en-gb	The impact of the recommended changes to the curriculum on children and young people’s learning will depend ultimately on the quality of the teaching 109 and learning they experience.
cy-gb	Bydd effaith y newidiadau sydd wedi’u hargymell yn y cwricwlwm ar y dysgu gan blant a phobl ifanc yn dibynnu yn y pen draw ar ansawdd yr addysgu a’r dysgu y maent yn eu cael.

en-gb	The Review proposals will require approaches to teaching and learning that capitalise on the greater professional freedom that they offer to teachers.
cy-gb	Mae cynigion 109 yr Adolygiad yn galw am ddulliau o addysgu a dysgu sy’n manteisio ar y rhyddid proffesiynol ehangach y maent yn ei gynnig i athrawon.

en-gb	The high expectations embedded in the Progression Steps will only be realised through effective teaching that engages children and young people’s curiosity and enthusiasm through a blend of teaching and learning approaches.
cy-gb	Yr unig ffordd o wireddu’r disgwyliadau uchel sydd yn y Camau Cynnydd fydd drwy addysgu effeithiol sy’n ennyn chwilfrydedd a brwdfrydedd mewn plant a phobl ifanc drwy gymysgedd o ddulliau addysgu a dysgu.

en-gb	Teaching needs to be directly related to pursuing the curriculum purposes, exploiting opportunities to apply and make connections in learning in authentic contexts.
cy-gb	Rhaid creu cysylltiad uniongyrchol rhwng addysgu a chyflawni’r dibenion cwricwlwm, drwy fanteisio ar gyfleoedd i gymhwyso’r hyn a ddysgir a chreu cysylltiadau wrth ddysgu mewn cyd-destunau dilys.

en-gb	Learning should be a pleasurable activity pursued for its own sake and not simply as a means to passing a test or gaining a qualification.
cy-gb	Dylai dysgu fod yn weithgarwch pleserus sy’n cael ei gyflawni er ei fwyn ei hun ac nid dim ond er mwyn llwyddo mewn prawf neu ennill cymhwyster.

en-gb	Children and young people should learn how to work collaboratively and creatively, taking greater responsibility for their own learning and seeing the relevance of what they are doing to their present and future needs.
cy-gb	Mae’n bwysig bod plant a phobl ifanc yn dysgu sut i gydweithio a gweithio’n greadigol, gan gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain a gweld bod yr hyn y maent yn ei wneud yn berthnasol i’w hanghenion yn awr ac yn y dyfodol.

en-gb	The Review proposes a simplification of assessment procedures as well as a stronger role for assessment to support learning.
cy-gb	Mae’r Adolygiad yn cynnig symleiddio gweithdrefnau asesu a rhoi rôl bwysicach i asesu o ran cefnogi dysgu.

en-gb	Assessment is integral to effective learning and to informative reporting on achievement.
cy-gb	Mae asesu’n hanfodol ar gyfer dysgu effeithiol a chyflwyno gwybodaeth am gyflawniad mewn adroddiadau.

en-gb	Current assessment arrangements were widely criticised in the Review as being confused, over-elaborate and heavily influenced by the demands of accountability.
cy-gb	Beirniadwyd y trefniadau asesu presennol gan lawer yn ystod yr Adolygiad ar y sail eu bod yn ddryslyd, yn rhy gymhleth ac yn drwm o dan ddylanwad y broses atebolrwydd.

en-gb	The Review is recommending a simplified approach to assessment that seeks to strengthen teacher assessment as part of arrangements that reassert its prime role in supporting progression in learning.
cy-gb	Mae’r Adolygiad yn argymell dull symlach o asesu o dan drefniadau sy’n rhoi blaenoriaeth i asesu gan athrawon ar gyfer cefnogi dilyniant wrth ddysgu.

en-gb	Assessment should be driven by a clear understanding of its various potential contributions both to learning and to summative reporting.
cy-gb	Dylai asesu gael ei ysgogi gan ddealltwriaeth glir o’r gwahanol ffyrdd y mae’n gallu cyfrannu at ddysgu ac at adroddiadau cyfunol.

en-gb	The key questions about assessment are: who needs what evidence about progress and/or outcomes in achievement, for what purposes and against what deadlines?
cy-gb	Y cwestiynau allweddol i’w hateb ynghylch asesu yw: pwy sydd ag angen y gwahanol fathau o dystiolaeth am gynnydd a/neu ddeilliannau cyflawniad, at ba ddibenion ac erbyn pa bryd?

en-gb	The answers to these questions determine which assessment approaches are fit for purpose.
cy-gb	Yr atebion i’r cwestiynau hyn fydd yn pennu pa ddulliau asesu sy’n addas.

en-gb	In particular, our proposals distinguish between purposes that relate to helping children and young people to progress in their learning and those that are required for accountability.
cy-gb	Yn benodol, mae ein cynigion yn gwahaniaethu rhwng dibenion sy’n ymwneud â helpu plant a phobl ifanc i wneud cynnydd wrth ddysgu a’r rheini sy’n ofynnol ar gyfer atebolrwydd.

en-gb	Both are important but both can be compromised if they become confused.
cy-gb	Mae’r ddau’n bwysig ond bydd amheuon yn codi ynghylch canlyniadau o’r ddau ddull os byddant yn cael eu cymysgu.

en-gb	Sound assessment evidence is essential in promoting both consolidation and flow in learning.
cy-gb	Rhaid cael tystiolaeth gadarn o asesiadau er mwyn cysoni dysgu a sicrhau gwell llif.

en-gb	To be effective, assessment requires a clear understanding about what is to be learned and effective and efficient means of gathering evidence about achievement, including through the use of digital technology.
cy-gb	Er mwyn asesu’n effeithiol, rhaid cael dealltwriaeth glir o’r hyn sydd i’w ddysgu a ffyrdd effeithiol ac effeithlon o gasglu tystiolaeth am gyflawniad, gan gynnwys rhai sy’n defnyddio technoleg ddigidol.

en-gb	It is the prime means of establishing the extent to which the teaching process is bringing about the desired progress in each young person’s learning.
cy-gb	Dyma’r brif ffordd o ganfod y graddau y mae’r broses addysgu’n sicrhau’r cynnydd sy’n ddymunol yn y dysgu gan bob person ifanc.

en-gb	More direct engagement of children and young people in the assessment process will encourage them to take greater responsibility for their own learning and help develop their capacity to continue to learn effectively after they leave school.
cy-gb	Drwy gynnwys plant a phobl ifanc yn fwy uniongyrchol yn y broses asesu, byddant yn cael eu hannog i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain ac yn meithrin eu gallu i barhau i ddysgu’n effeithiol ar ôl gadael yr ysgol.

en-gb	The Review proposes that the Welsh Government should develop an overall assessment and evaluation framework as recommended by the OECD82.
cy-gb	Mae’r Adolygiad yn cynnig y dylai Llywodraeth Cymru ddatblygu fframwaith asesu a gwerthuso cyffredinol yn unol â’r argymhelliad gan yr OECD.82

en-gb	That framework should define the various roles of pupil assessment and school 110 evaluation and establish clearly the respective contributions of teacher assessment and external testing, stressing their complementary roles.
cy-gb	Rhaid i’r fframwaith hwnnw ddiffinio’r gwahanol rolau sydd i’r prosesau asesu disgyblion a gwerthuso ysgolion a phennu’n glir y priod gyfraniadau drwy asesu gan athrawon a phrofion allanol, gan bwysleisio eu bod yn ategu ei gilydd.

en-gb	We advise against an over-reliance on external or internal tests, which limits the scope of what can be assessed and fails to reflect necessary breadth in the curriculum.
cy-gb	Rydym yn cynghori 110 yn erbyn dibynnu’n ormodol ar brofion allanol neu fewnol, sy’n cyfyngu ar yr hyn y gellir ei asesu ac yn methu ag adlewyrchu ehangder angenrheidiol y cwricwlwm.

en-gb	The potential of teacher assessment to cover the full range of learning intentions will require a wider range of appropriate techniques than has traditionally been the case.
cy-gb	Er mwyn gallu asesu’r holl fathau o fwriadau ar gyfer dysgu drwy asesu gan athrawon, bydd yn rhaid cael ystod ehangach o dechnegau priodol nag a ddefnyddiwyd yn draddodiadol.

en-gb	The recommended depth and connected nature of learning can best be assessed by teachers but that will not happen automatically and will require resources and support.
cy-gb	Athrawon sydd yn y sefyllfa orau i asesu dysgu dwfn a chysylltiedig o’r math sydd wedi’i argymell, ond ni fydd hynny’n digwydd yn awtomatig a bydd yn galw am adnoddau a chymorth.

en-gb	There will be a need to ensure that, taken together, the arrangements for assessment are proportionate and as light-touch as possible and not over-bureaucratic.
cy-gb	Bydd angen sicrhau bod y trefniadau ar gyfer asesu, at ei gilydd, yn gymesur ac mor ysgafn eu cyffyrddiad â phosibl ac na fyddant yn rhy fiwrocrataidd.

en-gb	A major, sustained change programme will be required to convert the recommendations of the Review into practice.
cy-gb	Bydd angen rhaglen newid fawr dros gyfnod hir i roi argymhellion yr Adolygiad ar waith.

en-gb	Successful implementation will require a sophisticated change strategy that establishes clear milestones and takes full account of the implications for system and teacher capacity.
cy-gb	Er mwyn gweithredu’r argymhellion yn llwyddiannus, bydd angen strategaeth soffistigedig ar gyfer newid sy’n gosod cerrig milltir clir ac yn rhoi pob ystyriaeth i’r goblygiadau o ran capasiti’r system a chapasiti athrawon.

en-gb	In conducting the Review we developed a set of principles for curriculum design which have acted as both a guide and a test.
cy-gb	Wrth gynnal yr Adolygiad, roeddem wedi datblygu set o egwyddorion ar gyfer cynllunio’r cwricwlwm, ac rydym wedi defnyddio’r rhain fel canllaw ac fel meini prawf.

en-gb	These are that the curriculum should be authentic; evidence-based; responsive; inclusive; ambitious; empowering; unified; engaging; based on subsidiarity; and manageable.
cy-gb	Yr egwyddorion hyn yw y bydd y cwricwlwm yn ddilys; wedi’i seilio ar dystiolaeth; yn ymatebol; yn gynhwysol; yn uchelgeisiol; yn rymusol; yn unedig; yn ddeniadol; wedi’i seilio ar sybsidiaredd; ac yn hylaw.

en-gb	As we move to implementation it will be important to ensure that the integrity of these principles is not compromised.
cy-gb	Wrth symud ymlaen at ei weithredu, bydd yn bwysig sicrhau na fydd yr egwyddorion hyn yn cael eu tanseilio.

en-gb	One of the keys to successful implementation will be wide engagement in shaping and owning the new curriculum.
cy-gb	Un o’r ffyrdd allweddol o sicrhau gweithredu llwyddiannus fydd cyfranogi eang mewn siapio a pherchenogi’r cwricwlwm newydd.

en-gb	The process of development needs to build on our initial engagement and ensure ongoing and direct involvement involving not just the teaching profession but also the wider set of interested individuals and organisations that have contributed to our work.
cy-gb	Bydd yn rhaid seilio’r broses datblygu ar ein gwaith ymgysylltu cychwynnol a sicrhau cyfranogi parhaus ac uniongyrchol, nid yn unig gan y proffesiwn addysgu ond hefyd gan yr ystod ehangach o unigolion a sefydliadau cysylltiedig sydd wedi cyfrannu i’n gwaith.

en-gb	All of this will take time for full consideration of the very wide-ranging recommendations of the Review and sustained effort in translating them into practice.
cy-gb	Bydd angen cryn amser i ystyried yr holl agweddau ar argymhellion pellgyrhaeddol yr Adolygiad ac ymdrech barhaus i’w rhoi ar waith.

en-gb	The various aspects of the Review proposals should be consolidated in national guidance for schools.
cy-gb	Dylid crynhoi’r gwahanol agweddau ar gynigion yr Adolygiad mewn canllawiau cenedlaethol i ysgolion.

en-gb	In order to promote consistency in the way in which Areas of Learning and Experience are elaborated, expert groups should be formed and charged with taking this forward using the criteria which we have developed in this report as a guide.
cy-gb	Er mwyn hyrwyddo ffordd gyson o ymhelaethu ar Feysydd Dysgu a Phrofiad, dylid ffurfio grwpiau arbenigol a fydd yn gyfrifol am fwrw ymlaen â’r gwaith hwn ar sail y meini prawf sydd wedi’u disgrifio yn yr adroddiad hwn.

en-gb	These criteria include consideration of the relationship of proposed content to the purposes of the curriculum; an explanation of its boundaries and scope; an outline of necessary experiences and outcomes in terms of knowledge, skills and dispositions; identification of ways in which key elements in the Cwricwlwm Cymreig, the three Cross-curriculum Responsibilities and the wider skills can be taken forward; an explanation of progression and the definition of Achievement Outcomes at specified Progression Steps; advice on teaching and learning strategies; and a description of how assessment should contribute to learning in that area.
cy-gb	Mae’r meini prawf hyn yn cynnwys ystyried y berthynas rhwng y cynnwys arfaethedig a’r dibenion cwricwlwm; egluro ei ffiniau a’i gwmpas; disgrifio’r profiadau a deilliannau angenrheidiol yn nhermau gwybodaeth, sgiliau ac anian; pennu ffyrdd o gynnwys elfennau allweddol o’r Cwricwlwm Cymreig, y tri Chyfrifoldeb Trawsgwricwlaidd a’r sgiliau ehangach; esbonio dilyniant a diffinio Deilliannau Cyflawniad mewn Camau Cynnydd penodol; cynghori ar strategaethau addysgu a dysgu; a disgrifio sut y bydd asesu’n cyfrannu at y dysgu yn y maes hwnnw.

en-gb	The Review recommends that Wales should apply the principle of subsidiarity to curriculum development.
cy-gb	Mae’r Adolygiad yn argymell bod Cymru’n cymhwyso egwyddor sybsidiaredd wrth ddatblygu’r cwricwlwm.

en-gb	One of the tenets of the Review has been the desirability of engaging schools and teachers more directly in shaping the
cy-gb	Un o ddaliadau’r Adolygiad yw ei bod yn ddymunol cynnwys ysgolion ac athrawon yn fwy uniongyrchol wrth lunio’r cwricwlwm mewn ffyrdd sy’n cwrdd ag anghenion eu plant a’u pobl ifanc.

en-gb	111 curriculum in ways that meet the needs of their children and young people.
cy-gb	Gan edrych tua’r dyfodol, bydd yn bwysig meithrin a hyrwyddo perchenogaeth

en-gb	For the future, it will be important to nurture and encourage local ownership and responsibility within a clear framework of expectation and support that provides necessary direction and a sense of national purpose.
cy-gb	111 a chyfrifoldeb lleol o fewn fframwaith clir o ddisgwyliadau a chymorth sy’n cynnig y cyfarwyddyd angenrheidiol ac ymdeimlad o bwrpas cenedlaethol.

en-gb	Legislation should therefore be used sparingly while making clear the duties associated with providing an effective curriculum and appropriate assessment.
cy-gb	Felly dylid gwneud defnydd cynnil o ddeddfwriaeth gan egluro’r dyletswyddau sy’n gysylltiedig â darparu cwricwlwm effeithiol a threfniadau asesu priodol.

en-gb	The recommendations of the Review have major implications for the professional development of teachers and other practitioners.
cy-gb	Mae goblygiadau mawr yn argymhellion yr Adolygiad o ran datblygiad proffesiynol athrawon ac ymarferwyr eraill.

en-gb	These include the need to extend teachers’ capacity in Welsh language, health and well-being, digital competence and computer science, as well as broader matters such as curriculum planning and assessment.
cy-gb	Ymhlith y rhain mae’r angen i ymestyn capasiti athrawon yn y Gymraeg, mewn iechyd a lles, cymhwysedd digidol a chyfrifiadureg, yn ogystal â materion mwy cyffredinol fel cynllunio’r cwricwlwm ac asesu.

en-gb	The Welsh Government’s New Deal for the Education Workforce and the review being undertaken by Professor John Furlong are well timed to address many of these issues but there will also be a need for more immediate action to build the confidence and capacity of teachers and school leaders in taking forward the Review’s recommendations.
cy-gb	Mae Bargen Newydd Llywodraeth Cymru i’r Gweithlu Addysg a’r adolygiad sy’n cael ei gynnal gan yr Athro John Furlong yn amserol iawn o ran ymateb i nifer o’r materion hyn ond bydd angen hefyd am weithredu mwy uniongyrchol i feithrin hyder a chapasiti athrawon ac arweinwyr ysgol wrth fwrw ymlaen ag argymhellion yr Adolygiad.

en-gb	The Review recommends fundamental changes to accountability systems.
cy-gb	Mae’r Adolygiad yn argymell newidiadau sylfaenol mewn systemau atebolrwydd.

en-gb	Accountability systems can be the Achilles heel of curriculum reform.
cy-gb	Gall systemau atebolrwydd fod yn fan gwan mewn ymdrechion i ddiwygio’r cwricwlwm.

en-gb	The unintended effects of over-exuberant accountability can unintentionally compromise good intentions.
cy-gb	Mae’r effeithiau anfwriadol o fesurau atebolrwydd gorfrwdfrydig yn gallu tanseilio bwriadau da.

en-gb	The Review proposals will have implications for accountability in Wales, including the need to avoid the detrimental effects of high-stakes performance measures on the curriculum and on teachers’ professionalism.
cy-gb	Bydd goblygiadau yng nghynigion yr Adolygiad ar gyfer atebolrwydd yng Nghymru, gan gynnwys yr angen i osgoi’r effeithiau niweidiol o fesurau perfformiad sy’n rhoi gormod yn y fantol ar y cwricwlwm ac ar broffesiynoldeb athrawon.

en-gb	The aim must be to establish accountability mechanisms that make a constructive contribution to children and young people’s learning and that promote a focus on the curriculum purposes as the agreed goals of that learning.
cy-gb	Rhaid anelu at sefydlu mecanweithiau atebolrwydd a fydd yn cyfrannu’n adeiladol at y dysgu gan blant a phobl ifanc ac yn canolbwyntio ar y dibenion cwricwlwm gan eu gweld yn nodau i’r dysgu hwnnw.

en-gb	Taken together, the Review recommendations aim to provide curriculum and assessment arrangements that will meet the needs and aspirations of all those with an interest in Welsh education.
cy-gb	Gyda’i gilydd, mae argymhellion yr Adolygiad yn ceisio darparu cwricwlwm a threfniadau asesu a fydd yn cwrdd ag anghenion a dyheadau pawb sydd â buddiant mewn addysg yng Nghymru.

en-gb	For teachers and school leaders they will provide a more straightforward and coherent basis for the exercise of their professional skills.
cy-gb	Ar gyfer athrawon ac arweinwyr ysgol, byddant yn gosod sail symlach a mwy cydlynol ar gyfer arfer eu sgiliau proffesiynol.

en-gb	For children and young people they aim to create a more stimulating and challenging educational experience that will help them to thrive and succeed in an increasingly demanding but exciting world.
cy-gb	Ar gyfer plant a phobl ifanc, maent yn ceisio creu profiad addysgol mwy symbylol ac ymestynnol a fydd yn eu helpu i ffynnu a llwyddo mewn byd sy’n gyffrous ond yn gofyn mwy ganddynt.

en-gb	For employers it will help to provide well-educated employees with both the ‘hard’ and ‘soft’ skills that are integral to the modern workplace.
cy-gb	Ar gyfer cyflogwyr, bydd yn helpu i ddarparu gweithwyr sydd wedi’u haddysgu’n dda ac sydd â’r sgiliau ‘caled’ a ‘meddal’ sy’n hanfodol yn y gweithle modern.

en-gb	Parents and carers can engage more directly in their children’s learning, receiving clear information about how they are progressing in relation to easily understood curriculum purposes.
cy-gb	A bydd rhieni a gofalwyr yn gallu cymryd rhan yn fwy uniongyrchol yn y dysgu gan eu plant, a chael gwybodaeth glir am eu cynnydd ar sail dibenion cwricwlwm sy’n hawdd eu deall.

en-gb	Finally, the proposals will require excellent and committed leadership at all levels in the education system.
cy-gb	Yn olaf, er mwyn gweithredu’r cynigion, bydd angen arweinyddiaeth ragorol ac ymrwymedig ar bob lefel yn y system addysg.

en-gb	The Welsh Government has signalled its commitment to establishing the kind of collaborative culture that characterises education systems that aspire to excellence.
cy-gb	Mae Llywodraeth Cymru wedi dangos ei hymrwymiad i sefydlu’r math o ddiwylliant cydweithredol sy’n nodweddiadol o systemau addysg sy’n ymgyrraedd at ragoriaeth.

en-gb	The recommendations of this Review are intended to support that commitment and to shape a successful and exciting future for the young people of Wales.
cy-gb	Mae’r argymhellion yn yr Adolygiad hwn wedi’u gwneud er mwyn ategu’r ymrwymiad hwnnw a chreu dyfodol llwyddiannus a chyffrous i bobl ifanc Cymru.

en-gb	112 Recommendations Curriculum definition 1.
cy-gb	112 Argymhellion Diffinio’r cwricwlwm 1.

en-gb	The school curriculum in Wales should be defined as including all of the learning experiences and assessment activities planned in pursuit of agreed purposes of education.
cy-gb	Dylai’r diffiniad o’r cwricwlwm ysgol yng Nghymru gynnwys yr holl brofiadau dysgu a gweithgareddau asesu y mae’r ysgol yn eu cynllunio wrth geisio cyflawni dibenion addysg y cytunwyd arnynt.

en-gb	Purposes of the curriculum 2.
cy-gb	Dibenion cwricwlwm 2.

en-gb	3. The purposes of the curriculum in Wales should be that children and young people develop as: > ambitious, capable learners, ready to learn throughout their lives > enterprising, creative contributors, ready to play a full part in life and work > ethical, informed citizens of Wales and the world > healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
cy-gb	3. Dibenion y cwricwlwm yng Nghymru yw ceisio sicrhau bod plant a phobl ifanc yn datblygu: > yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes > yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith > yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd > yn unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en-gb	Curriculum structure – breadth 4.
cy-gb	Strwythur y cwricwlwm – ehangder 4.

en-gb	5. The new national curriculum in Wales should have six Areas of Learning and Experience: Expressive arts; Health and well-being; Humanities; Languages, literacy and communication; Mathematics and numeracy; and Science and technology.
cy-gb	5. Dylai’r cwricwlwm cenedlaethol newydd yng Nghymru gynnwys chwe Maes Dysgu a Phrofiad: Celfyddydau mynegiannol; Iechyd a lles; Dyniaethau; Ieithoedd, llythrennedd a chyfathrebu; Mathemateg a rhifedd; a Gwyddoniaeth a thechnoleg.

en-gb	6. Children and young people should have their learning developed across the curriculum through three Cross-curriculum Responsibilities that should be the responsibility of all teachers: literacy; numeracy; and digital competence.
cy-gb	6. Dylai dysgu gan blant a phobl ifanc gael ei ddatblygu ar draws y cwricwlwm drwy dri Chyfrifoldeb Trawsgwricwlaidd a ddylai fod yn gyfrifoldeb i’r holl athrawon: llythrennedd; rhifedd; a chymhwysedd digidol.

en-gb	113 8. The expectations for the three Cross-curriculum Responsibilities and wider skills should be embedded within the Areas of Learning and Experience.
cy-gb	113 8. Dylai’r disgwyliadau ar gyfer y tri Chyfrifoldeb Trawsgwricwlaidd a sgiliau ehangach gael eu cynnwys yn y Meysydd Dysgu a Phrofiad.

en-gb	9. Religious education should form part of the Humanities Area of Learning and Experience, and should remain a statutory curriculum requirement from reception.
cy-gb	9. Dylai addysg grefyddol fod yn rhan o Faes Dysgu a Phrofiad y Dyniaethau, a dylai barhau’n ofyniad statudol yn y cwricwlwm o’r dosbarth derbyn ymlaen.

en-gb	Curriculum structure – progression Progression Steps 10.
cy-gb	Strwythur y cwricwlwm – dilyniant Camau Cynnydd 10.

en-gb	15. There should be a duty on schools to provide a curriculum that enables most children and young people to reach, or go beyond, each Progression Step within the broad three-year window.
cy-gb	15. Dylai fod dyletswydd ar ysgolion i ddarparu cwricwlwm sy’n galluogi’r rhan fwyaf o blant a phobl ifanc i gyrraedd neu fynd heibio i bob Cam Cynnydd o fewn y cyfnod perthnasol o tua thair blynedd.

en-gb	Achievement Outcomes 16.
cy-gb	Deilliannau Cyflawniad 16.

en-gb	114 18. Achievement Outcomes should be described from the learner’s point of view, using terms like ‘I have...’ for experiences and ‘I can...’ for outcomes.
cy-gb	114 18. Dylai Deilliannau Cyflawniad gael eu disgrifio o safbwynt y dysgwr drwy gynnwys termau fel ‘Rydw i wedi...’ am brofiadau ac ‘Rydw i’n gallu...’ am ddeilliannau.

en-gb	The Welsh language 21.
cy-gb	Y Gymraeg 21.

en-gb	24. The value attached to the Welsh language by children and young people, teachers, parents and carers and the public should be enhanced by strengthening the focus on its commercial value for the jobs market, the suggested cognitive benefits of bilingualism and its importance in enabling children and young people to achieve a good understanding of the cultural life of Wales in the past and present.
cy-gb	24. Dylai’r gwerth y mae plant a phobl ifanc, athrawon, rhieni, gofalwyr a’r cyhoedd yn ei roi ar y Gymraeg gael ei hyrwyddo drwy ganolbwyntio’n fwy ar ei gwerth masnachol yn y farchnad swyddi, y manteision gwybyddol o ddwyieithrwydd sydd wedi’u hawgrymu a’i phwysigrwydd o ran galluogi plant a phobl ifanc i gael dealltwriaeth dda o fywyd diwylliannol Cymru yn y gorffennol a’r presennol.

en-gb	There will also be a need for support for secondary schools to enable them to improve and adjust their provision 26.
cy-gb	Bydd angen rhoi cymorth i ysgolion uwchradd hefyd i’w galluogi i wella ac addasu eu darpariaeth.

en-gb	Welsh-medium schools should act as hubs for the Welsh language, to support teachers and practitioners in English-medium schools.
cy-gb	26. Dylai ysgolion cyfrwng Cymraeg weithio fel canolbwynt ar gyfer y Gymraeg, er mwyn helpu athrawon ac ymarferwyr mewn ysgolion cyfrwng Saesneg.

en-gb	115 30. Implications for enhancing competence in the Welsh language in the education workforce should be taken forward through the New Deal for the Education Workforce and Professor Furlong’s review of teacher education.
cy-gb	115 30. Dylai’r goblygiadau o ran gwella cymhwysedd yn y Gymraeg yn y gweithlu addysg gael eu trafod drwy’r Fargen Newydd i’r Gweithlu Addysg ac adolygiad yr Athro Furlong o addysg athrawon.

en-gb	Choice 31.
cy-gb	Dewis 31.

en-gb	Pedagogy 32.
cy-gb	Addysgeg 32.

en-gb	Assessment 35.
cy-gb	Asesu 35.

en-gb	37. Assessment arrangements should give priority to their formative role in teaching and learning.
cy-gb	37. Dylai’r trefniadau ar gyfer asesu roi blaenoriaeth i’w rôl ffurfiannol mewn addysgu a dysgu.

en-gb	38. A wide range of assessment techniques, selected on ‘fit-for-purpose’ criteria, should be used to reflect the breadth of the curriculum purposes.
cy-gb	38. Dylai amrywiaeth fawr o dechnegau asesu sydd wedi’u dewis ar sail meini prawf ‘addas i’w diben’, gael eu defnyddio i adlewyrchu ehangder y dibenion cwricwlwm.

en-gb	116 41. Teachers should use tests as an important part of overall assessment arrangements but the limitations of such tests in covering the full range of desired learning should be recognised.
cy-gb	116 41. Dylai athrawon roi lle pwysig i brofion yn y trefniadau asesu cyffredinol ond dylid cydnabod cyfyngiadau profion o’r fath o ran cwmpasu’r holl fathau o ddysgu arfaethedig.

en-gb	43. Innovative approaches to assessment, including interactive approaches, should be developed drawing on the increasing potential contribution of digital technology.
cy-gb	43. Dylai dulliau arloesol o asesu, gan gynnwys dulliau rhyngweithiol, gael eu datblygu, gan fanteisio ar y posibiliadau cynyddol mewn technoleg ddigidol.

en-gb	44. Both self-assessment and peer assessment should be developed as ways of encouraging children and young people to take greater responsibility for their own learning.
cy-gb	44. Dylai hunanasesu ac asesu gan gyfoedion gael eu datblygu fel ffyrdd o annog plant a phobl ifanc i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain.

en-gb	46. Summative reporting to parents and carers should include holistic assessments of achievement in relation to the curriculum purposes, drawing on experience from beyond the formal classroom.
cy-gb	46. Dylai adroddiadau cyfunol i rieni a gofalwyr gynnwys asesiadau cyfannol o gyflawniadau mewn perthynas â’r dibenion cwricwlwm, gan wneud defnydd o brofiad o’r tu allan i’r ystafell ddosbarth ffurfiol.

en-gb	50. Local and national policies and practices for assessment should be carefully designed to be as light-touch as possible, while giving sufficient information to assess progress, and avoid unnecessary bureaucracy.
cy-gb	50. Dylai polisïau ac arferion lleol a chenedlaethol ar gyfer asesu gael eu cynllunio’n ofalus fel eu bod mor ysgafn eu cyffyrddiad â phosibl, gan roi digon o wybodaeth yr un pryd i asesu cynnydd, ac osgoi biwrocratiaeth ddiangen.

en-gb	51. Schools should use teacher assessment of progression systematically, together with other sources of evidence, to inform their self-evaluation for school improvement purposes.
cy-gb	51. Dylai ysgolion wneud defnydd systematig o asesiadau o gynnydd gan athrawon, ynghyd â ffynonellau tystiolaeth eraill, i lywio eu hunanwerthusiad at ddibenion gwella ysgolion.

en-gb	52. Initial and career-long professional learning programmes should include elements that build teachers’ capacity to assess the full range of curriculum purposes and Achievement Outcomes.
cy-gb	52. Dylai’r rhaglenni dysgu proffesiynol cychwynnol ac ar hyd gyrfa gynnwys elfennau sy’n meithrin capasiti athrawon i asesu’r holl ddibenion cwricwlwm a Deilliannau Cyflawniad.

en-gb	53. The Welsh Government should establish a comprehensive assessment and evaluation framework in line with the recommendations of this report.
cy-gb	53. Dylai Llywodraeth Cymru sefydlu fframwaith asesu a gwerthuso cynhwysfawr i weithredu’r argymhellion yn yr adroddiad hwn.

en-gb	117 The reform process 54.
cy-gb	117 Y broses diwygio 54.

en-gb	The revised curriculum and assessment arrangements should be introduced through an agile change strategy that establishes understanding and support, sets a measured pace, builds capacity and manages dependencies, particularly accountability arrangements.
cy-gb	Dylai’r cwricwlwm a’r trefniadau asesu diwygiedig gael eu cyflwyno drwy strategaeth newid hyblyg a fydd yn sicrhau dealltwriaeth a chefnogaeth, yn pennu cyflymder addas ar gyfer eu cyflwyno, yn meithrin capasiti ac yn rheoli elfennau dibynnol, yn enwedig y trefniadau atebolrwydd.

en-gb	Leadership and steering 56.
cy-gb	Arwain a llywio 56.

en-gb	Elaboration and development of Areas of Learning and Experience 57.
cy-gb	Datblygu a manylu ar Feysydd Dysgu a Phrofiad 57.

en-gb	Teacher and leadership capacity 58.
cy-gb	Capasiti athrawon ac arweinwyr 58.

en-gb	59. The longer-term implications of the Review for building teacher capacity should be taken forward in the context of the Welsh Government’s New Deal for the Education Workforce and Professor John Furlong’s recommendations on teacher education.
cy-gb	59. Dylai goblygiadau tymor hwy yr Adolygiad o ran meithrin capasiti athrawon gael eu trafod yng nghyd-destun Bargen Newydd Llywodraeth Cymru i’r Gweithlu Addysg ac argymhellion yr Athro John Furlong ar addysg athrawon.

en-gb	60. Priority should be given to developing the leadership commitment, understanding and skills necessary for the proposed reforms to succeed.
cy-gb	60. Dylai blaenoriaeth gael ei rhoi i feithrin yr ymrwymiad, y ddealltwriaeth a’r sgiliau sydd eu hangen ymysg arweinwyr i sicrhau llwyddiant y diwygiadau arfaethedig.

en-gb	System capacity 61.
cy-gb	Capasiti’r system 61.

en-gb	118 National and local ownership 62.
cy-gb	118 Perchenogaeth genedlaethol a lleol 62.

en-gb	Legislation 63.
cy-gb	Deddfwriaeth 63.

en-gb	Accountability 65.
cy-gb	Atebolrwydd 65.

en-gb	119 Appendix Professor Graham Donaldson CB Before joining HM Inspectorate of Education (HMIE) in 1983, Graham Donaldson taught at various levels in secondary schools in Scotland and also worked nationally on a range of curriculum projects.
cy-gb	119 Atodiad Yr Athro Graham Donaldson CB Cyn ymuno ag Arolygiaeth Addysg Ei Mawrhydi ym 1983, roedd Graham Donaldson wedi addysgu ar wahanol lefelau mewn ysgolion uwchradd yn yr Alban ac wedi gweithio ar lefel genedlaethol hefyd ar amrywiaeth o brosiectau cwricwlwm.

en-gb	He became head of the Inspectorate in 2002 and, as the chief professional adviser to Scottish Ministers on education policy, he was closely involved in the Scottish Government’s curriculum reform programme, Curriculum for Excellence.
cy-gb	Daeth yn bennaeth yr Arolygiaeth yn 2002 ac, yn rhinwedd ei swydd fel prif gynghorydd proffesiynol i Weinidogion yr Alban ar bolisi addysg, cymerodd ran flaenllaw yn rhaglen Llywodraeth yr Alban ar ddiwygio’r cwricwlwm, Curriculum for Excellence.

