en-gb	Human rights education should encourage inquiry, analysis, forming arguments, making decisions, cooperation, evaluation, and developing behaviours informed by values.
cy-gb	Dylai addysg hawliau dynol annog dysgwyr i ymholi, dadansoddi, ffurfio dadleuon, gwneud penderfyniadau, cydweithredu, gwerthuso a datblygu ymddygiadau a gaiff eu llywio gan werthoedd.

en-gb	Human rights education encompasses:
cy-gb	Mae addysg hawliau dynol yn cwmpasu:

en-gb	learning about human rights – understanding human rights, and the sources of those rights including the UNCRC
cy-gb	dysgu am hawliau dynol: deall hawliau dynol, a ffynonellau'r hawliau hynny, gan gynnwys CCUHP

en-gb	learning through human rights – the development of values, attitudes and behaviours that reflect human rights values
cy-gb	dysgu drwy hawliau dynol: datblygu gwerthoedd, agweddau ac ymddygiadau sy'n adlewyrchu gwerthoedd hawliau dynol

en-gb	learning for human rights – the motivation of social action and empowerment of active citizenship to advance respect for the rights of all.
cy-gb	dysgu ar gyfer hawliau dynol: cymell gweithredu cymdeithasol a grymuso dinasyddiaeth weithredol i hyrwyddo parch at hawliau pawb.

en-gb	Learning about human rights
cy-gb	Dysgu am hawliau dynol

en-gb	Human rights education supports learners to be able to apply the concepts, principles and language of human rights to understand their own needs and relationships.
cy-gb	Mae addysg hawliau dynol  yn cefnogi dysgwyr i allu cymhwyso cysyniadau, egwyddorion ac iaith hawliau dynol er mwyn deall eu hanghenion a'u cydberthnasau eu hunain.

en-gb	Learners can also apply this understanding to the entitlements of others, both in their community and beyond, and to identify when their rights or the rights of others are threatened or denied .
cy-gb	Gall dysgwyr hefyd gymhwyso'r ddealltwriaeth hon at hawliau pobl eraill, yn eu cymunedau a thu hwnt, ac i wybod pan fydd eu hawliau nhw eu hunain neu hawliau pobl eraill dan fygythiad neu'n cael eu gwrthod .

en-gb	Learning through human rights
cy-gb	Dysgu drwy hawliau dynol

en-gb	Embedding a children’s rights approach to education  means learners should be supported to experience a practical application of their rights, supported by critical understanding of the rationale for this experience.
cy-gb	Mae ymwreiddio dull o ddarparu addysg sy’n seiliedig ar hawliau plant  yn golygu y dylai dysgwyr gael eu cefnogi i brofi eu hawliau’n cael eu cymhwyso’n ymarferol, a bod hynny’n cael ei gefnogi gan ddealltwriaeth hanfodol o’r sail.

en-gb	A key principle of this approach is the right of children and young people to participate meaningfully in decisions that affect their lives.
cy-gb	Un o egwyddorion allweddol y dull hwn yw hawl plant a phobl ifanc i gyfrannu'n ystyrlon at benderfyniadau sy'n effeithio ar eu bywydau.

en-gb	Involving children and young people in decisions about learning should be at the heart of curriculum design.
cy-gb	Dylai cynnwys pobl ifanc mewn penderfyniadau am ddysgu fod wrth wraidd y broses o gynllunio cwricwlwm.

en-gb	Learning for human rights
cy-gb	Dysgu ar gyfer hawliau dynol

en-gb	Human rights education encourages learners to critically examine their own attitudes and behaviours and enables learners to be ethically-informed citizens, who can be advocates for their rights and the rights of others.
cy-gb	Mae addysg hawliau dynol yn annog dysgwyr i ystyried eu hagweddau a'u hymddygiadau'n feirniadol ac yn galluogi dysgwyr i fod yn ddinasyddion egwyddorol, gwybodus, a all fod yn eiriolwyr dros eu hawliau eu hunain a hawliau pobl eraill.

en-gb	Learners should be empowered to take informed and ethical decisions to defend and advocate their rights and the rights of others .
cy-gb	Dylai dysgwyr gael eu grymuso i wneud penderfyniadau gwybodus ac egwyddorol er mwyn amddiffyn a hyrwyddo eu hawliau eu hunain a hawliau pobl eraill .

en-gb	Diversity
cy-gb	Amrywiaeth

en-gb	Diversity here refers to recognising and celebrating the diverse nature of social groups and communities and to ensuring that the curriculum reflects that diversity and is responsive to the experiences of those groups and communities.
cy-gb	Yma, mae amrywiaeth yn cyfeirio at adnabod a dathlu natur amrywiol grwpiau cymdeithasol a chymunedau a sicrhau bod y cwricwlwm yn adlewyrchu'r amrywiaeth honno a'i fod yn gallu ymateb i brofiadau'r grwpiau a'r cymunedau hynny.

en-gb	At its most basic, it means being aware of the characteristics of others and treating others with compassion, empathy, understanding and equity, regardless of those characteristics.
cy-gb	Yn ei hanfod, mae'n golygu bod yn ymwybodol o nodweddion pobl eraill a'u trin â thrugaredd, empathi, dealltwriaeth a thegwch, er gwaethaf y nodweddion hynny.

en-gb	As learners progress, they should become increasingly aware of a range of specific characteristics which can define our identity, including sex, gender, race, religion, age, disability and sexuality.
cy-gb	Wrth i ddysgwyr wneud cynnydd, dylen nhw ddod yn gynyddol ymwybodol o'r ystod o nodweddion penodol a all ddiffinio ein hunaniaeth, gan gynnwys rhyw, rhywedd, hil, crefydd, oedran, anabledd a rhywioldeb.

en-gb	Humans, by their very nature are social beings.
cy-gb	Mae bodau dynol yn fodau cymdeithasol wrth eu natur.

en-gb	They have diverse values, identities, behaviours and physical characteristics.
cy-gb	Mae ganddyn nhw werthoedd, hunaniaethau, ymddygiadau a nodweddion corfforol gwahanol.

en-gb	The cohesion of any human society depends on how it manages that diversity.
cy-gb	Mae cydlyniant unrhyw gymdeithas ddynol yn dibynnu ar y ffordd y mae'n rheoli'r amrywiaeth honno.

en-gb	Valuing the different contributions and experiences of those in our social groups strengthens the connections between us and supports the well-being of all members of those groups.
cy-gb	Mae gwerthfawrogi gwahanol gyfraniadau a phrofiadau'r rhai hynny sy'n rhan o'n grwpiau cymdeithasol yn atgyfnerthu'r cysylltiadau rhyngom ac yn cefnogi lles holl aelodau'r grwpiau hynny.

en-gb	Sharing the experiences of others outside our social groups expands our horizons, adds to our perspectives and contributes to our shared sense of humanity.
cy-gb	Mae rhannu profiadau pobl y tu allan i'n grwpiau cymdeithasol yn ehangu ein gorwelion, yn ychwanegu at ein safbwyntiau ac yn cyfrannu at ein hymdeimlad unol o ddynoliaeth.

en-gb	By feeling valued, we are empowered to make meaningful contributions to our societies.
cy-gb	Drwy deimlo ein bod yn cael ein gwerthfawrogi, cawn ein grymuso i wneud cyfraniadau ystyrlon at ein cymdeithas.

en-gb	School communities will reflect the diverse range of backgrounds and perspectives found in society.
cy-gb	Bydd cymuned ysgolion yn adlewyrchu'r ystod amrywiol o gefndiroedd a safbwyntiau a geir mewn cymdeithas.

en-gb	As learners grow, their social interactions are likely to become ever wider in an increasingly interconnected world.
cy-gb	Wrth i ddysgwyr dyfu, mae eu rhyngweithio cymdeithasol yn debygol o ehangu mewn byd sy'n gynyddol gydgysylltiedig.

en-gb	Creating a curriculum which recognises the diverse culture of their society enables learners to celebrate the diverse nature of all societies.
cy-gb	Mae creu cwricwlwm sy'n cydnabod diwylliant amrywiol eu cymdeithas yn galluogi dysgwyr i ddathlu natur amrywiol pob cymdeithas.

en-gb	This promotes equality, inclusion, social cohesion and a feeling of being valued.
cy-gb	Mae hyn yn hyrwyddo cydraddoldeb, cynhwysiant, cydlyniant cymdeithasol ac ymdeimlad o gael eu gwerthfawrogi.

en-gb	In designing a curriculum, practitioners should incorporate opportunities for learners to:
cy-gb	Wrth gynllunio cwricwlwm, dylai ymarferwyr geisio cynnwys cyfleoedd i ddysgwyr:

en-gb	develop empathy and compassion for others
cy-gb	datblygu empathi a thrugaredd at eraill

en-gb	celebrate diverse backgrounds, values and characteristics
cy-gb	dathlu cefndiroedd, gwerthoedd a nodweddion amrywiol

en-gb	develop their own values and sense of identity
cy-gb	datblygu eu gwerthoedd eu hunain ac ymdeimlad o'u hunaniaeth

en-gb	develop understanding of people with different beliefs and perspectives
cy-gb	meithrin dealltwriaeth o bobl â gwahanol gredoau a safbwyntiau

en-gb	challenge stereotypes.
cy-gb	herio stereoteipiau.

en-gb	Practitioners should also tell and listen to the stories of different groups, including minority groups, and enable all learners to see themselves and their experiences represented in the topics, experiences and knowledge developed through the curriculum.
cy-gb	Dylai ymarferwyr hefyd rannu hanesion gwahanol grwpiau a gwrando arnyn nhw, gan gynnwys grwpiau lleiafrifol, a galluogi pob dysgwr i weld ei hun a'i brofiadau wedi'u cynrychioli yn y testunau, y profiadau a'r wybodaeth a ddatblygir drwy'r cwricwlwm.

en-gb	Careers and work-related experiences
cy-gb	Gyrfaoedd a phrofiadau cysylltiedig â byd gwaith

en-gb	Learning about careers and work-related experiences are fundamental to developing skills for work and life.
cy-gb	Mae gyrfaoedd a phrofiadau cysylltiedig â byd gwaith yn hanfodol i feithrin sgiliau ar gyfer gwaith a bywyd.

en-gb	This helps learners to understand the relationship between their learning and the world of work.
cy-gb	Maen nhw’n helpu dysgwyr i ddeall y berthynas rhwng eu dysgu a'r byd gwaith.

en-gb	Experiences should aim to open learners’ eyes to the possibilities that lie ahead and should provide high-quality advice about skills and career pathways, raising the aspirations of learners who may not consider that some opportunities are actually available to them.
cy-gb	Dylai profiadau anelu at agor llygaid dysgwyr i'r posibiliadau sydd o'u blaenau a dylent roi cyngor o ansawdd uchel ar sgiliau a llwybrau gyrfa, gan godi dyheadau dysgwyr sydd efallai ddim yn sylweddoli bod rhai cyfleoedd wir ar gael iddyn nhw.

en-gb	School’s curricula should enable learners to gain experiences related to work and careers, developing knowledge of the breadth of opportunities available to them throughout their lives.
cy-gb	Dylai cwricwla ysgolion alluogi dysgwyr i gael profiadau sy'n gysylltiedig â byd gwaith a gyrfaoedd, gan feithrin gwybodaeth o ehangder y cyfleoedd a fydd ar gael iddyn nhw gydol eu hoes.

en-gb	This learning will help them make informed decisions about their career pathways.
cy-gb	Bydd y dysgu hwn yn eu helpu i wneud penderfyniadau gwybodus am lwybrau eu gyrfa.

en-gb	The four purposes and the integral skills which support them are central to preparing learners for careers and work.
cy-gb	Mae'r pedwar diben a'r sgiliau cyfannol sy'n eu hategu yn ganolog i'r gwaith o baratoi dysgwyr ar gyfer gyrfaoedd a gwaith.

en-gb	These support learners to be resilient, creative and ambitious, requiring them to solve problems, engage with different information and work independently.
cy-gb	Mae'r rhain yn cefnogi dysgwyr i fod yn wydn, yn greadigol ac yn uchelgeisiol, gan ei wneud yn ofynnol iddyn nhw ddatrys problemau, ymdrin â gwahanol wybodaeth a gweithio'n annibynnol.

en-gb	This will help prepare them to respond to the opportunities and challenges of a changing economic reality.
cy-gb	Bydd hyn yn helpu i'w paratoi i ymateb i gyfleoedd a heriau realiti economaidd sy'n newid.

en-gb	Learning about careers and work-related experiences should be explored through every Area.
cy-gb	Dylai dysgu am yrfaoedd a phrofiadau cysylltiedig â byd gwaith gael ei archwilio drwy bob Maes.

en-gb	These skills are transferable, highly valued and sought after by employers.
cy-gb	Mae'r sgiliau hyn yn drosglwyddadwy ac mae galw mawr amdanyn nhw ymhlith cyflogwyr sydd hefyd yn rhoi gwerth mawr arnyn nhw.

en-gb	Learning about careers and work-related experiences should include:
cy-gb	Dylai dysgu am yrfaoedd a phrofiadau cysylltiedig â byd gwaith gynnwys:

en-gb	knowledge about different career pathways and workplaces – this should include an understanding of the factors that guide, shape and influence career prospects and development, and the skills needed to progress learners’ career plans and development
cy-gb	gwybodaeth am wahanol lwybrau gyrfa a gweithleoedd – dylai hyn gynnwys dealltwriaeth o'r ffactorau sy'n arwain llywio a dylanwadu ar ragolygon gyrfa a datblygiad gyrfa, a'r sgiliau sydd eu hangen i gynyddu cynlluniau gyrfa dysgwyr a'u datblygiad

en-gb	learning about and development of the skills to work towards careers and work pathways – this should include an awareness of individual skills, attributes and interests, and how they impact on career choices, along with an understanding of the consequences of those choices
cy-gb	dysgu am y sgiliau sydd eu hangen er mwyn gweithio tuag at lwybrau gyrfa a gwaith, a meithrin y sgiliau hynny. Dylai hyn gynnwys ymwybyddiaeth o sgiliau, rhinweddau a diddordebau unigol, a'u heffaith ar ddewisiadau gyrfa, ynghyd â dealltwriaeth o ganlyniadau'r dewisiadau hynny

en-gb	employment and enterprise knowledge, which can be applied when seeking, applying for and sustaining employment or self-employment
cy-gb	gwybodaeth am gyfleoedd a menter, y gellir ei defnyddio wrth chwilio am gyflogaeth neu hunangyflogaeth, gwneud ceisiadau am gyflogaeth neu hunangyflogaeth ac wrth gynnal cyflogaeth neu hunangyflogaeth

en-gb	knowledge and appreciation of local, national and international labour market trends
cy-gb	gwybodaeth a gwerthfawrogiad o dueddiadau'r farchnad lafur leol, genedlaethol a rhyngwladol

en-gb	experiences to stimulate interest in different careers and work and to apply their learning in practical ways, e.g. entrepreneurial activity requires the development of enhanced reflection skills and relates to practical activities such as business start-ups and venture-creation programmes
cy-gb	profiadau i ysgogi diddordeb mewn gwahanol yrfaoedd a gwaith ac i gymhwyso'u dysgu mewn ffyrdd ymarferol, e.e. mae gweithgarwch entrepreneuraidd yn gofyn am sgiliau myfyrio datblygedig ac yn ymwneud â gweithgareddau ymarferol, fel dechrau busnes newydd, a rhaglenni creu menter

en-gb	opportunities to benefit from links with business and/or employers.
cy-gb	cyfleoedd i elwa ar gysylltiadau â busnesau a/neu gyflogwyr.

en-gb	Schools and practitioners should ensure careers and work-related experiences:
cy-gb	Dylai ysgolion ac ymarferwyr sicrhau bod gyrfaoedd a phrofiadau cysylltiedig â byd gwaith:

en-gb	are explored from Progression step 1 onwards
cy-gb	yn cael eu hystyried o Gam cynnydd 1 ymlaen

en-gb	are inclusive, emphasising opportunities for all, challenging stereotypes and addressing underrepresentation in different careers
cy-gb	yn gynhwysol, gan roi pwyslais ar gyfleoedd i bawb, herio stereoteipiau a mynd i'r afael â thangynrychiolaeth mewn gwahanol yrfaoedd

en-gb	are embedded authentically across learning
cy-gb	wedi'u hymwreiddio'n ddilys ar draws y dysgu

en-gb	include a range of traditional and emerging work opportunities, including start-ups and entrepreneurship
cy-gb	yn cynnwys ystod o gyfleoedd gwaith mewn meysydd traddodiadol a meysydd sy'n dod i'r amlwg, gan gynnwys dechrau busnes newydd ac entrepreneuriaeth

en-gb	incorporate the development of the integral skills
cy-gb	yn cynnwys meithrin y sgiliau cyfannol

en-gb	provide meaningful experiences and opportunities to engage with employers and different workplaces.
cy-gb	yn darparu profiadau ystyrlon a chyfleoedd i ymgysylltu â chyflogwyr a gwahanol weithleoedd.

en-gb	Collaboration with individuals and employers provides learners with opportunities to learn about work, employment and the skills valued in the workplace.
cy-gb	Mae cydweithredu ag unigolion a chyflogwyr yn cynnig cyfleoedd i ddysgwyr ddysgu am waith, cyflogaeth a'r sgiliau a gaiff eu gwerthfawrogi yn y gweithle.

en-gb	Learners can use the knowledge and skills gained from taking part in work-related experiences to develop successful enterprise activities.
cy-gb	Gall dysgwyr ddefnyddio'r wybodaeth a'r sgiliau a feithrinir drwy gymryd rhan mewn profiadau cysylltiedig â byd gwaith i ddatblygu gweithgareddau menter llwyddiannus.

en-gb	These can provide an authentic learning experience which helps them develop as enterprising, creative contributors, forming links with the world of work and raising their aspirations.
cy-gb	Gall y rhain gynnig profiad dysgu dilys sy'n eu helpu i ddatblygu i fod yn gyfranwyr mentrus a chreadigol, gan greu cysylltiadau â byd gwaith, a chodi eu dyheadau.

en-gb	It is important for learners to be aware of all opportunities available to them post-16, and that they are all well prepared for progression to further learning.
cy-gb	Mae'n bwysig bod dysgwyr yn ymwybodol o'r holl gyfleoedd sydd ar gael iddyn nhw ôl-16, a'u bod wedi'u paratoi'n dda i wneud cynnydd tuag at ddysgu pellach.

en-gb	Learners should have opportunities to consider different options and information to broaden their horizons, excite their aspirations and support their decisions about their learning and career pathways post-16.
cy-gb	Dylai dysgwyr gael cyfleoedd i ystyried gwahanol opsiynau a gwybodaeth i ehangu eu gorwelion, cyffroi eu dyheadau a chefnogi eu penderfyniadau am eu dysgu a'u llwybrau gyrfa ôl-16.

en-gb	Local, national and international contexts
cy-gb	Cyd-destunau lleol, cenedlaethol a rhyngwladol

en-gb	The local, national and international contexts provide key perspectives for learners and are of particular importance in supporting learners to realise the four purposes .
cy-gb	Mae'r cyd-destunau lleol, cenedlaethol a rhyngwladol yn darparu safbwyntiau allweddol i ddysgwyr ac maen nhw o bwys penodol o ran cefnogi dysgwyr i gyflawni'r pedwar diben .

en-gb	They help learners make sense of the skills and knowledge they are developing by making connections with surroundings, experiences and events they may be more familiar with.
cy-gb	Maen nhw’n helpu dysgwyr i wneud synnwyr o'r sgiliau a'r wybodaeth y maen nhw’n eu meithrin drwy greu cysylltiadau ag amgylcheddau, profiadau a digwyddiadau a all fod yn fwy cyfarwydd iddyn nhw.

en-gb	They also introduce learners to less familiar contexts, broadening their horizons, engaging with perspectives different from their own and appreciating wider challenges and issues.
cy-gb	Maen nhw hefyd yn cyflwyno dysgwyr i gyd-destunau llai cyfarwydd, gan ehangu eu gorwelion a chan ymgysylltu â safbwyntiau sy'n wahanol i'w rhai nhw a gwerthfawrogi heriau a materion ehangach.

en-gb	These contexts also help them make sense of their relationship with their communities, their national identity and the wider world.
cy-gb	Mae'r cyd-destunau hyn hefyd yn eu helpu i wneud synnwyr o'u perthynas â'u cymunedau, eu hunaniaeth genedlaethol a'r byd ehangach.

en-gb	This supports learners to develop a citizenship which is multifaceted, reflecting on their roles and responsibilities within each context and recognising the diversity within each.
cy-gb	Mae hyn yn cefnogi dysgwyr i ddatblygu dinasyddiaeth amlochrog, gan fyfyrio ar eu rolau a'u cyfrifoldebau ym mhob cyd-destun a chydnabod amrywiaeth pob un ohonyn nhw.

en-gb	While local, national and international contexts provide distinct contributions to learning, they are profoundly interconnected.
cy-gb	Bydd cyd-destunau lleol, cenedlaethol a rhyngwladol yn gwneud eu cyfraniadau arbennig eu hunain at ddysgu, ond mae hefyd cysylltiadau cryf rhyngddyn nhw.

en-gb	Curriculum content can often be considered through each context and practitioners should seek to draw across these contexts and support learners to understand the clear, intrinsic links between them.
cy-gb	Gall cynnwys cwricwlwm yn aml gael ei ystyried drwy bob cyd-destun, a dylai ymarferwyr geisio manteisio ar bob un o'r cyd-destunau hyn a chefnogi dysgwyr i ddeall y cysylltiadau clir, annatod rhyngddyn nhw.

en-gb	These contexts provide an important opportunity for learners to understand and respond to different issues and challenges, including social, economic and environmental questions in working towards a sustainable and equitable future.
cy-gb	Mae'r cyd-destunau hyn yn rhoi cyfle pwysig i ddysgwyr ddeall ac ymateb i wahanol faterion a heriau, gan gynnwys cwestiynau cymdeithasol, economaidd ac amgylcheddol wrth weithio tuag at ddyfodol cynaliadwy a theg.

en-gb	The environment forms an important part of each of these contexts, with human impact transcending geographical and political boundaries.
cy-gb	Mae'r amgylchedd yn rhan bwysig o bob un o'r cyd-destunau hyn, gydag effaith ddynol yn croesi ffiniau daearyddol a gwleidyddol.

en-gb	This includes the relationships between human activities and the local, national and international environment.
cy-gb	Mae hyn yn cynnwys y berthynas rhwng gweithgareddau dynol a'r amgylched lleol, cenedlaethol a rhyngwladol.

en-gb	Learners should have opportunities to respond to the issues and challenges that arise from these relationships, considering how they have shaped our past and present and how they may shape our future.
cy-gb	Dylai dysgwyr gael cyfleoedd i ymateb i'r materion a'r heriau sy'n codi o'r cydberthnasau hyn, gan ystyried y ffordd y maen nhw wedi llywio ein gorffennol a'r presennol, a'r ffordd y gallan nhw lywio ein dyfodol.

en-gb	To understand Wales, learners should also develop an understanding of its relationship with and changing place within the United Kingdom and the stories and peoples of these islands: both now and in the past.
cy-gb	Er mwyn deall Cymru, dylai dysgwyr hefyd feithrin dealltwriaeth o'i chydberthynas â'r Deyrnas Unedig a'i lle ynddi sy’n newid, ac o hanesion a phobl yr ynysoedd hyn, heddiw ac yn y gorffennol.

en-gb	Learners’ understanding of Wales should also recognise how different perspectives, values and identities shape Wales, rather than presenting a simplistic characterisation of a uniform Welsh identity.
cy-gb	Dylai dealltwriaeth dysgwyr o Gymru hefyd gydnabod y ffordd y mae safbwyntiau, gwerthoedd a hunaniaethau yn siapio Cymru, yn hytrach na chyflwyno darlun nodweddiadol o hunaniaeth Gymreig unffurf.

en-gb	Practitioners’ own understanding of the school’s local area and awareness of the changing issues and challenges in each context will help them to be creative in embedding these contexts in learning and teaching.
cy-gb	Bydd dealltwriaeth ymarferwyr eu hunain o ardal leol yr ysgol, a'u hymwybyddiaeth o'r materion a'r heriau newidiol ym mhob cyd-destun, yn eu helpu i fod yn greadigol wrth ymwreiddio'r cyd-destunau hyn mewn dysgu ac addysgu.

en-gb	When embedding local, national and international contexts, practitioners should look for opportunities to support learners to:
cy-gb	Wrth ymwreiddio cyd-destunau lleol, cenedlaethol a rhyngwladol, dylai ymarferwyr chwilio am gyfleoedd i gefnogi dysgwyr i:

en-gb	develop learning through a range of places and events of significance
cy-gb	ddatblygu dysgu drwy ystod o leoedd a digwyddiadau arwyddocaol

en-gb	make links with local communities and organisations
cy-gb	creu cysylltiadau â chymunedau a sefydliadau lleol

en-gb	learn about the contributions and experiences of different individuals that shape each context
cy-gb	dysgu am gyfraniad a phrofiadau gwahanol unigolion sy'n llywio pob cyd-destun

en-gb	learn about cultural diversity, values, histories and traditions that shape each context
cy-gb	dysgu am amrywiaeth ddiwylliannol, gwerthoedd, hanes a thraddodiadau sy'n llywio pob cyd-destun

en-gb	understand different identities, histories, cultures, perspectives and values that shape communities and societies
cy-gb	deall y gwahanol hunaniaethau, hanes, diwylliannau, safbwyntiau a gwerthoedd sy'n llywio cymunedau a chymdeithasau

en-gb	recognise and engage with factors, influences and impacts (including economic, social and environmental impacts) locally, nationally and internationally
cy-gb	cydnabod ac ymgysylltu â ffactorau, dylanwadau ac effeithiau (gan gynnwys effeithiau economaidd, cymdeithasol ac amgylcheddol) yn lleol, yn genedlaethol ac yn rhyngwladol

en-gb	develop an authentic sense of cynefin , building knowledge of different cultures and histories, allowing them to develop a strong sense of individual identity and understanding how this is connected to and shaped by wider influences
cy-gb	datblygu ymdeimlad dilys o gynefin , gan ddatblygu gwybodaeth am wahanol ddiwylliannau a hanes, a'u galluogi i feithrin ymdeimlad cryf o hunaniaeth unigol a deall sut y mae hyn yn cysylltu â dylanwadau ehangach ac wedi'u llywio ganddyn nhw

en-gb	draw on the stories and distinctiveness of a school’s local surroundings
cy-gb	manteisio ar hanesion a gwahanolrwydd ardal leol ysgol

en-gb	understand their role as citizens and the structures of government which affect them in each context
cy-gb	deall eu rôl fel dinasyddion a strwythurau'r llywodraeth sy'n effeithio arnyn nhw ym mhob cyd-destun

en-gb	explore, critically analyse and respond to contemporary issues and challenges affecting their lives and the lives of others through each context
cy-gb	archwilio, dadansoddi'n feirniadol ac ymateb i faterion cyfoes a heriau sy'n effeithio ar eu bywydau a bywydau pobl eraill drwy bob cyd-destun

en-gb	understand sustainable development, the challenges the environment and society face and how they can engage with and make a difference on these issues supporting sustainable citizenship
cy-gb	deall datblygu cynaladwy, yr heriau a wynebir gan yr amgylchedd a chymdeithas a sut y gallan nhw ymgysylltu â'r materion hyn a gwneud gwahaniaeth gan gefnogi dinasyddiaeth gynaladwy

en-gb	understand contemporary Wales, providing opportunities to reflect, understand and analyse contemporary society and their engagement with it
cy-gb	deall y Gymru gyfoes gan roi cyfleoedd i fyfyrio, deall a dadansoddi cymdeithas gyfoes a'r ffordd y mae'r dysgwyr yn ymgysylltu â hi

en-gb	recognise Wales’ diverse linguistic heritage and culture, and its connections with the rest of the world
cy-gb	adnabod etifeddiaeth ieithyddol a diwylliannol amrywiol Cymru a’i chysylltiadau y tu hwnt i Gymru

en-gb	recognise how our languages unlock knowledge about our literature, geography, history and their links beyond Wales
cy-gb	adnabod sut y mae ein hieithoedd yn datgloi gwybodaeth am ein llenyddiaeth, ein daearyddiaeth a'n hanes a'u cysylltiadau y tu hwnt i Gymru

en-gb	recognise the links between local, national and international contexts, understanding how they constantly influence each other
cy-gb	adnabod y cysylltiadau rhwng cyd-destunau lleol, cenedlaethol a rhyngwladol, gan ddeall y ffordd y maen nhw’n dylanwadu ar ei gilydd yn barhaus

en-gb	use critical analysis in each context, recognising both positive and challenging aspects within each.
cy-gb	defnyddio sgiliau dadansoddi beirniadol ym mhob cyd-destun, gan gydnabod agweddau cadarnhaol a heriol ar bob un ohonyn nhw.

en-gb	Developing a methodology for curriculum design:
cy-gb	Datblygu methodoleg ar gyfer cynllunio cwricwlwm:

en-gb	Implementation and practical considerations
cy-gb	Ystyriaethau gweithredu ac ymarferol

en-gb	As it is implemented, a school’s curriculum should:
cy-gb	Wrth iddo gael ei weithredu, dylai cwricwlwm ysgol:

en-gb	draw on a range of sound evidence,  including disciplinary-specific expertise where appropriate, learning from professional inquiry, intelligence from research and local and national information
cy-gb	fanteisio ar ystod o dystiolaeth gadarn, gan gynnwys arbenigedd sy'n benodol i ddisgyblaethau lle bo'n briodol, dysgu o ymholiad proffesiynol, gwybodaeth o ymchwil a gwybodaeth leol a chenedlaethol

en-gb	be co-constructed, encouraging learners, parents, carers and the local community to understand and contribute to curriculum development; it should also draw on a wider range of experts and stakeholders who can contribute to learning
cy-gb	cael ei gyd-awduro, annog dysgwyr, rhieni, gofalwyr a'r gymuned leol i ddeall a chyfrannu at y broses o ddatblygu'r cwricwlwm. Dylai hefyd fanteisio ar ystod ehangach o arbenigwyr a rhanddeiliaid a all gyfrannu at y dysgu

en-gb	be reflected upon and revised, based on understanding gained from all aspects of learning and teaching, and supported by professional inquiry
cy-gb	bod yn destun myfyrio a chael ei ddiwygio, yn seiliedig ar ddealltwriaeth a feithrinwyd drwy bob agwedd ar y dysgu ac addysgu, a chael ei gefnogi gan ymholiad proffesiynol

en-gb	be supported by effective pedagogy.
cy-gb	cael ei ategu gan addysgeg effeithiol.

en-gb	Using evidence and expertise
cy-gb	Defnyddio tystiolaeth ac arbenigedd

en-gb	Learning and teaching should be informed by sound evidence and expertise.
cy-gb	Dylai'r dysgu ac addysgu gael eu llywio gan dystiolaeth ac arbenigedd cadarn.

en-gb	This should include:
cy-gb	Dylai hyn gynnwys:

en-gb	disciplinary-specific expertise which will become increasingly relevant in developing a curriculum as learners progress; the guidance promotes inter-disciplinary approaches but also recognises the importance that disciplinary-specific expertise plays in that understanding from high-quality educational research and evidence
cy-gb	arbenigedd sy'n benodol i ddisgyblaeth, a ddaw'n gynyddol berthnasol wrth ddatblygu cwricwlwm wrth i ddysgwyr wneud cynnydd. Mae'r canllawiau hyn yn hyrwyddo dulliau rhyngddisgyblaethol ond hefyd yn cydnabod pwysigrwydd arbenigedd sy'n benodol i ddisgyblaeth yn hynny o beth dealltwriaeth o ymchwil a thystiolaeth addysgol o ansawdd uchel

en-gb	relevant information about learners and their communities
cy-gb	gwybodaeth berthnasol am ddysgwyr a'u cymunedau

en-gb	learning from professional inquiry
cy-gb	dysgu o ymholiad proffesiynol

en-gb	evidence and expertise shared through local, cluster, regional and national networks
cy-gb	tystiolaeth ac arbenigedd a rennir drwy rwydweithiau lleol, clwstwr, rhanbarthol a chenedlaethol

en-gb	partnership with further and higher education
cy-gb	partneriaeth ag addysg bellach ac addysg uwch

en-gb	professional learning.
cy-gb	dysgu proffesiynol.

en-gb	Co-construction
cy-gb	Cyd-awduro

en-gb	Working with other settings, schools and further education institutions
cy-gb	Gweithio gyda lleoliadau, ysgolion a sefydliadau addysg bellach eraill

en-gb	Working with other settings , schools  and further education institutions provides important opportunities to share learning and develop joined-up experiences for learners across their learning journey.
cy-gb	Mae gweithio gydag lleoliadau ,  ysgolion , a sefydliadau addysg bellach yn cynnig cyfleoedd pwysig i rannu dysgu a datblygu profiadau cydgysylltiedig i ddysgwyr ar hyd eu taith ddysgu.

