Manylion y penderfyniad

{0>The Chair welcomed to the meeting Councillor Huw Hilditch-Roberts (Lead Member for Education, Children’s Services and Public Engagement) and the Interim Head of Education together with GwE Representatives Mair Herbert and Jacqueline Chan.<}0{>Croesawodd y Cadeirydd y Cynghorydd Huw Hilditch-Roberts (Aelod Arweiniol Addysg, Gwasanaethau Plant ac Ymgysylltu â’r Cyhoedd) a’r Pennaeth Addysg Dros Dro, ynghyd â Mair Herbert a Jacqueline Chan (cynrychiolwyr GwE).<0} {0>GwE as the Regional School Improvement Service was leading on the development and supporting schools in the implementation of the new curriculum for Wales following the publication of the Donaldson Report ‘Successful Futures’.<}0{>Mae GwE, fel y Gwasanaeth Rhanbarthol Gwella Ysgolion, yn arwain ar ddatblygu a chefnogi ysgolion i weithredu Cwricwlwm Cymru yn dilyn cyhoeddi Adroddiad Donaldson – ‘Dyfodol Llwyddiannus’.<0}

 

{0>Councillor Hilditch-Roberts introduced the report (previously circulated) on how the regional consortium, in partnership with the local authority, were supporting schools in the implementation of the new curriculum, detailing the significant work undertaken in order to provide assurance to the Committee in that regard.<}0{>Cyflwynodd y Cynghorydd Hilditch-Roberts yr adroddiad (a ddosbarthwyd ymlaen llaw) ar sut mae’r consortiwm rhanbarthol, mewn partneriaeth â’r awdurdod lleol, yn cefnogi ysgolion i roi’r cwricwlwm newydd ar waith, gan fanylu ar y gwaith sylweddol sydd wedi’i wneud er mwyn darparu sicrwydd o hynny i’r Pwyllgor.<0} {0>He referred to the new curriculum as a positive way forward for teaching and the four main aims to help children and young people to be: ambitious and capable learners, enterprising and creative, ethical and informed citizens and healthy and confident.<}0{>Cyfeiriodd at y cwricwlwm newydd fel cam cadarnhaol ymlaen ar gyfer addysgu ac at y pedwar prif nod i helpu plant a phobl ifanc i fod yn: ddysgwyr uchelgeisiol a medrus, yn fentrus a chreadigol, yn ddinasyddion moesegol a gwybodus ac yn iach a hyderus. {0>The impact of Covid 19 on schools and their preparation for implementing the new curriculum was highlighted together with work ongoing at various levels from individual schools, school clusters, across county, the region and nationally in order to share best practice.<}0{>Amlygwyd effaith Covid-19 ar ysgolion a’u paratoadau i roi’r cwricwlwm newydd ar waith, ynghyd â’r gwaith sy’n cael ei wneud ar lefelau amrywiol, o ysgolion unigol a chlystyrau i waith traws-sirol, rhanbarthol a chenedlaethol, er mwyn rhannu arfer orau. {0>The Interim Head of Education added that the focus of the new curriculum was for each child to learn in the way that was right for them.<}0{>Ychwanegodd y Pennaeth Addysg Dros Dro fod y cwricwlwm newydd yn ganolbwyntio ar ganiatáu i bob plentyn ddysgu yn y ffordd sy’n gywir iddyn nhw.<0} {0>The improvement and support offer for schools was aimed at supporting all practitioners with a focus on key themes around leadership, planning, vision, pedagogy and professional learning.<}0{>Mae’r gwelliant a’r gefnogaeth a gynigir i ysgolion yn ceisio cefnogi pob ymarferydd, gan ganolbwyntio ar themâu allweddol yn ymwneud ag arwain, cynllunio, gweledigaeth, addysgeg a dysgu proffesiynol. {0>Consultative workshops had been held to ensure the best offer was provided to schools with an excellent response and positive feedback from head teachers in both primary and secondary sectors keen to work together and ensure consistency.<}0{>Mae gweithdai ymgynghorol wedi’u cynnal i sicrhau bod y cynnig gorau yn cael ei ddarparu i ysgolion, a chafwyd ymateb ac adborth cadarnhaol gan benaethiaid cynradd ac uwchradd sy’n awyddus i gydweithio a sicrhau cysondeb. {0>The work carried out by GwE was key to ensuring schools were ready for implementation of the new curriculum in September 2022.<}0{>Mae’r gwaith a wnaed gan GwE yn allweddol i sicrhau bod ysgolion yn barod i roi’r cwricwlwm newydd ar waith ym mis Medi 2022.<0}