en-gb	Following his retirement from HMIE he was asked by the government to undertake a personal review of teacher education in Scotland and his report, Teaching Scotland’s Future (The Scottish Government, 2011) has led to a major implementation programme.
cy-gb	Ar 6l ymddeol o’r Arolygiaeth Addysg, gofynnodd y llywodraeth iddo gynnal adolygiad personol o addysg athrawon yn yr Alban ac mae ei adroddiad, Teaching Scotland’s Future (Llywodraeth yr Alban, 2011) wedi arwain at gyflwyno rhaglen weithredu sylweddol.

en-gb	He is a member of the Royal Society of Edinburgh Education Committee and a Director of the Goodison Group in Scotland.
cy-gb	Mae’n aelod o Bwyllgor Addysg Cymdeithas Frenhinol Caeredin ac yn Gyfarwyddwr ar Grŵp Goodison yn yr Alban.

en-gb	He has established a significant international profile by lecturing extensively, working as an international expert for OECD, advising governments and non-government organisations and leading the international inspectorate organisation as President.
cy-gb	Mae wedi dod i gryn amlygrwydd yn rhyngwladol drwy ddarlithio mewn llawer man, gweithio fel arbenigwr rhyngwladol i’r OECD, cynghori llywodraethau a chyrff anllywodraethol ac arwain sefydliad rhyngwladol yr arolygiaethau fel ei Lywydd.

en-gb	He is currently working at Glasgow University where he is a Professor working in the Robert Owen Centre.
cy-gb	Mae’n gweithio ar hyn o bryd fel Athro yng Nghanolfan Robert Owen ym Mhrifysgol Glasgow.

en-gb	He was appointed by Her Majesty the Queen as a Companion of the Order of the Bath in 2010.
cy-gb	Fe’i penodwyd gan Ei Mawrhydi’r Frenhines yn Gydymaith Urdd y Baddon yn 2010.

en-gb	Review Team As well as wide-ranging engagement activity, Professor Donaldson has been assisted by the following.
cy-gb	Tîm yr Adolygiad Yn ogystal â chymryd rhan mewn gweithgarwch ymgysylltu o bob math, mae’r Athro Donaldson wedi cael cymorth gan y rhai canlynol.

en-gb	Advisers seconded to the Review from Estyn Sarah Morgan (Primary Adviser to the Review) – Sarah Morgan has worked for Estyn as an HMI since 2009, inspecting in the primary, non-maintained nursery, independent and initial teacher training sectors in English and Welsh.
cy-gb	Cynghorwyr a secondiwyd i’r Adolygiad gan Estyn Sarah Morgan (Cynghorydd Cynradd yr Adolygiad) – Mae Sarah Morgan wedi gweithio i Estyn fel un o Arolygwyr Ei Mawrhydi er 2009, ac wedi arolygu yn y sector cynradd, y sector addysg feithrin nas cynhelir, y sector annibynnol ac mewn hyfforddiant cychwynnol athrawon yn Gymraeg a Saesneg.

en-gb	Prior to that, she worked as a class teacher, deputy headteacher and headteacher for twenty-two years in Rhondda Cynon Taff and the Vale of Glamorgan.
cy-gb	Cyn hynny, roedd wedi gweithio fel athrawes ddosbarth, dirprwy bennaeth a phennaeth am ddwy flynedd ar hugain yn Rhondda Cynon Taf a Bro Morgannwg.

en-gb	During that time, she also worked closely with local authorities and an initial teacher training institute in a variety of leadership and training roles.
cy-gb	Yn ystod y cyfnod hwnnw, roedd hefyd wedi cydweithio’n agos ag awdurdodau lleol ac athrofa hyfforddiant cychwynnol athrawon mewn amrywiaeth o rolau arwain a hyfforddi.

en-gb	Her subject specialisms are music and Welsh as a second language.
cy-gb	Cerddoriaeth a Chymraeg ail iaith yw’r pynciau y mae’n arbenigo ynddynt.

en-gb	Sarah is a Welsh speaker.
cy-gb	Mae Sarah yn siarad Cymraeg.

en-gb	Nigel Vaughan (Secondary Adviser to the Review) – Nigel Vaughan taught in secondary schools in Powys and Shropshire.
cy-gb	Nigel Vaughan (Cynghorydd Uwchradd yr Adolygiad) – Bu Nigel Vaughan yn athro am gyfnod mewn ysgolion uwchradd ym Mhowys a Swydd Amwythig.

en-gb	Following this he took on a role as a local authority senior adviser with a specific focus on humanities (history, geography, RE and anti-racism) and secondary education.
cy-gb	Ar ôl hynny, ymgymerodd â swydd uwch-gynghorydd awdurdodau lleol gan ganolbwyntio ar y dyniaethau (hanes, daearyddiaeth, addysg grefyddol a gwrth-hiliaeth) ac addysg uwchradd.

en-gb	Nigel became a HMI in 1991 and has inspected in early years, primary, secondary, further education, local authorities and initial teacher training.
cy-gb	Daeth Nigel yn un o Arolygwyr Ei Mawrhydi ym 1991 ac mae wedi arolygu ym maes y blynyddoedd cynnar, addysg gynradd, 120 addysg uwchradd, addysg bellach, awdurdodau lleol a hyfforddiant cychwynnol athrawon.

en-gb	Nigel was the secondary lead inspector for a period until his retirement in 2012.
cy-gb	Roedd Nigel yn arolygydd uwchradd arweiniol am gyfnod nes iddo ymddeol yn 2012.

en-gb	From this time he has been employed by Estyn on a part-time basis. 120 Appendix
cy-gb	O hynny ymlaen, mae wedi’i gyflogi’n rhan-amser gan Estyn.

en-gb	External advisers Claire Armitstead – Headteacher, Rhyl High School, English-medium secondary school.
cy-gb	Cynghorwyr allanol Claire Armitstead – Pennaeth, Ysgol Uwchradd y Rhyl, ysgol uwchradd cyfrwng Saesneg.

en-gb	Owain ap Dafydd – Headteacher, Ysgol Gyfun Cwm Rhymni, Welsh-medium secondary school.
cy-gb	Owain ap Dafydd – Pennaeth, Ysgol Gyfun Cwm Rhymni, ysgol uwchradd cyfrwng Cymraeg.

en-gb	Kevin Tansley – Headteacher, Tŷ Gwyn School, special school.
cy-gb	Kevin Tansley – Pennaeth, Ysgol Tŷ Gwyn, ysgol arbennig.

en-gb	Civil service team Kerry Davies – Diary Secretary to Professor Donaldson.
cy-gb	Tîm y gwasanaeth sifil Kerry Davies – Ysgrifennydd Dyddiadur i’r Athro Donaldson.

en-gb	Denize Morris – Curriculum Adviser to the Review.
cy-gb	Denize Morris – Cynghorydd Cwricwlwm i’r Adolygiad.

en-gb	Megan Powell – Project Manager.
cy-gb	Megan Powell – Rheolwr Prosiect.

en-gb	This team was led by Jo Trott.
cy-gb	Arweinydd y tîm hwn oedd Jo Trott.

en-gb	Humanities 01
cy-gb	Dyniaethau 01

en-gb	Contents Draft Curriculum for Wales 2022:
cy-gb	Cynnwys Cwricwlwm Drafft i Gymru 2022:

en-gb	Introduction to the Humanities Area of Learning and Experience 03 What Matters in Humanities
cy-gb	Cyﬂwyniad i Faes Dysgu a Phroﬁad y Dyniaethau 03 Yr Hyn sy’n Bwysig yn y Dyniaethau

en-gb	Developing an enquiring mind enables learners to explore and investigate the world, past, present and future, for themselves.
cy-gb	Mae datblygu meddwl ymholgar yn galluogi dysgwyr i archwilio ac ymchwilio i’r byd, i’w orffennol, ei bresennol a’i ddyfodol, drostynt eu hunain.

en-gb	Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
cy-gb	Mae digwyddiadau a phroﬁadau dynol yn gymhleth a chânt eu canfod,  eu dehongli a’u cynrychioli mewn gwahanol ffyrdd.

en-gb	32
cy-gb	33

en-gb	Our natural world is diverse and dynamic, inﬂuenced by physical processes  and human actions.
cy-gb	Mae’r byd naturiol yn amrywiol a deinamig, ac mae dylanwad prosesau fﬁsegol  a gweithredoedd dynol arno.

en-gb	46
cy-gb	47

en-gb	Human societies are complex and diverse, and are shaped by human actions and beliefs.
cy-gb	Mae cymdeithasau dynol yn gymhleth ac yn amrywiol, ac maent yn cael eu llywio gan weithredoedd a chredoau pobl.

en-gb	58
cy-gb	60

en-gb	Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered, ethical and sustainable action.
cy-gb	Mae dinasyddion gwybodus, hunanymwybodol yn mynd i’r afael â’r heriau a’r cyﬂeoedd sy’n wynebu dynoliaeth, ac yn gallu cymryd camau ystyrlon,  egwyddorol a chynaliadwy.

en-gb	70
cy-gb	72

en-gb	Glossary 82
cy-gb	Geirfa 85

en-gb	Introduction Draft Curriculum for Wales 2022:
cy-gb	Cyﬂwyniad Cwricwlwm Drafft i Gymru 2022:

en-gb	INTRODUCTION TO THE HUMANITIES AREA OF LEARNING AND EXPERIENCE
cy-gb	CYFLWYNIAD I FAES DYSGU A PHROFIAD Y DYNIAETHAU

en-gb	The Humanities Area of Learning and Experience is all about asking questions about the human condition.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn ymwneud â gofyn cwestiynau am y cyﬂwr dynol.

en-gb	As such, studying human experiences in the past and present, at local, national and global levels, will help learners answer those questions, encouraging them to contribute to their communities, imagine possible futures and beneﬁt from a sense of belonging.
cy-gb	Gan hynny, bydd astudio proﬁadau dynol yn y gorffennol a’r presennol, ar raddfeydd lleol, cenedlaethol a byd-eang, yn helpu dysgwyr i ateb y cwestiynau hynny, gan eu hannog i gyfrannu at eu cymunedau, dychmygu dyfodol posibl ac elwa ar ymdeimlad o berthyn.

en-gb	Humanities encompasses geography, history, religious education, business studies and social studies.
cy-gb	Mae’r Dyniaethau yn cwmpasu daearyddiaeth, hanes, addysg grefyddol, astudiaethau busnes ac astudiaethau cymdeithasol.

en-gb	These disciplines share many common themes, concepts and transferable skills, while also having their own body of knowledge and skills.
cy-gb	Mae’r disgyblaethau hyn yn rhannu llawer o themâu, cysyniadau a sgiliau trosglwyddadwy cyffredin, ac mae ganddynt eu corff eu hunain o wybodaeth a sgiliau hefyd.

en-gb	Likewise, learners and teachers may reference other complementary disciplines, such as classics, economics, law, philosophy, politics, psychology and sociology, if and where appropriate.
cy-gb	Yn yr un modd, gall dysgwyr ac athrawon gyfeirio at ddisgyblaethau ategol eraill, megis y clasuron, economeg, y gyfraith, athroniaeth, gwleidyddiaeth, seicoleg a chymdeithaseg, os a lle y bydd hynny’n briodol.

en-gb	Humanities will provide opportunities for all learners to learn about their heritage and sense of place through a study of their cyneﬁn and of Wales.
cy-gb	Bydd y Dyniaethau yn cynnig cyﬂeoedd i bob dysgwr ddysgu am ei dreftadaeth ac ymdeimlad o le drwy astudio ei gyneﬁn a Chymru.

en-gb	It will promote an understanding of how the people of Wales, its communities, culture, landscape, resources and industries interrelate with the rest of the world.
cy-gb	Bydd yn hyrwyddo dealltwriaeth o’r ffordd y mae pobl Cymru, ei chymunedau, ei diwylliant, ei thirwedd, ei hadnoddau a’i diwydiannau yn ymwneud â gweddill y byd.

en-gb	Promoting an understanding of the ethnic and cultural diversity within Wales will also help learners appreciate the extent to which it is part of a wider international community.
cy-gb	Bydd hyrwyddo dealltwriaeth o’r amrywiaeth ethnig a diwylliannol yng Nghymru hefyd yn helpu dysgwyr i werthfawrogi i ba raddau y mae’n rhan o gymuned ryngwladol ehangach.

en-gb	Consequently, Humanities will help learners see how their personal story is part of a wider picture of the past and present.
cy-gb	O ganlyniad, bydd y Dyniaethau yn helpu dysgwyr i weld sut mae eu stori bersonol yn rhan o ddarlun ehangach o’r gorffennol a’r presennol.

en-gb	In the Humanities Area of Learning and Experience, learners will enquire and investigate;
cy-gb	Fel rhan o Faes Dysgu a Phroﬁad y Dyniaethau, bydd dysgwyr yn ymholi ac yn ymchwilio;

en-gb	evaluate diverse views of the world and form their own interpretations;
cy-gb	yn gwerthuso amrywiol fydolygon ac yn ffurﬁo eu dehongliadau eu hunain;

en-gb	engage with issues including sustainability and social change;
cy-gb	yn mynd i’r afael â materion, gan gynnwys cynaliadwyedd a newid cymdeithasol;

en-gb	and be invited to take social action in response to their learning.
cy-gb	ac yn cael gwahoddiad i weithredu’n gymdeithasol mewn ymateb i’w dysgu.

en-gb	This will help develop learners’ resilience, build independence, and raise levels of self-conﬁdence and self-esteem.
cy-gb	Bydd hyn yn helpu i ddatblygu gwydnwch dysgwyr, yn meithrin annibyniaeth ac yn gwella eu hunanhyder a’u hunanbarch.

en-gb	Experiences in Humanities, both in and out of the classroom, will encourage learners to be ambitious and to solve problems conﬁdently, while considering always the ethical implications of their choices.
cy-gb	Bydd proﬁadau yn y Dyniaethau, yn yr ystafell ddosbarth a’r tu hwnt iddi, yn annog dysgwyr i fod yn uchelgeisiol ac i ddatrys problemau yn hyderus, gan sicrhau eu bod bob amser yn ystyried goblygiadau egwyddorol eu dewisiadau.

en-gb	There will be statutory duties to teach Welsh, English, religious education, relationships and sexuality education, and the three cross-curricular responsibilities of literacy, numeracy and digital competence.
cy-gb	Bydd dysgu Cymraeg, Saesneg, addysg grefyddol, addysg cydberthynas a rhywioldeb, a’r tri chyfrifoldeb trawsgwricwlaidd, sef llythrennedd, rhifedd a chymhwysedd digidol, i gyd yn ddyletswyddau statudol.

en-gb	Further information on how the Humanities Area of Learning and Experience can support this is provided in the ‘Developing a broad and balanced curriculum’ section of this document.
cy-gb	Mae rhagor o wybodaeth ar sut y gall Maes Dysgu a Phroﬁad y Dyniaethau gefnogi hyn yn adran ‘Datblygu cwricwlwm eang a chytbwys’ o’r ddogfen hon.

en-gb	Funded non-maintained settings and schools will have discretion as to how they design their school-level curriculum to meet their curriculum duties.
cy-gb	Bydd hawl gan leoliadau a ariennir nas cynhelir ac ysgolion i ddewis sut i gynllunio’u cwricwlwm ar lefel ysgol er mwyn cyﬂawni eu dyletswyddau cwricwlaidd.

en-gb	However, in considering the exercise of that discretion, they must have regard to statutory guidance issued by Welsh Ministers.
cy-gb	Fodd bynnag, wrth arfer yr hawl honno, bydd rhaid iddynt roi sylw i ganllawiau statudol a gaiff eu cyhoeddi gan Weinidogion Cymru.

en-gb	This statutory guidance for the Humanities Area of Learning and Experience, which forms part of the wider Curriculum for Wales 2022 statutory guidance, is intended to provide a national framework that funded non-maintained settings and schools can build on to develop their own curriculum.
cy-gb	Nod y canllawiau statudol hyn ar gyfer Maes Dysgu a Phroﬁad y Dyniaethau, sy’n rhan o’r canllawiau statudol ehangach ar gyfer Cwricwlwm i Gymru 2022, yw rhoi fframwaith cenedlaethol y gall lleoliadau a ariennir nas cynhelir ac ysgolion ei ddefnyddio i ddatblygu eu cwricwlwm eu hunain.

en-gb	• the broad expectations for learners for the Humanities Area of Learning and Experience at each progression step.
cy-gb	• y disgwyliadau eang ar gyfer dysgwyr ar bob cam cynnydd ym Maes Dysgu a Phroﬁad y Dyniaethau.

en-gb	1 beta.gov.wales/our-national-mission-transformational-curriculum
cy-gb	1 llyw.cymru/cenhadaeth-ein-cenedl-cwricwlwm-gweddnewidiol

en-gb	How the area of learning and experience
cy-gb	Sut mae’r maes dysgu a phroﬁad

en-gb	supports the four purposes of the curriculum
cy-gb	yn cefnogi pedwar diben y cwricwlwm

en-gb	The Humanities Area of Learning and Experience is central to learners becoming ethical, informed citizens of Wales and the world through engaging with contemporary and historical issues, exploring human experiences on their own doorstep and across the globe, and contemplating different perspectives.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn greiddiol o ran sicrhau bod dysgwyr yn dod yn ddinasyddion egwyddorol, gwybodus yng Nghymru a’r byd drwy fynd i’r afael â materion cyfoes a hanesyddol, archwilio proﬁadau dynol ar garreg eu drws a ledled y byd, ac ystyried gwahanol persbectifau.

en-gb	They will be asked to consider the impact of their actions and the actions of others, and how these are shaped by interpretations of human rights, values, ethics, religious and non-religious views, and philosophies.
cy-gb	Gofynnir iddynt ystyried effaith eu gweithredoedd a gweithredoedd pobl eraill, a sut y caiff y gweithredoedd hyn eu llywio gan ddehongliadau o hawliau dynol, gwerthoedd, moeseg, safbwyntiau crefyddol ac anghrefyddol, ac athroniaethau.

en-gb	Through this they will come to understand, respect and challenge a variety of world views, knowing how to exercise their democratic rights and to make informed choices, conscious of the importance of a sustainable future for all.
cy-gb	Drwy hyn, byddant yn dod i ddeall, parchu a herio amrywiaeth o fydolygon, gan wybod sut i arfer eu hawliau democrataidd a gwneud dewisiadau gwybodus, gan ddangos ymwybyddiaeth o bwysigrwydd dyfodol cynaliadwy i bawb.

en-gb	As they explore their locality, Wales and the wider world, past and present, learners will establish a solid base of knowledge and understanding of geographical, historical, religious, non-religious, business, and social studies concepts.
cy-gb	Wrth iddynt archwilio eu hardal leol, Cymru a’r byd ehangach, yn y gorffennol a’r presennol, bydd dysgwyr yn sefydlu sail gadarn o wybodaeth a dealltwriaeth o gysyniadau daearyddol, hanesyddol, crefyddol, anghrefyddol, busnes, ac astudiaethau cymdeithasol.

en-gb	During this process, they will learn different methods of enquiry, evaluate the evidence that they ﬁnd, and apply and communicate their ﬁndings effectively, all of which will help them become ambitious, capable learners, ready to learn throughout their lives .
cy-gb	Yn ystod y broses hon, byddant yn dysgu gwahanol ddulliau ymholi, yn gwerthuso’r dystiolaeth y byddant yn ei chanfod, ac yn cymhwyso a chyﬂeu eu canfyddiadau yn effeithiol, a bydd hyn oll yn eu helpu i ddod yn ddysgwyr uchelgeisiol, galluog sy’n barod i ddysgu drwy gydol eu hoes .

en-gb	Learners will have the opportunities to become enterprising, creative contributors, ready to play a full part in life and work , as well as opportunities to become responsible citizens, as they engage critically with local, national and global challenges and opportunities past and present, and seek to imagine possible futures.
cy-gb	Bydd dysgwyr yn cael y cyﬂeoedd i ddod yn gyfranwyr mentrus, creadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith , ynghyd â chyﬂeoedd i ddod yn ddinasyddion cyfrifol, wrth iddynt ymwneud yn feirniadol â heriau a chyﬂeoedd lleol, cenedlaethol a byd-eang o’r gorffennol a’r presennol, a cheisio dychmygu dyfodol posibl.

en-gb	All the while, they will be encouraged to think about how they themselves can take positive action to improve the lives of people in their cyneﬁn , in Wales and in the wider world.
cy-gb	Drwy hyn oll, fe’u hanogir i ystyried sut y gallant hwy eu hunain gymryd camau gweithredu cadarnhaol i wella bywydau pobl yn eu cyneﬁn , yng Nghymru ac yn y byd ehangach.

en-gb	Learners will have the safe space for discussion and reﬂection which allows time to explore their personal perspectives on religious and non-religious world views, ethical challenges and social inclusion issues.
cy-gb	Bydd gan ddysgwyr fan diogel i drafod a myfyrio a fydd yn rhoi amser iddynt ystyried eu persbectifau personol am faterion sy’n ymwneud â bydolygon crefyddol ac anghrefyddol, heriau egwyddorol a materion cynhwysiant cymdeithasol.

en-gb	They will also be asked to explore the natural world, locally, across Wales and beyond, which will nurture a sense of place and well-being.
cy-gb	Gofynnir hefyd iddynt ystyried y byd naturiol, yn lleol, ledled Cymru a thu hwnt, gan feithrin ynddynt ymdeimlad o le ac o les.

en-gb	These experiences will help support the development of healthy, conﬁdent individuals, ready to lead fulﬁlling lives as valued members of society in Wales and the wider world.
cy-gb	Bydd y proﬁadau hyn yn helpu i ddatblygu unigolion iach, hyderus sy’n barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas yng Nghymrua’r byd ehangach.

en-gb	Introduction Draft Curriculum for Wales 2022:
cy-gb	Cyﬂwyniad Cwricwlwm Drafft i Gymru 2022:

en-gb	WHAT MATTERS STATEMENTS FOR HUMANITIES
cy-gb	DATGANIADAU O’R HYN SY’N BWYSIG   YN Y DYNIAETHAU

en-gb	Learners’ journey through Humanities will be characterised by enquiry and discovery, as they are encouraged to be curious and to question, to think critically and to reﬂect upon evidence. Through such enquiry, learners gain a deeper understanding of the concepts underpinning Humanities, and their application in local, national and global contexts.
cy-gb	Bydd taith y dysgwyr drwy’r Dyniaethau yn daith o ymholi a darganfod, wrth iddynt gael eu hannog i fod yn chwilfrydig ac i gwestiynu, i feddwl yn feirniadol a myfyrio ar dystiolaeth.Drwy’r ymholi hwn, mae dysgwyr yn meithrin dealltwriaeth ddyfnach o’r cysyniadau sy’n saili’r Dyniaethau a’r gallu i’w cymhwyso mewn cyd-destunau lleol, cenedlaethol a byd-eang.

en-gb	An enquiring mind stimulates new and creative thinking.
cy-gb	Mae meddwl ymholgar yn ysgogi ffyrdd newydd a chreadigol o feddwl.

en-gb	Engaging with questions empowers learners to understand human experiences and the natural world.
cy-gb	Mae mynd i’r afael â chwestiynau yn rhoi’r modd i ddysgwyr ddeall proﬁadau dynol a’r byd naturiol.

en-gb	Learners use appropriate disciplinary approaches, including digital humanities, to gather, analyse, and evaluate a range of evidence and to communicate and present their ﬁndings.
cy-gb	Mae dysgwyr yn defnyddio dulliau gweithredu disgyblaethol priodol, gan gynnwys dyniaethau digidol, i gasglu, dadansoddi a gwerthuso amrywiaeth o dystiolaeth, ac i gyﬂeu a chyﬂwyno eu canfyddiadau.

en-gb	Learners interpret and synthesise information to build upon what they have already learned and further inform their understanding of the world.
cy-gb	Mae dysgwyr yn dehongli a dwyn ynghyd gwybodaeth er mwyn adeiladu ar yr hyn a ddysgwyd eisoes a llywio eu dealltwriaeth o’r byd ymhellach.

en-gb	By thinking critically about their discoveries, learners draw informed conclusions, but also understand that some conclusions can only be partial or inconclusive and open to different interpretations.
cy-gb	Drwy feddwl yn feirniadol am eu canfyddiadau, mae dysgwyr yn dod i gasgliadau gwybodus, ond maent hefyd yn deall mai dim ond casgliadau rhannol neu amhendant a geir weithiau ac y gellir eu dehongli mewn gwahanol ffyrdd.

en-gb	Learners carefully reﬂect in order to improve their methodology and extend or deepen their enquiry.
cy-gb	Mae dysgwyr yn myfyrio’n ofalus er mwyn gwella eu methodoleg ac ehangu neu ddyfnhau eu hymholiad.

en-gb	Learners will also understand that, as well as being a process, enquiry is a quest to understand the human condition.
cy-gb	Bydd dysgwyr hefyd yn deall mai ymgais i ddeall y cyﬂwr dynol yw’r ymholi hwn, yn ogystal â phroses.

en-gb	Indeed, enquiry enables self-reﬂection which adds meaning to their own lives and contributes to their sense of place in the world.
cy-gb	Yn wir, mae’r broses ymholi yn cynnig cyﬂeoedd i hunanfyfyrio sy’n ychwanegu ystyr at eu bywydau eu hunain ac yn cyfrannu at eu hymdeimlad o’u lle yn y byd.

en-gb	Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
cy-gb	Mae digwyddiadau a phroﬁadau dynol yn gymhleth a chânt eu canfod, eu dehonglia’u cynrychioli mewn gwahanol ffyrdd.

en-gb	Learners in Wales are forever trying to make sense of the world around them, a world they encounter though a variety of perspectives.
cy-gb	Mae dysgwyr yng Nghymru byth a beunydd yn ceisio gwneud synnwyr o’r byd o’u cwmpas, byd y maent yn ei broﬁ drwy sawl persbectif.

en-gb	Humanities encourages them to critically review the ways the events and experiences of that world are represented and interpreted, using this information to construct their own informed perspectives.
cy-gb	Mae’r Dyniaethau yn eu hannog i adolygu’n feirniadol y ffyrdd y mae digwyddiadau a phroﬁadau’r byd hwnnw’n cael eu cynrychioli a’u dehongli, gan ddefnyddio’r wybodaeth hon er mwyn llunio eu persbectifau gwybodus eu hunain.

en-gb	Learners understand how various factors can inﬂuence their own and others’ perceptions and interpretations, while also developing an appreciation of how narratives and representations are constructed, and exploring how and why interpretations may differ.
cy-gb	Mae dysgwyr yn deall sut y gall amrywiol ffactorau ddylanwadu ar eu canfyddiadau a’u dehongliadau personol, ac ar ganfyddiadau a dehongliadau eraill. Trwy hyn cânt feithrin gwerthfawrogiad o sut y caiff naratifau a chynrychioliadau eu llunio, ac archwilio sut a pham y gall dehongliadau fod yn wahanol i’w gilydd.

en-gb	As they develop a critical understanding of a range of interpretations and representations, they will be better placed to evaluate their validity, and to foster a more holistic understanding of events, experiences and the natural world.
cy-gb	Wrth ddatblygu dealltwriaeth feirniadol o ystod o ddehongliadau a chynrychioliadau, byddant mewn sefyllfa well i werthuso eu dilysrwydd ac i feithrin dealltwriaeth fwy cyfannol o ddigwyddiadau, proﬁadau a’r byd naturiol.

en-gb	This will enable learners in Wales to develop self-awareness as they create their own informed viewpoints.
cy-gb	Bydd hyn yn galluogi dysgwyr yng Nghymru i feithrin hunanymwybyddiaeth wrth iddynt greu eu safbwyntiau gwybodus eu hunain.

en-gb	Our natural world is diverse and dynamic,  inﬂuenced by physical processes and human actions. 
cy-gb	Mae’r byd naturiol yn amrywiol a deinamig, ac mae dylanwad prosesau fﬁsegol a gweithredoedd dynol arno.

en-gb	Learners will have opportunities to nurture curiosity about the natural world and understand how and why it changes.
cy-gb	Bydd dysgwyr yn cael cyﬂeoedd i feithrin chwilfrydedd ynghylch y byd naturiol, a deall sut a pham mae’n newid.

en-gb	This in turn helps learners to identify what makes a place distinct and develop an awareness of the interconnections between humans and their environment.
cy-gb	Yn ei dro, bydd hwn yn helpu dysgwyr i adnabod beth sy’n gwneud lle yn wahanol ac i ddatblygu ymwybyddiaeth o’r rhyng-gysylltiadau sydd rhwng pobl a’u hamgylchedd.

en-gb	Consequently, learners are in a better position to make connections between the past and present, and to imagine possible futures.
cy-gb	O ganlyniad, mae dysgwyr mewn sefyllfa well i wneud cysylltiadau rhwng y gorffennol a’r presennol ac i ddychmygu dyfodol posibl.

en-gb	Through understanding a variety of physical processes, and their causes and effects, learners will appreciate how places, environments and landscapes change within Wales and the wider world.
cy-gb	Drwy ddeall amrywiaeth o brosesau fﬁsegol, a’u hachosion a’u heffeithiau, bydd dysgwyr yn gwerthfawrogi sut mae lleoedd, amgylcheddau a thirweddau yn newid yng Nghymru a’r byd ehangach.

en-gb	They will also develop their understanding of how human actions in the past and today affect the natural world and how the natural world impacts on humans.
cy-gb	Byddant hefyd yn meithrin eu dealltwriaeth o’r ffordd y mae gweithredoedd dynol yn y gorffennol a’r presennol yn effeithio ar y byd naturiol a sut mae’r byd naturiol yn effeithio ar fodau dynol.

en-gb	This will heighten learners’ awareness of how the future sustainability of our world is inﬂuenced by the impact of human actions.
cy-gb	Bydd hyn yn dwysáu ymwybyddiaeth dysgwyr o’r modd y mae gweithredoedd dynol yn dylanwadu ar gynaliadwyedd ein byd yn y dyfodol.

en-gb	It will also encourage learners in Wales to understand, as producers and consumers, their impact on the natural world.
cy-gb	Bydd hyn hefyd yn annog dysgwyr yng Nghymru, fel cynhyrchwyr a defnyddwyr, i ddeall eu heffaith hwy eu hunain ar y byd naturiol.

en-gb	Learners will explore a range of beliefs and philosophies about the natural world, and how they inﬂuence people’s interactions with the world.
cy-gb	Bydd dysgwyr yn archwilio amrywiaeth o gredoau ac athroniaethau am y byd naturiol, a sut y maent yn dylanwadu ar y modd y mae’r byd â’i bobl yn rhyngweithio.

en-gb	They will learn also how experiencing the wonder of the natural world can contribute to their spiritual development and well-being, and cultivate a sense of place and sense of belonging, as embodied in the Welsh word cyneﬁn .
cy-gb	Byddant yn dysgu hefyd ystyried sut y gall proﬁad o’r byd naturiol gyfrannu at eu datblygiad ysbrydol a’u lles, ac ennyn ynddynt ymdeimlad o le ac ymdeimlad o berthyn, fel sy’n cael ei ymgorffori yn y gair cyneﬁn .

en-gb	Human societies are complex and diverse, and shaped by human actions and beliefs.
cy-gb	Mae cymdeithasau dynol yn gymhleth ac yn amrywiol, ac maent yn cael eu llywio gan weithredoedd a chredoau pobl.

en-gb	An appreciation of identity, heritage and cyneﬁn can inﬂuence learners emotionally and spiritually, and help build a sense of self and of belonging.
cy-gb	Gall gwethfawrogiad o hunaniaeth, treftadaeth a chyneﬁn ddylanwadu’n emosiynol ac yn ysbrydol ar ddysgwyr, a helpu i greu ymdeimlad o hunan ac o berthyn.

en-gb	Through an understanding of themselves, learners develop their own identity and an awareness of how they, as individuals, can shape the communities in which they live.
cy-gb	Drwy ddeall eu hunain, mae dysgwyr yn meithrin eu hunaniaeth eu hunain ac ymwybyddiaeth o sut y gallant, fel unigolion, ddylanwadu ar y cymunedau y maent yn byw ynddynt.

en-gb	Consequently, learners will come to realise that the choices we all make, individually and collectively, can have major impacts.
cy-gb	O ganlyniad, daw dysgwyr i ddeall y gall y dewisiadau y mae pob un ohonom yn eu gwneud, yn unigol ac ar y cyd, gael effeithiau sylweddol.

en-gb	Learners will develop an understanding of the complex, pluralistic and diverse nature of societies in Wales and the wider world.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth o natur gymhleth, luosol ac amrywiol cymdeithasau yng Nghymru a’r byd ehangach.

en-gb	Over time, these societies have evolved, experiencing continuity and change that has affected, and continues to affect, their own and other people’s lives.
cy-gb	Dros amser, mae’r cymdeithasau hyn wedi esblygu, gan broﬁ parhad a newid sydd wedi effeithio ar eu bywydau nhw a bywydau pobl eraill, ac sy’n parhau i wneud hynny.

en-gb	This evolution is driven by the interplay between a range of factors, including human actions and beliefs, and physical forces.
cy-gb	Mae’r esblygiad hwn yn cael ei sbarduno gan y rhyngweithio sydd rhwng amryw o ffactorau, gan gynnwys gweithredoedd a chredoau pobl, a grymoedd fﬁsegol.

en-gb	Humanities builds an understanding of the causes, consequences and signiﬁcance of the changes and forces that have shaped societies.
cy-gb	Mae’r Dyniaethau yn meithrin dealltwriaeth o achosion, canlyniadau ac arwyddocâd y newidiadau a’r grymoedd sydd wedi dylanwadu ar gymdeithasau.

en-gb	Humanities encourages a critical understanding of how societies in Wales and the wider world are organised, structured and led.
cy-gb	Mae’r Dyniaethau yn annog dealltwriaeth feirniadol o’r modd y caiff amrywiol gymdeithasau yng Nghymru a’r byd ehangach eu trefnu, eu strwythuro a’u harwain.

en-gb	Societies are characterised by a range of cultural, economic, legal and political norms and values.
cy-gb	Caiff cymdeithasau eu nodweddu gan amrywiaeth o normau a gwerthoedd diwylliannol, economaidd, cyfreithiol a gwleidyddol.