en-gb	In particular collaboration across settings, schools and further education supports the following.
cy-gb	Yn benodol, mae cydweithredu rhwng lleoliadau, ysgolion, a sefydliadau addysg bellach yn cefnogi'r canlynol.

en-gb	Developing a shared understanding of curriculum design (including assessment) and progression
cy-gb	Creu dealltwriaeth a rennir o'r broses cynllunio cwricwlwm (gan gynnwys asesu) a chynnydd

en-gb	To ensure equity for learners within a local area and across Wales, it is important that there is a shared understanding of the fundamentals of curriculum design, along with a shared understanding of learner progression, including expectations around what progression may look like and the pace at which learners may progress.
cy-gb	Er mwyn sicrhau tegwch i ddysgwyr o fewn ardal leol a ledled Cymru, mae'n bwysig sicrhau dealltwriaeth a rennir o hanfodion y broses cynllunio cwricwlwm, ynghyd â dealltwriaeth a rennir o gynnydd dysgwyr, gan gynnwys disgwyliadau o beth yw cynnydd ac ar ba gyflymder y gallai dysgwyr wneud cynnydd.

en-gb	This shared understanding should be developed through both professional learning and as an ongoing process both within and across schools, of which professional dialogue is a fundamental aspect.
cy-gb	Dylai’r ddealltwriaeth a rennir hon gael ei datblygu drwy ddysgu proffesiynol a fel proses parhaus o fewn ac ar draws ysgolion y mae trafodaeth broffesiynol barhaus yn rhan hanfodol ohoni.

en-gb	Working through clusters and networks, schools and practitioners can share and learn from each other’s understanding of progression and collaborate to develop shared approaches to curriculum design.
cy-gb	Drwy weithio drwy glystyrau a rhwydweithiau, gall ysgolion ac ymarferwyr rannu a phrofi eu dealltwriaeth ei gilydd o gynnydd, gan gydweithredu i ddatblygu dulliau a rennir o ran cynllunio cwricwlwm.

en-gb	Transition
cy-gb	Pontio

en-gb	S chools should consider how collaboration can support the planning of a continuum across different transitions, particularly for the most vulnerable learners. The learner should be at the centre of the transition process.
cy-gb	Dylai ysgolion ystyried sut y gall cydweithredu gefnogi'r broses o gynllunio continwwm ar draws gwahanol gyfnodau pontio, yn arbennig ar gyfer y dysgwyr mwyaf agored i niwed. Dylai'r dysgwr fod wrth wraidd y broses bontio.

en-gb	Effective transition is about facilitating the smooth movement of all learners along the learning continuum, supporting them as they move between different groups, different classes, different years and different settings.
cy-gb	Mae proses bontio effeithiol yn ymwneud â helpu pob dysgwr i symud yn esmwyth ar hyd y continwwm dysgu wrth iddo symud rhwng gwahanol grwpiau, gwahanol ddosbarthiadau, gwahanol flynyddoedd a gwahanol leoliadau.

en-gb	Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning.
cy-gb	Dylai sicrhau lles pob dysgwr fod yn rhan bwysig ac annatod o'r broses, gan gydnabod anghenion unigolion ac, ar yr un pryd, eu cefnogi i barhau i ddysgu a gwneud cynnydd yn eu dysgu.

en-gb	Sharing best practice
cy-gb	Rhannu arferion gorau

en-gb	Schools and practitioners should collaborate to develop an understanding of what underpins successful approaches and practices.
cy-gb	Dylai ysgolion ac ymarferwyr gydweithredu i feithrin dealltwriaeth o'r hyn sy'n sail i ddulliau ac arferion llwyddiannus.

en-gb	Welsh Ministers, working with regional consortia and other stakeholders, are developing networks to support and disseminate learning for practitioners to support understanding of the Curriculum for Wales Framework.
cy-gb	Mae Gweinidogion Cymru, gan weithio gyda chonsortia rhanbarthol a rhanddeiliaid eraill, yn datblygu rhwydweithiau i gefnogi a rhannu dysgu ar gyfer ymarferwyr er mwyn cefnogi dealltwriaeth o Fframwaith Cwricwlwm i Gymru.

en-gb	More information on these will be provided in 2020 and 2021.
cy-gb	Caiff rhagor o wybodaeth am y rhain ei darparu yn 2020 a 2021.

en-gb	Learner involvement
cy-gb	Mewnbwn dysgwyr

en-gb	The selection of curriculum content should consider learners’ input and should provide increasing opportunities for learners to help direct their learning as they progress.
cy-gb	Dylai'r cynnwys a ddewisir ar gyfer y cwricwlwm ystyried mewnbwn dysgwyr a dylai gynnig cyfleoedd cynyddol i ddysgwyr er mwyn helpu i gyfeirio'u dysgu wrth iddyn nhw wneud cynnydd.

en-gb	Learners’ views about their experiences and about what, how and where they learn should be taken seriously when a curriculum is being designed.
cy-gb	Dylid rhoi ystyriaeth ddifrifol i farn dysgwyr am eu profiadau ac am beth, sut a ble y dylen nhw ddysgu wrth gynllunio cwricwlwm.

en-gb	Participation is a key principle of the UNCRC and enabling participation will create an engaging curriculum that responds to learners’ interests, needs and priorities.
cy-gb	Mae cyfranogiad yn un o egwyddorion allweddol CCUHP a bydd galluogi cyfranogiad yn creu cwricwlwm diddorol a fydd yn ymateb i ddiddordebau, anghenion a blaenoriaethau'r dysgwyr.

en-gb	It is also a process that supports a dialogue between learners and professionals.
cy-gb	Proses yw cyfranogiad, sy'n cefnogi deialog rhwng dysgwyr a gweithwyr proffesiynol.

en-gb	It needs to be safe, enabling and inclusive, and it is of itself a valuable learning experience, supporting inquiry and critical thinking.
cy-gb	Mae angen iddi fod yn broses ddiogel, galluogol a chynhwysol ac mae ynddi'i hun yn brofiad dysgu gwerthfawr, sy'n cefnogi ymholi a meddwl yn feirniadol.

en-gb	Learners should be informed about the process the school is taking to design the curriculum and should be given opportunities to be involved in decision-making.
cy-gb	Dylai dysgwyr gael gwybod am y broses y mae'r ysgol yn ei dilyn i gynllunio’r cwricwlwm a dylen nhw gael cyfleoedd i gymryd rhan yn y broses o wneud penderfyniadau.

en-gb	It should be made clear to learners how they have influenced decisions, with feedback given about what decisions have been taken and why.
cy-gb	Dylid dangos i ddysgwyr yn glir sut y maen nhw wedi dylanwadu ar benderfyniadau, gan roi adborth am y penderfyniadau a wnaed a pham.

en-gb	It is important to recognise that there are different levels of participation, and that enabling learners to take part in curriculum design can take place in different forms.
cy-gb	Mae'n bwysig cydnabod bod gwahanol lefelau o gyfranogiad, a bod modd galluogi dysgwyr i gymryd rhan yn y broses o gynllunio cwricwlwm mewn gwahanol ffyrdd.

en-gb	Learners can be informed about decisions, can be consulted about decisions, can share decision-making with adults or can own decision-making and set their own areas and questions for consideration by the wider school community.
cy-gb	Gall dysgwyr gael gwybod am benderfyniadau, gellir ymgynghori â nhw am benderfyniadau, gallan nhw rannu'r broses o wneud penderfyniadau ag oedolion, neu gallan nhw berchenogi'r broses o wneud penderfyniadau a phennu eu meysydd a'u cwestiynau eu hunain i'w hystyried gan gymuned ehangach yr ysgol.

en-gb	Different forms of participation will be appropriate at different points in curriculum design.
cy-gb	Bydd gwahanol ffurfiau yn briodol ar wahanol bwyntiau yn y broses o gynllunio cwricwlwm.

en-gb	Curriculum design should also use a participation structure that ensures all groups of learners can participate, including those who can be marginalised.
cy-gb	Dylai'r broses o gynlllunio cwricwlwm hefyd ddefnyddio strwythur sy'n sicrhau bod pob grŵp o blant yn gallu cymryd rhan, gan gynnwys y rheini a all gael eu hymyleiddio.

en-gb	Involving learners directly in the designing of their curriculum could include the following steps.
cy-gb	Gall cynnwys dysgwyr yn uniongyrchol yn y broses o gynllunio’u cwricwlwm gynnwys y camau canlynol.

en-gb	Enabling learners to make choices about what and how they learn.
cy-gb	Galluogi dysgwyr i wneud dewisiadau am beth a sut y maen nhw’n dysgu.

en-gb	Collecting qualitative feedback after learning experiences, which informs ongoing curriculum design.
cy-gb	Casglu adborth ansoddol ar ôl profiadau dysgu, sy'n llywio'r broses barhaus o gynllunio cwricwlwm.

en-gb	Considering learners’ perspectives on a daily basis in the classroom through participatory pedagogy.
cy-gb	Ystyried safbwyntiau dysgwyr o ddydd i ddydd yn yr ystafell ddosbarth drwy addysgeg gyfranogol.

en-gb	Involving learners in setting priorities for the curriculum and for learning content.
cy-gb	Cynnwys dysgwyr yn y broses o bennu blaenoriaethau ar gyfer y cwricwlwm ac ar gyfer cynnwys dysgu.

en-gb	Ensuring that resources are identified to support participation.
cy-gb	Sicrhau bod adnoddau i gefnogi cyfranogiad.

en-gb	Ensuring that consultation, analysis of learners’ views and feedback are included as steps in the curriculum design and evaluation process.
cy-gb	Sicrhau bod ymgynghori, dadansoddiad o safbwyntiau dysgwyr ac adborth wedi'u cynnwys fel camau yn y broses o gynllunio a gwerthuso cwricwlwm.

en-gb	Ensuring that feedback on the outcomes of learner voice contributions are given to learners and staff and that this is factored into the timescales for curriculum design.
cy-gb	Sicrhau bod adborth yn cael ei roi i ddysgwyr a staff ar ganlyniadau cyfraniadau llais y dysgwr, a bod hyn yn cael ei ystyried yn yr amser a ddyrennir ar gyfer cynllunio’r cwricwlwm.

en-gb	Ensuring that learners are informed about the school’s process of curriculum design in an accessible language and format and that they know what opportunities there are to get involved.
cy-gb	Sicrhau bod dysgwyr yn cael gwybod am broses yr ysgol o ddylunio'r cwricwlwm mewn iaith a fformat hygyrch, er mwyn iddyn nhw wybod pa gyfleoedd sydd ar gael iddyn nhw gymryd rhan yn y broses.

en-gb	Working with parents, carers and stakeholders
cy-gb	Gweithio gyda rhieni, gofalwyr a rhanddeiliaid

en-gb	In developing their curriculum, schools should involve learners, parents, carers, partner agencies and the local community.
cy-gb	Wrth ddatblygu eu cwricwlwm, dylai ysgolion gynnwys dysgwyr, rhieni, gofalwyr, asiantaethau partner a'r gymuned leol.

en-gb	This is an important means of ensuring the curriculum meets learners’ needs and is authentic to their context within the national framework.
cy-gb	Mae hon yn ffordd bwysig o sicrhau bod y cwricwlwm yn diwallu anghenion y dysgwyr a'i fod yn ddilys i'w cyd-destun o fewn y fframwaith cenedlaethol.

en-gb	Schools and practitioners also play a critical role in ensuring learners, parents, carers and communities understand the vision and ethos underpinning the curriculum.
cy-gb	Mae ysgolion ac ymarferwyr hefyd yn chwarae rôl hanfodol wrth sicrhau bod dysgwyr, rhieni, gofalwyr a chymunedau yn deall y weledigaeth a'r ethos sy'n sail i'r cwricwlwm.

en-gb	Learners, parents, carers and the local community should also have opportunity to contribute to curriculum design.
cy-gb	Dylai dysgwyr, rhieni, gofalwyr a'r gymuned leol gael cyfle i gyfrannu at y broses o gynllunio’r cwricwlwm.

en-gb	Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue.
cy-gb	Mae cyfathrebu'n effeithiol â rhieni a gofalwyr yn barhaus yn ffordd bwysig o feithrin cydberthnasau cadarnhaol er mwyn ymgysylltu â nhw mewn ffordd  bwrpasol ac ystyrlon.

en-gb	When undertaken well, this can help aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment.
cy-gb	Os caiff hyn ei wneud yn dda, gall hyrwyddo cynnydd dysgwyr drwy helpu rhieni a gofalwyr i ddeall sut y gallan nhw gefnogi dysgu yn yr ysgol a'r tu allan iddi.

en-gb	Schools’ curricula should also recognise and reflect the needs and contexts of the communities within and beyond the school.
cy-gb	Dylai cwricwla ysgolion hefyd gydnabod ac adlewyrchu anghenion a chyd-destunau'r cymunedau yn yr ysgol a thu hwnt.

en-gb	Practitioners should also seek to collaborate and draw on a range of experts and stakeholders who can contribute to learning, providing learners with distinct and enriching experiences.
cy-gb	Dylai ymarferwyr hefyd geisio cydweithredu a manteisio ar ystod o arbenigwyr a rhanddeiliaid a all gyfrannu at ddysgu, gan ddarparu profiadau unigryw a chyfoethogol i ddysgwyr.

en-gb	Reviewing a curriculum
cy-gb	Adolygu cwricwlwm

en-gb	Schools will be required to keep their curriculum under review so that they can respond to the outputs of professional inquiry, changing needs of learners and social contexts and needs.
cy-gb	Bydd yn ofynnol i ysgolion barhau i adolygu eu cwricwlwm er mwyn iddyn nhw allu ymateb i allbynnau ymholiad proffesiynol, anghenion newidiol dysgwyr a chyd-destunau ac anghenion cymdeithasol.

en-gb	Schools will be required to publish a summary of their curriculum and revise the summary if they make changes to the curriculum.
cy-gb	Bydd yn ofynnol i ysgolion gyhoeddi crynodeb o'u cwricwlwm ac adolygu'r crynodeb os byddan nhw’n gwneud newidiadau i'r cwricwlwm.

en-gb	Pedagogy
cy-gb	Addysgeg

en-gb	Pedagogy is at the heart of curriculum.
cy-gb	Mae addysgeg wrth wraidd cwricwlwm.

en-gb	In designing their curriculum, schools should consider the pedagogical approaches they will need to employ to support learners in realising the four purposes .
cy-gb	Wrth gynllunio eu cwricwlwm, dylai ysgolion ystyried y dulliau addysgegol y bydd angen iddyn nhw eu defnyddio i gefnogi dysgwyr i wireddu'r pedwar diben .

en-gb	Schools should seek to develop a strong vision of learning and teaching which considers the ‘why’ and ‘how’ as well as the ‘what’.
cy-gb	Dylai ysgolion geisio datblygu gweledigaeth gref o ddysgu ac addysgu sy'n ystyried 'pam' a 'sut' yn ogystal â 'beth'.

en-gb	This vision will recognise the integral role of the learning environment in supporting effective learning.
cy-gb	Bydd y weledigaeth hon yn cydnabod rôl hanfodol yr amgylchedd dysgu wrth gefnogi dysgu effeithiol.

en-gb	Schools should ensure that practitioners have a deep and thorough understanding of the pedagogical principles and the research on which they are based.
cy-gb	Dylai ysgolion sicrhau bod gan ymarferwyr ddealltwriaeth ddofn a manwl o'r egwyddorion addysgegol a'r ymchwil sy'n sail iddyn nhw.

en-gb	Effective pedagogy relies on an in-depth understanding of child and adolescent development.
cy-gb	Mae addysgeg effeithiol yn dibynnu ar ddealltwriaeth fanwl o ddatblygiad plant a phobl ifanc.

en-gb	It involves exploring and reflecting on which teaching strategies will best support learning in a given context, and inquiring about the impact of this on learners.
cy-gb	Mae'n cynnwys archwilio a myfyrio ar y strategaethau addysgu a fydd yn cefnogi'r dysgu orau mewn cyd-destun penodol, ac ymchwilio i effaith hyn ar ddysgwyr.

en-gb	Curriculum design for learners of all ages and abilities should be underpinned by pedagogical principles.
cy-gb	Dylai'r broses o gynllunio cwricwlwm ar gyfer dysgwyr o bob oed a gallu fod yn seiliedig ar egwyddorion addysgegol.

en-gb	These reflect well-documented evidence about effective pedagogy.
cy-gb	Mae'r rhain yn adlewyrchu tystiolaeth hysbys am addysgeg effeithiol.

en-gb	The pedagogical principles
cy-gb	Yr egwyddorion addysgegol

en-gb	Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching:
cy-gb	Caiff y broses o gynllunio cwricwlwm ar gyfer pob dysgwr ei hategu gan deuddeg egwyddor addysgegol, sy'n datgan bod dysgu ac addysgu da yn:

en-gb	maintains a consistent focus on the overall purposes of the curriculum
cy-gb	canolbwyntio’n gyson ar ddibenion cyffredinol y cwricwlwm

en-gb	challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them
cy-gb	rhoi her i’r holl ddysgwyr drwy eu hannog i gydnabod pwysigrwydd ymdrechu'n barhaus i gwrdd â disgwyliadau sy'n uchel, ond o fewn eu cyrraedd

en-gb	means employing a blend of approaches including direct teaching
cy-gb	defnyddio cymysgedd o ddulliau sy’n cynnwys addysgu uniongyrchol

en-gb	means employing a blend of approaches including those that promote problem-solving, creative and critical thinking
cy-gb	defnyddio cymysgedd o ddulliau gan gynnwys y rheini sy'n hybu sgiliau datrys problemau, sgiliau creadigol a’r gallu i feddwl mewn modd beirniadol

en-gb	sets tasks and selects resources that build on previous knowledge and experience and engage interest
cy-gb	golygu gosod tasgau a dewis adnoddau sy'n adeiladu ar wybodaeth a phrofiad blaenorol ac yn ennyn diddordeb

en-gb	creates authentic contexts for learning
cy-gb	creu cyd-destunau dilys ar gyfer dysgu

en-gb	means employing assessment for learning principles
cy-gb	dilyn egwyddorion asesu ar gyfer dysgu

en-gb	ranges within and across Areas
cy-gb	ymestyn oddi mewn ac ar draws y Meysydd

en-gb	regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them
cy-gb	atgyfnerthu yn rheolaidd y sgiliau trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, ac yn darparu cyfleoedd i'w hymarfer

en-gb	encourages learners to take increasing responsibility for their own learning
cy-gb	annog dysgwyr i gymryd cyfrifoldeb cynyddol am eu dysgu eu hunain

en-gb	supports social and emotional development and positive relationships
cy-gb	hybu datblygiad cymdeithasol ac emosiynol a chydberthnasau cadarnhaol

en-gb	encourages collaboration.
cy-gb	hybu cydweithio.

en-gb	To support the curriculum, pedagogy should help learners to develop:
cy-gb	Er mwyn cefnogi'r cwricwlwm, dylai addysgeg helpu dysgwyr i ddatblygu:

en-gb	a strong disposition to learning
cy-gb	ymagwedd gadarn i ddysgu

en-gb	strong metacognitive skills
cy-gb	sgiliau metawybyddol cadarn

en-gb	critical, creative, problem-solving skills
cy-gb	sgiliau datrys problemau beirniadol a chreadigol

en-gb	highly  effective communication skills.
cy-gb	sgiliau cyfathrebu effeithiol iawn.

en-gb	The learning environment is a key enabler for the curriculum.
cy-gb	Mae'r amgylchedd dysgu yn ysgogwr allweddol ar gyfer y cwricwlwm.

en-gb	It should:
cy-gb	Dylai:

en-gb	encourage learners to be independent, to have a say in their own learning and to take increasing responsibility for it
cy-gb	annog dysgwyr i fod yn annibynnol, i fynegi eu barn am eu dysgu eu hunain, ac i gymryd mwy o gyfrifoldeb amdano

en-gb	include all learners
cy-gb	cynnwys pob dysgwr

en-gb	allow learners of all ages to experience authentic learning opportunities both indoors and outdoors
cy-gb	rhoi cyfleoedd dysgu dilys i ddysgwyr o bob oed, a hynny dan do ac yn yr awyr agored

en-gb	enable learners to apply, use, consolidate and extend skills
cy-gb	galluogi dysgwyr i gymhwyso, defnyddio, cyfnerthu ac ymestyn sgiliau

en-gb	be secure and safe.
cy-gb	bod yn gyson ac yn ddiogel.

en-gb	To support this, practitioners should:
cy-gb	Er mwyn cefnogi hyn, dylai ymarferwyr:

en-gb	form positive and respectful relationships with learners and support good relationships between peers
cy-gb	feithrin cydberthnasau cadarnhaol a llawn parch â dysgwyr a chefnogi cydberthnasau da rhwng cyfoedion

en-gb	respond to all learners
cy-gb	ymateb i bob dysgwr

en-gb	plan engaging and developmentally appropriate learning opportunities informed by regular observation and ongoing assessment of learning and the learner’s stage of development
cy-gb	cynllunio cyfleoedd dysgu datblygiadol briodol, wedi'u llywio gan waith arsylwi rheolaidd ac asesiadau parhaus o ddysgu a chyfnod datblygu’r dysgwr

en-gb	prompt learners to think about and reflect upon their learning in order to extend thinking and make connections
cy-gb	annog dysgwyr i feddwl am eu dysgu a myfyrio arno er mwyn ymestyn eu dealltwriaeth a chreu cysylltiadau

en-gb	challenge learners and have high expectations
cy-gb	herio dysgwyr a phennu disgwyliadau uchel ohonyn nhw

en-gb	actively engage with parents, carers and the wider community as partners in learning
cy-gb	ymgysylltu'n weithredol â rhieni, gofalwyr a'r gymuned ehangach fel partneriaid dysgu

en-gb	be reflective and seek to engage in ongoing professional learning.
cy-gb	bod yn fyfyriol a cheisio achub ar gyfleoedd dysgu proffesiynol parhaus.

en-gb	Early progression steps
cy-gb	Camau cynnydd cynnar

en-gb	The twelve pedagogical principles describe good pedagogy for all the early stages of learners’ development.
cy-gb	Mae deuddeg egwyddor addysgegol yn disgrifio addysgeg dda ar gyfer holl gyfnodau cynnar datblygiad dysgwyr.

en-gb	While it is relevant for all learners, pedagogy for the early progression steps should prioritise:
cy-gb	Er ei bod yn berthnasol i bob dysgwr, dylai addysgeg ar gyfer y camau cynnydd flaenoriaethu:

en-gb	the holistic development of cognitive, social, emotional and physical skills
cy-gb	datblygiad holistaidd sgiliau gwybyddol, cymdeithasol, emosiynol a chorfforol

en-gb	learning through extended periods of play or recreation and open-ended exploration both indoors and outdoors
cy-gb	dysgu drwy gyfnodau estynedig o chwarae neu amser hamdden ac archwilio di-ben-draw, a hynny dan do ac yn yr awyr agored

en-gb	learners initiating, choosing and directing their own learning, along with sensitive interactions from adults who elicit learning from learner-led play or recreation and exploration
cy-gb	dysgwyr yn ysgogi, yn dewis ac yn cyfeirio eu dysgu eu hunain, ynghyd â rhyngweithio sensitif gan oedolion sy'n ennyn dysgu drwy chwarae ac amser hamdden ac archwilio a arweinir gan ddysgwyr

en-gb	the planning of an environment that can support experiential and schematic learning
cy-gb	cynllunio amgylchedd a all gefnogi dysgu profiadol a sgematig

en-gb	opportunities for physical movement which underpin learning in all Areas
cy-gb	cyfleoedd ar gyfer symud corfforol sy'n sail i ddysgu ym mhob un o'r Meysydd

en-gb	practitioners who, while respecting learners’ interests, seek to introduce and stimulate new opportunities for knowledge and understanding
cy-gb	ymarferwyr sy’n ceisio cyflwyno ac ysgogi cyfleoedd newydd ar gyfer gwybodaeth a dealltwriaeth, gan barchu diddordebau’r dysgwyr

en-gb	a strong focus on early language acquisition
cy-gb	pwyslais cryf ar gaffael iaith cynnar

en-gb	learning through first-hand, practical and authentic experiences
cy-gb	dysgu drwy brofiadau uniongyrchol, ymarferol a dilys

en-gb	Key questions for settings and schools to consider
cy-gb	Cwestiynau allweddol i ysgolion a lleoliadau eu hystyried

en-gb	How will we create a culture which encourages practitioners to develop a deep understanding of pedagogy and the skill to select the most appropriate pedagogical approach?
cy-gb	Sut y byddwn yn creu diwylliant sy'n annog ymarferwyr i feithrin dealltwriaeth ddofn o addysgeg a'r sgil i ddewis y dull gweithredu addysgegol mwyaf priodol?

en-gb	How will we ensure the pedagogy of the Foundation Phase is developed and built on?
cy-gb	Sut y byddwn yn sicrhau bod addysgeg y Cyfnod Sylfaen yn cael ei datblygu a’i hymestyn?

en-gb	How will our vision for learning reflect the twelve pedagogical principles?
cy-gb	Sut y bydd ein gweledigaeth ar gyfer dysgu yn adlewyrchu'r deuddeg egwyddor addysgeg?

en-gb	What learning environment do we need to create to fully support our vision for learning?
cy-gb	Pa amgylchedd dysgu y mae angen i ni ei greu i gefnogi ein gweledigaeth ddysgu'n llawn?

en-gb	Preparing for 2022
cy-gb	Paratoi ar gyfer 2022

en-gb	It is proposed that schools will be required to implement their curriculum from September 2022 for learners up to and including Year 7.
cy-gb	Cynigir y bydd yn ofynnol i ysgolion roi eu cwricwlwm ar waith o fis Medi 2022 ar gyfer dysgwyr hyd at, a chan gynnwys, Blwyddyn 7.

en-gb	Secondary schools will then be expected to roll out their curricula on a year-by-year basis, with Year 8 in September 2023 through to Year 11 in September 2026.
cy-gb	Yna, bydd disgwyl i ysgolion uwchradd gyflwyno eu cwricwla fesul blwyddyn, gan wneud hynny ar gyfer Blwyddyn 8 ym mis Medi 2023 ac ar gyfer Blwyddyn 11 ym mis Medi 2026.

en-gb	In advance of September 2022, all schools will be required to design their curriculum, including the supporting assessment arrangements, ready for its adoption.
cy-gb	Cyn mis Medi 2022, bydd yn ofynnol i bob ysgol gynllunio’i chwricwlwm, gan gynnwys y trefniadau asesu ategol, yn barod ar gyfer ei fabwysiadu.

en-gb	To prepare for this, they should develop the vision and methodology detailed in this ‘Designing your curriculum’ guidance.
cy-gb	I baratoi ar gyfer hyn, dylent ddatblygu'r weledigaeth a'r fethodoleg a ddisgrifir yn y canllawiau ‘Cynllunio eich cwricwlwm’ hyn.

en-gb	Secondary schools will be required to design a curriculum for all year groups in advance of 2022, but will need to continue to refine this design in line with the phased roll-out of the curriculum beyond 2022 and to take account of the details of qualifications when they are confirmed.
cy-gb	Bydd yn ofynnol i ysgolion uwchradd gynllunio cwricwlwm ar gyfer pob grŵp blwyddyn erbyn 2022, ond bydd angen parhau i fireinio'r dyluniad hwn yn unol â'r broses o gyflwyno'r cwricwlwm y tu hwnt i 2022 er mwyn ystyried manylion cymwysterau pan fyddan nhw wedi'u cadarnhau.

en-gb	They will also be required to work with their clusters and with other secondary schools.
cy-gb	Bydd yn ofynnol iddyn nhw hefyd weithio gyda'u clystyrau ac ysgolion uwchradd eraill.

en-gb	As the curriculum is rolled out, schools should consider how their curriculum should be revised in response to learning.
cy-gb	Wrth i'w cwricwlwm gael ei gyflwyno, dylai ysgolion ystyried sut y dylai eu cwricwlwm gael ei adolygu mewn ymateb i'r ddysgu.

en-gb	Expressive Arts Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol

en-gb	The dynamic nature of the expressive arts  can engage, motivate and encourage learners to develop their creative, artistic and performance skills to the full.
cy-gb	Gall natur ddeinamig y celfyddydau mynegiannol  ysgogi ac ennyn diddordeb dysgwyr a’u cymell i ddatblygu i’r eithaf eu sgiliau creadigol ac artistig ynghyd â’u sgiliau perfformio.

en-gb	The Expressive Arts Area of Learning and Experience (Area) spans five disciplines: art , dance , drama , film and digital media  and music .
cy-gb	Mae Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol (Maes) yn cwmpasu pum disgyblaeth, sef celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol. 

en-gb	Although each discipline has its own discrete body of knowledge  and skills , it is recognised that together they share the creative process .
cy-gb	Er bod gan bob un o’r disgyblaethau hyn gorff o wybodaeth a sgiliau  sy’n perthyn yn benodol i’r ddisgyblaeth honno, cydnabyddir eu bod, gyda’i gilydd, yn rhannu’r broses greadigol .

en-gb	What matters in this Area has been expressed in three statements, which support and complement one another and should not be viewed in isolation.
cy-gb	Mae’r hyn sy’n bwysig yn y Maes hwn wedi’i fynegi mewn tri datganiad, sy’n cefnogi a chadarnhau ei gilydd, ac ni ddylid eu hystyried fel datganiadau ar wahân.

en-gb	Together they contribute to realising the four purposes.
cy-gb	Gyda’i gilydd maen nhw’n cyfrannu at wireddu pedwar diben y cwricwlwm.

en-gb	Learning and experience in this Area encourages the development of knowledge, skills and values that can help learners grasp the opportunities and meet the challenges that arise in their lives.
cy-gb	Mae dysgu a phrofiad yn y Maes hwn yn annog datblygu gwybodaeth, sgiliau a gwerthoedd fydd o gymorth i ddysgwyr ddal ar bob cyfle fydd yn codi yn eu bywydau, gan wynebu’r heriau.

en-gb	Whether as creators or as audience, through engaging with the expressive arts, learners can gain an understanding and an appreciation of cultures and societies in Wales and in the world.
cy-gb	Boed fel rhai sy’n creu neu fel rhan o gynulleidfa, trwy ymwneud â’r celfyddydau mynegiannol gall dysgwyr ddod i ddeall a gwerthfawrogi diwylliannau a chymdeithasau yng Nghymru a’r byd.

en-gb	Such engagement can equip learners with the skills to explore cultural differences through time and place.
cy-gb	Trwy hyn gall dysgwyr feithrin sgiliau i archwilio amrywiaeth ddiwylliannol mewn lleoedd a chyfnodau gwahanol.

en-gb	Importantly, this Area wants to make the expressive arts accessible to all learners and, through this inclusive approach, expand the horizons of every learner.
cy-gb	Mae’n bwysig fod y Maes yn anelu at sicrhau bod y celfyddydau mynegiannol yn agored i bob dysgwr, a thrwy’r dull cynhwysol hwn, ehangu gorwelion pob un ohonyn nhw.

en-gb	Experiencing the expressive arts can engage learners physically, socially and emotionally, nurturing their well-being, self-esteem and resilience.
cy-gb	Gall profi’r celfyddydau mynegiannol gynnau diddordeb dysgwyr yn gorfforol, yn gymdeithasol ac yn emosiynol.

en-gb	This can help them become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy-gb	O ganlyniad bydd eu lles, eu hunan-barch a’u gwydnwch yn cael eu meithrin.

en-gb	Experiencing the expressive arts can also encourage learners to develop not only their ability to appreciate the creative work of other people, but also their own creative talents, artistic skills and performance skills.
cy-gb	Bydd hyn o gymorth iddyn nhw ddod yn unigolion iach, hyderus sy’n barod i fyw bywydau cyflawn fel aelodau gwerthfawr o gymdeithas .

en-gb	The aim is to provide learners with opportunities to explore, refine and communicate ideas while thinking creatively and engaging their imagination and senses.
cy-gb	Gall profiadau yn y celfyddydau mynegiannol hefyd annog dysgwyr i ddatblygu eu gallu i werthfawrogi gwaith creadigol pobl eraill yn ogystal â’u talentau creadigol a’u sgiliau artistig a pherfformio eu hunain.