 

{0>The efforts to support schools had been detailed in the report and included –<}0{>Mae’r ymdrechion i gefnogi ysgolion wedi’u nodi’n fanwl yn yr adroddiad ac yn cynnwys: <0}

 

·         {0>working with other regional consortia to develop a national professional learning offer that integrated all aspects of the wider reform<}0{>Gweithio gyda chonsortia rhanbarthol eraill i ddatblygu cynnig dysgu proffesiynol cenedlaethol sy’n integreiddio pob agwedd ar y diwygiad ehangach.<0}

·         {0>a planned sequence of professional learning and training across the region with cluster-based sessions available for schools<}0{>Cyfres o sesiynau hyfforddiant a dysgu proffesiynol ar draws y rhanbarth, gyda sesiynau clwstwr ar gael i ysgolion. <0}

·         {0>facilitating sessions for schools within a cluster to work collaboratively to strategically plan for implementation of the curriculum with activities to support those preparations having been identified within School Development Plans<}0{>Hwyluso sesiynau i ysgolion o fewn clwstwr i gydweithio i gynllunio’n strategol ar gyfer gweithredu’r cwricwlwm gyda gweithgareddau i gefnogi’r paratoadau hynny wedi’u nodi o fewn Cynlluniau Datblygu’r ysgolion.<0}

·         {0>provided examples of planned activities to further prepare for the new curriculum including developing a shared vision; collaborating on common approaches to teaching and learning and within a specific Area of Learning and Experience<}0{>Darparu enghreifftiau o weithgareddau arfaethedig i baratoi ymhellach ar gyfer y cwricwlwm newydd, yn cynnwys datblygu gweledigaeth a rennir; gan gydweithio ar ddulliau cyffredin i addysgu a dysgu ac o fewn Maes Dysgu a Phrofiad penodol.<0}

·         {0>additional support from GwE would be available for schools to access at both cluster and individual level including tailored bespoke support where needed<}0{>Bydd cymorth ychwanegol ar gael yn ôl yr angen gan GwE i helpu ysgolion gael mynediad at gymorth pwrpasol wedi’i deilwra ar lefel clwstwr ac ysgol.<0}

·         {0>further support included a series of ‘Think-Pieces’ written by GwE as part of the weekly reform sessions with Professor Donaldson covering key aspects of the curriculum reform journey being made available to schools<}0{>Cymorth pellach i ysgolion ar ffurf cyfres o ‘Ddarnau Meddwl’ wedi’u hysgrifennu gan GwE, fel rhan o’r sesiynau wythnosol ar y diwygio gyda’r Athro Donaldson sy’n ymdrin ag agweddau allweddol ar y cwricwlwm.<0}

·         {0>in readiness for September 2022 work was ongoing with partners to develop a wide range of qualitative indicators to allow schools to reflect on how they were implementing the four aims of the new curriculum<}0{>Yn barod ar gyfer mis Medi 2022, mae gwaith yn mynd rhagddo gyda phartneriaid i ddatblygu ystod eang o ddangosyddion ansoddol i ganiatáu i ysgolion fyfyrio ar sut maen nhw’n gweithredu pedwar nod y cwricwlwm newydd.<0}

·         {0>prior to lockdown over 90% of schools indicated they were either partly on track or better in their knowledge and understanding of the new framework; nearly all schools indicated they were partly on track or better with their engagement and participation in cluster work for preparing for the new curriculum.<}0{>Cyn y cyfnod clo nododd dros 90% o’r ysgolion eu bod ar y trywydd cywir o ran eu gwybodaeth a’u dealltwriaeth o’r fframwaith newydd; dywedodd bron pob ysgol eu bod ar y trywydd cywir o ran paratoi ar gyfer y cwricwlwm newydd.<0}

{0>Work had continued since then to ensure progress to implementation remained on track.<}0{>Mae’r gwaith wedi parhau ers hyn i sicrhau bod y cynnydd i weithredu'r cwricwlwm newydd ar y trywydd cywir.<0}

 

{0>During the ensuing debate the Lead Member, Interim Head of Service and GwE Representatives responded to members’ comments and questions as follows –<}0{>Yn ystod y drafodaeth ddilynol, ymatebodd yr Aelod Arweiniol, y Pennaeth Gwasanaeth Dros Dro a chynrychiolwyr GwE i sylwadau a chwestiynau’r aelodau:<0}

 

·         {0>the important work and responsibilities of school governors was acknowledged.<}0{>Rhoddwyd cydnabyddiaeth i waith a chyfrifoldebau llywodraethwyr ysgol.<0}