en-gb	They are also dynamic, both driving and reacting to changes on a local, national and global scale.
cy-gb	Maent hefyd yn ddeinamig, gan sbarduno newidiadau ac ymateb iddynt, ar raddfa leol, genedlaethol a byd-eang.

en-gb	Learners will explore the connections between such societies in the past and present.
cy-gb	Bydd dysgwyr yn archwilio’r cysylltiadau rhwng y cymdeithasau hyn yn y gorffennol a’r presennol.

en-gb	They will also be encouraged to explore – and develop a tolerant and empathetic understanding of – the varied beliefs, values, traditions and ethics that underpin and shape human society.
cy-gb	Cânt eu hannog hefyd i archwilio a meithrin dealltwriaeth oddefgar ac empathetig o’r amrywiol gredoau, gwerthoedd, traddodiadau a moesegau sy’n sail i gymdeithas ddynol ac sy’n dylanwadu arni.

en-gb	Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered, ethical and sustainable action.
cy-gb	Mae dinasyddion gwybodus, hunanymwybodol yn mynd i’r afael â’r heriau a’r cyﬂeoedd sy’n wynebu dynoliaeth, ac yn gallu cymryd camau ystyrlon, egwyddorol a chynaliadwy.

en-gb	Learners will develop an understanding of their roles as citizens and the importance of creating a just and sustainable future for themselves and their communities in an interconnected world.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth o’u rolau fel dinasyddion a phwysigrwydd creu dyfodol cyﬁawn a chynaliadwy iddynt hwy eu hunain a’u cymunedau mewn byd rhyng-gysylltiedig.

en-gb	It encourages learners to be active, informed, and responsible citizens, who are able to identify with and contribute to their local, national and global communities, now and in their future lives.
cy-gb	Mae’n annog dysgwyr i fod yn ddinasyddion gweithredol, gwybodus a chyfrifol sy’n gallu uniaethu â’u cymunedau lleol, cenedlaethol a byd-eang a chyfrannu atynt, nawr ac yn eu bywydau yn y dyfodol.

en-gb	Humanities will invite learners to identify and engage with past, contemporary and anticipated challenges and opportunities facing themselves, their local community, Wales and the wider world.
cy-gb	Bydd y Dyniaethau yn gwahodd dysgwyr i uniaethu a mynd i’r afael â heriau a chyﬂeoedd y gorffennol, y presennol a’r dyfodol sy’n eu hwynebu hwy eu hunain, eu cymuned leol, Cymru a’r byd ehangach.

en-gb	They will also come to understand the nature of economic, environmental and social sustainability, justice, interconnectedness and authority, and realise the signiﬁcance of living in and contributing to a fairer and more inclusive society.
cy-gb	Daw dysgwyr hefyd i ddeall cynaliadwyedd economaidd, amgylcheddol a chymdeithasol, cyﬁawnder, rhyng-gysylltedd ac awdurdod, a sylweddoliarwyddocâd byw mewn cymdeithas decach a mwy cynhwysol, ac arwyddocâd cyfrannu at y gymdeithas honno.

en-gb	Learners will develop not only an awareness of their own rights, but also of the rights, needs, concerns and feelings of others in creating a sustainable and interconnected world.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth nid yn unig o’u hawliau hwy eu hunain, ond hefyd o hawliau, anghenion, pryderon a theimladau pobl eraill wrth greu byd cynaliadwy a rhyng-gysylltiedig.

en-gb	Questioning and evaluating existing responses to challenges and opportunities will help learners develop as self-aware, informed, ethical global citizens who critically reﬂect on their own beliefs and values.
cy-gb	Bydd cwestiynu a gwerthuso ymatebion sydd eisoes yn bodoli i heriau a chyﬂeoedd yn helpu dysgwyr i ddatblygu fel dinasyddion byd-eang hunanymwybodol, gwybodus ac egwyddorolsy’n myfyrio’n feirniadol ar eu credoau a’u gwerthoedd eu hunain.

en-gb	They will be able to consider the impact of their actions when making choices and exercising their democratic rights and responsibilities.
cy-gb	Byddant yn gallu ystyried effaith eu gweithredoedd wrth iddynt wneud dewisiadau ac arfer eu hawliau a’u cyfrifoldebau democrataidd.

en-gb	Learners will also be able to justify their decisions when acting socially, politically, economically and entrepreneurially.
cy-gb	Bydd dysgwyr hefyd yn gallu cyﬁawnhau eu penderfyniadau wrth weithredu mewn ffordd gymdeithasol, wleidyddol, economaidd ac entrepreneuraidd.

en-gb	This will enable learners to take committed social action as caring, participative citizens of their local and global communities, showing a dedication to justice, diversity and the protection of the environment.
cy-gb	Bydd hyn yn galluogi dysgwyr i ymroi i weithredu cymdeithasol fel dinasyddion gofalgar a chyfranogol o’u cymunedau lleol a byd-eang, gan ddangos ymrwymiad i gyﬁawnder, amrywiaeth a diogelu’r amgylchedd.

en-gb	What is more, by responding to challenges, and taking opportunities for social and sustainable action, they can create meaning and purpose in their own lives.
cy-gb	Ar ben hyn oll, drwy ymateb i heriau, a manteisio ar gyﬂeoedd i weithredu’n gymdeithasol a chynaliadwy, byddant yn creu ystyr a diben yn eu bywydau eu hunain.

en-gb	Relationships between what matters statements in Humanities
cy-gb	Y berthynas rhwng y datganiadau o’r hyn sy’n bwysig yn y Dyniaethau

en-gb	School curricula should promote a thorough understanding of what matters statements in Humanities.
cy-gb	Dylai cwricwla ysgolion hyrwyddo dealltwriaeth drylwyr o’r datganiadau o’r hyn sy’n bwysig yn y Dyniaethau.

en-gb	These should not be seen or taught in isolation:
cy-gb	Ni ddylid eu hystyried na’u haddysgu fel eitemau annibynnol:

en-gb	the content, concepts and skills outlined in them are interconnected, placing emphasis on an interdisciplinary approach and a holistic view of the humanities.
cy-gb	mae’r cynnwys, y cysyniadau a’r sgiliau a amlinellir ynddynt yn rhyng-gysylltiedig, gan roi pwyslais ar ddull gweithredu rhyngddisgyblaethol a safbwynt cyfannol o’r dyniaethau.

en-gb	The ﬁrst what matters statement champions enquiry and discovery within Humanities, while the second encourages learners to explore and consider how they and others view, interpret and represent human experiences.
cy-gb	Mae’r datganiad cyntaf o’r hyn sy’n bwysig yn annog gweithgareddau ymholi a darganfod yn y Dyniaethau, ac mae’r ail yn annog dysgwyr i archwilio ac ystyried y modd y maent hwy ac eraill yn gweld, yn dehongli ac yn cynrychioli proﬁadau dynol.

en-gb	What matters statements three and four focus on the key aspects of understanding in Humanities, namely of people’s relationship with the natural world and with each other.
cy-gb	Mae’r trydydd a phedwerydd datganiad o’r hyn sy’n bwysig yn canolbwyntio ar agweddau allweddol dealltwriaeth yn y Dyniaethau, sef perthynas pobl â’r byd naturiol â’i gilydd.

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

en-gb	The what matters statements for the Humanities Area of Learning and Experience offer a holistic and integrated approach.
cy-gb	Mae’r datganiadau o’r hyn sy’n bwysig ym Maes Dysgu a Phroﬁad y Dyniaethau yn cynnig ymagwedd gyfannol ac integredig.

en-gb	Each what matters statement draws on essential material and concepts from several or all the Humanities disciplines.
cy-gb	Mae pob datganiad o’r hyn sy’n bwysig yn cyfeirio at ddeunydd a chysyniadau hanfodol o sawl un neu bob un o ddisgyblaethau’r Dyniaethau.

en-gb	Progression in Humanities is underpinned by the idea that subject content does not get intrinsically more complex.
cy-gb	Mae cynnydd yn y Dyniaethau wedi’i seilio ar y syniad nad yw cynnwys pwnc, yn y bôn, yn mynd yn fwy cymhleth.

en-gb	However, it is possible to study the same topic or content area at different ages and expect different levels of depth and complexity in learners’ understanding and responses.
cy-gb	Fodd bynnag, mae’n bosibl astudio’r un pwnc neu gynnwys ar oedrannau gwahanol a disgwyl lefelau gwahanol o ddyfnder a chymhlethdod o ran dealltwriaeth ac ymatebion dysgwyr.

en-gb	Achievement outcomes identify the speciﬁc disciplinary and interdisciplinary concepts in which learners can show progression.
cy-gb	Mae deilliannau cyﬂawniad yn nodi’r cysyniadau disgyblaethol a rhyngddisgyblaethol penodol y gall dysgwyr ddangos cynnydd ynddynt.

en-gb	These are areas of procedural knowledge in which learners could be expected to develop their thinking and understanding, and thus show progression.
cy-gb	Mae’r rhain yn feysydd o wybodaeth weithdrefnol lle y gellid disgwyl i ddysgwyr ddatblygu eu meddwl a’u dealltwriaeth eu hunain, a thrwy hynny ddangos cynnydd.

en-gb	Progression in understanding in Humanities is made through a combination of:
cy-gb	Ceir cynnydd o ran dealltwriaeth yn y Dyniaethau drwy gyfuniad o:

en-gb	• increased depth of knowledge, by linking new learning to existing knowledge and developing  a more sophisticated understanding and resolving the conﬂicts that can emerge from different  points of view
cy-gb	• wybodaeth ddyfnach, drwy gysylltu dysgu newydd â gwybodaeth bresennol a datblygu dealltwriaeth fwy sofﬁstigedig a datrys yr anghydfodau a all ddeillio o safbwyntiau gwahanol

en-gb	• increased sophistication of conceptual understanding, which helps learners see beyond a list of facts, to the conceptual ideas that underpin the disciplines that make up the Humanities Area of Learning and Experience, and how these interrelate to each other in different contexts.
cy-gb	• dealltwriaeth gysyniadol fwy sofﬁstigedig, sy’n helpu dysgwyr i weld y tu hwnt i restr o ffeithiau, a gweld y cysyniadau sy’n sail i’r disgyblaethau sy’n rhan o Faes Dysgu a Phroﬁad  y Dyniaethau, a’r berthynas rhyngddynt mewn cyd-destunau gwahanol.

en-gb	In addition, progression in Humanities is demonstrated through:
cy-gb	Hefyd, dangosir cynnydd yn y Dyniaethau drwy:

en-gb	• an ability to work with an increasing number and sophistication of sources of information
cy-gb	• y gallu i weithio gyda nifer gynyddol a mwy sofﬁstigedig o ffynonellau o wybodaeth 

en-gb	• more sophisticated use of relevant skills
cy-gb	• defnydd mwy sofﬁstigedig o sgiliau perthnasol

en-gb	• increasing independence and self-regulation.
cy-gb	• cynyddu annibyniaeth a hunanreoli.

en-gb	The cross-curricular responsibilities of literacy, numeracy and digital competence support almost all learning and are essential for learners to be able to participate successfully and conﬁdently in the modern world.
cy-gb	Mae cyfrifoldebau trawsgwricwlaidd llythrennedd, rhifedd a chymhwysedd digidol yn cefnogi bron yr holl ddysgu ac maent yn hanfodol er mwyn i ddysgwyr allu cymryd rhan yn llwyddiannus ac yn hyderus yn y byd modern.

en-gb	Humanities provides a range of rich contexts where learners’ literacy skills can be reinforced, extended and applied.
cy-gb	Mae’r Dyniaethau yn cynnig amrywiaeth o gyd-destunau cyfoethog lle y gellir atgyfnerthu, ehangu a chymhwyso sgiliau llythrennedd dysgwyr.

en-gb	As a vital building block for developing life skills and accessing the curriculum, learners should be provided with opportunities to communicate their ideas and viewpoints orally.
cy-gb	Fel conglfaen hollbwysig ar gyfer datblygu sgiliau bywyd a dilyn y cwricwlwm, dylai dysgwyr gael cyﬂeoedd i gyﬂeu eu syniadau a’u safbwyntiau ar lafar.

en-gb	For example, learners can develop their oracy through discussion, role play, questioning and presentations, and, in discussing Ultimate questions, they can adapt these skills for audience and purpose as they listen to and debate different viewpoints.
cy-gb	Er enghraifft, gall dysgwyr ddatblygu eu llafaredd drwy drafod, chwarae rôl, holi a chyﬂwyniadau, ac, wrth drafod cwestiynau Eithaf, gallant addasu’r sgiliau hyn yn ôl y gynulleidfa a’r diben wrth iddynt wrando ar safbwyntiau gwahanol a’u trafod.

en-gb	Learners’ reading skills should be developed by accessing a range of materials from a variety of places and times to analyse evidence, to think critically, to infer meaning, and to evaluate interpretations and viewpoints.
cy-gb	Dylai sgiliau darllen dysgwyr gael eu datblygu drwy ddarllen amrywiaeth o ddeunyddiau o amrywiaeth o leoedd ac amseroedd er mwyn dadansoddi tystiolaeth, meddwl yn feirniadol, dod i gasgliadau ynglŷn ag ystyr a gwerthuso dehongliadau a safbwyntiau.

en-gb	Humanities provides rich contexts for developing all styles of writing.
cy-gb	Mae’r Dyniaethau yn cynnig cyd-destunau cyfoethog i ddatblygu pob arddull ysgrifennu.

en-gb	For example, describing, explaining, discussing, evaluating and creative writing combined with the use of subject-speciﬁc terminology will see learners develop their writing.
cy-gb	Er enghraifft, drwy ddisgriﬁo, esbonio, trafod, gwerthuso ac ysgrifennu creadigol ynghyd â defnyddio terminoleg sy’n benodol i’r pwnc dan sylw, bydd dysgwyr yn datblygu eu sgiliau ysgrifennu.

en-gb	Humanities provides learners with a wide range of opportunities to develop their numeracy skills in real-world contexts.
cy-gb	Mae’r Dyniaethau yn rhoi amrywiaeth eang o gyﬂeoedd i ddysgwyr feithrin eu sgiliau rhifedd mewn cyd-destunau go iawn.

en-gb	For example, learners can collect numerical data, through primary and secondary research methods, and represent data in a variety of ways.
cy-gb	Er enghraifft, gall dysgwyr gasglu data rhifyddol, drwy ddulliau ymchwil sylfaenol ac eilaidd a phortreadu data mewn sawl ffordd amrywiol.

en-gb	Learners can give accurate directional instructions when map reading, and, after going on a walk, learners can write up the route, including paragraphs, photos, diagrams, etc.
cy-gb	Gall dysgwyr roi cyfarwyddiadau cywir wrth ddarllen map, ac, ar ôl mynd ar daith gerdded,gall dysgwyr ddisgriﬁo’r llwybr, gan gynnwys paragraffau, ffotograffau, diagramau, ac ati.

en-gb	Learners can develop their data-handling, analysis and evaluation skills.
cy-gb	Gall dysgwyr ddatblygu eu sgiliau dadansoddi a gwerthuso ac ymdrin â data.

en-gb	Concepts such as chronological awareness and scale can be developed and discussed, as you look at how human relationships have impacted upon the natural world.
cy-gb	Gall cysyniadau megis ymwybyddiaeth gronolegol a graddfa gael eu datblygu a’u trafod, wrth edrych ar y ffordd y mae cydberthnasau dynol wedi effeithio ar fyd natur.

en-gb	Developing simple questionnaires to analyse large data sets can all be supported and developed across Humanities as learners collect and record data.
cy-gb	Gall y sgil o ddatblygu holiaduron syml i ddadansoddi setiau data mawr gael ei ategu a’i ddatblygu ym mhob rhan o’r Dyniaethau wrth i ddysgwyr gasglu a chofnodi data.

en-gb	Humanities give learners the context to plan and create using a range of digital skills as learners work independently or collaborate on the development materials.
cy-gb	Mae’r Dyniaethau yn rhoi’r cyd-destun i ddysgwyr gynllunio a chreu gan ddefnyddio ystod o sgiliau digidol wrth i ddysgwyr weithio’n annibynnol neu gydweithio ar y deunyddiau datblygu.

en-gb	Many digital sources of information could be used to examine various themes within Humanities.
cy-gb	Gellid defnyddio llawer o ffynonellau digidol o wybodaeth i ystyried themâu amrywiol yn y Dyniaethau.

en-gb	Learners should show an understanding of purpose and audience as they use a range of software and media to communicate their own knowledge, understanding and personal responses.
cy-gb	Dylai dysgwyr ddangos dealltwriaeth o bwrpas a chynulleidfa wrth ddefnyddio amrywiaeth o feddalwedd a chyfryngau i gyﬂeu eu gwybodaeth, eu dealltwriaeth a’u hymatebion personol.

en-gb	Learners should also make use of digital sources of information as a way of enabling them to think about the kinds of future that they would like to see for their locality, Wales and the wider world.
cy-gb	Dylai dysgwyr hefyd ddefnyddio ffynonellau digidol o wybodaeth er mwyn eu galluogi i feddwl am y mathau o ddyfodol yr hoffent eu gweld yn eu hardal leol, yng Nghymru a’r byd ehangach.

en-gb	For example, the use of digital information systems as a way of illustrating human–environment relations, or the digital sources that illustrate business commitment to ideas of corporate social responsibility.
cy-gb	Er enghraifft, y defnydd o systemau gwybodaeth digidol fel ffordd o ddangos cydberthnasau rhwng pobla’r amgylchedd, neu’r ffynonellau digidol sy’n dangos ymrwymiad busnes i syniadau o gyfrifoldeb cymdeithasol corfforaethol.

en-gb	As learners increasingly use digital technology to enquire and investigate, ensuring the reliability of these sources is critical as they look to support conclusions.
cy-gb	Wrth i ddysgwyr wneud defnydd cynyddol o dechnoleg ddigidol i ymholi ac ymchwilio, mae sicrhau dibynadwyedd y ffynonellau hyn yn hollbwysig wrth iddynt geisio ategu casgliadau.

en-gb	The Welsh dimension and international perspective are integral to all disciplines within the Humanities Area of Learning and Experience.
cy-gb	Mae’r dimensiwn Cymreig a’r persbectif rhyngwladol yn rhan annatod o bob disgyblaeth ym Maes Dysgu a Phroﬁad y Dyniaethau.

en-gb	An exploration of Welsh businesses, cultures, history, geography, politics, religions, societies, and world views should form a central part of a learners’ entitlement and include an understanding of the links between these and wider national, European and international contexts.
cy-gb	Dylai ystyriaeth o fusnesau, diwylliannau, hanes, daearyddiaeth, gwleidyddiaeth, crefyddau, cymdeithasau Cymru a bydolygon fod yn rhan ganolog o hawl dysgwyr a chynnwys dealltwriaeth o’r cysylltiadau rhwng y rhain a chyd-destunau ehangach cenedlaethol, Ewropeaidd a rhyngwladol.

en-gb	Through Humanities, learners develop a sense of identity and of their own cyneﬁn , as well as an understanding of Wales and its place in the wider world.
cy-gb	Drwy’r Dyniaethau, mae dysgwyr yn datblygu ymdeimlad o hunaniaeth, ymdeimlad o’u cyneﬁn eu hunain, a dealltwriaeth o Gymru a’i lle yn y byd ehangach.

en-gb	The Humanities Area of Learning and Experience plays an important role in allowing learners to engage in rich learning experiences in the Welsh context.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn chwarae rhan bwysig yn y broses o alluogi dysgwyr i gael proﬁadau dysgu cyfoethog mewn cyd-destun Cymreig.

en-gb	School curriculum design should provide detailed and regular coverage of examples, relevant topic areas and case studies to allow learners to explore the Welsh dimension and international perspective.
cy-gb	Dylai dyluniad y cwricwlwm ysgol roi sylw manwl a rheolaidd i enghreifftiau, pynciau perthnasol ac astudiaethau achos er mwyn galluogi dysgwyr i ystyried y dimensiwn Cymreig a’r persbectif rhyngwladol.

en-gb	Humanities supports learners to:
cy-gb	Mae’r Dyniaethau yn helpu dysgwyr i:

en-gb	• develop an understanding of Wales and their own understanding of what it means to be Welsh
cy-gb	• ddatblygu dealltwriaeth o Gymru a datblygu eu hymdeimlad eu hunain o Gymreictod/yr hyn y mae’n ei olygu i fod yn Gymry

en-gb	• study the history, geography, cultures, values, languages and beliefs of Wales, which helps them to make sense of their identity
cy-gb	• astudio hanes, daearyddiaeth, diwylliannau, gwerthoedd, ieithoedd a chredoau Cymru, sy’n eu helpu i wneud synnwyr o’u hunaniaeth

en-gb	• examine the connections between different places, humans and the environment
cy-gb	• ystyried y cysylltiadau rhwng lleoedd gwahanol, pobl a’r amgylchedd

en-gb	• understand their own place and role as an ethical, informed citizen within Wales and the wider world
cy-gb	• deall eu lle a’u rôl eu hunain fel dinesyddion gwybodus ac egwyddorol yng Nghymru a’r byd ehangach

en-gb	• understand what is meant by global citizenship, including their roles and responsibilities as global citizens planning for a sustainable future
cy-gb	• deall beth yw ystyr dinasyddiaeth fyd-eang, gan gynnwys eu rolau a’u cyfrifoldebau fel dinasyddion byd-eang sy’n cynllunio ar gyfer dyfodol cynaliadwy

en-gb	• build an understanding of world events and how they have inﬂuenced human lives and societies
cy-gb	• meithrin dealltwriaeth o ddigwyddiadau’r byd a’r ffordd y maent wedi dylanwadu ar fywydau a chymdeithasau dynol

en-gb	• understand that, in a diverse, dynamic and changing world, they can make a positive difference helping to build a fairer, safer and more secure world for everyone
cy-gb	• deall y gallant, mewn byd amrywiol, deinamig sy’n newid, wneud gwahaniaeth cadarnhaol, gan helpu i greu byd tecach a diogelach i bawb

en-gb	• develop a commitment to social justice and social action, within Wales and the wider world.
cy-gb	• datblygu ymrwymiad i gyﬁawnder cymdeithasol a gweithredu cymdeithasol, yng Nghymru a’r byd ehangach.

en-gb	In Humanities, learners of all ages should be able to engage in learning related to local, national and international dimensions.
cy-gb	Yn y Dyniaethau, dylai dysgwyr o bob oedran allu cymryd rhan mewn dysgu sy’n ymwneud â dimensiynau lleol, cenedlaethol a rhyngwladol.

en-gb	It should not be the case that the youngest learners should focus exclusively on local studies and only the oldest learners focus on the international perspective.
cy-gb	Ni ddylid mynnu mai’r dysgwyr ieuengaf ddylai ganolbwyntio ar astudiaethau lleol yn unig ac mai dim ond y dysgwyr hynaf sy’n canolbwyntio ar y persbectif rhyngwladol.

en-gb	All learners should have opportunities to ground their understanding of an issue in their locality and then relate it to the international context.
cy-gb	Dylai pob dysgwr gael cyﬂeoedd i seilio ei ddealltwriaeth o fater yn ei ardal leol ac yna ddwyn perthynas rhyngddo a’r cyd-destun rhyngwladol.

en-gb	The Humanities Area of Learning and Experience will aim to encourage learners to:
cy-gb	Bydd Maes Dysgu a Phroﬁad y Dyniaethau yn anelu at annog dysgwyr i:

en-gb	• think about themselves, and their own process of learning, in reﬂective and critical ways
cy-gb	• feddwl amdanynt hwy eu hunain, a’u proses eu hunain o ddysgu, mewn ffyrdd myfyriol a beirniadol

en-gb	• appreciate that an understanding of others coupled with an understanding of oneself is central to what matters statements in Humanities
cy-gb	• sylweddoli bod dealltwriaeth o eraill ynghyd â dealltwriaeth ohonynt hwy eu hunain yn ganolog i’r datganiadau o’r hyn sy’n bwysig yn y Dyniaethau

en-gb	• develop personal effectiveness which includes reﬂecting on and understanding oneself and others.
cy-gb	• datblygu effeithiolrwydd personol sy’n cynnwys myfyrio arnynt hwy eu hunain ac eraill, a’u deall.

en-gb	Critical thinking is central to Humanities.
cy-gb	Mae meddwl yn feirniadol yn ganolog i’r Dyniaethau.

en-gb	Humanities develops learners’ abilities to think analytically and understand the past and present as well as to imagine possible futures.
cy-gb	Mae’r Dyniaethau yn datblygu galluoedd dysgwyr i feddwl yn ddadansoddol a deall y gorffennol a’r presennol, yn ogystal â dychmygu dyfodol posibl.

en-gb	Problem-solving could be developed by encouraging learners to collect, and reﬂect upon, sources of evidence in order to explain the characteristics of a society during a particular time period, or to examine possible solutions to inequalities among social groups.
cy-gb	Gellid datblygu’r gallu i ddatrys problemau drwy annog dysgwyr i gasglu ffynonellau o dystiolaeth er mwyn esbonio nodweddion cymdeithas yn ystod cyfnod penodol a myfyrio arnynt, neu ystyried atebion posibl i anghydraddoldebau ymhlith grwpiau cymdeithasol.

en-gb	In Humanities, learners convey information and ﬁndings in creative and innovative ways.
cy-gb	Yn y Dyniaethau, mae dysgwyr yn cyﬂeu gwybodaeth a chanfyddiadau mewn ffyrdd creadigol ac arloesol.

en-gb	Learners are encouraged to be open to different ideas and ways of thinking, enabling them to express reasoned opinions about these differences.
cy-gb	Caiff dysgwyr eu hannog i fod yn agored i syniadau a ffyrdd o feddwl gwahanol, gan eu galluogi i fynegi barn resymedig ar y gwahaniaethau hyn.

en-gb	Planning and organising, and Personal effectiveness
cy-gb	Cynllunio a threfnu, ac Effeithiolrwydd personol

en-gb	In Humanities, learners will work with others as they plan investigations involving gathering and utilising a range of evidence.
cy-gb	Yn y Dyniaethau, bydd dysgwyr yn gweithio gydag eraill wrth iddynt gynllunio ymchwiliadau sy’n cynnwys casglu a defnyddio amrywiaeth o dystiolaeth.

en-gb	They will develop their own personal effectiveness as important members of a team who are relied upon to contribute by organising and carrying out enquiries.
cy-gb	Byddant yn datblygu eu heffeithiolrwydd personol eu hunain fel aelodau pwysig o dîm y gellir dibynnu arno i gyfrannu drwy drefnu a chynnal ymholiadau.

en-gb	They will also develop this skill as independent learners who are required to evaluate, justify and express their own considered responses in a variety of ways.
cy-gb	Byddant hefyd yn datblygu’r sgil hwn fel dysgwyr annibynnol y mae gofyn iddynt werthuso, cyﬁawnhau a mynegi eu hymatebion ystyriol eu hunain mewn amrywiaeth o ffyrdd.

en-gb	Learning from careers and labour market information 
cy-gb	Dysgu o wybodaeth am yrfaoedd a’r farchnad lafur

en-gb	It is vital for learners to access high-quality careers and labour market information and have an understanding of what this means to them, in order to make well-informed, sustainable career decisions.
cy-gb	Mae’n hanfodol i ddysgwyr gael gafael ar wybodaeth o ansawdd uchel am yrfaoedd a’r farchnad lafur ac iddynt feddu ar ddealltwriaeth o’r hyn y mae hynny’n ei olygu iddynt hwy, er mwyn gwneud penderfyniadau gwybodus a chynaliadwy am eu gyrfa.

en-gb	The Humanities Area of Learning and Experience comprises the areas of history, geography, religious education, business studies and social studies.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn cynnwys meysydd hanes, daearyddiaeth, addysg grefyddol, astudiaethau busnes ac astudiaethau cymdeithasol.

en-gb	While there are many careers that link directly to these areas, the skills developed within Humanities, such as problem-solving, communication, critical thinking, and the ability to evaluate differing perspectives and weigh up consequences, are valued by a wide range of employers and therefore provide a wide range of opportunities for learners.
cy-gb	Er bod llawer o yrfaoedd sy’n cysylltu’n uniongyrchol â’r meysydd hyn, mae’r sgiliau a ddatblygir yn y Dyniaethau, megis datrys problemau, cyfathrebu, meddwl yn feirniadol, a’r gallu i werthuso persbectifau gwahanol a phwyso a mesur goblygiadau, yn cael eu gwerthfawrogi gan amrywiaeth eang o gyﬂogwyr ac felly’n cynnig amrywiaeth eang o gyﬂeoedd i ddysgwyr.

en-gb	Linking the area of learning and experience to careers and work-related experiences Learners should be encouraged to undertake research and to explore the links between Humanities and the career paths these would open to them.
cy-gb	Cysylltu’r maes dysgu a phroﬁad â gyrfaoedd a phroﬁadau sy’n gysylltiedig â gwaith Dylid annog dysgwyr i ymgymryd â gwaith ymchwil ac ystyried y cysylltiadau rhwng y Dyniaethau a’r llwybrau gyrfa a fyddai ar gael iddynt.

en-gb	Humanities equips learners with the skills and knowledge necessary to pursue careers related to these disciplines.
cy-gb	Mae’r Dyniaethau yn rhoi’r sgiliau a’r wybodaeth sydd eu hangen ar ddysgwyr i ddilyn gyrfa sy’n gysylltiedig â’r disgyblaethau hyn.

en-gb	There are many careers that directly relate to Humanities, such as museum curator, archaeologist, religious leader, diplomat, teacher, meteorologist, geologist, manager, ﬁnancial adviser and business analyst.
cy-gb	Mae llawer o yrfaoedd yn cysylltu’n uniongyrchol â’r Dyniaethau, megis curadur amgueddfa, archeolegydd, arweinydd crefyddol, diplomydd, athro, meteorolegwr, daearegwr, rheolwr, cynghorydd ariannol a dadansoddwr busnes.

en-gb	More importantly, the transferable skills which sit at the heart of Humanities contribute to the preparation of a workforce for professions and jobs that do not yet exist in order to meet the needs of new and emerging careers.
cy-gb	Yn bwysicach na hynny, bydd y sgiliau trosglwyddadwy sydd wrth wraidd y Dyniaethau yn cyfrannu at baratoi gweithlu ar gyfer proffesiynau a swyddi nad ydynt yn bodoli eto, er mwyn diwallu anghenion gyrfaoedd newydd ac sy’n dod i’r amlwg.

en-gb	The skills developed within the Humanities Area of Learning and Experience are transferable, highly valued and sought after in the wider employment market.
cy-gb	Mae’r sgiliau a ddatblygir drwy Maes Dysgu a Phroﬁad y Dyniaethau yn drosglwyddadwy, yn werthfawr iawn, ac mae galw mawr amdanynt yn y farchnad gyﬂogaeth ehangach.

en-gb	Humanities enables learners to become ethically informed citizens who are ready for life and work, contributes to learners’ readiness for working life by developing skills and techniques, including the use of geographical information systems, using and creating maps, conducting surveys, analysing data, carrying out investigations, analysis of evidence and argument, detecting bias and prejudice, and constructing an argument or interpretation of events based on evidence.
cy-gb	Mae’r Dyniaethau yn galluogi dysgwyr i ddod yn ddinasyddion gwybodus ac egwyddorol sy’n barod ar gyfer bywyd a gwaith, yn cyfrannu at barodrwydd dysgwyr ar gyfer bywyd gwaith drwy ddatblygu sgiliau a thechnegau, gan gynnwys defnyddio systemau gwybodaeth ddaearyddol, defnyddio a chreu mapiau, cynnal arolygon, dadansoddi data, cynnal ymchwiliadau, dadansoddi tystiolaeth a dadleuon, canfod tuedd a rhagfarn, a llunio dadl neu ddehongliad o ddigwyddiadau sy’n seiliedig ar dystiolaeth.

en-gb	Humanities help learners to understand diversity and to challenge stereotypes in order to raiselearners’ aspirations and belief in their potential future.
cy-gb	Mae’r Dyniaethau yn helpu dysgwyr i ddeall amrywiaeth a herio stereoteipiau er mwyn codi uchelgais dysgwyr a’u cred yn eu dyfodol posibl.

en-gb	Success for a young primary school learner could include:
cy-gb	Gallai llwyddiant i ddysgwr iau ysgol gynradd gynnwys:

en-gb	• communicating with people in their community about the different jobs they do and the rewards that a job can bring.
cy-gb	• cyfathrebu â’r bobl yn eu cymuned am y gwahanol swyddi y maent yn eu gwneud a’r boddhad a all ddeillio ohonynt.

en-gb	• demonstrating and applying the skills learned in relation to the world of work
cy-gb	• dangos a chymhwyso’r sgiliau a ddysgwyd mewn perthynas â’r byd gwaith

en-gb	• identifying interests, strengths and skills to make informed post-16 choices
cy-gb	• nodi diddordebau, cryfderau a sgiliau er mwyn gwneud dewisiadau gwybodus ôl-16

en-gb	• understanding and demonstrating the behaviours an employer looks for in a good employee
cy-gb	• deall ac arddangos y mathau o ymddygiad mae cyﬂogwr yn dymuno eu gweld mewn cyﬂogai da

en-gb	Learners develop interests, strengths, skills and aspirations through experiences as part of the curriculum and life beyond school.
cy-gb	Mae dysgwyr yn datblygu diddordebau, cryfderau, sgiliau a dyheadau drwy broﬁadau fel rhan o’r cwricwlwm ac mewn bywyd y tu hwnt i’r ysgol.

en-gb	A range of partners support these exciting journeys through co-design and co-delivery and together shape children and young people’s decisions about their future and the pathways they follow.
cy-gb	Mae amrywiaeth o bartneriaid ynghlwm â’r teithiau cyffrous hyn drwy gyd-ddylunio a chyd-gyﬂwyno a, gyda’i gilydd, maent yn llywio penderfyniadau plant a phobl ifanc am eu dyfodol a’r llwybrau y byddant yn eu dilyn.

en-gb	Opportunities, such as visits, guest speakers and practical activities, can help enhance and contextualise learning.
cy-gb	Gall cyﬂeoedd, megis ymweliadau, siaradwyr gwadd a gweithgareddau ymarferol, helpu i wella’r dysgu a’i roi mewn cyd-destun.

en-gb	Humanities helps learners foster an understanding of employment rights, ethical entrepreneurship, business ethics, money lending/borrowing, and promoting sustainable green industrial processes and practices.
cy-gb	Mae’r Dyniaethau yn helpu dysgwyr i feithrin dealltwriaeth o hawliau cyﬂogaeth, entrepreneuriaeth foesegol, moeseg busnes, rhoi/cael benthyg arian, a hyrwyddo prosesau ac arferion diwydiannol gwyrdd cynaliadwy.

en-gb	Collaboration and access to individuals and employers, for example in local government, hospitality, law practitioners, banks and building societies, teaching, health and safety, can provide learners with opportunities to learn about work, employment and the skills valued in the workplace.
cy-gb	Gall cydweithio ag unigolion a chyﬂogwyr a chyﬂeoedd i gysylltu â nhw, er enghraifft mewn llywodraeth leol, lletygarwch, ymarferwyr y gyfraith, banciau a chymdeithasau adeiladu, addysgu, iechyd a diogelwch, roi cyﬂeoedd i ddysgwyr ddysgu am waith, cyﬂogaeth a’r sgiliau a werthfawrogir yn y gweithle.

en-gb	Learners can use the knowledge and skills gained in taking part in work-related experiences to develop successful enterprise activities.
cy-gb	Gall dysgwyr ddefnyddio’r wybodaeth a’r sgiliau a feithrinwyd drwy gymryd rhan mewn proﬁadausy’n gysylltiedig â gwaith i ddatblygu gweithgareddau menter llwyddiannus.

en-gb	In Humanities these can provide authentic learning experiences that develop learners as creative, enterprising contributors, and enable them to form links to the world of work.
cy-gb	Yn y Dyniaethau, gall y rhain gynnig proﬁad dysgu dilys sy’n datblygu dysgwyr fel cyfranwyr creadigol a mentrus, ac yn eu galluogi i greu cysylltiadau â’r byd gwaith.

en-gb	Therefore, as well as understanding about employment, training and apprenticeships, learners should be provided with information and the opportunity to engage with a range of learning providers.
cy-gb	Felly, yn ogystal â deall am gyﬂogaeth, hyfforddiant a phrentisiaethau, dylid rhoi gwybodaeth i ddysgwyr am ddarparwyr dysgu a chynnig y cyﬂe iddynt ymgysylltu ag amrywiaeth o ddarparwyr o’r fath.

en-gb	Opportunities for engagement should include attending careers and skills fairs, talks from and visits to further and higher education providers, as well as presentations from students in further or higher education.
cy-gb	Dylai’rcyﬂeoedd ymgysylltu gynnwys mynychu ffeiriau gyrfaoedd a sgiliau, sgyrsiau gan ddarparwyr addysg bellach ac uwch ac ymweliadau gan y darparwyr hynny, yn ogystal â chyﬂwyniadau gan fyfyrwyr mewn addysg bellach neu uwch.

en-gb	Learners should be directed to online research tools that provide course and progression information to support their understanding of the range of learning opportunities available, to help raise their aspirations and form a basis on which informed decisions can be made.
cy-gb	Dylid hefyd gyfeirio dysgwyr at adnoddau ymchwil ar-leinsy’n cynnig gwybodaeth am gyrsiau a chynnydd a dilyniant, er mwyn eu helpu i ddeall yr amrywiaeth o gyﬂeoedd dysgu sydd ar gael, ac i helpu i godi eu dyheadau a chynnig sail iddynt allu gwneud penderfyniadau gwybodus.

en-gb	The Humanities Area of Learning and Experience will be a natural place to embed content relating to relationships and sexuality education.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn lle naturiol i ymgorffori cynnwys sy’n ymwneud ag addysg cydberthynas a rhywioldeb.

en-gb	Enquiry within Humanities enables critical questioning and provides opportunities to seek and ﬁnd meaning about human experiences and the world. 
cy-gb	Mae ymholi yn y Dyniaethau yn galluogi dysgwyr i gwestiynu’n feirniadol ac mae’n rhoi cyﬂeoedd i chwilio am ystyr o ran proﬁadau dynol a’r byd, a dod o hyd i’r ystyr hwnnw.

en-gb	This includes exploring personal relationships, rights, shared values, gender and sexuality.
cy-gb	Mae hyn yn cynnwys archwilio cydberthnasau personol, hawliau, gwerthoedd cyffredin, rhywedd a rhywioldeb.

en-gb	Humanities enables learners to consider issues from a variety of perspectives.
cy-gb	Mae’r Dyniaethau yn galluogi dysgwyr i ystyried materion o amrywiol persbectifau.

en-gb	It also provides a safe environment to explore equality and non-discrimination, and opportunities to discuss sensitive issues, e.g. gender-based violence and female genital mutilation/cutting (FGM/C).
cy-gb	Mae’n amgylchedd diogel i ystyried cydraddoldeb a diffyg gwahaniaethu ac mae’n cynnig cyﬂeoedd i drafod materion sensitif, e.e. trais ar sail rhyw ac anffurﬁo/torri organau cenhedlu benywod.