en-gb	Engagement with this Area requires personal application, perseverance and close attention to detail, dispositions that contribute to making learners ambitious, capable learners ready to learn throughout their lives.
cy-gb	Y nod yw cynnig cyfleoedd i ddysgwyr archwilio, mireinio a chyfathrebu syniadau gan feddwl yn greadigol a defnyddio’r dychymyg a’r synhwyrau. Mae ymwneud â’r Maes hwn yn gofyn am ymroddiad personol, dyfalbarhad a sylw manwl i fanylion, rhinweddau sy’n cyfrannu at wneud dysgwyr yn ddysgwyr uchelgeisiol, galluog sy’n  barod i ddysgu gydol eu hoes .

en-gb	Experiences in this Area can provide inspiration and motivation as it brings learners into contact with creative processes .
cy-gb	Gall profiadau yn y Maes hwn ysbrydoli a chymell dysgwyr gan eu bod yn rhoi cyfle iddyn nhw ddod i gyswllt â phrosesau creadigol .

en-gb	This means providing learners with opportunities such as visits to theatres and galleries and bringing the expertise of external practitioners into the classroom.
cy-gb	Golyga hyn gynnig cyfleoedd i ddysgwyr gael profiadau megis ymweld â theatrau ac orielau, ac i ddod ag arbenigedd ymarferwyr allanol i mewn i’r ystafell ddosbarth.

en-gb	Engagement with the expressive arts can enhance learners’ employability as they are encouraged to manage their time and resources to achieve meaningful work and meet deadlines.
cy-gb	Gall ymwneud â’r celfyddydau mynegiannol wella cyflogadwyedd dysgwyr gan eu bod yn cael eu hannog i reoli eu hamser a’u hadnoddau i greu gwaith pwrpasol a chwrdd â therfynau amser.

en-gb	It can foster critical inquiry that can lead to change.
cy-gb	Gall hybu ymchwilio beirniadol, sy’n gallu arwain at newidiadau.

en-gb	Together, these skills can support learners to become enterprising, creative contributors, ready to play a full part in life and work .
cy-gb	Gyda’i gilydd, gall y sgiliau hyn gefnogi dysgwyr i ddod yn gyfranwyr mentrus a chreadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith.

en-gb	In addition, the evaluation involved in the creative process enables learners to explore complex issues, to challenge perceptions and to identify solutions.
cy-gb	At hyn, mae’r gwerthuso sy’n rhan o’r broses greadigol yn galluogi’r dysgwyr i archwilio materion cymhleth.

en-gb	This can lead learners to a better understanding of their own cultural identity and that of other people, places and times.
cy-gb	Mae’n eu galluogi i herio rhagdybiaethau ac i ddod o hyd i atebion a all arwain at well dealltwriaeth o’u hunaniaeth ddiwylliannol eu hunain ynghyd â hunaniaeth ddiwylliannol pobl, lleoedd a chyfnodau eraill.

en-gb	From this experience they are supported to become ethical, informed citizens of Wales and the world .
cy-gb	Drwy’r profiad hwn, caiff y dysgwyr gefnogaeth i ddod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd .

en-gb	Finally, through the enjoyment and personal satisfaction they gain from creative expression, learners can become more confident, which can contribute directly to enriching the quality of their lives.
cy-gb	Yn olaf, wrth iddyn nhw gael mwynhad a boddhad personol drwy fynegiant creadigol, gall dysgwyr ddod yn fwy hyderus, a gall hyn gyfrannu’n uniongyrchol at gyfoethogi eu bywydau.

en-gb	Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.
cy-gb	Mae archwilio’r celfyddydau mynegiannol  yn hanfodol er mwyn dyfnhau sgiliau a gwybodaeth gelfyddydol, ac mae’n galluogi dysgwyr i ddod yn unigolion chwilfrydig a chreadigol.

en-gb	Exploring this Area, both through their own creative work  and other people’s, engages learners with genres , techniques , tools, materials and practices and enables them to become curious and creative individuals.
cy-gb	Wrth archwilio’r Maes hwn trwy eu gwaith creadigol  eu hunain a gwaith eraill, mae dysgwyr yn mynd i’r afael â genres , technegau , offer, deunyddiau a dulliau. Mae hyn yn eu galluogi i ddod yn unigolion chwilfrydig a chreadigol.

en-gb	By exploring forms and disciplines in the expressive arts, whether through experimentation, play or formal research and inquiry, learners can develop an understanding of how the expressive arts  communicate through visual, physical, verbal, musical and technological means.
cy-gb	Drwy archwilio ffurfiau a disgyblaethau yn y celfyddydau mynegiannol, boed drwy arbrofi, chwarae neu ymchwilio ac ymholi mwy ffurfiol, gall dysgwyr ddod i ddeall y ffordd y mae’r celfyddydau mynegiannol  yn cyfathrebu drwy ddulliau gweledol, corfforol, geiriol, cerddorol a thechnolegol.

en-gb	This exploration can also progress their understanding of how the expressive arts shape ideas and feelings.
cy-gb	Mae’r archwilio hwn hefyd yn dyfnhau eu dealltwriaeth o sut mae’r celfyddydau mynegiannol yn ffurfio syniadau a theimladau.

en-gb	It can encourage them to develop their imagination and draw upon their own experiences, skills and talents to become creative artists themselves.
cy-gb	Gall hyn eu hannog i feithrin eu dychymyg a thynnu ar eu profiadau, eu sgiliau a’u doniau er mwyn iddyn nhw ddod yn artistiaid creadigol eu hunain.

en-gb	The expressive arts are also a powerful medium through which learners can explore Wales and its unique traditions and diverse cultures.
cy-gb	Mae’r celfyddydau mynegiannol hefyd yn gyfrwng grymus y gall dysgwyr ei ddefnyddio i archwilio Cymru, ei thraddodiadau unigryw a’i diwylliannau amrywiol.

en-gb	They can provide opportunities for learners to explore their own cultural heritage and that of other people, places and times, and through this discover how the expressive arts can be used to shape and express personal, social and cultural identities.
cy-gb	Gallan nhw gynnig cyfle i ddysgwyr archwilio eu hetifeddiaeth ddiwylliannol eu hunain yn ogystal â rhai pobl, llefydd a chyfnodau eraill. Trwy hyn gallan nhw ddarganfod sut y gellir defnyddio’r celfyddydau mynegiannol i ffurfio a mynegi hunaniaeth bersonol, gymdeithasol a diwylliannol.

en-gb	Learners can also explore how the expressive arts can be used to question and challenge viewpoints and be a force for personal and societal change.
cy-gb	Gall dysgwyr hefyd archwilio sut y gall y celfyddydau mynegiannol gael eu defnyddio i gwestiynu a herio safbwyntiau, a sut y maen nhw’n gallu ysgogi newid personol a chymdeithasol.

en-gb	Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts.
cy-gb	Mae ymateb a myfyrio, fel artist ac fel cynulleidfa, yn rhan hanfodol o ddysgu yn y celfyddydau mynegiannol.

en-gb	Responding within the expressive arts engages the emotions and the intellect.
cy-gb	Mae ymateb o fewn y celfyddydau mynegiannol  yn ysgogi ein hemosiynau a’n deall.

en-gb	Response may be a simple sensory reaction to artistic stimulus or a critical analysis of creative work .
cy-gb	Gall yr ymateb fod yn adwaith syml y synhwyrau i ysgogiad artistig, neu’n ddadansoddiad beirniadol o waith creadigol.

en-gb	The ability to reflect is deepened as learners increase their knowledge and understanding of how and why creative work is developed and produced.
cy-gb	Bydd y gallu i fyfyrio yn dyfnhau wrth i ddysgwyr gynyddu eu gwybodaeth a’u dealltwriaeth o sut a pham y caiff gwaith creadigol ei ddatblygu a’i greu.

en-gb	Adopting the skills and critical vocabulary encountered in this Area can equip learners to consider creative work in a range of media, forms , genres  and styles .
cy-gb	Gall mabwysiadu’r sgiliau a’r eirfa feirniadol o fewn y Maes hwn alluogi dysgwyr i ystyried gwaith creadigol mewn amrywiaeth o gyfryngau, ffurfiau , genres  ac arddulliau .

en-gb	L earning the important skills of refinement and analysis can contribute to their creative development.
cy-gb	Gall dysgu sgiliau dadansoddi pwysig o fireinio a dadansoddi gyfrannu at eu datblygiad creadigol.

en-gb	Learners’ resilience can also be developed when they are encouraged to identify how they can improve their work and respond to feedback from others.
cy-gb	Yn ogystal, gellir datblygu gwydnwch dysgwyr wrth iddyn nhw gael eu hannog i adnabod sut y gallan nhw wella eu gwaith, ac ymateb i adborth gan eraill.

en-gb	The act of responding encouraged by engagement in this Area challenges learners to reflect on the effectiveness of their own work and that of others, including the work of artists from Wales and beyond.
cy-gb	Mae ymwneud â’r Maes hwn yn annog ymateb, ac mae hyn yn ysgogi dysgwyr i fyfyrio ar effeithiolrwydd eu gwaith eu hunain a gwaith eraill, gan gynnwys gwaith artistiaid  o Gymru a thu hwnt.

en-gb	Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.
cy-gb	Mae creu yn cyfuno sgiliau a gwybodaeth, gan dynnu ar y synhwyrau, ysbrydoliaeth a dychymyg.

en-gb	By engaging with this Area, learners will be given opportunities to be innovative and bold, to create individual work and to develop their own identity as artists  in Wales.
cy-gb	Trwy ymwneud â’r Maes hwn, bydd cyfleoedd yn cael eu rhoi i ddysgwyr fod yn arloesol a beiddgar, i greu gwaith unigol ac i ddatblygu eu hunaniaeth eu hunain fel artistiaid  yng Nghymru.

en-gb	This learning and experience can foster resilience and flexibility to overcome challenges.
cy-gb	Gall y dysgu a’r profiad hwn feithrin gwydnwch a hyblygrwydd i oresgyn heriau.

en-gb	Creating in the expressive arts embraces a range of activities including planning, drafting, designing, making, choreographing, shaping, composing and editing.
cy-gb	Mae creu yn y celfyddydau mynegiannol  yn cwmpasu ystod o weithgareddau gan gynnwys cynllunio, drafftio, dylunio, gwneud, coreograffu, siapio, cyfansoddi a golygu.

en-gb	Creating requires learners to develop and demonstrate control of a range of skills and an application of knowledge.
cy-gb	Mae creu yn gofyn i ddysgwyr ddatblygu a dangos rheolaeth ar ystod o sgiliau, a’r gallu i gymhwyso gwybodaeth.

en-gb	During the creative process learners communicate through a variety of art forms  or disciplines.
cy-gb	Yn ystod y broses greadigol  mae dysgwyr yn cyfathrebu drwy amrywiaeth o ffurfiau a disgyblaethau celfyddydol.

en-gb	Communication includes performing, presenting, sharing, exhibiting and producing with consideration of the audience.
cy-gb	Mae cyfathrebu yn cynnwys perfformio, cyflwyno, rhannu, arddangos a chynhyrchu, gan ystyried y gynulleidfa.

en-gb	In this Area, learners’ engagement with the creative process can enable them to recognise opportunities to transform their ideas safely and ethically into work which has cultural and commercial value, and to use their creative skills to realise ambitions.
cy-gb	Yn y Maes hwn, wrth ymwneud â’r broses greadigol, gall dysgwyr adnabod cyfleoedd i drawsnewid eu syniadau, yn ddiogel ac egwyddorol, mewn i waith sydd â gwerth diwylliannol a masnachol, yn ogystal â defnyddio eu sgiliau creadigol i wireddu uchelgais.

en-gb	Principles of Progression
cy-gb	Egwyddorion cynnydd

en-gb	Learners demonstrate progression in the Expressive Arts Area of Learning and Experience (Area) by exploring, experiencing and creating increasingly complex meaning.
cy-gb	Mae dysgwyr yn dangos cynnydd ym Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol (Maes) drwy archwilio, profi a chreu ystyr cynyddol gymhleth.

en-gb	Linking new learning to existing knowledge develops an increased sophistication of conceptual understanding.
cy-gb	Mae cysylltu dysgu newydd â gwybodaeth bresennol yn datblygu soffistigeiddrwydd cynyddol o ran dealltwriaeth gysyniadol.

en-gb	Moreover, learners learn and refine different types of knowledge and skills i ncluding the techniques, processes and skills required to create and interpret in each field of the arts.
cy-gb	At hynny, mae dysgwyr yn dysgu ac yn mireinio gwahanol fathau o wybodaeth a sgiliau, gan gynnwys y technegau, y prosesau a'r sgiliau sydd eu hangen i greu a dehongli ym mhob maes o'r celfyddydau.

en-gb	Additionally the integral skills of creativity; synthesis; critical thinking; and understanding of social and cultural contexts are crucial to this Area.
cy-gb	Yn ogystal, mae’r sgiliau cyfannol o greadigrwydd; synthesis; meddwl beirniadol; a dealltwriaeth o gyd-destunau diwylliannol yn hanfodol i'r Maes hwn.

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

en-gb	Progression is demonstrated through the continuing development of the knowledge, skills and capacities required to appreciate, create, explore, respond and reflect both within specific disciplines and in combinations of disciplines.
cy-gb	Caiff cynnydd ei ddangos drwy barhau i feithrin y wybodaeth, y sgiliau a'r galluoedd sydd eu hangen i werthfawrogi, creu, archwilio, ymateb a myfyrio mewn disgyblaethau penodol ac mewn cyfuniadau o ddisgyblaethau.

en-gb	In the early stages, learning is characterised by a growing curiosity for being creative and innovative by exploring with a range of resources and materials in various domains.
cy-gb	Yn ystod y camau cynnar, caiff dysgu ei nodweddu gan chwilfrydedd cynyddol i fod yn greadigol ac yn arloesol drwy ddefnyddio ystod o adnoddau a deunyddiau i archwilio mewn meysydd amrywiol.

en-gb	Combining disciplines occurs purposefully but remains organic.
cy-gb	Mae cyfuno disgyblaethau'n digwydd yn bwrpasol ond hefyd yn organig.

en-gb	As learning progresses, learners become increasingly aware of the expressive arts’ disciplines and their key features, including (though not necessarily limited to) art, dance, drama, film and digital media, and music.
cy-gb	Wrth i'r dysgu fynd rhagddo, mae dysgwyr yn dod yn gynyddol ymwybodol o ddisgyblaethau'r celfyddydau mynegiannol a'u nodweddion allweddol, gan gynnwys (ond heb eu cyfyngu i’r canlynol) celf, cerddoriaeth, dawns, drama, a ffilm a'r cyfryngau digidol.

en-gb	Learners make links in the creative process across the disciplines to explore, create, interpret and respond.
cy-gb	Mae dysgwyr yn nodi cysylltiadau yn y broses greadigol ar draws y disgyblaethau er mwyn archwilio, creu, dehongli ac ymateb.

en-gb	Levels of control, accuracy and fluency in using a range of arts’ skills will grow as learners progress.
cy-gb	Bydd lefelau rheolaeth, cywirdeb a rhuglder wrth ddefnyddio ystod o sgiliau’r celfyddydau yn cynyddu wrth i ddysgwyr ddatblygu.

en-gb	For example, in early stage learning this might be characterised by using simple body movements in composing a dance and identifying fundamental aspects such as speed, direction and levels when evaluating one’s own work and the work of others.
cy-gb	Er enghraifft, o ran dysgu yn y cyfnod cynnar, gallai hyn gael ei nodweddu gan ddefnyddio symudiadau corff syml i greu dawns a bod yn ymwybodol o agweddau sylfaenol megis cyflymder, cyfeiriad a lefelau wrth werthuso eich gwaith eich hun a gwaith eraill.

en-gb	At a more advanced stage of progress, learners might create and evaluate the success of interaction among various aspects of movement in a complex choreographed dance.
cy-gb	Yn ystod cam mwy ymestynnol o gynnydd, gallai dysgwyr greu a gwerthuso llwyddiant rhyngweithio ymysg gwahanol agweddau ar symud mewn dawns gymhleth wedi'i choreograffu.

en-gb	As they progress, learners continually develop in depth and refine with a growing sophistication these key arts’ skills in different disciplines and/or in interdisciplinary activity.
cy-gb	Wrth iddyn nhw wneud cynnydd, mae dysgwyr yn datblygu'n barhaus o ran dyfnder ac yn defnyddio soffistigeiddrwydd cynyddol i fireinio'r sgiliau celfyddydol hyn mewn gwahanol ddisgyblaethau a/neu weithgarwch rhyngddisgyblaethol.

en-gb	Learners increasingly appreciate the possibility of combining disciplines within the Area in order to appreciate and to achieve/produce creative outcomes.
cy-gb	Mae dysgwyr yn gwerthfawrogi fwyfwy y posibilrwydd o gyfuno disgyblaethau yn y Maes er mwyn gwerthfawrogi a chyflawni deilliannau creadigol.

en-gb	Progression is also characterised by more sophisticated use of relevant skills within individual disciplines and the growing ability to transfer existing skills and knowledge into new contexts within this Area and across other Areas.
cy-gb	Caiff cynnydd ei nodweddu hefyd gan ddefnydd mwy soffistigedig o sgiliau perthnasol mewn disgyblaethau unigol a'r gallu cynyddol i drosglwyddo gwybodaeth a sgiliau presennol i gyd-destunau newydd yn y Maes hwn ac ar draws Meysydd eraill.

en-gb	Increasing effectiveness as a learner
cy-gb	Effeithiolrwydd cynyddol

en-gb	Progression is demonstrated in moving from doing something with the support of the teacher, towards autonomy and sophistication.
cy-gb	Caiff cynnydd ei ddangos drwy symud o gael cymorth yr athro i wneud rhywbeth, tuag at ymreolaeth a soffistigeiddrwydd.

en-gb	Progression is likely to grow out of gradual use and re-use of known skills, but could also, on occasion, present as a big qualitative jump.
cy-gb	Mae cynnydd yn debygol o ddeillio o ddefnyddio ac ailddefnyddio sgiliau hysbys yn raddol, ond gallai, o bryd i'w gilydd, fod yn naid ansoddol fawr.

en-gb	As learners make progress they increasingly evaluate and create more and more sophisticated creative work independently and with increased collaboration with others.
cy-gb	Wrth i ddysgwyr wneud cynnydd, maen nhw’n gwneud mwy a mwy o waith gwerthuso ac yn creu gwaith creadigol mwyfwy soffistigedig yn annibynnol a thrwy gydweithio mwy ag eraill.

en-gb	They gain greater confidence by being able to explore, experience, interpret, create and respond through the expressive arts’ disciplines within a safe environment.
cy-gb	Maen nhw’n magu mwy o hyder drwy gael cyfleoedd i archwilio, profi a dehongli eu meddyliau, drwy ddisgyblaethau'r celfyddydau mynegiannol mewn amgylchedd diogel yn ogystal â thrwy gael cyfleoedd i ymateb iddyn nhw a’u gwerthuso mewn amgylchedd o’r fath.

en-gb	Their evaluation of their own and others' work reflects a developing understanding of process as well as product, and resilience in receiving, and persistence in acting upon, feedback.
cy-gb	Mae'r ffordd y maen nhw’n gwerthuso eu gwaith eu hunain a gwaith eraill yn adlewyrchu dealltwriaeth gynyddol o broses yn ogystal â chynnyrch, ynghyd â gwydnwch cynyddol wrth gael adborth, a dyfalbarhad cynyddol wrth weithredu arno.

en-gb	Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.
cy-gb	Mae archwilio’r celfyddydau mynegiannol yn hanfodol er mwyn dyfnhau sgiliau a gwybodaeth gelfyddydol, ac mae’n galluogi dysgwyr i ddod yn unigolion chwilfrydig a chreadigol.

en-gb	Progression step 1
cy-gb	Cam cynnydd 1

en-gb	I can explore and experiment with a variety of creative techniques , materials, processes, resources, tools and technologies .
cy-gb	Rwy’n gallu archwilio ac arbrofi gydag amrywiaeth o dechnegau , deunyddiau, prosesau, adnoddau, offer a thechnolegau  creadigol.

en-gb	I can explore and experiment with and then select appropriate creative techniques, practices, materials, processes, resources, tools and technologies
cy-gb	Rwy’n gallu archwilio, arbrofi gyda, ac yna ddewis technegau, dulliau, deunyddiau, prosesau, adnoddau, offer a thechnolegau creadigol priodol.

en-gb	I can explore and experiment independently and demonstrate technical control with a range of creative materials, processes, resources, tools and technologies showing innovation  and resilience.
cy-gb	Rwy’n gallu archwilio ac arbrofi’n annibynnol, a dangos rheolaeth dechnegol gydag ystod o ddeunyddiau, prosesau, adnoddau, offer a thechnolegau  creadigol gan ddangos arloesedd a gwydnwch.

en-gb	I can explore the effects that a range of creative techniques , materials, processes, resources, tools and technologies have on my own and others’ creative work .
cy-gb	Rwy’n gallu archwilio’r effeithiau mae ystod o dechnegau , deunyddiau, prosesau, adnoddau, offer a thechnolegau creadigol yn eu cael ar fy ngwaith creadigol  fy hun ac eraill.

en-gb	I can explore and experiment with my own and others’ creative ideas, demonstrating increasingly complex technical control, innovation, independent thinking and originality to develop my work with confidence, being able to explain my reasons behind choices made and evaluate their effectiveness on my creative work.
cy-gb	Rwy’n gallu archwilio ac arbroﬁ gyda fy syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos rheolaeth dechnegol sy’n gynyddol gymhleth, arloesedd, meddwl annibynnol a gwreiddioldeb er mwyn datblygu fy ngwaith gyda hyder. Rwy’n gallu gwneud hyn gan esbonio fy rhesymau dros wneud penderfyniadau, a gwerthuso eu heffeithiolrwydd ar fy ngwaith creadigol.

en-gb	I can explore and experiment with my own creative ideas and those of others, demonstrating technical control, innovation, independent thinking and originality, showing confidence to take risks and developing resilience in order to overcome creative challenges.
cy-gb	Rwy’n gallu archwilio ac arbroﬁ gyda fy syniadau creadigol fy hun a syniadau creadigol pobl eraill, gan ddangos rheolaeth dechnegol, arloesedd, meddwl annibynnol a gwreiddioldeb, gan ddangos hyder i gymryd risgiau a datblygu gwydnwch er mwyn goresgyn heriau creadigol.

en-gb	I can ask questions to discover how creative work is made.
cy-gb	Rwy’n gallu gofyn cwestiynau i ganfod sut y caiff gwaith creadigol ei wneud.

en-gb	I can explore how and why creative work is made by asking questions and developing my own answers.
cy-gb	Rwy’n gallu archwilio pam a sut y caiff gwaith creadigol ei wneud trwy ofyn cwestiynau a datblygu fy atebion fy hun.

en-gb	I can explore how creative work can represent , document, share and celebrate personal, social and cultural identities.
cy-gb	Rwy’n gallu archwilio sut y gall gwaith creadigol gynrychioli , cofnodi, rhannu a dathlu hunaniaethau personol, cymdeithasol a diwylliannol.

en-gb	I can explore creative work, understanding the personal, social, cultural and historical context, including the conventions of the period in which it was created.
cy-gb	Rwy’n gallu archwilio gwaith creadigol gan ddeall y cyd-destun personol, cymdeithasol, diwylliannol a hanesyddol, gan gynnwys confensiynau’r cyfnod y cafodd y gwaith ei greu ynddo.

en-gb	I can investigate and analyse how creative work is used to represent and celebrate personal, social and cultural identities.
cy-gb	Rwy’n gallu ymchwilio a dadansoddi sut mae gwaith creadigol yn cael ei ddefnyddio i gynrychioli a dathlu hunaniaethau personol, cymdeithasol a diwylliannol.

en-gb	I am beginning to explore ideas, feelings and moods in a variety of creative work.
cy-gb	Rwy’n dechrau archwilio syniadau, teimladau a gwahanol naws mewn amrywiaeth o waith creadigol.

en-gb	I can explore and describe how artists  and creative work communicate mood, feelings and ideas.
cy-gb	Rwy’n gallu archwilio a disgrifio sut mae artistiaid  a gwaith creadigol yn cyﬂeu gwahanol naws, teimladau a syniadau.

en-gb	I can explore and describe how artists and creative work  communicate mood, feelings and ideas and the impact they have on an audience.
cy-gb	Rwy’n gallu archwilio a disgrifio sut mae artistiaid a gwaith creadigol yn cyfleu gwahanol naws a syniadau, a’r effaith maen nhw’n ei chael ar gynulleidfa.

en-gb	I can investigate and understand how meaning is communicated through the ideas of other artists and performers.
cy-gb	Rwy’n gallu ymchwilio a deall sut mae ystyr yn cael ei gyfleu trwy syniadau artistiaid a pherfformwyr eraill.

en-gb	I can independently research the purpose and meaning of a wide range of creative work and consider how they can impact on different audiences.
cy-gb	Rwy’n gallu ymchwilio yn annibynnol i ddiben ac ystyr ystod eang o waith creadigol ac ystyried pa effaith y gallan nhw ei chael ar wahanol gynulleidfaoedd.

en-gb	Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts
cy-gb	Mae ymateb a myfyrio, fel artist ac fel cynulleidfa, yn rhan hanfodol o ddysgu yn y celfyddydau mynegiannol.

en-gb	I can listen to and respond to views about my own creative work and that of others.
cy-gb	Rwy’n gallu gwrando ar eraill yn mynegi barn ar fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill ac ymateb iddyn nhw.

en-gb	I can give and accept feedback as both artist and audience.
cy-gb	Rwy’n gallu rhoi a derbyn adborth fel artist ac fel cynulleidfa.

en-gb	I can give and consider constructive feedback about my own creative work and that of others, reflecting on it and making improvements where necessary.
cy-gb	Rwy’n gallu rhoi ac ystyried adborth adeiladol am fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, gan fyfyrio arno a’i wella yn ôl y gofyn. 

en-gb	I can effectively evaluate my own creative work and that of others showing increasing confidence to recognise and articulate strengths, and to demonstrate resilience and determination to improve.
cy-gb	Rwy’n gallu gwerthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill yn effeithiol gan ddangos hyder cynyddol i adnabod a chyﬂeu cryfderau, ac i ddangos gwydnwch a phenderfyniad i wella.

en-gb	I can critically and thoughtfully respond to and analyse the opinion and creative influences of others in order to independently shape and develop my own creative work.
cy-gb	Rwy’n gallu dadansoddi ac ymateb yn feirniadol ac yn feddylgar i farn a dylanwadau creadigol pobl eraill er mwyn llywio a datblygu fy ngwaith creadigol yn annibynnol.

en-gb	I am beginning to compare my own creative work to the creative work of others.
cy-gb	Rwy’n dechrau cymharu fy ngwaith creadigol gyda gwaith creadigol pobl eraill.

en-gb	I can compare my own creative work to creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymharu fy ngwaith creadigol fy hun gyda gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol.

en-gb	I can apply knowledge and understanding of context, and make connections between my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun, a gwneud cysylltiadau rhwng fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol.

en-gb	I can apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun wrth werthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol.

en-gb	I can purposefully apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.
cy-gb	Rwy’n gallu cymhwyso gwybodaeth a dealltwriaeth o gyd-destun yn bwrpasol wrth werthuso fy ngwaith creadigol fy hun a gwaith creadigol pobl eraill, ac o leoedd a chyfnodau gwahanol.

en-gb	I am beginning to talk about my moods and emotions and use these to impact upon my creative work.
cy-gb	Rwy’n dechrau siarad am fy hwyliau a’m hemosiynau, a defnyddio’r rhain i ddylanwadu ar fy ngwaith creadigol.

en-gb	I can consider, with guidance, how moods, emotions and ideas are communicated both in my own creative work  and in the creative work of others.
cy-gb	Gydag arweiniad, rwy’n gallu ystyried y ffordd y caiff hwyliau, emosiynau a syniadau eu cyﬂeu yn fy ngwaith creadigol  fy hun ac yng ngwaith creadigol pobl eraill.

en-gb	I can reflect upon how artists have achieved effects or communicated moods, emotions and ideas in their work.
cy-gb	Rwy’n gallu myfyrio ar y ffordd y mae artistiaid wedi llwyddo i greu effeithiau neu gyﬂeu hwyliau, emosiynau a syniadau yn eu gwaith.

en-gb	I can evaluate the effectiveness of a wide range of artistic techniques  in producing meaning.
cy-gb	Rwy’n gallu gwerthuso effeithiolrwydd ystod eang o dechnegau artistig wrth gynhyrchu ystyr.

en-gb	I can critically evaluate the way artists use discipline-specific skills and techniques to create and communicate ideas.
cy-gb	Rwy’n gallu gwerthuso’n feirniadol y ffordd y mae artistiaid yn defnyddio sgiliau sy’n perthyn i ddisgyblaeth benodol i greu a mynegi syniadau.

en-gb	Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.
cy-gb	Mae creu yn cyfuno sgiliau a gwybodaeth, gan dynnu ar y synhwyrau, ysbrydoliaeth a’r dychymyg.

en-gb	I can communicate my ideas, feelings and memories in my creative work.
cy-gb	Rwy’n gallu mynegi fy syniadau, teimladau ac atgofion yn fy ngwaith creadigol.

en-gb	I can communicate ideas, feelings and memories for an audience and for purposes and outcomes in my creative work.
cy-gb	Rwy’n gallu cyfleu syniadau, teimladau ac atgofion ar gyfer cynulleidfa ac ar gyfer dibenion a chanlyniadau yn fy ngwaith creadigol.

en-gb	I can combine my knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes.
cy-gb	Rwy’n gallu cyfuno fy ngwybodaeth, profiad a dealltwriaeth i gynllunio a chyfleu fy ngwaith creadigol ar gyfer ystod o gynulleidfaoedd, dibenion a chanlyniadau.

en-gb	I can use my experimentation and investigation to manipulate creative work with purpose and intent when communicating my ideas.
cy-gb	Rwy’n gallu defnyddio fy sgiliau arbroﬁ ac ymchwilio i drin gwaith creadigol gyda phwrpas a bwriad wrth fynegi fy syniadau.

en-gb	I can synthesise and apply experience, knowledge and understanding with sophistication and intent when communicating my ideas.
cy-gb	Rwy’n gallu dwyn ynghyd a chymhwyso profiad, gwybodaeth a dealltwriaeth mewn ffordd sofﬁstigedig a chyda bwriad wrth fynegi fy syniadau.

en-gb	I can imitate established artistic techniques in the creation of my own work.
cy-gb	Rwy’n gallu efelychu technegau artistig cydnabyddedig wrth greu fy ngwaith fy hun.

en-gb	I am beginning to apply techniques in my creative work with guidance and direction.
cy-gb	Rwy’n dechrau cymhwyso technegau yn fy ngwaith creadigol gydag arweiniad a chyfarwyddyd.

en-gb	I can draw upon my familiarity with a range of discipline-specific techniques  in my creative work.
cy-gb	Rwy’n gallu defnyddio ystod o dechnegau  penodol i’r ddisgyblaeth sy’n gyfarwydd i mi, yn fy ngwaith creadigol.

en-gb	I can apply specialised technical skills in my creative work.
cy-gb	Rwy’n gallu cymhwyso sgiliau technegol arbenigol yn fy ngwaith creadigol.

en-gb	I can use professionally established, discipline-specific techniques confidently and convincingly in my creative work and work towards industry standard.
cy-gb	Rwy’n gallu defnyddio technegau proffesiynol cydnabyddedig, sy’n benodol i’r ddisgyblaeth, yn hyderus a chydag arddeliad yn fy ngwaith creadigol, gan weithio tuag at safon diwydiant.

en-gb	I am beginning to design my own creative work.
cy-gb	Rwy’n dechrau dylunio fy ngwaith creadigol fy hun.

en-gb	I can create my own designs and work collaboratively with others to develop creative ideas.
cy-gb	Rwy’n gallu creu fy nyluniadau fy hun, ac rwy’n gallu gweithio ar y cyd gydag eraill i ddatblygu syniadau creadigol.

en-gb	I can draw upon my design knowledge and make connections with greater independence to modify and develop my creative designs.
cy-gb	Rwy’n gallu defnyddio fy ngwybodaeth ddylunio a gwneud cysylltiadau gydag annibyniaeth gynyddol er mwyn addasu a datblygu fy nyluniadau creadigol.

en-gb	I can purposefully use my design skills and apply a range of solutions to clarify and refine final creative ideas.
cy-gb	Rwy’n gallu defnyddio fy sgiliau dylunio yn bwrpasol a chymhwyso ystod o ddatrysiadau i egluro a mireinio syniadau creadigol terfynol.

en-gb	I can design creative outcomes to professional and industry-standard with sophistication, clear purpose and intent.
cy-gb	Rwy’n gallu dylunio deilliannau  creadigol gyda soffistigeiddrwydd i safon broffesiynol a safon diwydiant, a hynny gyda phwrpas a bwriad clir.

en-gb	I can share my creative work.
cy-gb	Rwy’n gallu rhannu fy ngwaith creadigol.

en-gb	I can perform, produce, design, exhibit and share my creative work in a variety of ways for different audiences, inspired by a range of stimuli and experiences.
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol mewn amrywiaeth o ffyrdd ar gyfer cynulleidfaoedd gwahanol, a hyn wedi’i ysbrydoli gan ystod o sbardunau a phrofiadau.

en-gb	I can perform, produce, design, exhibit and share my creative work in formal and non-formal contexts, considering the impact of my creative work on the audience.
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol mewn cyd-destunau ffurfiol ac anffurfiol, gan ystyried effaith fy ngwaith creadigol ar y gynulleidfa.

en-gb	I can perform, produce, design, exhibit and share my creative work showing an awareness of artistic intent and of audience.
cy-gb	Rwy’n gallu perfformio, cynhyrchu, dylunio, arddangos a rhannu fy ngwaith creadigol gan ddangos ymwybyddiaeth o fwriad artistig a chynulleidfa.

en-gb	I can consider artistic intent, purpose and audience in an informed way when performing, presenting and marketing my creative work.
cy-gb	Rwy’n gallu ystyried diben artistig, pwrpas a chynulleidfa mewn ffordd wybodus wrth berfformio, cyﬂwyno a marchnata fy ngwaith creadigol.

en-gb	I am beginning to demonstrate resilience and flexibility in approaching creative challenges.
cy-gb	Rwy’n dechrau dangos gwydnwch a hyblygrwydd wrth fynd i’r afael â heriau creadigol.

en-gb	I can identify and respond creatively to challenges with resilience and flexibility.
cy-gb	Rwy’n gallu adnabod ac ymateb yn greadigol i heriau, a gwneud hyn gyda gwydnwch a hyblygrwydd.

en-gb	I can draw upon my experiences and knowledge to inform and develop strategies to overcome creative challenges with imagination and resilience.
cy-gb	Rwy’n gallu goresgyn heriau creadigol gyda dychymyg a gwydnwch drwy ddefnyddio fy mhroﬁadau a’m gwybodaeth, a hyn er mwyn llywio a datblygu strategaethau.

en-gb	I can use effective strategies to take risks with my own creative work and can display resilience to overcome creative challenges.
cy-gb	Rwy’n gallu defnyddio strategaethau effeithiol i gymryd risg gyda fy ngwaith creadigol fy hun, ac rwy’n gallu dangos gwydnwch i oresgyn heriau creadigol.

en-gb	I am beginning to use creative materials safely with guidance and direction.
cy-gb	Rwy’n dechrau defnyddio deunyddiau creadigol yn ddiogel gydag arweiniad a chyfarwyddyd.

en-gb	I can use creative materials safely and with some control under supervision.
cy-gb	Rwy’n gallu defnyddio deunyddiau creadigol yn ddiogel gyda pheth rheolaeth o dan oruchwyliaeth.

en-gb	I can safely choose and use the correct creative tools and materials with some consideration for others.
cy-gb	Rwy’n gallu dewis a defnyddio’r offer a’r deunyddiau creadigol cywir yn ddiogel gyda pheth ystyriaeth tuag at eraill.

en-gb	I can confidently consider myself, others, audience, participants and matters of intellectual property when creating work.
cy-gb	Rwy’n gallu, yn hyderus, ystyried fy hun, pobl eraill, y gynulleidfa, cyfranogwyr a materion eiddo deallusol wrth greu gwaith.

en-gb	I can evaluate and judge the appropriateness of my creative work in relation to ethical and legal considerations  and its effect on participants and audiences.
cy-gb	Rwy’n gallu gwerthuso a barnu priodoldeb fy ngwaith creadigol fy hun mewn perthynas ag ystyriaethau moesegol a chyfreithiol , a’i effaith ar gyfranogwyr a chynulleidfaoedd.

en-gb	This provides specific guidance to be used when incorporating learning in the expressive arts in your curriculum.
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn y celfyddydau mynegiannol yn eich cwricwlwm.

