesiynol cynnar.

en-gb	Initial teacher education would then link more appropriately with Wales’ proposed new Masters programme than is possible at present.
cy-gb	Wedyn ceid cysylltiad mwy priodol rhwng addysg gychwynnol athrawon a’r rhaglen Meistr newydd arfaethedig yng Nghymru nag sy’n bosibl ar hyn o bryd.

en-gb	A developmental set of standards would also encourage greater collaboration than at present between different providers – universities, Consortia and Masters’ providers such as the Masters in Educational Practice (MEP).
cy-gb	Byddai set ddatblygiadol o safonau hefyd yn hybu mwy o gydweithredu nag ar hyn o bryd rhwng darparwyr gwahanol – prifysgolion, Consortia a darparwyr graddau Meistr megis y radd Meistr mewn Ymarfer Addysgol (MYA).

en-gb	Option 9.3 Re-accreditation as in 9.2 but with revised criteria, including minimum standards for providers, as in the Republic of Ireland.
cy-gb	Opsiwn 9.3 Ailachredu fel yn 9.2 ond â meini prawf diwygiedig, gan gynnwys safonau gofynnol i ddarparwyr, fel yng Ngweriniaeth Iwerddon

en-gb	Given that one of the key weaknesses of current provision outlined in Section A has been the lack of investment by universities in their departments and faculties of education, then specifying a set of minimum standards for providers could have an important part to play in raising quality.
cy-gb	O gofio mai diffyg buddsoddiad y prifysgolion yn eu hadrannau a’u cyfadrannau addysg yw un o’r prif wendidau yn y ddarpariaeth gyfredol a amlinellwyd yn Adran A, yna fe allai pennu set o safonau gofynnol i ddarparwyr chwarae rhan bwysig wrth wella ansawdd.

en-gb	Only if teacher education attracts high quality staff with the appropriate professional and academic qualifications and only if, once they are in post, they are given the right support by their universities in terms of their employment contracts and the opportunities to develop as active researchers themselves, can we expect the system to improve.
cy-gb	Dim ond os bydd addysg athrawon yn denu staff o safon a chanddyn nhw’r cymwysterau proffesiynol ac academaidd priodol a dim ond, ar ôl eu penodi, os cân nhw’r cymorth cywir gan eu prifysgolion o ran eu contractau cyflogaeth a’r cyfleoedd i ddatblygu fel ymchwilwyr gweithredol eu hunain, y gallwn ddisgwyl gweld y system yn gwella.

en-gb	Option 9.4 Re-accreditation as in 9.3 but with a revised set of standards, including minimum standards for partnerships with schools
cy-gb	Opsiwn 9.4 Ailachredu fel yn 9.3 ond â set ddiwygiedig o safonau, gan gynnwys safonau gofynnol ar gyfer partneriaethau ag ysgolion

en-gb	One of the major weaknesses with the majority of teacher education both in the UK and the Republic of Ireland is that the contribution of schools has, except in a small number of instances, remained underdeveloped.
cy-gb	Un o wendidau mawr y rhan fwyaf o’r addysg athrawon yn y Deyrnas Unedig ac yng Ngweriniaeth Iwerddon yw bod cyfraniad yr ysgolion heb ei ddatblygu’n ddigonol, ac eithrio mewn nifer fach o achosion.

en-gb	As the BERA-RSA (2014) inquiry made clear, the development of ‘research informed clinical practice’ is the hallmark of the very best teacher education pro- grammes internationally.
cy-gb	Fel yr eglurodd Ymchwiliad BERA-RSA (2014), datblygu ‘ymarfer clinigol sydd wedi’i lywio gan ymchwil’ yw prif nodwedd y rhaglenni addysg athrawon gorau un yn rhyngwladol.

en-gb	However, it demands a very different form of ‘partnership’ from that currently in place in most of Wales.
cy-gb	Serch hynny, mae hyn yn galw am fath gwahanol iawn o ‘bartneriaeth’ i’r un a welir yn y rhan fwyaf o Gymru ar hyn o bryd.

en-gb	Schools themselves have to have a leading role in key parts of programmes, in that they have to take a whole school approach to professional education and they have to work in close collaboration with their university partners.
cy-gb	Mae’n rhaid i’r ysgolion eu hunain gael rhan flaenllaw i’w chwarae mewn rhannau allweddol o’r rhaglenni, yn yr ystyr bod rhaid iddyn nhw arddel ymagwedd ysgol-gyfan at addysg broffesiynol a bod rhaid iddyn nhw weithio mewn cydweithrediad agos â’u partneriaid yn y brifysgol.

en-gb	In addition, programmes have to develop systematic ways of integrating what student teachers learn in school, with other forms of professional knowledge that they acquire through their universities.
cy-gb	Hefyd, mae’n rhaid i raglenni ddatblygu ffyrdd systemataidd o integreiddio’r hyn y mae’r darpar athrawon yn ei ddysgu yn yr ysgol â’r mathau eraill o wybodaeth broffesiynol y maen nhw’n eu codi drwy eu prifysgolion.

en-gb	Although most accreditation criteria, including those in Wales, specify in broad terms that teacher education programmes must be based on the principles of partnerships with schools, too often that aspiration is not realised in practice.
cy-gb	Er bod y mwyafrif o feini prawf achredu, gan gynnwys meini prawf Cymru, yn pennu’n fras fod rhaid i raglenni addysg athrawon gael eu seilio ar egwyddorion partneriaeth ag ysgolion, yn rhy aml nid yw’r dyhead yn cael ei wireddu’n ymarferol.

en-gb	A revised set of accreditation criteria which focus in detail on the nature of university/ school partnerships and which give schools leading responsibilities in key aspects of ITE programmes, could give Wales the opportunity to devise more consistent and effective practice than currently happens elsewhere in the UK.
cy-gb	Gallai set ddiwygiedig o feini prawf achredu a fyddai’n canolbwyntio’n fanwl ar natur y bartneriaeth rhwng prifysgolion ac ysgolion ac a fyddai’n rhoi’r prif gyfrifoldeb dros agweddau allweddol ar raglenni AGA i’r ysgolion, roi cyfle i Gymru ddyfeisio arferion mwy cyson ac effeithiol nag sy’n digwydd ar hyn o bryd mewn mannau eraill yn y Deyrnas Unedig.

en-gb	RECOMMENDATION 1.
cy-gb	ARGYMHELLIAD 1.

en-gb	That the Welsh Government, as a matter of priority, revises the Standards for Newly Qualified Teachers in line with the principles specified in Option 9.4
cy-gb	Y dylai Llywodraeth Cymru ddiwygio’r Safonau ar gyfer Athrawon Newydd Gymhwyso yn unol â’r egwyddorion a bennwyd yn Opsiwn 9.4, a hynny fel mater o flaenoriaeth

en-gb	That the Welsh Government establishes a revised accreditation process for providers of initial teacher education as described in Option 9.4
cy-gb	Y dylai Llywodraeth Cymru sefydlu proses achredu ddiwygiedig i ddarparwyr addysg gychwynnol athrawon fel y’i disgrifiwyd yn Opsiwn 9.4

en-gb	Teaching Tomorrow’s Teachers 10. Options for a future accreditation body Accreditation of initial teacher education providers is undertaken on behalf of the Welsh Government by the Higher Education Funding Council for Wales (HEFCW).
cy-gb	10. Opsiynau ynglyn â chorff achrededig yn y dyfodol Cyngor Cyllido Addysg Uwch Cymru (CCAUC) sy’n achredu darparwyr addysg gychwynnol athrawon ar ran Llywodraeth Cymru.

en-gb	At present, accreditation is a ‘one off’ process – once providers have been approved, they remain accredited unless evidence is provided by Estyn that a particular provider is no longer compliant.
cy-gb	Ar hyn o bryd, proses ‘untro’ yw achredu – pan fydd darparwyr wedi’u hachredu, maen nhw’n cadw’r achrediad oni bai bod Estyn yn dangos tystiolaeth nad yw darparwr penodol yn cydymffurfio â’r gofynion mwyach.

en-gb	In those circumstances, there are established procedures for addressing ‘non-compliance’ including the potential withdrawal of accreditation.
cy-gb	O dan yr amgylchiadau hynny, mae yna weithdrefnau gosod i fynd i’r afael â ‘diffyg cydymffurfio’, gan gynnwys y posibilrwydd o dynnu’r achrediad yn ôl.

en-gb	As was noted above, the current procedures are primarily paper based.
cy-gb	Fel y nodwyd uchod, gweithdrefnau ar bapur yn bennaf yw’r gweithdrefnau cyfredol.

en-gb	Potential new providers are required to submit a 15 page proposal outlining provision under a set of standard headings such as ‘recruitment of trainees’, ‘quality assurance and compliance’ and ‘financial management’.
cy-gb	Mae’n ofynnol i ddarparwr posibl newydd gyflwyno cynnig 15-tudalen yn amlinellu’r ddarpariaeth o dan set o benawdau safonol megis ‘recriwtio hyfforddeion’, ‘sicrhau ansawdd a chydymffurfio’ a ‘rheolaeth ariannol’.

en-gb	The proposal is then reviewed by an accreditation panel, chaired by a member of HEFCW Council.
cy-gb	Mae’r cynnig yn cael ei adolygu wedyn gan banel achredu, o dan gadeiryddiaeth aelod o Gyngor CCAUC.

en-gb	Panel members are selected on the basis of having appropriate expertise.
cy-gb	Mae aelodau paneli’n cael eu dewis ar y sail bod ganddyn nhw arbenigedd priodol.

en-gb	There are a number of distinctive features to note about current procedures.
cy-gb	Mae sawl nodwedd benodol i’w nodi ynglyn â’r gweithdrefnau cyfredol.

en-gb	Firstly, it is relatively ‘light touch’; unless there is strong evidence from Estyn that a particular provider is non-compliant, accreditation remains in place.
cy-gb	Yn gyntaf, mae’n drefn gymharol ‘ysgafn’; oni bai bod yna dystiolaeth gref oddi wrth Estyn nad yw darparwr penodol yn cydymffurfio, mae’r achrediad yn parhau.

en-gb	Secondly, it is undertaken by the Higher Education Funding Council itself, rather than by a body with specialist expertise in teacher education.
cy-gb	Yn ail, mae’r achredu’n cael ei wneud gan y Cyngor Cyllido Addysg Uwch ei hun, yn hytrach na chan gorff sydd ag arbenigedd penodol mewn addysg athrawon.

en-gb	As a result, continuing accreditation is highly dependent on the professional judgements made by Estyn and Estyn alone.
cy-gb	O ganlyniad, mae parhau ag achrediad yn dibynnu’n fawr ar farn broffesiynol Estyn ac Estyn yn unig.

en-gb	Finally, neither practicing teacher educators, nor the teaching profession has any formal representation in the process, though of course individuals may be part of the Review Panel.
cy-gb	Yn olaf, does dim cynrychiolaeth ffurfiol yn y broses i addysgwyr athrawon presennol, nac i’r proffesiwn addysgu, er y gall unigolion fod yn rhan o’r Panel Adolygu, wrth gwrs.

en-gb	If the Welsh Government agrees to establish a more robust set of accreditation processes of the kind outlined above, then the accreditation of providers will inevitably be a more demanding task than at present.
cy-gb	Os bydd Llywodraeth Cymru’n cytuno i sefydlu set fwy cadarn o brosesau achredu o’r math a amlinellwyd uchod, yna mae’n anochel y bydd proses achredu darparwyr yn dasg fwy ymestynnol nag ar hyn o bryd.

en-gb	Developing and maintaining a new and more detailed set of criteria will be time consuming.
cy-gb	Bydd datblygu a chynnal set newydd a manylach o feini prawf yn llyncu amser.

en-gb	In addition, if, as in other jurisdictions, re-accreditation takes place on a periodic basis (say every five or six years) and if, as in many other professional fields, it is to involve more than a paper exercise (perhaps including site visits and/or panel meetings) then again it will be substantially more demanding process than at present.
cy-gb	Hefyd, os bydd yr ailachredu’n digwydd, fel mewn awdurdodaethau eraill, bob hyn a hyn (bob pump neu chwe blynedd, dyweder) ac os bwriedir iddo gynnwys, fel mewn llawer o feysydd proffesiynol eraill, mwy nag ymarferiad ar bapur (gan gynnwys o bosibl ymweliadau â safleoedd a/neu gyfarfodydd panel) yna unwaith eto bydd yn broses gryn dipyn yn fwy ymestynnol nag ar hyn o bryd.

en-gb	Inevitably, then, some re-consideration of the accreditation processes and particularly the accreditation body will be necessary.
cy-gb	Mae’n anochel wedyn y bydd angen ailystyried rhywfaint o’r broses achredu ac yn arbennig y corff achredu.

en-gb	Again, there are a number of options. However, in choosing between those options it is important to recognise that in other jurisdictions, the accreditation bodies have been combined with lead organisations in the professional field itself.
cy-gb	Unwaith eto, ceir sawl opsiwn ond wrth ddewis rhyngddyn nhw mae’n bwysig cydnabod bod y cyrff achredu mewn awdurdodaethau eraill wedi’u cyfuno â sefydliadau blaenllaw eraill yn y maes proffesiynol ei hun.

en-gb	As was noted in Part A of this report, one of the difficulties at present in Wales is that there is no lead body in the field of initial teacher education; coordination at national level is therefore often problematic.
cy-gb	Fel y nodwyd yn Rhan A o’r adroddiad hwn, un o’r anawsterau presennol yng Nghymru yw nad oes corff arweiniol ym maes addysg gychwynnol athrawon; gan hynny mae cydlynu ar y lefel genedlaethol yn aml yn peri problem.

en-gb	In selecting an appropriate accreditation body, the government should therefore consider whether it might, over time, take on this broader strategic leadership role as well. Options for a future accreditation body
cy-gb	Wrth ddewis corff achredu priodol, fe ddylai’r llywodraeth ystyried, felly, a allai’r corff hwnnw fynd ati dros amser i ysgwyddo’r rôl arwain strategol ehangach hon hefyd.

en-gb	Option 10.1 HEFCW continues to act as the accreditation body
cy-gb	Opsiwn 10.1 CCAUC yn parhau i weithredu fel y corff achredu

en-gb	While there would obviously be advantages in continuity if HEFCW itself were to take on a new and expanded role in the accreditation process, it would not be able to do so within its current resources.
cy-gb	Mae’n amlwg y byddai yna fanteision o ran parhad pe bai CCAUC ei hun yn ymgymryd â rôl ehangach newydd yn y broses achredu, ond ni fyddai’n gallu gwneud hynny o fewn yr adnoddau cyfredol sydd ganddo.

en-gb	Those resources could be expanded, but it remains questionable as to whether a generic organisation such as HEFCW, with many different national responsibilities, should also become the lead body in a very specific professional field such as initial teacher education.
cy-gb	Gallai’r adnoddau hynny gael eu hymestyn, ond mae’n dal yn amheus a ddylai sefydliad generig fel CCAUC, sydd â llawer o gyfrifoldebau cenedlaethol gwahanol, fynd yn gorff arweiniol hefyd mewn maes proffesiynol penodol iawn megis addysg gychwynnol athrawon.

en-gb	Option 10.2 The Welsh Government itself acts as the accreditation body
cy-gb	Opsiwn 10.2 Llywodraeth Cymru ei hun yn gweithredu fel y corff achredu

en-gb	There would be some advantages if the accreditation process were taken over by the Welsh Government itself.
cy-gb	Fe fyddai rhai manteision pe bai’r broses achredu yn cael ei chyflawni gan Lywodraeth Cymru ei hun.

en-gb	In resource terms, it could be more efficient; coordination at a policy level would in principle be easier to achieve.
cy-gb	O ran adnoddau, gallai fod yn fwy effeithlon; o ran egwyddor byddai’n haws sicrhau bod yna gydlynu ar y lefel polisi.

en-gb	However, such a model would perhaps make teacher education too close to government.
cy-gb	Serch hynny, efallai y byddai model o’r fath yn dod ag addysg athrawon yn rhy agos at y llywodraeth.

en-gb	It may, as in England, come to be seen as a politicised process and Government itself might be seen as directly responsible for any future weaknesses in provision.
cy-gb	Fel yn Lloegr, fe allai gael ei gweld fel proses wleidyddol ac fe ellid barnu bod y Llywodraeth ei hun yn uniongyrchol gyfrifol am unrhyw wendidau yn y ddarpariaeth yn y dyfodol.

en-gb	Option 10.3 Establish a new and independent ‘Teacher Education Accreditation Board’
cy-gb	Opsiwn 10.3 Sefydlu ‘Bwrdd Achredu Addysg Athrawon’ newydd ac annibynnol

en-gb	Again, this would have some key advantages.
cy-gb	Unwaith eto, byddai hyn yn dod â rhai manteision allweddol.

en-gb	The Board could include representation from a wide range of stake holders (the teaching profession, higher education, parents organisations, Estyn and HEFCW); as such it would be at an appropriate ‘arm’s length’ from Government.
cy-gb	Gallai’r Bwrdd gynnwys cynrychiolwyr o blith ystod eang o randdeiliaid (y proffesiwn addysgu, addysg uwch, mudiadau rhieni, Estyn a CCAUC); gan hynny fe fyddai’n gweithio mewn modd priodol ‘hyd braich’ o’r Llywodraeth.

en-gb	With appropriate membership, such a Board would also be well placed to take on a leadership role of teacher education as a whole.
cy-gb	Ar sail aelodaeth briodol, byddai Bwrdd o’r fath mewn sefyllfa dda hefyd i ymgymryd â rôl arwain ar gyfer addysg athrawon yn ei chyfanrwydd.

en-gb	The disadvantage of this option is that it would inevitably be more expensive than other options presented.
cy-gb	Anfantais yr opsiwn hwn yw y byddai’n anochel yn fwy costus na’r opsiynau eraill sydd wedi’u cynnig.

en-gb	It would also be yet one more body for Government and Higher Education to engage with; in some respects it might therefore make coordination of the sector more not less difficult.
cy-gb	Byddai hefyd yn un corff ychwanegol arall eto i’r Llywodraeth ac Addysg Uwch ymwneud ag ef; mewn rhai pethau felly fe allai olygu bod gwaith cydlynu’r sector yn anos ac nid yn haws.

en-gb	Option 10.4 Establish a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales
cy-gb	Opsiwn 10.4 Sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg

en-gb	This is the option that has been adopted in Scotland and the Republic of Ireland, where it appears to work well.
cy-gb	Dyma’r opsiwn sydd wedi’i fabwysiadu yn yr Alban ac yng Ngweriniaeth Iwerddon, lle mae’n ymddangos ei fod yn gweithio’n dda.

en-gb	As a sub-committee of the Council, the Board could include a range of stakeholders, including representation from the teaching profession itself.
cy-gb	Fel is-bwyllgor i’r Cyngor, gallai’r Bwrdd gynnwys amrywiaeth o randdeiliaid, gan gynnwys cynrychiolwyr o’r proffesiwn addysgu ei hun.

en-gb	It would also be well placed to provide leadership and coordination for teacher education on a national level, while at the same time being at arm’s length from Government.
cy-gb	Byddai mewn safle da hefyd y roi arweinyddiaeth a chydlynedd ar gyfer addysg athrawon ar y lefel genedlaethol, a sefyll hyd braich i ffwrdd o’r Llywodraeth yr un pryd.

en-gb	In taking responsibility for the accreditation of providers of teacher education, the Council would also be bringing itself in line with the role of many other professional bodies; it would also send a strong message about the teaching profession itself taking a lead role in its own professional education.
cy-gb	Wrth gymryd cyfrifoldeb dros achredu darparwyr addysg athrawon, byddai’r Cyngor hefyd yn ei gysoni ei hun â rôl llawer o gyrff proffesiynol eraill; byddai hefyd yn anfon neges gref bod y proffesiwn addysgu ei hun yn chwarae rhan flaenllaw yn ei addysg broffesiynol ei hun.

en-gb	RECOMMENDATION 3: That the Welsh Government establishes a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales – option 10.4
cy-gb	ARGYMHELLIAD 3: Y dylai Llywodraeth Cymru sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg – opsiwn 10.4

en-gb	11. Estyn’s future role Estyn currently has a major impact on initial teacher education in Wales in two distinct ways.
cy-gb	11. Rôl Estyn yn y dyfodol Mae Estyn yn creu effaith fawr ar addysg gychwynnol athrawon yng Nghymru mewn dwy ffordd wahanol ar hyn o bryd.

en-gb	Firstly it has a direct impact through the inspection of provision; secondly it has an indirect impact through its inspection of schools.
cy-gb	Yn gyntaf mae’n creu effaith uniongyrchol drwy arolygu’r ddarpariaeth; yn ail mae’n creu effaith anuniongyrchol drwy arolygu ysgolion.

en-gb	If, as is recommended above, a revised re-accreditation process for initial teacher education is established in Wales, then this will inevitably raise questions about the future of Estyn’s role in the inspection of the sector.
cy-gb	Os caiff proses ailachredu ddiwygiedig ar gyfer addysg gychwynnol athrawon ei sefydlu yng Nghymru, yn unol â’r argymhelliad uchod, yna mae’n anochel y bydd hyn yn codi cwestiynau am rôl Estyn yn y dyfodol o ran arolygu’r sector.

en-gb	At present Estyn plays a crucial role in the monitoring of quality against the specified Standards.
cy-gb	Ar hyn o bryd mae Estyn yn chwarae rhan hanfodol wrth fonitro ansawdd o’i chymharu â’r Safonau penodedig.

en-gb	However, in many other professions where robust accreditation procedures are in place, statutory inspection of the type provided by Estyn is not normally seen as necessary.
cy-gb	Ond, mewn llawer o broffesiynau eraill lle ceir gweithdrefnau achredu cadarn, nid yw arolygiadau statudol o’r math a ddarperir gan Estyn yn cael eu hystyried yn angenrheidiol fel rheol.

en-gb	Indeed, it might be argued that if Estyn were to continue inspecting initial teacher education in its current way, it would potentially undermine the authority of the professional body itself to regulate its own training and registration processes.
cy-gb	Yn wir, pe bai Estyn yn parhau i arolygu addysg gychwynnol athrawon yn ei ffordd bresennol, fe ellid dadlau y gallai hynny danseilio awdurdod y corff proffesiynol ei hun i reoleiddio’i brosesau hyfforddi a chofrestru ei hun.

en-gb	Potentially there are a number of options for Estyn’s future role within initial teacher education.
cy-gb	Ceir sawl opsiwn posibl o ran rôl Estyn yn y dyfodol mewn addysg gychwynnol athrawon.

en-gb	They might, for example continue as at present, monitoring quality against a revised set of standards.
cy-gb	Er enghraifft, fe allen nhw barhau fel ar hyn o bryd, gan fonitro ansawdd o’i chymharu â set ddiwygiedig o safonau.

en-gb	Alternatively, they might take on a more quality enhancement role: focusing more specifically on the quality of newly qualified teachers; undertaking thematic reviews on topics such as literacy and numeracy across ITE sector.
cy-gb	Fel arall, fe allen nhw ymgymryd â mwy o rôl gwella ansawdd; canolbwyntio’n fwy penodol ar ansawdd athrawon sydd newydd gymhwyso; cynnal adolygiadau thematig ar bynciau fel llythrennedd a rhifedd ar draws y sector AGA.

en-gb	No specific recommendations are made at this point as to the future role of Estyn as an inspector of initial teacher education.
cy-gb	Does dim argymhellion penodol yn cael eu gwneud ar hyn o bryd ynghylch rôl Estyn yn y dyfodol fel arolygydd addysg gychwynnol athrawon.

en-gb	Nevertheless, it is clear that this issue will have to be addressed once a revised accreditation process is fully in place.
cy-gb	Serch hynny, mae’n eglur y bydd rhaid mynd i’r afael â’r mater hwn pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn.

en-gb	But Estyn is also significant for initial teacher education in an indirect way, through its inspection of schools.
cy-gb	Ond mae Estyn yn arwyddocaol hefyd ar gyfer addysg gychwynnol athrawon mewn modd anuniongyrchol, drwy arolygu ysgolion.

en-gb	Recommendation 9.4 above envisages a considerably strengthened role for schools in the future provision of ITE in Wales; this will be a key factor in raising the quality of that provision.
cy-gb	Mae argymhelliad 9.4 uchod yn rhag-weld rôl gryn dipyn yn gryfach i’r ysgolion yn narpariaeth AGA yng Nghymru yn y dyfodol; bydd hyn yn ffactor allweddol i godi safon y ddarpariaeth.

en-gb	However, as was noted in 7.3 above, at present, most schools in Wales have only a modest role in initial teacher education.
cy-gb	Er hynny, fel y nodwyd yn 7.3 uchod, ar hyn o bryd, rhan fach yn unig sy’n cael ei chwarae mewn addysg gychwynnol athrawon gan y mwyafrif o ysgolion Cymru.

en-gb	Schools it seems are often reluctant to make long term, substantial commitments; their role in initial teacher education is seen as voluntary and largely unrecognised by the educational system, including Estyn.
cy-gb	Mae’n ymddangos eu bod yn aml yn anfodlon gwneud ymrwymiad sylweddol at y tymor hir; gwelir eu rôl mewn addysg gychwynnol athrawon fel un wirfoddol nad yw’n cael ei chydnabod i raddau helaeth gan y system addysg, gan gynnwys Estyn.

en-gb	Indeed it is widely reported that some schools are reluctant to take students on placements at all if they are facing an Estyn inspection.
cy-gb	Yn wir, clywir yn helaeth fod rhai ysgolion yn anfodlon derbyn myfyrwyr ar leoliad o gwbl os ydyn nhw’n wynebu arolygiad gan Estyn.

en-gb	Given the significance of Estyn in the life of Wales’ schools, ensuring that the inspection process explicitly values schools’ contribution to initial teacher education seems vital.
cy-gb	O gofio arwyddocâd Estyn ym mywyd ysgolion Cymru, mae’n ymddangos ei bod yn hollbwysig sicrhau bod y broses arolygu’n mynd ati’n bendant i werthfawrogi cyfraniad yr ysgolion at addysg gychwynnol athrawon.

en-gb	Doing so would be one way of making schools’ contribution more valued and more secure.
cy-gb	Byddai gwneud hynny’n un ffordd i sicrhau bod cyfraniad yr ysgolion yn cael ei werthfawrogi’n well a’i fod yn fwy sicr.

en-gb	This could be achieved relatively easily if some explicit reference to schools’ contribution to ITE were included in Estyn’s ‘Guidance for Inspection’.
cy-gb	Byddai’n gymharol hawdd cyflawni hyn pe ceid cyfeiriad pendant at gyfraniad yr ysgolion at AGA yng ‘Nghanllawiau Arolygu’ Estyn.

en-gb	RECOMMENDATION 4: That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place.
cy-gb	ARGYMHELLIAD 4: Y dylai rôl Estyn mewn addysg gychwynnol athrawon gael ei hadolygu pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn

en-gb	RECOMMENDATION 5: That Estyn’s ‘Guidance for Inspection’ for schools be revised to include specific recognition of the contribution of a school to initial teacher education.
cy-gb	ARGYMHELLIAD 5: Y dylai ‘Canllawiau Arolygu’ Estyn ar gyfer ysgolion gael eu diwygio i gynnwys cydnabyddiaeth bendant i gyfraniad ysgol at addysg gychwynnol athrawon

en-gb	Estyn’s future role
cy-gb	Rôl Estyn yn y dyfodol

en-gb	12. Options for the future of the primary BA (Hons) QTS degree (the BEd) Many teacher education systems around the world continue to offer both undergraduate and postgraduate routes into teaching.
cy-gb	12. Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd) Mae llawer o systemau addysg athrawon ledled y byd yn dal i gynnig llwybrau israddedig ac ôl-raddedig i mewn i addysgu.