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

en-gb	Humanities encourages positive attitudes toward other people whereby others are treated respectfully regardless of their ethnicity;
cy-gb	Mae’r Dyniaethau yn annog agweddau cadarnhaol tuag at bobl eraill lle mae eraill yn cael eu trin gyda pharch, ni waeth beth fo’u hethnigrwydd;

en-gb	race;
cy-gb	hil;

en-gb	social, economic or immigration status;
cy-gb	statws cymdeithasol, economaidd neu ymfudo;

en-gb	religion;
cy-gb	crefydd;

en-gb	disability;
cy-gb	anabledd;

en-gb	sexual orientation;
cy-gb	cyfeiriadedd rhywiol;

en-gb	gender identity or expression;
cy-gb	hunaniaeth o ran rhywedd neu fynegiant rhywedd;

en-gb	or sex characteristics.
cy-gb	neu nodweddion rhywiol.

en-gb	The Humanities Area of Learning and Experience explores attitudes, values and laws within societies including discussion of sexuality and sexual behaviour, gender equality, diversity and human rights.
cy-gb	Mae Maes Dysgu a Phroﬁad y Dyniaethau yn ystyried agweddau, gwerthoedd a chyfreithiau mewn cymdeithasau, gan gynnwys trafod rhywioldeb ac ymddygiad rhywiol, cydraddoldeb rhywiol, amrywiaeth a hawliau dynol.

en-gb	There will be opportunities to explore rights and their history and the social, psychological, spiritual, religious, political, legal, historic, ethical and cultural dimensions that inﬂuence sexuality over a lifespan.
cy-gb	Bydd cyﬂeoedd i ystyried hawliau a’u hanes a’r dimensiynau cymdeithasol, seicolegol, ysbrydol, crefyddol, gwleidyddol, cyfreithiol, hanesyddol, moesegol a diwylliannol sy’n dylanwadu ar rywioldeb dros oes.

en-gb	Humanities addresses discrimination based on sexual orientation or gender identity and offers learners opportunities to explore their own and others’ cultures.
cy-gb	Mae’r Dyniaethau yn mynd i’r afael â gwahaniaethu ar sail cyfeiriadedd rhywiol neu hunaniaeth o ran rhywedd ac yn cynnig cyﬂeoedd i ddysgwyr ystyried eu diwylliannau eu hunain a diwylliannau eraill.

en-gb	Humanities enables learners to build awareness of the centrality and diversity of gender and to understand how gender norms have been shaped by society, culture and beliefs.
cy-gb	Mae’r Dyniaethau yn galluogi dysgwyr i godi eu hymwybyddiaeth o natur ganolog ac amrywiol rhywedd ac i ddeall sut mae normau rhywiol wedi cael eu llunio gan gymdeithas, diwylliant a chredoau.

en-gb	Violence and staying safe
cy-gb	Trais a chadw’n ddiogel

en-gb	Humanities provides learners with the opportunity to understand the challenges facing people in Wales and the wider world.
cy-gb	Mae’r Dyniaethau yn rhoi cyﬂe i ddysgwyr ddeall yr heriau sy’n wynebu pobl yng Nghymru a’r byd ehangach.

en-gb	In Humanities there is a focus upon commitment toward social action as caring, participative citizens of local, national and global communities.
cy-gb	Yn y Dyniaethau ceir ffocws ar ymrwymiad i weithredu cymdeithasol fel dinasyddion gofalgar, cyfranogol cymunedau lleol, cenedlaethol a byd-eang.

en-gb	Learning within Humanities will examine commitment to justice and diversity, the importance of responding appropriately to violence, staying safe, and promoting peace and security for others within communities and societies.
cy-gb	Bydd dysgu yn y Dyniaethau yn ystyried ymrwymiad i gyﬁawnder ac amrywiaeth, pwysigrwydd ymateb yn briodol i drais, cadw’n ddiogel, a hyrwyddo heddwch a diogelwch i eraill mewn cymunedau a chymdeithasau.

en-gb	Digital humanities can focus on the positive and harmful effects of social media, and how people can portray themselves safely and securely online.
cy-gb	Gall dyniaethau digidol ganolbwyntio ar effeithiau cadarnhaol a niweidiol y cyfryngau cymdeithasol, a’r ffordd y gall pobl bortreadu eu hunain yn ddiogel ar-lein.

en-gb	Humanities includes discussions about individuals, societies and the world which includes the need to become empathetic, ethical, informed citizens who contribute to safe, healthy, positive relationships.
cy-gb	Mae’r Dyniaethau yn cynnwys trafodaethau ynglŷn ag unigolion, cymdeithasau a’r byd sy’n cynnwys yr angen am ddod yn ddinasyddion empathig, moesegol, gwybodus sy’n cyfrannu at gydberthnasau diogel, iach a chadarnhaol.

en-gb	Humanities experiences, knowledge and skills promote good health and well-being.
cy-gb	Mae proﬁadau, gwybodaeth a sgiliau ym maes y Dyniaethau yn hyrwyddo iechyd da a lles da.

en-gb	Humanities explores social and gender norms and how peer inﬂuence can affect sexual decision-making and behaviour.
cy-gb	Mae’r Dyniaethau yn ystyried normau cymdeithasol a rhywiol a’r ffordd y gall dylanwad cyfoedion effeithio ar wneud penderfyniadau ac ymddygiad rhywiol.

en-gb	Enquiry in Humanities gives opportunities for understanding that there are different forms of media, which present information and interpretations which may or may not be entirely valid.
cy-gb	Mae ymholi yn y Dyniaethau yn rhoi cyﬂeoedd i ddeall bod gwahanol fathau o gyfryngau sy’n cyﬂwyno gwybodaeth a dehongliadau a allai fod yn ddilys neu beidio.

en-gb	This will show that media can positively or negatively inﬂuence values, attitudes and norms about sexuality and gender.
cy-gb	Bydd hyn yn dangos y gall y cyfryngau gael dylanwad cadarnhaol neu negyddol ar werthoedd, agweddau a normau ynglŷn â rhywioldeb a rhywedd.

en-gb	In Humanities there is an opportunity to explore how all cultures have different ways of understanding sex, gender, well-being, including body image, reproduction, and when it is appropriate to become sexually active.
cy-gb	Yn y Dyniaethau mae cyﬂe i ystyried sut mae pob diwylliant yn deall rhyw, rhywedd, lles, gan gynnwys delwedd gorfforol, atgenhedlu, a phryd y mae’n briodol dod yn weithredol yn rhywiol.

en-gb	Sexuality and sexual behaviour
cy-gb	Rhywioldeb ac ymddygiad rhywiol

en-gb	Humanities could consider how sexuality is complex and includes biological, social, psychological, spiritual, ethical and cultural dimensions that evolve over the lifespan.
cy-gb	Gallai’r Dyniaethau ystyried pa mor gymhleth yw rhywioldeb ac mae’n cynnwys dimensiynau biolegol, cymdeithasol, seicolegol, ysbrydol, moesegol a diwylliannol sy’n esblygu dros oes.

en-gb	Sexual and reproductive health
cy-gb	Iechyd rhywiol ac atgynhyrchiol

en-gb	Every society, culture and generation has its own beliefs about sexual behaviours and it is important to know the facts.
cy-gb	Mae gan bob cymdeithas, diwylliant a chenhadaeth ei gredoau/chredoau ei hun ynglŷn ag ymddygiadau rhywiol ac mae’n bwysig gwybod y ffeithiau.

en-gb	Religious education is a mandatory part of the current basic curriculum for 5 to 16-year-olds.
cy-gb	Mae addysg grefyddol yn rhan orfodol o’r cwricwlwm sylfaenol cyfredol ar gyfer plant 5 i 16 oed.

en-gb	Community schools, foundation schools and voluntary schools without a religious character must follow the agreed syllabus.
cy-gb	Rhaid i ysgolion cymunedol, ysgolion sefydledig ac ysgolion gwirfoddol nad oes ganddynt gymeriad crefyddol ddilyn y maes llafur cytûn.

en-gb	An agreed syllabus conference develops the curriculum content for religious education in each local authority area.
cy-gb	Mae cynhadledd maes llafur cytûn yn datblygu cynnwys y cwricwlwm ar gyfer addysg grefyddol ym mhob ardal awdurdod lleol.

en-gb	Foundation schools and voluntary controlled schools with a religious character must also provide religious education in accordance with the agreed syllabus unless parents/carers request that their child be provided with religious education in accordance with the trust deed for the school or, if there is no trust deed, in accordance with the tenets of the religion.
cy-gb	Mae rhaid i ysgolion sefydledig ac ysgolion gwirfoddol a reolir â chymeriad crefyddol hefyd ddarparu addysg grefyddol yn unol â’r maes llafur cytûn oni bai bod rhiant/gofalwr yn gofyn bod ei blentyn yn derbyn addysg grefyddol yn unol â gweithred ymddiriedolaeth yr ysgol neu, os nad oes gweithred ymddiriedolaeth, yn unol â daliadau’r grefydd.

en-gb	Foundation schools and voluntary aided schools with a religious character must provide religious education in accordance with the trust deed for the school or, if there is no trust deed, in accordance with the tenets of the religion.
cy-gb	Mae rhaid i ysgolion gwirfoddol a gynorthwyir â chymeriad crefyddol ddarparu addysg grefyddol yn unol â gweithred ymddiriedolaeth yr ysgol neu, os nad oes gweithred ymddiriedolaeth, yn unol â daliadau’r grefydd.

en-gb	However, if the parents/carers request it, and if no other local school is able to provide it, the governing body of the school shall, as far as reasonably possible, provide religious education in accordance with the agreed syllabus.
cy-gb	Fodd bynnag, os bydd rhieni/gofalwyr yn gwneud cais amdani, ac os nad oes unrhyw ysgol leol arall yn gallu ei darparu, rhaid i gorff llywodraethu’r ysgol, cymaint ag sy’n rhesymol bosib, ddarparu addysg grefyddol yn unol â’r maes llafur cytûn.

en-gb	There is currently an exemption from religious education for registered learners in Nursery classes.
cy-gb	Ar hyn o bryd, mae dysgwyr cofrestredig mewn dosbarthiadau Meithrin yn cael eu heithrio rhag addysg grefyddol.

en-gb	It is proposed that the exemption be repealed.
cy-gb	Cynigir diddymu’r eithriad.

en-gb	Voluntary aided schools with a religious character will continue to be able to deliver their denomination syllabi and parents/carers of learners attending voluntary controlled schools can continue to request that their child studies the denominational syllabus rather than the locally agreed syllabus if they wish.
cy-gb	Bydd ysgolion gwirfoddol a gynorthwyir sydd â chymeriad crefyddol yn parhau i allu cyﬂwyno meysydd llafur eu henwad, a gall rhieni/gofalwyr dysgwyr sy’n mynychu ysgolion gwirfoddol a reolir barhau i ofyn bod eu plentyn yn astudio’r maes llafur enwadol yn hytrach na’r maes llafur cytûn lleol, os ydynt yn dymuno gwneud hynny.

en-gb	This is being taken forward by a group of religious education practitioners, curriculum pioneers, academics, and representatives from Standing Advisory Councils on Religious Education (SACREs) and the National Advisory Panel for Religious Education (NAPFRE).
cy-gb	Caiff y gwaith hwn ei wneud gan grŵp o ymarferwyr addysg grefyddol, arloeswyr y cwricwlwm, academyddion, a chynrychiolwyr o Gynghorau Ymgynghorol Sefydlog Addysg Grefyddol (CYSAGau) a’r Panel Ymgynghorol Cenedlaethol Addysg Grefyddol.

en-gb	It is our intention also that religious education reﬂects our historical and contemporary relationship in Wales to philosophy and religious views, including non-religious beliefs.
cy-gb	Ein bwriad, hefyd, yw bod addysg grefyddol yn adlewyrchu ein perthynas hanesyddol a chyfoes â safbwyntiau athronyddol a chrefyddol, gan gynnwys credoau anghrefyddol.

en-gb	Therefore the current legislation will be amended to ensure the agreed syllabus for religious education takes account of non-religious world views which are analogous to religions (e.g. humanism).
cy-gb	Felly, caiff y ddeddfwriaeth gyfredol ei diwygio i sicrhau bod y maes llafur cytûn ar gyfer addysg grefyddol yn rhoi ystyriaeth i fydolygon anghrefyddol – rhai sy’n cyfateb i grefyddau (e.e. dyneiddiaeth).

en-gb	Learners should have access to a broad range of experiences and enrichment opportunities.
cy-gb	Dylai amrywiaeth eang o broﬁadau a chyﬂeoedd cyfoethogi fod ar gael i ddysgwyr.

en-gb	The Humanities Area of Learning and Experience should encourage all learners to feel engaged in and have ownership of their learning.
cy-gb	Dylai Maes Dysgu a Phroﬁad y Dyniaethau annog pob dysgwr i ymddiddori yn eu dysgu a chymryd perchenogaeth ohono.

en-gb	Meaningful engagement with communities can be enjoyable and memorable.
cy-gb	Gall ymwneud yn ystyrlon â chymunedau fod yn rhywbeth pleserus a choﬁadwy.

en-gb	For example, experiential learning gives learners opportunities to engage in role play or to participate in activities such as celebrations or re-enactments.
cy-gb	Er enghraifft, mae dysgu drwy broﬁad yn rhoi cyﬂe i blant ymwneud â gweithgareddau chwarae rôl neu gymryd rhan mewn gweithgareddau megis dathliadau neu ddigwyddiadau ail-greu.

en-gb	Learners should have opportunities to consider what inﬂuences people as they respond to ethical dilemmas, solve real and present problems or explore past events.
cy-gb	Dylai dysgwyr gael cyﬂeoedd i ystyried yr hyn sy’n dylanwadu ar bobl wrth iddynt ymateb i gyfyng gyngor moesegol, datrys problemau go iawn a phresennol neu ystyried digwyddiadau yn y gorffennol.

en-gb	Learners should experience the wonder and mystery of the natural world, historical locations, and religious and cultural sites.
cy-gb	Dylai dysgwyr broﬁ rhyfeddod a dirgelwch byd natur, lleoliadau hanesyddol, a saﬂeoedd crefyddol a diwylliannol.

en-gb	They should experience playing and learning in and exploring rich indoor and outdoor environments.
cy-gb	Dylent gael proﬁad o chwarae a dysgu mewn amgylchiadau cyfoethog dan do ac yn yr awyr agored a’u harchwilio.

en-gb	Humanities uses ﬁeld trips and visits within the local community and further aﬁeld as a starting point to teach key concepts or to enhance learning throughﬁrst-hand experience.
cy-gb	Mae’r Dyniaethau yn defnyddio teithiau maes ac ymweliadau yn y gymuned leol a thu hwnt fel man cychwyn i addysgu cysyniadau allweddol neu wella dysgu drwy broﬁad uniongyrchol.

en-gb	Speaking to visitors and experts, using observation and participation in experiential learning, such as cultural activities, helps all children and young people to learn about human experiences.
cy-gb	Mae siarad ag ymwelwyr ac arbenigwyr, gan arsylwi a chymryd rhan mewn dysgu drwy broﬁad, megis gweithgareddau diwylliannol, yn helpu pob plentyn a pherson ifanc i ddysgu am broﬁadau dynol.

en-gb	The four purposes of the curriculum are the key drivers for developing the Humanities curriculum.
cy-gb	Mae pedwar diben y cwricwlwm yn allweddol fel sbardun i’r broses o ddatblygu cwricwlwm y Dyniaethau.

en-gb	Therefore, teachers must consider how their teaching and programmes of learning contribute to the development of these characteristics within learners in Wales.
cy-gb	Felly, rhaid i athrawon ystyried ym mha fodd y mae eu haddysgu a’u rhaglenni dysgu yn cyfrannu at ddatblygu’r nodweddion hyn ymhlith dysgwyr yng Nghymru.

en-gb	As a matter of principle, practitioners should be free to decide on the organisation of this area of learning and experience, and the choice of content to be covered.
cy-gb	Fel mater o egwyddor, dylai ymarferwyr allu penderfynu ar y modd y trefnir y maes dysgu a phroﬁad hwn, a dewis y cynnwys fydd angen ei gyﬂwyno.

en-gb	This autonomy allows for content to be adapted to suit the differing needs of learners.
cy-gb	Mae’r annibyniaeth hon yn golygu y gellir addasu cynnwys er mwyn diwallu gwahanol anghenion dysgwyr.

en-gb	This allows for ﬂexibility and greater opportunities to ensure that learners’ input can help shape their learning.
cy-gb	Mae hyn yn rhoi hyblygrwydd a mwy o gyﬂeoedd i sicrhau bod modd i ddysgwyr lywio eu dysgu.

en-gb	It is also worth bearing in mind that any content or topic area can be taught at any point on the continuum.
cy-gb	Mae’n werthcoﬁo y gellir addysgu unrhyw gynnwys neu faes pwnc ar unrhyw adeg ar y continwwm.

en-gb	Key concepts and ideas should regularly and explicitly be revisited in order to consolidate and deepen understanding.
cy-gb	Dylid dychwelyd yn benodol at gysyniadau a syniadau allweddol, a hynny’n rheolaidd, er mwyn atgyfnerthu a gwella dealltwriaeth.

en-gb	Schools should select content to ensure there is increasing range as learners progress through school so that the key concepts can be explored more thoroughly.
cy-gb	Dylai ysgolion ddethol cynnwys sy’n sicrhau amrywiaeth gynyddol wrth i ddysgwyr symud drwy’r ysgol, er mwyn i gysyniadau allweddol gael eu harchwilio’n fwy trylwyr.

en-gb	Revisiting concepts should not be repetitive, however, but should provide ever more complex challenges, allowing learners to access new experiences, knowledge and skills.
cy-gb	Fodd bynnag, ni ddylid dychwelyd at gysyniadau mewn modd ailadroddus. Yn hytrach, dylai’r broses gynnig heriau mwyfwy cymhleth, gan alluogi dysgwyr i fynd i’r afael â phroﬁadau, gwybodaeth a sgiliau newydd.

en-gb	School curriculum design should ensure that learners’ locality and Welsh contexts and experiences  are seen as signiﬁcant and central to planning. 
cy-gb	Dylai’r broses o ddylunio cwricwla ysgolion sicrhau y caiff cyd-destunau a phroﬁadau dysgwyr o’u hardal leol ac o Gymru eu hystyried fel pethau o bwys, ac yn greiddiol wrth gynllunio.

en-gb	Content should also be selected to ensure that learners are able to make connections within and between the what matters statements in this area of learning and experience, and to ensure progression in the skills identiﬁed in the progression steps.
cy-gb	Dylid hefyd ddethol cynnwys er mwyn sicrhau y gall dysgwyr greu cysylltiadau o fewn a rhwng y datganiadau o’r hyn sy’n bwysig yn y maes dysgu a phroﬁad hwn, ac er mwyn sicrhau cynnydd yn y sgiliau a nodwyd yn y camau cynnydd.

en-gb	Schools and teachers should also ensure that they select content that:
cy-gb	Dylai ysgolion ac athrawon hefyd sicrhau eu bod yn dethol cynnwys sy’n:

en-gb	• allows learners to gain a thorough understanding of their locality, of Wales and the wider world • is intrinsically interesting, relevant and stimulating for learners
cy-gb	• caniatáu i ddysgwyr feithrin dealltwriaeth drylwyr o’u hardal leol, o Gymru ac o’r byd ehangach • gynhenid ddiddorol, perthnasol ac ysgogol i ddysgwyr

en-gb	• meets the purposes of the curriculum and the wider purposes of education in terms of life skills and work skills, and essential social, economic, political and cultural understanding
cy-gb	• diwallu dibenion y cwricwlwm a dibenion ehangach addysg o ran sgiliau bywyd a sgiliau gwaith, a dealltwriaeth gymdeithasol, economaidd, gwleidyddol a diwylliannol hanfodol

en-gb	• covers events, people and processes that have had considerable effects
cy-gb	• ymdrin â digwyddiadau, pobl a phrosesau sydd wedi cael effeithiau sylweddol

en-gb	• promotes higher-order thinking, conceptual development and enquiry skills
cy-gb	• hyrwyddo sgiliau meddwl, datblygu cysyniadol ac ymholi uwch

en-gb	• facilitates authentic experiences that support the development of the types of knowledge and skills learners are likely to need in the future
cy-gb	• hwyluso proﬁadau dilys sy’n fodd i ddatblygu’r mathau o wybodaeth a sgiliau y mae’n debygol y bydd eu hangen ar ddysgwyr yn y dyfodol

en-gb	• provides opportunities for both broad topic areas, and more detailed studies
cy-gb	• cynnig cyﬂeoedd ar gyfer meysydd pwnc eang, ac astudiaethau manylach

en-gb	• provides opportunities for links between what matters statements in Humanities and other areas of learning and experience.
cy-gb	• cynnig cyﬂeoedd i greu cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig yn y Dyniaethau ac mewn meysydd dysgu a phroﬁad eraill.

en-gb	At ages 14 to 16, this area of learning and experience will allow learners to follow their interests in more depth as they progress, so that they can specialise in one or more discipline, while also maintaining a broad humanities entitlement.
cy-gb	Rhwng 14 ac 16 oed, bydd y maes dysgu a phroﬁad hwn yn caniatáu i ddysgwyr ddilyn eu diddordebau’n fanylach wrth iddynt gamu ymlaen, felly byddant yn gallu arbenigo mewn un ddisgyblaeth neu fwy, ond gan gadw’r hawl i broﬁad eang o’r dyniaethau ar yr un pryd.

en-gb	Individual disciplines will naturally become more visible in Progression steps 4 and 5, and such specialisation will involve an increase in depth of disciplinary knowledge, complex skills and enriched experiences.
cy-gb	Yn naturiol, bydd disgyblaethau unigol yn dod yn fwy amlwg yng Nghamau cynnydd 4 a 5, a bydd arbenigo yn y fath fodd yn arwain at gynnydd o ran gwybodaeth ddisgyblaethol, sgiliau cymhleth a phroﬁadau mwy cyfoethog.

en-gb	This will also pave the way for further specialisation during further and higher education, and in the world of work.
cy-gb	Bydd hyn hefyd yn paratoi dysgwyr i arbenigo ymhellach ym maes addysg bellach ac addysg uwch, ac yn y byd gwaith.

en-gb	Greater specialisation in individual disciplines should not lead to a narrowing of the curriculum, however.
cy-gb	Ni ddylai’r arbenigo cynyddol hyn mewn disgyblaethau unigol olygu y caiff y cwricwlwm ei gulhau, fodd bynnag.

en-gb	All what matters statements remain central to those disciplines.
cy-gb	Mae pob datganiad o’r hyn sy’n bwysig yn parhau’n greiddioli’r disgyblaethau hynny.

en-gb	The continuation of a degree of breadth at ages 14 to 16 takes the statutory nature of religious education into account.
cy-gb	Mae parhau i gynnig rhyw raddau o ehangder rhwng 14 ac 16 oed yn cymryd i ystyriaeth natur statudol addysg grefyddol.

en-gb	Developing an enquiring mind enables learners to explore and investigate the world, past, present and future, for themselves.
cy-gb	Mae datblygu meddwl ymholgar yn galluogi dysgwyr i archwilio ac ymchwilioi’r byd, i’w orffennol, ei bresennol a’i ddyfodol, drostynt eu hunain.

en-gb	Learners’ journey through Humanities will be characterised by enquiry and discovery, as they are encouraged to be curious and to question, to think critically and to reﬂect upon evidence.
cy-gb	Bydd taith y dysgwyr drwy’r Dyniaethau yn daith o ymholi a darganfod, wrth iddynt gael eu hannog i fod yn chwilfrydig ac i gwestiynu, i feddwl yn feirniadol a myfyrio ar dystiolaeth.

en-gb	Through such enquiry, learners gain a deeper understanding of the concepts underpinning Humanities, and their application in local, national and global contexts.
cy-gb	Drwy’r ymholi hwn, mae dysgwyr yn meithrin dealltwriaeth ddyfnach o’r cysyniadau sy’n sail i’r Dyniaethau a’r gallu i’w cymhwyso mewn cyd-destunau lleol, cenedlaethol a byd-eang.

en-gb	Engaging with questions empowers learners to understand human experiences and the natural world.
cy-gb	Mae mynd i’r afael â chwestiynau yn rhoi’r modd i ddysgwyr ddeall proﬁadau dynol a’r byd naturiol.

en-gb	Learners use appropriate disciplinary approaches, including digital humanities, to gather, analyse, and evaluate a range of evidence, and to communicate and present their ﬁndings.
cy-gb	Mae dysgwyr yn defnyddio dulliau gweithredu disgyblaethol priodol, gan gynnwys dyniaethau digidol, i gasglu, dadansoddi a gwerthuso amrywiaeth o dystiolaeth, ac i gyﬂeu a chyﬂwyno eu canfyddiadau.

en-gb	Learners interpret and synthesise information to build upon what they have already learned and further inform their understanding of the world.
cy-gb	Mae dysgwyr yn dehongli a dwyn ynghyd gwybodaeth er mwyn adeiladu ar yr hyn a ddysgwyd eisoes a llywio eu dealltwriaeth o’r byd ymhellach.

en-gb	By thinking critically about their discoveries, learners draw informed conclusions, but also understand that some conclusions can only be partial or inconclusive and open to different interpretations.
cy-gb	Drwy feddwl yn feirniadol am eu canfyddiadau, mae dysgwyr yn dod i gasgliadau gwybodus, ond maent hefyd yn deall mai dim ond casgliadau rhannol neu amhendant a geir weithiau ac y gellir eu dehongli mewn gwahanol ffyrdd.

en-gb	Learners carefully reﬂect in order to improve their methodology and extend or deepen their enquiry.
cy-gb	Mae dysgwyr yn myfyrio’n ofalus er mwyn gwella eu methodoleg ac ehangu neu ddyfnhau eu hymholiad.

en-gb	Learners will also understand that, as well as being a process, enquiry is a quest to understand the human condition.
cy-gb	Bydd dysgwyr hefyd yn deall mai ymgais i ddeall y cyﬂwr dynol yw’r ymholi hwn, yn ogystal â phroses.

en-gb	Indeed, enquiry enables self-reﬂection which adds meaning to their own lives and contributes to their sense of place in the world.
cy-gb	Yn wir, mae’r broses ymholi yn cynnig cyﬂeoedd i hunanfyfyrio sy’n ychwanegu ystyr at eu bywydau eu hunain ac yn cyfrannu at eu hymdeimlad o’u lle yn y byd.

en-gb	What Matters in Humanities Draft Curriculum for Wales 2022:
cy-gb	Yr Hyn sy’n Bwysig yn y Dyniaethau Cwricwlwm Drafft i Gymru 2022:

en-gb	Learning
cy-gb	. Dysgu

en-gb	This area of learning and experience will help learners gain:
cy-gb	Bydd y maes dysgu a phroﬁad hwn yn helpu dysgwyr i ennill:

en-gb	• increased sophistication of conceptual understanding, whereby learners see beyond a list of facts and engage with those ideas that underpin the disciplines that make up Humanities, and how these interrelate in different contexts
cy-gb	• sofﬁstigeiddrwydd cynyddol o ran dealltwriaeth gysyniadol, a fydd yn caniatáu i ddysgwyr weld y tu hwnt i restr o ffeithiau a mynd i’r afael â’r syniadau hynny sy’n sail i ddisgyblaethau’r Dyniaethau, a’r modd y mae’r rhain yn cysylltu â’i gilydd mewn gwahanol gyd-destunau

en-gb	• increased depth of knowledge, characterised by linking new learning to existing knowledge,  developing a more sophisticated understanding and resolving the conﬂicts that can emerge from  different points of view
cy-gb	• dyfnder gwybodaeth cynyddol, a nodweddir gan y gallu i gysylltu dysgu newydd â gwybodaeth ﬂaenorol, i feithrin dealltwriaeth fwy sofﬁstigedig, ac i ddatrys yr achosion o wrthdaro a all godi  pan ddaw gwahanol safbwyntiau ynghyd

en-gb	• an ability to work with an increasing number of more sophisticated sources of information • more sophisticated use of relevant skills, including appropriate use of subject-speciﬁc terminology • increasing independence and self-regulation.
cy-gb	• y gallu i weithio gyda nifer gynyddol o ffynonellau gwybodaeth fwyfwy sofﬁstigedig • defnydd mwy sofﬁstigedig o sgiliau perthnasol, gan gynnwys defnydd o eirfa bwnc-benodol • annibyniaeth gynyddol a gallu cynyddol i hunanreoli.

en-gb	I can ask simple questions and offer possible answers based on previous experiences.
cy-gb	Gallaf ofyn cwestiynau syml a chynnig atebion posibl yn seiliedig ar broﬁadau blaenorol.

en-gb	I can begin to record my observations in simple ways and communicate my ﬁndings.
cy-gb	Gallaf ddechrau cofnodi fy arsylwadau mewn ffyrdd syml a chyﬂeu fy nghanfyddiadau.

en-gb	I have shown curiosity about the world around me.
cy-gb	Rwyf wedi dangos chwilfrydedd am y byd o’m cwmpas.

en-gb	I can ask and respond to a range of questions as part of enquiries.
cy-gb	Gallaf ofyn amrywiaeth o gwestiynau fel rhan o ymholiadau, ac ymateb iddynt.

en-gb	I can make suggestions for possible enquiries.
cy-gb	Gallaf wneud awgrymiadau ar gyfer ymholiadau posibl.

en-gb	I can make and record my observations in a variety of ways.
cy-gb	Gallaf wneud a chofnodi fy arsylwadau mewn amrywiaeth o ffyrdd.