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

en-gb	Cross-curricular skills and integral skills
cy-gb	Sgiliau trawsgwricwlaidd a sgiliau cyfannol

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

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

en-gb	Literacy
cy-gb	Llythrennedd

en-gb	From exposure to and involvement in this Area, learners develop skills that are essential for the critical analysis and use of language receptively and expressively.
cy-gb	O ymwybyddiaeth o’r Maes hwn ac ymwneud ag ef, mae dysgwyr yn datblygu sgiliau sy’n hanfodol ar gyfer dadansoddiad beirniadol a defnydd derbyngar a mynegiannol o iaith.

en-gb	Learning and experience in this Area provides a range of purposeful and rich contexts where learners’ literacy skills can be reinforced, developed, applied and extended.
cy-gb	Mae dysgu a phrofiad yn y maes hwn yn cynnig ystod o gyd-destunau cyfoethog a phwrpasol lle gellir atgyfnerthu, datblygu, cymhwyso ac ymestyn sgiliau llythrennedd dysgwyr.

en-gb	Exploration and exposure to a variety of creative work can be powerful in the development of reading strategies and higher-order reading skills, such as inference and deduction.
cy-gb	Gall archwilio ac ymwybyddiaeth o amrywiaeth o waith creadigol fod yn bwerus yn natblygiad strategaethau darllen a sgiliau darllen uwch, megis casglu a dehongli.

en-gb	It is a versatile platform for learners to acquire the skills and knowledge to adapt their language for audience and purpose and provides purposeful opportunities for building confidence so that learners can express themselves as individuals and in role.
cy-gb	Mae’n llwyfan hyblyg i ddysgwyr gaffael y sgiliau a’r wybodaeth i addasu eu hiaith at ddiben ac i gynulleidfa ac mae’n cynnig cyfleoedd pwrpasol i adeiladu hyder fel y gall dysgwyr fynegi eu hunain fel unigolion ac mewn rôl.

en-gb	Numeracy
cy-gb	Rhifedd

en-gb	This Area provides creative opportunities to develop numeracy skills in a range of engaging contexts.
cy-gb	Mae’r Maes hwn yn cynnig cyfleoedd creadigol i ddatblygu sgiliau rhifedd mewn ystod o gyd-destunau diddorol.

en-gb	Learners communicate with symbols and use a range of mathematical language.
cy-gb	Mae dysgwyr yn cyfathrebu gyda symbolau ac yn defnyddio ystod o iaith fathemategol.

en-gb	They explore concepts related to geometry and measurement such as size, shape, symmetry, scale, length, dimension, distance, position, viewpoint and time.
cy-gb	Maen nhw’n archwilio cysyniadau sy’n perthyn i fyd geometreg a mesuriadau megis maint, siâp, cymesuredd, graddfa, hyd, dimensiwn, pellter, safle, safbwynt ac amser.

en-gb	They also explore concepts related to number such as structure, pattern and rhythm, counting, repetition, phrasing and financial literacy.
cy-gb	Maen nhw hefyd yn archwilio cysyniadau sy’n perthyn i rif megis strwythur, patrwm a rhythm, cyfrif, ailadrodd, brawddegu a llythrennedd ariannol.

en-gb	Digital competence
cy-gb	Cymhwysedd digidol

en-gb	This Area provides a wealth of opportunities to develop digital competence in areas such as digital collaboration, production technology, intellectual property, artificial intelligence, digital rights, licensing and ownership, body image and photo editing, as well as the saving, sharing and distribution of digital work .
cy-gb	Mae’r Maes hwn yn cynnig cyfoeth o gyfleoedd i ddatblygu cymhwysedd digidol mewn meysydd megis cydweithredu digidol, technoleg cynhyrchu, eiddo deallusol, deallusrwydd artiffisial, hawliau digidol, trwyddedu a pherchnogaeth, delwedd y corff a golygu lluniau, yn ogystal ag arbed, rhannu a dosbarthu gwaith digidol .

en-gb	Integral skills
cy-gb	Sgiliau cyfannol

en-gb	Creativity and innovation
cy-gb	Creadigrwydd ac arloesedd

en-gb	The creative process is the essence of this Area.
cy-gb	Y broses greadigol yw hanfod y Maes hwn.

en-gb	The statements of what matters enable learners to develop knowledge, and creative and innovative skills.
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn galluogi dysgwyr i ddatblygu gwybodaeth, a sgiliau creadigol ac arloesol.

en-gb	Learners are expected to consider influences and shape their own creativity.
cy-gb	Disgwylir i ddysgwyr ystyried dylanwadau a llywio eu creadigrwydd eu hunain.

en-gb	Learners use their creative skills and imagination, discover possibilities and refine ideas to produce their own unique artistic work.
cy-gb	Mae dysgwyr yn defnyddio eu sgiliau creadigol a’u dychymyg, yn darganfod posibiliadau a mireinio syniadau er mwyn cynhyrchu eu gwaith creadigol unigryw eu hunain.

en-gb	Creative thinking developed by exploring within and through this Area enables learners to investigate the unknown and make connections.
cy-gb	Mae meddylfryd creadigol sy’n datblygu trwy archwilio o fewn a thrwy’r Maes hwn yn galluogi dysgwyr i archwilio’r anwybod a gwneud cysylltiadau.

en-gb	Learners take creative risks to go beyond existing knowledge and accept failure as a learning experience.
cy-gb	Mae dysgwyr yn cymryd risgiau creadigol i fynd y tu hwnt i wybodaeth sy’n bodoli eisoes ac yn derbyn methiant fel profiad dysgu.

en-gb	Refining work is encouraged throughout one of the statements of what matters in this Area, with the aim of building skills in self-evaluation and reflection.
cy-gb	Anogir mireinio trwy un o’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn, gyda’r nod o adeiladu sgiliau hunanwerthuso ac adfyfyrio.

en-gb	The evaluation involved in the creative process enables learners to develop reflective, questioning and problem-solving skills, as well as to challenge perceptions and identify solutions.
cy-gb	Mae’r gwerthuso sy’n rhan o’r broses greadigol yn galluogi dysgwyr i ddatblygu sgiliau adfyfyrio, cwestiynu a datrys problemau, yn ogystal â herio canfyddiadau a nodi datrysiadau.

en-gb	Learners may demonstrate resilience in applying critical appraisal of their work and be expected to respond positively to critical feedback.
cy-gb	Gall dysgwyr arddangos gwydnwch wrth roi gwerthusiad beirniadol o’u gwaith, a gellir disgwyl iddyn nhw ymateb yn gadarnhaol i adborth beirniadol.

en-gb	Learners can develop problem-solving skills by experimenting with a variety of arts and artistic techniques.
cy-gb	Gall dysgwyr ddatblygu sgiliau datrys problemau trwy arbrofi gydag amrywiaeth o gelfyddydau a thechnegau celfyddydol.

en-gb	Through the statements of what matters in this Area, learners develop self-confidence, self-esteem, independence, communication skills and social and cultural awareness.
cy-gb	Trwy’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn, mae dysgwyr yn datblygu hunan hyder, hunan werth, annibyniaeth, sgiliau cyfathrebu ac ymwybyddiaeth gymdeithasol a diwylliannol.

en-gb	Learners become enterprising, resourceful and resilient by managing themselves and their resources, and this in turn enhances their employability skills.
cy-gb	Mae dysgwyr yn dod yn fentrus, yn ddyfeisgar ac yn wydn trwy reoli eu hunain a’u hadnoddau. Yn ei dro, mae hyn yn cyfoethogi eu sgiliau byd gwaith.

en-gb	They are encouraged to develop resilience through accepting failure and value its place in the creative process.
cy-gb	Maen nhw’n cael eu hannog i ddatblygu gwydnwch trwy dderbyn methiant a gwerthfawrogi ei le yn y broses greadigol.

en-gb	Through this Area, learners are encouraged to plan, set their own goals and manage resources.
cy-gb	Trwy’r Maes hwn, anogir dysgwyr i gynllunio, gosod eu nodau eu hunain a rheoli adnoddau.

en-gb	They can apply reflective, critical and creative processes to make sense of ideas and experiences.
cy-gb	Gallan nhw gymhwyso prosesau adfyfyriol, beirniadol a chreadigol er mwyn gwneud synnwyr o syniadau a phrofiadau.

en-gb	The ability to generate ideas, develop curiosity, explore and bring ideas into action is fundamental to this Area.
cy-gb	Mae’r gallu i gynhyrchu syniadau, datblygu chwilfrydedd, archwilio a dod â syniadau’n fyw yn sylfaenol i’r Maes hwn.

en-gb	Specific considerations for this Area
cy-gb	Ystyriaethau penodol ar gyfer y Maes hwn

en-gb	The statements of what matters in this Area represent the creative process .
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig yn y Maes hwn yn cynrychioli’r broses greadigol .

en-gb	Through the creative process, learners explore, respond to stimuli and create and reflect on their own work while engaging in rich, authentic experiences .
cy-gb	Trwy’r broses greadigol, mae dysgwyr yn archwilio, yn ymateb i ysgogiadau ac yn creu a myfyrio ar eu gwaith eu hunain wrth ymwneud â phrofiadau dilys , cyfoethog.

en-gb	This Area spans the five disciplines of art, dance, drama, film and digital media, and music.
cy-gb	Mae’r Maes hwn yn cwmpasu pum disgyblaeth: celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol.

en-gb	These disciplines share the creative process, an d each contributes transferable skills and knowledge to a learner's experience. 
cy-gb	Mae’r disgyblaethau hyn yn rhannu’r broses greadigol, a phob un yn cyfrannu sgiliau trosglwyddadwy a gwybodaeth tuag at brofiad dysgwr.

en-gb	In addition, each discipline has its own discrete body of knowledge  and skills ; this learning supports progression and offers greater depth to learning.
cy-gb	Yn ychwanegol, mae gan bob un o’r disgyblaethau gorff o wybodaeth  a sgiliau  sy’n perthyn yn benodol iddyn nhw.

en-gb	This Area is designed to support the development of a more integrated approach to learning.
cy-gb	Mae’r dysgu hwn yn cefnogi cynnydd ac yn cynnig mwy o ddyfnder i’r dysgu.

en-gb	There is flexibility to choose how to structure the curriculum, such as through an integrated, multidisciplinary, interdisciplinary or disciplinary approach.
cy-gb	Mae’r Maes wedi’i gynllunio i gefnogi datblygu dull mwy cyfannol o ddysgu. Mae hyblygrwydd i ddewis sut i strwythuro cwricwlwm – megis trwy ddull cyfannol, amlddisgyblaethol, rhyngddisgyblaethol neu ddisgyblaethol.

en-gb	Across the learners' journey on the 3 to 16 continuum, it is important to offer broad and balanced opportunities for art, dance, drama, film and digital media and music.
cy-gb	Ar draws taith y dysgwyr ar y continwwm 3 i 16, mae’n bwysig cynnig cyfleoedd eang a chytbwys ar gyfer celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol.

en-gb	The delivery should be adaptive, versatile and change depending on the learners and their context.
cy-gb	Dylid addasu’r dysgu a’i wneud yn amlochrog, a dylai newid gan ddibynnu ar y dysgwyr a’u cyd-destun.

en-gb	Regardless of the approach chosen, it is important to note that the statements of what matters are interlinked and should not be taught in isolation.
cy-gb	Waeth beth yw’r dull a ddewisir, mae’n bwysig nodi fod y datganiadau o’r hyn sy’n bwysig yn gysylltiedig â’i gilydd ac na ddylen nhw gael eu dysgu ar wahân.

en-gb	Together they allow learners to engage fully with the creative process which each of the expressive arts’ disciplines has in common.
cy-gb	Gyda’i gilydd maen nhw’n galluogi’r dysgwyr i ymwneud yn llawn â’r broses greadigol y mae gan bob un o’r disgyblaethau yn y celfyddydau mynegiannol yn gyffredin.

en-gb	Considerations when designing your curriculum
cy-gb	Ystyriaethau wrth gynllunio eich cwricwlwm

en-gb	equitable opportunities to include the five disciplines of art, dance, drama, film and digital media, and music
cy-gb	cyfleoedd teg i gynnwys y pum disgyblaeth: celf, cerddoriaeth, dawns, drama, a ffilm a’r cyfryngau digidol

en-gb	progression along the continuum – complexity, control, depth and independence
cy-gb	cynnydd ar hyd y continwwm – cymhlethdod, rheolaeth, dyfnder ac annibyniaeth

en-gb	experience, knowledge and skills inherent to and across each discipline
cy-gb	profiad, gwybodaeth a sgiliau sy’n gynhenid i bob disgyblaeth, yn ogystal ag ar draws pob un

en-gb	opportunities to work independently and collaboratively
cy-gb	cyfleoedd i weithio’n annibynnol ac yn gydweithredol

en-gb	a range of stimuli, techniques, materials and resources, tools and technologies
cy-gb	ystod o ysgogiadau, technegau, deunyddiau ac adnoddau, offer a thechnolegau

en-gb	styles , genres  and creative texts across all disciplines and spanning people, places, cultures and time
cy-gb	arddulliau , genres a thestunau creadigol ar draws yr holl ddisgyblaethau a chan gwmpasu pobl, lleoedd, diwylliannau a chyfnodau

en-gb	discipline-specific vocabulary and skills
cy-gb	sgiliau a geirfa benodol i’r ddisgyblaeth

en-gb	experience of actual and virtual venues, and local, national and international arts events and festivals
cy-gb	profiad o leoliadau go iawn a rhithwir a digwyddiadau a gwyliau celfyddydol lleol, cenedlaethol a rhyngwladol

en-gb	critical appreciation and response
cy-gb	gwerthfawrogiad ac ymateb beirniadol

en-gb	input from creative professionals and industry experience
cy-gb	mewnbwn gan bobl broffesiynol a phrofiad diwydiant

en-gb	access to local, national and international contexts
cy-gb	mynediad at gyd-destunau lleol, cenedlaethol a rhyngwladol

en-gb	access to practical and theoretical exploration
cy-gb	mynediad at archwiliad ymarferol a damcaniaethol

en-gb	opportunities for learners to take on a range of roles and responsibilities within the creative process .
cy-gb	cyfleoedd i ddysgwyr gymryd ystod o rolau a chyfrifoldebau o fewn y broses greadigol .

en-gb	Illustrating breadth
cy-gb	Enghreifftio ehangder

en-gb	The following are provided as examples of how you could explore different topical learning in this Area.
cy-gb	Darperir y canlynol fel enghreifftiau o sut y gallech archwilio dysgu testunol gwahanol yn y Maes hwn.

en-gb	These are illustrations only.
cy-gb	Enghreifftiau yn unig yw'r rhain.

en-gb	This Area could include exploring not only the artistic techniques and impact of creative work by Bob Dylan, Joseph Parry and The Joy Formidable, but engaging with the social influences, context and narrative of those works to inspire learners’ own work.
cy-gb	Gallai'r maes hwn gynnwys archwilio nid yn unig dechnegau artistig ac effaith gwaith creadigol gan Bob Dylan, Joseph Parry a The Joy Formidable, ond profi hefyd ddylanwadau cymdeithasol, cyd-destun a naratif y gweithiau hynny i ysbrydoli gwaith y dysgwyr eu hunain.

en-gb	The art of Ceri s, Martin Parr and Mary Lloyd Jones has a distinct relationship to Wales, this could be an inspiration for learners developing their own understanding and creative skills.
cy-gb	Mae gan gelf Ceri s, Martin Parr a Mary Lloyd Jones ei berthynas arbennig ei hun â Chymru – gallai hyn fod yn ysbrydoliaeth i ddysgwyr wrth ddatblygu eu dealltwriaeth a'u sgiliau creadigol eu hunain.

en-gb	The films Tiger Bay, House of America, and Solomon a Gaenor each portray different Welsh experiences and communities, learners could use these to recognise and analyse character, identity and place, as they challenge and develop their own identities and imagination through the arts.
cy-gb	Mae'r ffilmiau Tiger Bay, House of America, a Solomon a Gaenor i gyd yn portreadu profiadau a chymunedau Cymreig gwahanol, gallai'r dysgwyr ddefnyddio'r rhain i adnabod a dadansoddi cymeriad, hunaniaeth a lle, wrth iddyn nhw herio a datblygu eu hunaniaethau eu hunain a’u dychymyg drwy'r celfyddydau.

en-gb	Discipline-specific considerations
cy-gb	Ystyriaethau sy’n benodol i ddisgyblaethau

en-gb	Experience, knowledge and skills inherent to each discipline are included in progression steps 1 to 5 with increasing levels of complexity.
cy-gb	Mae profiad, gwybodaeth a sgiliau sy’n gynhenid i bob disgyblaeth yn gynwysedig yng nghamau cynnydd 1 i 5 gyda chymhlethdod cynyddol.

en-gb	These include but are not limited to the following:
cy-gb	Mae’r rhain yn cynnwys, ond heb eu cyfyngu, i’r canlynol:

en-gb	Art
cy-gb	Celf

en-gb	Art includes the experimentation and development of an almost limitless range of resources, materials, techniques and processes across all types of art, craft and design to produce a range of outcomes and to demonstrate a personal and creative response .
cy-gb	Mae celf yn cynnwys arbrofi gyda a datblygu ystod ddiddiwedd bron o adnoddau, deunyddiau, technegau a phrosesau ar draws pob math o gelf, crefft a dylunio i gynhyrchu ystod o ganlyniadau ac i arddangos ymateb creadigol a phersonol.

en-gb	You should consider:
cy-gb	Dylech ystyried:

en-gb	line, shape, texture, colour, design, form  (2D, 3D, 4D), pattern, tone, shading, space, contrast, proportion, composition, scale, perspective
cy-gb	llinell, siâp, gwead, lliw, dyluniad, ffurf (2D, 3D, 4D), patrwm, tôn, graddliwio, gofod, cyferbyniad, cyfrannedd, cyfansoddiad, graddfa, persbectif

en-gb	architectural design, advertising, animation, constructed textiles (knitting/weaving/embellishment), ceramics, craft, design, drawing, environmental/landscape art, fashion, fine art, communication graphics, jewellery and body adornment, illustration, interactive design (including web, app and game), interior design, installation, live art, making, mixed media, moving image, multi-media, package design, painting, photography, print-making (relief/intaglio/screen processes/lithography), signage, sculpting, sound art, surface pattern, textiles, typography, video.
cy-gb	dylunio pensaernïol, hysbysebu, animeiddio, tecstilau gwneud (gwau/ gwehyddu /addurno), cerameg, crefft, dylunio, lluniadu, celfyddyd amgylcheddol/tirwedd, ffasiwn, celfyddyd gain, graffeg cyfathrebu, gemwaith ac addurniadau’r corff, darluniad, dylunio rhyngweithiol (gan gynnwys y we, ap a gemau), dylunio mewnol, gosodiad, celf byw, gwneud, cyfryngau cymysg, delwedd symudol, amlgyfryngau, dylunio pecyn, paentio, ffotograffiaeth, gwneud print (cerfwedd/intaglio/prosesau sgrin/lithograffeg), cynllunio arwyddion, cerflunio, celf sain, patrwm arwyneb, tecstilau, argraffwaith, fideo.

en-gb	Dance
cy-gb	Cerddoriaeth

en-gb	Dance includes performing, choreography and appreciation across a range of styles .
cy-gb	Mae cerddoriaeth yn cynnwys perfformio, byrfyfyrio a chyfansoddi, gwrando a gwerthuso.

en-gb	movement framework (body actions, space, dynamics, relationships), time (rhythm and phrasing), improvisation, character, motifs/phraseschoreographic devices (unison and canon, repetition, variation and development, complementary and contrasting, climax, highlights)compositional structures (beginning, middle and end, binary, ternary, rondo, theme and variation, narrative, unity, logical sequence, transitions)dance compositions (pure, abstract, lyrical, dramatic, comic, dance-drama)performance/refinement including physical elements (actions, posture, alignment, balance, coordination, control, flexibility, mobility, strength, stamina, extension, isolation)expression (projection, spatial awareness, musicality, phrasing, facial expression, interpretation, communication)technical considerations  (timing, reproduction of movement in a stylistically accurate way).
cy-gb	traw, alaw, dynameg, gwead, tempo, ansawdd, rhythm, mydr, ffurf  a strwythur, cyweiredd, dyfeisiau cerddorol (e.e. ailadrodd, ostinato, dilyniant), harmoni, tonyddiaethdwyran, teiran, rondo, tôn gron, miniwét a thrio, stroffig, thema ac amrywiadau, cyfansoddi  di-dor, sonataperfformio  (gan gynnwys lleisiol, offerynnol, technoleg e.e. DJ-io), byrfyfyrio a chyfansoddi (gan gynnwys lleisiol, offerynnol, acwstig, trydanol a digidol, golygu/cynhyrchu), gwrando (gan gynnwys dadansoddi, gwerthuso a gwerthfawrogi ystod o ffurfiau ac arddulliau  cerddorol ar draws genres  a chyfnodau o amser). Dawns Mae dawns yn cynnwys perfformio, coreograffi a gwerthfawrogiad ar draws ystod o arddulliau .Dylech ystyried:fframwaith symudiad (symudiadau corff, gofod, dynameg, cydberthnasau), amser (rhythm a rhanddawns), creu byrfyfyr, cymeriad, motifau/rhanddawns

en-gb	Drama
cy-gb	Drama

en-gb	Drama includes acting, directing, design, technical theatre and arts administration.
cy-gb	Mae drama yn cynnwys actio, cyfarwyddo, dylunio, theatr dechnegol a gweinyddu’r celfyddydau.

en-gb	plot, character, thought, relationships (which encompasses interaction), tension, focus, place, time, language, voice (which encompasses accent, diction, pitch, tempo, pauses), movement (which encompasses gesture, facial expressions), proxemics, atmosphere, mood, symbols, design which encompasses stage lighting, sound, set, hair, make-up, costume, script writing, directing and stage management
cy-gb	plot, cymeriad, syniad, perthynas ag eraill (sy’n cwmpasu rhyngweithio), tensiwn, ffocws, lleoliad, amser, iaith, llais (sy’n cwmpasu acen, ynganiad, traw, amseru, seibio), symudiad (sy’n cwmpasu osgo, mynegiannau wyneb), cynefineg, awyrgylch, naws, symbolau, dylunio sy’n cwmpasu goleuo llwyfan, sain, set, gwallt, colur, gwisg, sgriptio, cynhyrchu a rheoli llwyfan

en-gb	comedy , tragedy, tragicomedy, farce, musical theatre, melodrama, mime, physical theatre. 
cy-gb	comedi, trasiedi, trasicomedi, ffars, theatr gerdd, melodrama, meim, theatr gorfforol.

en-gb	Film and digital media
cy-gb	Ffilm a’r cyfryngau digidol

en-gb	Film and digital media includes television, film, radio, games design, photography, live events and theatrical production skills, print media, social media, sound and audio production.
cy-gb	Mae ffilm a’r cyfryngau digidol yn cynnwys teledu, ffilm, radio, dylunio gemau, ffotograffiaeth, digwyddiadau byw a sgiliau cynhyrchu theatrig, cyfryngau print, cyfryngau cymdeithasol, cynhyrchu sain ac awdio.

en-gb	You should consider :
cy-gb	Dylech ystyried:

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

en-gb	The Health and Well-being Area of Learning and Experience provides opportunities for creative movement and dance as a physical activity and can enable learners to develop gross motor movements and fine motor movements to support participation in the arts’ disciplines.
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfleoedd ar gyfer symud a dawns creadigol fel gweithgaredd corfforol ac yn ffordd o alluogi dysgwyr i ddatblygu symudiadau echddygol bras a symudiadau echddygol manwl er mwyn cefnogi cyfranogiad mewn gwahanol ddisgyblaethau celfyddydol.

en-gb	Involvement in the expressive arts can enable learners to develop a sense of self, build confidence, and explore different forms of communication and relationships which can support mental health and emotional well-being.
cy-gb	Gall cyfranogiad yn y celfyddydau mynegiannol alluogi dysgwyr i ddatblygu ymdeimlad o’r hunan, adeiladu hyder, ac archwilio gwahanol ffurfiau o gyfathrebu a chydberthnasau a all gefnogi iechyd meddwl a lles emosiynol.

en-gb	Humanities
cy-gb	Dyniaethau

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

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

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

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

en-gb	Eisteddfod), allows learners to develop their understanding of other cultures as well as their own.
cy-gb	Eisteddfod), yn galluogi dysgwyr i ddatblygu eu dealltwriaeth o ddiwylliannau pobl eraill yn ogystal â’u diwylliant eu hunain.

en-gb	Exploration of social and ethical concepts, sustainability and business can act as a stimulus for creative work .
cy-gb	Gall archwilio cysyniadau cymdeithasol a moesol, cynaladwyedd a busnes ysgogi gwaith creadigol .

en-gb	Languages Literacy and Communication
cy-gb	Ieithoedd, Llythrennedd a Chyfathrebu

en-gb	Expressive Arts disciplines can be used as a vehicle for learners to develop languages, literacy and communication including through visual literacy, creative thinking and creative writing, understanding audience and purpose and adapting language for audience, performance poetry, drama, film, multimedia, role play and song.
cy-gb	Gall disgyblaethau o fewn y Celfyddydau Mynegiannol gael eu defnyddio fel ffordd i ddysgwyr ddatblygu ieithoedd, llythrennedd a chyfathrebu gan gynnwys trwy lythrennedd gweledol, meddwl creadigol ac ysgrifennu creadigol, deall cynulleidfa a diben ac addasu iaith ar gyfer cynulleidfa, cyflwyno barddoniaeth, drama, ffilm, amlgyfryngau, chwarae rôl a chanu.

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

en-gb	Mathematics and Numeracy
cy-gb	Mathemateg a Rhifedd

en-gb	The use of numeracy and concepts from this Area are embedded in the Expressive Arts Area of Learning and Experience, supporting all disciplines.
cy-gb	Mae’r defnydd o rifedd a chysyniadau o’r Maes hwn wedi ymwreiddio ym Maes Dysgu a Phrofiad y Celfyddydau Mynegiannol, gan gefnogi pob disgyblaeth.

en-gb	Consideration should be given to counting, sequencing and time and the exploration of how space, patterns, symmetry, shape and position can be used across the arts.
cy-gb	Dylid rhoi ystyriaeth i gyfrif, dilyniannu ac amser, ac archwilio sut y gellir defnyddio gofod, patrymau, cymesuredd, siâp a safle ar draws y celfyddydau.

en-gb	Ratios, scale, proportions and fractions can also be explored in the Expressive Arts, for example in music.
cy-gb	Gellir hefyd archwilio cymarebau, graddfa, cyfraneddau a ffracsiynau yn y Celfyddydau Mynegiannol, er enghraifft mewn cerddoriaeth.

en-gb	The use of songs and rhymes can assist with the embedding of numeracy at the early progression steps.
cy-gb	Gall defnyddio caneuon a rhigymau gynorthwyo gydag ymwreiddio rhifedd yn ystod y camau cynnydd cynnar.

en-gb	Science and Technology
cy-gb	Gwyddoniaeth a Thechnoleg

en-gb	These Areas have close links, both relying on similar methods which include a process of discovery and divergent thinking and the generation of ideas which can lead to creative output and innovation.
cy-gb	Mae gan y Meysydd hyn gysylltiadau agos, gyda’r ddau yn dibynnu ar ddulliau tebyg sy’n cynnwys proses o ddarganfod a meddwl dargyfeiriol a chynhyrchu syniadau a all arwain at ganlyniadau creadigol ac arloesedd.

en-gb	Design thinking  and design processes in science and technology complement the approach to design and investigation in the expressive arts, and also involve the exploration of different media through which  design and creativity can be communicated to others.
cy-gb	Mae meddylfryd dylunio a phrosesau dylunio mewn gwyddoniaeth a thechnoleg yn mynd law yn llaw â dull dylunio ac archwiliad yn y celfyddydau mynegiannol, a hefyd yn cynnwys archwilio gwahanol gyfryngau y gellir eu defnyddio i gyfathrebu dylunio a chreadigrwydd i eraill.

en-gb	In both Areas creative approaches are applied to explore concepts and materials, as well as the development of learners' manual dexterity, accuracy, precision and craftsmanship supporting production.
cy-gb	Yn y ddau Faes defnyddir dulliau creadigol i archwilio cysyniadau a defnyddiau, yn ogystal â datblygu medrusrwydd â dwylo, cywirdeb, manylrwydd, a chrefftwaith sy’n cefnogi cynhyrchu.

en-gb	Knowledge of the nature and development of materials is important for their selection in design and production and even understanding the science of waves can support an appreciation of and development in music.
cy-gb	Mae gwybodaeth am natur a datblygiad defnyddiau yn bwysig wrth eu dewis ar gyfer dylunio a chynhyrchu a gall hyd yn oed ddealltwriaeth o wyddoniaeth tonnau gefnogi datblygiad a gwerthfawrogiad o gerddoriaeth.