en-gb	Originally developed from the post war Teacher’s Certificate, between the 1970 and the 1990s, the BEd degree became the main route into teaching with the postgraduate PGCE as a minority route.
cy-gb	Cafodd y radd BEd ei datblygu’n wreiddiol ar sail Tystysgrif Athrawon y cyfnod ar ôl y rhyfel, rhwng 1970 a’r 1990au, a daeth yn brif lwybr i mewn i addysgu gyda’r TAR ôl-raddedig yn llwybr i’r lleiafrif.

en-gb	Over the last 30 years, that position has reversed and in Wales, as across the UK, the numbers entering by the undergraduate route have been reduced substantially.
cy-gb	Dros y 30 mlynedd diwethaf, mae’r sefyllfa wedi’i throi ar ei phen ac yng Nghymru, yr un modd ag ar draws y Deyrnas Unedig, gwelwyd gostyngiad sylweddol yn y niferoedd sy’n dilyn y llwybr israddedig.

en-gb	However in primary education and in key shortage secondary areas such as technology, the undergraduate route still has an important, if much reduced part to play in teacher supply.
cy-gb	Er hynny, mewn addysg gynradd ac mewn meysydd uwchradd allweddol lle ceir prinderau, megis technoleg, mae’r llwybr israddedig yn dal yn chwarae rhan bwysig o ran y cyflenwad athrawon, hyd yn oed os yw’r rhan honno wedi lleihau’n sylweddol.

en-gb	However, Wales differs in one key respect from practice elsewhere in the UK and Ireland in that the Primary BA (Hons) QTS degree is only available as a 3 year programme.
cy-gb	Er hynny, mae Cymru’n wahanol i’r arferion mewn rhannau eraill o’r Deyrnas Unedig ac Iwerddon mewn un ffordd allweddol, yn yr ystyr mai fel rhaglen tair-blynedd yn unig y mae’r radd BA Cynradd (Anrh) SAC ar gael.

en-gb	In England there are both three and four year programmes; in Scotland, Northern Ireland and the Republic of Ireland, all undergraduate routes into teaching are of four years duration.
cy-gb	Yn Lloegr ceir rhaglenni tair-blynedd a rhaglenni pedair-blynedd; yn yr Alban, Gogledd Iwerddon a Gweriniaeth Iwerddon, mae pob llwybr israddedig i mewn i addysg yn para pedair blynedd.

en-gb	The fact that those taking the undergraduate route into primary teaching in effect have one year less higher education than those following consecutive routes (undergraduate qualification + PGCE), is or should be a cause for concern in Wales.
cy-gb	Mae’r ffaith bod gan y rhai sy’n dilyn y llwybr israddedig i mewn i addysgu cynradd flwyddyn yn llai o addysg uwch i bob pwrpas na’r rhai sy’n dilyn llwybrau olynol (cymhwyster israddedig + TAR) yn achos pryder yng Nghymru, neu fe ddylai fod.

en-gb	In three short years, undergraduate students have to be provided with personal and professional education, as well as practical training and experience in schools.
cy-gb	Mewn cwta tair blynedd, mae’n rhaid i fyfyrwyr israddedig gael addysg bersonol a phroffesiynol, yn ogystal â hyfforddiant a phrofiad ymarferol mewn ysgolion.

en-gb	This is highly challenging both for students themselves and also for those responsible for designing and teaching the programmes.
cy-gb	Mae hyn yn gryn her i’r myfyrwyr eu hunain ac i’r rhai sy’n gyfrifol am ddylunio ac addysgu’r rhaglenni.

en-gb	It is likely to be even more challenging if the recommendations of the Donalson Inquiry are fully accepted.
cy-gb	Mae’n debyg o fod yn fwy o her byth os caiff argymhellion Adroddiad Donaldson eu derbyn yn llawn.

en-gb	Inevitably the short timescale currently available means that undergraduate programmes are open to questions about their quality.
cy-gb	Mae’n anochel bod yr amser byr sydd ar gael ar hyn o bryd yn golygu bod rhaglenni i israddedigion yn agored i gwestiynau ynghylch eu hansawdd.

en-gb	There are also questions about the quality of their student intake.
cy-gb	Mae yna gwestiynau hefyd am ansawdd y myfyrwyr yn y mewnlifiad.

en-gb	As has already been noted, in Wales, the quality of intake to primary BA (Hons) QTS degrees is variable but is overall lower than many other comparable degrees; in some cases entry levels to education degrees without QTS are higher than those with it.
cy-gb	Fel y nodwyd eisoes, yng Nghymru, mae ansawdd y mewnlifiad i raddau BA Cynradd (Anrh) SAC yn amrywio ond mae’n is yn gyffredinol na llawer o raddau tebyg; mewn rhai achosion, mae’r lefelau mynediad i raddau addysg sydd heb SAC yn uwch na graddau sy’n cynnwys y statws hwnnw.

en-gb	Recently, the Donaldson Review (2011) of teacher education in Scotland has raised the question as to whether, even when the programmes are of four years duration, undergraduate education degrees are appropriately structured.
cy-gb	Yn ddiweddar, mae Adolygiad Donaldson (2011) o addysg athrawon yn yr Alban wedi codi’r cwestiwn a yw strwythur graddau addysg israddedig yn briodol, hyd yn oed pan fo’r rhaglenni’n para pedair blynedd.

en-gb	Donaldson argues that Education undergraduates, taught exclusively by Education faculties, have not fully benefited from being integrated into universities.
cy-gb	Mae Donaldson yn dadlau nad yw israddedigion Addysg, sy’n cael eu haddysgu gan gyfadrannau Addysg yn unig, wedi manteisio i’r eithaf ar gael eu hintegreiddio mewn prifysgolion.

en-gb	The result, he argues, is that students’ personal education is not developed as fully as it might be.
cy-gb	Y canlyniad, meddai, yw nad yw addysg bersonol y myfyrwyr yn cael ei datblygu gymaint ag y gallai.

en-gb	‘Initial teacher education has already undergone significant change over the last decade….Mergers between former colleges of education and universities were designed to help raise the status of the profession and to allow future teachers to benefit from the wider academic and research culture of a university.
cy-gb	‘Initial teacher education has already undergone significant change over the last decade …. Mergers between former colleges of education and universities were designed to help raise the status of the profession and to allow future teachers to benefit from the wider academic and research culture of a university.

en-gb	Those aims have at best been only partially achieved and there remains considerable scope to improve the synergies between dedicated teacher education schools and the wider university.
cy-gb	Those aims have at best been only partially achieved and there remains considerable scope to improve the synergies between dedicated teacher education schools and the wider university.

en-gb	Undergraduate teacher education students should engage with staff and their peers in other facilities much more directly as part of their social and intellectual development.
cy-gb	Undergraduate teacher education students should engage with staff and their peers in other facilities much more directly as part of their social and intellectual development.

en-gb	In particular, opportunities should be created for joint study with colleagues in cognate professions such as social work.
cy-gb	In particular, opportunities should be created for joint study with colleagues in cognate professions such as social work.

en-gb	The values and intellectual challenges which underpin academic study should extend their scholarship and take them beyond an inclination, however understandable, to want narrow training of immediate and direct relevance to life in the classroom’ (Donaldson (2011:6).
cy-gb	The values and intellectual challenges which underpin academic study should extend their scholarship and take them beyond an inclination, however understandable, to want narrow training of immediate and direct relevance to life in the classroom’ Donaldson (2011:6).

en-gb	As a result of these recommendations, the BEd degree in Scotland is currently being phased out by all universities and being replaced by education degrees where students spend the equivalent of two years studying alongside students from other disciplines in their university.
cy-gb	O ganlyniad i’r argymhellion hyn, mae’r radd BEd yn yr Alban yn cael ei dirwyn i ben ym mhob prifysgol ac yn cael ei disodli gan raddau addysg lle mae’r myfyrwyr yn treulio cyfnod sy’n cyfateb i ddwy flynedd yn astudio ochr yn ochr â myfyrwyr eraill o ddisgyblaethau eraill yn y brifysgol.

en-gb	Wales therefore faces a number of options for the future development of its undergraduate route into primary school teaching.
cy-gb	Mae Cymru felly yn wynebu nifer o opsiynau o ran datblygu ei llwybr israddedig i mewn i addysgu yn yr ysgol gynradd yn y dyfodol.

en-gb	Option 12.1 Status quo – the BA (Hons) QTS degree remains as it is
cy-gb	Opsiwn 12.1 Y status quo – gradd BA (Anrh) SAC yn aros fel y mae

en-gb	Clearly this would be the most straightforward option.
cy-gb	Mae’n eglur mai dyna fyddai’r opsiwn lleiaf trafferthus.

en-gb	However, given that there remain serious questions about the quality of the three year route when compared with programmes elsewhere in the UK, and given that there are questions about the quality of intake when compared with rising entry requirements in so many other subjects, some action does need to be taken.
cy-gb	Er hynny, o gofio bod amheuon difrifol yn parhau ynglyn ag ansawdd y llwybr tair-blynedd o’i gymharu â rhaglenni mewn mannau eraill yn y Deyrnas Unedig, ac o gofio bod yna gwestiynau ynghylch ansawdd y mewnlifiad o’i gymharu â’r cynnydd yn y gofynion mynediad mwn cynifer o bynciau eraill, mae angen i gamau gael eu cymryd.

en-gb	One of the key findings from international evidence is that the most successful programmes strive constantly to raise both the quality of intake and of provision.
cy-gb	Un o’r canfyddiadau allweddol yn y dystiolaeth ryngwladol yw bod y rhaglenni mwyaf llwyddiannus yn ymdrechu’n gyson i wella ansawdd y mewnlifiad ac ansawdd y ddarpariaeth.

en-gb	In these circumstances, it would seem that the current three year programme is no longer fit for purpose as a major entry route for primary school teachers in Wales.
cy-gb	O dan yr amgylchiadau hyn, mae’n ymddangos nad yw’r rhaglen tair-blynedd yn addas at ei diben mwyach fel llwybr cychwynnol pwysig i athrawon ysgolion cynradd yng Nghymru.

en-gb	Option 12.2.
cy-gb	Opsiwn 12.2.

en-gb	Extend the existing BA Education to four years
cy-gb	Ymestyn y BA Addysg presennol i bedair blynedd

en-gb	Extending the BA Education degree to four years would have significant advantages.
cy-gb	Byddai ymestyn y radd BA Addysg i bedair blynedd yn dod â manteision arwyddocaol.

en-gb	Four year courses elsewhere in the UK generally attract higher quality students than three year courses; they also allow for greater attention to subject study and they allow an important element of advanced study – including subject specialist expertise.
cy-gb	Yn gyffredinol, mae cyrsiau pedair-blynedd mewn mannau eraill yn y Deyrnas Unedig yn denu myfyrwyr o ansawdd well na chyrsiau tair-blynedd; maen nhw hefyd yn caniatáu i fwy o sylw gael ei roi i astudio’r pwnc ac elfen bwysig o astudiaethau uwch – gan gynnwys arbenigo ar bynciau penodol.

en-gb	In all of these ways, the addition of a fourth year in Wales would contribute significantly to raising the quality of primary school teachers.
cy-gb	Yn yr holl ffyrdd hyn, byddai ychwanegu pedwaredd flwyddyn yng Nghymru yn gyfraniad arwyddocaol at wella ansawdd athrawon ysgolion cynradd.

en-gb	Option 12.3 Extend the degree to four years and base 50% of students’ time in main subject departments
cy-gb	Opsiwn 12.3 Ymestyn y radd i bedair blynedd a seilio 50% o amser y myfyrwyr yn adrannau’r prif bynciau

en-gb	This option follows the Scottish example.
cy-gb	Mae’r opsiwn hwn yn dilyn esiampl yr Alban.

en-gb	In comparison with Option 12.2, it places a greater emphasis on students’ personal rather than their professional education.
cy-gb	O’i gymharu ag Opsiwn 12.2, mae’n gosod mwy o bwyslais ar addysg bersonol y myfyrwyr yn hytrach na’u haddysg broffesiynol.

en-gb	However, with two full years available, students’ professional education is still stronger than in the consecutive route.
cy-gb	Er hynny, gan fod dwy flynedd llawn ar gael, mae addysg broffesiynol y myfyrwyr yn Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd)

en-gb	Increasing the amount of time devoted to personal education is based on the assumption that this will have significant benefits in terms of raising quality, both of the intake and of the educational experiences offered to prospective primary school teachers.
cy-gb	dal yn gryfach nag yn y llwybr olynol. Mae cynyddu’r amser a neilltuir ar gyfer addysg bersonol wedi’i seilio ar y rhagdybiaeth y bydd hyn yn dod â manteision arwyddocaol o ran gwella ansawdd, sef ansawdd y mewnlifiad ac ansawdd y profiadau addysgol a gynigir i ddarpar athrawon ysgolion cynradd.

en-gb	RECOMMENDATION 6: That the Primary BA (Hons) QTS in its current form be phased out and replaced by a four year degree with 50% of students’ time spent in main subject departments – option 12.3. Options for raising the quality of entry the profession
cy-gb	ARGYMHELLIAD 6: Y dylai’r BA Cynradd (Anrh) SAC yn ei ffurf bresennol gael ei dirwyn i ben a’i disodli gan radd bedair-blynedd a 50% o amser y myfyrwyr yn cael ei dreulio yn adrannau’r prif bynciau – opsiwn 12.3

en-gb	13. Options for raising the quality of entry to the profession As was noted in section A of this Report, increasing the quality of human capital amongst new entrants to the teaching profession is widely regarded as just as important as raising the quality of provision itself.
cy-gb	13. Opsiynau ynglyn â gwella ansawdd dechreuwyr yn y proffesiwn Fel y nodwyd yn Adran A o’r Adroddiad hwn, bernir yn eang fod gwella ansawdd y cyfalaf dynol ymhlith dechreuwyr newydd yn y proffesiwn addysgu yr un mor bwysig â gwella ansawdd y ddarpariaeth ei hun.

en-gb	Indeed, in many ways the two go hand in hand: developing higher quality courses is one way of attracting higher quality candidates into the profession.
cy-gb	Yn wir, ar lawer ystyr mae’r ddau yn mynd law yn llaw: mae datblygu cyrsiau o ansawdd well yn un ffordd o ddenu ymgeiswyr o ansawdd well i’r proffesiwn.

en-gb	But raising the quality of applicants is not easy, especially in a market driven higher education sector where students have choice of where to study and where universities are themselves financially penalised if they fail to recruit their target numbers.
cy-gb	Ond nid peth hawdd yw gwella ansawdd yr ymgeiswyr, yn enwedig mewn sector addysg uwch sy’n cael ei lywio gan y farchnad lle mae gan y myfyrwyr ddewis o ran ble i astudio a lle mae’r prifysgolion eu hunain yn cael eu cosbi’n ariannol os ydyn nhw’n methu recriwtio’u niferoedd targed.

en-gb	In terms of types of provision, Teach First have a good track record of attracting high quality entrants into their programme.
cy-gb	O ran y mathau o ddarpariaeth, mae gan Teach First hanes da o ddenu ymgeiswyr o safon i’w rhaglen.

en-gb	However, its numbers in Wales are small and unless there are plans significantly to expand the scheme its impact on the overall quality of recruitment will remain marginal.
cy-gb	Er hynny, isel yw eu niferoedd yng Nghymru ac oni bai bod yna gynlluniau i ehangu’n sylweddol ar y cynllun, bydd ei effaith ar ansawdd gyffredinol y rhai sy’n cael eu recriwtio yn dal yn ymylol.

en-gb	Potentially more significant would be a revised and extended primary BA (QTS) degree described in Section 12 above.
cy-gb	Rhywbeth a allai fod yn fwy arwyddocaol yw’r radd BA Cynradd (SAC) ddiwygiedig ac estynedig sydd wedi’i disgrifio yn Adran 12 uchod.

en-gb	As in Scotland, a re-launched four year joint degree should attract higher quality candidates.
cy-gb	Fel yn yr Alban, dylai ail-lansio gradd gyfun bedair-blynedd ddenu ymgeiswyr o ansawdd well.

en-gb	But raising quality does not only involve types of provision; financial incentives and entry requirements are also important.
cy-gb	Ond mae gwella ansawdd yn cynnwys mwy na’r mathau o ddarpariaeth: mae cymhellion ariannol a gofynion mynediad yn bwysig hefyd.

en-gb	In section 7.1 above it was noted that at present the financial incentives offered to ITE candidates are in some cases more generous in England than in Wales.
cy-gb	Yn adran 7.1 uchod nodwyd bod y cymhellion ariannol a gynigir ar hyn o bryd i ymgeiswyr AGA yn fwy hael mewn rhai achosion yn Lloegr nag yng Nghymru.

en-gb	As a result, programme leaders report that some of their best applicants in the end choose to leave Wales to undertake their training.
cy-gb	O ganlyniad, mae arweinwyr rhaglenni’n dweud bod rhai o’u hymgeiswyr gorau yn y diwedd yn dewis ymadael â Chymru i hyfforddi.

en-gb	Many will then opt to take up a teaching post in England as well.
cy-gb	Bydd llawer wedyn yn dewis cymryd swydd addysgu yn Lloegr hefyd.

en-gb	Providing financial incentives to the most able teacher education candidates is expensive and involves hard choices.
cy-gb	Mae darparu cymhellion ariannol i’r ymgeiswyr gorau mewn addysg athrawon yn ddrud ac mae’n golygu gwneud dewisiadau anodd.

en-gb	To date, the Welsh Government would appear to have done its best, within the resources available, to match most of what England offers.15 And there is evidence that to date, numbers of candidates with good levels of qualifications are holding up, despite the differences in incentives.
cy-gb	Hyd yn hyn, mae’n ymddangos bod Llywodraeth Cymru wedi gwneud ei gorau o fewn yr adnoddau sydd ar gael i gynnig cymhellion sydd gystal â’r rhan fwyaf o gynigion Lloegr.15 Ac mae yna dystiolaeth bod niferoedd yr ymgeiswyr sydd â lefel cymwysterau dda yn parhau ar hyn o bryd, er gwaethaf y gwahaniaethau yn y cymhellion.

en-gb	However, given the need to recruit the very best candidates in Wales, it is essential that the Welsh Government continues to monitor closely the impact of differential incentives on recruitment.
cy-gb	Er hynny, o gofio bod angen recriwtio’r ymgeiswyr gorau un yng Nghymru, mae’n hanfodol bod Llywodraeth Cymru’n parhau i gadw llygad barcut ar effaith cymhellion gwahanol ar recriwtio.

en-gb	If, in the future, the current good levels of recruitment are shown to falter, then further investment in incentives may become essential.
cy-gb	Os gwelir yn y dyfodol fod y lefelau recriwtio da presennol yn methu, yna fe all fod yn rhaid buddsoddi mwy yn y cymhellion.

en-gb	As was also noted in 7.1 above there are currently some disparities in terms of entry requirements between Wales and England.
cy-gb	Fel y nodwyd hefyd yn 7.1 uchod, ceir anghysondebau ar hyn o bryd o ran y gofynion mynediad yng Nghymru a Lloegr.

en-gb	All prospective candidates in Wales are required to have a ‘B’ at GCSE in English and Mathematics; in addition, primary candidates need to have a ‘C’ in science.
cy-gb	Mae’n ofynnol bod gan bob darpar ymgeisydd yng Nghymru radd ‘B’ mewn TGAU mewn Saesneg a Mathemateg; yn ychwanegol, mae ar ymgeiswyr cynradd angen gradd ‘C’ mewn gwyddoniaeth.

en-gb	As a result, some course leaders report that otherwise able candidates without these particular grades choose to study in England where the entry requirements are currently lower.
cy-gb	O ganlyniad, mae rhai arweinwyr cyrsiau’n dweud bod ymgeiswyr sydd fel arall yn alluog ond sydd heb y graddau penodol hyn yn dewis astudio yn Lloegr lle mae’r gofynion mynediad yn is ar hyn o bryd.

en-gb	However, few could argue that prospective teachers of any subject do not need good levels of numeracy and literacy and all primary school teachers need to be minimally competent in science – a subject which they will have to teach.
cy-gb	Serch hynny, ychydig yn unig a allai ddadlau nad oes ar ddarpar athrawon unrhyw bwnc angen lefelau da mewn rhifedd a llythrennedd ac mae ar bob athro ac athrawes mewn ysgolion cynradd angen rhyw gymhwysedd gofynnol mewn gwyddoniaeth – sef pwnc y bydd yn rhaid iddyn nhw i gyd ei addysgu.

en-gb	Indeed if the recommendations of the Donalsdon Review (2015) are accepted, then all teachers will be responsible for literacy, numeracy and digital competence.
cy-gb	Yn wir, os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn, yna bydd pob athro ac athrawes yn gyfrifol am lythrennedd, rhifedd a chymhwysed ddigidol.

en-gb	Although the Welsh Government should perhaps monitor the impact of its current requirements on recruitment, in these circumstances it is hard to see how any future lowering of entry standards could be either desirable or justifiable.
cy-gb	Er y dylai Llywodraeth Cymru gadw llygad o bosibl ar effaith ei gofynion cyfredol ynglyn â recriwtio, o dan yr amgylchiadau hyn mae’n anodd gweld sut y gallai gostyngiad yn y safonau mynediad yn y dyfodol fod yn ddymunol na chael ei gyfiawnhau.

en-gb	RECOMMENDATION 7: That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
cy-gb	ARGYMHELLIAD 7: Y dylai Llywodraeth Cymru gadw llygad barcut ar effaith cymhellion ariannol ar recriwtio, gan ystyried yn benodol lefelau ariannu gwahanol o’u cymharu â’r rhai sydd ar gael yn Lloegr

en-gb	As was noted in Section A , there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
cy-gb	Fel y nodwyd yn Adran A , dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy’n sail i’r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.

en-gb	Developing and sustaining research capacity within the teacher education system is therefore essential, both for the content and for the process of teacher education itself.
cy-gb	Gan hynny, mae datblygu a chynnal capasiti ymchwil yn y system addysg athrawon yn hanfodol, ar gyfer y cynnwys ac ar gyfer proses addysg athrawon ei hun.

en-gb	Having a robust research community is also vitally important for the educational system in broader terms.
cy-gb	Mae cymuned ymchwil gadarn yn hanfodol bwysig hefyd i’r system addysg mewn ystyr ehangach.

en-gb	Research capacity is a critical part of what all educational systems need if they are to be self- improving.
cy-gb	Mae capasiti ymchwil yn rhan holl-bwysig o’r hyn y mae ar bob system addysg ei angen os ydyn nhw am eu gwella eu hunain.

en-gb	However, as was also noted in Section A, at present, research capacity in teacher education university faculties in Wales is at an extremely low ebb.
cy-gb	Ond, fel y nodwyd hefyd yn Adran A, ar hyn o bryd mae capasiti ymchwil cyfadrannau addysg athrawon ym mhrifysgolion Cymru yn eithriadol o wan.

en-gb	The fact that in the current REF no teacher education faculty in Wales returned a single member of staff should be a major concern for Wales.
cy-gb	Dylai’r ffaith na chafodd yr un aelod o staff cyfadrannau addysg Cymru ei gofnodi yn yr REF cyfredol fod yn destun pryder mawr i Gymru.

en-gb	Over the last two years, HEFCW in collaboration with the Economic and Social Research Council (ESRC) has made an important investment in the development of research capacity through the establishment of Wiserd16 Education led from Cardiff University. This is a
cy-gb	Dros y ddwy flynedd diwethaf, mae CCAUC ar y cyd â’r Cyngor Ymchwil Economaidd a Chymdeithasol (ESRC) wedi gwneud buddsoddiad pwysig i ddatblygu’r capasiti ymchwil drwy sefydlu Addysg Wiserd16 o dan arweiniad Prifysgol Caerdydd.

en-gb	networked initiative with Wiserd Education staff working collaboratively with education colleagues from across Wales’ university sector with the specific aim of increasing educational research capacity in Wales.
cy-gb	Menter rwydweithiol yw hon ac mae staff Addysg Wiserd yn gweithio mewn cydweithrediad â chydweithwyr mewn addysg ledled sector prifysgolion Cymru gan anelu’n benodol at gynyddu capasiti ymchwil addysgol Cymru.

en-gb	A range of different educational data sets have been established and there are opportunities for ‘residencies’ in Cardiff.
cy-gb	Mae amrediad o setiau data addysgol wedi’u sefydlu a cheir cyfleoedd am gyfnodau preswyl yng Nghaerdydd.

en-gb	This is allowing for a number of joint projects to be developed across Wales – projects that have practical value and value as a vehicle for research capacity development, including capacity in quantitative methods.
cy-gb	Mae hyn yn caniatáu i nifer o brosiectau ar y cyd gael eu datblygu ledled Cymru – sef prosiectau sydd o werth yn ymarferol ac fel cyfrwng i ddatblygu capasiti ymchwil, gan gynnwys capasiti mewn dulliau ansoddol.

en-gb	Much can be learned from the Wiserd Education initiative.
cy-gb	Gallwn ddysgu llawer ar sail menter Addysg Wiserd.

en-gb	However, given the task it faces, it is relatively small and is only focused on one particular largely social scientific form of educational research.
cy-gb	Er hynny, o gofio’r dasg y mae’n ei hwynebu, mae’n fenter gymharol fach ac ar un rhan benodol o ymchwil addysgol y mae’n canolbwyntio, a honno’n seiliedig yn bennaf ar y gwyddorau cymdeithasol.

en-gb	In addition to the type of research capacity being fostered by Wiserd Education there is an urgent need in Wales for capacity in pedagogical research; a need that will become even more pressing if the recommendations of the Donaldson Review (2015) are accepted.
cy-gb	Yn ychwanegol at y math o gapasiti ymchwil sy’n cael ei feithrin gan Addysg Wiserd, mae angen dybryd yng Nghymru am gapasiti mewn ymchwil bedagogaidd; sef angen a fydd yn fwy dybryd byth os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn.

en-gb	Developing research on teaching, learning, and assessment, especially from a subject perspective (or indeed in relation to Donaldson’s six ‘Areas of Learning and Experience’), would be particularly valuable in supporting teacher education.
cy-gb	Byddai datblygu ymchwil ar addysgu, dysgu, ac asesu, yn enwedig o safbwynt y pynciau (neu yn wir o safbwynt chwe ‘Maes Dysgu a Phrofiad’ Donaldson), yn arbennig o werthfawr o ran ategu addysg athrawon.

en-gb	Again, across Wales, pedagogical research, even in key areas such as Welsh language teaching or mathematics, is currently at a very low ebb.
cy-gb	Unwaith eto, ledled Cymru, mae ymchwil bedagogaidd, hyd yn oed mewn meysydd allweddol fel addysgu Cymraeg neu fathemateg, yn wan iawn ar hyn o bryd.

en-gb	There are at least three options for the future development of such research capacity in Wales.
cy-gb	Mae o leiaf tri opsiwn ynglyn â datblygu capasiti ymchwil o’r fath yng Nghymru yn y dyfodol.