en-gb	I can collect and record information and data from given sources in order to answer speciﬁc questions.
cy-gb	Gallaf gasglu a chofnodi gwybodaeth a data o ffynonellau penodol er mwyn ateb cwestiynau penodol.

en-gb	I can sort and group evidence, using more than one criterion relating to an enquiry.
cy-gb	Gallaf ddidoli a grwpio tystiolaeth, gan ddefnyddio mwy nag un maen prawf mewn perthynas ag ymholiad.

en-gb	I can give simple explanations for my ﬁndings.
cy-gb	Gallaf roi esboniadau syml am fy nghanfyddiadau.

en-gb	I can draw simple conclusions.
cy-gb	Gallaf ddod i gasgliadau syml.

en-gb	I have had opportunities to participate in enquiries, focusing on my locality, Wales and the wider world.
cy-gb	Rwyf wedi cael cyﬂeoedd i gymryd rhan mewn ymholiadau, gan ganolbwyntio ar fy ardal leol, Cymru a’r byd ehangach.

en-gb	I have used a range of stimuli and evidence, including visual, physical and oral sources, that have been provided for me.
cy-gb	Rwyf wedi defnyddio amrywiaeth o ysgogiadau a thystiolaeth, gan gynnwys ffynonellau gweledol, fﬁsegol a llafar a ddarparwyd ar fy nghyfer.

en-gb	I have had a range of opportunities to collaborate with others to explore and engage in primary research, including ﬁeldwork and visits, and to investigate local environments or issues.
cy-gb	Rwyf wedi cael amrywiaeth o gyﬂeoedd i gydweithio ag eraill er mwyn archwilio ac ymgymryd â gwaith ymchwil sylfaenol, gan gynnwys gwaith maes ac ymweliadau, ac i ymchwilio i amgylcheddau neu faterion lleol.

en-gb	I can use my experiences and knowledge to frame appropriate enquiries.
cy-gb	Gallaf ddefnyddio fy ngwybodaeth a’m proﬁadau i fframio ymholiadau priodol.

en-gb	I can generate ideas, make predictions, and plan several different ways to approach a given situation or task, as well as experiment with a range of options when putting these ideas into action.
cy-gb	Gallaf lunio syniadau, gwneud rhagfynegiadau, a chynllunio sawl gwahanol ffordd o fynd i’r afael â sefyllfa neu dasg benodol, yn ogystal ag arbroﬁ ag amrywiaeth o opsiynau wrth roi’r syniadau hyn ar waith.

en-gb	I can explore the differences between facts, opinions and beliefs.
cy-gb	Gallaf archwilio’r gwahaniaethau rhwng ffeithiau, barn a chredoau.

en-gb	I can ﬁnd and collect a range of evidence to support my enquiry with some independence.
cy-gb	Gallaf ganfod a chasglu amrywiaeth o dystiolaeth er mwyn cefnogi fy ymholiad, gan ddangos rhywfaint o annibyniaeth.

en-gb	I can present my ﬁndings in a range of ways, using appropriate methods.
cy-gb	Gallaf gyﬂwyno fy nghanfyddiadau mewn amrywiaeth o ffyrdd, gan ddefnyddio dulliau priodol.

en-gb	I can evaluate the signiﬁcance and usefulness of the evidence I am exploring.
cy-gb	Gallaf werthuso arwyddocâd a defnyddioldeb y dystiolaeth rwy’n ei harchwilio.

en-gb	I can interpret data and information and use this to inform my conclusions, giving reasons.
cy-gb	Gallaf ddehongli data a gwybodaeth a’u defnyddio i lywio fy nghasgliadau, gan roi rhesymau.

en-gb	I can draw and present conclusions for my ﬁndings, and can describe an evidence-supported
cy-gb	Gallaf lunio a chyﬂwyno casgliadau ar gyfer fy nghanfyddiadau, a gallaf ddisgriﬁo penderfyniad

en-gb	decision or conclusion based on the enquiry process I have undertaken.
cy-gb	neu gasgliad a ategir gan dystiolaeth sy’n seiliedig ar y broses ymholi a gynhaliwyd gennyf.

en-gb	I can evaluate and reﬂect on my enquiry, describing the steps I have taken, and identify areas for improvement.
cy-gb	Gallaf werthuso a myfyrio ar fy ymholiad, gan ddisgriﬁo’r camau rwyf wedi’u cymryd, a dod o hyd i feysydd i’w gwella.

en-gb	I have actively engaged in enquires, both independently and collaboratively.
cy-gb	Rwyf wedi cymryd rhan weithgar mewn ymholiadau, yn annibynnol ac ar y cyd.

en-gb	I have undertaken enquiries focusing on interdisciplinary themes.
cy-gb	Rwyf wedi cynnal ymholiadau sy’n canolbwyntio ar themâu rhyngddisgyblaethol.

en-gb	I have experienced enquiries focusing on my locality, Wales and the wider world in the past and present.
cy-gb	Rwyf wedi proﬁ ymholiadau sy’n canolbwyntio ar fy ardal leol, Cymru a’r byd ehangach yn y gorffennol a’r presennol.

en-gb	I have experienced enquiries focusing on my own beliefs, values and world views, and those of others.
cy-gb	Rwyf wedi proﬁ ymholiadau sy’n canolbwyntio ar fy nghredoau, gwerthoedd a bydolygon fy hun, ynghyd â rhai pobl eraill.

en-gb	I have used a range of sources and evidence, including written, visual, physical and oral sources that have been gained from my research.
cy-gb	Rwyf wedi defnyddio amrywiaeth o ffynonellau a thystiolaeth, gan gynnwys ffynonellau ysgrifenedig, gweledol, fﬁsegol a llafar sy’n deillio o’m gwaith ymchwil.

en-gb	I have experienced opportunities for undertaking primary research in my local area and beyond.
cy-gb	Rwyf wedi proﬁ cyﬂeoedd i ymgymryd â gwaith ymchwil sylfaenol yn fy ardal leol a thu hwnt.

en-gb	I can formulate and respond to open-ended and complex questions.
cy-gb	Gallaf lunio cwestiynau penagored a chymhleth, ac ymateb iddynt.

en-gb	I can consider a range of known strategies to conduct an enquiry and independently select the most effective approach.
cy-gb	Gallaf ystyried amrywiaeth o strategaethau hysbys er mwyn cynnal ymholiad a dethol yn annibynnol y dull gweithredu mwyaf effeithiol.

en-gb	I can independently identify and select a variety of relevant evidence, and I can infer meaning to draw reasoned conclusions.
cy-gb	Gallaf ddod o hyd i a dewis amrywiaeth o dystiolaeth berthnasol yn annibynnol, a gallaf dybio’r ystyr er mwyn llunio casgliadau rhesymegol.

en-gb	I can select the appropriate research methods.
cy-gb	Gallaf ddethol y dulliau ymchwil priodol.

en-gb	I can gather a variety of relevant evidence, including quantitative and qualitative data.
cy-gb	Gallaf gasglu amrywiaeth o dystiolaeth berthnasol, gan gynnwys data meintiol ac ansoddol.

en-gb	I can present my ﬁndings and data, utilising a range of increasingly sophisticated methods.
cy-gb	Gallaf gyﬂwyno fy nghanfyddiadau a data, gan ddefnyddio dulliau cynyddol sofﬁstigedig.

en-gb	I can analyse my ﬁndings, describing patterns and explaining relationships across data sets.
cy-gb	Gallaf ddadansoddi fy nghanfyddiadau, gan ddisgriﬁo patrymau ac egluro perthnasau ar drawssetiau data.

en-gb	I can describe the decision or conclusion I have come to.
cy-gb	Gallaf ddisgriﬁo’r penderfyniad rwyf wedi’i wneud neu’r casgliad rwyf wedi dod iddo.

en-gb	I can understand that others can draw different conclusions even when using the same evidence.
cy-gb	Gallaf ddeall y gall eraill ddod i wahanol gasgliadau hyd yn oed wrth ddefnyddio’r un dystiolaeth.

en-gb	I can evaluate the usefulness and analyse the reliability of evidence.
cy-gb	Gallaf werthuso defnyddioldeb y dystiolaeth a dadansoddi ei dibynadwyedd.

en-gb	I can reference the sources I have used to reach my conclusions.
cy-gb	Gallaf gyfeirio at y ffynonellau rwyf wedi’u defnyddio i ddod i’m casgliadau.

en-gb	I can effectively evaluate the success of the enquiry process used, and suggest some improvements.
cy-gb	Gallaf gynnal gwerthusiad effeithiol o’r broses ymholi a ddefnyddiwyd, ac awgrymu rhai gwelliannau.

en-gb	I can understand that each of the above are required elements of a process of enquiry, which can be applied to a variety of Humanities questions.
cy-gb	Gallaf ddeall fod yr holl bethau uchod yn elfennau gofynnol o fewn proses ymholi, a bod modd eu cymhwyso at amrywiaeth o gwestiynau sy’n ymwneud â’r Dyniaethau.

en-gb	I can identify and explain some differences between the process of enquiry in the different Humanities disciplines.
cy-gb	Gallaf adnabod ac egluro rhai gwahaniaethau rhwng y broses ymholi yng ngwahanolddisgyblaethau’r Dyniaethau.

en-gb	I have undertaken independent and collaborative enquiries in Humanities.
cy-gb	Rwyf wedi cynnal ymholiadau yn annibynnol ac ar y cyd yn y Dyniaethau.

en-gb	I have had the opportunity for reﬂection on how my enquiry may add meaning to my own life
cy-gb	Rwyf wedi cael y cyﬂe i fyfyrio ar y modd y mae fy ymholiad yn ychwanegu gwerth i’m bywyd

en-gb	and may contribute to my sense of place in the world.
cy-gb	fy hun a’r modd y mae’n cyfrannu at fy ymdeimlad o’m lle yn y byd.

en-gb	I have undertaken enquiries focusing on questions relating to speciﬁc Humanities subject
cy-gb	Rwyf wedi cynnal ymholiadau sy’n canolbwyntio ar gwestiynau sy’n ymwneud â meysydd pwnc penodol yn y Dyniaethau, yn ogystal â themâu a chwestiynau rhyngddisgyblaethol.

en-gb	areas, as well as interdisciplinary themes and questions.
cy-gb	Rwyf wedi datblygu ac wedi arwain fy ymholiadau fy hun sy’n canolbwyntio ar fy ardal leol, Cymru a’r byd ehangach, nawr ac yn y gorffennol.

en-gb	I have developed and led my own enquiries focusing on my locality, Wales, and the wider world, now and in the past.
cy-gb	Rwyf wedi datblygu ac wedi arwain fy ymholiadau fy hun sy’n canolbwyntio ar fy nghredoau,

en-gb	I have developed and led my own enquiries focusing on my own beliefs, values and world views, and those of others.
cy-gb	gwerthoedd a bydolygon fy hun, ynghyd â rhai pobl eraill.

en-gb	I can independently formulate and respond to complex open-ended questions.
cy-gb	Gallaf lunio cwestiynau penagored, cymhleth, ac ymateb yn annibynnol iddynt.

en-gb	I can independently select the appropriate research methods and types of evidence, depending on the disciplinary context of the enquiry.
cy-gb	Gallaf ddethol yn annibynnol y dulliau ymchwil priodol a’r math priodol o dystiolaeth, gan ddibynnu ar gyd-destun disgyblaeth yr ymholiad.

en-gb	I can independently select the appropriate method of presenting my ﬁndings and conclusions, and I can reference my work appropriately.
cy-gb	Gallaf ddethol yn annibynnol y dull priodol o gyﬂwyno fy nghanfyddiadau a’m casgliadau, a chyfeirnodi fy ngwaith yn briodol.

en-gb	I can communicate the results of my enquiry using a variety of methods appropriate to the subject matter, purpose and audience.
cy-gb	Gallaf gyﬂeu canlyniadau fy ymholiad, gan ddefnyddio amrywiaeth o ddulliau sy’n briodol i’r pwnc dan sylw, y diben a’r gynulleidfa.

en-gb	I can interpret evidence, infer meaning and draw conclusions, synthesising a range of evidence.
cy-gb	Gallaf ddehongli tystiolaeth, tybio, a dod i gasgliadau, gan gyfosod amrywiaeth o dystiolaeth.

en-gb	I can evaluate the usefulness and reliability of qualitative and quantitative evidence, considering its content, provenance, purpose, context and limitations.
cy-gb	Gallaf werthuso defnyddioldeb a dibynadwyedd tystiolaeth ansoddol a meintiol, gan ystyried ei tharddiad, cynnwys, diben, cyd-destun a chyfyngiadau.

en-gb	I can understand the impact of sources of authority and analyse how they are interpreted and used.
cy-gb	Gallaf ddeall effaith ffynonellau o awdurdod a dadansoddi sut y cânt eu dehongli a’u defnyddio.

en-gb	I can make coherent, substantiated responses and judgements that are balanced and take into consideration a range of viewpoints.
cy-gb	Gallaf lunio a chyﬁawnhau ymatebion a barnau cydlynol sy’n gytbwys ac sy’n ystyried amrywiaeth o safbwyntiau.

en-gb	I can independently evaluate the success of my enquiries, suggest improvements and reﬁne my methodology for future enquires.
cy-gb	Gallaf werthuso’n annibynnol lwyddiant fy ymholiadau, awgrymu gwelliannau a mireinio fy methodoleg ar gyfer ymholiadau yn y dyfodol.

en-gb	I can make considered reﬂections for further research or extension of the enquiry.
cy-gb	Gallaf fyfyrio mewn ffordd ystyrlon er mwyn cynnal gwaith ymchwil pellach neu ehangu’r ymholiad.

en-gb	I can explain the similarities and differences between enquiries in the subject areas within Humanities.
cy-gb	Gallaf egluro’r nodweddion tebyg a’r gwahaniaethau rhwng ymholiadau yn y meysydd pwncsy’n rhan o’r Dyniaethau.

en-gb	I have taken a leading role in developing enquiries focusing on my locality, Wales, and the wider world in one or more of the disciplines in Humanities.
cy-gb	Rwyf wedi ymgymryd â rôl arweiniol wrth ddatblygu ymholiadau sy’n canolbwyntio ar fy ardal leol, Cymru a’r byd ehangach mewn un neu fwy o ddisgyblaethau’r Dyniaethau.

en-gb	I have utilised a range of sources, including those from my own research, to add depth to my enquiries.
cy-gb	Rwyf wedi defnyddio amrywiaeth o ffynonellau, gan gynnwys y rhai o’m gwaith ymchwil fy hun, er mwyn ychwanegu dyfnder i’m hymholiadau.

en-gb	I have had the opportunity for self-reﬂection, considering how my enquiry might add meaning to my own life and might contribute to my sense of place in the world.
cy-gb	Rwyf wedi cael y cyﬂe i hunanfyfyrio, gan ystyried y modd y gall fy ymholiad ychwanegu gwerth i’m bywyd fy hun a’r modd y gall gyfrannu at fy ymdeimlad o’m lle yn y byd.

en-gb	When learners are engaged in discipline-speciﬁc enquiries, the following should be added to Progression step 5.
cy-gb	Pan fydd y dysgwyr yn mynd i’r afael ag ymholiadau disgyblaeth-penodol, dylid ychwanegu’r canlynol at Gam cynnydd 5.

en-gb	I can predict possible outcomes to geographical research.
cy-gb	Gallaf ragfynegi deilliannau posibl gwaith ymchwil daearyddol.

en-gb	I can collect relevant quantitative and qualitative primary and secondary data accurately.
cy-gb	Gallaf gasglu data sylfaenol ac eilaidd meintiol ac ansoddol yn gywir.

en-gb	I can interpret and present data in a graphical or cartographical form.
cy-gb	Gallaf ddehongli a chyﬂwyno data ar ffurf grafﬁgol neu gartografﬁg.

en-gb	I can draw conclusions from geographical data using statistical skills where appropriate.
cy-gb	Gallaf ddod i gasgliadau ar sail data daearyddol, gan ddefnyddio sgiliau ystadegol lle y bo’n briodol.

en-gb	I can understand the subjective and incomplete nature of historical evidence.
cy-gb	Gallaf ddeall natur oddrychol ac anghyﬂawn tystiolaeth hanesyddol.

en-gb	I can analyse and evaluate the reliability, utility and validity of primary and secondary historical  evidence in context of the speciﬁc enquiry. 
cy-gb	Gallaf ddadansoddi a gwerthuso dibynadwyedd, defnyddioldeb a dilysrwydd tystiolaeth hanesyddol sylfaenol ac eilaidd yng nghyd-destun yr ymholiad penodol.

en-gb	I can fully justify and support my conclusions, while acknowledging the limitations of judgements about the past based on the available evidence.
cy-gb	Gallaf gyﬁawnhau fy nghasgliadau a’u hategu’n llawn, gan gydnabod cyfyngiadau barnau am  y gorffennol yn seiliedig ar y dystiolaeth sydd ar gael. 

en-gb	I can engage in philosophical enquiry considering the diversity, complexity and plurality of religious and non-religious world views.
cy-gb	Gallaf fynd i’r afael ag ymholiad athronyddol gan ystyried amrywiaeth, cymhlethdod a lluosogrwydd bydolygon crefyddol ac anghrefyddol o’r byd.

en-gb	I can understand that Ultimate questions are complex, and answers are often partial and inconclusive.
cy-gb	Gallaf ddeall bod cwestiynau Eithaf yn gymhleth, ac mai atebion rhannol ac amhendant a geir yn aml.

en-gb	I can appreciate, empathise with and critically evaluate sources of wisdom and authority, and religious and non-religious world views, in order to form my own reasoned conclusions.
cy-gb	Gallaf werthfawrogi ffynonellau o ddoethineb ac awdurdod, a bydolygon crefyddol ac anghrefyddol,uniaethu â nhw a’u gwerthuso’n feirniadol er mwyn llunio fy nghasgliadau rhesymegol fy hun.

en-gb	I can observe and investigate forms of religious expression, and can critically evaluate how aspects of religion and belief impact upon me, other individuals, local society and global society.
cy-gb	Gallaf arsylwi ar fathau o fynegiant crefyddol ac ymchwilio iddynt, a gallaf gynnal gwerthusiad beirniadol o’r modd y mae agweddau ar grefydd a chred yn effeithio arnaf i, ar unigolion eraill, ar gymdeithas leol ac ar gymdeithas byd-eang.

en-gb	Business studies and social studies
cy-gb	Astudiaethau busnes ac astudiaethau cymdeithasol

en-gb	I can plan and follow appropriate social studies or business studies methodologies, using primary and secondary social research methods when appropriate.
cy-gb	Gallaf gynllunio a dilyn methodolegau astudiaethau cymdeithasol neu astudiaethau busnes priodol, gan ddefnyddio dulliau ymchwil cymdeithasol sylfaenol ac eilaidd lle y bo’n briodol.

en-gb	I can collect, collate and analyse primary data using appropriate sampling techniques.
cy-gb	Gallaf gasglu, coladu a dadansoddi data sylfaenol gan ddefnyddio technegau samplu priodol.

en-gb	I have considered and acted upon my ethical responsibilities as a social studies and business studies researcher.
cy-gb	Rwyf wedi ystyried fy nghyfrifoldebau egwyddorol fel ymchwilydd astudiaethau cymdeithasol ac astudiaethau busnes, a gweithredu arnynt.

en-gb	This section suggests where learning can be enriched through drawing links between other what matters statements across the Humanities Area of Learning and Experience.
cy-gb	Mae’r adran hon yn awgrymu lle gellid cyfoethogi dysgu drwy wneud cysylltiadau rhwng y datganiadau o’r hyn sy’n bwysig ar draws Maes Dysgu a Phroﬁad y Dyniaethau.

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgu sy’n fwy holistaidd.

en-gb	Developing an enquiring mind and experiencing enquiries allows learners to investigate and consider all aspects of Humanities.
cy-gb	Mae datblygu meddwl ymchwilgar a chael proﬁad o ymholiadau yn caniatáu i’r dysgwyr ymchwilio ac ystyried pob agwedd ar y Dyniaethau.

en-gb	• Enquiries with a focus on exploring different interpretations.
cy-gb	• Ymholiadau sy’n canolbwyntio ar archwilio gwahanol ddehongliadau.

en-gb	• Secondary evidence used in enquiries can illustrate varied viewpoints, interpretations and representations.
cy-gb	• Bydd tystiolaeth eilaidd a ddefnyddir mewn ymholiadau yn dangos amrywiol safbwyntiau, dehongliadau a chynrychioliadau.

en-gb	Our natural world is diverse and dynamic, inﬂuenced by physical processes and  human actions. 
cy-gb	Mae’r byd naturiol yn amrywiol a deinamig, ac mae dylanwad prosesau fﬁsegol a gweithredoedd dynol arno.

en-gb	• Enquiries with a focus on human relationships and impact upon the natural world.
cy-gb	• Ymholiadau sy’n canolbwyntio ar gydberthnasau dynol a’r effaith ar y byd naturiol.

en-gb	• Enquiries with a focus on how societies are diverse and plural.
cy-gb	• Ymholiadau sy’n canolbwyntio ar y ffordd y mae cymdeithasau yn amrywiol ac yn lluosog.

en-gb	• Enquiries with a focus on change and continuity.
cy-gb	• Ymholiadau sy’n canolbwyntio ar newid a pharhad.

en-gb	Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered, ethical and sustainable action.
cy-gb	Mae dinasyddion gwybodus, hunanymwybodol yn mynd i’r afael â’r heriau a’r cyﬂeoeddsy’n wynebu dynoliaeth, ac yn gallu cymryd camau ystyrlon, egwyddorol a chynaliadwy.

en-gb	• Through enquiry, learners develop their understanding of challenges and opportunities facing humanity.
cy-gb	• Drwy ymholi, mae dysgwyr yn meithrin eu dealltwriaeth o’r heriau a’r cyﬂeoedd sy’n wynebu dynoliaeth.

en-gb	• Art, music, theatre, literature as evidence for and a focus of enquiries.
cy-gb	• Celf, cerddoriaeth, theatr, llenyddiaeth fel tystiolaeth ar gyfer ymholiadau ac fel canolbwynt iddynt.

en-gb	• The nature of enquiry as it relates to Science and Technology.
cy-gb	• Natur ymholiad fel y mae’n berthnasol i Wyddoniaeth a Thechnoleg.

en-gb	• Using Humanities methodology to consider aspects of health and well-being such as mental, physical and emotional health.
cy-gb	• Defnyddio methodoleg y Dyniaethau i ystyried agweddau ar iechyd a lles megis iechyd meddwl, iechyd corfforol ac iechyd emosiynol.

en-gb	• Literature as evidence for and a focus of enquiries.
cy-gb	• Llenyddiaeth fel tystiolaeth ar gyfer ymholiadau ac fel canolbwynt iddynt.

en-gb	• Use of qualitative data as evidence for enquiries.
cy-gb	• Defnyddio data ansoddol fel tystiolaeth ar gyfer ymholiadau.

en-gb	• Collection of primary data.
cy-gb	• Casglu data sylfaenol.

en-gb	• Sampling methods and statistical techniques of analysing data.
cy-gb	• Dulliau samplu a thechnegau ystadegol sy’n gysylltiedig â dadansoddi data.

en-gb	• Representation of data in graphical form.
cy-gb	• Cynrychioli data ar ffurf graff.

en-gb	• Interpreting a range of graphs.
cy-gb	• Dehongli amrywiaeth o grafﬁau.

en-gb	• Sorting and classifying.
cy-gb	• Didoli a dosbarthu.

en-gb	• Spotting trends and anomalies.
cy-gb	• Adnabod tueddiadau ac anomaleddau.

en-gb	In this what matters statement, learners should explore the concepts of questioning, evidence, evaluation, validity, reliability, bias, ethics and judgements.
cy-gb	Fel rhan o’r datganiad hwn o’r hyn sy’n bwysig, dylai dysgwyr ystyried cysyniadau cwestiynu, tystiolaeth, gwerthuso, dilysrwydd, dibynadwyedd, tuedd, moeseg a barn.

en-gb	• a range of stimuli that aim to enthuse and inspire them to imagine and be curious, and to explore, discover and question
cy-gb	• amrywiaeth o ysgogiadau sy’n anelu at danio eu brwdfrydedd a’u hysbrydoli i ddychmygu a bod yn chwilfrydig, ac i archwilio, darganfod a chwestiynu

en-gb	• a range of ongoing opportunities for exploration and discovery through play
cy-gb	• amrywiaeth o gyﬂeoedd parhaus i archwilio a darganfod drwy chwarae

en-gb	• a range of opportunities to enquire and to learn outdoors, as well as indoors, including both physical and digital learning
cy-gb	• amrywiaeth o gyﬂeoedd i ymholi a dysgu yn yr awyr agored, yn ogystal â dan do, gan gynnwys dysgu fﬁsegol a digidol

en-gb	• using a range of different visual, oral, written and physical sources
cy-gb	• defnyddio amrywiaeth o wahanol ffynonellau gweledol, llafar, ysgrifenedig a fﬁsegol

en-gb	• enquiries focusing on learners’ locality, Wales and the wider world in the past and present.
cy-gb	• ymholiadau sy’n canolbwyntio ar ardal leol dysgwyr, Cymru a’r byd ehangach yn y gorffennol a’r presennol.

en-gb	Learners need to know how to and be able to:
cy-gb	Mae angen i ddysgwyr allu a gwybod sut i:

en-gb	• explore, observe and question
cy-gb	• archwilio, arsylwi a chwestiynu

en-gb	• make and record observations and ﬁndings, using digital and other methods.
cy-gb	• gwneud a chofnodi arsylwadau a chanfyddiadau, gan ddefnyddio dulliau digidol a dulliau eraill.

en-gb	• a range of stimuli that aim to enthuse and inspire them to imagine and be curious, and to explore, discover and question
cy-gb	• amrywiaeth o ysgogiadau sy’n anelu at danio brwdfrydedd a’u hysbrydoli i ddychmygu a bod yn chwilfrydig, ac i archwilio, darganfod a chwestiynu

en-gb	• a range of opportunities to enquire and to learn outdoors, as well as indoors, including both physical and digital learning
cy-gb	• amrywiaeth o gyﬂeoedd i ymholi a dysgu yn yr awyr agored, yn ogystal â dan do,gan gynnwys dysgu fﬁsegol a digidol

en-gb	• engagement in enquiries, individually and collaboratively
cy-gb	• mynd i’r afael ag ymholiadau, yn unigol ac ar y cyd

en-gb	• engagement with philosophical questioning
cy-gb	• mynd i’r afael â phrosesau cwestiynu athronyddol

en-gb	• gather, sort and group different types of evidence
cy-gb	• casglu, didoli a grwpio gwahanol fathau o dystiolaeth

en-gb	• make and record observations and ﬁndings, using digital and other methods 
cy-gb	• gwneud a chofnodi arsylwadau a chanfyddiadau, gan ddefnyddio dulliau digidol a dulliau eraill

en-gb	• draw and explain a simple conclusion
cy-gb	• dod i gasgliad syml a’i egluro

en-gb	• undertake enquires relating to a range of interdisciplinary themes
cy-gb	• cynnal ymholiadau sy’n ymwneud ag amrywiaeth o themâu rhyngddisgyblaethol

en-gb	• explore philosophical questions about life.
cy-gb	• archwilio cwestiynau athronyddol am fywyd.

en-gb	• the methodology used in Humanities enquiries and how this may differ between disciplines
cy-gb	• y fethodoleg a ddefnyddir mewn ymholiadau sy’n ymwneud â’r Dyniaethau a’r modd y gall hyn fod yn wahanol ar gyfer gwahanol ddisgyblaethau

en-gb	• the difference between facts, opinion, beliefs and how this contributes to the relevance and use of evidence.
cy-gb	• y gwahaniaeth rhwng ffeithiau, barn a chredoau, a’r modd y mae hyn yn cyfrannu at berthnasedd tystiolaeth a’r defnydd a wneir ohoni.

en-gb	• undertake enquiries relating to both interdisciplinary and disciplinary themes
cy-gb	• gynnal ymholiadau sy’n ymwneud â themâu disgyblaethol a rhyng-ddisgyblaethol 

en-gb	• select enquiry methods appropriate to the speciﬁc enquiry 
cy-gb	• dethol dulliau ymholi sy’n briodol ar gyfer yr ymholiad penodol

en-gb	• observe and use prior knowledge to formulate appropriate questions
cy-gb	• arsylwi ar wybodaeth ﬂaenorol a’i defnyddio er mwyn creu cwestiynau priodol 

en-gb	• gather evidence from a range of sources
cy-gb	• casglu tystiolaeth o amrywiaeth o ffynonellau

en-gb	• interpret ﬁndings in order to draw a conclusion or make a judgement
cy-gb	• dehongli canfyddiadau er mwyn dod i gasgliad neu ffurﬁo barn

en-gb	• identify the relevance of the information collected
cy-gb	• nodi perthnasedd yr wybodaeth a gasglwyd

en-gb	• arrange and present ﬁndings appropriately, using digital techniques when appropriate
cy-gb	• trefnu a chyﬂwyno canfyddiadau yn briodol, gan ddefnyddio technegau digidol lle y bo’n briodol

en-gb	• reﬂect on enquiries, ask questions about the learning process, and also look forward to where an enquiry is leading next
cy-gb	• myfyrio ar ymholiadau, gofyn cwestiynau am y broses ddysgu, ac edrych ymlaen hefyd i weld beth fydd cam nesaf yr ymholiad

en-gb	• reﬂect on and evaluate the application of digital tools in enquiries.
cy-gb	• myfyrio ar y defnydd a wneir o adnoddau digidol fel rhan o ymholiadau, a gwerthuso’r defnydd hwnnw.

en-gb	• enquiries focusing on learners’ locality, Wales and the wider world in the past and present
cy-gb	• ymholiadau sy’n canolbwyntio ar ardal leol dysgwyr, Cymru a’r byd ehangach yn y gorffennol a’r presennol

en-gb	• opportunities for self-reﬂection as they consider how their enquiry may add meaning to their life and may contribute to their sense of their place in the world.
cy-gb	• cyﬂeoedd i hunanfyfyrio wrth iddynt ystyried y modd y gall eu hymholiad ychwanegu gwerth at eu bywyd, a’r modd y gall gyfrannu at eu hymdeimlad o’u lle yn y byd.

en-gb	• appropriate methodologies for the collection of data and evidence
cy-gb	• methodolegau priodol ar gyfer casglu data a thystiolaeth

en-gb	• the similarities and differences between enquiry methods in each subject area.
cy-gb	• y nodweddion tebyg a’r gwahaniaethau rhwng dulliau ymholi ym mhob maes pwnc.

en-gb	• undertake enquiries that are focused on interdisciplinary as well as subject-focused questions and issues
cy-gb	• gynnal ymholiadau sy’n canolbwyntio ar gwestiynau a materion rhyngddisgyblaethol yn ogystal â rhai pwnc-benodol

en-gb	• observe and use prior knowledge to ask and frame appropriate questions
cy-gb	• arsylwi ar wybodaeth ﬂaenorol a’i defnyddio er mwyn creu cwestiynau priodol

en-gb	• gather evidence from a range of sources gained from outdoor learning, and primary and secondary research
cy-gb	• casglu tystiolaeth o amrywiaeth o ffynonellau yn deillio o ddysgu yn yr awyr agored, gwaith ymchwil sylfaenol ac eilaidd

en-gb	• identify the relevance of the information collected to the speciﬁc context of the enquiry 
cy-gb	• nodi perthnasedd yr wybodaeth a gasglwyd i gyd-destun penodol yr ymholiad

en-gb	• use various methods to present evidence from enquiries, including using digital techniques where appropriate
cy-gb	• defnyddio amrywiol ddulliau i gyﬂwyno tystiolaeth o ymholiadau, gan gynnwys defnyddio technegau digidol lle y bo’n briodol

en-gb	• interpret, critically analyse and evaluate a wide range of written, visual, physical and oral evidence, including factual, philosophical and interpretative evidence
cy-gb	• dehongli, cynnal dadansoddiad beirniadol a gwerthuso amrywiaeth eang o dystiolaeth  ysgrifenedig, weledol, fﬁsegol a llafar, gan gynnwys tystiolaeth ffeithiol, athronyddol  a dehongliadol

en-gb	• interpret ﬁndings in order to draw, present and justify substantiated conclusions 
cy-gb	• dehongli canfyddiadau er mwyn dod i gasgliad y mae modd ei gyﬁawnhau, cyﬂwyno’r casgliad hwnnw a’i ategu

en-gb	• reﬂect on and evaluate the effectiveness of enquiries 
cy-gb	• myfyrio ar a gwerthuso effeithiolrwydd ymholiadau

en-gb	• reﬂect on and evaluate the application of digital tools in enquiries.
cy-gb	• myfyrio ar y ffordd y defnyddiwyd adnoddau digidol, a’i gwerthuso.

en-gb	• observe and use prior knowledge to ask and frame appropriate questions
cy-gb	• arsylwi ar wybodaeth ﬂaenorol a’i defnyddio er mwyn creu cwestiynau priodol 

en-gb	• identify the relevance of the information collected to the speciﬁc context of the enquiry
cy-gb	• nodi perthnasedd yr wybodaeth a gasglwyd i gyd-destun penodol yr ymholiad

en-gb	• interpret, critically analyse and evaluate a wide range of written, visual, physical and oral evidence, including factual, philosophical and interpretative evidence
cy-gb	• dehongli, cynnal dadansoddiad beirniadol a gwerthuso amrywiaeth eang o dystiolaeth  ysgrifenedig, weledol, fﬁsegol a llafar, gan gynnwys tystiolaeth ffeithiol, athronyddol a  dehongliadol

en-gb	• interpret ﬁndings in order to draw, present and justify substantiated conclusions 
cy-gb	• dehongli canfyddiadau er mwyn dod i gasgliad y mae modd ei gyﬁawnhau, cyﬂwyno’r casgliad hwnnw a’i ategu

en-gb	• reﬂect on and evaluate the effectiveness of enquiries
cy-gb	• myfyrio ar effeithiolrwydd ymholiadau a’u gwerthuso

en-gb	• reﬂect on and evaluate the application of digital tools in enquiries.
cy-gb	• myfyrio ar y ffordd y defnyddiwyd adnoddau digidol a’i gwerthuso.