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

en-gb	Local, national and international contexts in this Area
cy-gb	Cyd-destunau lleol, cenedlaethol a rhyngwladol yn y Maes hwn

en-gb	Embedding local, national and international contexts in this Area should include:
cy-gb	Dylai ymwreiddio cyd-destunau lleol, cenedlaethol a rhyngwladol yn y Maes hwn fod yn cynnwys:

en-gb	a focus  on Welsh culture and traditions to ignite further learning through experiencing artists , craftspeople, creative work , designers, musicians, performers, performances and venues, from both a contemporary and traditional perspective
cy-gb	canolbwyntio ar ddiwylliant a thraddodiadau Cymreig i danio dysgu pellach trwy brofiad o artistiaid , crefftwyr, gwaith creadigol , dylunwyr, cerddorion, perfformwyr, perfformiadau a lleoliadau, o safbwynt cyfoes a thraddodiadol

en-gb	exploration  of creative work from learners’ own locality and in Wales, as well as in the wider world to influence their own work and to appreciate and respond to cultural diversity
cy-gb	archwilio gwaith creadigol o ardal leol y dysgwyr, o Gymru yn ogystal ag o’r byd ehangach er mwyn dylanwadu ar eu gwaith eu hunain ac i werthfawrogi ac ymateb i amrywiaeth ddiwylliannol

en-gb	learning  about the impact of the creative and cultural industries sector on people and places in Wales and the contribution its diverse landscape has in shaping and evolving an ever-changing creative and cultural future.
cy-gb	dysgu am effaith sector y diwydiannau creadigol a diwylliannol ar bobl a lleoedd yng Nghymru, a’r cyfraniad mae ei thirlun amrywiol yn ei gael wrth lywio ac esblygu dyfodol creadigol a diwylliannol sy’n newid trwy’r amser.

en-gb	Careers and work-related experiences in this Area
cy-gb	Gyrfaoedd a phrofiadau cysylltiedig â byd gwaith yn y Maes hwn

en-gb	This Area equips learners with the necessary skills to pursue careers within the creative and cultural industries .
cy-gb	Mae’r Maes hwn yn rhoi’r sgiliau angenrheidiol i ddysgwyr ddilyn gyrfaoedd o fewn y diwydiannau creadigol a diwylliannol .

en-gb	There is a plethora of careers available in these creative environments which include architecture and design, technical support, traditional and emerging craft, performance and production, management, marketing creative products, sales, archive and curation, research and development and writing and composing music.
cy-gb	Mae myrdd o yrfaoedd ar gael o fewn yr amgylcheddau creadigol hyn, gan gynnwys pensaernïaeth a dylunio, cefnogaeth dechnegol, crefft draddodiadol a newydd, perfformio a chynhyrchu, rheoli, marchnata cynnyrch creadigol, gwerthiant, archif a churadu, ymchwil a datblygiad ac ysgrifennu a chyfansoddi cerddoriaeth.

en-gb	The transferable skills of this Area contribute to the wider economy’s need for leadership, creativity and innovation, design thinking, and an ability for collaboration and teamwork.
cy-gb	Mae’r sgiliau trosglwyddadwy o fewn y Maes hwn yn cyfrannu at anghenion yr economi ehangach am arweinyddiaeth, creadigrwydd ac arloesedd, meddylfryd dylunio a gallu i gydweithio a gwaith tîm.

en-gb	Collaboration and access to individuals and employers can provide learners with opportunities to learn about work, employment and the skills valued in the workplace,  e.g. arts practitioners, industry professionals, film and drama production companies, digital and broadcast media professionals, musicians and dancers.
cy-gb	Gall cydweithio a mynediad at unigolion a chyflogwyr gynnig cyfleoedd i ddysgwyr ddod i wybod am waith, cyflogaeth a’r sgiliau a werthfawrogir yn y gweithle ,  e.e. ymarferwyr celfyddydol, pobl broffesiynol o fewn y diwydiant, cwmnïau cynhyrchu ffilm a drama, pobl broffesiynol yn y cyfryngau digidol a darlledu, cerddorion a dawnswyr.

en-gb	In this Area, the knowledge and skills gained in work-related experiences can provide authentic learning which leads to a deeper understanding of the opportunities that exist in the world of work.
cy-gb	Yn y Maes hwn, gall yr wybodaeth a’r sgiliau a enillwyd drwy brofiadau sy’n ymwneud â gwaith gynnig dysgu dilys sy’n arwain at ddealltwriaeth ddyfnach o’r cyfleoedd sy’n bodoli mewn byd gwaith.

en-gb	Human rights education and diversity in this Area
cy-gb	Addysg hawliau dynol ac amrywiaeth  yn y Maes hwn

en-gb	Human rights
cy-gb	Hawliau dynol

en-gb	Throughout this Area, learners engage with art forms  from their own and other cultures.
cy-gb	Trwy’r Maes hwn mae dysgwyr yn ymwneud â ffurfiau celfyddydol o fewn eu diwylliant eu hunain a diwylliannau pobl eraill.

en-gb	Learners gain knowledge and understanding through exploring and communicating how identities, views and rights are portrayed.
cy-gb	Mae dysgwyr yn ennill gwybodaeth a dealltwriaeth trwy archwilio a chyfathrebu sut mae hunaniaethau, safbwyntiau a hawliau yn cael eu cyfleu.

en-gb	Engagement with this Area encourages learners to develop positive, respectful attitudes.
cy-gb	Mae ymwneud â’r Maes hwn yn annog dysgwyr i ddatblygu agweddau parchus, cadarnhaol.

en-gb	In this Area, learners explore and celebrate creative work from diverse cultures and societies.
cy-gb	Yn y Maes hwn, mae dysgwyr yn archwilio a dathlu gwaith creadigol o amrywiol ddiwylliannau a chymdeithasau.

en-gb	Challenging stereotypes and perceptions through exploring and producing creative work empowers learners to develop positive attitudes and value diversity.
cy-gb	Mae herio stereoteipiau a chanfyddiadau trwy archwilio a chynhyrchu gwaith creadigol yn galluogi dysgwyr i ddatblygu agweddau cadarnhaol a gwerthfawrogi amrywiaeth.

en-gb	Health and Well-being Area of Learning and Experience
cy-gb	Maes Dysgu a Phrofiad Iechyd a Lles

en-gb	The Health and Well-being Area of Learning and Experience (Area) provides a holistic structure for understanding health and well-being.
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles (Maes) yn darparu strwythur holistaidd ar gyfer deall iechyd a lles.

en-gb	It is concerned with developing the capacity of learners to navigate life's opportunities and challenges.
cy-gb	Mae’n ymwneud â datblygu gallu dysgwyr i wynebu heriau a chyfleoedd bywyd.

en-gb	The fundamental components of this Area are physical health and development, mental health, and emotional and social well-being.
cy-gb	Elfennau sylfaenol y Maes hwn yw iechyd a datblygiad y corff, iechyd meddwl, a lles emosiynol a chymdeithasol.

en-gb	It will support learners to understand and appreciate how the different components of health and well-being are interconnected, and it recognises that good health and well-being are important to enable successful learning.
cy-gb	Bydd yn cefnogi dysgwyr i ddeall a gwerthfawrogi sut mae gwahanol elfennau iechyd a lles yn gysylltiedig â’i gilydd. Mae hefyd yn cydnabod bod iechyd a lles yn bwysig i alluogi dysgu llwyddiannus.

en-gb	Engagement with this Area will help to foster a whole-school approach that enables health and well-being to permeate all aspects of school life.
cy-gb	Bydd ymwneud â’r Maes hwn yn gymorth i feithrin dull gweithredu ysgol gyfan sy’n galluogi i iechyd a lles dreiddio i bob agwedd o fywyd ysgol.

en-gb	What matters in this Area has been expressed in five statements which support and complement one another and should not be viewed in isolation.
cy-gb	Mae’r hyn sy’n bwysig yn y Maes hwn wedi cael ei fynegi mewn pum datganiad. Mae’r rhain yn cefnogi a chadarnhau ei gilydd, ac ni ddylid eu hystyried ar wahân.

en-gb	In order to achieve this holistic approach, teachers should seek to draw across all five statements when planning activities.
cy-gb	Er mwyn gwireddu’r dull holistaidd hwn, dylai athrawon geisio tynnu ar y pum datganiad wrth gynllunio gweithgareddau.

en-gb	Together they contribute to realising the four purposes of the curriculum.
cy-gb	Gyda’i gilydd, maen nhw’n cyfrannu at wireddu pedwar diben y cwricwlwm.

en-gb	Effective realisation of the vision described in this Area is fundamental to developing healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy-gb	Mae gwireddu’n effeithiol y weledigaeth a ddisgrifir yn y Maes hwn yn allweddol i ddatblygu  unigolion iach, hyderus sy’n barod i fyw bywyd cyflawn fel aelodau gwerthfawr o gymdeithas .

en-gb	By developing learners’ motivation, resilience , empathy  and decision-making abilities, they can be supported to become ambitious, capable learners, ready to learn throughout their lives.
cy-gb	Wrth ddatblygu cymhelliant, gwydnwch  ac empathi’r dysgwyr, ynghyd â’u gallu i wneud penderfyniadau, gellir eu cefnogi i ddod yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes .

en-gb	Learners can also be supported to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity, to listen to others and to evaluate the social influences affecting them.
cy-gb	Gellir cefnogi dysgwyr hefyd i ddatblygu’n ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd drwy feithrin eu gallu i ddangos parch, gwerthfawrogi tegwch, gwrando ar eraill a gwerthuso’r dylanwadau cymdeithasol sy’n effeithio arnyn nhw .

en-gb	Through enabling learners to manage risks, express ideas and emotions, develop and maintain healthy relationships, and take on different roles and responsibilities, the learning and experience in this Area can support learners to become enterprising, creative contributors ready to play a full part in life and work.
cy-gb	Drwy alluogi dysgwyr i reoli risg, mynegi syniadau ac emosiynau, datblygu a chynnal cydberthnasau iach, ac i chwarae gwahanol rolau ac ysgwyddo gwahanol gyfrifoldebau, gall y dysgu a’r profiad yn y Maes hwn gefnogi dysgwyr i ddod yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn mewn bywyd a gwaith.

en-gb	Developing physical health and well-being has lifelong benefits.
cy-gb	Mae datblygu iechyd a lles y corff yn arwain at fuddiannau gydol oes .

en-gb	This Area can help learners to understand the factors that affect physical health and well-being.
cy-gb	Gall y Maes hwn fod o gymorth i ddysgwyr ddeall y ffactorau sy’n effeithio ar iechyd a lles y corff.

en-gb	This includes health-promoting behaviours such as physical activity, including but not limited to sport; balanced diet; personal care and hygiene; sleep; and protection from infection.
cy-gb	Mae hyn yn cynnwys arferion sy’n hybu iechyd megis gweithgareddau corfforol gan gynnwys chwaraeon a gweithgareddau eraill; deiet cytbwys; gofal a hylendid personol; cwsg; ac amddiffyn rhag haint.

en-gb	It also includes an understanding of health-harming behaviours.
cy-gb	Mae hefyd yn cynnwys dealltwriaeth o arferion sy’n niweidio iechyd.

en-gb	From this understanding, learners can develop positive, informed behaviours that encourage them both to care for and respect themselves and others.
cy-gb	Trwy ddeall hyn, gall dysgwyr ddatblygu arferion gwybodus, cadarnhaol sy’n eu hannog i warchod, yn ogystal â pharchu eu hunain ac eraill.

en-gb	These behaviours support learners’ sense of self-worth, their overall mood and energy levels.
cy-gb	Mae’r arferion hyn yn cefnogi ymdeimlad dysgwyr o hunan-werth, eu hwyliau’n gyffredinol a’u lefelau egni.

en-gb	Learners will be encouraged to develop the confidence, motivation, physical competence, knowledge and understanding that can help them lead healthy and active lifestyles which promote good physical health and well-being.
cy-gb	Bydd dysgwyr yn cael eu hannog i ddatblygu’r  hyder, cymhelliant, gallu corfforol, gwybodaeth a dealltwriaeth a fydd o gymorth iddyn nhw fyw bywyd iach a gweithredol sy’n hyrwyddo iechyd a lles y corff cadarnhaol.

en-gb	How we process and respond to our experiences affects our mental health and emotional well-being.
cy-gb	Mae’r ffordd rydym yn prosesu ein profiadau ac yn ymateb iddyn nhw yn effeithio ar ein hiechyd meddwl a’n lles emosiynol.

en-gb	This Area can help learners explore the connections between their experiences, mental health and emotional well-being.
cy-gb	Gall y Maes hwn helpu dysgwyr i archwilio’r cysylltiadau rhwng eu profiadau, eu hiechyd meddwl a’u lles emosiynol.

en-gb	By being provided with opportunities to explore the complexities of these connections, learners can be enabled to recognise that feelings and emotions are neither fixed nor consistent.
cy-gb	Wrth gael cyfleoedd i archwilio cymhlethdodau’r cysylltiadau hyn, galluogir dysgwyr i ddeall nad yw teimladau ac emosiynau’n sefydlog nac yn gyson.

en-gb	Having an awareness of our own feelings and emotions is the foundation upon which empathy  can be developed.
cy-gb	Bod yn ymwybodol o’n teimladau a’n hemosiynau ein hunain sy’n rhoi’r sylfaen i ni ddatblygu empathi .

en-gb	This can enable us to act in a way which supports the mental health and emotional well-being of others.
cy-gb	Gall hyn ein galluogi i ymddwyn mewn ffordd sy’n cefnogi iechyd meddwl a lles emosiynol eraill.

en-gb	Supporting learners to develop strategies which help them to regulate their emotions can contribute towards good mental health and emotional well-being.
cy-gb	Wrth gefnogi dysgwyr i ddatblygu strategaethau sydd o gymorth iddyn nhw reoli eu hemosiynau, gall hyn yn ei dro gyfrannu tuag at iechyd meddwl a lles emosiynol cadarnhaol.

en-gb	By learning how to communicate their feelings, learners will be better placed to create a culture where talking about mental health and emotional well-being is normalised.
cy-gb	Wrth ddysgu sut i fynegi eu teimladau, bydd dysgwyr mewn sefyllfa well i greu diwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn weithred arferol.

en-gb	Our decision-making impacts on the quality of our lives and the lives of others.
cy-gb	Mae’r ffordd rydym yn gwneud penderfyniadau yn effeithio ar ansawdd ein bywydau ni a bywydau eraill.

en-gb	This Area can help learners to understand how decisions and actions impact on themselves, on others and on wider society, both now and in the future.
cy-gb	Gall y Maes hwn helpu dysgwyr i ddeall sut mae penderfyniadau a gweithredoedd yn cael effaith ar y dysgwyr eu hunain, ar eraill, ac ar y gymdeithas ehangach, a hynny yn y presennol a’r dyfodol.

en-gb	It can also help learners understand the factors that influence decision-making, thus placing them in a better position to make informed and considered decisions.
cy-gb	Gall hefyd fod o gymorth i ddysgwyr ddeall y ffactorau sy’n dylanwadu ar wneud penderfyniadau, gan eu rhoi mewn gwell safle i wneud penderfyniadau gwybodus ac ystyriol.

en-gb	Learning and experience in this Area can enable learners to develop the critical-thinking skills necessary to consider their decision-making in terms of possible implications, including risks, for themselves and others.
cy-gb	Gall dysgu a phrofiad yn y Maes hwn alluogi dysgwyr i ddatblygu’r sgiliau meddwl beirniadol angenrheidiol er mwyn gallu pwyso a mesur goblygiadau posibl eu penderfyniadau, gan gynnwys y risg, iddyn nhw ac i eraill.

en-gb	This can offer learners opportunities to engage in collective decision-making and to understand the importance of their contributions to this process.
cy-gb	Gall hyn gynnig cyfleoedd i ddysgwyr gymryd rhan mewn penderfyniadau ar y cyd, a deall pwysigrwydd eu cyfraniad i’r broses hon.

en-gb	A key decision that affects learners for life is around their career pathways.
cy-gb	Un penderfyniad allweddol sy’n effeithio ar ddysgwyr am oes yw’r un sy’n ymwneud â’u llwybrau gyrfa.

en-gb	How we engage with social influences shapes who we are and affects our health and well-being.
cy-gb	Mae’r ffordd rydym yn ymwneud â dylanwadau cymdeithasol yn siapio pwy ydyn ni, ac yn effeithio ar ein hiechyd a’n lles.

en-gb	This Area can help learners understand the important role of social influences on their lives.
cy-gb	Gall y Maes hwn fod o gymorth i ddysgwyr ddeall rôl bwysig dylanwadau cymdeithasol ar eu bywydau.

en-gb	These influences are comprised of rules, social norms , attitudes  and values  that are created and reinforced by different social groups.
cy-gb	Mae’r dylanwadau hyn yn cynnwys rheolau, normau cymdeithasol , agweddau a gwerthoedd  sy’n cael eu creu a’u hatgyfnerthu gan wahanol grwpiau cymdeithasol.

en-gb	It is through interaction with social groups that we experience these influences.
cy-gb	Trwy ymwneud â grwpiau cymdeithasol yr ydyn ni’n profi’r dylanwadau hyn.

en-gb	They affect our identity, values , behaviours and health and well-being, and often do so without our being aware of it.
cy-gb	Maen nhw’n effeithio ar ein hunaniaeth, ein gwerthoedd , ein hymddygiad ac ar ein hiechyd a lles, yn aml heb i ni sylweddoli hynny.

en-gb	Learners will need to engage critically with these social influences within their own culture, as well as those of others, in order to understand how norms and values develop.
cy-gb	Bydd angen i ddysgwyr ymwneud yn feirniadol â’r dylanwadau cymdeithasol hyn o fewn eu diwylliant eu hunain yn ogystal â diwylliannau eraill, a hyn er mwyn deall sut y mae normau a gwerthoedd yn datblygu.

en-gb	This can enable them to understand how their own behaviours, relationships and experiences are shaped.
cy-gb	Gall hyn eu galluogi i ddeall sut mae eu hymddygiad, eu perthynas ag eraill a’u profiadau yn cael eu llywio.

en-gb	Healthy relationships are fundamental to our well-being.
cy-gb	Mae cydberthnasau iach yn hanfodol ar gyfer ein lles.

en-gb	This Area can help learners understand and value how feelings of belonging and connection that come from healthy relationships have a powerful effect on health and well-being.
cy-gb	Gall y Maes hwn helpu dysgwyr i ddeall a gwerthfawrogi sut mae’r ymdeimlad o berthyn a chyswllt a ddaw o berthnasau iach yn cael effaith bwerus ar iechyd a lles.

en-gb	Learners need to recognise when relationships are unhealthy and need to be aware of how to keep safe, and seek support for themselves and others.
cy-gb	Mae angen i ddysgwyr sylweddoli pan nad yw’r cydberthnasau yn iach, a bod yn ymwybodol o sut i fod yn ddiogel, a cheisio cymorth iddyn nhw eu hunain ac i eraill.

en-gb	Learners will be encouraged to understand that, throughout their lives, they will experience a range of relationships.
cy-gb	Bydd dysgwyr yn cael eu hannog i ddeall y byddan nhw’n cael profiad o amrywiaeth o gydberthnasau drwy gydol eu bywydau.

en-gb	They will also be encouraged to develop their abilities to form, nurture and maintain relationships.
cy-gb	Byddan nhw hefyd yn cael eu hannog i ddatblygu eu gallu i ffurfio, meithrin a chynnal cydberthnasau.

en-gb	As a result, they will see how healthy relationships are vital for a healthy body and mind, allowing us to thrive.
cy-gb	O ganlyniad, byddan nhw’n gweld sut mae cydberthnasau iach yn hanfodol er mwyn cynnal corff a meddwl iach, a fydd yn caniatáu i ni ffynnu.

en-gb	Progression within the Health and Well-being Area of Learning and Experience (the Area) is non-linear and follows different pathways within and between progression steps.
cy-gb	Mae cynnydd ym Maes Dysgu a Phrofiad Iechyd a Lles (Maes) yn aflinol ac yn dilyn gwahanol lwybrau yn ystod y camau cynnydd a rhyngddyn nhw.

en-gb	Personal concerns, interests and circumstances may have an impact on the pathways along which a learner makes progress, particularly in the context of feelings and emotions; learning may take place at different rates at different times.
cy-gb	Gall pryderon, diddordebau ac amgylchiadau personol effeithio ar lwybrau cynnydd dysgwr, yn enwedig yng nghyd-destun teimladau ac emosiynau; gellir dysgu ar wahanol gyflymder ar wahanol adegau.

en-gb	Progression within the Area is a continuum of increased sophistication over a period of time whereby existing knowledge is revisited but at a deeper level.
cy-gb	Mae cynnydd yn y Maes yn gontinwwm o soffistigeiddrwydd cynyddol dros gyfnod o amser lle y caiff gwybodaeth bresennol ei hailystyried, ond ar lefel ddyfnach.

en-gb	Knowledge moves from the concrete to abstract and from merely understanding to understanding consequences.
cy-gb	Mae gwybodaeth yn symud o’r diriaethol i’r haniaethol ac o ddeall yn unig i ddeall effeithiau.

en-gb	This includes conceptual shifts in knowledge and understanding as well as personal behaviour within physical, emotional and mental well-being, and in relationships and social contexts.
cy-gb	Mae hyn yn cynnwys newidiadau cysyniadol o ran gwybodaeth a dealltwriaeth yn ogystal ag ymddygiad personol o fewn lles corfforol, emosiynol a meddyliol, ac mewn cydberthnasau a chyd-destunau cymdeithasol.

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

en-gb	Progression in each of the statements of what matters are connected and interdependent.
cy-gb	Mae cynnydd ym mhob un o’r datganiadau o’r hyn sy’n bwysig wrth ddysgu yn gysylltiedig ac yn rhyngddibynnol.

en-gb	Together, they focus on progressively developing learners’ appreciation and understanding of the significance of making informed decisions regarding their physical, emotional and mental health and well-being.
cy-gb	Gyda’i gilydd, maen nhw’n canolbwyntio ar ddatblygu’n raddol werthfawrogiad a dealltwriaeth dysgwyr o arwyddocâd gwneud penderfyniadau gwybodus ynghylch eu hiechyd a’u lles corfforol, emosiynol a meddyliol.

en-gb	Thus there is a growing understanding of how the statements of what matters interlink in ensuring a clear pathway for where the learner is going and how to get there.
cy-gb	Felly, ceir dealltwriaeth gynyddol o’r ffordd y mae’r datganiadau o’r hyn sy’n bwysig yn cydblethu i sicrhau llwybr clir ar gyfer ble mae’r dysgwr yn mynd a sut i gyrraedd yno.

en-gb	Refinement and growing sophistication in the use and application of skills
cy-gb	Mireinio sgiliau a soffistigeiddrwydd cynyddol wrth ddefnyddio a chymhwyso sgiliau

en-gb	Progression is demonstrated within the Area as developing confidence, motivation and competence as well as a wider range of skills with increasing accuracy and proficiency.
cy-gb	Caiff cynnydd ei ddangos yn y Maes drwy feithrin hyder, cymhelliant a chymhwysedd yn ogystal ag ystod ehangach o sgiliau, gyda chywirdeb a hyfedredd cynyddol.

en-gb	It recognises that physical, emotional, psychological and social skills within and across the domains are to an extent reliant on but not constrained by developmental milestones.
cy-gb	Mae’n cydnabod bod sgiliau corfforol, emosiynol, seicolegol a chymdeithasol yn y meysydd a rhyngddyn nhw yn dibynnu i raddau ar gerrig milltir datblygiadol ond heb eu cyfyngu ganddyn nhw.

en-gb	This is particularly evident as the initial progression step focuses on recognition and awareness of personal physical, emotional and social skills and then progressively moves towards more accuracy and mastery of these skills.
cy-gb	Mae hyn yn arbennig o amlwg wrth i’r cam cynnydd cychwynnol ganolbwyntio ar gydnabod a bod yn ymwybodol o sgiliau corfforol, emosiynol a chymdeithasol corfforol, cyn symud fesul cam tuag at fwy o gywirdeb a meistrolaeth o’r sgiliau hyn.

en-gb	Making connections and transferring learning into new contexts
cy-gb	Creu cysylltiadau a throsglwyddo’r dysgu i gyd-destunau newydd

en-gb	The transfer of skills and knowledge within the Area is considered as progression within the domain of becoming more socially responsible.
cy-gb	Caiff y broses o drosglwyddo sgiliau a gwybodaeth yn y Maes ei hystyried yn gynnydd o ran dod yn fwy cyfrifol yn gymdeithasol.

en-gb	A s learners become more socially responsible, they progress from primarily considering oneself to considering the impact of their own actions on others at a local, national and global level.
cy-gb	Wrth  i ddysgwyr ddod yn fwy cyfrifol yn gymdeithasol, maen nhw’n gwneud cynnydd o ystyried eu hunain yn bennaf i ystyried effaith eu gweithredoedd eu hunain ar eraill ar lefel leol, genedlaethol a byd-eang.

en-gb	Learners will progress from feelings of caring and respecting others to the capacity of advocacy on behalf of others.
cy-gb	Bydd dysgwyr yn gwneud cynnydd o deimlo’n ofalgar am eraill a’u parchu i allu eirioli ar ran eraill.

en-gb	As learners progress through the curriculum their understanding of the links across and beyond the school with all aspects of health and well-being will become more sophisticated, and they will be able to identify and balance, with increasing effectiveness, some of the tensions that may exist.
cy-gb	Wrth i ddysgwyr wneud cynnydd drwy’r cwricwlwm, bydd eu dealltwriaeth o’r cysylltiadau ym mhob rhan o’r ysgol a’r tu hwnt â phob agwedd ar iechyd a lles yn dod yn fwy soffistigedig, a byddan nhw’n gallu adnabod a chydbwyso rhai o’r tensiynau a all fodoli mewn modd cynyddol effeithiol.

en-gb	Progression is exemplified within some aspects of the Area as a journey from developing a skill or a concept with support from others (peers or adults) to gradually becoming more competent and independent, including an increasingly capacity to identify and seek help and support when needed.
cy-gb	Caiff cynnydd ei ddangos mewn rhai agweddau ar y Maes fel taith o feithrin sgil neu gysyniad gyda chymorth gan eraill (cyfoedion neu oedolion) i ddod yn fwy cymwys ac annibynnol yn raddol, gan gynnwys ehangu’r gallu i adnabod a cheisio help a chymorth yn ôl yr angen.

en-gb	Experiences focusing on making, justifying and evaluating considered and informed decisions support growth in metacognition as well as exemplifying how learners become more independent.
cy-gb	Mae profiadau sy’n canolbwyntio ar wneud penderfyniadau ystyriol a gwybodus, a’u cyfiawnhau a’u gwerthuso, yn cefnogi twf metaymwybyddiaeth  yn ogystal â dangos y modd y mae dysgwyr yn dod yn fwy annibynnol.

en-gb	Over time, learners are able to demonstrate increased self-regulation, with a growing sense of agency and responsibility for their overall health and well-being.
cy-gb	Dros amser, mae dysgwyr yn gallu hunan-reoleiddio’n fwyfwy, gydag ymdeimlad cynyddol o effaith a chyfrifoldeb am eu hiechyd a’u lles cyffredinol.

en-gb	Developing physical health and well-being has lifelong benefits.
cy-gb	Mae datblygu iechyd a lles y corff yn arwain at fuddiannau gydol oes.

en-gb	I have the confidence and motivation to move in different ways and I am beginning to develop control of gross motor and fine motor movements in different environments, moving safely in response to instructions.
cy-gb	Mae’n gen i’r hyder a’r ysgogiad i symud mewn gwahanol ffyrdd, ac rwy’n dechrau datblygu rheolaeth ar symudiadau echddygol bras ac echddygol manwl  mewn gwahanol sefyllfaoedd, gan symud yn ddiogel mewn ymateb i gyfarwyddiadau.

en-gb	I  can use and improve basic movement skills in familiar and unfamiliar situations.
cy-gb	Rwy’n gallu defnyddio a gwella sgiliau symud sylfaenol mewn sefyllfaoedd cyfarwydd ac anghyfarwydd.

en-gb	I can respond to prompts in imaginative and creative ways.
cy-gb	Rwy’n gallu ymateb yn greadigol a dychmygus i anogaeth.

en-gb	I have the confidence and motivation to persevere when faced with physical challenges.
cy-gb	Mae gen i’r hyder a’r ysgogiad i ddyfalbarhau wrth wynebu heriau corfforol.

en-gb	I can develop and apply a range of skills in familiar, unfamiliar and changing situations, exploring space creatively in response to a variety of stimuli.
cy-gb	Rwy’n gallu datblygu a chymhwyso ystod o sgiliau mewn sefyllfaoedd cyfarwydd, anghyfarwydd a chyfnewidiol, gan archwilio gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau.

en-gb	I can motivate myself to engage confidently in regular physical activity and sport, and am aware of my own progress.
cy-gb	Rwy’n gallu ysgogi fy hun i ymwneud â gweithgareddau corfforol cyson a chwaraeon yn hyderus, ac rwy’n ymwybodol o’m cynnydd fy hun.

en-gb	I can transfer a range of movement skills from familiar to unfamiliar and changing situations and environments, using space creatively in response to a variety of stimuli.
cy-gb	Rwy’n gallu trosglwyddo ystod o sgiliau symud o sefyllfaoedd ac amgylcheddau cyfarwydd i rai anghyfarwydd a chyfnewidiol, gan ddefnyddio gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau.

en-gb	I can engage in regular physical activity and sport with confidence, motivation and commitment.
cy-gb	Rwy’n gallu ymwneud â gweithgareddau corfforol cyson a chwaraeon gyda hyder, ysgogiad ac ymroddiad.

en-gb	I can independently adapt and apply movement skills across a range of activities and environments, managing space creatively in response to a variety of stimuli.
cy-gb	Rwy’n gallu mynd ati’n annibynnol i addasu a chymhwyso sgiliau ar draws amrywiaeth o weithgareddau ac amgylcheddau, gan reoli gofod yn greadigol mewn ymateb i amrywiaeth o symbyliadau.

en-gb	I can value the benefits of participation in regular physical activity and sport, seeking opportunities to develop my expertise.
cy-gb	Rwy’n gallu gwerthfawrogi manteision cymryd rhan mewn gweithgareddau corfforol cyson a chwaraeon, gan chwilio am gyfleoedd i ddatblygu fy arbenigedd.

en-gb	I am beginning to make connections between my diet and my physical health and well-being.
cy-gb	Rwy’n dechrau gwneud cysylltiadau rhwng fy neiet a’m hiechyd a lles corfforol.

en-gb	I have developed an understanding that I need a balanced diet and I can make informed choices about the food I eat and prepare to support my physical health and well-being.
cy-gb	Rwyf wedi datblygu dealltwriaeth fy mod angen deiet cytbwys, ac rwy’n gallu gwneud dewisiadau gwybodus am y bwyd rwy’n ei fwyta a’i baratoi i gefnogi fy iechyd a lles corfforol.

en-gb	I can explain the importance of a balanced diet and nutrition and the impact my choices have on my physical health and well-being.
cy-gb	Rwy’n gallu egluro pwysigrwydd deiet cytbwys a maeth, a’r effaith mae fy newisiadau yn eu cael ar fy iechyd a lles corfforol.

en-gb	I can plan and prepare basic, nutritious meals.
cy-gb	Rwy’n gallu cynllunio a pharatoi prydau maethlon, sylfaenol.

en-gb	I can apply my knowledge and understanding of a balanced diet and nutrition to make choices which will allow me to maintain my physical health and well-being.
cy-gb	Rwy’n gallu cymhwyso fy ngwybodaeth a dealltwriaeth o ddeiet cytbwys a maeth i wneud dewisiadau a fydd yn fy ngalluogi i gynnal fy iechyd a lles corfforol.

en-gb	I can plan and prepare a variety of nutritious meals.
cy-gb	Rwy’n gallu cynllunio a pharatoi amrywiaeth o brydau maethlon.

en-gb	I can adjust my diet in response to different contexts and apply my knowledge and understanding of a balanced diet and nutrition to support others.
cy-gb	Rwy’n gallu addasu fy neiet mewn ymateb i gyd-destunau gwahanol, a chymhwyso fy ngwybodaeth a dealltwriaeth o ddeiet cytbwys a maeth i gefnogi eraill.

en-gb	I can apply a range of techniques to prepare a variety of nutritious meals.
cy-gb	Rwy’n gallu cymhwyso ystod o dechnegau i baratoi amrywiaeth o brydau maethlon.

en-gb	I am beginning to recognise the connection between the physical and emotional changes that can occur in different contexts.
cy-gb	Rwy’n dechrau adnabod y cysylltiad rhwng y newidiadau corfforol ac emosiynol sy’n gallu digwydd mewn gwahanol gyd-destunau.