en-gb	Allow the strengthened institutions to develop their own research cultures.
cy-gb	Caniatáu i’r sefydliadau wedi’u cryfhau ddatblygu eu diwylliannau ymchwil eu hunain

en-gb	If the earlier proposals for the re-accreditation of teacher education are adopted, especially those outlined in Option 9.4 which suggests establishing a minimum set of standards for providers of teacher education, then there is already a possibility that educational research capacity in Wales will improve.
cy-gb	Os caiff y cynigion cynharach ynglyn ag ailachredu addysg athrawon eu mabwysiadu, yn enwedig felly y rhai a amlinellwyd yn Opsiwn 9.4 sy’n awgrymu sefydlu set ofynnol o safonau ar gyfer darparwyr addysg athrawon, yna mae eisoes yn bosibl y bydd capasiti ymchwil addysgol Cymru’n gwella.

en-gb	It might also improve if there was more concentration of teacher education provision, with a smaller number of universities involved.
cy-gb	Fe allai wella hefyd pe bai’r ddarpariaeth addysg athrawon yn cael ei chrynhoi, gan gynnwys llai o brifysgolion.

en-gb	A reformed system would certainly set up the possibility for improvement but it would not guarantee it.
cy-gb	Byddai system ddiwygiedig yn sicr yn creu’r posibilrwydd o welliant, ond nid yn ei warantu.

en-gb	Over the last 15 years, universities across Wales have allowed educational research capacity to wither.
cy-gb	Dros y 15 mlynedd diwethaf, mae prifysgolion ledled Cymru wedi caniatáu i gapasiti ymchwil addysgol edwino.

en-gb	Turning around that situation may therefore demand more direct intervention.
cy-gb	I weddnewid y sefyllfa, felly, mae’n bosibl y bydd angen ymyrryd yn fwy uniongyrchol.

en-gb	Option 14.2 Extend Wiserd Education to include a pedagogical dimension
cy-gb	Opsiwn 14.2 Ehangu Addysg Wiserd i gynnwys dimensiwn pedagogaidd

en-gb	The Wiserd Education model does provide a useful model of how research capacity can be fostered.
cy-gb	Mae model Addysg Wiserd yn fodel buddiol o sut y gall capasiti ymchwil gael ei feithrin.

en-gb	It could therefore be extended by the addition of a second dimension to its work covering pedagogical research in key subject areas.
cy-gb	Gan hynny, fe allai gael ei ymestyn drwy ychwanegu ail ddimensiwn i’w waith, i ymwneud ag ymchwil bedagogaidd mewn pynciau allweddol.

en-gb	This would have the effect of establishing a national centre for applied educational research in Wales.
cy-gb	Effaith hynny fyddai sefydlu canolfan genedlaethol ar gyfer ymchwil addysgol yng Nghymru.

en-gb	Given that Cardiff University already has an international reputation as a major centre of high quality social scientific research in education, there would be a strong chance that a new pedagogical dimension in their work would be of the highest quality.
cy-gb	O gofio bod gan Brifysgol Caerdydd enw da yn rhyngwladol yn barod fel canolfan bwysig o ran ymchwil yn y gwyddorau cymdeithasol ynglyn ag addysg, mae yna obaith cryf y byddai dimensiwn pedagogaidd newydd yn eu gwaith yn cyrraedd y radd uchaf.

en-gb	With appropriately managed funding it could also be tailored specifically to the needs of Wales.
cy-gb	Gyda chyllid o dan reolaeth briodol, gallai gael ei deilwra’n unswydd hefyd at anghenion Cymru.

en-gb	Such a model would have significant advantages.
cy-gb	Byddai i fodel o’r fath fanteision arwyddocaol.

en-gb	However, even if it were networked on the lines of the existing Wiserd Education programme, it would only have a limited direct impact on teacher educators across Wales.
cy-gb	Er hynny, hyd yn oed pe bai’n cael ei rwydweithio yn yr un modd â rhaglen bresennol Addysg Wiserd, effaith uniongyrchol gyfyngedig a gâi ar addysgwyr athrawon ar draws Cymru.

en-gb	Most of that capacity would inevitably be based in Cardiff University itself, which is not at present a major provider of initial teacher education.
cy-gb	Mae’n anochel y byddai’r rhan fwyaf o’r capasiti hwn wedi’i lleol ym Mhrifysgol Caerdydd ei hun, nad yw ar hyn o bryd yn ddarparwr mawr mewn addysg gychwynnol athrawon.

en-gb	Option 14.3 In addition to extending Wiserd Education, link it to a network of five centres of pedagogical excellence across Wales
cy-gb	Opsiwn 14.3 Yn ychwanegol at ehangu Addysg Wiserd, ei chysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ar draws Cymru

en-gb	A final option would build on Option 14.2 but in addition establish up to five centres of pedagogical excellence across Wales.
cy-gb	Un opsiwn olaf fyddai adeiladu ar Opsiwn 14.2 ond sefydlu hefyd hyd at bum canolfan ragoriaeth bedagogaidd ar draws Cymru.

en-gb	Universities could bid to establish a pedagogical centre in one of a range of subjects seen as essential for Wales – for example in Welsh language teaching, Mathematics, foundation phase teaching and teaching socially disadvantaged children.
cy-gb	Gallai prifysgolion cynnig am sefydlu canolfan bedagogaidd mewn ystod o bynciau y bernir eu bod yn hanfodol i Gymru – er enghraifft addysgu’r Gymraeg, Mathemateg, addysgu’r cyfnod sylfaen ac addysgu plant sydd o dan anfantais gymdeithasol.

en-gb	Funding might be for five years in the first instance with universities themselves providing matched funding.
cy-gb	Gallai’r cyllid redeg am bum mlynedd i ddechrau a gallai’r prifysgolion eu hunain ddarparu arian cyfatebol.

en-gb	The five centres, each with strong links to the provision of teacher education, should be networked and linked to a pedagogical research centre at Cardiff university, where there should be funding to establish a Chair in pedagogical research.
cy-gb	Dylai’r pum canolfan, bob un a chanddi gysylltiadau cryf â darparu addysg athrawon, gael eu rhwydweithio a’u cysylltu â chanolfan ymchwil bedagogaidd ym Mhrifysgol Caerdydd, lle dylid cael cyllid i sefydlu Cadair mewn ymchwil bedagogaidd.

en-gb	This approach would serve the national need to increase research capacity in key areas of teaching in Wales.
cy-gb	Byddai mynd ati fel hyn yn ateb yr angen cenedlaethol i gynyddu’r capasiti ymchwil mewn meysydd allweddol mewn addysgu yng Nghymru.

en-gb	The distributed centres, networked and supported from Cardiff would also stimulate active research cultures amongst teacher education providers across the country.
cy-gb	Byddai’r canolfannau unigol, a gâi eu rhwydweithio a’u cefnogi o Gaerdydd, hefyd yn ysgogi diwylliannau ymchwil gweithredol ymysg darparwyr addysg athrawon ledled Cymru.

en-gb	RECOMMENDATION 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales, Option 14.3
cy-gb	ARGYMHELLIAD 8: Y dylai Addysg Wiserd gael ei hymestyn i gynnwys dimensiwn pedagogaidd wedi’i gysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ledled Cymru, Opsiwn 14.3

en-gb	15. University providers A final set of options concerns the number of university providers.
cy-gb	15. Darparwyr prifysgol Mae un set olaf o opsiynau’n ymwneud â nifer y prifysgolion sy’n ddarparwyr.

en-gb	Here we must ask what the optimum number of providers is, if Wales is to achieve a significant and necessary rise in the quality of provision.
cy-gb	Yn hyn o beth mae’n rhaid inni ofyn beth yw’r nifer gorau o ddarparwyr, os bwriedir i Gymru sicrhau cynnydd arwyddocaol ac angenrheidiol yn ansawdd y ddarpariaeth.

en-gb	At present there are three Centres accredited for the provision of initial teacher education in Wales: five universities contribute to those Centres.
cy-gb	Ar hyn o bryd mae tair canolfan wedi’u hachredu i ddarparu addysg gychwynnol athrawon yng Nghymru.

en-gb	They are the South West Wales Centre for Teacher Education (University of Wales, Trinity St David); the South East Wales Centre for Teacher Education (Cardiff Metropolitan and South Wales universities); and the North and Mid Wales Centre for Teacher Education (Aberystwyth and Bangor universities).
cy-gb	Mae pump o brifysgolion yn cyfrannu at y canolfannau hyn, sef Canolfan Addysg Athrawon y De-orllewin (Prifysgol Cymru Y Drindod Dewi Sant); Canolfan Addysg Athrawon y De-ddwyrain (Prifysgol Metropolitan Caerdydd a Phrifysgol De Cymru); a Chanolfan Addysg Athrawon y Gogledd a’r Canolbarth (Prifysgolion Aberystwyth a Bangor).

en-gb	Future provision might be based on one of three different options.
cy-gb	Gallai’r ddarpariaeth yn y dyfodol gael ei seilio ar un o dri opsiwn.

en-gb	In each case it is appropriate to consider the potential of each option for raising the quality of provision, and the financial costs and political challenges involved.
cy-gb	Ym mhob achos mae’n briodol ystyried y potensial sydd gan bob opsiwn i wella ansawdd y ddarpariaeth, a’r costau ariannol a’r heriau gwleidyddol o dan sylw.

en-gb	Option 15.1 – 5 University Centres
cy-gb	Opsiwn 15.1 – Pum canolfan brifysgol

en-gb	As has already been noted, one of the major challenges facing the initial teacher education sector at the time of my earlier review (Furlong et al 2006) was that there was a significant over capacity in the production of teachers as well as duplication of programmes.
cy-gb	Fel y nodwyd eisoes, un o’r heriau mawr a oedd yn wynebu’r sector addysg gychwynnol athrawon adeg fy adolygiad blaenorol (Furlong et al 2006) oedd bod cryn dipyn yn ormod o gapasiti o ran cynhyrchu athrawon yn ogystal ag o ran dyblygu rhaglenni.

en-gb	Today, as a result of reforms overseen by HEFCW, each of the five contributing universities now offers a distinctive range of programmes.
cy-gb	Heddiw, o ganlyniad i ddiwygiadau a oruchwyliwyd gan CCAUC, mae pob un o’r pum prifysgol sy’n gwneud cyfraniad yn cynnig ystod wahanol o raglenni.

en-gb	There is also an appropriate range of bilingual provision across Wales as a whole.
cy-gb	Ceir ystod briodol o ddarpariaeth ddwyieithog ar draws Cymru hefyd.

en-gb	Moreover, most faculties of education have diversified their provision so that they remain economically viable even though their teacher education numbers have been substantially reduced.
cy-gb	Ar ben hynny, mae’r mwyafrif o’r cyfadrannau wedi arallgyfeirio’u darpariaeth fel eu bod yn parhau’n hyfyw o safbwynt economaidd er bod eu niferoedd mewn addysg athrawon wedi’u lleihau’n sylweddol.

en-gb	Given the changes that have been achieved, it would therefore now in principle be possible to allow each of the existing universities to continue to offer its current range of provision as individual accredited providers.
cy-gb	O gofio’r newidiadau sydd wedi’u cyflawni, o ran egwyddor byddai erbyn hyn yn bosibl caniatáu i bob un o’r prifysgolion presennol barhau i gynnig eu hystod gyfredol o ddarpariaeth fel darparwyr achrededig unigol.

en-gb	Potential for raising the quality of provision
cy-gb	Potensial i wella ansawdd y ddarpariaeth

en-gb	Allowing all five universities to continue their current provision would have the benefit of ensuring continuity in a system that has only recently undergone major reform.
cy-gb	Mantais caniatáu i bob un o’r pum prifysgol barhau â’u darpariaeth bresennol fyddai sicrhau parhad mewn system sydd newydd weld diwygiadau mawr.

en-gb	In the short term it would be unlikely to have either a positive or negative impact on quality.
cy-gb	Yn y tymor byr, mae’n annhebyg y ceid effaith gadarnhaol nac effaith negyddol ar ansawdd.

en-gb	However, it would perhaps weaken the potential for further development.
cy-gb	Ond, efallai y byddai’n gwanhau’r potensial ar gyfer rhagor o ddatblygu.

en-gb	In at least two of the Universities, the amount of teacher education provision is relatively small.
cy-gb	Mewn dwy o’r prifysgolion o leiaf, cymharol fach yw maint y ddarpariaeth ar gyfer addysg athrawon.

en-gb	In addition, the fact that programmes are differentially distributed means that there is perhaps less potential for the development of research capacity and expertise in the future.
cy-gb	Hefyd, mae’r ffaith bod y rhaglenni wedi’u dosbarthu’n wahanol yn golygu bod yna lai o botensial o bosibl i ddatblygu capasiti ac arbenigedd ymchwil yn y dyfodol.

en-gb	It also needs to be recognised that raising the quality of provision across five institutions could be significantly more challenging for the Welsh Government and any agencies that it appoints to have oversight of the sector, than raising it across a smaller number of institutions. Teaching Tomorrow’s Teachers
cy-gb	Mae angen cydnabod hefyd y gallai gwella ansawdd y ddarpariaeth ar draws pum sefydliad fod gryn dipyn yn anos i Lywodraeth Cymru ac i unrhyw asiantaethau y byddai’n eu penodi i oruchwylio’r sector, na gwella ansawdd y ddarpariaeth ar draws llai o sefydliadau.

en-gb	Financial costs
cy-gb	Costau ariannol

en-gb	As there would be no change to provision, there would be little cost in terms of reconfiguration.
cy-gb	Gan na fyddai’r ddarpariaeth yn newid, ychydig yn unig o gostau a geid o ran ad-drefnu.

en-gb	However, there would be greater costs in staffing 5 centres rather than a smaller number.
cy-gb	Er hynny, fe fyddai’n costio mwy i staffio pum canolfan yn hytrach na nifer is.

en-gb	There would also be higher costs at national level in terms of administration and inspection.
cy-gb	Ceid costau uwch hefyd ar y lefel genedlaethol, o ran gweinyddu ac arolygu.

en-gb	Political challenges
cy-gb	Heriau gwleidyddol

en-gb	These would presumably be lower than any of the competing options.
cy-gb	Rhagdybir y byddai’r rhain yn llai nag unrhyw un o’r opsiynau eraill.

en-gb	Option 15.2 – A single university centre
cy-gb	Opsiwn 15.2 – Un ganolfan brifysgol

en-gb	At the other end of the scale, it would be possible for Wales to develop a single national centre for teacher education.
cy-gb	Ym mhen arall y raddfa, fe fyddai’n bosibl i Gymru ddatblygu un ganolfan genedlaethol ar gyfer addysg athrawon.

en-gb	In some ways this represents an attractive option for the future development of the field.
cy-gb	Mewn rhai ffyrdd mae hyn yn opsiwn deniadol o ran datblygu’r maes at y dyfodol.

en-gb	In absolute terms, the numbers of students involved at around 1600 pa is not large compared with some other providers in the UK.
cy-gb	Yn nhermau absoliwt, nid yw niferoedd y myfyrwyr, sef rhyw 1600 y flwyddyn, yn fawr o’u cymharu â rhai darparwyr eraill yn y Deyrnas Unedig.

en-gb	A concentration of provision would allow for the development of a high quality Welsh Institute of Teacher Education on the lines of that has developed in Singapore.
cy-gb	Byddai crynhoi’r ddarpariaeth yn caniatáu i Sefydliad Addysg Athrawon o safon gael ei ddatblygu yn yr un modd â’r hyn sydd wedi digwydd yn Singapore.

en-gb	Such an Institute might also become a national centre for advanced CPD and research, potentially making it a major contributor to raising the quality of education across Wales.
cy-gb	Gallai sefydliad o’r fath ddod yn ganolfan genedlaethol hefyd ar gyfer DPP uwch ac ymchwil, sy’n golygu y gallai wneud cyfraniad mawr at wella ansawdd addysg ledled Cymru.

en-gb	Given the geography of Wales, the Institute would need to work with a number of regional bodies across the country.
cy-gb	O gofio daearyddiaeth Cymru, byddai angen i’r sefydliad gydweithio â nifer o gyrff rhanbarthol ledled y wlad.

en-gb	A group of say 20 ‘Training Schools’ which were themselves given additional staffing to undertake their work on teacher education could act as local hubs, linked to a network of other schools in their region.
cy-gb	Gallai grwp o, dyweder, 20 o ‘Ysgolion Hyfforddi’ a fyddai eu hunain yn cael rhagor o staff i wneud eu gwaith ar addysg athrawon fod yn ganolfannau lleol, wedi’u cysylltu â rhwydwaith o ysgolion eraill yn eu hardal.

en-gb	Such a system would allow for the linking of schools from across Wales with the very best international practice in terms of professional education and research.
cy-gb	Byddai system o’r fath yn caniatáu i ysgolion ledled Cymru gael eu cysylltu â’r arferion rhyngwladol gorau un o ran addysg ac ymchwil broffesiynol.

en-gb	The potential for achieving high quality provision with this option would be strong; a single institution would in principle be more easily managed by the Welsh Government and its various agencies than multiple universities.
cy-gb	Byddai’r potensial ar gyfer sicrhau darpariaeth o safon yn sgil yr opsiwn hwn yn gryf; o ran egwyddor byddai’n haws i Lywodraeth Cymru a’i gwahanol asiantaethau reoli un sefydliad na nifer o brifysgolion.

en-gb	A disadvantage of this option is that there would be little or no competition in the system.
cy-gb	Un anfantais o dan yr opsiwn hwn yw na fyddai fawr ddim cystadleuaeth yn y system.

en-gb	The single centre model would clearly offer considerable savings in terms of the rationalisation of provision.
cy-gb	Mae’n eglur y byddai’r model un ganolfan yn cynnig arbedion sylweddol o ran rhesymoli’r ddarpariaeth.

en-gb	There would however be some significant transition costs in the ‘decommissioning’ of the majority of existing providers.
cy-gb	Er hynny, mae’n bosibl y byddai rhywfaint o gostau pontio wrth ‘ddatgomisiynu’ y mwyafrif o’r darparwyr presennol.

en-gb	There would also be ongoing new costs in supporting a national network of ‘Training Schools’ or other partners.
cy-gb	Ceid costau parhaus newydd hefyd wrth gynnal rhwydwaith cenedlaethol o ‘Ysgolion Hyfforddi’ neu bartneriaid eraill.

en-gb	There might also be some ongoing costs if it was considered necessary to support existing universities maintain other educational provision, such as masters courses and other forms of advanced CPD.
cy-gb	Efallai y ceid rhywfaint o gostau parhaus hefyd pe bernid bod angen helpu’r prifysgolion presennol i gynnal darpariaeth addysgol arall, megis cyrsiau gradd meistr a mathau eraill o DPP uwch.

en-gb	Although in many ways attractive, the single centre model would be the most difficult to achieve politically.
cy-gb	Er ei fod yn ddeniadol mewn llawer o ffyrdd, y model un ganolfan fyddai’r un anoddaf i’w gyflawni o safbwynt gwleidyddol.

en-gb	It is likely that there would be very considerable opposition from those institutions that were not selected as the main provider.
cy-gb	Mae’n debyg y ceid gwrthwynebiad sylweddol

en-gb	There could also be considerable regional opposition from bodies outside the university sector.
cy-gb	iawn o du’r sefydliadau na fydden nhw’n cael eu dewis yn brif ddarparwr.

en-gb	Despite the proposal to develop University providers
cy-gb	Gellid gweld gwrthwynebiad rhanbarthol sylweddol hefyd o du cyrff y tu allan i sector y prifysgolion.

en-gb	a network of funded Training Schools, many regions across Wales might consider themselves to be substantially disadvantaged by this option.
cy-gb	Er gwaethaf y cynnig i ddatblygu rhwydwaith o Ysgolion Hyfforddi wedi’u hariannu, gallai llawer o ardaloedd Cymru deimlo bod yr opsiwn hwn yn peri anfantais sylweddol iddyn nhw.

en-gb	Option 15.3 – 3 University Centres
cy-gb	Opsiwn 15.3 – Tair canolfan brifysgol

en-gb	An alternative would be to competitively re-accredit teacher education from three regional universities.
cy-gb	Un dewis arall fyddai ailachredu addysg athrawon mewn tair prifysgol ranbarthol, ar sail gystadleuol.

en-gb	As at present, these should perhaps be located in the North and Mid Wales, the South West and the South East Wales.
cy-gb	Fel ar hyn o bryd, efallai y dylai’r rhain gael eu lleoli yn y Gogledd a’r Canolbarth, y De-orllewin a’r De-ddwyrain.

en-gb	Collectively however they would need to ensure that they provided appropriate national coverage.
cy-gb	Ond gyda’i gilydd byddai angen iddyn nhw sicrhau eu bod yn cynnig rhychwant cenedlaethol priodol.

en-gb	Such an approach would allow the current distribution of provision to continue while at the same time allowing for further consolidation.
cy-gb	Byddai mynd ati fel hyn yn caniatáu i ddosbarthiad cyfredol y ddarpariaeth barhau ac ar yr un pryd yn caniatáu ar gyfer rhagor o grynhoi.

en-gb	In addition, the removal of the need for collaboration across universities would allow for the development of three strong centres based in three institutions, without the need for joint planning and joint accountability.
cy-gb	Yn ychwanegol, byddai dileu’r angen am gydweithredu ar draws prifysgolion yn caniatáu i dair canolfan gref gael eu datblygu mewn tri sefydliad, heb fod angen cydgynllunio a chydatebolrwydd.

en-gb	Three centres, each offering broadly similar provision would also allow more straightforward marketing of courses to prospective students.
cy-gb	Byddai tair canolfan, bob un yn cynnig darpariaeth weddol debyg, yn caniatáu i gyrsiau gael eu marchnata i’r myfyrwyr mewn ffordd symlach.

en-gb	When compared with the five centre model, the primary difference between the three university Centres would be their location rather than the range of courses offered.
cy-gb	O’i gymharu â’r model pum canolfan, y prif wahaniaeth rhwng y tair canolfan brifysgol fyddai eu lleoliad, yn hytrach na’r amrediad o gyrsiau a gâi eu cynnig.

en-gb	The consolidation of provision into three centres would potentially allow for greater quality when compared with the five centre model.
cy-gb	Gallai crynhoi’r ddarpariaeth mewn tair canolfan ganiatáu ansawdd well o’i chymharu â’r model pum canolfan.

en-gb	A smaller number of institutions could be more effectively monitored by national bodies; the greater concentration of provision would also potentially increase the level of expertise in each institution.
cy-gb	Gallai nifer is o sefydliadau gael eu monitro’n fwy effeithiol gan y cyrff cenedlaethol; gallai crynhoi’r ddarpariaeth yn fwy hefyd gynyddu lefel yr arbenigedd ym mhob sefydliad.

en-gb	A three centre model would involve some important costs in terms of transition.
cy-gb	Byddai model tair canolfan yn cynnwys rhai costau pwysig o ran y pontio.

en-gb	Those institutions not selected as future providers for teacher education might need some support in order to ensure that other related provision (non QTS courses, Masters and Doctoral programmes) remained viable.
cy-gb	Efallai y bydd ar y sefydliadau hynny na fyddan nhw’n cael eu dewis yn ddarparwyr addysg athrawon yn y dyfodol angen rhywfaint o gymorth er mwyn sicrhau bod y ddarpariaeth berthynol arall (cyrsiau heb SAC, rhaglenni Meistr a Doethuriaethau) yn parhau’n hyfyw.

en-gb	There might also be some short term costs for the relocation of experienced staff or for redundancies.
cy-gb	Efallai y ceid costau byrdymor hefyd wrth adleoli staff profiadol neu ddiddymu swyddi.

en-gb	At the same time however there might be some reduced costs as a result of the rationalisation of provision.
cy-gb	Ond ar yr un pryd mae’n bosibl y ceid gostyngiad mewn rhai costau drwy resymoli’r ddarpariaeth.

en-gb	There would be likely to be some significant opposition from those institutions and their associated schools and local authorities that were ‘de-selected’ as providers of initial teacher education.
cy-gb	Mae’n debyg y ceid gwrthwynebiad arwyddocaol o du’r sefydliadau hynny, a’u hysgolion a’u hawdurdodau lleol perthynol, na fydden nhw’n cael eu dewis yn ddarparwyr addysg gychwynnol athrawon.

en-gb	Choosing between the three options
cy-gb	Dewis rhwng y tri opsiwn

en-gb	As has been made clear, there are advantages and disadvantages in each of the above options.
cy-gb	Fel yr eglurwyd, mae gan bob un o’r opsiynau uchod fanteision ac anfanteision.

en-gb	However, deciding which option would offer the best chance for significantly enhancing the quality of provision is extremely difficult.
cy-gb	Er hynny, eithriadol o anodd yw penderfynu pa opsiwn a fyddai’n cynnig y gobaith gorau o wella ansawdd y ddarpariaeth.

en-gb	Much would turn on the quality of the ‘vision’ put forward a particular university – whether it was the only provider, one of 3 or one of 5.
cy-gb	Byddai llawer yn dibynnu ar ansawdd y ‘weledigaeth’ y byddai prifysgol benodol yn ei chynnig – boed yn unig ddarparydd, yn un o blith tri neu’n un o blith pump.

en-gb	Making that decision in the abstract is extremely challenging.
cy-gb	Mae’n eithriadol o anodd gwneud y penderfyniad hwnnw ar sail haniaethol.

en-gb	In these circumstances, perhaps the best way forward would be to link the final decision about numbers of providers to the re-accreditation process outlined above.
cy-gb	O dan yr amgylchiadau hyn, efallai mai’r ffordd orau ymlaen fyddai cyplysu’r penderfyniad terfynol am nifer y darparwyr â’r broses ailachredu a amlinellwyd uchod.

en-gb	Potential university providers, (and they may not necessarily be limited to current providers) could then be required to put forward a bid for future provision, outlining how they saw themselves in relation to the sector as a whole – as one of one, three or five providers.
cy-gb	Wedyn gellid ei gwneud yn ofynnol i’r prifysgolion a allai fod yn ddarparwyr (ac mae’n bosibl na fyddai’r rhain yn gyfyngedig i’r darparwyr cyfredol) wneud cynnig am y ddarpariaeth yn y dyfodol, gan amlinellu sut y bydden nhw’n eu gweld eu hunain mewn perthynas â’r sector yn ei grynswth – fel un darparwr yn unig, fel un o blith tri neu fel un o blith pump.

en-gb	This would allow the Teacher Education Accreditation Board to make an informed judgement about the numbers of providers, based on the quality of specific bids.
cy-gb	Byddai hynny’n caniatáu i’r Bwrdd Achredu Addysg Athrawon ffurfio barn wybodus am nifer y darparwyr, ar sail ansawdd y cynigion penodol.

en-gb	RECOMMENDATION 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
cy-gb	ARGYMHELLIAD 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai’r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig

en-gb	University providers 16. Conclusion Teacher education in Wales is today at a critical turning point.
cy-gb	16. Casgliad Mae addysg athrawon yng Nghymru heddiw wedi cyrraedd trobwynt tyngedfennol.

en-gb	When I and my colleagues prepared our initial report in 2006, the quality of the system was not a major issue.
cy-gb	Pan oeddwn i a’m cydweithwyr yn paratoi’n hadroddiad cychwynnol yn 2006, doedd ansawdd y system ddim yn bwnc llosg.