en-gb	In addition to the above at Progression step 5, in their discipline-speciﬁc enquiries learners should have opportunities to undertake the following.
cy-gb	Yn ychwanegol at yr uchod yng Ngham cynnydd 5, fel rhan o’u hymholiadau disgyblaeth-penodol, dylid rhoi’r cyﬂe i ddysgwyr cynnal y canlynol.

en-gb	• Enquiries linked to environmental and geographic events and themes, which includes ﬁeldwork  and learning outside the classroom, use of geographical information systems, gathering quantitative and qualitative data, and statistical analysis of numerical data.
cy-gb	• Ymholiadau sy’n gysylltiedig â digwyddiadau a themâu amgylcheddol a daearyddol,  a fydd yn cynnwys gwaith maes a dysgu y tu allan i’r ystafell ddosbarth, defnyddio systemau gwybodaeth ddaearyddol, casglu data meintiol ac ansoddol, a dadansoddi data rhifyddol mewn modd ystadegol.

en-gb	• Historical enquiries that would include developing an understanding of the use and value of  written, visual, and physical evidence (including ﬁrst-hand or primary evidence, as well as  secondary sources) to explain how and why historical interpretations are formed.
cy-gb	• Ymholiadau hanesyddol a fydd yn cynnwys datblygu dealltwriaeth o’r defnydd o dystiolaeth  ysgrifenedig, weledol a fﬁsegol (gan gynnwys tystiolaeth uniongyrchol neu sylfaenol, yn ogystal â ffynonellau eilaidd), ynghyd â gwerth tystiolaeth o’r fath, a hynny er mwyn  egluro sut a pham y caiff dehongliadau hanesyddol eu llunio.

en-gb	• Enquiries exploring complex philosophical questions about the meaning and purpose of life.
cy-gb	• Ymholiadau sy’n archwilio cwestiynau athronyddol cymhleth ynghylch ystyr a diben bywyd.

en-gb	This includes engaging with Ultimate questions raised by the world around them, their own life experiences and aspects of religion, as well as using sources of wisdom and philosophy.
cy-gb	Bydd hyn yn cynnwys mynd i’r afael â chwestiynau Eithaf sy’n deillio o’r byd o’u cwmpas, eu proﬁadau bywyd personol ac agweddau ar grefydd, ynghyd â thrwy ddefnydd o  ffynonellau doethineb ac athroniaeth.

en-gb	• Enquiries linked to business and economic themes, using forms of media, data, case studies and market research.
cy-gb	• Ymholiadau sy’n gysylltiedig â themâu busnes ac economaidd, gan ddefnyddio mathau o gyfryngau, data, astudiaethau achos a gwaith ymchwil i’r farchnad.

en-gb	• Enquires exploring contemporary and controversial social issues, people’s views and perspectives on social issues, and the ways that people participate in society and social action.
cy-gb	• Ymholiadau sy’n archwilio materion cymdeithasol cyfoes a dadleuol, barn a phersbectifau pobl ar faterion cymdeithasol, a’r ffordd y mae pobl yn cymryd rhan mewn cymdeithas ac yn gweithredu’n gymdeithasol.

en-gb	Humanities 32
cy-gb	Dyniaethau 33

en-gb	WHAT MATTERS IN HUMANITIES
cy-gb	YR HYN SY’N BWYSIG  YN Y DYNIAETHAU

en-gb	Learners in Wales are forever trying to make sense of the world around them, a world they encounter though a variety of perspectives.
cy-gb	Mae dysgwyr yng Nghymru byth a beunydd yn ceisio gwneud synnwyr o’r byd o’u cwmpas, byd y maent yn ei broﬁ drwy sawl persbectif. 

en-gb	Humanities encourages them to critically review the ways the events and experiences of that world are represented and interpreted, using this information to construct their own informed perspectives.
cy-gb	Mae’r Dyniaethau yn eu hannog i adolygu’n feirniadol y ffyrdd y mae digwyddiadau a phroﬁadau’r byd hwnnw’n cael eu cynrychioli a’u dehongli, gan ddefnyddio’r wybodaeth hon er mwyn llunio eu persbectifau gwybodus eu hunain.

en-gb	Learners understand how various factors can inﬂuence their own and others’ perceptions and interpretations, while also developing an appreciation of how narratives and representations are constructed, and exploring how and why interpretations may differ.
cy-gb	Mae dysgwyr yn deall sut y gall amrywiol ffactorau ddylanwadu ar eu canfyddiadau a’u dehongliadau personol, ac ar ganfyddiadau a dehongliadau eraill. Trwy hyn cânt feithrin gwerthfawrogiad o sut y caiff naratifau a chynrychioliadau eu llunio, ac archwilio sut a pham y gall dehongliadau fod yn wahanol i’w gilydd.

en-gb	As they develop a critical understanding of a range of interpretations and representations, they will be better placed to evaluate their validity, and to foster a more holistic understanding of events, experiences and the natural world.
cy-gb	Wrth ddatblygu dealltwriaeth feirniadol o amrywiaeth o ddehongliadau a chynrychioliadau, byddant mewn sefyllfa well i werthuso eu dilysrwydd ac i feithrin dealltwriaeth fwy cyfannol o ddigwyddiadau, proﬁadau a’r byd naturiol.

en-gb	This will enable learners in Wales to develop self-awareness as they create their own informed viewpoints.
cy-gb	Bydd hyn yn galluogi dysgwyr yng Nghymru i feithrin hunanymwybyddiaeth wrth iddynt greu eu safbwyntiau gwybodus eu hunain.

en-gb	Humanities 33
cy-gb	Dyniaethau 34

en-gb	• an ability to work with an increasing number of more sophisticated sources of information
cy-gb	• y gallu i weithio gyda nifer gynyddol o ffynonellau gwybodaeth fwyfwy sofﬁstigedig 

en-gb	• more sophisticated use of relevant skills, including appropriate use of subject-speciﬁc terminology 
cy-gb	• defnydd mwy sofﬁstigedig o sgiliau perthnasol, gan gynnwys defnydd o eirfa bwnc-benodol 

en-gb	• increasing independence and self-regulation.
cy-gb	• annibyniaeth gynyddol a gallu cynyddol i hunanreoli.

en-gb	I can communicate my ideas about my own experiences.
cy-gb	Gallaf gyﬂeu fy syniadau am fy mhroﬁadau fy hun.

en-gb	I can recognise that my feelings, actions and opinions can be different from those of others.
cy-gb	Gallaf gydnabod y gall fy nheimladau, fy ngweithredoedd a’m barnau personol fod yn wahanol i deimladau, gweithredoedd a barnau personol pobl eraill.

en-gb	I can understand personal events in the past, present and future are signiﬁcant to me.
cy-gb	Gallaf ddeall fod digwyddiadau personol yn y gorffennol, y presennol a’r dyfodol yn arwyddocaol i mi.

en-gb	I can form and express my opinion about familiar issues and recognise that my opinion has value to me.
cy-gb	Gallaf ffurﬁo a mynegi fy marn am faterion cyfarwydd a chydnabod bod fy marn yn werthfawr i mi.

en-gb	I have had opportunities to discuss my opinions about things I have experienced with other people.
cy-gb	Rwyf wedi cael cyﬂeoedd i drafod fy marnau am bethau rwyf wedi’u proﬁ gyda phobl eraill.

en-gb	I can recognise other people’s viewpoints about familiar events or experiences.
cy-gb	Gallaf gydnabod safbwyntiau pobl eraill am ddigwyddiadau neu broﬁadau cyfarwydd.

en-gb	I can recognise that not everything will stay the same and that time can cause opinions to change.
cy-gb	Gallaf gydnabod na fydd popeth yn aros yr un fath ac y gall amser achosi newid barn.

en-gb	I can understand that other people explain things in different ways, and I can consider the merits of these different viewpoints and explanations.
cy-gb	Gallaf ddeall fod pobl eraill yn egluro pethau mewn gwahanol ffyrdd, a gallaf ystyriedrhinweddau’r safbwyntiau a’r esboniadau gwahanol hyn.

en-gb	Humanities 34
cy-gb	Dyniaethau 35

en-gb	I can describe my feelings, actions and opinions, and explain how they are different from those of others.
cy-gb	Gallaf ddisgriﬁo fy nheimladau, fy ngweithredoedd a’m barnau ac egluro’r modd y maent yn wahanol i deimladau, gweithredoedd a barnau pobl eraill.

en-gb	I can form an opinion about something that is important to me, considering my own ideas and those of others.
cy-gb	Gallaf lunio barn am rywbeth sy’n bwysig i mi gan ystyried fy syniadau fy hun a syniadau pobl eraill.

en-gb	I have had opportunities to discuss my opinions and ideas with other people.
cy-gb	Rwyf wedi cael cyﬂeoedd i drafod fy marn a’m syniadau â phobl eraill.

en-gb	I can give evidence for an argument or viewpoint and present counterarguments.
cy-gb	Gallaf roi tystiolaeth ar gyfer dadl neu safbwynt a chyﬂwyno gwrthddadleuon.

en-gb	I have been able to infer people’s opinions, viewpoints and interpretations from sources and evidence.
cy-gb	Rwyf wedi gallu dod i gasgliad am farnau, safbwyntiau a dehongliadau pobl o ffynonellau a thystiolaeth.

en-gb	I can recognise that people have different opinions about the signiﬁcance of people, events and experiences in the past and present.
cy-gb	Gallaf gydnabod fod gan bobl wahanol farnau am arwyddocâd pobl, digwyddiadau a phroﬁadau yn y gorffennol a’r presennol.

en-gb	I can recognise, accept and understand that people have different opinions and viewpoints about an issue, and am able to compare different interpretations of the same issue.
cy-gb	Gallaf gydnabod, derbyn a deall fod gan bobl wahanol farnau a safbwyntiau am faterion, a gallaf gymharu gwahanol ddehongliadau o’r un mater.

en-gb	I can recount the evidence people use to interpret events and issues in different ways.
cy-gb	Gallaf ailadrodd y dystiolaeth a ddefnyddir gan bobl i ddehongli digwyddiadau a materion mewn gwahanol ffyrdd.

en-gb	I have been able to form, express and discuss my own opinion on issues, after considering some evidence and the views of others.
cy-gb	Rwyf wedi gallu llunio, mynegi a thrafod fy marn ar faterion, ar ôl ystyried tystiolaeth a safbwyntiau pobl eraill.

en-gb	I have discussed my own and others’ responses to questions about life, experiences and the world, including consideration of Ultimate questions, and I have discussed these issues with people who do not always have the same opinion as I have.
cy-gb	Rwyf wedi trafod fy ymatebion fy hun ac eraill i gwestiynau am fywyd, proﬁadau a’r byd, gan gynnwys rhoi ystyriaeth i gwestiynau Eithaf, ac rwyf wedi trafod y materion hyn gyda phobl nad ydynt bob amser yn rhannu’r un farn â mi.

en-gb	I understand that people’s views and opinions may change over time.
cy-gb	Rwy’n deall y gall safbwyntiau a barnau pobl newid dros amser.

en-gb	I can explain how some aspects of the past have been represented and interpreted in different ways.
cy-gb	Gallaf egluro’r modd y cafodd rhai agweddau ar y gorffennol eu cynrychioli a’u dehongli mewn gwahanol ffyrdd.

en-gb	I can explain reasons people may have or may use to explain events and issues in different ways.
cy-gb	Gallaf egluro’r rhesymau a all fod gan bobl neu y gall pobl eu defnyddio i egluro digwyddiadau a materion o bwys mewn gwahanol ffyrdd.

en-gb	I can understand that interpretations are inﬂuenced by a range of factors.
cy-gb	Gallaf ddeall fod amrywiaeth o ffactorau yn dylanwadu ar ddehongliadau.

en-gb	I can explain some reasons why people have different opinions about the signiﬁcance of people, events and experiences in the past and present, and can form my own opinions of their signiﬁcance.
cy-gb	Gallaf egluro rhai rhesymau pam y mae gan bobl wahanol farnau am arwyddocâd pobl, digwyddiadau a phroﬁadau yn y gorffennol a’r presennol, a gallaf lunio fy marn fy hun am eu harwyddocâd.

en-gb	Humanities 35
cy-gb	Dyniaethau 36

en-gb	I can infer and evaluate interpretations and viewpoints from a range of sources and evidence.
cy-gb	Gallaf werthuso a dod i gasgliad am ddehongliadau a safbwyntiau o amrywiaeth o ffynonellau a thystiolaeth.

en-gb	I can draw on a range of interpretations to come to a reasoned personal perspective.
cy-gb	Gallaf ddefnyddio amrywiaeth o ddehongliadau er mwyn llunio persbectif personol rhesymegol.

en-gb	I can express, justify and discuss my personal opinions in debates and in writing.
cy-gb	Gallaf fynegi, cyﬁawnhau a thrafod fy marnau personol mewn trafodaethau ac ar bapur.

en-gb	I can appreciate that my interpretations are inﬂuenced by my identity, experiences and beliefs.
cy-gb	Gallaf werthfawrogi fod fy hunaniaeth, fy mhroﬁadau a’m credoau yn dylanwadu ar fy nehongliadau.

en-gb	I can understand that interpretations, including my own, can change over time, especially in the light of new evidence or when approached from a different perspective.
cy-gb	Gallaf ddeall y gall dehongliadau, gan gynnwys fy rhai i, newid dros amser, yn enwedig o ystyried tystiolaeth newydd neu o ystyried y mater o bersbectif gwahanol.

en-gb	I can see that some interpretations and opinions have greater validity than others.
cy-gb	Gallaf weld fod rhai dehongliadau a barnau yn fwy dilys nag eraill.

en-gb	I can explain how interpretations can inﬂuence people’s actions, traditions and forms of
cy-gb	Gallaf egluro’r modd y gall dehongliadau ddylanwadu ar weithredoedd pobl, ar draddodiadau

en-gb	expression.
cy-gb	ac ar ffurﬁau o fynegiant.

en-gb	I can accept that questions about life, experiences and the world are complex and that responses are often partial and inconclusive, and I can discuss accordingly.
cy-gb	Gallaf dderbyn bod cwestiynau am fywyd, proﬁadau a’r byd yn gymhleth ac mai ymatebion rhannol ac amhenodol a geir yn aml, a gallaf drafod hyn.

en-gb	I can analyse the impacts of different perspectives in response to questions about life, experiences and the world on my own life and on the lives of others.
cy-gb	Gallaf ddadansoddi effeithiau gwahanol persbectifau mewn ymateb i gwestiynau am fywyd, proﬁadau a’r byd ar fy mywyd fy hun a bywydau pobl eraill.

en-gb	I can explain and analyse a range of reasons why people have different opinions about the signiﬁcance of people, events and experiences in the past and present, and can form, defend and justify my own opinions of their signiﬁcance.
cy-gb	Gallaf egluro a dadansoddi amrywiaeth o resymau pam y mae gan bobl wahanol farnau am arwyddocâd pobl, digwyddiadau a phroﬁadau yn y gorffennol a’r presennol, a gallaf lunio, amddiffyn a chyﬁawnhau fy marnau fy hun ar eu harwyddocâd.

en-gb	I can critically evaluate the validity of interpretations by considering how they are shaped and inﬂuenced by place and belief, and how they can change over time.
cy-gb	Gallaf werthuso’n feirniadol ddilysrwydd dehongliadau drwy ystyried y modd y mae lle a chred yn eu llywio ac yn dylanwadu arnynt, a’r modd y gallant newid dros amser.

en-gb	I have investigated what inﬂuences and shapes my own interpretations, and I can explain how my views are inﬂuenced by social, cultural and historical contexts.
cy-gb	Rwyf wedi ymchwilio i’r hyn sy’n dylanwadu ar fy nehongliadau ac yn eu llywio, a gallaf egluro’r modd y mae cyd-destunau cymdeithasol, diwylliannol a hanesyddol yn dylanwadu ar fy safbwyntiau.

en-gb	I can appreciate the varied lenses through which one views the world and recognise the limitations of my own perspective.
cy-gb	Gallaf werthfawrogi’r lensys amrywiol y mae pobl yn eu defnyddio i weld y byd a chydnabod cyfyngiadau fy mhersbectif personol.

en-gb	I have begun to challenge my own values and perspectives.
cy-gb	Rwyf wedi dechrau herio fy ngwerthoedd a’m persbectifau personol.

en-gb	I can evaluate the credibility and validity of a range of perspectives and use this evaluation to support the development of my own informed, justiﬁed and balanced judgements about life, events and experiences.
cy-gb	Gallaf werthuso hygrededd a dilysrwydd amrywiaeth o bersbectifau a defnyddio’r gwerthusiad hwn er mwyn helpu i ddatblygu a chyﬁawnhau fy marn gwybodus a chytbwys fy hun am fywyd, digwyddiadau a phroﬁadau.

en-gb	I can integrate new or revised perspectives into my own thinking.
cy-gb	Gallaf integreiddio persbectifau newydd neu ddiwygiedig i’m ffordd o feddwl.

en-gb	I can infer subtle interpretations from sources and evidence.
cy-gb	Gallaf ddod i gasgliad am ddehongliadau cynnil o ffynonellau a thystiolaeth.

en-gb	I have explored how people’s interpretations and views have led to certain actions.
cy-gb	Rwyf wedi archwilio’r modd y mae dehongliadau a safbwyntiau pobl wedi arwain at weithredoedd penodol.

en-gb	I have had opportunities to form, express and discuss personal opinions about a range of issues across the Humanities.
cy-gb	Rwyf wedi cael cyﬂeoedd i lunio, mynegi a thrafod barn personol am amrywiaeth o faterion o bwys ar draws y Dyniaethau.

en-gb	I can form, justify, and support my own interpretations.
cy-gb	Gallaf lunio, cyﬁawnhau ac ategu fy nehongliadau personol.

en-gb	I have had opportunities to discuss, analyse and evaluate the interpretations offered by others.
cy-gb	Rwyf wedi cael cyﬂeoedd i drafod, dadansoddi a gwerthuso’r dehongliadau a gynigir gan eraill.

en-gb	I have explored the complexity of local, national and global issues, and engaged with multiple perspectives relating to these issues.
cy-gb	Rwyf wedi archwilio cymhlethdod materion lleol, cenedlaethol a byd-eang, a mynd i’r afael â phersbectifau lluosog mewn perthynas â’r materion hyn.

en-gb	I have used different perspectives to explore issues.
cy-gb	Rwyf wedi defnyddio gwahanol persbectifau i archwilio materion.

en-gb	I have had opportunities to engage in formal and informal debates on a range of current and controversial topics.
cy-gb	Rwyf wedi cael cyﬂeoedd i gymryd rhan mewn trafodaethau ffurﬁol ac anffurﬁol dros ystod o bynciau llosg cyfoes a dadleuol.

en-gb	When learners are engaged in discipline-speciﬁc enquiries, the following should be added to Progression step 5.
cy-gb	Pan fydd y dysgwyr yn mynd i’r afael ag ymholiadau disgyblaeth-penodol, dylidychwanegu’r canlynol at Gam cynnydd 5.

en-gb	I can understand and describe how geographical interpretations are inﬂuenced by a range of  factors. 
cy-gb	Gallaf ddeall a disgriﬁo’r modd y mae amrywiaeth o ffactorau yn dylanwadu ar ddehongliadau daearyddol.

en-gb	I can explain how interpretations of place, landscapes, environments and cultures may change over time.
cy-gb	Gallaf egluro’r modd y gall dehongliadau o le, tirweddau, amgylcheddau a diwylliannau newid dros amser.

en-gb	I can understand how people’s interpretations of place, landscapes, environments and cultures inﬂuence their actions.
cy-gb	Gallaf ddeall sut y mae dehongliadau pobl o le, tirweddau, amgylcheddau a diwylliannau yn dylanwadu ar eu gweithredoedd.

en-gb	I can express and justify my viewpoints about a variety of places, landscapes, environments and cultures in Wales and the wider world, and understand that my views may change over time.
cy-gb	Gallaf fynegi a chyﬁawnhau fy safbwyntiau am amrywiaeth o leoedd, tirweddau, amgylcheddau  a diwylliannau yng Nghymru a’r byd ehangach, a deall y gall fy safbwyntiau newid dros amser. 

en-gb	I can explain how and why interpretations of historical events have changed over time and explain why historians form different interpretations of events.
cy-gb	Gallaf egluro sut a pham y mae dehongliadau o ddigwyddiadau hanesyddol wedi newid dros amser ac egluro pam y mae haneswyr yn llunio gwahanol ddehongliadau o ddigwyddiadau.

en-gb	I can form, express and support my own interpretations of historical events.
cy-gb	Gallaf lunio, mynegi ac ategu fy nehongliadau personol o ddigwyddiadau hanesyddol.

en-gb	I can understand how my own identity, experiences, opinions, and beliefs can affect my own interpretations and understanding of historical events.
cy-gb	Gallaf ddeall sut y gall fy hunaniaeth, fy mhroﬁadau, fy safbwyntiau a’m credoau effeithio ar  fy nehongliadau personol a’m dealltwriaeth o ddigwyddiadau hanesyddol. 

en-gb	I can adapt or change my interpretations of historical events in the light of new evidence.
cy-gb	Gallaf addasu neu newid fy nehongliadau o ddigwyddiadau hanesyddol yng ngoleuni tystiolaeth newydd.

en-gb	I can critically evaluate speciﬁc aspects of religion and world views, considering the different interpretations of religious teachings and the impact of these upon me, other individuals, local and global society.
cy-gb	Gallaf gynnal gwerthusiad beirniadol o agweddau penodol ar grefydd a bydolygon, gan ystyried gwahanol ddehongliadau o ddysgeidiaethau crefyddol a’u heffaith arnaf i, ar unigolion eraill, ar gymdeithas leol ac ar gymdeithas fyd-eang.

en-gb	I can analyse, interpret and evaluate layers of meaning in religious expression, e.g. symbolism, pilgrimage, rituals, rites of passage, ceremonies, literature, art, dance and music.
cy-gb	Gallaf ddadansoddi, dehongli a gwerthuso haenau o ystyr mewn mynegiad crefyddol, e.e. symbolaeth, pererindod, arferion, defodau, seremonïau, llenyddiaeth, celf, dawns a cherddoriaeth.

en-gb	I have been able to form, express and support my opinion on a range of Ultimate questions.
cy-gb	Rwyf wedi gallu llunio, mynegi ac ategu fy marn ar amrywiaeth o gwestiynau Eithaf.

en-gb	I can express and justify my feelings with integrity and maturity, demonstrating clearly how what I have learned has impacted on my own beliefs and values.
cy-gb	Gallaf fynegi a chyﬁawnhau fy nheimladau ag uniondeb ac aeddfedrwydd, gan ddangos yn glir sut mae’r hyn rwyf wedi’i ddysgu wedi effeithio ar fy nghredoau a’m gwerthoedd.

en-gb	I can understand how political, economic and social ideologies inﬂuence my own and other people’s  interpretations of the roles and functions of business in society. 
cy-gb	Gallaf ddeall sut y gall ideolegau gwleidyddol, economaidd a chymdeithasol ddylanwadu ar fy nehongliadau personol ac ar ddehongliadau pobl eraill o rôl a swyddogaeth busnes mewn cymdeithas.

en-gb	I can understand that there is a range of interpretations of social issues that inform how society is structured.
cy-gb	Gallaf ddeall fod amrywiaeth o ddehongliadau o faterion cymdeithasol yn llywio’r modd y mae cymdeithas yn cael ei strwythuro.

en-gb	I have engaged with diverse viewpoints and perspectives on social issues and used these insights to strengthen my own decisions and opinions.
cy-gb	Rwyf wedi mynd i’r afael ag amrywiaeth o safbwyntiau a phersbectifau gwahanol ar faterion cymdeithasol, gan ddefnyddio’r mewnwelediadau hyn i gryfhau fy mhenderfyniadau a’m barnau.

en-gb	Humanities 38
cy-gb	Dyniaethau 39

en-gb	It also suggests where different elements of learning could be considered together in order to support more holistic learning.
cy-gb	Mae hefyd yn awgrymu ymhle gellid ystyried gwahanol elfennau o ddysgu gyda’i gilydd er mwyn cefnogi dysgusy’n fwy holistaidd.

en-gb	Developing an enquiring mind enables learners to explore and investigate the world, past, present and future, for themselves.
cy-gb	Mae datblygu meddwl ymholgar yn galluogi dysgwyr i archwilio ac ymchwilio i’r byd,i’w orffennol, ei bresennol a’i ddyfodol, drostynt eu hunain.

en-gb	• Understanding that interpretations and viewpoints can develop from speciﬁc enquiries.
cy-gb	• Deall y gall dehongliadau a safbwyntiau ddatblygu o ymholiadau penodol.

en-gb	• Interpretations presented by speciﬁc sources and evidence.
cy-gb	• Dehongliadau a gyﬂwynir gan ffynonellau a thystiolaeth benodol.

en-gb	• Interpretations and viewpoints on the relationship between humans and the natural world, e.g. climate change.
cy-gb	• Dehongliadau a safbwyntiau ar y gydberthynas rhwng pobl a’r byd naturiol, e.e. newid yn yr hinsawdd.

en-gb	• Historical interpretations of people and events.
cy-gb	• Dehongliadau hanesyddol o bobl a digwyddiadau.

en-gb	• Interpretations linked to political ideologies.
cy-gb	• Dehongliadau sy’n gysylltiedig ag ideolegau gwleidyddol.

en-gb	• Interpretations linked to religions and world views.
cy-gb	• Dehongliadau sy’n gysylltiedig â chrefyddau a bydolygon.

en-gb	• An individual’s viewpoint of their own role and responsibility as a citizen.
cy-gb	• Safbwynt unigolyn o’i rôl a’i gyfrifoldeb personol fel dinesydd.

en-gb	• Differing interpretations of the key challenges and opportunities facing humanity.
cy-gb	• Gwahanol ddehongliadau o’r heriau a’r cyﬂeoedd allweddol sy’n wynebu dynoliaeth.

en-gb	Humanities 39
cy-gb	Dyniaethau 40

en-gb	• Expressive arts act as mediums for the expression of interpretations and viewpoints.
cy-gb	• Mae’r celfyddydau mynegiannol yn gweithredu fel cyfryngau ar gyfer mynegi dehongliadau a safbwyntiau.

en-gb	• Interpretations of scientiﬁc discoveries and their impact on the world.
cy-gb	• Dehongliadau o ddarganfyddiadau gwyddonol a’u heffaith ar y byd.

en-gb	• Perceptions of the natural world.
cy-gb	• Canfyddiadau o’r byd naturiol.

en-gb	• How individuals perceive and interpret events and experiences in different ways.
cy-gb	• Sut mae pobl yn canfod ac yn dehongli digwyddiadau a phroﬁadau mewn gwahanol ffyrdd.

en-gb	• How citizenship is linked to and impacted by social inﬂuences.
cy-gb	• Sut mae dinasyddiaeth yn gysylltiedig â dylanwadau cymdeithasol a sut mae dylanwadau cymdeithasol yn effeithio ar ddinasyddiaeth.

en-gb	• How the values and norms of individuals form a collective identity and collective values.
cy-gb	• Sut mae gwerthoedd a normau unigolion yn creu hunaniaeth gyfunol a gwerthoedd cyfunol.

en-gb	Languages, Literacy and Communication  • Literature as a medium of expression for interpretations.
cy-gb	Ieithoedd, Llythrennedd a Chyfathrebu  • Llenyddiaeth fel ffordd o fynegi dehongliadau.

en-gb	• Identity and language.
cy-gb	• Hunaniaeth ac iaith.

en-gb	• Interpreting data, i.e. economic trends.
cy-gb	• Dehongli data, h.y. tueddiadau economaidd.

en-gb	Humanities 40
cy-gb	Dyniaethau 41

en-gb	In this what matters statement, learners should explore concepts including seeking meaning, Ultimate and philosophical questions, representations, perspectives, historical interpretations, signiﬁcance, validity and making judgements.
cy-gb	Fel rhan o’r datganiad hwn o’r hyn sy’n bwysig, dylai dysgwyr ystyried cysyniadau gan gynnwys canfod ystyr, cwestiynau Eithaf a chwestiynau athronyddol, cynrychioliadau, persbectifau, dehongliadau hanesyddol, arwyddocâd, dilysrwydd a llunio barnau.

en-gb	• opportunities to engage with a range of issues in their local community to develop their own perspective on their locality
cy-gb	• cyﬂeoedd i fynd i’r afael ag amrywiaeth o faterion yn eu cymuned leol er mwyn datblygu eu persbectif personol ar eu hardal leol

en-gb	• stimuli that enthuse and inspire them to be curious about, engage with and explore their locality
cy-gb	• ysgogiadau sy’n tanio eu brwdfrydedd ac yn eu hysbrydoli i fod yn chwilfrydig am eu hardal leol, i ymwneud â hi a’i harchwilio

en-gb	• a range of opportunities to form and express opinions
cy-gb	• amrywiaeth o gyﬂeoedd i lunio a mynegi barnau

en-gb	• a range of opportunities to hear and discuss alternative opinions
cy-gb	• amrywiaeth o gyﬂeoedd i glywed a thrafod barnau amgen

en-gb	• a range of opportunities to access interpretations of issues, e.g. through engaging with guest speakers and visiting places of interest
cy-gb	• amrywiaeth o gyﬂeoedd i fynd i’r afael â dehongliadau o faterion, e.e. drwy ymwneud â siaradwyr gwadd a thrwy ymweld â lleoliadau o ddiddordeb

en-gb	• accessing interpretations and perspectives through a variety of physical and digital media
cy-gb	• cael gafael ar ddehongliadau a phersbectifau drwy amrywiaeth o gyfryngau fﬁsegol a digidol

en-gb	• a range of symbolic stories, rituals, artefacts, art, dance, drama, music and food.
cy-gb	• amrywiaeth o straeon symbolaidd, arferion, arteffactau, celf, dawns, drama, cerddoriaeth a bwyd.

en-gb	• what opinions are, and recognise that they and others have opinions.
cy-gb	• beth yw barn, a chydnabod bod ganddynt hwy farnau a bod gan bobl eraill farnau.

en-gb	• discuss and express their opinions about their experiences or issues that are familiar to them
cy-gb	• drafod a mynegi eu barnau am eu proﬁadau neu faterion cyfarwydd

en-gb	• recognise that their opinions, and the opinions of others, have value
cy-gb	• cydnabod bod eu barnau, a barnau pobl eraill, yn werthfawr

en-gb	• use words, signs or symbols to communicate observations, thoughts and feelings.
cy-gb	• defnyddio geiriau, arwyddion neu symbolau i gyﬂeu arsylwadau, meddyliau a theimladau.

en-gb	• stimuli that inspire and enthuse them to be curious about, engage in, and explore complex and controversial issues in order to make sense of the world
cy-gb	• ysgogiadau sy’n tanio eu brwdfrydedd ac yn eu hysbrydoli i fod yn chwilfrydig am faterion cymhleth a dadleuol, i fynd i’r afael â nhw ac i’w harchwilio er mwyn gwneud synnwyr o’r byd

en-gb	• accessing interpretations and perspectives through a variety of physical and digital media
cy-gb	• cael gafael ar ddehongliadau a phersbectifau drwy amrywiaeth o gyfryngau fﬁsegol a digidol 

en-gb	• a range of opportunities to engage with Ultimate questions
cy-gb	• amrywiaeth o gyﬂeoedd i fynd i’r afael â chwestiynau Eithaf

en-gb	• offer their own ideas and make connections
cy-gb	• gynnig eu syniadau eu hunain a chreu cysylltiadau

en-gb	• explore, ﬁnd out about and discuss issues and events from within and across the Humanities disciplines
cy-gb	• archwilio, darganfod a thrafod materion a digwyddiadau o fewn disgyblaethau’r Dyniaethau ac ar draws y disgyblaethau hynny

en-gb	• to form and express their own opinions on issues
cy-gb	• llunio a mynegi eu barn eu hunain ar faterion

en-gb	• communicate their observations, thoughts and feelings using words, signs or symbols
cy-gb	• cyﬂeu eu harsylwadau, meddyliau a theimladau gan ddefnyddio geiriau, arwyddion neu symbolau

en-gb	• recognise that people have different opinions and viewpoints and that they may differ from their own.
cy-gb	• cydnabod bod gan bobl wahanol farnau a safbwyntiau ac y gallant fod yn wahanol i’w barnau a’u safbwyntiau personol.

en-gb	• collaborative discussion on a wide range of varied viewpoints and interpretations, including opportunities for formal and informal debates
cy-gb	• trafodaeth gydweithredol am amrywiaeth eang o safbwyntiau a dehongliadau amrywiol, gan gynnwys cyﬂeoedd ar gyfer trafodaethau ffurﬁol ac anffurﬁol

en-gb	• that people have different opinions and recount the evidence used for these opinions
cy-gb	• bod gan bobl wahanol farnau ac ailadrodd y dystiolaeth a ddefnyddiwyd i ategu’r barnau hyn

en-gb	• how sources and evidence can provide interpretations
cy-gb	• y modd y gall ffynonellau a thystiolaeth ddarparu dehongliadau

en-gb	• how sources and evidence are used to form and justify people’s interpretations.
cy-gb	• y modd y defnyddir ffynonellau a thystiolaeth i lunio a chyﬁawnhau dehongliadau pobl.

en-gb	• explore local, national and global issues, and engage with multiple perspectives relating to these issues
cy-gb	• archwilio materion lleol, cenedlaethol a byd-eang, a mynd i’r afael â phersbectifau lluosog mewn perthynas â’r materion hyn

en-gb	• engage with a range of issues and compare different interpretations of the same event or issue, and consider how people differ in their views of signiﬁcant people, events or changes
cy-gb	• mynd i’r afael ag amrywiaeth o faterion a chymharu gwahanol ddehongliadau o’r un  digwyddiad neu fater, ac ystyried y modd y mae gan bobl farnau gwahanol am arwyddocâd  pobl, digwyddiadau neu newidiadau

en-gb	• form, express and discuss opinions
cy-gb	• llunio, mynegi a thrafod barnau

en-gb	• engage with interpretations presented in sources, and use these interpretations to support their own interpretations
cy-gb	• mynd i’r afael â dehongliadau a gyﬂwynir mewn ffynonellau, a defnyddio’r dehongliadau hyn i ategu eu dehongliadau personol

en-gb	• explore layers of meaning within symbolic representations.
cy-gb	• archwilio haenau o ystyr o fewn cynrychioliadau symbolaidd.