en-gb	I can describe the way in which physical and emotional changes are connected in different contexts.
cy-gb	Rwy’n gallu disgrifio sut mae newidiadau corfforol ac emosiynol yn cael eu cysylltu mewn gwahanol gyd-destunau.

en-gb	I can explain the way in which physical and emotional changes are connected in different contexts, and I can monitor, review and adapt my behaviour to support my physical and emotional health, setting myself relevant targets.
cy-gb	Rwy’n gallu esbonio sut mae newidiadau corfforol ac emosiynol wedi eu cysylltu mewn gwahanol gyd-destunau, ac rwy’n  gallu monitro, adolygu ac addasu fy ymddygiad i gefnogi fy iechyd corfforol ac emosiynol, gan osod targedau personol perthnasol.

en-gb	I can analyse the connection between physical and emotional changes.
cy-gb	Rwy’n gallu dadansoddi’r cysylltiad rhwng newidiadau corfforol ac emosiynol.

en-gb	I can modify my behaviour to support my physical and emotional health, and can work collaboratively to plan and refine strengths and areas for improvements.
cy-gb	Rwy’n gallu addasu fy ymddygiad er mwyn cefnogi fy iechyd corfforol ac emosiynol ac rwy’n gallu gweithio ar y cyd i gynllunio a mireinio cryfderau a meysydd i’w gwella.

en-gb	I can evaluate the connection between physical and emotional changes, independently selecting from a range of strategies to improve my physical and emotional health and that of others.
cy-gb	Rwy’n gallu gwerthuso’r cysylltiad rhwng newidiadau corfforol ac emosiynol, gan fynd ati’n annibynnol i ddethol o ystod o strategaethau er mwyn gwella iechyd corfforol ac emosiynol fy hun ac eraill.

en-gb	I am beginning to recognise some of the behaviours, conditions and situations that affect my physical health and well-being and I am beginning to know how to respond and get help.
cy-gb	Rwy’n dechrau adnabod rhai mathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n dechrau gwybod sut i ymateb a chael cymorth.

en-gb	I can recognise some of the behaviours, conditions and situations that affect my physical health and well-being, and I know how to respond and get help in a safe way.
cy-gb	Rwy’n gallu adnabod rhai mathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n gwybod sut i ymateb a chael cymorth mewn ffordd ddiogel.

en-gb	I can describe the behaviours, conditions and situations that affect my physical health and well-being, and I know how to respond to and/or manage these in order to actively reduce the risk of harm to myself.
cy-gb	Rwy’n gallu disgrifio’r  gwahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol, ac rwy’n gwybod sut i ymateb i, a/neu reoli’r rhain er mwyn gweithredu i leihau’r risg o niwed i mi fy hun.

en-gb	I can explain the behaviours, conditions and situations that affect my physical health and well-being and, through my actions, I can respond to and/or manage these in order to actively reduce the risk of harm to myself and to others.
cy-gb	Rwy’n gallu esbonio’r  gwahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol a, thrwy fy ngweithredoedd, rwy’n gallu ymateb i a/neu reoli’r rhain er mwyn gweithredu i leihau’r risg o niwed i mi fy hun ac eraill.

en-gb	I can apply my knowledge of the behaviours, conditions and situations that affect my physical health and well-being, to keep myself and others safe.
cy-gb	Rwy’n gallu cymhwyso fy ngwybodaeth o wahanol fathau o ymddygiad, cyflyrau a sefyllfaoedd sy’n effeithio ar fy iechyd a lles corfforol er mwyn cadw fy hun ac eraill yn ddiogel.

en-gb	I can safely intervene, using learnt techniques, when others’ physical health is at risk.
cy-gb	Rwy’n gallu ymyrryd yn ddiogel, gan ddefnyddio technegau wedi’u dysgu, pan mae iechyd corfforol eraill mewn perygl.

en-gb	How we process and respond to our experiences affects our mental health and emotional well-being.
cy-gb	Mae’r ffordd rydym yn prosesu ein proﬁadau ac yn ymateb iddyn nhw yn effeithio ar ein hiechyd meddwl a’n lles emosiynol.

en-gb	I have an awareness of my perceptions and thoughts.
cy-gb	Mae gen i ymwybyddiaeth o’r hyn rwy’n ei ganfod a’i feddwl.

en-gb	I can focus my attention and am aware of being able to do this.
cy-gb	Rwy’n gallu canolbwyntio fy sylw ac yn ymwybodol fy mod yn gallu gwneud hyn.

en-gb	I am beginning to have an awareness that thoughts and feelings change, and I am starting to notice when change happens.
cy-gb	Rwy’n dechrau dod yn ymwybodol fod meddyliau a theimladau yn newid, ac rwy’n dechrau sylwi pan mae newid yn digwydd.

en-gb	I can, with support, focus attention on my perceptions and thoughts.
cy-gb	Rwy’n gallu, gyda chefnogaeth, canolbwyntio ar yr hyn rwy’n ei ganfod a’i feddwl.

en-gb	I can understand how and why my thoughts, feelings and actions change in response to different experiences.
cy-gb	Rwy’n gallu deall sut a pham mae fy meddyliau, fy nheimladau a’m gweithredoedd yn newid mewn ymateb i wahanol broﬁadau.

en-gb	I can recognise the benefits of being able to focus attention on my perceptions and thoughts and know that I am developing my self-awareness.
cy-gb	Rwy’n  gallu adnabod manteision fy mod yn gallu canolbwyntio ar yr hyn rwy’n ei ganfod a’i feddwl ac rwy’n gwybod fy mod yn datblygu fy hunanymwybyddiaeth .

en-gb	I can self-regulate my emotions in a healthy way using strategies that I have developed.
cy-gb	Rwy’n gallu hunan-rheoli  fy emosiynau mewn ffordd ddiogel gan ddefnyddio strategaethau rwyf wedi eu datblygu.

en-gb	I can independently focus attention on my perceptions , thoughts and feelings in order to further develop my self-awareness.
cy-gb	Rwy’n gallu canolbwyntio’n  annibynnol ar yr hyn rwy’n ei ganfod a’i feddwl a’i theimlo er mwyn datblygu fy hunanymwybyddiaeth  ymhellach.

en-gb	I can identify different strategies to self-regulate my emotions in response to a range of experiences.
cy-gb	Rwy’n gallu adnabod gwahanol strategaethau i hunan-reoli  fy emosiynau mewn ymateb i ystod o broﬁadau.

en-gb	I can use my self-awareness to appreciate the complexity of my emotions and apply strategies to self-regulate them in a healthy way and to connect with others.
cy-gb	Rwy’n gallu defnyddio fy hunanymwybyddiaeth  i werthfawrogi cymhlethdod fy emosiynau, a chymhwyso strategaethau i hunan-reoli fy emosiynau mewn ffordd iach ac er mwyn cysylltu ag eraill.

en-gb	I can notice and communicate how I am feeling.
cy-gb	Rwy’n gallu sylwi sut rwy’n teimlo, a chyfathrebu hyn.

en-gb	I am beginning to have an awareness of how feelings are communicated through actions.
cy-gb	Rwy’n dechrau magu ymwybyddiaeth o sut mae teimladau’n cael eu mynegi trwy weithredoedd.

en-gb	I can notice and communicate my feelings.
cy-gb	Rwy’n gallu sylwi ar fy nheimladau, a’u cyfathrebu.

en-gb	I am beginning to notice when I need help to manage my feelings
cy-gb	Rwy’n dechrau sylwi pan mae angen cymorth arnaf i reoli fy nheimladau.

en-gb	I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
cy-gb	Rwy’n gallu gweld manteision cyfathrebu am deimladau fel un o’r ystod o strategaethau sy’n gallu bod o gymorth i hyrwyddo iechyd meddwl cadarnhaol a lles emosiynol.

en-gb	I can ask for help when I need it from people I trust.
cy-gb	Rwy’n gallu gofyn am gymorth gan bobl rwy’n ymddiried ynddyn nhw pan rwyf ei angen.

en-gb	I can advocate the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
cy-gb	Rwy’n gallu eirioli manteision cyfathrebu am deimladau fel un o’r ystod o strategaethau sy’n gallu bod o gymorth i hyrwyddo iechyd meddwl cadarnhaol a lles emosiynol.

en-gb	I can identify people and groups who can help me with my mental health and emotional well-being.
cy-gb	Rwy’n gallu adnabod pobl a grwpiau sy’n gallu bod o gymorth i mi gyda fy iechyd meddwl a lles emosiynol.

en-gb	I can contribute towards a culture where talking about mental health and emotional well-being is encouraged and normalised.
cy-gb	Rwy’n gallu cyfrannu tuag at ddiwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn weithred arferol sy’n cael ei hannog.

en-gb	I can identify when to seek help based on a good understanding of my mental health and emotional well-being.
cy-gb	Rwy’n gallu adnabod pryd i chwilio am gymorth yn seiliedig ar ddealltwriaeth dda o’m hiechyd meddwl a lles emosiynol.

en-gb	I can reflect on my experiences.
cy-gb	Rwy’n gallu myfyrio ar fy mhrofiadau.

en-gb	I can reflect on the way that past events and experiences have affected my thoughts, feelings and actions.
cy-gb	Rwy’n gallu myfyrio ar y ffordd y mae digwyddiadau a phroﬁadau yn y gorffennol wedi effeithio ar fy meddyliau, fy nheimladau a’m gweithredoedd.

en-gb	I can anticipate how future events may make me and others feel.
cy-gb	Rwy’n gallu rhagweld sut y gallai digwyddiadau’r dyfodol wneud i mi ac i eraill deimlo.

en-gb	I can reflect and learn from the past in order to anticipate and prepare myself and others for future experiences.
cy-gb	Rwy’n gallu myfyrio a dysgu o’r gorffennol er mwyn rhagweld a pharatoi fy hun ac eraill ar gyfer proﬁadau yn y dyfodol.

en-gb	I can respond to current experiences, as well as reflect, and learn from the past, in order to anticipate and prepare myself and others for future experiences.
cy-gb	Rwy’n gallu ymateb i broﬁadau yn y gorffennol a’r presennol, myfyrio arnyn nhw a dysgu ganddyn nhw, a hyn er mwyn rhagweld a pharatoi fy hun ac eraill ar gyfer proﬁadau yn y dyfodol.

en-gb	I have an awareness of the feelings of others.
cy-gb	Mae gen i ymwybyddiaeth o deimladau pobl eraill.

en-gb	I am aware of when others are kind to me and when I am kind to others.
cy-gb	Rwy’n ymwybodol o adegau pan mae eraill yn garedig wrthyf a phan rwyf i’n garedig wrth eraill.

en-gb	I can pay attention to the feelings of others and I am learning to think about why they may feel that way.
cy-gb	Rwy’n gallu rhoi sylw i deimladau pobl eraill ac rwy’n dysgu meddwl am y rhesymau pam eu bod o bosibl yn teimlo felly.

en-gb	I can empathise with others.
cy-gb	Rwy’n gallu dangos empathi tuag at eraill.

en-gb	I can understand how and why experiences affect me and others.
cy-gb	Rwy’n gallu deall sut a pham mae proﬁadau yn effeithio arnaf i ac ar eraill.

en-gb	I can empathise with others and understand the value of demonstrating this through actions which are compassionate and kind.
cy-gb	Rwy’n gallu dangos empathi tuag at eraill a deall gwerth dangos hyn trwy weithredoedd tosturiol a charedig.

en-gb	I can empathise with others which helps me to be compassionate and kind towards myself and others.
cy-gb	Rwy’n gallu dangos empathi tuag at eraill, ac mae hyn o gymorth i mi fod yn dosturiol a charedig tuag ataf i fy hun ac eraill.

en-gb	Our decision-making impacts on the quality of our lives and the lives of others.
cy-gb	Mae’r ffordd rydym yn gwneud penderfyniadau yn effeithio ar ansawdd ein bywydau ni a bywydau eraill.

en-gb	I can make decisions based  on what I like and dislike.
cy-gb	Rwy’n gallu gwneud penderfyniadau yn seiliedig ar beth rwy’n ei hofﬁ ac nad wyf yn ei hofﬁ.

en-gb	I can make decisions based on what I know.
cy-gb	Rwy’n gallu gwneud penderfyniadau yn seiliedig ar yr hyn rwy’n ei wybod.

en-gb	I can make considered decisions, taking into account available information, including past experiences.
cy-gb	Rwy’n gallu gwneud penderfyniadau ystyriol yn seiliedig ar yr wybodaeth sydd ar gael, gan gynnwys profiadau’r gorffennol.

en-gb	I can set appropriate goals.
cy-gb	Rwy’n gallu gosod nodau priodol.

en-gb	I can research, examine and evaluate a range of evidence to make considered and informed decisions.
cy-gb	Rwy’n gallu ymchwilio, archwilio a gwerthuso ystod o dystiolaeth er mwyn gwneud penderfyniadau ystyriol a gwybodus.

en-gb	I can set appropriate goals and plan a course of action to achieve them.
cy-gb	Rwy’n gallu gosod nodau addas a chreu cynllun gweithredu er mwyn eu gwireddu.

en-gb	I can set appropriate goals, plan a course of action and overcome challenges to achieve them.
cy-gb	Rwy’n gallu gosod nodau priodol , creu cynllun gweithredu a goresgyn heriau er mwyn gwireddu’r nodau.

en-gb	I have developed an awareness that my decisions can affect me and others.
cy-gb	Rwyf wedi datblygu ymwybyddiaeth y gall fy mhenderfyniadau effeithio arnaf i ac ar eraill.

en-gb	I can take part in group decisions.
cy-gb	Rwy’n gallu cymryd rhan mewn penderfyniadau grŵp.

en-gb	I can recognise that my decisions  can impact on me and others, both now and in the future.
cy-gb	Rwy’n gallu adnabod y gall fy mhenderfyniadau effeithio arnaf i ac ar eraill, nawr ac yn y dyfodol.

en-gb	I can take part in group decisions and I understand why some decisions need to be made as a group.
cy-gb	Rwy’n gallu cymryd rhan mewn penderfyniadau grŵp a deall pam mae angen gwneud rhai penderfyniadau fel grŵp.

en-gb	I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.
cy-gb	Rwy’n gallu adnabod y bydd rhai penderfyniadau rwy’n eu gwneud yn cael effaith hirdymor ar fy mywyd ac ar fywydau pobl eraill.

en-gb	I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors .
cy-gb	Rwy’n gallu deall y gall penderfyniadau gael eu gwneud yn unigol ac ar y cyd, ac y gall ystod o ffactorau  ddylanwadu arnyn nhw.

en-gb	I can consider relevant factors and implications when making decisions individually and collectively.
cy-gb	Rwy’n gallu ystyried ffactorau perthnasol a goblygiadau wrth wneud penderfyniadau yn unigol ac ar y cyd.

en-gb	I can critically evaluate factors and implications, including risks, when making decisions individually and collectively.
cy-gb	Rwy’n gallu gwerthuso ffactorau  a goblygiadau, gan gynnwys risg, mewn ffordd feirniadol wrth wneud penderfyniadau yn unigol ac ar y cyd.

en-gb	I have an understanding that things can be safe or unsafe.
cy-gb	Mae gen i ddealltwriaeth y gall pethau fod yn ddiogel neu’n beryglus.

en-gb	I can identify and assess risks.
cy-gb	Rwy’n gallu adnabod ac asesu risg.

en-gb	I can identify and assess risks, and I can take steps to reduce them.
cy-gb	Rwy’n gallu adnabod ac asesu risg, a chymryd camau i’w leihau.

en-gb	I can anticipate, assess and manage risks.
cy-gb	Rwy’n gallu rhagweld, asesu a rheoli risg.

en-gb	I can critically evaluate factors and implications, including risks, when making decisions  individually and collectively.
cy-gb	Rwy’n gallu gwerthuso ffactorau a goblygiadau, gan gynnwys risg, mewn ffordd feirniadol wrth wneud penderfyniadau yn unigol ac ar y cyd.

en-gb	How we engage with social influences shapes who we are and affects our health and well-being.
cy-gb	Mae’r ffordd rydyn ni’n ymwneud â dylanwadau cymdeithasol yn siapio pwy ydyn ni, ac yn effeithio ar ein hiechyd a’n lles.

en-gb	I can recognise and follow rules  and norms in the groups and situations in which I take part.
cy-gb	Rwy’n gallu adnabod a dilyn rheolau a normau yn y grwpiau a’r sefyllfaoedd rwy’n cymryd rhan ynddyn nhw.

en-gb	I can show  care and respect for others.
cy-gb	Rwy’n gallu dangos gofal a pharch tuag at eraill.

en-gb	I can recognise and follow the rules and norms of different groups and situations in which I take part.
cy-gb	Rwy’n gallu adnabod a dilyn rheolau a normau gwahanol grwpiau a sefyllfaoedd rwy’n cymryd rhan ynddyn nhw.

en-gb	I can change how I interact and behave in different situations with support.
cy-gb	Rwy’n gallu newid, gyda chefnogaeth, y ffordd rwy’n ymwneud ag eraill a’r ffordd rwy’n ymddwyn mewn gwahanol sefyllfaoedd.

en-gb	I can recognise that there are similarities and differences between people’s values  and attitudes .
cy-gb	Rwy’n gallu adnabod bod tebygrwydd a gwahaniaethau rhwng gwerthoedd  ac agweddau pobl.

en-gb	I have an understanding of the rules, norms and behaviours of different groups and situations, and I recognise that these have an influence on me.
cy-gb	Mae gen i ddealltwriaeth o reolau, normau ac ymddygiad gwahanol grwpiau a sefyllfaoedd, ac rwy’n sylweddoli bod ganddyn nhw ddylanwad arnaf fi.

en-gb	I can interact pro-socially  in different groups and situations.
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd.

en-gb	I have developed an understanding that my values , attitudes and identity are shaped by different groups and influences.
cy-gb	Rwyf wedi datblygu dealltwriaeth bod fy ngwerthoedd , fy agweddau  a’m hunaniaeth yn cael eu siapio gan wahanol grwpiau a dylanwadau.

en-gb	I have a developing awareness of how rules, norms and behaviours become established within groups and at times go unchallenged.
cy-gb	Mae gen i ymwybyddiaeth gynyddol o sut mae rheolau, normau ac ymddygiad yn ymsefydlu o fewn grwpiau, ac weithiau yn mynd heb eu herio.

en-gb	I can interact pro-socially in different groups and situations, adapting my behaviours accordingly.
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd , gan addasu fy ymddygiad yn ôl y gofyn.

en-gb	I can evaluate  how my values , attitudes and identity are shaped by the groups and social influences with which I interact.
cy-gb	Rwy’n gallu gwerthuso sut mae fy ngwerthoedd , fy agweddau  a’m hunaniaeth yn cael eu siapio gan y grwpiau a’r dylanwadau cymdeithasol rwy’n ymwneud â nhw.

en-gb	I have an understanding of the complexities of groups and situations, the interactions that take place within and between them, and their effect on those exposed to them.
cy-gb	Mae gen i ddealltwriaeth o gymhlethdod grwpiau a sefyllfaoedd, y rhyngweithio sy’n digwydd oddi mewn a rhyngddyn nhw, ac rwy’n deall effaith y cymhlethdod hwn ar bobl.

en-gb	I can interact pro-socially in different groups and situations, and actively  advocate for other individuals and groups.
cy-gb	Rwy’n gallu ymwneud mewn ffordd sydd o fewn dylanwadau cymdeithasol o fewn gwahanol grwpiau a sefyllfaoedd, ac eirioli’n  gadarnhaol o blaid unigolion a grwpiau eraill.

en-gb	I can recognise and understand how people’s values , attitudes  and identity are shaped by different  groups and influences.
cy-gb	Rwy’n gallu adnabod a deall sut mae gwerthoedd , agweddau  a hunaniaeth pobl yn cael eu siapio gan wahanol grwpiau a dylanwadau.

en-gb	I can promote positive attitudes and values , and, where appropriate, I can challenge harmful ones.
cy-gb	Rwy’n gallu hyrwyddo agweddau a gwerthoedd cadarnhaol , a herio rhai niweidiol pan mae hyn yn addas.

en-gb	I can identify who looks after me and who my family and friends are.
cy-gb	Rwy’n gallu adnabod pwy sy’n gofalu amdanaf fi a phwy yw fy nheulu a’m ffrindiau.

en-gb	I can recognise that there are different types of relationships beyond my family and friends.
cy-gb	Rwy’n gallu adnabod fod gwahanol fathau o gydberthnasau, y tu hwnt i’m teulu a’m ffrindiau.

en-gb	I can understand that there are differences within types of relationships and that relationships change over time.
cy-gb	Rwy’n gallu deall bod amrywiaethau o fewn gwahanol fathau o gydberthnasau, a’u bod yn newid dros amser.

en-gb	I can show a developing awareness of the complex nature of relationships.
cy-gb	Rwy’n gallu dangos ymwybyddiaeth gynyddol o natur gymhleth cydberthnasau.

en-gb	I can show an understanding of the complex nature of relationships in a range of contexts and an understanding of how they are influenced by a range of factors.
cy-gb	Rwy’n gallu dangos dealltwriaeth o natur gymhleth cydberthnasau mewn ystod o gyd-destunau, a dealltwriaeth o sut y mae ystod o ffactorau yn dylanwadu arnyn nhw.

en-gb	I can communicate my needs and feelings in my relationships.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau yn fy nghydberthnasau.

en-gb	I can communicate my needs and feelings in my relationships, and notice the needs and feelings of others.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau yn fy nghydberthnasau, ac rwy’n sylwi ar anghenion a theimladau pobl eraill.

en-gb	I can communicate my needs and feelings, and respond to those of others.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau, ac ymateb i anghenion a theimladau pobl eraill.

en-gb	I can communicate my needs and feelings, and respect those of others.
cy-gb	Rwy’n gallu mynegi fy anghenion a’m teimladau, a pharchu anghenion a theimladau pobl eraill.

en-gb	I can make meaningful connections with others, valuing safe, healthy and equitable relationships in a range of contexts.
cy-gb	Rwy’n gallu creu cysylltiadau ystyrlon ag eraill ac rwy’n gwerthfawrogi cydberthnasau diogel, iach a theg, a hynny mewn ystod o gyd-destunau.

en-gb	I can get along with others with and without support.
cy-gb	Rwy’n gallu cyd-dynnu ag eraill gyda chymorth a heb gymorth.

en-gb	I can make friends and try to resolve disagreements, seeking support when needed.
cy-gb	Mae gen i’r gallu i wneud ffrindiau a cheisio datrys anghytundeb, gan ofyn am gymorth pan fydd angen.

en-gb	I can make and maintain relationships that matter to me, identifying conflict and taking steps to resolve it.
cy-gb	Rwy’n gallu ffurfio a chynnal cydberthnasau sy’n bwysig i mi, gan adnabod gwrthdaro a chymryd camau i ddatrys achosion o wrthdaro.

en-gb	I can form and maintain healthy relationships with a wider circle of people.
cy-gb	Rwy’n gallu meithrin a chynnal cydberthnasau iach o fewn cylch ehangach o bobl.

en-gb	I can respect other people’s points of view and use this to help resolve conflict.
cy-gb	Rwy’n gallu parchu safbwyntiau pobl eraill a defnyddio hyn er mwyn helpu i ddatrys achosion o wrthdaro.

en-gb	I can take steps to avoid conflict and to remove myself from unsafe relationships.
cy-gb	Rwy’n gallu cymryd camau i osgoi achosion o wrthdaro, a thynnu fy hun o gydberthnasau peryglus.

en-gb	I can draw on support systems for myself and others when needed.
cy-gb	Rwy’n gallu pwyso ar systemau cymorth ar gyfer fy hun ac eraill yn ôl y gofyn.

en-gb	I am beginning to recognise safe and unsafe behaviour in relationships.
cy-gb	Rwy’n dechrau adnabod ymddygiad diogel a pheryglus mewn cydberthnasau.

en-gb	I can recognise when I feel safe in my relationships and I can communicate when I do not feel safe.
cy-gb	Rwy’n gallu adnabod pan rwy’n teimlo’n ddiogel mewn fy nghydberthnasau, ac yn gallu mynegi pan nad wyf yn teimlo’n ddiogel.

en-gb	I can reflect on the characteristics of safe relationships and I can seek support when needed.
cy-gb	Rwy’n gallu myfyrio ar nodweddion cydberthnasau diogel, ac yn gallu gofyn am gymorth pan mae angen.

en-gb	I can consider the role of safety in relationships and I can identify where my safety or the safety of others is threatened and I know how to respond to this.
cy-gb	Rwy’n gallu ystyried rôl diogelwch mewn cydberthnasau, ac rwy’n gallu adnabod lle mae fy niogelwch i neu ddiogelwch rhywun arall o dan fygythiad, ac rwy’n gwybod sut i ymateb i hyn.

en-gb	I am beginning to recognise that I have the right to be treated fairly and respectfully.
cy-gb	Rwy’n dechrau sylweddoli bod gen i’r hawl i gael fy nhrin mewn ffordd deg a pharchus.

en-gb	I can understand that everyone has rights and, with support, I can respect those rights.
cy-gb	Rwy’n gallu deall fod gan bawb hawliau, ac rwy’n gallu parchu’r hawliau hyn gyda chymorth.

en-gb	I can respect the rights of others and I understand how these impact on myself and others.
cy-gb	Rwy’n gallu parchu hawliau pobl eraill a deall sut y maen nhw’n effeithio arnaf i ac ar eraill.

en-gb	I can exercise my own rights and respect those of others, and I can recognise that rights can be infringed.
cy-gb	Rwy’n gallu arfer fy hawliau fy hun a pharchu hawliau pobl eraill, ac rwy’n sylweddoli y gall hawliau cael eu troseddu.

en-gb	I can advocate the rights of myself and others.
cy-gb	Rwy’n gallu eirioli dros hawliau fy hun a hawliau eraill.

en-gb	This provides specific guidance when incorporating learning in health and well-being in your curriculum.
cy-gb	Mae hyn yn rhoi arweiniad penodol i’w ddefnyddio wrth ymgorffori dysgu o fewn iechyd a lles yn eich cwricwlwm.

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

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

en-gb	Literacy is a fundamental enabler of well-being.
cy-gb	Mae llythrennedd yn sylfaenol i hwyluso lles.

en-gb	Learning about and through literature has significant potential to provide learners with the means to communicate their feelings, develop relationships with others, and seek help and support.
cy-gb	Mae gan ddysgu am lenyddiaeth a dysgu trwy lenyddiaeth botensial sylweddol i gynnig y modd i ddysgwyr gyfathrebu eu teimladau, datblygu cydberthnasau a chwilio am gymorth a chefnogaeth.

en-gb	The role of communication in expressing emotions is fundamental.
cy-gb	Mae gan gyfathrebu rôl sylfaenol ym mynegi’r emosiynau.

en-gb	Literature has significant potential to support learners’ empathy , mental health and emotional well-being.
cy-gb	Mae gan lenyddiaeth botensial sylweddol i gefnogi empathi , iechyd meddwl a lles emosiynol y dysgwyr.

en-gb	Literacy provides learners with the opportunity to develop improved decision-making skills.
cy-gb	Mae llythrennedd yn cynnig cyfle i ddatblygu gwell sgiliau gwneud penderfyniad.

en-gb	Opportunities to critically engage with a range of texts can support learners’ decision-making and support learners to articulate their views with greater confidence, further developing their values and identity  which, in turn, can develop confidence and ambition.
cy-gb	Gall cyfleoedd i ymwneud yn feirniadol gydag ystod o destunau gefnogi gallu dysgwyr i wneud penderfyniadau a’u cefnogi i fynegi eu barn gyda hyder cynyddol gan ddatblygu eu gwerthoedd a’u hunaniaeth ymhellach. Gall hyn yn ei dro ddatblygu hyder ac uchelgais.

en-gb	Developing literacy skills, being able to organise writing and adapt language confidently, is important in enabling learners to apply for learning pathways and a preferred career.
cy-gb	Mae datblygu sgiliau llythrennedd, gallu trefnu ysgrifennu ac addasu iaith yn hyderus, yn bwysig i alluogi dysgwyr i ymgeisio am lwybrau dysgu a gyrfa o’u dewis.

en-gb	Learning in this Area should provide opportunity to develop numeracy skills in the real-world context.
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfle i ddatblygu sgiliau rhifedd yng nghyd-destun y byd go iawn.

en-gb	Numeracy is a key enabler in making a number of informed decisions, in particular managing money and supporting good financial decision-making and critically engaging with social norms around money.
cy-gb	Mae rhifedd yn allweddol wrth hwyluso gwneud nifer o benderfyniadau gwybodus, yn arbennig rheoli arian a chefnogi gwneud penderfyniadau ariannol doeth ac ymwneud yn feirniadol gyda normau cymdeithasol ynghylch arian.

en-gb	Numeracy also plays a role in purchasing and preparing food to support nutrition.
cy-gb	Mae rhifedd hefyd yn chwarae rôl wrth brynu a pharatoi bwyd i gefnogi maeth.

en-gb	Digital competenceLearning in  this Area is fundamental to developing safe behaviour in relation to digital media and the online world.
cy-gb	Cymhwysedd digidol Mae dysgu yn y Maes hwn yn sylfaenol i ddatblygu ymddygiad diogel mewn perthynas â’r cyfryngau digidol a’r byd ar-lein.

en-gb	Learners should be encouraged to develop their understanding of the increasing influence of technology on their daily lives and the implications this may have for their health and well-being, in particular the possible impact on physical, mental and emotional health and well-being.
cy-gb	Dylid annog dysgwyr i ddatblygu eu dealltwriaeth o ddylanwad cynyddol technoleg ar eu bywydau dyddiol, a’r goblygiadau allai hyn ei gael er eu hiechyd a lles, yn arbennig yr effaith bosib ar iechyd a lles corfforol, meddyliol ac emosiynol.

en-gb	Decision-making, risk assessment and safe and unsafe situations and interactions should all be considered in digital contexts.
cy-gb	Dylid ystyried gwneud penderfyniad, asesiad risg, sefyllfaoedd a rhyngweithio diogel a pheryglus, oll mewn cyd-destunau digidol.

en-gb	This includes relationships with others, online safety, legal implications and social influences  online (including social media).
cy-gb	Mae hyn yn cynnwys perthynas ag eraill, diogelwch ar-lein, goblygiadau cyfreithiol a dylanwadau cymdeithasol ar-lein (gan gynnwys cyfryngau cymdeithasol).

en-gb	As technology develops, settings and schools need to maintain a current understanding of what learners are accessing or using and how they are going about this.
cy-gb	Wrth i dechnoleg ddatblygu, mae angen i leoliadau ac ysgolion gynnal dealltwriaeth gyfredol o’r hyn sydd gan y dysgwyr fynediad ato neu yn ei ddefnyddio, a sut maen nhw’n cyflawni hyn.

en-gb	Provision should allow learners to explore  the vast array of opportunities that these technologies present, as well as developing the awareness and skills needed to be responsible digital citizens.
cy-gb	Dylai’r ddarpariaeth alluogi dysgwyr i archwilio’r cyfleoedd helaeth mae’r technolegau hyn yn eu cynnig, yn ogystal â datblygu’r ymwybyddiaeth a’r sgiliau sydd eu hangen i fod yn ddinasyddion digidol gyfrifol.

en-gb	Settings and schools should also consider how they promote positive engagement with media and the online world as well as how they prepare learners to deal with the challenges these can present.
cy-gb	Dylai lleoliadau ac ysgolion hefyd ystyried sut maen nhw’n hybu ymwneud yn gadarnhaol â chyfryngau a’r byd ar-lein yn ogystal â sut maen nhw’n paratoi dysgwyr i ddelio â'r heriau y gall rhain eu cyflwyno.

en-gb	Learning in this Area provides learners with the opportunity to develop the confidence and openness to explore ideas, to consider the opinions of others, and the courage to express their own.
cy-gb	Mae dysgu yn y Maes hwn yn cynnig y cyfle i ddysgwyr ddatblygu’r hyder a’r meddwl agored i archwilio syniadau, i ystyried barn pobl eraill, a’r dewrder i fynegi eu safbwyntiau eu hunain.

en-gb	Learners should be given opportunities to express themselves and develop creatively in physical activity including sport, and to generate ideas to create nutritious healthy meals.
cy-gb	Dylid rhoi cyfleoedd i ddysgwyr fynegi eu hunain a datblygu’n greadigol mewn gweithgaredd corfforol, yn cynnwys chwaraeon, ac i gynhyrchu syniadau i greu prydau maethlon ac iach.

en-gb	Learners will be encouraged to explore and pursue innovative thinking in respect of career pathways.
cy-gb	Anogir dysgwyr i archwilio a mynd ar drywydd meddylfryd arloesol mewn perthynas â llwybrau gyrfa.