en-gb	Certainly there were improvements that could be made particularly in relation to the contribution of schools, but the system was not in crisis.
cy-gb	Yn sicr roedd yna welliannau a allai gael eu gwneud, yn enwedig o ran cyfraniad yr ysgolion, ond doedd y system ddim mewn argyfwng.

en-gb	The real challenge at that time was in the size and distribution of capacity.
cy-gb	Y wir her ar y pryd oedd maint a dosbarthiad y capasiti.

en-gb	That problem has, in the intervening years, largely been resolved.
cy-gb	Yn y blynyddoedd sydd wedi mynd heibio mae’r broblem honno wedi’i datrys i raddau helaeth.

en-gb	But at the same time, there is evidence that the quality of the system has deteriorated.
cy-gb	Ond ar yr un pryd mae yna dystiolaeth bod ansawdd y system wedi dirywio.

en-gb	The difficulties experienced in establishing high quality Centres, the weaknesses in provision identified by successive Estyn reports, the lack of any effective link between initial teacher education and CPD and the collapse of research capacity are all serious causes for concern.
cy-gb	Mae’r anawsterau a gafwyd wrth sefydlu canolfannau o safon, y gwendidau yn y ddarpariaeth a nodwyd mewn sawl adroddiad gan Estyn, y diffyg cysylltiad effeithiol rhwng addysg gychwynnol athrawon a DPP a chwalfa’r capasiti ymchwil i gyd yn peri pryder difrifol.

en-gb	Even more significant is the fact that as it is currently conceptualised, initial teacher education in Wales is not appropriate for developing the teachers it needs for its schools either today or tomorrow.
cy-gb	Mwy arwyddocaol byth yw’r ffaith nad yw cysyniad presennol addysg gychwynnol athrawon yng Nghymru yn briodol ar gyfer datblygu’r athrawon y mae ar Gymru eu hangen heddiw ac yfory.

en-gb	If the teaching profession itself is to make its proper contribution to the raising of standards in our schools in the way that has been set out in the Donaldson Review (2015) then what is needed is a form of initial teacher education that is expansive rather than restricted, one that gives teachers themselves the skills, knowledge and dispositions to lead the changes that are needed.
cy-gb	Os yw’r proffesiwn addysgu ei hun am wneud ei briod gyfraniad at godi safonau yn ein hysgolion yn y modd sydd wedi’i nodi yn Adolygiad Donaldson (2015), yna yr hyn y mae ei angen yw math o addysg gychwynnol athrawon sy’n eang ac nid yn gyfyngedig, sy’n rhoi i’r athrawon eu hunain y sgiliau, yr wybodaeth a’r awydd i arwain y newidiadau angenrheidiol.

en-gb	At present, that form of initial teacher education is not available in Wales.
cy-gb	Ar hyn o bryd, nid yw’r math hwnnw o addysg gychwynnol athrawon ar gael yng Nghymru.

en-gb	Fortunately for Wales, it does still have a large number of individuals and institutions that remain highly committed to the provision of good quality initial teacher education.
cy-gb	Mae’n ffodus bod gan Gymru nifer fawr o unigolion a sefydliadau o hyd sy’n dal yn ymroddgar iawn i ddarparu addysg gychwynnol athrawon o safon.

en-gb	There are institutions with generations of experience; there are individuals with very high quality skills and great enthusiasm.
cy-gb	Mae yna sefydliadau sydd â chenedlaethau o brofiad; mae yna unigolion sydd â sgiliau o safon a brwdfrydedd mawr.

en-gb	What has been missing in recent years is a stable and high quality system in which these institutions and individuals can flourish.
cy-gb	Yr hyn sydd wedi bod ar goll yn y blynyddoedd diwethaf yw system sefydlog o safon, lle gall y sefydliadau a’r unigolion hyn ffynnu.

en-gb	Once it is clear which of the above options the Welsh Government wishes to adopt, then I am sure that the sector will seize the opportunities they provide, working together to give Wales the quality of teacher education that it needs for the future. Teaching Tomorrow’s Teachers
cy-gb	Pan fydd yn eglur pa rai o’r opsiynau uchod yr hoffai Llywodraeth Cymru eu mabwysiadu, rwy’n siwr y bydd y sector yn gafael yn y cyfleoedd a gynigir, gan gydweithio i roi i Gymru yr ansawdd mewn addysg athrawon y mae arni ei hangen at y dyfodol.

en-gb	List of recommendations
cy-gb	Rhestr argymhellion

en-gb	Recommendation 1.
cy-gb	Argymhelliad 1.

en-gb	Recommendation 3: That the Welsh Government establishes a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales
cy-gb	Argymhelliad 3: Y dylai Llywodraeth Cymru sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg

en-gb	Recommendation 4: That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place
cy-gb	Argymhelliad 4: Y dylai rôl Estyn mewn addysg gychwynnol athrawon gael ei hadolygu pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn

en-gb	Recommendation 5: That Estyn’s ‘Guidance for Inspection’ for schools be revised to include specific recognition of the contribution of a school to initial teacher education
cy-gb	Argymhelliad 5: Y dylai ‘Canllawiau Arolygu’ Estyn ar gyfer ysgolion gael eu diwygio i gynnwys cydnabyddiaeth bendant i gyfraniad ysgol at addysg gychwynnol athrawon

en-gb	Recommendation 6: That the Primary BA (Hons) QTS in its current form be phased out and replaced by a four year degree with 50% of students’ time spent in main subject departments
cy-gb	Argymhelliad 6: Y dylai’r BA Cynradd (Anrh) SAC yn ei ffurf bresennol gael ei dirwyn i ben a’i disodli gan radd bedair-blynedd a 50% o amser y myfyrwyr yn cael ei dreulio yn adrannau’r prif bynciau

en-gb	Recommendation 7: That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
cy-gb	Argymhelliad 7: Y dylai Llywodraeth Cymru gadw llygad barcut ar effaith cymhellion ariannol ar recriwtio, gan ystyried yn benodol lefelau ariannu gwahanol o’u cymharu â’r rhai sydd ar gael yn Lloegr

en-gb	Recommendation 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales.
cy-gb	Argymhelliad 8: Y dylai Addysg Wiserd gael ei hymestyn i gynnwys dimensiwn pedagogaidd wedi’i gysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ledled Cymru

en-gb	Recommendation 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
cy-gb	Argymhelliad 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai’r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig

en-gb	References
cy-gb	Cyfeiriadau

en-gb	BERA-RSA (2014) Research and the Teaching Profession; building the capacity for a self-improving education system.
cy-gb	BERA-RSA (2014) Research and the Teaching Profession; building the capacity for a self- improving education system.

en-gb	Final report of the BERA-RSA Inquiry into the role of research in teacher education.
cy-gb	Final report of the BERA-RSA Inquiry into the role of research in teacher education.

en-gb	London: BERA
cy-gb	Llundain: BERA

en-gb	Carter, A (2015) Carter Review of Initial Teacher Training.
cy-gb	Carter, A (2015) Carter Review of Initial Teacher Training.

en-gb	London: Department of Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/ Carter_Review.pdf
cy-gb	London: Department of Education. www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/ Carter_Review.pdf

en-gb	DEL (2014) Aspiring to Excellence.
cy-gb	DEL (2014) Aspiring to Excellence.

en-gb	Final report of the international review panel on the structure of initial teacher education in Northern Ireland.
cy-gb	Final report of the international review panel on the structure of initial teacher education in Northern Ireland.

en-gb	Belfast: Department for Employment and Learning
cy-gb	Belfast: Yr Adran Cyflogaeth a Dysgu

en-gb	Donaldson, G. (2011) Teaching Scotland’s Future.
cy-gb	Donaldson, G. (2011) Teaching Scotland’s Future.

en-gb	Report of a review of teacher education in Scotland.
cy-gb	Report of a review of teacher education in Scotland.

en-gb	Edinburgh: The Scottish Government
cy-gb	Caeredin: Llywodraeth yr Alban

en-gb	Donaldson, G (2015) The Donaldson Review of Curriculum and Assessment.
cy-gb	Donaldson, G (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru.

en-gb	Cardiff: The Welsh Government
cy-gb	Caerdydd: Llywodraeth Cymru

en-gb	Estyn (2013) Annual Report of HM Chief Inspector of Education and Training in Wales 2013-14.Cardiff: Estyn
cy-gb	Estyn (2013) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru 2013-14.

en-gb	Furlong, J. and White, P. (2001) Educational Research Capacity in Wales; a review.
cy-gb	Caerdydd: Estyn Furlong, J. a White, P. (2001) Educational Research Capacity in Wales; a review.

en-gb	Cardiff: Cardiff University School of Social Sciences
cy-gb	Caerdydd: Ysgol Gwyddorau Cymdeithasol Prifysgol Caerdydd

en-gb	Furlong, J., Hagger, H. Butcher, C. and Howson, J. (2006) Review of Initial Teacher Training Provision in Wales; A report to the Welsh Assembly Government (the Furlong Report).
cy-gb	Furlong, J., Hagger, H. Butcher, C. a Howson, J. (2006) Adolygiad o’r Ddarpariaeth Hyfforddiant Cychwynnol Athrawon yng Nghymru (adroddiad Furlong).

en-gb	Oxford: University of Oxford Department of Education
cy-gb	Rhydychen: Adran Addysg Prifysgol Rhydychen

en-gb	GTCS (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland Edingurgh: GTCS http://www.gtcs.org.uk/standards/ standards.aspx
cy-gb	GTCS (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland Caeredin: GTCS http://www.gtcs.org.uk/standards/ standards.aspx

en-gb	OECD (2014) Improving Schools in Wales; An OECD perspective.
cy-gb	OECD (2014) Improving Schools in Wales; An OECD perspective.

en-gb	Paris: OECD
cy-gb	Paris: OECD

en-gb	Sahlberg, P, Furlong, J. & Munn, P (2012) Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland: review conducted on behalf of the Department of Education and Skills, Dublin: Higher Education Authority of Ireland
cy-gb	Sahlberg, P, Furlong, J. a Munn, P (2012) Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland: review conducted on behalf of the Department of Education and Skills, Dulyn: Awdurdod Addysg Uwch Iwerddon

en-gb	Tabberer R. (2013) A Review of Initial Teacher Training in Wales.
cy-gb	Tabberer R. (2013) Adolygiad o Hyfforddiant Cychywnnol Athrawon yng Nghymru.

en-gb	Cardiff: Welsh Government
cy-gb	Caerdydd: Llywodraeth Cymru

en-gb	Taking Wales Forward
cy-gb	Symud Cymru Ymlaen

en-gb	Welsh Government’s Well-being Objectives (2016)
cy-gb	Amcanion Llesiant Llywodraeth Cymru (2016)

en-gb	November 2016
cy-gb	Tachwedd 2016

en-gb	gov.wales
cy-gb	llyw.cymru

en-gb	Well-being Goals
cy-gb	Nodau Llesiant

en-gb	“The Future Generations Act presents an opportunity to work differently and engage with others to develop innovative solutions to the challenges that we face”
cy-gb	“Mae Deddf Cenedlaethau’r Dyfodol yn gyfle i weithio mewn ffordd wahanol ac ymwneud ag eraill i ddatblygu atebion arloesol i’r heriau sy’n ein hwynebu”.

en-gb	Taking Wales Forward (2016)
cy-gb	Symud Cymru Ymlaen (2016)

en-gb	WG30198 © Crown copyright 2016, Welsh Government Digital ISBN 978-1-4734-8012-4
cy-gb	WG30198 © Hawlfraint y Goron 2016, Llywodraeth Cymru, Digidol ISBN 978-1-4734-8013-1

en-gb	A Wales of vibrant culture and thriving Welsh Language
cy-gb	Cymru â diwylliant bywiog lle mae’r Gymraeg yn ffynnu

en-gb	A Wales of cohesive communities
cy-gb	Cymru o gymunedau cydlynus

en-gb	A globally responsible Wales
cy-gb	Cymru sy’n gyfrifol ar lefel fyd-eang

en-gb	A more equal Wales
cy-gb	Cymru sy’n fwy cyfartal

en-gb	A prosperous Wales
cy-gb	Cymru Iewyrchus

en-gb	A healthier Wales
cy-gb	Cymru iachach

en-gb	A resilient Wales
cy-gb	Cymru gydnerth

en-gb	We are committed to using the Well-being of Future Generations Act in our decision making to improve the social, economic, environmental and cultural wellbeing of Wales, now and over the long term.
cy-gb	Rydym wedi ymrwymo i ddefnyddio Ddeddf Llesiant Cenedlaethau’r Dyfodol wrth wneud penderfyniadau, a hynny er mwyn gwella llesiant cymdeithasol, economaidd, amgylcheddol a diwylliannol Cymru, yn awr ac yn y tymor hir.

en-gb	We recognise that using the Act effectively to make Wales more sustainable means doing things differently.
cy-gb	Rydym yn cydnabod bod defnyddio’r Ddeddf yn effeithlon i wneud Cymru’n fwy cynaliadwy yn golygu gwneud pethau’n wahanol.

en-gb	This will not happen overnight;
cy-gb	Wnaiff hynny ddim digwydd dros nos;

en-gb	but requires a significant realignment in the way we address the stubborn issues that our communities face, issues which are often complex, long-term and require a multi-partner approach to resolve.
cy-gb	mae’n gofyn am newid sylweddol yn y ffordd rydym yn mynd i’r afael â’r problemau ystyfnig sy’n wynebu’n cymunedau – problemau sydd, yn aml, yn rhai cymhleth, tymor hir y bydd angen nifer o bartneriaid i weithio gyda’i gilydd i’w datrys.

en-gb	Our focus will continue to be on supporting people when they need it most and equipping our public services to respond to the opportunities and the challenges that the current political, financial and environmental uncertainties present.
cy-gb	Byddwn yn parhau i ganolbwyntio ar gefnogi pobl pan fydd ei angen arnynt fwyaf ac ar roi’r modd i’n gwasanaethau cyhoeddus ymateb i’r cyfleoedd a’r heriau a ddaw yn sgil yr ansicrwydd gwleidyddol, ariannol ac amgylcheddol presennol.

en-gb	The issues we face can only be tackled through new ways of working.
cy-gb	Rhaid wrth ffyrdd newydd o weithio i fynd i’r afael â’r problemau sy’n ein hwynebu.

en-gb	We are fortunate in Wales that we have this new law to help us with the change needed.
cy-gb	Mae’r Ddeddf newydd hon yn rhoi mantais inni yng Nghymru a fydd yn ein helpu â’r newid sydd ei angen.

en-gb	The Act presents an opportunity to work differently to deliver our Government programme.
cy-gb	Mae’n rhoi cyfle inni weithio’n wahanol wrth gynnal ein Rhaglen Lywodraethu.

en-gb	To guide the delivery of Taking Wales Forward, we have developed 14 well-being objectives that will form the foundation for the development of four cross-cutting national strategies.
cy-gb	I’n tywys wrth roi Symud Cymru Ymlaen ar waith, rydym wedi datblygu pedwar ar ddeg o amcanion llesiant a fydd yn sylfaen ar gyfer datblygu’r pedair strategaeth genedlaethol drawsbynciol.

en-gb	These well-being objectives have been prepared against the backdrop of considerable change and on-going uncertainty following the United Kingdom’s decision to leave the European Union.
cy-gb	Mae’r amcanion llesiant hyn wedi’u paratoi yng nghyd-destun y newid mawr a’r ansicrwydd a ddaeth yn sgil penderfyniad y Deyrnas Unedig i adael yr Undeb Ewropeaidd.

en-gb	They mark the start of a longer journey of continuous improvement for the Welsh Government in realising the full spirit of the Act, a journey that will be shared by other public bodies across Wales.
cy-gb	Dyma gamau cyntaf taith hwy o welliannau parhaus i Lywodraeth Cymru wrth iddi geisio gwireddu hanfod y Ddeddf. Bydd cyrff cyhoeddus eraill ledled Cymru yn cyd-gerdded â hi ar y daith honno.

en-gb	The well-being objectives will be tested further through the development of our four cross-cutting national strategies.
cy-gb	Caiff yr amcanion llesiant eu cloriannu ymhellach wrth inni ddatblygu ein pedair strategaeth genedlaethol drawsbynciol.

en-gb	In doing so we will seek the active involvement of people in communities, as well as collaborating with public bodies, businesses and our delivery partners.
cy-gb	Wrth wneud hynny, byddwn yn gofyn am gyfranogiad pobl yn eu cymunedau ac yn cydweithio hefyd â chyrff cyhoeddus, busnesau a’n partneriaid cyflawni.

en-gb	By looking to the long term, taking an integrated and preventative approach, and involving and working with others, we will be able to understand better how we can maximise our contribution to the well-being goals over this Assembly term.
cy-gb	Trwy edrych at y tymor hir, gweithio mewn ffordd integredig ac ataliol, a thrwy sicrhau cyfranogaeth eraill a gweithio gyda nhw, gallwn ddeall yn well sut y gallwn wneud y mwyaf o’n cyfraniad at wireddu’r nodau llesiant dros dymor y Cynulliad hwn.

en-gb	A critical five years lie ahead.
cy-gb	Mae pum mlynedd dyngedfennol o’n blaenau.

en-gb	We want to work creatively with our partners across Wales to find solutions to the challenges that face us and make the most of the opportunities that can help maximise our impact in these uncertain times.
cy-gb	Rydym am weithio’n greadigol gyda’n partneriaid ledled Cymru i gael hyd i atebion i’r heriau sy’n ein hwynebu ac i wneud y gorau o’r cyfleoedd a all ein helpu i gynyddu’n heffaith yn yr amserau ansicr hyn.

en-gb	The new ways of working and seven well-being goals at the heart of the Act will continue to shape the delivery of this Government’s programme and contribute to building the Wales we all want.
cy-gb	Bydd y ffyrdd newydd o weithio a’r saith nod llesiant sy’n ganolog i’r Ddeddf yn parhau i lywio’r ffordd y cynhelir rhaglen y Llywodraeth hon ac yn cyfrannu at greu’r Cymru a garem.

en-gb	Cabinet Secretary for Finance and Local Government
cy-gb	Ysgrifennydd y Cabinet dros Gyllid a Llywodraeth Leol

en-gb	1.1 In Taking Wales Forward we set out the four areas where the Welsh Government can make the biggest difference to the lives of the people of Wales, now and in the future.
cy-gb	1.1 Yn Symud Cymru Ymlaen, rydym wedi pennu’r pedwar maes lle gall Llywodraeth Cymru wneud y gwahaniaeth mwyaf i bobl Cymru, yn awr ac yn y dyfodol.

en-gb	Our aim is to create a Wales that is:
cy-gb	Ein hamcan yw creu Cymru sy’n:

en-gb	– Prosperous and Secure;
cy-gb	– Ffyniannus a diogel;

en-gb	– Healthy and Active;
cy-gb	– Iach ac egnïol;

en-gb	– Ambitious and Learning;
cy-gb	– Uchelgeisiol sy’n dysgu;

en-gb	– United and Connected.
cy-gb	– Unedig a chysylltiedig.

en-gb	1.2 It is across these four areas that we can contribute most to the seven well-being goals set out in the Well-being of Future Generations (Wales) Act, (referred to as ‘the Act’) to make Wales a prosperous, resilient, healthier, more equal and globally responsible country with cohesive communities, a vibrant culture and a thriving Welsh language.
cy-gb	1.2 Yn y pedwar maes hwn y gallwn gyfrannu fwyaf at saith nod llesiant Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru), (‘y Ddeddf’ fel y cyfeirir ati) i wneud Cymru’n wlad lewyrchus, gydnerth, iachach, fwy cyfartal sy’n gyfrifol ar lefel fyd-eang ac sydd â chymunedau cydlynus a diwylliant bywiog lle mae’r iaith yn ffynnu.

en-gb	These four areas have formed the basis for our well-being objectives.
cy-gb	Y pedwar maes hwn yw’r sylfaen ar gyfer ein holl nodau llesiant.

en-gb	1.3 This is about keeping Wales on a sustainable development path, a process of improving the economic, social, environmental and cultural well-being of Wales by taking action, in accordance with the sustainable development principle.
cy-gb	1.3 Diben hyn yw cadw Cymru ar lwybr datblygu cynaliadwy - proses o wella llesiant economaidd, cymdeithasol, amgylcheddol a diwylliannol Cymru trwy weithredu yn unol ag egwyddorion datblygu cynaliadwy.

en-gb	It is a way of doing things, to guide how we and other specified public bodies take a more integrated and collaborative approach to decision making which takes account of the long term and consistently looks at preventing problems.
cy-gb	Mae’n ffordd o wneud pethau sy’n ein tywys ni a chyrff cyhoeddus penodol eraill i wneud penderfyniadau mewn ffordd fwy integredig a chydweithredol sy’n rhoi ystyriaeth i’r tymor hir ac sy’n gweithio drwy’r amser i atal problemau.

en-gb	1.4 We are not alone in trying to do things differently.
cy-gb	1.4 Nid ni yn unig sy’n ceisio gwneud pethau’n wahanol.

en-gb	On 1 January 2016, the world officially began implementation of the 2030 Agenda for Sustainable Development – the transformative plan of action based on seventeen United Nations Sustainable Development Goals – to address urgent global challenges over the next 15 years.
cy-gb	Ar 1 Ionawr 2016, dechreuodd y byd roi Agenda Datblygu Cynaliadwy 2030 ar waith – cynllun gweithredu trawsnewidiol sy’n seiliedig ar un deg saith Nod Datblygu Cynaliadwy’r Cenhedloedd Unedig – i fynd i’r afael â heriau mawr y byd dros y 15 mlynedd nesaf.

en-gb	It is through the new Act that Wales will make its contribution to the achievement of the Sustainable Development Goals.
cy-gb	Bydd Cymru’n cyfrannu at wireddu’r Nodau Datblygu Cynaliadwy hyn trwy’r Ddeddf newydd.

en-gb	1.5 The publication of Taking Wales Forward was the first step in aprocess that will see us work differently in delivering the spirit of the Act.
cy-gb	1.5 Cyhoeddi Symud Cymru Ymlaen oedd y cam cyntaf mewn proses a fydd yn ein gweld yn gweithio mewn ffordd wahanol i wireddu hanfod y Ddeddf.

en-gb	It marks the beginning of a period in which we will consider in greater detail how, through collaboration and involvement, we can work together to deliver our priorities in a sustainable way.
cy-gb	Mae’n ddechrau ar gyfnod lle byddwn yn ystyried yn fanylach sut y gallwn fynd ati, trwy gydweithio a chyfranogi, i wireddu ein blaenoriaethau mewn ffordd gynaliadwy.

en-gb	1.6 To drive forward delivery we will develop four cross-cutting national strategies, Prosperous and Secure, Ambitious and Learning, Healthy and Active, and United and Connected, reflecting the four areas of Taking Wales Forward.
cy-gb	1.6 I’n helpu yn hyn o beth, byddwn yn datblygu pedair strategaeth genedlaethol drawsbynciol, Ffyniannus a Diogel, Uchelgais a Dysgu, Iach ac Egnïol ac Unedig a Chysylltiedig, gan adlewyrchu pedwar maes Symud Cymru Ymlaen.

en-gb	This will allow us to consider how we can maximise the impact of everything that we do, using the strategies as a practical and real opportunity to drive delivery and live the spirit of the Act.
cy-gb	Bydd hyn yn caniatáu inni ystyried sut i gynyddu effaith popeth a wnawn, gan ddefnyddio’r strategaethau fel cyfle ymarferol a real i’n helpu i roi’r Ddeddf ar waith a byw ei hanfod.

en-gb	1.7 This document responds to the duties on Welsh Ministers under section 3(2)(a) and 7 of the Well-being of Future Generations (Wales) Act 2015.
cy-gb	1.7 Mae’r ddogfen hon yn ymateb i’r dyletswyddau sydd ar Weinidogion Cymru o dan adran 3(2)(a) a 7 Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015.

en-gb	It details our initial well-being objectives to maximise our contribution to the seven well-being goals outlined in the Act.
cy-gb	Mae’n rhestru’r amcanion llesiant cychwynnol i’n helpu i wneud y mwyaf o’n cyfraniad at y saith nod llesiant a nodir yn y Ddeddf.

en-gb	It also contains the matters required by the Act to explain how they were developed, including the initial steps we will take to deliver them.
cy-gb	Mae’n cynnwys hefyd y materion sy’n ofynnol o dan y Ddeddf i esbonio sut y cawsant eu datblygu, gan gynnwys y camau cychwynnol y byddwn yn eu cymryd i’w rhoi ar waith.

en-gb	These initial steps are published for the purpose of section 3(2)(a) and 7 of the Well-being of Future Generations (Wales) Act 2015.
cy-gb	Cyhoeddir y camau cychwynnol hyn at ddiben adran 3(2)(a) a 7 Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015.

en-gb	Maximising our contribution to the seven national well-being goals – ourwell-being objectives
cy-gb	Gwneud y mwyaf o’n cyfraniad at y saith nod llesiant cenedlaethol – einhamcanion llesiant

en-gb	2.1 We have developed fourteen well-being objectives which reflect our aspirations for change over the long term.
cy-gb	2.1 Rydym wedi datblygu pedwar ar ddeg o amcanion llesiant sy’n adlewyrchu’n dyhead am newid yn y tymor hir.

en-gb	They have been designed to reflect the key priorities for improvement in our economy, our society, our environment and our culture.
cy-gb	Maent wedi’u cynllunio i adlewyrchu’r prif flaenoriaethau ar gyfer gwella ein heconomi, ein cymdeithas, ein hamgylchedd a’n diwylliant.

en-gb	They start the conversation about how we maximise the contribution the government can make towards achieving the seven well-being goals.
cy-gb	Maent yn dechrau’r sgwrs ynghylch sut y gallwn wneud y gorau posib o gyfraniad y llywodraeth at gyflawni’r saith nod llesiant.

en-gb	2.2 Our well-being objectives draw on the four areas in Taking Wales Forward, and build on early work on the four corresponding cross-cutting strategies.
cy-gb	2.2 Mae ein hamcanion llesiant yn seiliedig ar y pedwar maes yn Symud Cymru Ymlaen, ac yn datblygu’r gwaith cychwynnol a wnaed ar y pedair strategaeth drawsbynciol gyfatebol.

en-gb	They reflect the areas that are devolved to us under the Government of Wales Act 2006 where we can use our powers and influence to help achieve the seven well-being goals.
cy-gb	Maent yn adlewyrchu’r meysydd sydd wedi’u datganoli inni o dan Ddeddf Llywodraeth Cymru 2006 lle gallwn ddefnyddio’n pwerau a’n dylanwad i helpu i wireddu’r saith nod llesiant.

en-gb	These are the areas which enable us to focus on making a difference for everyone, at every stage of their lives, irrespective of where they live, their background or circumstance.
cy-gb	Y rhain yw’r meysydd a fydd yn ein galluogi i ganolbwyntio ar wneud gwahaniaeth i bawb, ym mhob cam o’u bywydau, waeth ble maen nhw’n byw na beth yw eu cefndir na’u hamgylchiadau.

en-gb	2.3 Wales’ well-being goals are designed to be generational, our initial well-being objectives cover the period 2016-2021.
cy-gb	2.3 Mae nodau llesiant Cymru wedi’u cynllunio i rychwantu’r cenedlaethau ond mae ein hamcanion llesiant cychwynnol yn para’r cyfnod 2016-2021.