{0>In terms of pressures assurances were given that support was provided as appropriate with regular meetings to discuss any issues or concerns and there was an excellent relationship between the schools, local authority and GwE.<}0{>O ran pwysau, rhoddwyd sicrwydd bod cefnogaeth yn cael ei darparu fel y bo’n briodol gyda chyfarfodydd rheolaidd i drafod unrhyw fater neu bryder a bod perthynas wych rhwng yr ysgolion, yr awdurdod lleol a GwE.<0} {0>The approach taken ensured that issues were identified and dealt with at an early stage thereby preventing an escalation of the problem<}0{>Mae’r dull a ddefnyddir yn sicrhau bod materion yn cael eu nodi a’u trin ar gam cynnar, gan atal problemau rhag gwaethygu.

·         {0>there were six school clusters in Denbighshire (Prestatyn, Rhyl, Denbigh, Ruthin, Llangollen and Glan Clwyd) who worked together and it was reiterated that additional help was available to schools who worked within a cluster<}0{>Mae chwe chlwstwr ysgol yn Sir Ddinbych (Prestatyn, y Rhyl, Dinbych, Ruthin, Llangollen a Glan Clwyd) sy’n cydweithio ac ailadroddwyd fod cymorth ychwanegol ar gael i ysgolion sy’n gweithio mewn clwstwr. <0}

·         {0>two schools had come out of special measures during the pandemic and the additional pressure on those schools to progress against Estyn recommendations was recognised.<}0{>Mae dwy ysgol wedi dod allan o fesurau arbennig yn ystod y pandemig, a chafodd y pwysau ychwanegol ar yr ysgolion hynny i wella yn erbyn argymhellion Estyn eu cydnabod.<0}

{0>In addition to the general support offer agreed with schools in the implementation of the new curriculum, further bespoke support was provided to individual schools who required it<}0{>Yn ogystal â’r gefnogaeth gyffredinol a gynigir i ysgolion i roi’r cwricwlwm newydd ar waith, mae cymorth pwrpasol pellach ar gael i ysgolion unigol yn ôl yr angen.<0}

·         {0>despite the absence of legislative controls for elected home education there was a rigorous process in place to support pupils who were home schooled; however the implementation of the new curriculum could not be enforced with parents/carers choosing their own curriculum when educating at home<}0{>Er gwaethaf diffyg rheolaethau deddfwriaethol ar gyfer addysg yn y cartref, mae proses gadarn yn ei lle i gefnogi disgyblion sy’n derbyn addysg gartref; fodd bynnag, ni ellir gorfodi rheini/gofalwyr i weithredu’r cwricwlwm newydd pan fyddan nhw’n dewis cwricwlwm i’w ddilyn gartref. <0}

·         {0>religious education (RE) sat within the Humanities Area of Learning and Experience in the new curriculum which included religion, value and ethics, and assurances were provided that RE must be included and was very much safeguarded<}0{>Mae addysg grefyddol yn rhan o Faes Dysgu a Phrofiad y Dyniaethau yn y cwricwlwm newydd, sy’n cynnwys crefydd, gwerthoedd a moeseg, a rhoddwyd sicrwydd bod addysg grefyddol yn cael ei chynnwys a’i diogelu. <0}

·         {0>as part of the preparation schools should work together to ensure that there was an alignment in the transitions across the 3 – 16 year age group continuum and a continuation of learning with clarity on particular areas of learning within the age groups to ensure no repetition and progression of learners<}0{>Fel rhan o’r paratoadau dylai ysgolion gydweithio i sicrhau bod aliniad yn y broses drosglwyddo ar draws continwwm grŵp oedran 3-16 a pharhad dysgu gydag eglurder ar feysydd dysgu penodol o fewn y grwpiau oedran i sicrhau nad oes ailadrodd a bod dysgwyr yn gwneud cynnydd. <0}

·         {0>the planned sequence and timeline of professional learning and training available had been detailed within the report<}0{>Mae’r gyfres a’r amserlen arfaethedig ar gyfer dysgu a hyfforddiant proffesiynol ar gael yn yr adroddiad. <0}

·         {0>schools would trial their own curriculum and support would be provided in the evaluation of that and any adjustments required prior to formal implementation of the new curriculum in September 2022<}0{>Bydd ysgolion yn treialu eu cwricwlwm eu hunain a bydd cymorth yn cael ei ddarparu i werthuso hynny a bydd unrhyw addasiad angenrheidiol yn cael ei wneud cyn gweithredu’r cwricwlwm newydd yn ffurfiol fis medi 2022.<0}