en-gb	• what makes an interpretation valid
cy-gb	• yr hyn sy’n gwneud dehongliad yn ddilys

en-gb	• how interpretations are shaped and formed
cy-gb	• y modd y caiff dehongliadau eu llywio a’u ffurﬁo

en-gb	• how selection of evidence inﬂuences interpretations and opinions.
cy-gb	• y modd y mae’r broses o ddethol tystiolaeth yn dylanwadu ar eu dehongliadau a’u barnau personol.

en-gb	• explore the complexity of local, national and global issues, and engage with multiple perspectives relating to these issues
cy-gb	• archwilio cymhlethdod materion lleol, cenedlaethol a byd-eang, a mynd i’r afael â phersbectifau lluosog mewn perthynas â’r materion hyn

en-gb	• explore different interpretations of people, societies, periods of time and events;
cy-gb	• archwilio gwahanol ddehongliadau o bobl, cymdeithasau, cyfnodau amser a digwyddiadau;

en-gb	the role of businesses;
cy-gb	rôl busnes;

en-gb	religious and non-religious world views, beliefs, values, sources and sacred texts; places, landscapes, cultures and environments
cy-gb	bydolygon crefyddol ac anghrefyddol, credoau, gwerthoedd, ffynonellau a thestunau cysegredig;  lleoedd, tirweddau, diwylliannau ac amgylcheddau

en-gb	• form, express and discuss personal opinions about a range of issues across the Humanities
cy-gb	• llunio, mynegi a thrafod barnau personol am amrywiaeth o faterion ar draws y Dyniaethau

en-gb	• draw on a range of interpretations and opinions to come to a reasoned personal perspective
cy-gb	• manteisio ar amrywiaeth o ddehongliadau a barnau er mwyn llunio persbectif personol rhesymegol

en-gb	• use different perspectives to explore issues
cy-gb	• defnyddio gwahanol persbectifau i archwilio materion

en-gb	• engage with interpretations found within a range of sources and use these to support or contradict their own interpretations and responses
cy-gb	• mynd i’r afael â’r dehongliadau a geir mewn amrywiaeth o ffynonellau, a’u defnyddio er mwyn ategu neu wrthbroﬁ eu dehongliadau a’u hymatebion personol

en-gb	• explore how people have differing interpretations relating to the signiﬁcance of events,people, changes and experiences
cy-gb	• archwilio’r modd y mae gan bobl wahanol ddehongliadau mewn perthynas ag arwyddocâd digwyddiadau, pobl, newidiadau a phroﬁadau

en-gb	• stimuli that inspire and enthuse them to be curious about, engage in and explore complex and controversial issues in order to make sense of the world
cy-gb	• ysgogiadau sy’n tanio eu brwdfrydedd ac yn eu hysbrydoli i fod yn chwilfrydig am faterion cymhleth a dadleuol, i fynd i’r afael â nhw ac i’w harchwilio er mwyn gwneud synnwyr o’r byd

en-gb	• a range of opportunities to access interpretations of issues, e.g. through engaging with guest speakers, and visiting places of interest
cy-gb	• amrywiaeth o gyﬂeoedd i fynd i’r afael â dehongliadau o faterion, e.e. drwy ymwneud â siaradwyr gwadd a thrwy ymweld â lleoliadau o ddiddordeb

en-gb	• the range of factors that contribute to the validity of interpretations
cy-gb	• yr ystod o ffactorau sy’n cyfrannu at ddilysrwydd dehongliadau

en-gb	• how selection and judgements about the validity of evidence inﬂuences interpretations and opinions.
cy-gb	• y modd y mae’r broses ddethol a barnau am ddilysrwydd tystiolaeth yn dylanwadu ar eu dehongliadau a’u barnau personol.

en-gb	• explore the complexity of local, national and global issues and engage with multiple perspectives relating to these issues
cy-gb	• archwilio cymhlethdod materion lleol, cenedlaethol a byd-eang a mynd i’r afael â phersbectifau lluosog mewn perthynas â’r materion hyn

en-gb	• explore a wide range of different interpretations of people, societies, periods of time, and events;
cy-gb	• archwilio ystod eang o wahanol ddehongliadau o bobl, cymdeithasau, cyfnodau amser a digwyddiadau;

en-gb	role of businesses;
cy-gb	rôl busnes;

en-gb	religious and non-religious world views, beliefs, values, sources, sacred texts; places, landscapes, cultures and environments
cy-gb	bydolygon, credoau, gwerthoedd, ffynonellau a thestunau cysegredig crefyddol ac anghrefyddol; lleoedd, tirweddau, diwylliannau ac amgylcheddau

en-gb	• investigate and understand what inﬂuences and shapes their own interpretations and  opinions and be able to draw on a range of interpretations and opinions to come to a reasoned personal perspective
cy-gb	• ymchwilio i a deall yr hyn sy’n dylanwadu ar eu dehongliadau a’u barnau personol ac yn eu llywio, a manteisio ar amrywiaeth o ddehongliadau a barnau er mwyn llunio persbectif personol rhesymegol

en-gb	• explore how and why interpretations are shaped and formed and how they can change over time
cy-gb	• archwilio sut a pham y caiff dehongliadau eu llywio a’u ffurﬁo a sut y gallant newid dros amser

en-gb	• explore how and why people have differing interpretations relating to the signiﬁcance of events, people, changes and experiences
cy-gb	• archwilio sut a pham y mae gan bobl wahanol ddehongliadau mewn perthynas ag arwyddocâd digwyddiadau, pobl, newidiadau a phroﬁadau

en-gb	• evaluate the validity and credibility of interpretations through discussion of how interpretations are shaped and how they can change over time
cy-gb	• gwerthuso dilysrwydd a hygrededd dehongliadau drwy drafod y modd y caiff dehongliadau eu llywio a’r modd y gallant newid dros amser

en-gb	• explore how people’s interpretations and viewpoints have impacted upon their actions.
cy-gb	• archwilio’r modd y mae dehongliadau a safbwyntiau pobl eraill wedi effeithio ar eu gweithredoedd

en-gb	• form, express and discuss personal opinions about a range of issues across the Humanities
cy-gb	• llunio, mynegi a thrafod barnau personol ar amrywiaeth o faterion ar draws y Dyniaethau

en-gb	• discuss, analyse and evaluate the interpretations offered by others
cy-gb	• trafod, dadansoddi a gwerthuso’r dehongliadau a gynigir gan eraill

en-gb	• use different perspectives to explore issues
cy-gb	• defnyddio gwahanol persbectifau i archwilio materion o bwys

en-gb	• explore multiple perspectives and alternative visions for the future
cy-gb	• archwilio persbectifau lluosog a gweledigaethau amgen ar gyfer y dyfodol

en-gb	• engage with interpretations found within a wide range of sources, and use these to support and defend their own interpretations and responses.
cy-gb	• mynd i’r afael â’r dehongliadau a geir mewn amrywiaeth eang o ffynonellau, a’u defnyddio er mwyn cefnogi ac amddiffyn eu dehongliadau a’u hymatebion personol.

en-gb	When planning discipline-speciﬁc learning, the following should be added to the above at  Progression step 5. 
cy-gb	Wrth gynllunio dysgu disgyblaeth-penodol, dylai’r canlynol gael eu hychwanegu at yr uchod yng Ngham cynnydd 5.

en-gb	• different interpretations of geographical themes
cy-gb	• am wahanol ddehongliadau o themâu daearyddol

en-gb	• how interpretations may vary depending upon an individual’s culture, socioeconomic status, age, gender, education, travel experiences, etc.
cy-gb	• sut y gall dehongliadau amrywio gan ddibynnu ar bethau gan gynnwys diwylliant, statws cymdeithasol-economaidd, oedran, rhywedd, addysg, proﬁadau teithio, unigolion

en-gb	• how representations of place, cultures and environments change through time, e.g. in cultural geography, the representation of place, environments and cultures through music, literature,  ﬁlms, etc.
cy-gb	• sut mae cynrychioliadau o le, diwylliannau ac amgylcheddau yn newid dros amser, e.e. mewn daearyddiaeth ddiwylliannol, sut y caiff lle, amgylcheddau a diwylliannau eu cynrychioli drwy  gerddoriaeth, llenyddiaeth, fﬁlmiau, ac ati

en-gb	• how people’s perceptions inﬂuence how they interact with places, environments and cultures
cy-gb	• sut mae canfyddiadau pobl yn dylanwadu ar y ffordd y maent yn rhyngweithio â lleoedd, amgylcheddau a diwylliannau

en-gb	• the signiﬁcance of different viewpoints an d perceptions in understanding change in physical and human environments at all scales from Wales to the wider world.
cy-gb	• arwyddocâd gwahanol safbwyntiau a chanfyddiadau o ran deall newidiadau mewn amgylcheddau fﬁsegol a dynol ar bob graddfa o Gymru i’r byd ehangach.

en-gb	• how people and past events in Wales and the wider world have been interpreted in different ways
cy-gb	• sut y cafodd pobl a digwyddiadau’r gorffennol yng Nghymru a’r byd ehangach eu dehongli mewn gwahanol ffyrdd

en-gb	• how and why historians have come to their interpretations
cy-gb	• sut a pham y mae haneswyr wedi llunio eu dehongliadau

en-gb	• how and why historians can form different interpretations of the same event or person • how different viewpoints and interpretations have impacted upon events in history.
cy-gb	• sut a pham y mae haneswyr yn llunio gwahanol ddehongliadau o’r un digwyddiad neu berson • sut mae gwahanol safbwyntiau a dehongliadau wedi effeithio ar ddigwyddiadau mewn hanes.

en-gb	• apply appropriate methods of evaluating the validity of historical interpretations.
cy-gb	• gymhwyso dulliau gwerthuso priodol wrth ystyried dilysrwydd dehongliadau hanesyddol.

en-gb	• perceptions, interpretations and representations of religious and non-religious world views, beliefs and practices, symbolism, pilgrimage, rituals, rites of passage, ceremonies, literature, art, rituals, dance and music
cy-gb	• am ganfyddiadau, dehongliadau a chynrychioliadau o fydolygon, credoau ac arferion, symbolaeth, pererindod, arferion, defodau, seremonïau, llenyddiaeth, celf, traddodiadau, dawns a cherddoriaeth crefyddol ac anghrefyddol

en-gb	• about interpreting and evaluating texts, sources of wisdom and authority and other evidence.
cy-gb	• am ddehongli a gwerthuso testunau, ffynonellau o ddoethineb ac awdurdod a thystiolaeth arall.

en-gb	• articulate clearly and coherently personal beliefs, ideas, values and experiences while respecting the right of others to differ.
cy-gb	• gyﬂeu credoau, syniadau, gwerthoedd a phroﬁadau personol mewn ffordd glir a chydlynus ond gan barchu hawliau eraill i fod yn wahanol.

en-gb	• political, economic, business ideologies and perspectives
cy-gb	• am ideolegau a phersbectifau gwleidyddol, economaidd a busnes

en-gb	• the contributions made by Welsh, the United Kingdom, European and global business individuals in the past and present
cy-gb	• y cyfraniadau a wnaed gan unigolion busnes yng Nghymru, y Deyrnas Unedig, Ewrop a ledled y byd yn y gorffennol a’r presennol

en-gb	• how the economic decisions of business and industries has impacted on experiences and perspectives
cy-gb	• sut mae penderfyniadau economaidd busnesau a diwydiannau wedi effeithio ar broﬁadau a phersbectifau

en-gb	• interpretations of social issues and social inequality
cy-gb	• am ddehongliadau o faterion cymdeithasol ac anghydraddoldeb cymdeithasol

en-gb	• viewpoints and interpretations of society through the ‘lenses’ of identity, multiculturalism, gender and sexuality.
cy-gb	• safbwyntiau a dehongliadau o gymdeithas drwy ‘lensys’ hunaniaeth, amlddiwylliant, rhywedd a rhywioldeb.

en-gb	Humanities 46
cy-gb	Dyniaethau 47

en-gb	Our natural world is diverse and dynamic, inﬂuenced  by physical processes and human actions. 
cy-gb	Mae’r byd naturiol yn amrywiol a deinamig, ac mae dylanwad prosesau fﬁsegol a gweithredoedd dynol arno.

en-gb	Learners will have opportunities to nurture curiosity about the natural world and understand how and why it changes.
cy-gb	Bydd dysgwyr yn cael cyﬂeoedd i feithrin chwilfrydedd ynghylch y byd naturiol, a deall sut a pham mae’n newid.

en-gb	Through understanding a variety of physical processes, and their causes and effects, learners will appreciate how places, environments and landscapes change within Wales and the wider world.
cy-gb	Drwy ddeall amrywiaeth o brosesau fﬁsegol, a’u hachosion a’u heffeithiau, bydd dysgwyr yn gwerthfawrogi sut mae lleoedd, amgylcheddau a thirweddau yn newid yng Nghymru a’r byd ehangach.

en-gb	This will heighten learners’ awareness of how the future sustainability of our world is inﬂuenced by the impact of human actions.
cy-gb	Bydd hyn yn dwysáu ymwybyddiaeth dysgwyr o’r modd y mae gweithredoedd dynol yn dylanwadu ar gynaliadwyedd ein byd yn y dyfodol.

en-gb	It will also encourage learners in Wales to understand, as producers and consumers, their impact on the natural world.
cy-gb	Bydd hyn hefyd yn annog dysgwyr yng Nghymru, fel cynhyrchwyr a defnyddwyr, i ddeall eu heffaith nhw eu hunain ar y byd naturiol.

en-gb	Learners will explore a range of beliefs and philosophies about the natural world, and how they inﬂuence people’s interactions with the world.
cy-gb	Bydd dysgwyr yn archwilio amrywiaeth o gredoau ac athroniaethau am y byd naturiol, a sut y maent yn dylanwadu ar y modd y mae’r byd â’i bobl yn rhyngweithio.

en-gb	They will learn also how experiencing the wonder of the natural world can contribute to their spiritual development and well-being, and cultivate a sense of place and sense of belonging, as embodied in the Welsh word cyneﬁn .
cy-gb	Byddant yn dysgu hefyd ystyried sut y gall proﬁad o’r byd naturiol gyfrannu at eu datblygiad ysbrydol a’u lles, ac ennyn ynddynt ymdeimlad o le ac ymdeimlad o berthyn, fel sy’n cael ei ymgorffori yn y gair cyneﬁn .

en-gb	Humanities 47
cy-gb	Dyniaethau 48

en-gb	• increased sophistication of conceptual understanding, whereby learners see beyond a list of facts and engage with those ideas that underpin the disciplines that make up Humanities, and how these interrelate in different contexts
cy-gb	• sofﬁstigeiddrwydd gwell o ran dealltwriaeth gysyniadol, a fydd yn caniatáu i ddysgwyr weld y tu hwnt i restr o ffeithiau a mynd i’r afael â’r syniadau hynny sy’n sail i ddisgyblaethau’r Dyniaethau, a’r modd y mae’r rhain yn cysylltu â’i gilydd mewn gwahanol gyd-destunau

en-gb	• increased depth of knowledge, characterised by linking new learning to existing knowledge,  developing a more sophisticated understanding and resolving the conﬂicts that can emerge from  different points of view
cy-gb	• gwybodaeth ddyfnach, a nodweddir gan y gallu i gysylltu dysgu newydd â gwybodaeth ﬂaenorol, i feithrin dealltwriaeth fwy sofﬁstigedig, ac i ddatrys yr achosion o wrthdaro a all godi pan ddaw  gwahanol safbwyntiau ynghyd

en-gb	I can recognise where places are and how they are distinct from and similar to each other.
cy-gb	Gallaf gydnabod ble mae lleoedd a sut y maent yn wahanol i’w gilydd ac yn debyg i’w gilydd.

en-gb	I can communicate my feelings about the natural world.
cy-gb	Gallaf gyﬂeu fy nheimladau am y byd naturiol.

en-gb	I can describe the distinct physical features of places, environments and landscapes in Wales and the wider world.
cy-gb	Gallaf ddisgriﬁo nodweddion fﬁsegol penodol lleoedd, amgylcheddau a thirweddau yng Nghymru a’r byd ehangach.

en-gb	I can recognise some religious and non-religious beliefs about the natural world and how this could inﬂuence the way people interact with the world.
cy-gb	Gallaf adnabod rhai credoau crefyddol ac anghrefyddol am y byd naturiol a’r modd y gallai hyn ddylanwadu ar y ffordd y mae pobl yn rhyngweithio â’r byd.

en-gb	I can identify some signiﬁcant spaces, places and phenomena within the natural world.
cy-gb	Gallaf adnabod rhai gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol.

en-gb	I can describe how people’s actions and the natural world impact upon each other, both in the past and present.
cy-gb	Gallaf ddisgriﬁo’r modd y mae gweithredoedd pobl a’r byd naturiol yn effeithio ar ei gilydd, a hynny yn y gorffennol a’r presennol.

en-gb	Humanities 48
cy-gb	Dyniaethau 49

en-gb	I can describe and locate places, environments and landscapes, including distinctive features and landforms, using map skills where appropriate.
cy-gb	Gallaf ddisgriﬁo a lleoli lleoedd, amgylcheddau a thirweddau, gan gynnwys nodweddion a thirffurﬁau nodedig, gan ddefnyddio sgiliau mapio lle y bo hynny’n briodol.

en-gb	I can describe patterns of distribution of features in the natural world and begin to give reasons for these patterns.
cy-gb	Gallaf ddisgriﬁo patrymau dosbarthu nodweddion yn y byd naturiol a dechrau rhoi rhesymau dros y patrymau hyn.

en-gb	I can show understanding of the causes and effects of the events and physical processes that shape places, environments, landscapes and people.
cy-gb	Gallaf ddangos dealltwriaeth o achosion ac effeithiau y digwyddiadau a phrosesau fﬁsegol sy’n llywio lleoedd, amgylcheddau, tirweddau a phobl.

en-gb	I can describe how human actions have led to both continuity and change in the natural world in different periods of history.
cy-gb	Gallaf ddisgriﬁo’r modd y mae gweithredoedd dynol wedi arwain at barhad a newid yn y byd naturiol yn ystod gwahanol gyfnodau hanes.

en-gb	I can describe how physical processes have impacted upon human societies in history and how they have led to change and continuity.
cy-gb	Gallaf ddisgriﬁo’r modd y mae prosesau fﬁsegol wedi effeithio ar gymdeithasau dynol mewn hanes a’r modd y maent wedi arwain at newid a pharhad.

en-gb	I can show understanding of the concept of sustainability.
cy-gb	Gallaf ddangos dealltwriaeth o’r cysyniad o gynaliadwyedd.

en-gb	I can describe a range of religious and non-religious world views about the natural world.
cy-gb	Gallaf ddisgriﬁo amrywiaeth o fydolygon crefyddol ac anghrefyddol am y byd naturiol.

en-gb	I can describe some religious and non-religious practices associated with signiﬁcant spaces, places and phenomena within the natural world.
cy-gb	Gallaf ddisgriﬁo rhai arferion crefyddol ac anghrefyddol sy’n gysylltiedig â gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol.

en-gb	I can describe how beliefs can impact on human action on the natural world.
cy-gb	Gallaf ddisgriﬁo’r modd y gall credoau effeithio ar weithredoedd dynol yn y byd naturiol.

en-gb	I can communicate my views and feelings about the natural world and the part I play in it.
cy-gb	Gallaf gyﬂeu fy safbwyntiau a’m teimladau am y byd naturiol a’r rhan rwy’n ei chwarae yn y byd hwnnw.

en-gb	I can explain the complex features of places, environments and landscapes at a variety of scales, using map skills where appropriate.
cy-gb	Gallaf egluro nodweddion cymhleth lleoedd, amgylcheddau a thirweddau ar amrywiaeth o raddfeydd, gan ddefnyddio sgiliau map lle y bo hynny’n briodol.

en-gb	I can describe the distribution and changing patterns of places, spaces and environments over time, and the connections between them.
cy-gb	Gallaf ddisgriﬁo dosbarthiad a phatrymau cyfnewidiol dros amser mewn perthynas â lleoedd, gofodau ac amgylcheddau, a’r cysylltiadau sydd rhyngddynt.

en-gb	I can explain the causes and effects of change on places, environments, landscapes and people over time, considering interconnections between factors.
cy-gb	Gallaf egluro achosion ac effeithiau newid ar leoedd, amgylcheddau, tirweddau a phobl, dros amser, gan ystyried rhyng-gysylltiadau rhwng ffactorau.

en-gb	I can explain patterns of continuity and change in the natural world in different periods of history.
cy-gb	Gallaf egluro patrymau parhad a newid yn y byd naturiol yn ystod gwahanol gyfnodau hanes.

en-gb	I can explain the signiﬁcance of the impact of physical processes upon human societies in the past and present.
cy-gb	Gallaf egluro arwyddocâd effaith prosesau fﬁsegol ar gymdeithasau dynol yn y presennol a’r gorffennol.

en-gb	I can understand the responsibility that humans have to create a sustainable natural world.
cy-gb	Gallaf ddeall y cyfrifoldeb sydd ar bobl i greu byd naturiol cynaliadwy.

en-gb	Humanities 49
cy-gb	Dyniaethau 50

en-gb	I can examine a broad range of religious and non-religious world views about the natural world and the responsibility humanity has towards it.
cy-gb	Gallaf archwilio ystod eang o fydolygon crefyddol ac anghrefyddol am y byd naturiol,a’r cyfrifoldeb sydd gan y ddynoliaeth i’w warchod.

en-gb	I can describe a range of religious and non-religious practices associated with signiﬁcant spaces, places and phenomena within the natural world.
cy-gb	Gallaf ddisgriﬁo amrywiaeth o arferion crefyddol ac anghrefyddol sy’n gysylltiedig â gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol.

en-gb	I can explain some religious and non-religious world views about the nature of life and death and beliefs about life after death and the concept of Ultimate Reality.
cy-gb	Gallaf egluro rhai bydolygon crefyddol ac anghrefyddol am natur bywyd a marwolaeth, a chredoau am fywyd ar ôl marwolaeth a’r cysyniad o Realiti Eithaf.

en-gb	I can give comprehensive descriptions and explanations of places, environments and landscapes, including distinctive features and landforms, and apply this knowledge to unfamiliar environments.
cy-gb	Gallaf roi disgriﬁadau ac esboniadau cynhwysfawr o leoedd, amgylcheddau a thirweddau, gan gynnwys nodweddion a thirffurﬁau nodedig, a chymhwyso’r wybodaeth hon at amgylcheddau anghyfarwydd.

en-gb	I can create maps, select and utilise a variety of appropriate complex map skills to accurately locate places, environments and landscapes, including use of sophisticated digital geographical information systems.
cy-gb	Gallaf greu mapiau, a dethol a rhoi ar waith amrywiaeth o sgiliau mapio cymhleth yn briodol er mwyn canfod lleoedd, amgylcheddau a thirweddau yn gywir, gan gynnwys defnyddio systemau gwybodaeth ddaearyddol digidol sofﬁstigedig.

en-gb	I can account for distinctive patterns of distribution, at different scales, of features within the natural world.
cy-gb	Gallaf esbonio patrymau dosbarthu nodedig nodweddion yn y byd naturiol, a hynny ar wahanol raddfeydd.

en-gb	I can select and evaluate the suitability of digital and other methods used to locate places, environments, landscapes and spatial patterns of distribution.
cy-gb	Gallaf ddethol a gwerthuso addasrwydd y dulliau digidol a’r dulliau eraill a ddefnyddir i ganfod lleoedd, amgylcheddau, tirweddau a phatrymau dosbarthu gofodol.

en-gb	I can evaluate the environmental cost of business activity and suggest strategies as to how different businesses can respond to environmental issues.
cy-gb	Gallaf werthuso cost amgylcheddol gweithgarwch busnes ac awgrymu strategaethau o’r modd y gall gwahanol fusnesau ymateb i faterion amgylcheddol.

en-gb	I can comprehensively explain a broad range of physical processes that have contributed to the formation of the natural world.
cy-gb	Gallaf egluro’n gynhwysfawr amrywiaeth eang o brosesau fﬁsegol sydd wedi cyfrannu at ffurﬁo’r byd naturiol.

en-gb	I can explain and critically evaluate connections between the causes and effects of change on places, environments, landscapes and people.
cy-gb	Gallaf egluro a gwerthuso’n feirniadol y cysylltiadau rhwng achosion ac effeithiau newid ar leoedd, amgylcheddau, tirweddau a phobl.

en-gb	I can critically evaluate the sustainability of strategies to reduce the risk and impact of physical processes on people and their environment.
cy-gb	Gallaf werthuso’n feirniadol gynaliadwyedd strategaethau i leihau risg ac effaith prosesau fﬁsegol ar bobl a’u hamgylchedd.

en-gb	I can evaluate and explain the patterns of continuity and change in the relationship between humans and the environment in the past and present, and the impact each has upon the other in a range of contexts and at a range of scales, and can suggest possible strategies to reduce these impacts.
cy-gb	Gallaf werthuso ac egluro patrymau parhad a newid yn y berthynas rhwng pobl a’r amgylchedd yn y presennol a’r gorffennol, a’r effaith a gaiff y naill ar y llall dros ystod o gyd-destunau ac ar amrywiaeth o raddfeydd, a gallaf awgrymu strategaethau posibl i leihau’r effeithiau hyn.

en-gb	I can understand and explain how environments can become threatened.
cy-gb	Gallaf ddeall ac egluro’r modd y gall amgylcheddau fod o dan fygythiad.

en-gb	I can understand and explain the consequences of living in an unsustainable way and suggest possible sustainable futures.
cy-gb	Gallaf ddeall ac egluro canlyniadau byw mewn ffordd anghynaliadwy ac awgrymu enghreifftiau posibl o ddyfodol cynaliadwy.

en-gb	I can critically evaluate a broad range of religious and non-religious world views on the nature of the natural world and the responsibility humanity has towards it.
cy-gb	Gallaf werthuso’n feirniadol ystod o fydolygon crefyddol ac anghrefyddol am natur y byd naturiol, a’r cyfrifoldeb sydd gan y ddynoliaeth i’w warchod.

en-gb	Humanities 50
cy-gb	Dyniaethau 51

en-gb	I can evaluate a range of religious and non-religious practices associated with signiﬁcant spaces, places and phenomena within the natural world.
cy-gb	Gallaf werthuso amrywiaeth o arferion crefyddol ac anghrefyddol sy’n gysylltiedig â gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol.

en-gb	I can explain and evaluate a range of signiﬁcant religious and non-religious world views about the concepts of Ultimate Reality, the nature of life and death, and beliefs about life after death.
cy-gb	Gallaf egluro a gwerthuso ystod o fydolygon crefyddol ac anghrefyddol sylweddol am y cysyniadau o Realiti Eithaf, natur bywyd a marwolaeth, a chredoau am fywyd ar ôl marwolaeth.

en-gb	Humanities 51
cy-gb	Dyniaethau 52

en-gb	• Enquiries focusing on the relationship between humans and the natural world.
cy-gb	• Ymholiadau sy’n canolbwyntio ar y gydberthynas rhwng pobl a’r byd naturiol.

en-gb	• Interpretations of changes to the natural world.
cy-gb	• Dehongliadau o newidiadau i’r byd naturiol.

en-gb	• Interpretations of human responsibility towards the natural world.
cy-gb	• Dehongliadau o gyfrifoldeb dynol tuag at y byd naturiol.

en-gb	• The relative impact of different societies at different times on the natural world.
cy-gb	• Effaith gymharol gwahanol gymdeithasau ar wahanol adegau ar y byd naturiol.

en-gb	• How the natural world has impacted upon the evolution of human societies and contributed towards change.
cy-gb	• Sut mae’r byd naturiol wedi effeithio ar esblygiad cymdeithasau dynol ac wedi cyfrannu at newid.

en-gb	• Environmental challenges facing humanity, including climate change.
cy-gb	• Yr heriau amgylcheddol sy’n wynebu dynoliaeth, gan gynnwys newid yn yr hinsawdd.

en-gb	• An individual’s role and responsibility in environmental protection.
cy-gb	• Rôl a chyfrifoldeb unigolion wrth ddiogelu’r amgylchedd.

en-gb	Humanities 52
cy-gb	Dyniaethau 53

en-gb	• The natural world as a stimulus for Expressive Arts.
cy-gb	• Y byd naturiol fel ysgogiad ar gyfer y Celfyddydau Mynegiannol.

en-gb	• The role of science in explaining the world around us and how it was formed.
cy-gb	• Rôl gwyddoniaeth wrth egluro’r byd o’n cwmpas a sut y cafodd ei ffurﬁo. 

en-gb	• The impact of scientiﬁc and technological development on the natural world. 
cy-gb	• Effaith datblygiadau gwyddonol a thechnolegol ar y byd naturiol.

en-gb	• Living things and their place in the natural world.
cy-gb	• Pethau byw a’u lle yn y byd naturiol.

en-gb	• The contribution of the natural world to our health and well-being.
cy-gb	• Cyfraniad y byd naturiol at ein hiechyd a’n lles.

en-gb	• Environmental factors that affect health and well-being.
cy-gb	• Ffactorau amgylcheddol sy’n effeithio ar iechyd a lles.

en-gb	• Food production and sustainability.
cy-gb	• Cynhyrchu bwyd a chynaliadwyedd.