en-gb	Delivery against them will be embedded in our governance structures, initiatives and policy making and reported on an annual basis.
cy-gb	Bydd cyflawni’r rhain yn ganolog i’n strwythurau llywodraethu, ein mentrau a’n prosesau llunio polisïau – a chyhoeddir adroddiad ar hynny bob blwyddyn.

en-gb	Each objective will contribute to all, or a number of the goals and will be reviewed as the challenges and opportunities presented by the current financial and political uncertainties become clear.
cy-gb	Bydd pob amcan yn cyfrannu at yr holl nodau neu at nifer ohonynt, a byddwn yn eu hadolygu wrth i heriau a chyfleoedd yr ansicrwydd ariannol a gwleidyddol presennol amlygu eu hunain.

en-gb	2.4 The fourteen well-being objectives will form the foundation of the four cross-cutting strategies.
cy-gb	2.4 Y pedwar ar ddeg amcan llesiant fydd sylfaen ein pedair strategaeth drawsbynciol.

en-gb	This will enable us to maximise the progress that can be made and reflect the interconnected nature of the well-being objectives.
cy-gb	Drwyddynt gallwn wneud y mwyaf o’r hyn y gellir ei wneud ac adlewyrchu natur gysylltiedig yr amcanion llesiant.

en-gb	The four cross-cutting strategies will allow for further consideration of our contribution to all the wellbeing goals and provide the platform to involve delivery and wider partners, businesses, communities and people affected by our decisions.
cy-gb	Bydd y pedair strategaeth drawsbynciol yn caniatáu inni ystyried ein cyfraniad at yr holl nodau llesiant ymhellach a rhoi llwyfan lle gall partneriaid cyflawni, partneriaid ehangach, busnesau, cymunedau a phobl y bydd ein penderfyniadau’n effeithio arnynt i gyd gymryd rhan.

en-gb	The detail on our well-being objectives can be found in Annex A, which also identifies the well-being goals that each wellbeing objective can make the greatest contribution towards.
cy-gb	Mae manylion ein hamcanion llesiant i’w gweld yn Atodiad A, sy’n nodi hefyd y nodau llesiant y bydd pob amcan yn gallu cyfrannu fwyaf ato.

en-gb	This is an initial assessment and will be tested more widely as part of the strategy development work.
cy-gb	Asesiad cychwynnol yw hwn a chaiff ei bwyso a’i fesur yn ehangach wrth i’r strategaethau gael eu datblygu.

en-gb	Steps
cy-gb	Camau

en-gb	2.5 The Welsh Government is committed to taking all reasonable steps to achieve the well-being objectives, and see progress against the well-being goals over this government term.
cy-gb	2.5 Mae Llywodraeth Cymru wedi ymrwymo i gymryd pob cam rhesymol i gyflawni’r amcanion llesiant a gweithio at wireddu’r nodau llesiant yn nhymor y llywodraeth hon.

en-gb	The development of the four strategies is the initial step we will take to support delivery of our well-being objectives.
cy-gb	Datblygu’r pedair strategaeth fydd y cam cyntaf ar gyfer gwireddu ein hamcanion llesiant.

en-gb	This work will provide the governance to enhance delivery and further embed the sustainable development principle.
cy-gb	Bydd y gwaith hwnnw’n esgor ar y llywodraethiant ar gyfer ein helpu i’w gwireddu ac yn gwneud yr egwyddor datblygu cynaliadwy yn rhan hyd yn oed yn fwy annatod o’r gwaith.

en-gb	The strategy development work will include deeper and broader assessment of the impact of current policies and draw wider conclusions on where we need to do things differently.
cy-gb	Bydd y gwaith o ddatblygu’r strategaethau yn cynnwys asesiad dyfnach ac ehangach o effeithiau polisïau presennol ac yn dod i gasgliadau ehangach ynghylch lle mae angen inni wneud pethau’n wahanol.

en-gb	This will shape the detailed steps needed to deliver against our well-being objectives.
cy-gb	Bydd hyn yn penderfynu ar ffurf y camau manwl sydd eu hangen i wireddu ein hamcanion llesiant.

en-gb	2.6 Central to strategy development will be the identification of the core issues, developing means of preventing problems and finding innovative and sustainable solutions across the breadth of Government that can be delivered during this Government term.
cy-gb	2.6 Wrth ddatblygu’r strategaethau, yr ystyriaeth ganolog fydd penderfynu ar y materion craidd, datblygu ffyrdd o rwystro problemau a chael hyd i atebion arloesol a chynaliadwy ym mhob rhan o’r Llywodraeth, y gellir eu cyflawni yn ystod tymor y Llywodraeth hon.

en-gb	The strategies will be the catalyst for more collaborative delivery plans that balance the needs of the present and the future and are integrated across Government and the wider public service.
cy-gb	Y strategaethau fydd y catalydd ar gyfer cynlluniau cyflawni mwy cydweithredol a fydd yn cadw’r ddysgl yn wastad rhwng anghenion heddiw ac yfory. Byddant wedi’u hintegreiddio ar draws y Llywodraeth a’r gwasanaethau cyhoeddus ehangach.

en-gb	2.7 Breaking the cycle of disadvantage and inequality will continue to underpin everything we do, so that the way we govern has the most effective impact on making our society fairer and more inclusive.
cy-gb	2.7 Ceisio torri’r cylch anfantais ac anghydraddoldeb fydd sail popeth a wnawn o hyd, fel bod y ffordd y llywodraethwn yn cael yr effaith fwyaf effeithiol ar wneud ein cymdeithas yn decach a mwy cynhwysol.

en-gb	Five Ways of Working
cy-gb	Pum ffordd o weithio

en-gb	2.8 The application of the five ways of working identified in the Act is how public bodies are able to maximise their contribution to the seven well-being goals.
cy-gb	2.8 Bydd y pum ffordd o weithio a nodir yn y Ddeddf yn dangos sut y bydd cyrff cyhoeddus yn gallu gwneud y mwyaf o’u cyfraniad at wireddu’r saith nod llesiant.

en-gb	They have been applied in determining the fourteen Welsh Government well-being objectives:
cy-gb	Maent wedi’u defnyddio i lunio pedwar ar ddeg amcan llesiant Llywodraeth Cymru:

en-gb	Integrate
cy-gb	Integreiddio

en-gb	The well-being objectives relate to each other, many relate to different aspects of the life course, supporting people at every stage of their lives.
cy-gb	Mae’r amcanion llesiant yn gysylltiedig â’i gilydd. Mae llawer ohonynt yn ymwneud â gwahanol agweddau ar gwrs bywyd, gan helpu pobl ym mhob cam o’u bywydau.

en-gb	Several take a place-based approach, responding to the importance of people’s wellbeing and that of the communities they are part of, whilst also making visible Wales’ contribution as a small nation on the global stage.
cy-gb	Mae sawl un yn seiliedig ar le, gan ymateb i bwysigrwydd llesiant pobl a llesiant y cymunedau y maent yn rhan ohonynt a chan wneud cyfraniad Cymru fel gwlad fach ar lwyfan y byd yn weladwy.

en-gb	As a set of objectives they will build on progress towards the economic, social, environmental and cultural wellbeing of Wales, by enabling us to take more sustainable action, as we evaluate our key decisions in relation to our well-being objectives.
cy-gb	Fel set o amcanion, byddant yn datblygu’r cynnydd at lesiant economaidd, cymdeithasol, amgylcheddol a diwylliannol Cymru, trwy ein galluogi i weithredu’n fwy cynaliadwy wrth inni gloriannu ein prif benderfyniadau ynghylch ein hamcanion llesiant.

en-gb	Our decision to develop four cross-cutting national strategies, working across Ministerial portfolios and departments, will build an integrated approach to delivery in everything we do which will seek to maximise the impact of our collective action.
cy-gb	Bydd ein penderfyniad i ddatblygu pedair strategaeth genedlaethol drawsbynciol, gan weithio ar draws portffolios ac adrannau Gweinidogion, yn datblygu’r ffordd integredig o gyflawni ym mhopeth a wnawn. Bydd hynny’n cynyddu effaith ein gweithredoedd ar y cyd.

en-gb	Our well-being objectives have been designed to prevent problems from occurring or getting worse.
cy-gb	Mae ein hamcanion llesiant wedi’u cynllunio i rwystro problemau rhag codi neu waethygu.

en-gb	They represent the areas where we need to work with partners to break down barriers, focus on the transition between services and understand the changing needs of people through the various stages of their lives, both now and in the future, wherever they live in Wales.
cy-gb	Y rhain yw’r meysydd lle mae angen inni weithio gyda phartneriaid i chwalu rhwystrau, canolbwyntio ar y pontio rhwng gwasanaethau a deall anghenion cyfnewidiol pobl trwy gamau bywyd, yn awr ac yn y dyfodol, pa le bynnag y maent yn byw yng Nghymru.

en-gb	Prevention
cy-gb	Atal

en-gb	Collaborate
cy-gb	Cydweithio

en-gb	Work to involve and collaborate more widely on how we will deliver our objectives has not been possible in the timeframe due to the delay in publishing Taking Wales Forward caused by the UK decision to leave the European Union.
cy-gb	Ni fu’n bosib sicrhau mwy o gydweithio na chynnwys mwy o bobl yn y trafodaethau ynghylch sut y byddwn yn gwireddu ein hamcanion. Roedd yr amserlen yn dynn oherwydd bod penderfyniad y Deyrnas Unedig i adael yr Undeb Ewropeaidd wedi achosi oedi cyn cyhoeddi Symud Cymru Ymlaen.

en-gb	We remain committed to getting it right and to fully testing our well-being objectives as part of the development of our four cross-cutting national strategies.
cy-gb	Rydym wedi ymrwymo i wneud pethau’n iawn o hyd ac i brofi’n llawn ein hamcanion llesiant wrth ddatblygu ein pedair strategaeth genedlaethol drawsbynciol.

en-gb	Setting well-being objectives in stone that bind or constrain these strategies at this early stage will not deliver the spirit of the Act, and would risk sustainable development being an ‘add-on’.
cy-gb	Trwy bennu’n bendant mor fuan â hyn yr amcanion llesiant mewn ffordd sy’n rhwymo neu’n cyfyngu ar y strategaethau hyn, collir hanfod y Ddeddf a byddai perygl i ddatblygu cynaliadwy fynd yn ‘atodiad’.

en-gb	Therefore, in order to fulfil our commitment to fully engage and involve people we will review our objectives under section 8 (5) of the Act during the development of our national strategies.
cy-gb	Felly, er mwyn cadw at ein hymrwymiad i ymgysylltu’n llawn â’r bobl, a’u cynnwys, byddwn yn adolygu ein hamcanion o dan adran 8(5) y Ddeddf wrth inni ddatblygu ein strategaethau cenedlaethol.

en-gb	Involve
cy-gb	Cynnwys

en-gb	Long Term
cy-gb	Hirdymor

en-gb	These well-being objectives respond to the long-term opportunities and challenges that Wales faces, as outlined in Taking Wales Forward.
cy-gb	Mae’r amcanion llesiant hyn yn ymateb i’r cyfleoedd a’r heriau tymor hir sy’n wynebu Cymru, fel ag y’u disgrifir yn Symud Cymru Ymlaen.

en-gb	These reflect the current backdrop of ongoing austerity, the UK withdrawal from the European Union and how we manage the increasing demand for public services, particularly with an ageing and growing population.
cy-gb	Maent yn adlewyrchu cyd-destun heddiw o gyni parhaus, ymadawiad y DU â’r Undeb Ewropeaidd a sut i reoli’r galw cynyddol am wasanaethau cyhoeddus, yn enwedig o gofio bod y boblogaeth yn heneiddio ac yn tyfu.

en-gb	Other long term changes will shape our future including the changing climate, technological innovation, tackling the gap between the richest and poorest, and making society fairer, whilst understanding what our future needs might be.
cy-gb	Bydd newidiadau eraill yn siapio’n dyfodol hefyd, gan gynnwys hinsawdd sy’n newid, arloesi technegol, yr ymdrech i gau’r bwlch rhwng y tlotaf a’r cyfoethocaf a gwneud cymdeithas yn decach, tra’n deall beth allai’n hanghenion ni fod yn y dyfodol.

en-gb	These well-being objectives have been drafted to help us realise the opportunities and rise to the challenges.
cy-gb	Mae’r amcanion llesiant wedi’u drafftio i’n helpu i wireddu’r cyfleoedd ac wynebu’r heriau.

en-gb	Our well-being objectives
cy-gb	Ein hamcanion llesiant

en-gb	Create conditions to give every child the best start in life.
cy-gb	Creu’r amodau a all roi’r dechrau gorau posibl i fywyd pob plentyn.

en-gb	Improve education outcomes for all and reduce the gap in outcomes for different groups.
cy-gb	Gwella deilliannau addysg i bawb a lleihau’r bwlch rhwng deilliannau gwahanol grwpiau.

en-gb	Help people live healthy and independent lives and support a healthy workforce.
cy-gb	Helpu pobl i fyw bywydau iach ac annibynnol a hybu gweithlu iach.

en-gb	Support safe, cohesive and resilient communities.
cy-gb	Cefnogi cymunedau diogel, cydlynus a chadarn.

en-gb	Improve access to secure, safe, efficient and affordable homes.
cy-gb	Ei gwneud yn haws cael cartrefi diogel, effeithlon a fforddiadwy.

en-gb	Foster conditions for sustainable economic development and employment, whilst stimulating innovation and growth for a modern low carbon economy.
cy-gb	Meithrin amodau ar gyfer datblygiad economaidd cynaliadwy a swyddi cynaliadwy, gan ysgogi arloesedd a thwf er mwyn sicrhau economi fodern, garbon isel.

en-gb	Improve prosperity for all across Wales, helping people into employment and sustaining jobs.
cy-gb	Cynyddu ffyniant i bawb ledled Cymru, gan helpu pobl i gael gwaith a chynnal swyddi.

en-gb	Create the conditions for people to learn and use the Welsh language with their families, in their communities and in the workplace.
cy-gb	Creu’r amodau i bobl allu dysgu a defnyddio’r Gymraeg gyda’u teuluoedd, yn eu cymunedau ac yn y gwaith.

en-gb	Support the transition to a low carbon and climate resilient society.
cy-gb	Cefnogi’r broses o newid i fod yn gymdeithas garbon isel a all ymaddasu i’r newid yn yr hinsawdd.

en-gb	Connect communities through sustainable and resilient infrastructure.
cy-gb	Cysylltu cymunedau drwy gyfrwng seilwaith gynaliadwy, 14.

en-gb	Promote and enhance the culture and heritage of Wales.
cy-gb	Hyrwyddo a meithrin diwylliant a threftadaeth Cymru.

en-gb	Manage, use and enhance Wales’ natural resources to support long-term wellbeing.
cy-gb	Rheoli, defnyddio a gwella adnoddau naturiol Cymru i gefnogi llesiant hirdymor.

en-gb	Facilitate high quality, responsive and better integrated public services, to those that need them most, enabling citizens to be an equal partner.
cy-gb	Hwyluso gwasanaethau cyhoeddus safonol, ymatebol a mwy integredig, yn enwedig i’r rheini sydd eu hangen fwyaf, gan drin y dinesydd fel partner cydradd.

en-gb	Position Wales as an internationally focused, ambitious country engaged and connected to the wider world.
cy-gb	Sefydlu Cymru fel gwlad uchelgeisiol sy’n edrych tuag allan ac gadarn. sy’n ymwneud â’r byd ehangach.

en-gb	Working differently
cy-gb	Gweithio mewn ffordd wahanol

en-gb	3.1 We have made, and continue to make improvements to how the Welsh Government embeds the five ways of working at the heart of the Act.
cy-gb	3.1 Rydyn ni wedi gwneud gwelliannau i’r ffordd y mae Llywodraeth Cymru’n ymgorffori’r pum ffordd o weithio sy’n ganolog i’r Ddeddf, ac rydyn ni’n parhau i wneud hynny.

en-gb	The work to develop strategies will embed the ways of working and ensure they are maintained in the resulting delivery models.
cy-gb	Bydd y gwaith i ddatblygu strategaethau yn gosod sail gadarn i’r ffyrdd hyn o weithio ac yn sicrhau eu bod yn cael eu cynnal yn y modelau cyflawni dilynol.

en-gb	Putting this in place will be our immediate next step.
cy-gb	Ein cam nesaf ni fydd rhoi hyn ar waith.

en-gb	3.2 Our work to prepare for the Act and embed the five ways of working that make up the sustainable development principle has included a focus on:
cy-gb	3.2 Roedd ein gwaith wrth baratoi ar gyfer y Ddeddf ac ymwreiddio’r pum ffordd o weithio sy’n rhan o’r egwyddor o ddatblygu cynaliadwy yn canolbwyntio ar y canlynol:

en-gb	Ensuring there is an effective link between the goals, the government’s programme, the strategies and delivery.
cy-gb	Sicrhau bod cysylltiad effeithiol rhwng y nodau, rhaglen y llywodraeth, y strategaethau a’r dull o gyflawni.

en-gb	The wellbeing objectives provide the bridge between Taking Wales Forward and the four cross-cutting strategies.
cy-gb	Mae’r amcanion llesiant yn pontio Symud Cymru Ymlaen â’r pedair strategaeth drawsbynciol.

en-gb	Providing leadership to the public service in Wales.
cy-gb	Cynnig arweiniad i’r gwasanaeth cyhoeddus yng Nghymru.

en-gb	Working with our delivery partners to develop more collaborative and innovative approaches to delivery.
cy-gb	Gweithio gyda’n partneriaid cyflawni i ddatblygu dulliau sy’n fwy cydweithredol ac arloesol.

en-gb	Enabling people to embody the ways of working in the Act and to work as one public service through the application of the one Welsh public service values and behaviours.
cy-gb	Galluogi pobl i fabwysiadu’r ffyrdd o weithio sydd yn y Ddeddf ac i weithio fel un gwasanaeth cyhoeddus drwy arddel gwerthoedd ac ymddygiadau un gwasanaeth cyhoeddus Cymru.

en-gb	Developing policy, using evidence and providing advice that enables better decision making that balances short and long term needs, prevents problems and takes account of the interconnectivity of the well-being goals.
cy-gb	Datblygu polisïau, defnyddio tystiolaeth a chynnig cyngor sy’n arwain at wneud gwell penderfyniadau. Bydd y penderfyniadau hyn yn sicrhau cydbwysedd rhwng anghenion y tymor hir a’r tymor byr, yn atal problemau ac yn ystyried sut mae’r nodau llesiant yn cydgysylltu.

en-gb	Planning our work consistently through our group and departmental business plans so that we improve the alignment to our well-being objectives, evaluate and learn from delivery challenges to prevent problems in the future and identify and exploit the opportunities of integration.
cy-gb	Cynllunio ein gwaith yn gyson drwy ddefnyddio cynlluniau busnes ein grwpiau a’n hadrannau fel ein bod yn cydymffurfio’n well â’r amcanion llesiant; dadansoddi a dysgu o heriau wrth gyflawni er mwyn rhwystro problemau rhag codi yn y dyfodol, a sylwi a manteisio ar gyfleoedd i integreiddio.

en-gb	Manage the performance of our staff as a key tool to ensure we deliver our strategic priorities and well-being objectives.
cy-gb	Rheoli perfformiad ein staff fel adnodd allweddol er mwyn sicrhau ein bod yn cyflawni ein blaenoriaethau strategol ac yn cyrraedd y nodau llesiant.

en-gb	3.3 Through the development of the 2017-18 Draft Budget we applied the five ways of working to test the alignment of our spending proposals with the requirements of the Act.
cy-gb	3.3 Wrth ddatblygu Cyllideb Ddrafft 2017-18, fe wnaethom ni fabwysiadu’r pum ffordd o weithio er mwyn gweld i ba raddau yr oedd ein cynigion o ran gwariant yn cydymffurfio â gofynion y Ddeddf.

en-gb	By publishing one year revenue plans and four year capital budgets we have sought to strike a balance between the short and long-term interests of future generations, using the levers available to us to greatest effect to deliver the best outcomes for Welsh people and the public services.
cy-gb	Drwy gyhoeddi cynlluniau refeniw blynyddol a chyllidebau cyfalaf pob pedair blynedd rydym wedi ceisio dod o hyd i gydbwysedd rhwng buddiannau hirdymor a byrdymor cenedlaethau’r dyfodol, drwy ddefnyddio’r dulliau sydd ar gael mor effeithiol â phosib er mwyn sicrhau’r canlyniadau gorau i bobl Cymru a’r gwasanaethau cyhoeddus.

en-gb	The draft budget increases investment in health and wellbeing, supports our key priorities in public services, and ensures we continue to invest in our future prosperity through vital new infrastructure.
cy-gb	Mae’r gyllideb ddrafft yn cynyddu’r swm gaiff ei fuddsoddi ym maes iechyd a llesiant, mae’n cefnogi ein prif flaenoriaethau o ran y gwasanaethau cyhoeddus, ac yn sicrhau ein bod yn parhau i fuddsoddi yn ffyniant y dyfodol gyda seilwaith newydd hanfodol.

en-gb	The work on our emerging strategies, founded on our well-being objectives will inform our budget preparations in future years.
cy-gb	Bydd y gwaith ar ein strategaethau arfaethedig, sydd wedi’u seilio ar ein hamcanion llesiant, yn dylanwadu ar ein cynlluniau ar gyfer y gyllideb yn y dyfodol.

en-gb	3.4 The systems and processes by which the Welsh Government is directed and controlled have an important role in embedding the Act.
cy-gb	3.4 Mae’r systemau a’r gweithdrefnau a ddefnyddir i lywio a rheoli Llywodraeth Cymru yn chwarae rôl bwysig wrth roi’r Ddeddf ar waith.

en-gb	The ‘Welsh Government Consolidated Accounts 2015-2016’ publication provides information on governance within the Welsh Government and our actions in preparing for the Act.
cy-gb	Mae’r ddogfen ‘Cyfrifon Cyfunol Llywodraeth Cymru 2015-16’ yn cynnwys gwybodaeth am y broses lywodraethu o fewn Llywodraeth Cymru a’n camau wrth baratoi ar gyfer y Ddeddf.

en-gb	Annex - Well-being objectives – the rationale
cy-gb	Atodiad - Amcanion llesiant – y sail resymegol

en-gb	Create conditions to give every child the best start in life Well-being Goals
cy-gb	Creu’r amodau a all roi’r dechrau gorau posibl i fywyd pob plentyn. Nodau Llesiant

en-gb	A prosperous Wales • A resilient Wales • A healthier Wales • A more equal Wales
cy-gb	Cymru lewyrchus • Cymru gydnerth • Cymru iachach • Cymru sy’n fwy cyfartal

en-gb	A Wales of cohesive communities • A Wales of vibrant culture and thriving Welsh language
cy-gb	Cymru o gymunedau cydlynus • Cymru â diwylliant bywiog lle mae’r Gymraeg yn ffynnu

en-gb	Strategies
cy-gb	Strategaethau

en-gb	Prosperous and Secure • Healthy and Active • Ambitious and Learning • United and Connected
cy-gb	Ffyniannus a Diogel • Iach ac Egnïol • Uchelgais a Dysgu • Unedig a Chysylltiedig

en-gb	Rationale
cy-gb	Sail resymegol

en-gb	It is internationally recognised and reinforced by strong evidence that early childhood experiences are crucially important for children’s long term development and their achievements throughout life.
cy-gb	Mae profiadau cynnar plentyndod yn hanfodol bwysig i ddatblygiad plant yn y tymor hir ac i’r hyn y byddant yn ei gyflawni gydol eu bywydau. Cydnabyddir hyn yn rhyngwladol, ac mae tystiolaeth gadarn yn sail iddo.

en-gb	Ensuring children reach key developmental milestones is fundamental not only to attainment and occupational outcomes, but wider adult health and wellbeing.
cy-gb	Mae sicrhau bod plant yn cyrraedd cerrig milltir pwysig wrth ddatblygu yn sylfaenol bwysig, nid yn unig o ran eu cyrhaeddiad a’u dyfodol galwedigaethol, ond hefyd o ran eu hiechyd a’u llesiant pan fyddant yn oedolion.

en-gb	There is a wealth of evidence that children’s life chances are heavily defined by their development in the first five years of life.
cy-gb	Ceir tystiolaeth helaeth bod eu datblygiad plant yn ystod pum mlynedd gyntaf eu bywyd yn dylanwadu’n gryf ar eu cyfleoedd mewn bywyd.

en-gb	It is family background, parental education, good parenting and the opportunities for learning and development in those crucial years that together matter more to children than money, in determining whether their potential is realised.
cy-gb	Gyda’i gilydd, mae cefndir y teulu, addysg gan y rhieni, y modd y caiff plant eu magu a’r cyfleoedd i ddysgu a datblygu yn y blynyddoedd tyngedfennol hynny yn bwysicach i blant nag arian wrth benderfynu a fyddant yn cyflawni eu potensial.

en-gb	Improve education outcomes for all and reduce the gap
cy-gb	Gwella deilliannau addysg i bawb a lleihau’r bwlch rhwng

en-gb	in outcomes for different groups
cy-gb	deilliannau gwahanol grwpiau

en-gb	Prosperous and Secure • Ambitious and Learning
cy-gb	Ffyniannus a Diogel • Uchelgais a Dysgu

en-gb	Education is one of our greatest longer term levers which can improve the life chances for low income pupils and pupils with protected characteristics.
cy-gb	Addysg yw un o’r dulliau gorau sydd gennym yn y tymor hir ar gyfer gwella cyfleoedd bywyd disgyblion o gefndiroedd incwm isel a disgyblion a chanddynt nodweddion gwarchodedig.

en-gb	It contributes to breaking the cycle of disadvantage and inequality and is also fundamental to the future of our economy.
cy-gb	Mae’n cyfrannu at roi diwedd ar anfantais ac anghydraddoldeb, ac yn sylfaenol bwysig hefyd i ddyfodol ein heconomi.

en-gb	Schools play an important role in promoting social and emotional learning, both enhancing a variety of skills and positive attributes for life and the reduction of emotional and behavioural challenges.
cy-gb	Mae gan ysgolion gyfraniad pwysig i’w wneud wrth hyrwyddo dysgu cymdeithasol ac emosiynol, gan roi hwb i amrywiaeth o sgiliau a hanfodion cadarnhaol bywyd a mynd i’r afael â phroblemau emosiynol a phroblemau ymddygiad.

en-gb	To maximise our impact in the future we need to raise outcomes for all while reducing the difference in outcomes for different groups.
cy-gb	Er mwyn cael yr effaith fwyaf posibl yn y dyfodol, mae angen inni wella’r deilliannau i bawb, gan leihau’r gwahaniaethau yn neilliannau gwahanol grwpiau.

en-gb	Help people live healthy and independent lives, and support
cy-gb	Helpu pobl i fyw bywydau iach ac annibynnol a hybu

en-gb	a healthy workforce
cy-gb	gweithlu iach

en-gb	Prosperous and Secure • Healthy and Active
cy-gb	Ffyniannus a Diogel • Iach ac Egnïol

en-gb	Living healthy and independent lives allows us to fulfil our potential, meet our educational aspirations and play a full part in the economy and society of Wales.
cy-gb	Mae byw bywydau iach ac annibynnol yn ein galluogi i gyflawni ein potensial, i gyflawni ein dyheadau addysgol, ac i gyfrannu’n llawn at economi a chymdeithas Cymru.