en-gb	Learning across the statements of what matters in this Area provides opportunities to develop critical analysis, evaluation and appraisal skills.
cy-gb	Mae dysgu ar draws y datganiadau o’r hyn sy’n bwysig yn y Maes hwn yn darparu cyfleoedd i ddatblygu sgiliau dadansoddi beirniadol, gwerthuso ac arfarnu.

en-gb	Decision-making is heavily dependent on critical and logical processes such as analysing the benefits and risks of a course of action.
cy-gb	Mae gwneud penderfyniad yn dibynnu’n drwm ar brosesau beirniadol a rhesymegol megis dadansoddi manteision a risgiau unrhyw weithred.

en-gb	Drawing on learning in this Area learners should be encouraged to develop responses and solutions to experiences they encounter and critically analyse the factors that influence decision-making, such as social influences , values , beliefs and biases .
cy-gb	Gan ddefnyddio dysgu yn y Maes hwn, dylid annog dysgwyr i ddatblygu ymatebion a datrysiadau i brofiadau maen nhw’n dod ar eu traws a dadansoddi’n feirniadol y ffactorau sy’n dylanwadu ar wneud penderfyniad, megis dylanwadau cymdeithasol, gwerthoedd , credoau a rhagfarnau .

en-gb	Learning in this Area should provide learners with opportunities to develop an awareness of, control over, and the ability to express their emotions:
cy-gb	Dylai dysgu yn y Maes hwn gynnig cyfleoedd i ddysgwyr ddatblygu ymwybyddiaeth o’r sgiliau i fynegi eu emosiynau, ynghyd â’r sgiliau i fynegi’r syniadau hyn a rheolaeth drostyn nhw.

en-gb	the skills required to develop emotional intelligence.
cy-gb	Dyma’r sgiliau sydd eu hangen i ddatblygu deallusrwydd emosiynol.

en-gb	Through gaining an understanding of the factors that impact on mental health and emotional well-being learners can be helped to manage their experiences and act with empathy, compassion and kindness for themselves and others.
cy-gb	Trwy gynnig dealltwriaeth o’r ffactorau sy’n effeithio ar iechyd meddwl a lles emosiynol, gellir bod o gymorth i ddysgwyr reoli eu profiadau ac ymddwyn gydag empathi, trugaredd a charedigrwydd ar eu cyfer eu hunain yn ogystal ag eraill.

en-gb	Learning should enable and support learners to develop good interpersonal skills, by providing an understanding of norms and attitudes; an ability to reject and challenge these and an understanding of differences and how these should be respected.
cy-gb	Dylai dysgu alluogi a chefnogi dysgwyr i ddatblygu sgiliau rhyngbersonol da trwy gynnig dealltwriaeth o normau ac agwedd pobl, a’r gallu i wrthod a herio’r rhain; a dealltwriaeth am y gwahaniaethau a sut dylai rhain cael eu parchu.

en-gb	Learners should develop an understanding of the factors that influence decision-making, helping them to make considered, informed decisions that they are able to justify and explain while also understanding the risks and possible consequences of their decisions for themselves and others.
cy-gb	Dylai dysgwyr ddatblygu dealltwriaeth o’r ffactorau sy’n effeithio ar wneud penderfyniad, gan fod o gymorth iddyn nhw wneud penderfyniadau ystyriol, gwybodus, rhai y maen nhw’n gallu eu cyfiawnhau a’u hesbonio tra hefyd yn deall risgiau a goblygiadau posib eu penderfyniadau iddyn nhw eu hunain ac eraill.

en-gb	This learning should help provide learners with the skills to critically evaluate learning and mistakes and identify areas for further development.
cy-gb	Dylai’r dysgu hwn fod o gymorth i gynnig sgiliau i ddysgwyr allu gwerthuso dysgu a chamgymeriadau’n feirniadol a nodi meysydd ar gyfer datblygu ymhellach.

en-gb	Learning and experiences within this Area should provide opportunities for learners to develop the skills and attitudes which allow learners to be independent, to have healthy relationships, to know their rights and the rights of others, to know how to manage conflict, to recognise unhealthy relationships, to be safe, and to understand when and how to seek support for themselves and others.
cy-gb	Dylai dysgu a phrofiadau o fewn y Maes hwn gynnig cyfleoedd i ddysgwyr ddatblygu’r sgiliau ac agweddau sy’n galluogi dysgwyr i fod yn annibynnol, i gael cydberthnasau iach, gwybod eu hawliau a hawliau pobl eraill, gwybod sut i reoli gwrthdaro, adnabod unrhyw gydberthnasau sydd ddim yn iach, bod yn ddiogel, a deall pryd a sut i chwilio am gefnogaeth iddyn nhw eu hunain ac i eraill.

en-gb	Knowledge and understanding drawn from across learning in the statements of what matters can support learners  to develop confidence and independence.
cy-gb	Gall wybodaeth a dealltwriaeth o’r ddysgu yn y datganiadau o’r hyn sy’n bwysig gefnogi dysgwyr i ddatblygu hyder ac annibyniaeth.

en-gb	Learning in this Area specifically seeks to provide learners with opportunities to build an awareness of, and to develop skills in, decision-making and goal-setting.
cy-gb	Mae dysgu yn y Maes hwn yn anelu’n benodol at gynnig cyfleoedd i ddysgwyr adeiladu ymwybyddiaeth o, a datblygu sgiliau mewn, gwneud penderfyniad a gosod targed.

en-gb	Drawing on learning in this Area provides opportunities for learners to understand and explore how decision-making affects them and others, to understand and develop the skills to make collective decisions, and to critically evaluate factors and implications of decision-making.
cy-gb	Mae defnyddio dysgu yn y Maes hwn yn darparu cyfleoedd i ddysgwyr ddeall ac archwilio sut mae gwneud penderfyniad yn effeithio arnyn nhw ac eraill, deall a datblygu’r sgiliau i wneud penderfyniadau ar y cyd, ac i werthuso’n feirniadol ffactorau a goblygiadau gwneud penderfyniad.

en-gb	Learning in health and well-being should provide learners with the opportunities to plan and set short-term and long-term goals and to take steps to achieve these.
cy-gb	Dylai dysgu mewn iechyd a lles rhoi’r cyfleoedd i ddysgwyr gynllunio a gosod targedau tymor byr a hirdymor ac i gymryd camau i gyrraedd y rhain.

en-gb	Learning should also support learners to plan and implement sustainable , balanced and positive behaviours to support physical health and well-being.
cy-gb	Dylai dysgu hefyd gefnogi dysgwyr i gynllunio a gwireddu ymddygiadau cynaliadwy, cytbwys a chadarnhaol i gefnogi iechyd a lles corfforol.

en-gb	Learners should be encouraged to develop an understanding of emotions, behaviours and social influences, skills essential to building strong relationships.
cy-gb	Dylid annog dysgwyr i ddatblygu dealltwriaeth o emosiynau, ymddygiadau a dylanwadau cymdeithasol: sgiliau sy’n hanfodol i adeiladu perthynas gref ag eraill.

en-gb	The five statements of what matters should be viewed holistically.
cy-gb	Dylid edrych ar y pum datganiad am yr hyn sy’n bwysig yn holistaidd.

en-gb	When viewed together they encapsulate the fundamental elements which are the foundation upon which health and well-being can be developed.
cy-gb	Wrth eu gweld gyda’i gilydd maen nhw’n crisialu‘r elfennau sylfaenol y gellir eu defnyddio i fod yn sail i ddatblygu iechyd a lles.

en-gb	They are meant to act as lenses through which different topics and issues can be explored giving professionals the flexibility to identify those which are relevant to the needs of their learners, their setting or school and their community.
cy-gb	Trwy’r rhain gellir archwilio gwahanol bynciau a materion gan roi hyblygrwydd i athrawon nodi’r rhai sy’n berthnasol i anghenion eu dysgwyr, eu lleoliad neu eu hysgol a’u cymuned.

en-gb	When designing learning and teaching in this Area in the curriculum practitioners should ensure that they draw from across the statements of what matters wherever possible.
cy-gb	Wrth gynllunio dysgu ac addysgu o fewn y Maes yn y cwricwlwm dylai ymarferwyr sicrhau eu bod yn cwmpasu’r holl ddatganiadau am yr hyn sy’n bwysig gymaint â phosib.

en-gb	There is considerable scope for overlap with the other Areas and it is important that planning for this Area should happen in collaboration with them.
cy-gb	Mae cyfleoedd eang i orgyffwrdd gyda’r Meysydd eraill ac mae’n bwysig fod cynllunio ar gyfer y Maes hwn yn digwydd mewn cydweithrediad â nhw.

en-gb	This Area is an entirely new element of the curriculum in Wales.
cy-gb	Mae’r Maes hwn yn elfen gwbl newydd o’r cwricwlwm yng Nghymru.

en-gb	In addition to providing new and exciting opportunities, this will also present settings and schools with some new challenges.
cy-gb	Yn ychwanegol at gynnig cyfleoedd newydd a chyffrous, bydd hefyd yn cynnig rhai heriau newydd i leoliadau ac ysgolion.

en-gb	This section is intended to help guide settings and schools from the initial identification of priorities to putting it into practice.
cy-gb	Bwriad yr adran hon yw bod o gymorth i arwain lleoliadau ac ysgolion o’r adnabyddiaeth gychwynnol o flaenoriaethau tuag at eu gweithredu.

en-gb	Successful design, learning and teaching of the Area in the curriculum should be both underpinned and supported by the whole-school approach as the two go hand-in-hand.
cy-gb	Dylai’r dull gweithredu ysgol gyfan fod yn sail i gynllunio, dysgu ac addysgu’r Maes yn llwyddiannus yn y cwricwlwm, yn ogystal â’u cefnogi, gan eu bod yn mynd law yn llaw.

en-gb	A whole-school approach to health and well-being should pervade all aspects of school life and be supported by school policies and practices.
cy-gb	Dylai dull gweithredu ysgol gyfan tuag at iechyd a lles ymdreiddio i bob agwedd o fywyd ysgol a chael ei gefnogi gan arferion a pholisïau’r ysgol.

en-gb	If there is not alignment between the two then learning in the Area would be compromised.
cy-gb	Pe na byddai cydweithio rhwng y ddau, byddai’r dysgu yn y Maes hwn yn gwanhau.

en-gb	For example, a healthy food offer in the school canteen can support the learners in their enjoyment and understanding about the importance of having a healthy, balanced diet.
cy-gb	Er enghraifft, gall cynnig bwyd maethlon yn ffreutur yr ysgol gefnogi dysgwyr yn eu mwynhad a dealltwriaeth o bwysigrwydd cael deiet iach a chytbwys.

en-gb	Similarly, learning about the benefits of regular physical activity will be enriched and embedded if there are plenty of opportunities throughout a school day to be physically active.
cy-gb	Hefyd, byddai dysgu am fuddiannau gweithgaredd corfforol cyson yn cael ei gyfoethogi a’i ymwreiddio pe bai digon o gyfleoedd trwy’r diwrnod ysgol i fod yn actif.

en-gb	These are the key considerations which settings, schools and practitioners should consider when developing their curriculum:
cy-gb	Dyma’r ystyriaethau allweddol y dylai lleoliadau, ysgolion ac ymarferwyr eu hystyried wrth ddatblygu eu cwricwlwm.

en-gb	What are the needs of your learners?
cy-gb	Beth yw anghenion eich dysgwyr?

en-gb	Identify the needs of learners
cy-gb	Nodi anghenion dysgwyr

en-gb	Every setting and school will have a range of information available to help them carry out an analysis of need.
cy-gb	Bydd gan bob lleoliad ac ysgol ystod o wybodaeth ar gael i fod o gymorth iddyn nhw gynnal dadansoddiad o’r hyn sydd ei angen.

en-gb	For schools this will include School Health Research Network (SHRN) data,  Welsh Network of Healthy Schools data , and the School Sport Survey. 
cy-gb	I ysgolion bydd hyn yn cynnwys data Rhwydwaith Ymchwil Iechyd mewn Ysgolion, Rhwydwaith Ysgolion Iach Cymru a’r Arolwg ar Chwaraeon Ysgol.

en-gb	It is important that this process also draws upon information at a local, cluster-wide, regional and national level.
cy-gb	Mae’n bwysig fod y broses hon hefyd yn ystyried gwybodaeth ar lefel leol, clwstwr, rhanbarthol a chenedlaethol.

en-gb	The elements of this Area of the curriculum need a sufficient degree of flexibility and it is important that flexibility is built into the design, and sufficient time is allocated to do this.
cy-gb	Mae angen elfen ddigonol o hyblygrwydd ar agweddau o’r Maes hwn yn y cwricwlwm, ac mae’n bwysig fod hyblygrwydd yn rhan o’r cynllun a bod digon o amser yn cael ei glustnodi i wneud hyn.

en-gb	Needs and priorities will change and learning and teaching in the Area should respond to these changes.
cy-gb	Bydd anghenion a blaenoriaethau yn newid, a bydd angen i ddysgu ac addysgu yn y Maes ymateb i’r newidiadau hyn.

en-gb	It may be felt that there are times when it would be beneficial to use external organisations to provide support in planning and delivery on certain topics and issues.
cy-gb	Efallai y byddai’n fanteisiol defnyddio cyrff allanol i gynnig cefnogaeth wrth gynllunio a gweithredu rhai pynciau a materion.

en-gb	It should be noted that this should enhance rather than replace teaching.
cy-gb	Dylid nodi y dylai hyn gyfoethogi yn hytrach na chymryd lle addysgu.

en-gb	External organisations can also assist settings and schools to develop links with the wider community and support parental engagement.
cy-gb	Gall cyrff allanol hefyd fod o gymorth i leoliadau ac ysgolion ddatblygu cysylltiadau gyda’r gymuned ehangach a chefnogi ymwneud â rhieni.

en-gb	Consider what influences learners’ health and well-being
cy-gb	Ystyried yr hyn sy’n dylanwadu ar iechyd a lles dysgwyr

en-gb	As well as considering learners’ health and well-being, this process could consider the following.
cy-gb	Yn ogystal ag ystyried iechyd a lles dysgwyr, gallai’r broses hyn ystyried y canlynol.

en-gb	What are the drivers and influencers of learners’ health and well-being?
cy-gb	Beth sy’n gyrru a dylanwadu ar iechyd a lles y dysgwyr?

en-gb	How do these drivers and influences impact on different aspects of learners’ health and well-being?
cy-gb	Sut mae’r gyrru a’r dylanwadu hyn yn effeithio ar wahanol agweddau o iechyd a lles y dysgwyr?

en-gb	These more specific questions below may be helpful in considering the above.
cy-gb	Gallai’r cwestiynau mwy penodol isod fod o gymorth wrth ystyried yr uchod.

en-gb	They are not an exhaustive list but meant to help promote honest and open discussions which form an important part of the curriculum design process.
cy-gb	Dydyn nhw ddim yn rhestr gyflawn, ond gallan nhw fod o gymorth i hyrwyddo trafodaethau gonest ac agored sy’n ffurfio rhan bwysig o’r broses gynllunio’r cwricwlwm.

en-gb	What opportunities for physical activity will your learners find enjoyable and meaningful?
cy-gb	Pa gyfleoedd ar gyfer gweithgaredd corfforol y bydd eich dysgwyr yn eu mwynhau a’u gweld yn ystyrlon?

en-gb	What motivates them to engage in a variety of roles, responsibilities and environments (e.g. indoor, outdoor, in and around water)?
cy-gb	Beth sy’n eu hysgogi i ymwneud â gwahanol rolau, cyfrifoldebau ac amgylcheddau (e.e. dan do, y tu allan, mewn ac o amgylch dŵr)?

en-gb	What factors, influences and behaviours shape your learners’ physical health?
cy-gb	Pa ffactorau, dylanwadau ac ymddygiadau sy’n llywio iechyd corfforol eich dysgwyr?

en-gb	What is learners’ understanding of the interconnections between their diet, sleep, physical activity and their health and well-being?
cy-gb	Beth yw dealltwriaeth eich dysgwyr o’r rhyng-gysylltiadau rhwng eu deiet, cwsg, gweithgaredd corfforol a’u hiechyd a lles?

en-gb	What decisions do your learners make that influence their health and well-being and that of others?
cy-gb	Pa benderfyniadau mae eich dysgwyr yn eu gwneud sy’n dylanwadu ar eu hiechyd a lles eu hunain ac iechyd a lles eraill?

en-gb	What decisions are they likely to make as they grow?
cy-gb	Pa benderfyniadau maen nhw’n debygol o’u gwneud wrth iddyn nhw dyfu?

en-gb	How is your learners’ health and well-being influenced by their interactions with digital technology?
cy-gb	Sut mae iechyd a lles eich dysgwyr yn cael eu dylanwadu gan eu cysylltiadau gyda a thrwy dechnoleg ddigidol?

en-gb	What opportunities should your learners have to develop healthy, safe and responsible use of digital technology and the online world?
cy-gb	Pa gyfleoedd ddylai eich dysgwyr eu cael i ddatblygu defnydd iach, diogel a chyfrifol o dechnoleg ddigidol a’r byd ar-lein?

en-gb	What experiences impact your learners’ mental health and emotional well-being?
cy-gb	Pa brofiadau sy’n effeithio ar iechyd meddwl a lles emosiynol eich dysgwyr?

en-gb	What skills do your learners need to care for themselves and others?
cy-gb	Pa sgiliau mae eich dysgwyr eu hangen i ofalu amdanyn nhw eu hunain ac eraill?

en-gb	What are the different social influences and groups that impact on your learners, your setting or school and your wider community?
cy-gb	Beth yw’r gwahanol grwpiau a dylanwadau cymdeithasol  sy’n effeithio ar eich dysgwyr unigol, eich lleoliad/ysgol a’r gymuned ehangach?

en-gb	What relationships do your learners have that influence their health and well-being?
cy-gb	Pa cydberthnasau sydd gan eich dysgwyr sy’n dylanwadu ar eu hiechyd a lles?

en-gb	What skills do your learners need to develop healthy relationships?
cy-gb	Pa sgiliau sydd eu hangen ar eich dysgwyr i ddatblygu cydberthnasau iach?

en-gb	How are the different needs and experiences of learners interconnected?
cy-gb	Sut mae gwahanol anghenion a phrofiadau eich dysgwyr yn rhyng-gysylltiedig?

en-gb	What topics, themes and activities will help respond to learners’ needs?
cy-gb	Pa bynciau, themâu a gweithgareddau sydd o gymorth i ymateb i anghenion dysgwyr?

en-gb	Learners’ needs can be addressed by a wide range of learning and teaching.
cy-gb	Gellir ymateb i anghenion dysgwyr gydag ystod eang o ddysgu ac addysgu.

en-gb	When selecting these, settings, schools and practitioners should ask the following:
cy-gb	Wrth ddewis rhain, dylai lleoliadau, ysgolion ac ymarferwyr ofyn y canlynol:

en-gb	What activities, topics and themes are most relevant to learners, their needs and context?
cy-gb	Pa weithgareddau, pynciau a themâu sydd fwyaf perthnasol i ddysgwyr, eu hanghenion a chyd-destun?

en-gb	What experiences, knowledge and skills will support learners to recognise how different drivers and influences may affect their health and well-being?
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i adnabod sut y gall gwahanol ysgogyddion a dylanwadau effeithio ar eu hiechyd a lles?

en-gb	What experiences, knowledge and skills will support learners to develop sustained, health-affirming and pro-social behaviours?
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i ddatblygu ymddygiadau cyson, cefnogol i iechyd ac sydd er lles y gymdeithas?

en-gb	More specific considerations should include the following.
cy-gb	Dylai ystyriaethau mwy penodol gynnwys y canlynol:

en-gb	What are the range of experiences and activities that can support learners to enjoy lifelong physical activity and care for themselves and others?
cy-gb	Beth yw’r ystod o brofiadau a gweithgareddau all gefnogi dysgwyr i fwynhau gweithgaredd corfforol gydol oes ac i ofalu amdanyn nhw eu hunain ac eraill?

en-gb	Positive learning experiences can support learners to value physical activity, including sport, which in turn can motivate them to lead physically active lives . 
cy-gb	Gall profiadau dysgu cadarnhaol gefnogi dysgwyr i werthfawrogi gweithgaredd corfforol, gan gynnwys chwaraeon, a gall hyn yn ei dro eu symbylu i fyw bywydau corfforol actif.

en-gb	Learner-centred pedagogies such as purposeful play, a multiskills approach, the Teaching Games for Understanding (TGfU) approach and the Sport Education Model (SEM) can all contribute to a learning culture where physical activity is enjoyed by all.
cy-gb	Gall addysgegau sy’n canolbwyntio ar y dysgwr megis chwarae pwrpasol, dull aml-sgil, dull Dysgu Gemau er Mwyn Deall ( Teaching Games for Understanding (TGfU) ) a’r Model Addysg Chwaraeon ( Sport Education Model (SEM) ) i gyd gyfrannu tuag at ddiwylliant dysgu lle mae gweithgaredd corfforol yn cael ei fwynhau gan bawb.

en-gb	Learners should also be supported to value the benefits of this, including social, recreational and performance aspects, as well as how it supports their physical health and well-being.
cy-gb	Dylai dysgwyr gael eu cefnogi hefyd i werthfawrogi manteision hyn, gan gynnwys agweddau cymdeithasol, hamdden a pherfformio, yn ogystal â sut mae’n cefnogi eu hiechyd a lles corfforol.

en-gb	These activities should also support the development of knowledge, understanding and transferable skills within and beyond the physical health element of this Area.
cy-gb	Dylai’r gweithgareddau hyn hefyd gefnogi datblygu gwybodaeth, dealltwriaeth a sgiliau trosglwyddadwy o fewn a thu hwnt i elfen iechyd corfforol y Maes hwn.

en-gb	Settings and schools should consider how opportunities, experiences and pedagogies, including participation in various sports and activities, support the development and refinement of gross motor and fine motor movements , transferable skills and the ability to connect progress with perseverance and confidence.
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut mae cyfleoedd, profiadau ac addysgegau, gan gynnwys cyfranogiad mewn wahanol chwaraeon a gweithgareddau amrywiol, yn cefnogi datblygu a mireinio symudiadau echddygol bras a symudiadau echddygol manwl , sgiliau trosglwyddadwy a’r gallu i gysylltu cynnydd gyda dyfalbarhad a hyder.

en-gb	Realising progress in physical competence supports learners’ motivation to persevere and supports their confidence to continue participating throughout life.
cy-gb	Mae gwireddu cynnydd mewn gallu corfforol yn cefnogi symbyliad dysgwyr i ddyfalbarhau ac yn cefnogi eu hyder i barhau gyda gweithgareddau corfforol weddill eu bywydau.

en-gb	Learners should be supported to develop positive behaviours in their wider physical health and well-being.
cy-gb	Dylid cefnogi dysgwyr i ddatblygu ymddygiadau cadarnhaol yn eu hiechyd a lles ehangach.

en-gb	This could relate to a range of factors, including diet, substances, hygiene, infection, the physical environment, sleep and rest.
cy-gb	Gallai hyn berthyn i ystod o ffactorau, gan gynnwys deiet, sylweddau, glendid, haint, yr amgylchedd ffisegol, cwsg a gorffwys.

en-gb	Settings, schools and practitioners should consider what experiences will support learners to understand how these factors can influence their health and well-being, develop the skills to support healthy behaviours relating to these factors, and the confidence and motivation to support those behaviours for life.
cy-gb	Dylai lleoliadau, ysgolion ac ymarferwyr ystyried pa brofiadau fydd yn cefnogi dysgwyr i ddeall sut y gall y ffactorau hyn ddylanwadu ar eu hiechyd a lles, datblygu’r sgiliau i gefnogi ymddygiadau iach yn perthyn i’r ffactorau hyn a’r hyder ac ysgogiad i gefnogi’r ymddygiadau hyn gydol oes.

en-gb	For example, developing skills to support a healthy balanced diet should consider how learners can develop the skills and the enjoyment of preparing food which forms part of a healthy balanced diet.
cy-gb	Er enghraifft, dylai datblygu sgiliau i gefnogi deiet iach a chytbwys ystyried sut mae dysgwyr yn gallu datblygu sgiliau a mwynhad paratoi bwyd sy’n ffurfio rhan o ddeiet iach a chytbwys.

en-gb	Practitioners should support learners to recognise how these factors are interconnected and impact on the whole of their health and well-being, not simply its physical aspect.
cy-gb	Dylai ymarferwyr gefnogi dysgwyr i adnabod sut mae’r ffactorau hyn yn rhyng-gysylltiedig ac yn effeithio ar eu hiechyd a lles yn gyfan, nid yr agwedd gorfforol yn unig.

en-gb	For example, enjoyment of activities outdoors will influence learners’ mental health and emotional well-being.
cy-gb	Er enghraifft, bydd mwynhad o weithgareddau y tu allan yn dylanwadu ar iechyd meddwl a lles emosiynol dysgwyr.

en-gb	Growing up will have a critical impact on learners’ health and well-being and settings and schools should consider how they will support learners to understand and manage the developmental changes as well as how those changes affect learners in a range of different ways.
cy-gb	Bydd tyfu yn cael effaith allweddol ar iechyd a lles dysgwyr a dylai lleoliadau ac ysgolion ystyried sut y byddan nhw’n cefnogi dysgwyr i ddeall a rheoli’r newidiadau datblygiadol yn ogystal â sut mae’r newidiadau hyn yn effeithio ar ddysgwyr mewn gwahanol ffyrdd.

en-gb	Learners should be provided with appropriate opportunities to assess and manage risk so they can keep themselves and others safe.
cy-gb	Dylid cynnig cyfleoedd i ddysgwyr asesu a rheoli risg fel y gallan nhw gadw eu hunain ac eraill yn ddiogel.

en-gb	Schools should also consider what strategies their learners may need to be able to safely intervene to support others who may be at risk.
cy-gb	Dylai lleoliadau ac ysgolion hefyd ystyried pa strategaethau y gallai fod eu hangen ar ei dysgwyr i ymyrryd yn ddiogel i gefnogi eraill a allai fod mewn perygl.

en-gb	This may include lifesaving skills and first aid.
cy-gb	Gallai hyn gynnwys sgiliau achub bywyd a chymorth cyntaf.

en-gb	How can settings and schools create and promote a culture where talking about mental health and emotional well-being is encouraged?
cy-gb	Sut y gall lleoliadau/ysgolion greu a hybu diwylliant lle mae siarad am iechyd meddwl a lles emosiynol yn cael ei annog?

en-gb	What experiences, knowledge and skills will support learners to respond to their experiences?
cy-gb	Pa brofiadau, gwybodaeth a sgiliau fydd yn cefnogi dysgwyr i ymateb i’w profiadau?

en-gb	How can an understanding of the brain support this?
cy-gb	Sut y gall dealltwriaeth o’r ymennydd gefnogi hyn?

en-gb	Learners need to understand the links between mental health and emotional well-being, how mental health and emotional well-being affects them and that our mental health can change over time.
cy-gb	Mae angen i ddysgwyr ddeall y cysylltiadau rhwng iechyd meddwl a lles emosiynol, sut mae iechyd meddwl a lles emosiynol yn effeithio arnyn nhw a bod ein iechyd meddwl yn gallu newid dros gyfnod o amser.

en-gb	Schools should ensure that their whole-school ethos and support systems enable learners to openly talk not only about their mental health, feelings, thoughts and emotions but also those of others.
cy-gb	Dylai lleoliadau ac ysgolion sicrhau bod ethos a systemau cefnogi ysgol gyfan yn galluogi dysgwyr i siarad yn agored nid yn unig am eu hiechyd meddwl, teimladau, meddyliau ac emosiynau eu hunain ond am rai pobl eraill yn ogystal.

en-gb	Settings and schools should ensure that learners have a deep appreciation of the importance of positive relationships and the benefits of seeking help.
cy-gb	Dylai lleoliadau ac ysgolion sicrhau bod gan ddysgwyr werthfawrogiad dwfn o bwysigrwydd cydberthnasau cadarnhaol a manteision gofyn am gymorth.

en-gb	Settings and schools should provide opportunities for learners to explore the factors that impact on their mental health and well-being.
cy-gb	Dylai lleoliadau ac ysgolion gynnig cyfleoedd i ddysgwyr archwilio’r ffactorau sy’n effeithio ar eu hiechyd meddwl a lles.

en-gb	These may include, but are not limited to, the importance of regular exercise, the effect of a balanced diet, how to respond to stress, and the impact of environments, including the online world.
cy-gb	Gallai’r rhain gynnwys, ond nid yn gyfyngedig i, bwysigrwydd ymarfer cyson, effaith deiet cytbwys, sut i ymateb i bwysau ac effaith amgylcheddau, gan gynnwys y byd ar-lein.

en-gb	What opportunities should your learners have to participate in authentic decision-making? How can you support learners to develop their decision-making skills?
cy-gb	Pa gyfleoedd ddylai dysgwyr eu cael i gymryd rhan mewn gwneud penderfyniadau dilys?Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i ddatblygu eu sgiliau gwneud penderfyniadau?

en-gb	Settings and schools should consider how to provide a range of opportunities for learners to make decisions, both individually and collectively.
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut i gynnig ystod o gyfleoedd i ddysgwyr wneud penderfyniadau, yn unigol ac ar y cyd.

en-gb	Earlier in progression these may include choices involving friendship, food and activities before moving onto more complex decisions with wider implications.
cy-gb	Yn gynnar yn eu cynnydd gallai’r rhain gynnwys dewisiadau yn ymwneud â chyfeillgarwch, bwyd a gweithgareddau cyn symud ymlaen at benderfyniadau mwy cymhleth gyda goblygiadau ehangach.

en-gb	Provision should also be made for learners to make decisions in areas such as careers, financial management, relationships and interactions with and through digital technology.
cy-gb	Yn ogystal, dylid rhoi cyfle i ddysgwyr wneud penderfyniadau mewn meysydd megis gyrfaoedd, rheolaeth ariannol, cydberthnasau a rhyngweithio gyda a thrwy dechnoleg ddigidol.

en-gb	The decision-making process may include problem-solving, identifying potential solutions, critically assessing information, appraising arguments for merit and engaging with and responding constructively to opposing opinions.
cy-gb	Gallai’r broses o wneud penderfyniad gynnwys datrys problemau, nodi datrysiadau posib, asesu gwybodaeth yn feirniadol, gwerthuso dadleuon am haeddiant ac ymwneud â safbwyntiau gwahanol ac ymateb yn gadarnhaol iddyn nhw.

en-gb	Settings and schools are encouraged to provide learners with opportunities to reflect on the short-term, medium-term and long-term implications of the decisions they make.
cy-gb	Anogir lleoliadau ac ysgolion i gynnig cyfleoedd i ddysgwyr fyfyrio ar oblygiadau tymor byr, tymor canolig a hirdymor y penderfyniadau maen nhw’n eu gwneud.

en-gb	It should recognise that learners do not necessarily have responsibility for many of the decisions affecting them and this responsibility grows over time.
cy-gb	Dylai’r broses gydnabod nad oes gan ddysgwyr o angenrheidrwydd gyfrifoldeb dros lawer o’r penderfyniadau sy’n effeithio arnyn nhw a bod y cyfrifoldeb hwn yn tyfu dros gyfnod o amser.

en-gb	Reflecting on the impact of decisions not only on oneself, but on other people and wider society is important, particularly with regard to decisions that have been made by others or other groups.
cy-gb	Mae’n bwysig myfyrio ar effaith penderfyniadau nid yn unig ar yr hunan ond ar bobl eraill a’r gymdeithas ehangach, yn arbennig mewn perthynas â phenderfyniadau sydd wedi cael eu gwneud gan bobl eraill/grwpiau eraill.

en-gb	Learners will need to understand the implications and importance of developing sound decision-making in areas such as careers, finances and the law.
cy-gb	Bydd angen i ddysgwyr ddeall goblygiadau a phwysigrwydd datblygu’r gallu i wneud penderfyniadau cadarn mewn meysydd megis gyrfaoedd, cyllid a’r gyfraith.

en-gb	In particular, learners will need to be aware that these are life decisions with long-term implications.
cy-gb	Yn arbennig, bydd angen i ddysgwyr fod yn ymwybodol fod rhain yn benderfyniadau am fywyd gyda goblygiadau hir dymor.

en-gb	How can learners be supported to engage with a range of social influences that affect their lives?
cy-gb	Sut y gellir cefnogi dysgwyr i ymwneud ag ystod o ddylanwadau cymdeithasol sy’n effeithio ar eu bywydau?

en-gb	Settings and schools should identify opportunities for learners to engage with positive social influences as well as carefully considering how to reduce the impact of negative social influences.
cy-gb	Dylai lleoliadau ac ysgolion nodi cyfleoedd i ddysgwyr ymwneud â dylanwadau cymdeithasol cadarnhaol yn ogystal ag ystyried yn ofalus sut i leihau effaith dylanwadau cymdeithasol negyddol.