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

en-gb	• The natural world as a stimulus for literature and creative writing.
cy-gb	• Y byd naturiol fel ysgogiad ar gyfer llenyddiaeth ac ysgrifennu creadigol.

en-gb	• Cultural empathy and sensitivity.
cy-gb	• Empathi a sensitifrwydd diwylliannol.

en-gb	Mathematics and Numeracy  • Use of appropriate equipment to measure accurately.
cy-gb	Mathemateg a Rhifedd  • Defnyddio offer priodol i fesur yn gywir.

en-gb	• Scale.
cy-gb	• Graddfa.

en-gb	• Time and chronological ordering.
cy-gb	• Amser a threfn gronolegol.

en-gb	Humanities 53
cy-gb	Dyniaethau 54

en-gb	In this what matters statement, learners should explore the concepts of place, space, environment,physical processes, signiﬁcance, cause and effect, and change and continuity.
cy-gb	Fel rhan o’r datganiad hwn o’r hyn sy’n bwysig, dylai dysgwyr ystyried cysyniadau sy’n gysylltiedig  â lle, gofod, yr amgylchedd, prosesau fﬁsegol, arwyddocâd, achos ac effaith, a newid a pharhad. 

en-gb	• outdoor learning, which includes exploration and ﬁrst-hand experiences of places,  environments and landscapes, to help them understand how the natural world works (this should include the learner’s own locality)
cy-gb	• dysgu yn yr awyr agored, sy’n cynnwys archwilio a phroﬁadau uniongyrchol o leoedd,  amgylcheddau a thirweddau, er mwyn deall sut mae’r byd naturiol yn gweithio (dylai hyn gynnwys ardal leol y dysgwr ei hun)

en-gb	• opportunities to develop a curiosity about and an appreciation of the natural world
cy-gb	• cyﬂeoedd i feithrin chwilfrydedd ynghylch y byd naturiol a gwerthfawrogiad ohono

en-gb	• opportunities to experience a sense of awe and wonder, and to reﬂect upon the natural world and their connection to it.
cy-gb	• cyﬂeoedd i broﬁ ymdeimlad o barchedig ofn a rhyfeddod, ac i fyfyrio ar y byd naturiol a’u cysylltiad ag ef.

en-gb	• identify the distinctive features of places, environments and landscapes through ﬁrst-hand exploration
cy-gb	• adnabod nodweddion penodol lleoedd, amgylcheddau a thirweddau drwy archwiliadau uniongyrchol

en-gb	• communicate their feelings and ideas about the features of familiar places
cy-gb	• cyﬂeu eu teimladau a’u syniadau am nodweddion lleoedd cyfarwydd 

en-gb	• recognise change within familiar places at different times of year
cy-gb	• adnabod newid o fewn lleoedd cyfarwydd ar wahanol adegau o’r ﬂwyddyn 

en-gb	• recognise some of the effects that humans have on places, environments and landscapes
cy-gb	• adnabod rhai o’r effeithiau y mae pobl yn eu cael ar leoedd, amgylcheddau a thirweddau

en-gb	• express their feelings about the natural world.
cy-gb	• mynegi eu teimladau tuag at y byd naturiol.

en-gb	• opportunities to experience a sense of awe and wonder, and to reﬂect upon the natural world and their connection to it.
cy-gb	• cyﬂeoedd i broﬁ ymdeimlad o barchedig ofn a rhyfeddod, ac i fyfyrio ar y byd naturiol a’u cysylltiad ag ef.

en-gb	• locate places, environments and landscapes using a variety of resources
cy-gb	• ganfod lleoedd, amgylcheddau a thirweddau gan ddefnyddio amrywiaeth o adnoddau

en-gb	• recognise distinctive physical features of environments, and identify the similarities and differences between them
cy-gb	• cydnabod nodweddion fﬁsegol penodol amgylcheddau, ac adnabod y nodweddion tebyg a’r gwahaniaethau rhyngddynt

en-gb	• recognise that places change over time and suggest some reasons for this
cy-gb	• cydnabod bod lleoedd yn newid dros amser ac awgrymu rhai rhesymau dros hyn

en-gb	• show awareness of some religious and non-religious world views about the natural world, including about the origins of the natural world
cy-gb	• dangos ymwybyddiaeth o rai bydolygon crefyddol ac anghrefyddol am y byd naturiol, gan gynnwys am darddiadau’r byd naturiol

en-gb	• describe how people’s beliefs inﬂuence the way they act towards the world 
cy-gb	Yr Hyn sy’n Bwysig yn y Dyniaethau Cwricwlwm Drafft i Gymru 2022:

en-gb	What Matters in Humanities Draft Curriculum for Wales 2022:
cy-gb	Dyniaethau 55

en-gb	Humanities 54
cy-gb	• disgriﬁo’r modd y mae credoau pobl yn dylanwadu ar y ffordd y maent yn ymddwyn tuag at y byd

en-gb	• describe some of the effects that humans as consumers and producers have on places, environments and landscapes
cy-gb	• disgriﬁo rhai o’r effeithiau y mae pobl fel defnyddwyr a chynhyrchwyr yn eu cael ar leoedd,amgylcheddau a thirweddau

en-gb	• describe how the natural world has impacted on people and their environments in the past and present
cy-gb	• disgriﬁo’r modd y mae’r byd naturiol wedi effeithio ar bobl a’u hamgylcheddau yn y gorffennol a’r presennol

en-gb	• opportunities to experience a sense of awe and wonder, and to reﬂect upon the natural  world and their connection to it.
cy-gb	• cyﬂeoedd i broﬁ ymdeimlad o barchedig ofn a rhyfeddod, ac i fyfyrio ar y byd naturiol a’u cysylltiad ag ef.

en-gb	• show understanding of the physical features of places, environments and landscapes in Wales and the wider world
cy-gb	• ddangos dealltwriaeth o nodweddion fﬁsegol lleoedd, amgylcheddau a thirweddau yng Nghymru a’r byd ehangach

en-gb	• use annotated maps and diagrams when appropriate
cy-gb	• defnyddio mapiau a diagramau â nodiadau arnynt, lle y bo’n briodol

en-gb	• create simple maps and utilise a variety of map skills to accurately locate places, environments and landscapes, using digital and other methods
cy-gb	• creu mapiau syml a defnyddio amrywiaeth o sgiliau mapio er mwyn canfod lleoedd, amgylcheddau a thirweddau yn gywir, gan ddefnyddio dulliau digidol a dulliau eraill

en-gb	• describe the distribution and changing patterns of places, spaces and environments over time, using appropriate digital and other map skills
cy-gb	• disgriﬁo dosbarthiad a phatrymau cyfnewidiol dros amser mewn perthynas â lleoedd, gofodau ac amgylcheddau, gan ddefnyddio sgiliau mapio priodol, rhai digidol ac eraill

en-gb	• identify signiﬁcant past events and describe how they have changed places, environments and landscapes
cy-gb	• adnabod digwyddiadau arwyddocaol yn y gorffennol a disgriﬁo’r modd y maent wedi newid lleoedd, amgylcheddau a thirweddau

en-gb	• identify how the natural world has impacted on humans in the past and present in both positive and negative ways
cy-gb	• adnabod sut mae’r byd naturiol wedi effeithio ar bobl yn y gorffennol a’r presennol mewn ffyrdd cadarnhaol a negyddol

en-gb	• explain how physical processes have contributed to the formation of physical landscapes
cy-gb	• egluro’r modd y mae prosesau fﬁsegol wedi cyfrannu at ffurﬁo tirweddau fﬁsegol

en-gb	• describe what sustainability means in a variety of contexts, such as how our actions may lead to the creation of threatened environments if we do not live in a sustainable way in Wales and the wider world
cy-gb	• disgriﬁo ystyr cynaliadwyedd mewn amrywiaeth o gyd-destunau, megis y modd y gall ein  gweithredoedd ni fygwth amgylcheddau os na fyddwn yn byw mewn modd cynaliadwy, yng Nghymru a’r byd ehangach

en-gb	• describe a range of religious and non-religious beliefs about the natural world and how these could inﬂuence the way people form beliefs and interact with the world
cy-gb	• disgriﬁo ystod o gredoau crefyddol ac anghrefyddol am y byd naturiol a’r modd y gallai’r rhain ddylanwadu ar y ffordd y mae pobl yn ffurﬁo credoau ac yn rhyngweithio â’r byd

en-gb	• describe religious and non-religious beliefs about the interconnection between humans and the environment, and about human responsibility for the natural world
cy-gb	• disgriﬁo’r credoau crefyddol ac anghrefyddol am y rhyng-gysylltiad rhwng pobl a’r amgylchedd ac am gyfrifoldeb dynol am y byd naturiol

en-gb	• communicate their feelings and viewpoints about their interactions with the natural world.
cy-gb	• cyﬂeu eu teimladau a’u safbwyntiau am y ffordd y maent yn rhyngweithio â’r byd naturiol.

en-gb	Humanities 55
cy-gb	Dyniaethau 56

en-gb	• opportunities to experience a sense awe and wonder, and to reﬂect upon the natural world and their connection to it.
cy-gb	• cyﬂeoedd i broﬁ ymdeimlad o barchedig ofn a rhyfeddod, ac i fyfyrio ar y byd naturiol a’u cysylltiad ag ef.

en-gb	• about a range of themes and concepts, including agricultural and industrial change, climate change, consumerism, economic and environmental sustainability, employment, nature, natural hazards and disasters, migration, myths, legends and stories, pilgrimage, pollution,  population, resource scarcity, sacred places, settlements, trade, war and conﬂict
cy-gb	• am ystod o themâu a chysyniadau, gan gynnwys newid amaethyddol a diwydiannol, newid hinsawdd, prynwriaeth, cynaliadwyedd economaidd ac amgylcheddol, cyﬂogaeth,  natur, peryglon a thrychinebau naturiol, mudo, mythau, chwedlau a straeon, pererindod, llygredd, poblogaeth, prinder adnoddau, lleoedd cysegredig, aneddiadau, masnach, rhyfel a gwrthdaro

en-gb	• about the impact of businesses and of people’s actions as producers and consumers on the natural world
cy-gb	• am effaith busnesau a weithredoedd pobl, yn eu rôl fel cynhyrchwyr a defnyddwyr, ar y byd naturiol

en-gb	• about the inﬂuence of political groups and institutions on the natural world
cy-gb	• am ddylanwad grwpiau a sefydliadau gwleidyddol ar y byd naturiol

en-gb	• the causes and effects of physical processes that shape places, environments and landscapes
cy-gb	• achosion ac effeithiau y prosesau fﬁsegol sy’n llywio lleoedd, amgylcheddau a thirweddau

en-gb	• the causes and effects of change to places, environments, landscapes and people over time, including economic, political, technological and social factors
cy-gb	• achosion ac effeithiau newid i leoedd, amgylcheddau, tirweddau a phobl dros amser, gan gynnwys ffactorau economaidd, gwleidyddol, technolegol a chymdeithasol

en-gb	• that a range of physical processes interact to develop distinctive landscapes at a range of scales
cy-gb	• bod ystod o brosesau fﬁsegol yn rhyngweithio er mwyn datblygu tirweddau penodol ar amrywiaeth o raddfeydd

en-gb	• about sustainability in the context of strategies to reduce the risk and impact of physical processes on people and their environment
cy-gb	• am gynaliadwyedd yng nghyd-destun strategaethau i leihau risg ac effaith prosesau fﬁsegol ar bobl a’u hamgylchedd

en-gb	• about a variety of factors that have and continue to have a positive and negative impact on the environment in Wales and the wider world.
cy-gb	• am amrywiaeth o ffactorau sydd wedi cael effaith gadarnhaol a negyddol ar yr amgylchedd yng Nghymru a’r byd ehangach, ac sy’n parhau i gael effeithiau o’r fath.

en-gb	• give detailed descriptions of place, environments and landscapes, including distinctive features and landforms, and type and nature of human communities
cy-gb	• roi disgriﬁadau manwl o leoedd, amgylcheddau a thirweddau, gan gynnwys nodweddion a thirffurﬁau nodedig, a nodi’r mathau o gymunedau dynol a natur y cymunedau hynny

en-gb	• create and utilise a variety of maps, using their map skills to accurately locate places, environments and landscapes, and exploiting digital and other methods, including geographical information systems
cy-gb	• creu a defnyddio amrywiaeth o fapiau, a rhoi sgiliau mapio ar waith er mwyn canfod lleoedd, amgylcheddau a thirweddau yn gywir, a hynny drwy ddulliau digidol a dulliau eraill, gan gynnwys systemau gwybodaeth ddaearyddol

en-gb	• describe and explain patterns and reasons for changes in spatial distribution of settlements and features, such as migration, population or industrialisation
cy-gb	• disgriﬁo ac egluro patrymau a rhesymau dros newidiadau o ran dosbarthiad gofodol aneddiadau a nodweddion, megis mudo, poblogaeth neu ddiwydianeiddio

en-gb	• explain a range of religious and non-religious practices associated with signiﬁcant spaces, places and phenomena in the natural world
cy-gb	• egluro amrywiaeth o arferion crefyddol ac anghrefyddol sy’n gysylltiedig â gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol

en-gb	• describe some religious and non-religious world views about the concepts of Ultimate Reality, the nature of life and death, and beliefs about life after death
cy-gb	• disgriﬁo rhai bydolygon crefyddol ac anghrefyddol am gysyniadau Realiti Eithaf, natur bywyd a marwolaeth, a chredoau am fywyd ar ôl marwolaeth

en-gb	• describe religious and non-religious world views about change, cause and effect, and the interconnection between humans and the natural world
cy-gb	• disgriﬁo bydolygon crefyddol ac anghrefyddol am newid, achos ac effaith,a’r rhyng-gysylltiad rhwng pobl a’r byd naturiol

en-gb	• explain how a range of world views inform opinions about the sustainability of the world, including religious and non-religious world views
cy-gb	• egluro’r modd y mae ystod o fydolygon yn llywio barn am gynaliadwyedd y byd, gan gynnyws bydolygon crefyddol ac anghrefyddol

en-gb	• explore a range of beliefs, ethics and philosophies about the natural world and how they inﬂuence people’s interactions with the world
cy-gb	• archwilio ystod o gredoau, moesegau ac athroniaethau am y byd naturiol a’r modd y maent yn dylanwadu ar y modd y mae pobl a’r byd yn rhyngweithio

en-gb	• articulate their experiences and appreciation of interacting with the natural world and the effect this has had upon them
cy-gb	• mynegi eu proﬁadau a’u gwerthfawrogiad o ryngweithio â’r byd naturiol a’r effaith y mae hyn wedi’i chael arnynt

en-gb	• use annotated maps and diagrams appropriately
cy-gb	• defnyddio mapiau a diagramau â nodiadau arnynt

en-gb	• explore a range of local environments and experience opportunities to develop their curiosity about and appreciation of them.
cy-gb	• archwilio amrywiaeth o amgylcheddau lleol a chael cyﬂeoedd i feithrin eu chwilfrydedd ynghylch yr amgylcheddau hynny a’u gwerthfawrogiad ohonynt.

en-gb	• about the impact of businesses and of people’s actions as producers and consumers on the natural world
cy-gb	• am effaith busnesau a gweithredoedd pobl, yn eu rôl fel cynhyrchwyr a defnyddwyr, ar y byd naturiol

en-gb	• the concept of sustainability in the context of strategies to reduce the risk and impact of physical processes on people and their environment, such as the way governments, businesses and other organisations respond to environmental issues
cy-gb	• cydsyniad cynaliadwyedd yng nghyd-destun strategaethau i leihau risg ac effaith prosesau  fﬁsegol ar bobl a’u hamgylchedd, megis sut y gall llywodraethau, busnesau a sefydliadau  eraill ymateb i faterion amgylcheddol

en-gb	• about a range of religious and non-religious beliefs, teachings and practices associated with signiﬁcant spaces, places and phenomena in the natural world
cy-gb	• am amrywiaeth o gredoau, athrawiaethau ac arferion crefyddol ac anghrefyddol sy’n gysylltiedig â gofodau, lleoedd a ffenomena arwyddocaol yn y byd naturiol

en-gb	• about religious and non-religious world views about change, cause and effect regarding the natural world, which may include ideas about interconnectedness and dependent origination
cy-gb	• am fydolygon crefyddol ac anghrefyddol am newid, ac am achos ac effaith, yng nghyd-destun y byd naturiol, a all hyn gynnwys syniadau am rhyng-gysylltedd a tharddiad dibynnol

en-gb	• about the positive and negative impacts of humans on the natural world in the past and present, in Wales and the wider world
cy-gb	• am effeithiau cadarnhaol a negyddol pobl ar y byd naturiol yn y gorffennol a’r presennol, yng Nghymru a’r byd ehangach

en-gb	• about the impact of the natural world on humans, in the past and present, in Wales and the wider world.
cy-gb	• am effeithiau y byd naturiol ar bobl, yn y gorffennol a’r presennol, yng Nghymru a’r byd ehangach.

en-gb	• give comprehensive descriptions and explanations of place, environments and landscapes, including distinctive features and landforms, and type and nature of human communities
cy-gb	• roi disgriﬁadau ac esboniadau cynhwysfawr o leoedd, amgylcheddau a thirweddau, gan gynnwys nodweddion a thirffurﬁau nodedig, a nodi mathau o gymunedau dynol a natur  y cymunedau hynny

en-gb	• create, utilise and evaluate the appropriateness of a variety of complex maps and use their map skills to accurately locate places, environments and landscapes, through methods which include sophisticated digital geographical information systems
cy-gb	• creu, defnyddio a gwerthuso priodolrwydd amrywiaeth o fapiau cymhleth, a rhoi eu sgiliau mapio ar waith er mwyn canfod lleoedd, amgylcheddau a thirweddau yn gywir, a hynny  drwy ddulliau sy’n cynnwys systemau gwybodaeth ddaearyddol digidol sofﬁstigedig

en-gb	• evaluate the suitability of digital and other methods used to locate spatial patterns of distribution
cy-gb	• gwerthuso addasrwydd y dulliau digidol a’r dulliau eraill a ddefnyddir i ganfod patrymau dosbarthu gofodol

en-gb	• explain the causes of distinctive patterns of distribution, at different scales, of features in the natural world
cy-gb	• egluro achosion patrymau dosbarthu nodedig nodweddion yn y byd naturiol, a hynny ar wahanol raddfeydd

en-gb	• describe the distribution and changing patterns of places, spaces and environments over time and the connections between them
cy-gb	• disgriﬁo dosbarthiad a phatrymau cyfnewidiol lleoedd, gofodau ac amgylcheddau dros amser a’r cysylltiadau rhyngddynt

en-gb	• describe and explain the development of a range of physical features, environments and landscapes in Wales and the wider world
cy-gb	• disgriﬁo ac egluro datblygiad amrywiaeth o nodweddion fﬁsegol, amgylcheddau a thirweddau yng Nghymru a’r byd ehangach

en-gb	• explain that a range of physical processes interact to shape distinctive landforms at a range of different scales
cy-gb	• egluro bod amrywiaeth o brosesau fﬁsegol yn rhyngweithio er mwyn llywio tirffurﬁau penodol ar amrywiaeth o wahanol raddfeydd

en-gb	• develop a critical understanding of the impact of human actions on a range of places, environments and landscapes
cy-gb	• meithrin dealltwriaeth feirniadol o effaith gweithredoedd pobl ar amrywiaeth o leoedd, amgylcheddau a thirweddau

en-gb	• critically evaluate a range of strategies to reduce the risk and impact of physical processes on people and their environment
cy-gb	• gwerthuso’n feirniadol ystod o strategaethau i leihau risg ac effaith prosesau fﬁsegol ar bobl a’u hamgylchedd

en-gb	• explain how human actions may lead to the creation of threatened environments if we do not live in a sustainable way
cy-gb	• egluro sut y gall gweithredoedd pobl fygwth amgylcheddau os na fyddwn yn byw mewn modd cynaliadwy

en-gb	• critically evaluate a variety of factors that have and continue to have an impact on the environment in Wales and the wider world, such as climate change and the consequences of living in an unsustainable way
cy-gb	• gwerthuso’n feirniadol ystod o ffactorau sydd wedi cael effaith ar yr amgylchedd yng Nghymru a’r byd ehangach ac sy’n parhau i gael effeithiau, megis newid yn yr hinsawdd a chanlyniadau byw mewn modd anghynaliadwy

en-gb	• evaluate the causes and effects of change to places, environments, landscapes and people over time, including economic, business, political, technological and social factors, having an understanding of how these link to sustainability
cy-gb	• gwerthuso achosion ac effeithiau newid cadarnhaol a negyddol ar leoedd, amgylcheddau, tirweddau a phobl dros amser, gan gynnwys ffactorau economaidd, busnes, gwleidyddol,  technolegol a chymdeithasol, gan feithrin dealltwriaeth o’u cysylltiad â chynaliadwyedd

en-gb	• evaluate a range of religious and non-religious world views about the concepts of Ultimate Reality, the nature of life and death, and beliefs about life after death
cy-gb	• gwerthuso amrywiaeth o fydolygon crefyddol ac anghrefyddol o’r byd am gysyniadau Realiti Eithaf, natur bywyd a marwolaeth, a chredoau am fywyd ar ôl marwolaeth

en-gb	• evaluate a range of religious and non-religious beliefs, ethics and philosophies about change, cause and effect, and the interconnection between human experience, behaviour  and the natural world, taking into account how they inﬂuence people’s interactions with it
cy-gb	• gwerthuso amrywiaeth o gredoau, moesegau ac athroniaethau crefyddol ac anghrefyddol  am newid, am achos ac effaith, a’r rhyng-gysylltiad rhwng proﬁad dynol, ymddygiad  dynol a’r byd naturiol, gan ystyried sut y maent yn dylanwadu ar y ffordd y mae pobl yn rhyngweithio ag ef

en-gb	• explain how a range of world views inform opinions about the sustainability of the world, including religious and non-religious world views
cy-gb	• egluro’r modd y mae amrywiaeth o fydolygon yn llywio barnau am gynaliadwyedd y byd, gan gynnwys bydolygon crefyddol ac anghrefyddol

en-gb	• explain and assess the signiﬁcance of historical changes and events on the natural world
cy-gb	• egluro ac asesu arwyddocâd newidiadau a digwyddiadau hanesyddol ar y byd naturiol

en-gb	• explore a range of environments and experience opportunities to develop their curiosity about and appreciation of them
cy-gb	• archwilio amrywiaeth o amgylcheddau a chael cyﬂeoedd i feithrin eu chwilfrydedd ynghylch yr amgylcheddau hynny a’u gwerthfawrogiad ohonynt

en-gb	• articulate their experiences of interacting with the natural world and the effect this has had upon them.
cy-gb	• mynegi eu proﬁadau o ryngweithio â’r byd naturiol a’r effaith y mae hyn wedi’i chael arnynt.

en-gb	An appreciation of identity, heritage and cyneﬁn can inﬂuence learners emotionally and spiritually and help build a sense of self and of belonging.
cy-gb	Gall gwethfawrogiad o hunaniaeth, treftadaeth a chyneﬁn ddylanwadu’n emosiynol ac yn ysbrydol ar ddysgwyr, a helpu i greu ymdeimlad o hunan ac o berthyn.

en-gb	Learners will develop an understanding of the complex, pluralistic and diverse nature of societies in Wales and the wider world.
cy-gb	Bydd dysgwyr yn meithrin dealltwriaeth o natur gymhleth, luosol ac amrywiol cymdeithasau yng Nghymru a’r byd ehangach.

en-gb	Over time, these societies have evolved, experiencing continuity and change that has affected, and continues to affect, their own and other people’s lives.
cy-gb	Dros amser, mae’r cymdeithasau hyn wedi esblygu, gan broﬁ parhad a newid sydd wedi effeithio ar eu bywydau nhw a phobl eraill, ac sy’n parhau i wneud hynny.

en-gb	This evolution is driven by the interplay between a range of factors, including human actions and beliefs, and physical forces.
cy-gb	Mae’r esblygiad hwn yn cael ei sbarduno gan y rhyngweithio sydd rhwng amryw o ffactorau, gan gynnwys gweithredoedd a chredoau pobl, a grymoedd fﬁsegol.

en-gb	Humanities builds an understanding of the causes, consequences and signiﬁcance of the changes and forces that have shaped societies.
cy-gb	Mae’r Dyniaethau yn meithrin dealltwriaeth o achosion, canlyniadau ac arwyddocâd y newidiadau a’r grymoedd sydd wedi dylanwadu ar gymdeithasau.

en-gb	Societies are characterised by a range of cultural, economic, legal and political norms and values.
cy-gb	Caiff cymdeithasau eu nodweddu gan ystod o normau a gwerthoedd diwylliannol, economaidd, cyfreithiol a gwleidyddol.

en-gb	Learners will explore the connections between such societies in the past and present.
cy-gb	Bydd dysgwyr yn archwilio’r cysylltiadau rhwng y cymdeithasau hyn yn y gorffennol a’r presennol.

en-gb	They will also be encouraged to explore – and develop a tolerant and empathetic understanding of – the varied beliefs, values, traditions and ethics that underpin and shape human society.
cy-gb	Cânt eu hannog hefyd i archwilio a meithrin dealltwriaeth oddefgar ac empathetig o’r amrywiol gredoau, gwerthoedd, traddodiadau a moesegau sy’n sail i gymdeithas ddynol ac sy’n dylanwadu arni.

en-gb	Humanities 59
cy-gb	Dyniaethau 61

en-gb	I can sequence events that happened over a short period of time to show I understand that some things change over time.
cy-gb	Gallaf ddilyniannu digwyddiadau a ddigwyddodd dros gyfnod byr o amser er mwyn dangos fy mod yn deall bod rhai pethau yn newid dros amser.

en-gb	I can identify special times, events and traditions in my community and in the wider world.
cy-gb	Gallaf adnabod amseroedd, digwyddiadau a thraddodiadau arbennig yn fy nghymuned a’r byd ehangach.

en-gb	I can identify signiﬁcant events that have happened to me in the past.
cy-gb	Gallaf adnabod digwyddiadau sy’n arwyddocaol i mi ac sydd wedi digwydd yn y gorffennol.

en-gb	I can show an awareness of who I am and that I am similar and different to others.
cy-gb	Gallaf ddangos ymwybyddiaeth o bwy ydwyf ac fy mod yn debyg ac yn wahanol i eraill.

en-gb	I can talk about similarities and differences between people in my community.
cy-gb	Gallaf sôn am beth sy’n debyg ac yn wahanol rhwng pobl yn fy nghymuned.

en-gb	I can show an awareness that I am part of different communities.
cy-gb	Gallaf ddangos ymwybyddiaeth fy mod yn rhan o wahanol gymunedau.

en-gb	I can sequence events and understand that the past can be divided into periods of time.
cy-gb	Gallaf ddilyniannu digwyddiadau a deall y gellir rhannu’r gorffennol yn gyfnodau amser.

en-gb	I can recognise similarities and differences between people’s lives in both the past and present.
cy-gb	Gallaf adnabod beth sy’n debyg ac yn wahanol rhwng bywydau pobl yn y gorffennol a’r presennol.

en-gb	I can identify aspects of my community, and how some of them may have been different in the past.
cy-gb	Gallaf adnabod agweddau ar fy nghymuned, a’r modd y gall rhai ohonynt fod wedi bod yn wahanol yn y gorffennol.

en-gb	I can identify some causes and consequences of events and changes in the past and present.
cy-gb	Gallaf adnabod rhai achosion a chanlyniadau digwyddiadau a newidiadau yn y gorffennol a’r presennol.

en-gb	I can recognise some factors that contribute to my identity and the ways I am similar and different to others.
cy-gb	Gallaf adnabod rhai ffactorau sy’n cyfrannu at fy hunaniaeth, a’r ffyrdd rwy’n debyg ac yn wahanol i eraill.

en-gb	I can describe special times, events, traditions and people in my community and in the wider world, and can explain their importance.
cy-gb	Gallaf ddisgriﬁo amseroedd, digwyddiadau, traddodiadau a phobl arbennig yn fy nghymuned a’r byd ehangach, a gallaf egluro eu bwysigrwydd.

en-gb	I can understand that societies in Wales and the wider world are made up of diverse groups of people.
cy-gb	Gallaf ddeall fod cymdeithasau yng Nghymru a’r byd ehangach yn cynnwys amrywiol grwpiau o bobl.

en-gb	I can show an awareness of the different beliefs that people have.
cy-gb	Gallaf ddangos ymwybyddiaeth o wahanol gredoau pobl.

en-gb	I can recognise the importance of the different rules, roles and responsibilities within the various communities to which I belong.
cy-gb	Gallaf gydnabod pwysigrwydd y gwahanol reolau, rolau a chyfrifoldebau yn yr amrywiol gymunedau rwy’n perthyn iddynt.

en-gb	I can use scaled timelines to order events, and use these to describe how societies have changed or stayed the same over time in Wales and the wider world.
cy-gb	Gallaf ddefnyddio llinellau amser ar raddfa i roi trefn ar ddigwyddiadau, a’u defnyddio i ddisgriﬁo sut mae cymdeithasau wedi newid neu wedi aros yr un peth dros amser yng Nghymru a’r byd ehangach.

en-gb	I can use common terms to describe periods and passage of time.
cy-gb	Gallaf ddefnyddio termau cyffredin i ddisgriﬁo cyfnodau amser a threigl amser.

en-gb	I can link and order multiple causes or consequences of signiﬁcant events.
cy-gb	Gallaf gysylltu a rhoi trefn ar achosion neu ganlyniadau lluosog sy’n gysylltiedig â digwyddiadau arwyddocaol.

en-gb	I can demonstrate that the consequences of decisions and events can be both positive and negative.
cy-gb	Gallaf ddangos y gall canlyniadau penderfyniadau a digwyddiadau fod yn gadarnhaol ac yn negyddol.

en-gb	I am aware of my identity and respect that others have a different identity.
cy-gb	Rwy’n ymwybodol o’m hunaniaeth ac yn parchu’r ffaith bod gan eraill wahanol hunaniaeth.

en-gb	I can recognise some factors that contribute to my identity and appreciate the ways I am similar and different to others.
cy-gb	Gallaf adnabod rhai ffactorau sy’n cyfrannu at fy hunaniaeth a gwerthfawrogi’r ffyrdd rwy’n debyg ac yn wahanol i eraill.

en-gb	I can explain the importance of special times, events and traditions in my community and in the wider world, and can communicate my feelings about them.
cy-gb	Gallaf egluro amseroedd, digwyddiadau a thraddodiadau arbennig yn fy nghymuned a’r byd ehangach a chyﬂeu fy nheimladau amdanynt.

en-gb	I can understand that different experiences, religions, world views, beliefs and practices contribute to the diverse societies in Wales and the wider world.
cy-gb	Gallaf ddeall fod gwahanol broﬁadau, crefyddau, bydolygon, credoau ac arferion yn cyfrannu at gymdeithasau amrywiol yng Nghymru a’r byd ehangach.

en-gb	I can understand the diversity of cultures and societies that exist beyond my own experience, and appreciate the importance of language, beliefs and values in the formation of cultural identities.
cy-gb	Gallaf ddeall yr amrywiaeth o ddiwylliannau a chymdeithasau sy’n bodoli y tu hwnt i’m proﬁad personol, a gwerthfawrogi pwysigrwydd iaith, credoau a gwerthoedd yn y broses o ffurﬁo hunaniaethau diwylliannol.

en-gb	I can respond sensitively to ideas about communities and cultures.
cy-gb	Gallaf ymateb yn sensitif i syniadau am gymunedau a diwylliannau.

en-gb	Humanities 61
cy-gb	Dyniaethau 63

en-gb	I can use my understanding of chronology to explain and analyse how different societies have changed or stayed the same over time in Wales and the wider world.
cy-gb	Gallaf ddefnyddio fy nealltwriaeth o gronoleg i egluro a dadansoddi’r modd y mae gwahanol gymdeithasau wedi newid neu wedi aros yr un peth dros amser, a hynny yng Nghymru a’r byd ehangach.

en-gb	I can identify signiﬁcant turning points that inﬂuence change in society and explain how these can have positive and negative effects on people’s lives.
cy-gb	Gallaf adnabod trobwyntiau arwyddocaol sy’n dylanwadu ar newid mewn cymdeithas ac egluro sut y gallant gael effeithiau cadarnhaol a negyddol ar fywydau pobl.

en-gb	I can categorise and explain causes and consequences of past events, recognising the complex and contested nature of explanation.
cy-gb	Gallaf gategoreiddio ac egluro achosion a chanlyniadau digwyddiadau yn y gorffennol, gan gydnabod natur gymhleth a dadleuol esboniadau.

en-gb	I can explain ways in which my own and others’ identity is expressed,
cy-gb	Gallaf egluro ffyrdd y caiff fy hunaniaeth bersonol a hunaniaeth pobl eraill eu mynegi.

en-gb	I can explain the impact that the actions and decisions of those in positions of authority and power can have on people’s lives.
cy-gb	Gallaf egluro’r effaith y gall gweithredoedd a phenderfyniadau’r bobl hynny mewn awdurdod a grym ei chael ar unigolion ac ar fywydau pobl eraill.

en-gb	I can understand that there are tensions within communities and societies, and I can respond sensitively when discussing them.
cy-gb	Gallaf ddeall fod tensiynau o fewn cymunedau a chymdeithasau, a gallaf ymateb yn sensitif wrth drafod y materion dadleuol hyn.

en-gb	I can explain and evaluate people’s contributions to Welsh society and the wider world.
cy-gb	Gallaf egluro a gwerthuso cyfraniadau pobl at gymdeithas yng Nghymru a’r byd ehangach.

en-gb	I can understand that past human behaviour and relationships inﬂuence cultural diversity.
cy-gb	Gallaf ddeall fod ymddygiad a pherthnasau pobl yn y gorffennol yn dylanwadu ar amrywiaeth ddiwylliannol.

en-gb	I can explain ways in which diverse communities can live together cooperatively for the common good.
cy-gb	Gallaf egluro ffyrdd y gall amrywiol gymunedau gyd-fyw er budd pawb.

en-gb	I can make meaningful connections and comparisons between societies.
cy-gb	Gallaf greu cysylltiadau a chymariaethau ystyrlon rhwng cymdeithasau.

en-gb	I can use my detailed understanding of the nature and extent of change and continuity over an extended period of time to critically analyse how cultures have adapted and changed.
cy-gb	Gallaf ddefnyddio fy nealltwriaeth fanwl o natur a graddau newid a pharhad dros gyfnod estynedig o amser i ddadansoddi’n feirniadol y ffordd y mae diwylliannau wedi addasu ac wedi newid.

en-gb	I can compare and contrast signiﬁcant turning points, using various criteria that examine the positive and negative on people’s lives.
cy-gb	Gallaf gymharu a chyferbynnu trobwyntiau arwyddocaol, gan ddefnyddio amrywiol feini prawfsy’n ystyried yr effeithiau cadarnhaol a negyddol ar fywydau pobl.

en-gb	I can analyse and explain how various causal factors interrelate over a range of time scales, and how the signiﬁcance of these factors may be contested.
cy-gb	Gallaf ddadansoddi ac egluro’r modd y mae amrywiol ffactorau achosol yn rhyng-gysylltiedig, dros amrywiaeth o raddfeydd amser, a’r modd y gellir dadlau ynghylch arwyddocâd y ffactorau hyn.

en-gb	I can analyse and explain the signiﬁcance and consequences of changes in a range of societies in the past and present.
cy-gb	Gallaf ddadansoddi ac egluro arwyddocâd a chanlyniadau newidiadau mewn amrywiaeth o gymdeithasau yn y gorffennol a’r presennol.

en-gb	I can explain the complex nature of my own and others’ identity, how these identities are formed and how they impact on people’s behaviour.
cy-gb	Gallaf egluro natur gymhleth fy hunaniaeth bersonol a hunaniaeth pobl eraill, y modd y cânt eu ffurﬁo a’r effaith a gânt ar ymddygiad pobl.

en-gb	I can critically analyse a range of complex similarities and differences between diverse societies in the past and present, including through reference to geographical location, culture, religion, politics, world views and the economy.
cy-gb	Gallaf ddadansoddi’n feirniadol ystod o nodweddion tebyg a gwahaniaethau cymhleth rhwng amrywiol gymdeithasau yn y gorffennol a’r presennol, gan gynnwys lleoliad daearyddol, diwylliannol, crefyddol, gwleidyddol, bydolygon ac economaidd.

en-gb	I can evaluate the signiﬁcance of the relationships between a wide range of societies,their connections and interdependencies.
cy-gb	Gallaf werthuso arwyddocâd y perthnasau rhwng amrywiaeth eang o gymdeithasau,eu cysylltiadau a’u cyd-ddibyniaethau.

en-gb	I can explain the causes and nature of inequalities between and within societies.
cy-gb	Gallaf egluro achosion a natur anghydraddoldebau rhwng cymdeithasau ac o fewn cymdeithasau.

en-gb	Humanities 63
cy-gb	Dyniaethau 65

en-gb	• Enquiries focusing on how societies are diverse and plural.
cy-gb	• Ymholiadau sy’n canolbwyntio ar y ffordd y mae cymdeithasau yn amrywiol ac yn lluosog.

en-gb	• Enquiries focusing on social sameness and difference.
cy-gb	• Ymholiadau sy’n canolbwyntio ar nodweddion tebyg a gwahaniaethau cymdeithasol.

en-gb	• Enquiries focusing on change and continuity.
cy-gb	• Ymholiadau sy’n canolbwyntio ar newid a pharhad.

en-gb	Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
cy-gb	Mae digwyddiadau a phroﬁadau yn gymhleth a chânt eu canfod, eu dehongli a’u cynrychioli mewn gwahanol ffyrdd.

en-gb	• Historical interpretations.
cy-gb	• Dehongliadau hanesyddol.

en-gb	• Interpretations linked to religions and world views.
cy-gb	• Dehongliadau sy’n gysylltiedig â chrefyddau a bydolygon.

en-gb	• Justice and fairness in societies.
cy-gb	• Cyﬁawnder a thegwch mewn cymdeithasau. 

en-gb	• Economic development of societies.
cy-gb	• Datblygiad economaidd cymdeithasau.

en-gb	• Political structures in societies.
cy-gb	• Strwythurau gwleidyddol mewn cymdeithasau.

en-gb	• The nature of citizenship.
cy-gb	• Natur dinasyddiaeth.

en-gb	• Social roles and responsibilities.
cy-gb	• Rolau a chyfrifoldebau cymdeithasol.

en-gb	Humanities 64
cy-gb	Dyniaethau 66

en-gb	• The importance of expressive arts in shaping culture and societies in the past and present.
cy-gb	• Pwysigrwydd y celfyddydau mynegiannol wrth lywio diwylliant a chymdeithasau yn y gorffennol a’r presennol.

en-gb	• Explore the arts from various times, cultures and societies.
cy-gb	• Ystyried y celfyddydau o amrywiol adegau, diwylliannau a chymdeithasau.

en-gb	• Explore our own and other cultures.
cy-gb	• Ystyried ein diwylliant ni a diwylliannau eraill.

en-gb	• The role of expressive arts as a media for expression of interpretations and representations.
cy-gb	• Rôl y celfyddydau mynegiannol fel cyfrwng ar gyfer mynegi dehongliadau a chynrychioliadau.

en-gb	• The role of digital technology in modern societies.
cy-gb	• Rôl technoleg ddigidol mewn cymdeithasau modern.