en-gb	Meeting the changing needs of the population and closing the gap in health outcomes in our communities means building resilience for the whole population while focusing on those people with the greatest health need and poorest health outcomes.
cy-gb	Er mwyn diwallu anghenion sy’n newid ymysg y boblogaeth, a chau’r bwlch yng nghanlyniadau iechyd ein cymunedau, mae’n rhaid meithrin gwydnwch yr holl boblogaeth wrth inni ganolbwyntio ar y bobl a chanddynt yr anghenion iechyd mwyaf a’r canlyniadau iechyd gwaethaf.

en-gb	Helping children and young people to develop healthy behaviours through their formative years is fundamental to later life.
cy-gb	Mae helpu plant a phobl ifanc i ddatblygu ffordd iach o fyw yn ystod eu blynyddoedd ffurfiannol yn hanfodol i’w bywydau’n ddiweddarach.

en-gb	General wellbeing through life is supported by promoting healthy lifestyles and choices through interventions on preventing ill health and encouraging more activity.
cy-gb	Er mwyn rhoi hwb i lesiant cyffredinol pobl drwy eu bywydau, mae’n rhaid hyrwyddo dewisiadau a ffyrdd iach o fyw, gan ymyrryd i atal afiechyd ac annog pobl i fod yn fwy egnïol.

en-gb	Supporting people into sustainable employment and tackling mental ill health in the workplace broadens the impacts of jobs and growth to offer the support people need.
cy-gb	Mae helpu pobl i gael swyddi cynaliadwy a threchu afiechyd meddwl yn y gweithle yn golygu bod modd i swyddi a thwf wneud mwy o gyfraniad wrth roi’r cymorth y mae ei angen ar bobl.

en-gb	Meeting the needs of older people requires working with communities to support the ageing population to stay well into later life.
cy-gb	Er mwyn diwallu anghenion pobl hyˆn, mae gofyn gweithio gyda chymunedau er mwyn helpu’r boblogaeth i aros yn iach wrth heneiddio.

en-gb	This requires a range of responses from birth through to old age maximising health and well-being throughout life embedding healthy living throughout our programmes working across Government and public services, placing the focus on health at the heart of everything that we do.
cy-gb	Mae gofyn ymateb mewn amryw o ffyrdd rhwng genedigaeth a henaint, gan roi’r iechyd a’r llesiant gorau posibl i bobl drwy ymgorffori ffyrdd iach o fyw yn ein holl raglenni, gan weithio ym mhob rhan o’r Llywodraeth a gwasanaethau cyhoeddus, a chan sicrhau bod rhoi sylw i iechyd yn ganolog i bopeth a wnawn.

en-gb	Improve prosperity for all across Wales, helping people into employment and sustaining jobs
cy-gb	Cynyddu ffyniant i bawb ledled Cymru, gan helpu pobl i gael gwaith a chynnal swyddi

en-gb	A prosperous Wales • A resilient Wales • A more equal Wales • A Wales of cohesive communities
cy-gb	Cymru lewyrchus • Cymru gydnerth • Cymru sy’n fwy cyfartal • Cymru o gymunedau cydlynus

en-gb	Prosperous and Secure • Ambitious and learning • United and Connected
cy-gb	Ffyniannus a Diogel • Uchelgais a Dysgu • Unedig a Chysylltiedig

en-gb	Increasing employability is fundamental to tackling poverty and reducing inequalities.
cy-gb	Mae’n hanfodol cynyddu’r nifer o bobl sydd ar gael i weithio er mwyn trechu tlodi a lleihau anghydraddoldeb.

en-gb	It is widely recognised that moving people into work has a dramatic impact on their health and ability to function in everyday society.
cy-gb	Cydnabyddir yn helaeth fod helpu pobl i weithio yn cael effaith aruthrol ar eu hiechyd a’u gallu i fod yn rhan o gymdeithas bob dydd.

en-gb	Supporting people to stay in stable jobs and sustaining long-term employment reduces the chances of unemployment and poverty.
cy-gb	Mae helpu pobl i aros mewn swyddi sefydlog a chynnal swyddi yn y tymor hir yn lleihau’r siawns y byddant yn wynebu diweithdra a thlodi.

en-gb	By focusing on reducing lower skill levels and investing in early childhood development, we can contribute to improving our long-term economic outcomes as well as combating disadvantage and promoting social cohesion.
cy-gb	Drwy ganolbwyntio ar leihau nifer y bobl sydd â sgiliau ar y lefel is, a thrwy fuddsoddi yn natblygiad cynnar plant, gallwn gyfrannu at wella ein canlyniadau economaidd yn y tymor hir, yn ogystal â mynd i’r afael ag anfantais a hyrwyddo cydlyniant cymdeithasol.

en-gb	We also know that to have the greatest effect we must build on the regional differences in our economy ensuring sensitivity to the diverse needs of localities and communities to generate wealth and employment opportunities.
cy-gb	Er mwyn cael yr effaith fwyaf, gwyddom hefyd fod yn rhaid inni fanteisio ar y gwahaniaethau rhanbarthol yn ein heconomi, gan sicrhau ein bod yn effro i anghenion amrywiol ardaloedd a chymunedau, er mwyn creu cyfoeth a chyfleoedd gwaith.

en-gb	Create conditions for people to learn and use the Welsh language with their families, in their communities and in the workplace Well-being Goals
cy-gb	Creu’r amodau i bobl allu dysgu a defnyddio’r Gymraeg gyda’u teuluoedd, yn eu cymunedau ac yn y gwaith Nodau Llesiant

en-gb	A prosperous Wales • A more equal Wales • A Wales of cohesive communities
cy-gb	Cymru lewyrchus • Cymru sy’n fwy cyfartal • Cymru o gymunedau cydlynus

en-gb	A Wales of vibrant culture and thriving Welsh language • A globally responsible Wales
cy-gb	Cymru â diwylliant bywiog lle mae’r Gymraeg yn ffynnu • Cymru sy’n gyfrifol ar lefel fyd-eang

en-gb	Prosperous and Secure • Ambitious and Learning • United and Connected
cy-gb	Ffyniannus a Diogel • Uchelgais a Dysgu • Unedig a Chysylltiedig

en-gb	The Welsh language is fundamental to the culture and identity of Wales as a proudly bilingual nation with the Welsh language making a significant contribution to our past, history and living culture.
cy-gb	Mae’r Gymraeg yn sylfaenol bwysig i ddiwylliant a hunaniaeth Cymru fel gwlad sy’n falch o fod yn ddwyieithog, ac mae cyfraniad yr iaith i’n gorffennol, i’n hanes ac i’n diwylliant byw yn un sylweddol.

en-gb	Central to our ambition for a million Welsh speakers by 2050 is to grow the language so it thrives as a vibrant, living part of our communities for future generations.
cy-gb	Yn ganolog i’n huchelgais i greu miliwn o siaradwyr Cymraeg erbyn 2050, mae angen i’r iaith dyfu er mwyn iddi fod yn rhan lewyrchus a byw o’n cymunedau er budd cenedlaethau’r dyfodol.

en-gb	We have seen increases in children and young people speaking Welsh with early language development providing a foundation for later language skills both at home and through early years provision.
cy-gb	Rydym wedi gweld cynnydd yn nifer y plant a’r bobl ifanc sy’n siarad Cymraeg, ac mae datblygu iaith ym more oes yn rhoi sylfaen i feithrin sgiliau iaith yn ddiweddarach, a hynny yn y cartref a thrwy ddarpariaeth y blynyddoedd cynnar.

en-gb	The education system has a vitally important role in developing the language skills of all learners and through embedding the Welsh language within meaningful learning to enable learners to reach fluency.
cy-gb	Mae gan y system addysg gyfraniad hollbwysig i’w wneud wrth ddatblygu sgiliau iaith pob dysgwr a thrwy ymgorffori’r Gymraeg yn rhan o broses ddysgu ystyrlon, er mwyn galluogi dysgwyr i ddod yn rhugl.

en-gb	We know there is a clear link between fluency and frequency of Welsh language use and that education and training alone cannot guarantee that speakers become fluent in Welsh, or choose to use the language in their everyday lives, at home, in the workplace and in their wider communities.
cy-gb	Gwyddom fod cysylltiad clir rhwng rhuglder a pha mor aml y bydd pobl yn defnyddio’r Gymraeg, ac na all addysg a hyfforddiant ynddynt eu hunain warantu y bydd siaradwyr yn dod yn rhugl yn y Gymraeg, nac yn dewis defnyddio’r iaith yn eu bywydau bob dydd, gartref, yn y gweithle ac yn eu cymunedau’n ehangach.

en-gb	We also know that in response to a changing population needs will differ across Wales.
cy-gb	Gwyddom hefyd, wrth ymateb i boblogaeth sy’n newid, y bydd yr anghenion yn wahanol ledled Cymru.

en-gb	Support the transition to a low carbon and climate resilient society
cy-gb	Cefnogi’r broses o newid i fod yn gymdeithas garbon isel a all ymaddasu i’r newid yn yr hinsawdd

en-gb	A Wales of cohesive communities • A globally responsible Wales
cy-gb	Cymru o gymunedau cydlynus • Cymru sy’n gyfrifol ar lefel fyd-eang

en-gb	Increasing globalisation, changing technology and responding to a changing climate requires a different response which focuses on sustainable growth and a low carbon economy which also benefits our social, cultural and environmental wellbeing.
cy-gb	Yn wyneb globaleiddio cynyddol, technoleg newydd a’r angen i ymateb i hinsawdd sy’n newid, mae gofyn gwneud pethau’n wahanol drwy ganolbwyntio ar dwf cynaliadwy ac economi carbon isel sydd hefyd o fudd i’n llesiant cymdeithasol, diwylliannol ac amgylcheddol.

en-gb	There is overwhelming scientific consensus for human induced climate change and the significant widespread and irreversible impacts it is likely to bring.
cy-gb	Ceir consensws gwyddonol hynod gryf fod dyn wedi achosi newid yn yr hinsawdd ac ynghylch yr effeithiau eang sylweddol a di-droi’n-ôl sy’n debygol o ddeillio o hyn.

en-gb	The impacts on people, communities and the environment are likely to be unevenly distributed and are generally greater for disadvantaged people and communities.
cy-gb	Mae’r effeithiau ar bobl, cymunedau a’r amgylchedd yn debygol o gael eu gwasgaru’n anwastad, ac yn gyffredinol pobl a chymunedau dan anfantais sy’n eu teimlo fwyaf.

en-gb	There is growing momentum and international commitment towards a low carbon society to meet climate change targets and the UN sustainable development goals.
cy-gb	Ceir momentwm ac ymrwymiad rhyngwladol cynyddol tuag at greu cymdeithas garbon isel er mwyn cyrraedd targedau ar newid yn yr hinsawdd a nodau datblygu cynaliadwy y Cenhedloedd Unedig.

en-gb	There is also a growing body of evidence indicating that those nations that move more quickly can benefit and unlock the opportunities associated with green growth.
cy-gb	Ceir tystiolaeth gynyddol hefyd sy’n dangos y gall y cenhedloedd hynny sy’n gweithredu’n gyflym elwa a manteisio ar y cyfleoedd sy’n dod law yn llaw â thwf gwyrdd.

en-gb	Evidence supports the need to focus on flooding and coastal change risks to communities, businesses and infrastructure tackling the risks to health, wellbeing and productivity.
cy-gb	Mae’r dystiolaeth yn dangos bod angen canolbwyntio ar lifogydd a’r risg y mae newidiadau i’r arfordir yn ei hachosi i gymunedau, busnesau a seilwaith, gan fynd i’r afael â’r risgiau i iechyd, llesiant a lefelau cynhyrchiant.

en-gb	We know that through our influence over and investment in infrastructure including building energy efficiency in housing and supporting the development of renewable energy generation we can maximise our impact.
cy-gb	Drwy fuddsoddi yn ein seilwaith a dylanwadu arno, gan gynnwys effeithlonrwydd ynni wrth adeiladu tai a rhoi cymorth i ddatblygu dulliau adnewyddadwy o greu ynni, gwyddom y gallwn gael yr effaith fwyaf posibl.

en-gb	Connect communities through sustainable and resilient infrastructure
cy-gb	Cysylltu cymunedau drwy gyfrwng seilwaith gynaliadwy, gadarn

en-gb	United and Connected
cy-gb	Unedig a Chysylltiedig

en-gb	Our influence over investment in and use of infrastructure is one of our most important enablers for achieving our shared goals and building resilience for people, communities, the economy and wider environment.
cy-gb	Ein dylanwad dros sut y buddsoddir yn ein seilwaith, a sut y defnyddir y seilwaith hwnnw, yw un o’r dulliau pwysicaf sydd gennym er mwyn cyflawni ein nodau a chreu pobl, cymunedau, economi ac amgylchedd ehangach sy’n gadarn.

en-gb	There are strong economic, environmental and social reasons for improving Wales’ infrastructure, climate change, adapting to changing technologies, population and the contribution to the wider benefits on health and poverty.
cy-gb	Ceir rhesymau economaidd, amgylcheddol a chymdeithasol cryf dros wella seilwaith Cymru, a’r rheini’n cynnwys newid yn yr hinsawdd, addasu i dechnolegau newydd, natur y boblogaeth a sut y mae’r seilwaith yn cyfrannu at fanteision ehangach sy’n ymwneud ag iechyd a thlodi.

en-gb	Providing ‘well-connected’ communities allows people to be able to communicate and get around easily, sustainably and cheaply and supporting economic growth.
cy-gb	Mae creu cymunedau sydd wedi’u ‘cysylltu’n dda’ yn galluogi pobl i gyfathrebu a symud o fan i fan yn rhwydd, yn gynaliadwy ac yn rhad. Mae hyn hefyd yn hwb i dwf economaidd.

en-gb	We know that taking an integrated approach including aligning housing, transport, ICT, education, health, flood prevention, waste and energy infrastructure can better deliver these benefits.
cy-gb	Drwy roi dull integredig ar waith a chysoni strategaethau ym maes tai, trafnidiaeth, TGCh, addysg, iechyd, atal llifogydd, gwastraff a seilwaith ynni, gwyddom y gallwn sicrhau’r manteision hyn yn well.

en-gb	This includes creating sustainable transport, supporting the development of renewable energy generation, meeting changing needs created by the internet and wider technology change, continuing to invest in flood defence work and taking further action to better manage water in our environment.
cy-gb	Mae hyn yn cynnwys creu systemau trafnidiaeth cynaliadwy, cefnogi datblygiadau i greu ynni adnewyddadwy, ateb anghenion sy’n newid yn sgil y rhyngrwyd a newidiadau eraill i dechnoleg, parhau i fuddsoddi mewn gwaith ar amddiffynfeydd rhag llifogydd, a chymryd rhagor o gamau i reoli dwˆ r yn well yn ein hamgylchedd.

en-gb	Support safe, cohesive and resilient communities Well-being Goals
cy-gb	Cefnogi cymunedau diogel, cydlynus a chadarn Nodau Llesiant

en-gb	Evidence tells us that people’s personal well-being is heavily influenced by the physical and social characteristics of where they live, work and visit.
cy-gb	Mae’r dystiolaeth yn dweud wrthym fod nodweddion ffisegol a chymdeithasol y mannau lle mae pobl yn byw, yn gweithio ynddynt ac yn ymweld â hwy yn dylanwadu’n drwm ar eu llesiant personol.

en-gb	This means communities which are attractive; which are well-connected and are viable; flourishing settlements where people interact and get on well with each other.
cy-gb	Mae hyn yn golygu cymunedau braf sydd wedi’u cysylltu’n dda ac yn llawn addewid, a mannau sy’n ffynnu lle mae pobl yn ymwneud â’i gilydd ac yn cyd-dynnu’n dda.

en-gb	We know that people and communities across Wales have different needs and supporting them when they need it the most requires different responses.
cy-gb	Gwyddom fod gan bobl a chymunedau ledled Cymru wahanol anghenion, ac mae angen ymateb yn wahanol wrth eu cefnogi pan fydd angen y gefnogaeth honno fwyaf arnynt.

en-gb	These include reducing adverse childhood experiences, better managing transitions people experience within and between public services over their life course as well as helping communities prepare for a changing climate.
cy-gb	Mae hyn yn cynnwys lleihau profiadau sy’n niweidiol yn ystod plentyndod, rheoli pethau’n well wrth i bobl bontio o fewn a rhwng gwasanaethau cyhoeddus yn ystod eu bywydau, ynghyd â helpu cymunedau i baratoi at hinsawdd sy’n newid.

en-gb	We know that tackling crime and anti-social behaviour is important to building safe and cohesive communities.
cy-gb	Gwyddom fod mynd i’r afael â throseddu ac ymddygiad gwrthgymdeithasol yn bwysig er mwyn creu cymunedau diogel a chydlynus.

en-gb	A diversity of economic activity within communities helps make them more resilient.
cy-gb	Mae creu gweithgarwch economaidd amrywiol mewn cymunedau yn eu helpu i fod yn fwy cadarn.

en-gb	We know that if people are involved in the decisions that affect them locally it improves their sense of wellbeing.
cy-gb	Os yw pobl yn rhan o benderfyniadau sy’n effeithio arnynt yn lleol, gwyddom fod hynny’n gwella’u hymdeimlad o lesiant.

en-gb	Improve access to secure, safe, efficient and affordable homes Well-being Goals
cy-gb	Ei gwneud yn haws cael cartrefi diogel, effeithlon a fforddiadwy Nodau Llesiant

en-gb	Prosperous and Secure • United and Connected
cy-gb	Ffyniannus a Diogel • Unedig a Chysylltiedig

en-gb	Improving access to secure, safe, efficient and affordable homes can deliver against a range of outcomes.
cy-gb	Gall gwella’r cyfleoedd i gael cartrefi diogel, effeithlon a fforddiadwy arwain at nifer o ganlyniadau da.

en-gb	There is consistent evidence that poor living conditions can adversely affect physical and mental health.
cy-gb	Mae’r dystiolaeth yn dangos yn gyson y gall amgylchiadau byw gwael effeithio’n ddrwg ar iechyd corfforol a meddyliol pobl.

en-gb	Improving access to affordable homes and improving housing conditions contributes to tackling poverty, improves health and wellbeing and helps to reduce health inequalities.
cy-gb	Mae gwella’r cyfleoedd i gael cartrefi fforddiadwy a gwella cyflwr tai yn help i drechu tlodi, yn gwella iechyd a llesiant, ac yn gymorth i leihau anghydraddoldebau iechyd.

en-gb	Through improving energy efficiency in homes we can help people maintain warm homes whilst contributing to our carbon reduction commitments to help mitigate the impacts of climate change.
cy-gb	Drwy wella effeithlonrwydd ynni mewn cartrefi, gallwn helpu pobl i gadw’u cartrefi’n gynnes a chyfrannu ar yr un pryd at ein hymrwymiadau i leihau carbon er mwyn lliniaru ar effeithiau newid yn yr hinsawdd.

en-gb	Through investing in housing we can support the economy.
cy-gb	Drwy fuddsoddi mewn tai gallwn roi hwb i’r economi.

en-gb	We know that an ageing, growing and changing population brings with it the challenge of improving access to homes that meet these changing needs.
cy-gb	Gwyddom fod poblogaeth sy’n heneiddio, yn tyfu ac yn newid yn rhoi’r her o sicrhau bod tai ar gael sy’n ateb yr anghenion newydd hyn.

en-gb	Foster conditions for sustainable economic development and employment, whilst stimulating innovation and growth for a modern low carbon economy
cy-gb	Meithrin amodau ar gyfer datblygiad economaidd cynaliadwy a swyddi cynaliadwy, gan ysgogi arloesedd a thwf er mwyn sicrhau economi fodern, garbon isel

en-gb	A prosperous Wales • A resilient Wales • A more equal Wales
cy-gb	Cymru lewyrchus • Cymru gydnerth • Cymru sy’n fwy cyfartal

en-gb	Innovation can not only improve economic performance and help Wales contribute at the global level;
cy-gb	Nid yn unig y gall arloesi wella perfformiad economaidd a helpu Cymru i gyfrannu ar lefel fyd-eang;

en-gb	through working together and sharing knowledge we can use resources efficiently and aid wealth generation and prosperity for all.
cy-gb	drwy gydweithio a rhannu gwybodaeth gallwn ddefnyddio adnoddau’n effeithlon a helpu i greu cyfoeth a llewyrch i bawb.

en-gb	We know that the foundations of economic success rest in the performance of our education and skills system and the quality of the supporting infrastructure including finance and support for business, effective transport, housing and strong collaboration amongst regional public sector partners.
cy-gb	Gwyddom fod sylfeini llwyddiant economaidd yn dibynnu ar berfformiad ein system addysg a sgiliau, ac ar ansawdd y seilwaith sy’n cefnogi’r economi, gan gynnwys cyllid a chymorth i fusnesau, trafnidiaeth effeithiol, maes tai a chydweithio cryf rhwng partneriaid rhanbarthol yn y sector cyhoeddus.

en-gb	As we live for longer and our economy changes in light of technology and global changes we will need to help people fulfil their potential while ensuring an appropriately educated workforce.
cy-gb	Wrth inni fyw yn hirach ac wrth i’n heconomi newid yn sgil newidiadau i dechnoleg a newidiadau byd-eang, bydd angen inni helpu pobl i gyflawni eu potensial, gan sicrhau bod y gweithlu wedi cael yr addysg iawn.

en-gb	Fostering the conditions for innovation and growth, product and process innovation can help stimulate the wider take-up of innovative ideas across the economy.
cy-gb	Drwy feithrin yr amgylchiadau i hybu arloesi a thwf, gall arloesi ym maes cynnyrch a phrosesau helpu pobl i roi syniadau arloesol ar waith drwy’r economi gyfan.

en-gb	To create an innovative society we want to bridge the gap between education providers and the wider economy and work with our institutions and wider economic partners to build strong links between research and implementation.
cy-gb	I greu cymdeithas arloesol, rydym am bontio’r bwlch rhwng darparwyr addysg a’r economi ehangach, a gweithio gyda’n sefydliadau a’n partneriaid economaidd ehangach i greu cysylltiadau cryf rhwng y maes ymchwil a’r broses o roi ymchwil ar waith.

en-gb	Promote and enhance the culture and heritage of Wales Well-being Goals
cy-gb	Hyrwyddo a meithrin diwylliant a threftadaeth Cymru Nodau Llesiant

en-gb	Culture and heritage are a source of identity and distinctiveness as a nation and there is growing evidence on the wider benefits culture can bring to society.
cy-gb	Mae diwylliant a threftadaeth yn ffynhonnell hunaniaeth ac arwahanrwydd fel cenedl, a cheir tystiolaeth gynyddol o’r manteision ehangach y gall cymdeithas eu cael yn sgil diwylliant.

en-gb	Culture supports our economy and international profile, contributes to health and wellbeing, promotes diversity and innovation and helps educate our young people.
cy-gb	Mae diwylliant yn hwb i’n heconomi a’n proffil rhyngwladol, yn cyfrannu at iechyd a lles, yn hyrwyddo amrywiaeth ac arloesi, ac yn gymorth i addysgu ein pobl ifanc.

en-gb	To build nourish and support a vibrant culture, the impacts of austerity and uncertainty require a sustainable approach, embracing the opportunities.
cy-gb	Er mwyn creu, meithrin a chefnogi diwylliant bywiog, mae angen dull cynaliadwy er mwyn ymateb i effeithiau cyni ac ansicrwydd, gan gofleidio’r cyfleoedd sydd ar gael.

en-gb	Manage, use and enhance Wales’ natural resources to support long-term well-being
cy-gb	Rheoli, defnyddio a gwella adnoddau naturiol Cymru i gefnogi llesiant hirdymor

en-gb	A prosperous Wales • A resilient Wales • A healthier Wales • A Wales of cohesive communities
cy-gb	Cymru lewyrchus • Cymru gydnerth • Cymru iachach • Cymru o gymunedau cydlynus

en-gb	Prosperous and Secure • Healthy and Active • Ambitious and Learning • United and Connected
cy-gb	Ffyniannus a Diogel, Iach ac Egnïol • Uchelgais a Dysgu • Unedig a Chysylltiedig

en-gb	Wales’ natural resources are not only a valuable asset but provide essential benefits.
cy-gb	Nid yn unig y mae adnoddau naturiol Cymru yn adnodd gwerthfawr, ond maent hefyd yn dod â manteision hanfodol yn eu sgil.

en-gb	These include benefits that range from the air we breathe to the food we eat;
cy-gb	Mae’r rhain yn cynnwys manteision sy’n amrywio o’r aer a anadlwn i’r bwyd a fwytawn;

en-gb	from the land we farm or develop to the seas we fish and the water we use for drinking.
cy-gb	o’r tir a ffermiwn neu a ddatblygwn i’r moroedd a bysgotwn ac i’r dwˆ r a yfwn.

en-gb	Wales’ natural resources are as fundamental to the long-term success of the economy as they are to the quality of our natural environment and the health and wellbeing of communities.
cy-gb	Mae adnoddau naturiol Cymru yn sylfaenol bwysig i lwyddiant yr economi yn y tymor hir, fel y maent i ansawdd ein hamgylchedd naturiol ac iechyd a llesiant ein cymunedau.

en-gb	Maintaining and enhancing a biodiverse and resilient natural environment with healthy functioning systems supports people, contributes to health, supports a sustainable economy and builds ecological resilience and the capacity to adapt to change.
cy-gb	Mae cynnal a chryfhau amgylchedd naturiol cadarn ac ynddo fioamrywiaeth, ynghyd â systemau iach, yn helpu pobl, yn cyfrannu at iechyd, yn hwb i economi gynaliadwy ac yn creu gwydnwch ecolegol a’r gallu i addasu i newid.

en-gb	Facilitate high quality, responsive and better integrated public services, to those that need them most, enabling citizens to be an equal partner
cy-gb	Hwyluso gwasanaethau cyhoeddus safonol, ymatebol a mwy integredig, yn enwedig i’r rheini sydd eu hangen fwyaf, gan drin y dinesydd fel partner cydradd

en-gb	Healthy and Active • Ambitious and Learning • United and Connected
cy-gb	Ffyniannus a Diogel • Uchelgais a Dysgu • Unedig a Chysylltiedig

en-gb	To meet our ambition for sustainable services for the future will require more integrated public services which help improve the capability of people, institutions, the infrastructure and environment of Wales to adapt to shocks such as recession or a more gradual longer term change such as climate change.
cy-gb	Er mwyn cyflawni’n huchelgais i gael gwasanaethau cynaliadwy yn y dyfodol, bydd angen gwasanaethau cyhoeddus sydd wedi’u hintegreiddio’n well, a’r rheini’n gwella gallu pobl, sefydliadau, y seilwaith ac amgylchedd Cymru i addasu i ergydion fel dirwasgiad neu heriau mwy graddol yn y tymor hwy, fel newid yn yr hinsawdd.

en-gb	Facilitating this change requires effective and efficient services which meet people’s needs when they need them.
cy-gb	I roi’r newid hwn ar waith, mae angen gwasanaethau effeithiol ac effeithlon sy’n diwallu anghenion pobl pan fydd angen y gwasanaethau hynny arnynt.