·         {0>confirmed Qualification Wales was undertaking a consultation on reforming GCSEs to bring some of the elements and spirit of the new curriculum into those assessments; there had been no communicated changes to A/AS Level suites<}0{>Cadarnhawyd fod Cymwysterau Cymru yn ymgynghori ynghylch diwygio TGAU i ddod â rhywfaint o elfennau a naws y cwricwlwm newydd i’r asesiadau hynny; does dim sôn am newidiadau i Safon UG/Safon Uwch.<0}

·         {0>there were 27 ‘What Matters’ statements across the curriculum which were statutory and would be an integral part of the framework and inform its delivery<}0{>Ceir 27 o ddatganiadau ‘Beth sy’n Bwysig' ar draws y cwricwlwm, sy’n ddatganiadau statudol a fydd yn rhan annatod o’r fframwaith ac yn hysbysu'r darparu. <0}

·         {0>Modern Foreign Languages sat within the Literacy and Communication Area of Learning and Experience and there was confidence that modern languages would be better regarded and allowed for in terms of curriculum time<}0{>Mae Ieithoedd Tramor Modern yn rhan o Faes Dysgu a Phrofiad Llythrennedd a Chyfathrebu, ac hyderir y bydd ieithoedd modern yn derbyn gwell sylw a mwy o amser yn nhermau’r cwricwlwm.<0}

·         {0>agreed it was a worthwhile suggestion from Councillor Graham Timms to provide a bank of local information on climate change for schools to access, and reported on the digital platforms already used both internally by the local authority via the hwb and externally on GwE’s website as a means of working collaboratively and sharing resources for the benefit of all authorities<}0{>Cytunwyd bod awgrym y Cynghorydd Graham Timms yn un da o ran darparu banc o wybodaeth leol ar newid hinsawdd i ysgolion, ac adroddodd ar y llwyfannau digidol sydd eisoes yn cael eu defnyddio’n fewnol gan yr awdurdod lleol drwy’r hwb ac yn allanol ar wefan GwE fel dull o gydweithio a rhannu adnoddau er budd pob awdurdod. <0}

·         {0>in response to concerns raised regarding the inappropriate use of mobile phones reported in some schools in England officers provided assurances that no significant concerns had been raised locally however, the use of social media platforms was an area of concern within the sector which would continue to be closely monitored.<}0{>Mewn ymateb i bryderon ynghylch defnydd amhriodol o ffonau symudol mewn rhai ysgolion yn Lloegr, sicrhaodd y swyddogion nad oes pryderon sylweddol yn lleol ond bod defnyddio llwyfannau cyfryngau cymdeithasol yn faes pryder yn y sector a fydd yn parhau i gael ei fonitro’n ofalus.<0}

 

{0>At the end of debate the Chair conveyed his thanks for the comprehensive report and to those who had responded to the issues raised.<}0{>Ar ddiwedd y drafodaeth diolchodd y Cadeirydd am yr adroddiad cynhwysfawr ac i’r rheiny a ymatebodd i’r materion a godwyd.<0}

 

{0>RESOLVED: subject to the above observations to –<}96{>PENDERFYNWYD yn amodol ar y sylwadau uchod:<0}

 

{0>(a)<}100{>(a)<0}       {0>receive the information provided in the report and its associated appendices, along with that delivered during the course of the discussion, on the work undertaken to date by GwE in partnership with the Local Authority to support schools with the implementation of the New Curriculum for Wales following the publication of the Donaldson Report ‘Successful Futures’, and<}0{>Derbyn yr wybodaeth a geir yn yr adroddiad a’r atodiadau cysylltiedig, ynghyd â’r wybodaeth a gafwyd yn ystod y drafodaeth, ar waith sydd wedi’i wneud gan GwE mewn partneriaeth â’r Awdurdod Lleol i gefnogi ysgolion i weithredu Cwricwlwm Cymru yn dilyn cyhoeddi adroddiad Donaldson – ‘Dyfodol Llwyddiannus’; a<0}

 

{0>(b)<}100{>(b)<0}       {0>request that a further progress report be presented to the Committee during the Spring of 2022 detailing the readiness of all educational establishments and staff to deliver the new curriculum from September 2022 onwards.<}0{>Bod y Pwyllgor yn derbyn adroddiad cynnydd pellach yn ystod gwanwyn 2022 sy’n manylu ar barodrwydd pob sefydliad a staff addysgol i roi’r cwricwlwm newydd ar waith fis Medi 2022.<0}