en-gb	Settings and schools should take account of the role that social influences can play on learner behaviour and the influences that can promote and encourage healthy prosocial behaviours as well as those that lead to issues such as discrimination, racism or prejudice.
cy-gb	Dylai lleoliadau ac ysgolion ystyried y rôl y gall dylanwadau cymdeithasol ei chael ar ymddygiad dysgwyr, a’r dylanwadau all hyrwyddo ac annog ymddygiadau iach er lles y gymdeithas, yn ogystal â’r rhai sy’n arwain at faterion megis gwahaniaethu, hiliaeth neu ragfarn.

en-gb	Settings and schools are encouraged to think about how to provide support for learners when negative social influences create difficulties for individuals and groups and celebrate those social influences that contribute to health and well-being.
cy-gb	Anogir lleoliadau ac ysgolion i feddwl am sut i gynnig cefnogaeth i ddysgwyr pan mae dylanwadau cymdeithasol negyddol yn creu trafferthion i unigolion a grwpiau a dathlu’r dylanwadau cymdeithasol sy’n cyfrannu tuag at iechyd a lles.

en-gb	These may be more global influences that affect large numbers of learners, but could also include things that affect smaller groups of learners.
cy-gb	Gall y rhain fod yn ddylanwadau byd-eang sy’n effeithio ar nifer mawr o ddysgwyr, ond gall hefyd gynnwys elfennau sy’n effeithio ar grwpiau llai o ddysgwyr.

en-gb	Through a whole-school approach to health and well-being together with curriculum design, practitioners are encouraged to provide opportunities for learners to explore and critically evaluate how and why they choose to engage with particular social influences and how these can affect behaviour.
cy-gb	Trwy ddull gweithredu ysgol gyfan tuag at iechyd a lles ynghyd â chynllunio’r cwricwlwm, anogir ymarferwyr i gynnig cyfleoedd i ddysgwyr archwilio a gwerthuso’n feirniadol sut a pham maen nhw’n dewis ymwneud â dylanwadau cymdeithasol penodol, a sut mae’r rhain yn gallu effeithio ar ymddygiad.

en-gb	What experiences could settings and schools offer to provide learners with an appreciation and understanding of the benefits of healthy relationships?
cy-gb	Pa brofiadau gall lleoliadau/ysgolion eu cynnig er mwyn cynnig gwerthfawrogiad a dealltwriaeth i ddysgwyr o fanteision cydberthnasau iach?

en-gb	How should settings and schools actively promote and model healthy relationships?
cy-gb	Sut y dylai lleoliadau/ysgolion hyrwyddo a modelu cydberthnasau iach ag eraill yn weithredol?

en-gb	Settings and schools should consider the relationships that are familiar to learners such as family and friends, pets, animals, peers, professional, virtual, romantic, sexual, religious and spiritual , and those relationships which they may not yet be familiar with but are highly likely to encounter in their lives.
cy-gb	Dylai lleoliadau ac ysgolion ystyried y cydberthnasau sy’n gyfarwydd i’r dysgwyr megis teulu a chyfeillion, anifeiliaid yn cynnwys rhai anwes, cyfoedion, pobl broffesiynol, rhithiol, rhamantus, rhywiol, crefyddol ac ysbrydol , ac unrhyw cydberthynas nad sydd eto’n gyfarwydd iddyn nhw ond eu bod yn debygol iawn o ddod ar eu traws yn ystod eu bywydau.

en-gb	This should include opportunities to develop relationships with people who have different backgrounds, experiences and characteristics to them.
cy-gb	Dylai hyn gynnwys cyfleoedd i ddatblygu cydberthynas â phobl sydd â chefndiroedd, profiadau a nodweddion gwahanol iddyn nhw.

en-gb	In order to form, maintain and develop healthy relationships for life, learners will need to invest time in those relationships and acquire an array of skills and dispositions.
cy-gb	Er mwyn ffurfio, cynnal a datblygu cydberthnasau iach gydol oes, bydd angen i ddysgwyr roi amser i’r cydberthynasau a chaffael ystod o sgiliau a rhinweddau.

en-gb	Settings and schools should consider how they are supporting learners to develop the skills they need in order to build healthy relationships.
cy-gb	Dylai lleoliadau ac ysgolion ystyried sut maen nhw’n cefnogi dysgwyr i ddatblygu’r sgiliau sydd eu hangen arnyn nhw i adeiladu cydberthynas iach.

en-gb	These should include, but may not be limited to, open communication and discussion, acceptance, celebration, empathy , trust, managing mobile technology, give and take feedback, compassion, problem-solving, cooperation, negotiation, respecting others’ views, values  and rights, mediation, responding constructively and appropriately to conflict, understanding that relationships change and develop over time.
cy-gb	Dylai’r rhain gynnwys, ond heb fod yn gyfyngedig i, cyfathrebiad a trafodaeth agored, derbyniad, dathliad, empathi , ymddiriedaeth, rheoli technoleg symudol, rhoi a derbyn adborth, tosturi, datrys problemau, negyddu, parchu safbwyntiau pobl eraill, gwerthoedd  a hawliau, myfyrio, ymateb yn adeiladol a phriodol i wrthdaro, dealltwriaeth y gall cydberthynas newid a datblygu dros gyfnod o amser.

en-gb	While these concepts should be integral to the whole-school ethos practitioners should be aware that many of these will also need to be taught explicitly throughout the curriculum.
cy-gb	Tra dylai’r cysyniadau hyn fod yn rhan annatod o’r ethos ysgol gyfan, dylai ymarferwyr fod yn ymwybodol y bydd angen dysgu llawer o’r rhain yn benodol trwy’r holl gwricwlwm.

en-gb	They should make the most of opportunities to develop these skills as they naturally occur.
cy-gb	Dylen nhw fanteisio’n llawn ar y cyfleoedd i ddatblygu’r sgiliau hyn wrth iddyn nhw godi yn naturiol.

en-gb	Learners should be given time to reflect on, explore and critically evaluate their experiences, as well as to use their knowledge to manage their behaviour in situations they may encounter in the future to self-regulate .
cy-gb	Dylid rhoi amser i ddysgwyr fyfyrio ar eu profiadau, eu harchwilio a'u gwerthuso'n feirniadol er mwyn defnyddio'r wybodaeth i effeithio ar eu hymddygiad mewn sefyllfaoedd y gallan nhw ddod ar eu traws yn y dyfodol a defnyddio'r wybodaeth hon i hunanreoleiddio .

en-gb	How can settings and schools support learners to recognise that relationships or aspects of relationships may not always be safe or healthy?
cy-gb	Sut y gall lleoliadau/ysgolion gefnogi dysgwyr i gydnabod nad yw cydberthynas neu agweddau o’r cydberthnasau o angenrheidrwydd yn ddiogel neu yn iach?

en-gb	It is important that learners understand what may constitute an unhealthy or abusive relationship.
cy-gb	Mae’n bwysig fod dysgwyr yn deall beth yw ystyr cydberthynas nad yw’n iach neu gydberthynas dreisiol.

en-gb	They will need to recognise unwanted attention and learn how to respond appropriately.
cy-gb	Bydd angen iddyn nhw adnabod sylw digroeso a dysgu sut i ymateb yn briodol.

en-gb	Learners should understand the importance of privacy and consent.
cy-gb	Dylai dysgwyr ddeall pwysigrwydd preifatrwydd a chydsynio.

en-gb	They should be given opportunities to develop the knowledge and skills needed to seek help for themselves and others, and who to approach for support in a variety of situations, ranging from friends, family and teachers to external agencies and organisations such as Childline, Women’s Aid, NSPCC, the police, counselling services and charities, health professionals, Child Exploitation and Online Protection (CEOP), etc.
cy-gb	Dylen nhw gael cyfleoedd i ddatblygu’r wybodaeth a’r sgiliau sydd eu hangen i chwlio cymorth iddyn nhw eu hunain ac i eraill, a phwy i fynd atyn nhw ar gyfer cymorth mewn ystod o sefyllfaoedd, o ffrindiau, teulu ac athrawon i asiantaethau a chyrff allanol megis Childline, Cymorth i Fenywod, NSPCC, yr heddlu, gwasanaethau cwnsela ac elusennau, gweithwyr iechyd proffesiynol, Child Exploitation and Online Protection (CEOP), ac ati.

en-gb	Safe behaviours may include appropriate touch, personal space and positive verbal communication, including consent.
cy-gb	Gall ymddygiadau diogel gynnwys cyffwrdd priodol, gwagle personol a chyfathrebu geiriol cadarnhaol, yn gynnwys cydsynio.

en-gb	Unsafe behaviours may include physical, emotional, verbal, sexual and online abuse.
cy-gb	Gall ymddygiadau sydd heb fod yn ddiogel gynnwys camdriniaeth corfforol, emosiynol, rhywiol ac ar-lein.

en-gb	Learners need to know that they have rights, including human rights and those in the United Nations Convention on the Rights of the Child (UNCRC), and that these should protect them from harm.
cy-gb	Mae angen i ddysgwyr wybod bod ganddyn nhw hawliau, gan gynnwys hawliau dynol a’r hawliau yng Nghonfensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP), a bod yr hawliau hyn yn gallu eu diogelu rhag niwed.

en-gb	They should understand the importance of equity and of recognising one another’s rights in developing safe relationships.
cy-gb	Dylen nhw ddeall pwysigrwydd tegwch a chydnabod hawliau eu hunain a hawliau pobl eraill wrth ddatblygu cydberthynas ddiogel.

en-gb	How can topics, themes and activities be considered holistically?
cy-gb	Sut y gall pynciau, themâu a gweithgareddau gael eu hystyried yn holistaidd?

en-gb	Topics, themes and activities should be considered holistically, considering different aspects of a learners’ health and well-being.
cy-gb	Dylid ystyried pynciau, themâu a gweithgareddau yn holistaidd gan ystyried gwahanol agweddau ar iechyd a lles dysgwyr.

en-gb	The statements of what matters are designed to be used as different lenses through which to look at and consider the same curriculum content.
cy-gb	Cynlluniwyd y datganiadau o’r hyn sy’n bwysig i’w defnyddio fel ffordd o feddwl ac ystyried yr un cynnwys cwricwlaidd.

en-gb	Planning should begin by thinking about topics relevant to learners’ needs and then exploring how the topic or theme can be used to deliver learning in each of the statements of what matters.
cy-gb	Dylai cynllunio ddechrau trwy feddwl am bynciau sy’n berthnasol i anghenion dysgwyr ac yna archwilio sut y gellir defnyddio’r pwnc neu’r thema i wireddu dysgu ymhob un o’r datganiadau o’r hyn sy’n bwysig.

en-gb	The descriptions of learning can then support the development of learning and teaching.
cy-gb	Gall y disgrifiadau dysgu wedyn gefnogi datblygu dysgu ac addysgu.

en-gb	For example, if harmful substances were identified as a focus area, then curriculum design would require an exploration of how the descriptions of learning for each of the statements of what matters can offer a particular way of approaching it.
cy-gb	Er enghraifft, pe bai sylweddau niweidiol yn cael eu nodi fel maes i ganolbwyntio arno, er mwyn cynllunio byddai angen archwilio sut mae’r disgrifiadau dysgu ar gyfer pob un o’r datganiadau o’r hyn sy’n bwysig yn gallu cynnig ffordd benodol o weithredu’r dysgu.

en-gb	Initial thinking may identify the following links to the statements of what matters:
cy-gb	Gall yr ystyriaethau dechreuol nodi’r cysylltiadau canlynol i’r datganiadau o’r hyn sy’n bwysig:

en-gb	the impact of harmful substances and sleep patterns, appetite, motivation to exercise, emotional well-being, impulsive decision-making and risk-taking, friendship groups, and the ability to distinguish between healthy and harmful relationships.
cy-gb	effaith sylweddau niweidiol a phatrymau cysgu, archwaeth, ysgogiad i ymarfer, lles emosiynol, gwneud penderfyniadau ar y pryd a chymryd risg, grwpiau cyfeillion, a’r gallu i wahaniaethu rhwng cydberthynas iach a niweidiol.

en-gb	The descriptions of learning can then be used to provide the framework upon which to build detailed learning.
cy-gb	Gellir defnyddio’r disgrifiadau dysgu wedyn i gynnig y fframwaith i adeiladu’r dysgu manwl arno.

en-gb	Another example may be that the need to collaborate has been identified as a focus area and the following links may be developed:
cy-gb	Enghraifft arall o bosib yw bod yr angen i gydweithredu wedi cael ei nodi fel maes i ganolbwyntio arno, gellir datblygu’r dolenni canlynol:

en-gb	using physical activity as a vehicle for building collaboration, exploring the benefits of supporting one another on mental health and emotional well-being, making collective decisions and learning from mistakes, exploring how different social groups within a setting or school can identify commonalities, share goals and collaborate to build relationships with the wider community.
cy-gb	defnyddio gweithgaredd corfforol fel cyfrwng i adeiladu cydweithredu, archwilio manteision cefnogi pobl eraill mewn perthynas ag iechyd meddwl a lles emosiynol, gwneud penderfyniadau ar y cyd a dysgu oddi wrth gamgymeriadau, archwilio sut y gall gwahanol grwpiau cymdeithasol o fewn lleoliad neu ysgol nodi elfennau sy’n debyg, rhannu targedau a chydweithredu i adeiladu gwahanol fathau o berthnasau gyda’r gymuned ehangach.

en-gb	Settings and schools should consider the nature of the learning experiences and the supporting pedagogy to ensure that themes and topics contribute to learners’ progression.
cy-gb	Dylai lleoliadau ac ysgolion ystyried natur y profiadau dysgu a’r addysgeg gefnogol er mwyn sicrhau bod themâu a phynciau yn cyfrannu at gynnydd dysgwyr.

en-gb	It is also important to remember that influences are not necessarily wholly positive or negative.
cy-gb	Mae hefyd yn bwysig cofio nad yw dylanwadau bob amser yn gyfan gwbl gadarnhaol neu negyddol.

en-gb	Behaviours and relationships can have both healthy and harmful aspects.
cy-gb	Gall ymddygiadau a chydberthnasau fod ag agweddau iach yn ogystal â niweidiol.

en-gb	Learning and teaching should be designed to encourage positive behaviours.
cy-gb	Dylid cynllunio dysgu ac addysgu i annog ymddygiadau cadarnhaol.

en-gb	When identifying experiences, positive approaches are important.
cy-gb	Wrth nodi profiadau, mae dulliau gweithredu cadarnhaol yn bwysig.

en-gb	The approach to learning should ensure learners develop enjoyment and a positive perception of healthy and pro-social behaviours.
cy-gb	Dylai dull gweithredu’r dysgu sicrhau fod dysgwyr yn datblygu mwynhad a chanfyddiad cadarnhaol o ymddygiadau iach sydd er lles y gymdeithas.

en-gb	It should not be about shaming specific behaviours or creating a long list of dos and don’ts.
cy-gb	Ni ddylai’r dysgu gynnwys codi cywilydd ynghylch ymddygiadau penodol neu greu rhestr hir o dic a chroes.

en-gb	Learning and teaching should recognise that while understanding the impacts of different behaviours is important, this alone is very unlikely to influence learners’ behaviours.
cy-gb	Dylai dysgu ac addysgu gydnabod tra bod deall effaith gwahanol ymddygiadau yn bwysig, mae hyn ar ei ben ei hun yn annhebygol o ddylanwadu ar ymddygiadau dysgwyr.

en-gb	Learners can participate in a range of team and individual sports to support their understanding and application of positive health behaviours.
cy-gb	Gall dysgwyr gymryd rhan mewn amrywiaeth o chwaraeon tîm a chwaraeon unigol i gefnogi eu dealltwriaeth o arferion iechyd positif a’u gweithredu.

en-gb	This also supports the development of team-working, resilience and individual confidence.
cy-gb	Mae hyn hefyd yn cefnogi datblygu gweithio mewn tîm, gwydnwch a hyder unigolion.

en-gb	A study of sport can also unlock aspects of social history, politics, geography and science in Wales and across the world.
cy-gb	Gall astudio chwaraeon hefyd ddatgloi agweddau ar hanes cymdeithasol, gwleidyddiaeth, daearyddiaeth a gwyddoniaeth Cymru ac ar draws y byd.

en-gb	Learning about behaviours, situations and conditions that affect physical health and well-being could include learning about substance misuse, the development of first aid skills and an understanding of health conditions.
cy-gb	Gallai dysgu am ymddygiadau, sefyllfaoedd a chyflyrau sy’n effeithio ar iechyd corfforol a lles gynnwys dysgu am gamddefnyddio sylweddau, datblygu sgiliau cymorth cyntaf a deall cyflyrau iechyd.

en-gb	An understanding of diet and nutrition could be enhanced by a knowledge of food supply, both within Wales and internationally, and how it has changed over time.
cy-gb	Gellid gwella dealltwriaeth o ddeiet a maeth drwy ddysgu am y cyflenwad bwyd, yng Nghymru ac yn rhyngwladol, a sut mae hyn wedi newid dros amser.

en-gb	Key links with other Areas
cy-gb	Cysylltiadau allweddol gyda Meysydd eraill

en-gb	Links across Areas should be considered and drawn on to fully embed holistic learning.
cy-gb	Dylid ystyried a thynnu ar gysylltiadau ar draws Meysydd er mwyn ymwreiddio dysgu holistaidd yn llawn.

en-gb	Settings and schools should consider if there  are different elements of learning which could be considered together in order to support this.
cy-gb	Dylai lleoliadau ac ysgolion ystyried a oes gwahanol elfennau o ddysgu y gellid eu hystyried gyda’i gilydd er mwyn cefnogi dysgu mwy holistaidd.

en-gb	There are many links between this Area and other Areas.
cy-gb	Mae llawer o gysylltiadau rhwng y Maes hwn a Meysydd eraill.

en-gb	Expressive Arts
cy-gb	Celfyddydau mynegiannol

en-gb	The Health and Well-being Area of Learning and Experience provides opportunities for creative movement and dance as a physical activity and can enable learners to develop gross motor and fine motor movements to support participation in the arts’ disciplines.
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfleoedd ar gyfer symud a dawns creadigol fel gweithgaredd corfforol ac yn ffordd o alluogi dysgwyr i ddatblygu symudiadau echddygol bras a symudiadau echddygol manwl er mwyn cefnogi cyfranogiad mewn gwahanol ddisgyblaethau celfyddydol.

en-gb	Involvement in the expressive arts can enable learners to develop a sense of self, build confidence, and explore different forms of communication and relationships, which can support mental health and emotional well-being.
cy-gb	Gall cyfranogiad yn y celfyddydau mynegiannol alluogi dysgwyr i ddatblygu ymdeimlad o’r hunan, adeiladu hyder, ac archwilio gwahanol ffurfiau o gyfathrebu a chydberthnasau a all gefnogi iechyd meddwl a lles emosiynol

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

en-gb	They support understanding of citizenship, rights, respect and equality.
cy-gb	Maen nhw’n cefnogi dealltwriaeth o ddinasyddiaeth, hawliau, parch a chyfartaledd.

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

en-gb	Languages, Literacy and Communication
cy-gb	Ieithoedd, Llythrennedd a Chyfathrebu

en-gb	These two Areas link together to provide learners with the skills to effectively communicate which in turn provide a foundation for developing healthy relationships.
cy-gb	Mae’r ddau Faes yma yn cyfuno i ddarparu sgiliau fydd yn galluogi dysgwyr i gyfathrebu’n effeithiol. Bydd hyn yn ei dro yn darparu sail ar gyfer datblygu cydberthnasau iach.

en-gb	Physical and cognitive development will impact on the acquisition of speech and language and the development of fine motor movements , such as handwriting.
cy-gb	Bydd datblygiad corfforol a gwybyddol yn effeithio ar gaffael lleferydd ac iaith a datblygu symudiadau echddygol manwl fel llawysgrifen.

en-gb	Literacy skills allow learners to explore texts related to health and well-being.
cy-gb	Mae sgiliau llythrennedd yn galluogi dysgwyr i archwilio testunau sy’n ymwneud ag iechyd a lles.

en-gb	Reading and writing for pleasure also provides opportunities to improve the learner’s sense of well-being . 
cy-gb	Mae darllen ac ysgrifennu er mwyn pleser hefyd yn darparu cyfleoedd i wella ymdeimlad o les yn y dysgwr.

en-gb	One of the most important links is with the Health and Well-being Area of Learning and Experience and an example would be around financial literacy and risk.
cy-gb	Un o’r cysylltiadau pwysicaf yw’r cysylltiad â Maes Dysgu a Phrofiad Iechyd a Lles ac mae’r enghreifftiau yn cynnwys ymdrin â llythrennedd ariannol a risg.

en-gb	Financial literacy is provided for in the statement of what matters dealing with the number system.
cy-gb	Ymdrinnir â llythrennedd ariannol yn y datganiad o’r hyn sy’n bwysig sy’n ymdrin â’r system rif.

en-gb	This is complemented in health and well-being where learning could explore financial literacy through risk and personal debt, and its consequences.
cy-gb	Mae hyn yn cael ei gadarnhau yn iechyd a lles lle y gallai dysgu archwilio llythrennedd ariannol trwy risg a dyled bersonol, a’u canlyniadau.

en-gb	Because of such close links, it is strongly recommended that both elements are taught in parallel.
cy-gb	Oherwydd cysylltiadau mor agos anogir yn gryf ddysgu’r ddwy elfen arbennig yma yn gyfochrog.

en-gb	The Health and Well-being Area of Learning and Experience also provides learners with the knowledge and understanding of the process of decision-making, including the implications of decisions and consideration of risk.
cy-gb	Mae Maes Dysgu a Phrofiad Iechyd a Lles hefyd yn darparu i’r dysgwyr yr wybodaeth a’r ddealltwriaeth o’r broses o wneud penderfyniadau, gan gynnwys goblygiadau penderfyniadau ac ystyriaethau risg.

en-gb	Numeracy provides an important context in which to explore and support positive decision-making, particularly in respect of financial decisions.
cy-gb	Mae rhifedd yn cynnig cyd-destun pwysig ar gyfer archwilio a chefnogi gwneud penderfyniadau’n gadarnhaol, yn arbennig mewn perthynas â phenderfyniadau ariannol.

en-gb	Furthermore, the Health and Well-being Area of Learning and Experience provides opportunity to explore the role of numeracy in purchasing and preparing food to support nutrition and its role in measuring distance, weight and time.
cy-gb	Ar ben hynny, mae Maes Dysgu a Phrofiad Iechyd a Lles yn cynnig cyfle i archwilio rôl rhifedd wrth brynu a pharatoi bwyd i gefnogi maeth, a’i rôl wrth fesur pellter, pwysau ac amser.

en-gb	These Areas are inherently linked.
cy-gb	Mae cysylltiad cynhenid rhwng y ddau Faes yma.

en-gb	Knowledge and understanding of biology, physical development, biological and sexual relationships and the link between physical and emotional health are fundamental to learning in the Health and Well-being Area of Learning and Experience.
cy-gb	Mae gwybodaeth a dealltwriaeth o fioleg, datblygiad corfforol, cydberthnasau biolegol a rhywiol a’r cyswllt rhwng iechyd corfforol ac emosiynol yn hanfodol i ddysgu yn y Maes hwn.

en-gb	Learning how the brain works can help learners understand their thoughts, feelings and emotions.
cy-gb	Gall dysgu sut mae’r ymennydd yn gweithio fod o gymorth i ddysgwyr ddeall eu meddyliau, teimladau ac emosiynau.

en-gb	How lifestyle choices can impact the human body (including diet, drug use and exercise) can be considered, as well as the science behind hormones, sexual reproduction and human development in support of relationships and sexuality education (RSE).
cy-gb	Gellir ystyried sut y gall dewisiadau ffordd o fyw effeithio ar y corff dynol (gan gynnwys deiet, defnyddio cyffuriau ac ymarfer), yn ogystal â’r wyddoniaeth y tu ôl i hormonau, atgenhedlu rhywiol a datblygiad dynol er mwyn cefnogi addysg cydberthynas a rhywioldeb.

en-gb	Technology is important to the health and well-being of learners, including supporting the preparation of healthy diets.
cy-gb	Mae technoleg yn bwysig i iechyd a lles dysgwyr.

en-gb	Understanding how digital media works and how to use the online world safely and responsibly, exploring relationships in an online context and understanding social norms and influences in respect of technology all support stronger decision-making in relation to online safety, online bullying and promoting positive online behaviours.
cy-gb	Mae dealltwriaeth sut mae’r cyfryngau digidol yn gweithio a sut i ddefnyddio’r byd ar-lein yn ddiogel a chyfrifol, archwilio perthnasau mewn cyd-destun ar-lein, a deall normau a dylanwadau cymdeithasol mewn perthynas â thechnoleg oll yn cyfrannu at wneud gwell penderfyniadau mewn perthynas â diogelwch ar-lein, bwlio ar-lein a hybu ymddygiad cadarnhaol ar-lein.

en-gb	The drivers and influences of learners’ health and well-being may vary depending on local context and these should be considered when designing your curriculum.
cy-gb	Gall yr hyn sy’n gyrru a dylanwadu ar iechyd a lles y dysgwyr amrywio gan ddibynnu ar gyd-destun lleol a dylid ystyried rhain wrth gynllunio eich cwricwlwm.

en-gb	Learning should be informed by local, national and global trends, issues and factors which affect different aspects of learners’ health and well-being.
cy-gb	Dylai dysgu gael ei lywio gan dueddiadau lleol, cenedlaethol a byd-eang, materion a ffactorau sy’n effeithio ar wahanol agweddau o iechyd a lles dysgwyr.

en-gb	The decision-making skills learners develop should enable them to understand and critically evaluate the impacts of their decisions locally, nationally and internationally in a wide range of contexts.
cy-gb	Dylai’r sgiliau gwneud penderfyniad mae dysgwyr yn eu datblygu eu galluogi i ddeall a gwerthuso’n feirniadol effeithiau eu penderfyniadau yn lleol, yn genedlaethol ac yn rhyngwladol mewn ystod o gyd-destunau.

en-gb	Learners should develop a range of relationships that enable them to value similarities and differences within their local communities and with different individuals and communities nationally and internationally.
cy-gb	Dylai dysgwyr ddatblygu gwahanol fathau o gydberthnasau sy’n eu galluogi i werthfawrogi tebygrwydd a gwahaniaethau o fewn eu cymunedau lleol, a chyda gwahanol unigolion a chymunedau, yn genedlaethol ac yn rhyngwladol.

en-gb	The social influences that inform learners’ may be local, national or international.
cy-gb	Gall y dylanwadau cymdeithasol sy’n cynnig gwybodaeth i ddysgwyr fod yn lleol, yn genedlaethol neu’n rhyngwladol.

en-gb	They may also vary locally.
cy-gb	Gallan nhw amrywio’n lleol yn ogystal.

en-gb	Developing an understanding of the norms, values  and cultures of local communities, national communities and international communities will help inform a learner’s identity .
cy-gb	Bydd datblygu dealltwriaeth o normau, gwerthoedd a diwylliannau cymunedau lleol, cymunedau cenedlaethol a chymunedau rhyngwladol o gymorth i lywio hunaniaeth dysgwr.

en-gb	Through developing and modelling empathy , learners should be supported to become active citizens who engage pro-socially with each of these different contexts.
cy-gb	Trwy ddatblygu a modelu empathi, dylid cefnogi dysgwyr i ddod yn ddinasyddion gweithredol sy’n ymwneud â phob un o’r cyd-destunau hyn, a hynny mewn ffordd sydd er lles y gymdeithas.

en-gb	Careers and work-related experiences in this Area
cy-gb	Gyrfaoedd a phrofiadau cysylltiedig â gwaith yn y Maes hwn

en-gb	Key decisions for learners will be those around careers.
cy-gb	Penderfyniadau allweddol ar gyfer dysgwyr fydd y rhai hynny yn ymwneud â gyrfaoedd.

en-gb	Through developing decision-making skills and developing an awareness of the impact of decisions upon oneself and others, learners can begin to recognise the relevance of learning, developing skills and interests on future life choices.
cy-gb	Trwy ddatblygu sgiliau gwneud penderfyniad a datblygu ymwybyddiaeth o effaith penderfyniadau ar yr hunan ac ar eraill, gall dysgwyr ddechrau sylweddoli bod dysgu, datblygu sgiliau a diddordebau ynghylch dewisiadau’r dyfodol oll yn berthnasol.

en-gb	In developing knowledge and understanding of the decision-making process learners can develop an understanding of the need to research and critically evaluate career choices, developing an understanding of the experiences, knowledge and skills required to pursue a preferred career or learning pathway.
cy-gb	Wrth ddatblygu gwybodaeth a dealltwriaeth o’r broses gwneud penderfyniadau, gall dysgwyr ddatblygu dealltwriaeth o’r angen i ymchwilio a gwerthuso eu dewisiadau gyrfa yn feirniadol, datblygu dealltwriaeth o’r profiadau, gwybodaeth a sgiliau sydd eu hangen i ddilyn gyrfa neu lwybr dysgu o’u dewis nhw.

en-gb	Careers and work-related experiences should be considered through the decision-making statement of what matters and other statements of what matters throughout progression.
cy-gb	Dylid ystyried gyrfaoedd a phrofiadau cysylltiedig â gwaith trwy’r datganiad o’r hyn sy’n bwysig sy’n cyfeirio at wneud penderfyniadau, yn ogystal â’r datganiadau eraill o’r hyn sy’n bwysig trwy gydol cynnydd y dysgwr.

en-gb	At the beginning of the continuum learners should engage with their likes and dislikes, choose activities based on their interests and explore different work-based roles.
cy-gb	Ar ddechrau’r continwwm dylai dysgwyr ymwneud â’u hoff a chas bethau, dewis gweithgareddau yn seiliedig ar eu diddordebau ac archwilio gwahanol rolau cysylltiedig â gwaith.

en-gb	As they progress they should develop an awareness of a range of different opportunities that are relevant to their learning, skills and interests.
cy-gb	Wrth iddyn nhw ddangos cynnydd, dylen nhw ddatblygu ymwybyddiaeth o ystod o wahanol gyfleoedd sy’n berthnasol i’w dysgu, sgiliau a diddordebau.

en-gb	They should be supported to set goals, and research information about potential pathways in order to help them to take steps to support their ambitions.
cy-gb	Dylen nhw gael eu cefnogi i osod targedau a chwilio am wybodaeth am lwybrau posib i fod o gymorth iddyn nhw wireddu uchelgais.

en-gb	Careers can also be considered through the perspective of other statements of what matters, for instance professional working relationships.
cy-gb	Gall gyrfaoedd hefyd gael eu hystyried o safbwynt datganiadau eraill o’r hyn sy’n bwysig, er enghraifft perthynas weithio broffesiynol.

en-gb	The learning about careers in this Area should provide a foundation for learning about careers through and within all other Areas.
cy-gb	Dylai dysgu am yrfaoedd yn y Maes hwn gynnig sail ar gyfer dysgu am yrfaoedd trwy ac o fewn pob Maes arall.

en-gb	Drawing on learning in this Area, learners should be encouraged to develop knowledge, understanding and skills to adapt behaviours according to different situations and contexts.
cy-gb	Gan dynnu ar ddysgu yn y Maes hwn, dylid annog dysgwyr i ddatblygu gwybodaeth, dealltwriaeth a sgiliau i addasu ymddygiadau yn ôl gwahanol sefyllfaoedd a chyd-destunau.

en-gb	These skills could assist learners when applying for jobs and engaging in the world of work.
cy-gb	Gallai’r sgiliau hyn fod o gymorth i ddysgwyr wrth iddyn nhw ymgeisio am swyddi ac ymwneud â’r byd gwaith.

en-gb	Human rights education and diversity in this Area
cy-gb	Addysg hawliau dynol ac amrywiaeth yn y Maes hwn

en-gb	Understanding and valuing diversity is intrinsic to delivering learning in this Area and to developing knowledge and understanding of rights.
cy-gb	Mae deall a gwerthfawrogi amrywiaeth yn greiddiol i wireddu dysgu yn y Maes hwn ac i ddatblygu gwybodaeth a dealltwriaeth o hawliau.

en-gb	Learning in this Area specifically looks to provide opportunity for learners to develop knowledge and understanding of rights – individual rights, the rights of others, the impacts of rights on themselves and others, and the need to respect the rights of others.
cy-gb	Mae dysgu yn y Maes hwn yn edrych yn benodol ar gynnig cyfleoedd i ddysgwyr ddatblygu gwybodaeth a dealltwriaeth o hawliau – hawliau’r unigolyn, hawliau pobl eraill, effeithiau hawliau ar y dysgwyr eu hunain ac ar bobl eraill, a’r angen i barchu hawliau pobl eraill.