en-gb	This means better managing how people interact with and between public services, often as age milestones are reached, to ensure continuity and avoid dislocation in care and outcomes.
cy-gb	Mae hyn yn golygu rheoli’n well sut y bydd pobl yn ymwneud â gwasanaethau cyhoeddus ac yn symud rhyngddynt, yn aml wrth gyrraedd cerrig milltir o ran oed, er mwyn sicrhau parhad ac osgoi diffyg cysylltiad rhwng gofal a’i ganlyniadau.

en-gb	To ensure that our public services are resilient and meet future needs there is a need to build on people’s strengths, treating people who use our services as equal partners in their improvement, building independence and avoiding unnecessary intervention.
cy-gb	Er mwyn sicrhau bod ein gwasanaethau cyhoeddus yn gadarn ac yn diwallu’r anghenion yn y dyfodol, mae angen adeiladu ar gryfderau pobl, gan drin pobl sy’n defnyddio’n gwasanaethau fel partneriaid cyfartal wrth wella’r gwasanaethau hynny, gan eu hannog i fod yn annibynnol ac osgoi ymyrryd lle nad oes rhaid.

en-gb	Position Wales as an internationally focused, ambitious country engaged and connected to the wider world
cy-gb	Sefydlu Cymru fel gwlad uchelgeisiol sy’n edrych tuag allan ac sy’n ymwneud â’r byd ehangach

en-gb	A prosperous Wales • A resilient Wales • A healthier Wales
cy-gb	Cymru lewyrchus • Cymru gydnerth • Cymru iachach

en-gb	We know that our place in the world in the 21st Century is changing.
cy-gb	Gwyddom fod ein safle yn y byd yn yr unfed ganrif ar hugain yn newid.

en-gb	In light of the uncertainties of the UK decision to leave the EU, but also responding to the challenges and opportunities posed by changes such as globalisation, a changing climate and new technologies requires a focused and ambitious approach.
cy-gb	Yn sgil yr ansicrwydd yn dilyn penderfyniad y Deyrnas Unedig i adael yr Undeb Ewropeaidd, a hefyd wrth ymateb i’r heriau a’r cyfleoedd sy’n dod yn sgil newidiadau fel globaleiddio, newid yn yr hinsawdd a thechnolegau newydd, mae gofyn bod yn eglur yn ein gwaith ac yn uchelgeisiol.

en-gb	Building on the successes of inward investment, supporting an innovative outward facing economy and building our international profile based on the uniqueness of Wales’ identity and culture positions Wales as an active international partner.
cy-gb	Drwy adeiladu ar lwyddiant mewnfuddsoddi, drwy gefnogi economi arloesol sy’n edrych tuag allan, a thrwy gryfhau ein proffil rhyngwladol ar sail pa mor unigryw yw hunaniaeth a diwylliant Cymru, gall Cymru fod yn bartner rhyngwladol amlwg.

en-gb	Through fostering international links in higher and further education and promoting and sharing international best practice in healthcare helps Wales remain ambitious, engaged and connected to the wider world.
cy-gb	Drwy feithrin cysylltiadau rhyngwladol ym maes addysg uwch ac addysg bellach, a thrwy hyrwyddo’r arferion gorau rhyngwladol ym maes gofal iechyd, mae Cymru’n parhau’n wlad uchelgeisiol sy’n edrych tuag allan ac yn ymwneud â’r byd ehangach.

en-gb	National Action Plan Preventing and Responding to Child Sexual Abuse
cy-gb	Cynllun Gweithredu Cenedlaethol Atal ac Ymateb i Gam-drin Plant yn Rhywiol

en-gb	July 2019
cy-gb	Gorffennaf 2019

en-gb	Working Together to Safeguard People
cy-gb	Gweithio Gyda’n Gilydd i Ddiogelu Pobl

en-gb	Chapter / Contents
cy-gb	Pennod / Cynnwys

en-gb	Minister’s Foreword
cy-gb	Rhagair y Gweinidog

en-gb	Monitoring implementation of the Plan
cy-gb	Monitro gweithrediad y Cynllun

en-gb	Objectives
cy-gb	Amcanion

en-gb	Arrangements for the Prevention of Child Sexual Abuse (CSA)
cy-gb	Trefniadau ar gyfer atal cam-drin plant yn rhywiol

en-gb	Objective 1
cy-gb	Amcan 1

en-gb	Arrangements for the Protection of Children at risk of Child Sexual Abuse (CSA)
cy-gb	Trefniadau ar gyfer amddiffyn plant sydd mewn perygl o gael eu cam-drin yn rhywiol

en-gb	Preventing and Responding to Child Sexual Abuse
cy-gb	Cynllun Gweithredu Cenedlaethol

en-gb	National Action Plan
cy-gb	Atal ac Ymateb i Gam-drin Plant yn Rhywiol

en-gb	Issued under Section 28 of the Children Act 2004.
cy-gb	Cyhoeddwyd o dan Adran 28 Deddf Plant 2004.

en-gb	Arrangements for the Support of Children who are sexually abused
cy-gb	Trefniadau ar gyfer cynorthwyo plant sy’n cael eu cam-drin yn rhywiol

en-gb	Digital ISBN 978-1-83876-727-3
cy-gb	ISBN digidol 978-1-83876-728-0

en-gb	© Crown copyright 2019
cy-gb	© Hawlfraint y Goron 2019

en-gb	MINISTER’S FOREWORD
cy-gb	RHAGAIR Y GWEINIDOG

en-gb	In 2014 the Social Services and Well-being (Wales) Act 2014 (‘the Act’) established a robust and strengthened safeguarding framework for children and adults.
cy-gb	Yn 2014, gwnaeth Deddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014 ('y Ddeddf') sefydlu fframwaith diogelu cadarn a chryfach ar gyfer plant ac oedolion.

en-gb	There has been much progress since the introduction of the Act with leadership and improvements in safeguarding driven by the Safeguarding Boards and the National Independent Safeguarding Board.
cy-gb	Gwelwyd llawer o gynnydd ers cyflwyno'r Ddeddf, gydag arweinyddiaeth a gwelliannau mewn diogelu yn cael eu llywio gan y Byrddau Diogelu a'r Bwrdd Diogelu Annibynnol Cenedlaethol.

en-gb	However, we are clear that there can be no complacency and that tackling abuse and harm to children and adults must remain a key priority for the Welsh Government and our partners.
cy-gb	Fodd bynnag, rydym yn eglur nad oes lle i fod yn hunanfodlon, a rhaid i'r gwaith o drechu camdriniaeth a niwed i blant ac oedolion barhau i fod yn flaenoriaeth allweddol i Lywodraeth Cymru a'n partneriaid.

en-gb	Our commitment to deliver this National Action Plan has been informed by the important work of the Cross Party Group on Preventing Child Sexual Abuse.Evidence from the Independent Inquiry into Child Sexual Abuse (IICSA) has also been important in informing this National Action Plan.
cy-gb	Mae ein hymrwymiad i gyflenwi'r Cynllun Gweithredu Cenedlaethol hwn wedi ei lywio gan waith pwysig y Grŵp Trawsbleidiol ar Atal Cam-drin Plant yn Rhywiol.Mae tystiolaeth o'r Ymchwiliad Annibynnol i Gam-drin Plant yn Rhywiol (IICSA) wedi bod yn bwysig hefyd o ran llywio'r Cynllun Gweithredu Cenedlaethol hwn.

en-gb	Sexual abuse has a devastating impact on childhoods and throughout life.
cy-gb	Mae cam-drin rhywiol yn cael effaith ddeifiol ar blentyndod a thrwy gydol oes plant.

en-gb	We must work together to do everything we can to prevent child sexual abuse, to protect children at risk and to support children to recover from the significant harm that sexual abuse causes.
cy-gb	Mae'n rhaid i ni weithio gyda'n gilydd i wneud popeth o fewn ein gallu i atal cam-drin plant yn rhywiol, i amddiffyn plant mewn perygl, ac i gynorthwyo plant i ddod dros y niwed sylweddol y mae cam-drin rhywiol yn ei achosi.

en-gb	Julie Morgan, AM, Deputy Minister for Health and Social Services.
cy-gb	Julie Morgan AC, Dirprwy Weinidog Iechyd a Gwasanaethau Cymdeithasol

en-gb	The words ‘child’ and ‘children’ are used throughout this Plan to mean any person up to the age of 18.
cy-gb	Defnyddir y geiriau 'plentyn' a 'plant' drwy gydol y Cynllun hwn i olygu unrhyw unigolyn hyd at 18 oed.

en-gb	This National Action Plan (the ‘Plan’) considers Child Sexual Abuse (CSA) including Child Sexual Exploitation (CSE) and Harmful Sexual Behaviour (HSB).
cy-gb	Mae'r Cynllun Gweithredu Cenedlaethol hwn (y 'Cynllun') yn ystyried cam-drin plant yn rhywiol, gan gynnwys camfanteisio'n rhywiol ar blant ac ymddygiad rhywiol niweidiol.

en-gb	Looking forward this National Action Plan will assist us in assessing the implementation of forthcoming statutory guidance, Working Together to Safeguard People- Volume 7- Safeguarding children from Child Sexual Exploitation and the All Wales Practice Guides on CSE and HSB once issued by the Safeguarding Boards with the Wales Safeguarding Procedures.
cy-gb	Wrth edrych ymlaen, bydd y Cynllun Gweithredu Cenedlaethol hwn yn ein cynorthwyo ni i asesu gweithrediad y canllawiau statudol sydd i ddod, Gweithio gyda'n Gilydd i Ddiogelu Pobl: Cyfrol 7 – Diogelu Plant rhag Camfanteisio'n Rhywiol ar Blant, a'r Canllawiau Ymarfer Cymru Gyfan ar Gamfanteisio'n Rhywiol ar Blant ac Ymddygiad Rhywiol Niweidiol pan fyddant yn cael eu cyhoeddi gan y Byrddau Diogelu gyda Gweithdrefnau Diogelu Cymru.

en-gb	Arrangements in relation to children at risk are set out in Working Together to Safeguard People- Volume I – Introduction and Overview and Working Together to Safeguard People Volume 5 – Handling Individual Cases to Protect Children at Risk.
cy-gb	Mae'r trefniadau o ran plant mewn perygl wedi'u nodi yn Gweithio gyda'n Gilydd i Ddiogelu Pobl: Cyfrol 1 – Cyflwyniad a Throsolwg a Gweithio gyda'n Gilydd i Ddiogelu Pobl: Cyfrol 5 – Ymdrin ag Achosion Unigol i Amddiffyn Plant sy’n Wynebu Risg.

en-gb	Section 130(4) of the Social Services and Well-being (Wales) Act defines a “child at risk” as a child who:  is experiencing or is at risk of abuse, neglect or other kinds of harm; and  has needs for care and support (whether or not the Local Authority is meeting any of those needs).
cy-gb	Mae adran 130(4) o Ddeddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) yn diffinio "plentyn sy'n wynebu risg" fel plentyn:  sy’n cael, neu sy’n wynebu risg o gael, ei gam-drin neu ei esgeuluso neu ddioddef mathau eraill o niwed; a  y mae arno anghenion am ofal a chymorth (p’un a yw’r awdurdod lleol yn diwallu unrhyw un neu rai o’r anghenion hynny ai peidio).

en-gb	In developing this Plan we have considered evidence from the Cross Party Group on Preventing Child Sexual Abuse and from the Independent Inquiry into Child Sexual Abuse (IICSA).
cy-gb	Wrth ddatblygu'r Cynllun hwn, rydym wedi ystyried tystiolaeth o'r Grŵp Trawsbleidiol ar Atal Cam-drin Plant yn Rhywiol ac o'r Ymchwiliad Annibynnol i Gam-drin Plant yn Rhywiol (IICSA).

en-gb	We have worked with multi-agency stakeholders from the Safeguarding Boards, statutory and third sector partners to agree this Plan.
cy-gb	Rydym wedi gweithio gyda rhanddeiliaid amlasiantaeth o'r Byrddau Diogelu, partneriaid statudol a phartneriaid o'r trydydd sector i gytuno ar y Cynllun hwn.

en-gb	We have also benefitted from the advice and support of adult survivors of CSA.
cy-gb	Rydym hefyd wedi elwa ar gyngor a chymorth oedolion sydd wedi goroesi cam-drin plant yn rhywiol.

en-gb	The Plan should be read in conjunction with the Welsh Government NationalStrategy on Violence against Woman, Domestic Abuse and Sexual Violence CrossGovernment Delivery Framework 2018-2021and An online safety action plan forchildren and young people in Wales (2018)
cy-gb	Dylid darllen y Cynllun ochr yn ochr â Strategaeth Genedlaethol ar Drais yn erbynMenywod, Cam-drin Domestig a Thrais Rhywiol: Fframwaith Cyflawni Trawslywodraethol 2018-2021Llywodraeth Cymru a'r Cynllun gweithredu diogelwch ar-leinar gyfer plant a phobl ifanc yng Nghymru (2018).

en-gb	This Plan sets out the actions the Welsh Government will take to prevent Child Sexual Abuse (CSA), to protect children from CSA and to support children who are sexually abused.
cy-gb	Mae’r Cynllun hwn yn nodi'r camau y bydd Llywodraeth Cymru yn eu cymryd i atal cam-drin plant yn rhywiol, i amddiffyn plant rhag cael eu cam-drin yn rhywiol, ac i gynorthwyo plant sy'n cael eu cam-drin yn rhywiol.

en-gb	We cannot do this alone and this National Action Plan also includes actions for the Safeguarding Board partners who have a lead role in the implementation of this Plan.
cy-gb	Ni allwn wneud hyn ar ein pennau ein hunain, ac mae'r Cynllun Gweithredu Cenedlaethol hwn hefyd yn cynnwys camau gweithredu ar gyfer partneriaid ar Fyrddau Diogelu sydd â rôl arweiniol yn y gwaith o weithredu'r Cynllun hwn.

en-gb	Definitions
cy-gb	Diffiniadau

en-gb	Child sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening, including:
cy-gb	Mae cam-drin plant yn rhywiol yn ymwneud â gorfodi neu ddenu plentyn i gymryd rhan mewn gweithgareddau rhywiol, waeth a yw'r plentyn yn ymwybodol o'r hyn sy'n digwydd neu beidio, gan gynnwys:

en-gb	physical contact, including penetrative or non-penetrative acts;
cy-gb	cyswllt corfforol, gan gynnwys gweithrediadau treiddgar neu weithrediadau nad ydynt yn dreiddgar;

en-gb	non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities or encouraging children to behave in sexually inappropriate ways.
cy-gb	gweithgareddau heb gyswllt, fel ymhél plant i edrych ar, neu gymryd rhan mewn, cynhyrchu deunydd pornograffig neu wylio gweithgareddau rhywiol neu annog plant i ymddwyn mewn ffyrdd rhywiol annerbyniol.

en-gb	Child Sexual Exploitation (CSE) -
cy-gb	Camfanteisio'n rhywiol ar blant –

en-gb	that can includesex or any form of sexual activity with a child;
cy-gb	Mae hwn yn fath o gamdrin rhywiol sy'n gallu cynnwys rhyw neu unrhyw fath o weithgaredd rhywiol â phlentyn;

en-gb	the production of indecent images and/or any other indecent material involving children
cy-gb	creu delweddau anweddus, a/neu unrhyw ddeunyddiau anweddus eraill sy'n ymwneud â phlant

en-gb	Involves a child
cy-gb	Mae’n cynnwys plentyn

en-gb	It occurs to those up to the age of 18 years old
cy-gb	Mae'n digwydd i'r rhai hyd at 18 oed

en-gb	Involves some form of exchange
cy-gb	Mae'n cynnwys rhyw fath o gyfnewid

en-gb	The exchange can include the giving or withdrawal of something; such as the withdrawal of violence or threats to abuse another person.
cy-gb	Gall y cyfnewid gynnwys rhoi neu dynnu rhywbeth yn ôl, megis atal trais neu fygythiadau i gamdrin unigolyn arall.

en-gb	There may be a facilitator who receives something in addition to or instead of the child who is exploited.
cy-gb	Efallai y bydd hwylusydd sy'n derbyn rhywbeth yn ogystal â'r plentyn sy'n cael ei gamfanteisio neu yn eile.

en-gb	Children may not recognise the exploitative nature of the relationship or exchange.
cy-gb	Efallai na fydd plant yn cydnabod natur gamfanteisiol y berthynas neu'r cyfnewid.

en-gb	Children may feel that they have given consent.
cy-gb	Efallai y bydd plant yn teimlo fel eu bod wedi rhoi eu caniatâd.

en-gb	Harmful sexual behaviours (HSB) can be defined as:
cy-gb	Gellir diffinio ymddygiadau rhywiol niweidiol fel:

en-gb	sexual behaviours expressed by children under the age of 18 years that are developmentally inappropriate, may be harmful towards themselves or others, or be abusive towards another child, young person or adult.
cy-gb	ymddygiadau rhywiol sy'n cael eu harddangos gan blant o dan 18 mlwydd oed sy'n anaddas yn ddatblygiadol, a allai fod yn niweidiol iddyn nhw neu bobl eraill, neu sy'n gamdriniol tuag at blentyn, person ifanc neu oedolyn arall.

en-gb	This definition of HSB includes both contact and non-contact behaviours (grooming, exhibitionism, voyeurism and sexting or recording images of sexual acts via smart phones or social media applications).
cy-gb	Mae'r diffiniad hwn o ymddygiadau rhywiol niweidiol yn cynnwys ymddygiadau â chyswllt â'r rheini heb gyswllt (magu perthynas amhriodol, arddangosiaeth, llygadu a secstio, neu gadw delweddau o weithrediadau rhywiol ar ffonau clyfar neu gymwysiadau cyfryngau cymdeithasol).

en-gb	Monitoring the implementation of the Plan
cy-gb	Monitro gweithrediad y Cynllun

en-gb	The six Safeguarding Boards in Wales will report on progress against relevant actions included in this Plan.
cy-gb	Bydd y chwe Bwrdd Diogelu yng Nghymru yn adrodd ar gynnydd yn erbyn camau gweithredu perthnasol a gynhwysir yn y Cynllun hwn.

en-gb	The Welsh Government will monitor and report on progress against the actions set for the government.
cy-gb	Bydd Llywodraeth Cymru yn monitro ac yn adrodd ar gynnydd yn erbyn y camau gweithredu a osodwyd ar gyfer y llywodraeth.

en-gb	There will be three reporting periods.
cy-gb	Bydd tri chyfnod adrodd.

en-gb	This Plan sets thirty three actions against ten key objectives that the Welsh Government expects to be implemented by 31 December 2021.
cy-gb	Mae'r Cynllun hwn yn gosod 33 o gamau gweithredu yn erbyn deg amcan allweddol y mae Llywodraeth Cymru yn disgwyl y byddant ar waith erbyn 31 Rhagfyr 2021.

en-gb	Objective 1:
cy-gb	Amcan 1:

en-gb	Challenge public attitudes towards CSA and support a culture where talking about CSA is not seen as a taboo subject in a way that can be exploited by perpetrators.
cy-gb	Herio agweddau cyhoeddus tuag at gam-drin plant yn rhywiol a chefnogi diwylliant lle nad yw siarad am gam-drin plant yn rhywiol yn cael ei ystyried yn bwnc na siaradir amdano mewn modd y gall cyflawnwyr gamfanteisio arno.

en-gb	Increased awareness in children of the importance of safe, equal and healthy relationships and that abusive behaviour is always wrong.
cy-gb	Mwy o ymwybyddiaeth ymhlith plant o bwysigrwydd cydberthnasau diogel, cyfartal ac iach a bod ymddygiad camdriniol bob amser yn anghywir.

en-gb	Increased awareness of how help to keep children safe from CSA for parent/carers, practitioners and the public.
cy-gb	Mwy o ymwybyddiaeth ymhlith rhieni/gofalwyr, ymarferwyr a'r cyhoedd o sut i helpu i gadw plant yn ddiogel rhag cael eu cam-drin yn rhywiol.

en-gb	Increased awareness of how corporate safeguarding can contribute to the prevention of CSA.
cy-gb	Mwy o ymwybyddiaeth o sut gall diogelu corfforaethol gyfrannu at atal cam-drin plant yn rhywiol.

en-gb	Arrangements for the Protection of children at risk of Child Sexual Abuse (CSA)
cy-gb	Trefniadau ar gyfer amddiffyn plant mewn perygl o gael eu cam-drin yn rhywiol

en-gb	Increased awareness in children of safe ways to disclose sexual abuse or risk of sexual abuse and of what should happen when they tell.
cy-gb	Mwy o ymwybyddiaeth ymhlith plant o ffyrdd diogel o ddatgelu cam-drin rhywiol neu berygl o gam-drin rhywiol ac o'r hyn fydd yn digwydd pan fyddant yn dweud wrth rywun.

en-gb	Increased awareness in non-abusing parent/carers of what should happen if a child is sexually abused, of how to support children and of how to access support for themselves.
cy-gb	Mwy o ymwybyddiaeth ymhlith rhieni/gofalwyr nad ydynt yn cam-drin o'r hyn a ddylai ddigwydd os yw plentyn yn cael ei gam-drin yn rhywiol, o sut i gynorthwyo plant, ac o sut i gael cymorth iddyn nhw eu hunain.

en-gb	Practitioners have access to resources and training to equip them to provide effective, timely and appropriate responses to children at risk of or abused through CSA.
cy-gb	Bod gan ymarferwyr fynediad at adnoddau a hyfforddiant i'w paratoi nhw ar gyfer ymateb yn effeithiol, yn amserol ac yn briodol i blant sy'n wynebu risg neu sydd wedi eu cam-drin trwy gam-drin plant yn rhywiol.

en-gb	Arrangements for the Supportof children who are sexually abused
cy-gb	Trefniadau ar gyfer cynorthwyo plant sy'n cael eu cam-drin yn rhywiol

en-gb	Evidence on the prevalence of CSA is collected to inform the planning of services for children who have been sexually abused.
cy-gb	Casglu tystiolaeth o ba mor aml y mae achosion o gam-drin plant yn rhywiol yn digwydd er mwyn llywio'r gwaith o gynllunio gwasanaethau i blant sydd wedi'u cam-drin yn rhywiol.

en-gb	Children, who have been sexually abused, sexually abused through CSE ,HSB and online sexual abuse have access to trauma-informed services and appropriate therapeutic support based on their individual care and support needs to improve well-being and prevent repeat abuse
cy-gb	Bod plant sydd wedi cael eu cam-drin yn rhywiol a/neu wedi cael eu camdrin yn rhywiol trwy gamfanteisio’n rhywiol ar blant, ymddygiad rhywiol niweidiol a cham-drin rhywiol ar-lein yn cael mynediad at wasanaethau a lywir gan drawma a chymorth therapiwtig priodol sy'n seiliedig ar eu hanghenion gofal a chymorth unigol er mwyn gwella eu llesiant ac atal cam-drin rhag digwydd eto.

en-gb	Children who have been sexually abused are given information about and appropriately referred into adult support services as they approach 18years of age.
cy-gb	Bod plant sydd wedi cael eu cam-drin yn rhywiol yn cael gwybodaeth am wasanaethau cymorth i oedolion ac yn cael eu hatgyfeirio'n briodol i'r gwasanaethau hyn wrth iddynt gyrraedd 18 mlwydd oed.

en-gb	Actions
cy-gb	Camau gweithredu

en-gb	The best way to respond to CSA is to stop it happening in the first place.
cy-gb	Y ffordd orau o ymateb i gam-drin plant yn rhywiol yw ei stopio rhag digwydd yn y lle cyntaf.

en-gb	We need to promote a better understanding of CSA for children, their families, practitioners, public bodies and the public so that they can recognise and respond to CSA risks.
cy-gb	Mae angen i ni hyrwyddo dealltwriaeth well o gam-drin plant yn rhywiol ymhlith plant, eu teuluoedd, ymarferwyr, cyrff cyhoeddus a'r cyhoedd fel y gallant adnabod ac ymateb i risgiau cam-drin plant yn rhywiol.

en-gb	Child Sexual Abuse (CSA) is a particularly contentious form of child abuse.
cy-gb	Mae cam-drin plant yn rhywiol yn fath o gam-drin plant arbennig o gynhennus.

en-gb	Common understandings and representations of the nature and prevalence of CSA have changed over time.
cy-gb	Mae dealltwriaeth a sylwadau cyffredin ynghylch natur ac amlder cam-drin plant yn rhywiol wedi newid dros amser.

en-gb	This has included historically attitudes towards CSA shaped by challenging debates where CSA has been denied, disbelieved and where victims have been blamed for their own abuse.1
cy-gb	Mae hyn wedi cynnwys agweddau hanesyddol tuag at gam-drin plant yn rhywiol, sydd wedi eu llywio gan drafodaethau heriol lle y mae cam-drin plant yn rhywiol wedi'i wadu a heb ei gredu a lle y mae'r dioddefwyr wedi cael y bai am eu camdriniaeth eu hunain.1

en-gb	Accounts provided by survivors of CSA to the IICSA Truth Projectillustrate in very stark terms, how the ways in which CSA is understood and talked about has historically silenced victims even when they tried to tell people what was happening to them.
cy-gb	Mae profiadau a leisiwyd gan bobl sydd wedi goroesi cam-drin plant yn rhywiol i Brosiect Gwirioneddyr IICSA yn dangos yn gwbl eglur sut mae'r ffordd y deallwyd ac y siaradwyd am gam-drin plant yn rhywiol yn hanesyddol wedi tawelu dioddefwyr, hyd yn oed pan oeddent yn ceisio dweud wrth bobl am yr hyn a oedd yn digwydd iddynt.

en-gb	Campaign material will need to consider the ways in which attitudes towards and misconceptions about CSA are shaped by gender, ethnicity and culture, sexuality and disability.
cy-gb	Bydd angen i ddeunydd ymgyrchu ystyried sut mae camdybiaethau ac agweddau tuag at gam-drin plant yn rhywiol yn cael eu llywio gan rywedd ac ethnigrwydd a diwylliant, rhywioldeb ac anabledd.

en-gb	We need to help people understand how the ways in which we talk – or don’t talk about- CSA is an important part of changing attitudes and preventing abuse.
cy-gb	Mae angen i ni helpu pobl i ddeall sut mae'r ffyrdd rydym yn siarad – neu ddim yn siarad – am gam-drin plant yn rhywiol yn rhan bwysig o newid agweddau ac atal camdriniaeth.

en-gb	In communities where people understand that CSA can and does happen, people are more likely to recognise risk and respond appropriately to prevent abuse from happening in the first place.
cy-gb	Mewn cymunedau lle y mae pobl yn deall bod cam-drin plant yn rhywiol yn gallu digwydd ac yn digwydd mewn gwirionedd, mae pobl yn fwy tebygol o adnabod y risg ac ymateb yn briodol i atal camdriniaeth rhag digwydd yn y lle cyntaf.

en-gb	Understanding how relationships are formed, developed and maintained enables us to develop the skills and attitudes that allow us to create healthy relationships of our own.
cy-gb	Mae deall sut mae cydberthnasau yn cael eu ffurfio, eu datblygu a’u cynnal yn ein galluogi i ddatblygu'r sgiliau a'r agweddau sy'n ein caniatáu i greu ein cydberthnasau iach ein hunain.

en-gb	It supports children to develop the knowledge and skills needed to effectively navigate these rapidly changing influences and establish respectful, fulfilling relationships throughout their lives.
cy-gb	Mae'n cefnogi plant i ddatblygu'r wybodaeth a'r sgiliau sydd eu hangen i lywio'n effeithiol drwy'r dylanwadau hyn sy'n newid yn gyflym a sefydlu cydberthnasau parchus sy'n rhoi boddhad drwy gydol eu bywydau.

en-gb	These may include family relationships, friendships, professional relationships and sexual relationships.
cy-gb	Gall y rhain gynnwys perthnasau teuluol, cyfeillgarwch, cydberthnasau proffesiynol a pherthnasau rhywiol.

en-gb	It can also help children to recognise when things are happening in their relationships with others that are not healthy or appropriate.
cy-gb	Gall hefyd helpu plant i adnabod pan fydd pethau'n digwydd yn eu perthynas ag eraill nad ydynt yn iach na'n briodol.

en-gb	SchoolBeat.Orgis a bilingual site from the All Wales School Liaison Core Programme, providing information and resources for pupils, teachers, parents and partners to reinforce the key messages delivered by our School Community Police Officers in primary and secondary schools as well as alternative educational settings.
cy-gb	Gwefan ddwyieithog yw SchoolBeat.cymruo Raglen Graidd Cyswllt Ysgolion Cymru Gyfan sy’n rhoi gwybodaeth ac adnoddau i ddisgyblion, athrawon, rhieni a phartneriaid i atgyfnerthu'r negeseuon allweddol a gaiff eu cyfleu gan ein Swyddogion Cymuned Ysgol yr Heddlu mewn ysgolion cynradd ac uwchradd, yn ogystal ag mewn lleoliadau addysgol amgen.

en-gb	The site also has information about the themed lessons that the All Wales School Liaison Core Programme offers including  for example ‘Griff’s Story’, a Year 6 lesson designed to educate pupils about the issue of Child Sexual Abuse and Exploitation.
cy-gb	Mae gan y safle hwn hefyd wybodaeth am y gwersi thema a gynigir gan Raglen Graidd Cyswllt Ysgolion Cymru Gyfan, gan gynnwys, er enghraifft, 'Stori Griff', sef gwers Blwyddyn 6 a ddyluniwyd i addysgu disgyblion am broblemau cam-drin a chamfanteisio ar blant yn rhywiol.

en-gb	‘Risky Pics’ is a secondary school lesson about the social and emotional consequences of sexting and discover what the law says.
cy-gb	Gwers ysgol uwchradd yw ‘Pictiwr Peryg' am ganlyniadau cymdeithasol ac emosiynol secstio a’r hyn y mae'r gyfraith yn ei ddweud.

en-gb	The site includes resources on healthy relationships.
cy-gb	Mae'r safle'n cynnwys adnoddau ar gydberthnasau iach.

en-gb	Information on unsafe relationships for parents
cy-gb	Gwybodaeth am gydberthnasau anniogel ar gyfer rhieni

en-gb	Information for primary school children
cy-gb	Gwybodaeth ar gyfer plant ysgolion cynradd

en-gb	Information for secondary school children
cy-gb	Gwybodaeth ar gyfer plant ysgolion uwchradd

en-gb	Sexually problematic behaviour in children must be considered on a continuum of behaviour ranging from normal, through harmful and in a small number of cases abusive.
cy-gb	Mae'n rhaid ystyried ymddygiad rhywiol sy’n broblematig ar gontinwwm o ymddygiad sy'n amrywio o normal i niweidiol ac, mewn nifer fach o achosion, camdriniaethol.

en-gb	Our responses to children with sexually problematic behaviour must include early support to prevent harm to them and to other children.
cy-gb	Mae'n rhaid i'n hymatebion i blant sy'n arddangos ymddygiad rhywiol niweidiol gynnwys cymorth cynnar i atal niwed iddyn nhw ac i blant eraill.

en-gb	Intervening early so that children understand when why their behaviour is considered inappropriate so that any underlying issues can be identified will protect them from further harm and prevent the abuse of other children.
cy-gb	Bydd ymyrryd yn gynnar er mwyn i blant ddeall pam y credir bod eu hymddygiad yn amhriodol fel bod modd nodi unrhyw broblemau sylfaenol yn eu hamddiffyn rhag mwy o niwed ac yn atal plant eraill rhag cael eu cam-drin.

en-gb	Practitioners who come into contact with children and their families should seek to routinely share information with parent/carers about available resources and the need to be aware of the ways in which they can help to keep the children in their care safe from CSA.
cy-gb	Dylai ymarferwyr sydd mewn cysylltiad â phlant a'u teuluoedd geisio rhannu gwybodaeth â rhieni/gofalwyr yn rheolaidd am yr adnoddau sydd ar gael a'r angen i fod yn ymwybodol o'r ffyrdd y gallant helpu i gadw'r plant dan eu gofal yn ddiogel rhag cael eu cam-drin yn rhywiol.

en-gb	This should include an understanding of the impact that noncontact online CSA can have on children.
cy-gb	Dylai hyn gynnwys deall yr effaith y gall cam-drin plant yn rhywiol ar-lein heb gysylltiad ei chael ar blant.

en-gb	Practitioner learning can be supported in a number of ways, through the dissemination of information and resources; through online learning and through direct awareness raising and training.
cy-gb	Gellir cefnogi dysgu ymarferwyr mewn nifer o ffyrdd, drwy ledaenu gwybodaeth ac adnoddau, drwy ddysgu ar-lein, a thrwy godi ymwybyddiaeth yn uniongyrchol a hyfforddiant.

en-gb	Good practice can be promoted through the inclusion of safeguarding as a standing item at team meetings and through supervision.
cy-gb	Gellir hybu arferion da drwy gynnwys diogelu fel eitem sefydlog mewn cyfarfodydd tîm a thrwy oruchwylio.

en-gb	This can assist agencies to identify practitioner learning needs.
cy-gb	Gall hyn gynorthwyo asiantaethau i nodi anghenion dysgu ymarferwyr.

en-gb	In 2018 the Welsh Government funded Stop it Now! Walesto develop and deliver a campaign aimed at tackling child sexual abuse by enabling the public to play a more active part in preventing the sexual abuse of children.
cy-gb	Yn 2018, gwnaeth Llywodraeth Cymru ariannu Stop it Now!Waleser mwyn datblygu a chyflenwi ymgyrch a anelwyd at drechu cam-drin plant yn rhywiol, drwy alluogi'r cyhoedd i chwarae rhan fwy gweithredol yn y gwaith o atal plant rhag cael eu camdrin yn rhywiol.

en-gb	The ‘Child Sexual Abuse - What we all need to know’ campaign communicated key advice and information to the public through an awareness raising campaign involving traditional media, social media, resources.
cy-gb	Gwnaeth yr ymgyrch Child Sexual Abuse – What we all need to know’ gyfleu cyngor a gwybodaeth allweddol i'r cyhoedd drwy ymgyrch codi ymwybyddiaeth a oedd yn cynnwys cyfryngau traddodiadol, cyfryngau cymdeithasol ac adnoddau.

en-gb	Simultaneously, learning sessions for parents/carers and practitioners who work with children and families were delivered across each of the six Safeguarding Children Board regions.
cy-gb	Ar yr un pryd, cafodd sesiynau dysgu i rieni/gofalwyr ac ymarferwyr sy'n gweithio gyda phlant a theuluoedd eu cynnal ar draws chwe rhanbarth y Byrddau Diogelu Plant.

en-gb	Age appropriate resources are also available for the early years, for example the NSPCC Let's Talk Pants materials.
cy-gb	Mae adnoddau priodol i oedran hefyd ar gael ar gyfer y blynyddoedd cynnar – er enghraifft, deunydd Siarad Pants yr NCPCC.

en-gb	Parent/carers need to be aware of the ways in which they can check whether the adults that they allow to have contact with their children are safe or might pose a risk to their children.
cy-gb	Mae angen i rieni/gofalwyr fod yn ymwybodol o'r ffyrdd y gallant wirio a yw'r oedolion y maent yn eu caniatáu i fod mewn cysylltiad â'u plant yn ddiogel neu a allent gyflwyno risg i'w plant.

en-gb	The Home Office has produced information on the Child Sex Offender DisclosureScheme which includes information for parents and for practitioners and communication materials to promote this information.
cy-gb	Mae'r Swyddfa Gartref wedi cynhyrchu gwybodaeth am y Cynllun DatgeluTroseddwyr Rhyw â Phlant, sy'n cynnwys gwybodaeth i rieni ac i ymarferwyr a deunydd cyfathrebu i hyrwyddo'r wybodaeth hon.

en-gb	The NSPCC Child Protection in Sport Unit (CPSU) has produced a Keeping ChildrenSafe in Sports - A Parent's Charter which provides advice on how parents can check that their child is attending a sporting activity which has safeguarding measures in place.
cy-gb	Mae Uned Amddiffyn Plant mewn Chwaraeon yr NSPCC (CPSU) wedi cynhyrchu Cadw plant yn ddiogel mewn chwaraeon – siarter i rieni, sy'n rhoi cyngor ar sut gall rhieni wirio bod eu plentyn yn mynychu gweithgaredd chwaraeon sydd â mesurau diogelu ar waith.

en-gb	The Wales Safeguarding Procedures when published will be accompanied by a number of All Wales Practice Guides.
cy-gb	Bydd nifer o Ganllawiau Ymarfer Cymru Gyfan yn cael eu cyflwyno pan fydd Gweithdrefnau Diogelu Cymru yn cael eu cyhoeddi.

en-gb	This will include All Wales Practice Guides on CSE, HSB and Online Abuse.
cy-gb	Bydd y rhain yn cynnwys Canllawiau Ymarfer Cymru Gyfan ar gamfanteisio'n rhywiol ar blant, ymddygiad rhywiol niweidiol a cham-drin ar-lein.

en-gb	The Welsh Government will also be consulting on new guidance on CSE, Working Together to safeguard People: Volume 7- Safeguarding children from Child Sexual Exploitation.
cy-gb	Bydd Llywodraeth Cymru hefyd yn ymgynghori ar ganllawiau newydd ar gamfanteisio'n rhywiol ar blant, Gweithio gyda'n Gilydd i Ddiogelu Pobl:Cyfrol 7 – Diogelu plant rhag camfanteisio'n rhywiol ar blant.

en-gb	Practitioners should be familiar with this new guidance and with the All Wales Practice Guides once issued.
cy-gb	Dylai ymarferwyr fod yn gyfarwydd â'r canllawiau newydd hyn ac â'r Canllawiau Ymarfer Cymru Gyfan pan fyddant yn cael eu cyhoeddi.

en-gb	Practitioners should also be familiar with the Stop it Now resources.
cy-gb	Dylai ymarferwyr hefyd fod yn gyfarwydd ag adnoddauStop it Now!

en-gb	There is evidence3 that practitioner knowledge and understanding of CSA in relation to children from Black, Asian and Minority Ethnic (BAME) communities, disabled children and Lesbian, Gay, Bisexual, Transsexual (LGBTQ+)children where there are further barriers to identification may be more limited.
cy-gb	Mae tystiolaeth3 y gallai fod gan ymarferwyr lai o wybodaeth a dealltwriaeth o gamdrin plant yn rhywiol mewn perthynas â phlant o gymunedau pobl dduon ac Asiaidd a lleiafrifoedd ethnig (BAME), plant anabl, a phlant Lesbiaidd, Hoyw, Deurywiol a Thraws+ (LHDT+), lle mae rhwystrau pellach i'w adnabod.

en-gb	The Welsh Government intends to commission resources and learning events to improve understanding for practitioners and for parent/carers.
cy-gb	Mae Llywodraeth Cymru yn bwriadu comisiynu adnoddau a digwyddiadau dysgu i wella dealltwriaeth ymarferwyr a rhieni/gofalwyr.

en-gb	When there is an incident of peer-on-peer abuse in a school or other education setting, or when there are concerns about a learner in relation to HSB, all those working in the education setting should be supported in managing cases effectively.
cy-gb	Pan fydd achos o gam-drin ymhlith cymheiriaid mewn ysgol neu leoliad addysg arall, neu pan fydd pryderon ynghylch dysgwr mewn perthynas ag ymddygiad rhywiol niweidiol, dylai'r holl rai hynny sy'n gweithio yn y lleoliad addysg gael eu cefnogi i reoli achosion yn effeithiol.

en-gb	Each case should be planned for and managed to ensure that all leaners are safe and that the education opportunities for children with HSB and other learners are not adversely affected.
cy-gb	Dylid cynllunio ar gyfer pob achos a'i reoli er mwyn sicrhau bod yr holl ddysgwyr yn ddiogel ac nad yw'r cyfleoedd addysg ar gyfer plant ag ymddygiad rhywiol niweidiol a dysgwyr eraill yn cael eu heffeithio'n negyddol.

en-gb	The Welsh Government will develop guidance on managing peer-on-peer abuse and HSB in education settings.
cy-gb	Bydd Llywodraeth Cymru yn datblygu canllawiau ar reoli cam-drin ymhlith cymheiriaid ac ymddygiad rhywiol niweidiol mewn lleoliadau addysg.

en-gb	The Welsh Government intends to develop and consult on a voluntary safeguarding code of practice for out-of-school settings and accompanying advice for parents.
cy-gb	Mae Llywodraeth Cymru yn bwriadu datblygu ac ymgynghori ar god ymarfer diogelu gwirfoddol ar gyfer lleoliadau y tu allan i'r ysgol a chanllawiau cysylltiedig i rieni.

en-gb	This will set out safeguarding expectations for out-of-school settings and information for parents will assist them to select activities for their children in out-of-school settings where there are safeguarding measures in place.
cy-gb	Bydd y cod yn nodi'r disgwyliadau diogelu ar gyfer lleoliadau y tu allan i'r ysgol a bydd gwybodaeth i rieni yn eu cynorthwyo i ddewis gweithgareddau i'w plant mewn lleoliadau y tu allan i'r ysgol lle mae mesurau diogelu ar waith.

en-gb	A review of local authority corporate safeguarding arrangements undertaken by the Wales Audit Office and published in 2015made recommendations around a number of areas for improvement.
cy-gb	Gwnaeth adolygiad o drefniadau diogelu corfforaethol awdurdodau lleol a gynhaliwyd gan Swyddfa Archwilio Cymru a'i gyhoeddi yn 2015gyflwyno argymhellion ynghylch nifer o feysydd i'w gwella.

en-gb	Corporate safeguarding has a core role in ensuring that adequate measures are in place to keep children safe.
cy-gb	Mae gan ddiogelu corfforaethol rôl graidd mewn sicrhau bod mesurau digonol ar waith i gadw plant yn ddiogel.

en-gb	Corporate safeguarding can also play a role in ensuring that procurement and licencing arrangements promote safeguarding.
cy-gb	Gall diogelu corfforaethol hefyd chwarae rhan mewn sicrhau bod trefniadau caffael a thrwyddedu'n hyrwyddo diogelu.

en-gb	There is already some good practice in place in terms of training requirements on licensed taxi drivers for example but this is not consistent across Wales.
cy-gb	Mae ychydig o arfer da eisoes ar waith o ran gofynion hyfforddi ar yrwyr tacsi trwyddedig, er enghraifft, ond nid yw hyn yn gyson ledled Cymru.

en-gb	More could also be done in terms of safeguarding due diligence checks on individuals or organisations applying to rent corporate premises for activities involving children.
cy-gb	Gellid hefyd gwneud mwy o ran gwiriadau diwydrwydd dyladwy diogelu ar unigolion neu sefydliadau sy'n gwneud cais i rentu safleoedd corfforaethol er mwyn cynnal gweithgareddau sy'n ymwneud â phlant.

en-gb	Corporate safeguarding is also important in preventing institutional child sexual abuse and evidence on this is included in Key messages from research - institutionalchild sexualabuse, 2018 published by the Centre for Expertise on CSA.
cy-gb	Mae diogelu corfforaethol hefyd yn bwysig o ran atal cam-drin plant yn rhywiol sefydliadol, ac mae tystiolaeth o hyn wedi'i chynnwys yn Negeseuon allweddol oymchwil ar gam-drin plant yn rhywiol sefydliadol (2018), a gyhoeddwyd gan Ganolfan Arbenigol Cam-drin Plant yn Rhywiol.

en-gb	Rigorous recruitment and selection processes, and the need for organisations to build an open culture where safeguarding is seen as everyone’s business, ensures that children have safe spaces and positive relationships with several members of staff, and organisational processes should be in place (such as co-working, supervision and whistleblowing procedures) to minimise the opportunities for abuse to occur.
cy-gb	Mae prosesau recriwtio a dethol trylwyr a'r angen i sefydliadau greu diwylliant agored lle ystyrir diogelu yn fusnes i bawb yn sicrhau bod gan blant fannau diogel a chydberthnasau cadarnhaol â nifer o aelodau'r staff, a dylai prosesau sefydliadol (fel gweithdrefnau cydweithio, goruchwylio a chwythu'r chwiban) fod ar waith i leihau'r cyfleoedd i gamdriniaeth ddigwydd.

en-gb	The Welsh Government will work with the WLGA to develop an exemplar Corporate Safeguarding Policy to inform improvements and consistency in local and regional arrangements.
cy-gb	Bydd Llywodraeth Cymru yn gweithio gydag CLlLC i ddatblygu polisi diogelu corfforaethol enghreifftiol er mwyn llywio gwelliannau a chysondeb mewn trefniadau lleol a rhanbarthol.

en-gb	Neighbourhoods have been identified as sites in which young people can experience and/or be safeguarded from abuse and violence. From experiences of child sexual exploitation in fast food restaurants, criminal exploitation in parks, serious youth violence on transport routes to exposure to drug use and dealing in vulnerable adult’s homes.
cy-gb	Mae cymdogaethau wedi'u nodi fel safleoedd lle gall pobl ifanc brofi a/neu gael eu diogelu rhag camdriniaeth a thrais, o brofiadau o gamfanteisio'n rhywiol ar blant mewn bwytai bwyd brys, camfanteisio troseddol mewn parciau, a thrais ieuenctid difrifol ar lwybrau trafnidiaeth i weld cyffuriau'n cael eu defnyddio a gwerthu cyffuriau mewn cartrefi oedolion sy'n agored i niwed.

en-gb	While agencies already work to keep young people safe outside of the home, such as neighbourhood safety and the police, the primary focus of this work is crime prevention as opposed to child well-being and safeguarding.
cy-gb	Er bod asiantaethau eisoes yn gweithio i gadw pobl ifanc yn ddiogel y tu allan i'r cartref, fel diogelwch cymdogaeth a'r heddlu, mae prif bwyslais y gwaith hwn ar atal troseddau yn hytrach nag ar lesiant a diogelu plant.

en-gb	Research suggests that there are a number of ways that young people can be safeguarded from harm in neighbourhood spaces – from ‘designing-out’ opportunities for abuse to occur and creating opportunities for community guardians.
cy-gb	Mae gwaith ymchwil yn awgrymu bod nifer o ffyrdd y gall pobl ifanc gael eu diogelu rhag niwed mewn mannau yn y gymdogaeth – o gynllunio mewn ffordd sy’n rhwystro cyfleoedd i gam-drin rhag digwydd i greu cyfleoedd ar gyfer gwarcheidwaid cymunedol.

en-gb	The Contextual Safeguarding Network , University of Bedfordshire offers an online NeighborhoodAssessment Toolkitwhich will assist partners in considering relevant issues to support safer communities.
cy-gb	Mae'r Rhwydwaith Diogelu Cyd-destunol, Prifysgol Swydd Bedford, yn cynnig Pecyn Cymorth Asesu Cymdogaethar-lein, a fydd yn cynorthwyo partneriaid i ystyried materion perthnasol er mwyn cefnogi cymunedau mwy diogel.

en-gb	Arrangements for the Protection of children at risk of Child Sexual Abuse (CSA)
cy-gb	Trefniadau ar gyfer amddiffynplant mewn perygl o gael eu cam-drin yn rhywiol

en-gb	One of the difficulties in estimating the prevalence of CSA is that so much sexual abuse remains unidentified.
cy-gb	Un o'r anawsterau wrth geisio amcangyfrif amlder achosion o gam-drin plant yn rhywiol yw bod cymaint o achosion o gam-drin rhywiol yn parhau i fod heb eu hadnabod.

en-gb	Disclosure by children is rare, so professionals and other responsible adults need to be able to spot the signs of possible abuse and take appropriate action.The reasons children keep silent include fear of their abuser, not wanting their abuser to get into trouble, feeling that the abuse was ‘their fault’, and feeling responsible for what will happen to their family if they tell.
cy-gb	Mae'n anghyffredin i blant wneud datgeliad, felly mae angen i weithwyr proffesiynol ac oedolion cyfrifol eraill allu gweld yr arwyddion o gam-drin posibl a chymryd camau priodol.Mae plant yn cadw'n dawel am nifer o resymau, gan gynnwys ofni'r sawl sy'n eu cam-drin, ddim eisiau i'r sawl sy'n eu cam-drin fod mewn trwbl, teimlo mai 'eu bai nhw' yw hi eu bod yn cael eu cam-drin, a theimlo'n gyfrifol am yr hyn fydd yn digwydd i'w teulu os byddant yn dweud wrth rywun.

en-gb	Supporting a better understanding of CSA for children, non-abusing parent/carers and practitioners will support increased identification and disclosure so that children can be protected at the earliest opportunity.
cy-gb	Bydd cefnogi dealltwriaeth well o gam-drin plant yn rhywiol ymhlith plant, rhieni/gofalwyr nad ydynt yn cam-drin ac ymarferwyr o gymorth i adnabod mwy o achosion a chael mwy o ddatgeliadau fel y gall plant gael eu hamddiffyn cyn gynted â phosibl.

en-gb	The 2015 to 2016Crime Survey for England and Wales ran for the first time a module of questions asking adults whether they were abused as a child.4  Survivors who reported childhood sexual assault by rape or penetration (including attempts) were asked whether they told anyone about what was happening to them at the time of the abuse.
cy-gb	Am y tro cyntaf, gwnaeth Arolwg Troseddu Cymru a Lloegr 2015 i 2016 redeg modiwl o gwestiynau a oedd yn gofyn i oedolion a oeddent wedi cael eu cam-drin pan oeddent yn blant.4  Holwyd i oroeswyr a nododd eu bod wedi dioddef ymosodiadau rhywiol pan oeddent yn blant drwy dreisiad neu dreiddiad (gan gynnwys ymgeisiau) a wnaethant ddweud wrth unrhyw un am yr hyn a oedd yn digwydd iddynt ar adeg y cam-drin.

en-gb	Just under three-quarters (74%) of survivors did not tell anyone about the abuse at the time the abuse occurred.
cy-gb	Ni wnaeth ychydig o dan dri chwarter o'r goroeswyr (74%) ddweud wrth unrhyw un am y cam-drin ar yr adeg yr oedd y camdrin yn digwydd.

en-gb	However, those aged less than 45 at the time of interview were significantly more likely to have told someone at the time the abuse occurred than those aged 45 to 59.
cy-gb	Fodd bynnag, ar adeg y cyfweliad, roedd y rhai hynny a oedd yn 45 oed neu'n iau yn fwy tebygol o lawer na'r rhai hynny rhwng 45 a 59 oed o fod wedi dweud wrth rywun ar yr adeg y digwyddodd y cam-drin.

en-gb	This gives some indication that disclosure rates have increased over time.
cy-gb	Mae hyn yn dangos i raddau fod cyfraddau datgelu wedi cynyddu dros amser.

en-gb	Only 1 in 10 (10%) of all survivors of childhood sexual assault by rape or penetration (including attempts) told someone in an official position about the abuse at the time, with 7% reporting the abuse to the police.
cy-gb	Dim ond un o bob 10 (10%) o bawb a oresgynnodd ymosodiadau rhywiol pan oeddent yn blant drwy dreisiad neu dreiddiad (gan gynnwys ymgeisiau) a ddywedodd wrth rywun swyddogol am y camdrin ar y pryd, a gwnaeth 7% o'r rhain adrodd y cam-drin i'r heddlu.

en-gb	Much abuse in the family remains undisclosed.
cy-gb	Ni chaiff llawer o gam-drin mewn teuluoedd ei ddatgelu o hyd.

en-gb	Children may fear their abuser, not want their abuser to get into trouble, feel that the abuse was ‘their fault’, and feel responsible for what will happen to their family if they tell.
cy-gb	Gallai fod ar blant ofn y sawl sy'n eu cam-drin, neu efallai nad ydynt eisiau i'r sawl sy'n eu cam-drin fod mewn trwbl, yn teimlo mai 'eu bai nhw' oedd hi eu bod yn cael eu cam-drin, ac yn teimlo'n gyfrifol am yr hyn fydd yn digwydd i'w teulu os byddant yn dweud wrth rywun.

en-gb	Disabled children, LGBT+ children and some Black, Asian and Minority Ethnic (BAME) children face additional barriers.
cy-gb	Mae plant anabl, plant LHDT+ a rhai plant o gymunedau pobl dduon ac Asiaidd a lleiafrifoedd ethnig (BAME) yn wynebu rhwystrau ychwanegol.

en-gb	In some communities cultural beliefs around ‘honour’ will impact on the way in which family members and the wider community respond to a child who is sexually abused which can act to silence the child and supportive family members.
cy-gb	Mewn rhai cymunedau, bydd credoau diwylliannol ynghylch 'parch' yn effeithio ar y ffordd y mae aelodau o'r teulu a'r gymuned ehangach yn ymateb i blentyn sy'n cael ei gam-drin yn rhywiol, a gall hyn beri i'r plentyn ac aelodau cefnogol o'r teulu gadw'n dawel.

en-gb	Abuse by a family member may be particularly traumatic because it involves high levels of betrayal, stigma and secrecy.
cy-gb	Gall camdriniaeth gan aelod o'r teulu fod yn arbennig o drawmatig am ei fod yn ymwneud â lefelau uchel o frad, gwarth a chyfrinachedd.

en-gb	The Centre for Expertise on CSA has published KeyMessages from research on intra-familial child sexual abuse, 2018.
cy-gb	Mae Canolfan Arbenigol Cam-drin Plant yn Rhywiol wedi cyhoeddi Negeseuon allweddol o ymchwil ar gam-drin plantyn rhywiol o fewn y teulu (2018).

en-gb	The term ‘institutional child sexual abuse’ is used to distinguish CSA in an institutional context from that occurring in the family or other settings.
cy-gb	Defnyddir y term 'cam-drin plant yn rhywiol sefydliadol' i wahaniaethu rhwng camdrin plant yn rhywiol mewn cyd-destun sefydliadol a'r hyn sy'n digwydd mewn teulu neu leoliad arall.

en-gb	It can take place in a wide variety of settings where individuals are in a position of power and trust in relation to children.
cy-gb	Gall ddigwydd mewn amrywiaeth eang o leoliadau pan fydd gan unigolion bŵer dros y plant neu pan fydd y plant yn ymddiried ynddynt.

en-gb	Institutional CSA may be perpetrated by a single individual on a single victim, but those who commit abuse in an institutional setting frequently have multiple victims.
cy-gb	Gall cam-drin plant yn rhywiol sefydliadol gael ei wneud gan unigolyn ar un dioddefwr, ond, yn aml, mae gan y rhai hynny sy'n cam-drin mewn lleoliad sefydliadol ddioddefwyr lluosog.