1. Addysg gorfforol mewn ysgolion uwchradd Physical education in secondary schools

2. Cefndir Background
Fe wnaeth y fenter Addysg Gorfforol a Chwaraeon mewn Ysgolion (AGChY) ddechrau yn Mae’n cynnwys sawl elfen:
codi safonau mewn addysg gorfforol yn y cwricwlwm;
sicrhau bod addysg a hyfforddiant cychwynnol i athrawon yn rhoi yr hyder, y wybodaeth, y medrau a’r ddealltwriaeth angenrheidiol i hyfforddeion addysgu addysg gorfforol;
The Physical Education and School Sport (PESS) initiative began in It has a number of strands:
raising standards in physical education in the curriculum;
making sure that initial teacher education and training gives trainees the necessary confidence, knowledge, skills and understanding to teach physical education;

3. Cefndir Background
Fe wnaeth y fenter Addysg Gorfforol a Chwaraeon mewn Ysgolion (AGChY) ddechrau yn Mae’n cynnwys sawl elfen:
sefydlu rhaglenni datblygiad proffesiynol parhaus (DPP) achrededig mewn addysg gorfforol ar gyfer pob athro; a
sefydlu canolfannau datblygu’r cwricwlwm a sicrhau eu bod yn gweithio gyda’i gilydd ar gyfer nodi a datblygu arfer dda mewn addysg gorfforol a chwaraeon mewn ysgolion.
The Physical Education and School Sport (PESS) initiative began in It has a number of strands:
establishing accredited continuing professional development (CPD) programmes in physical education for all teachers; and
establishing curriculum development centres and making sure they work together for the identification and development of good practice in physical education and school sport.

4. Cefndir Background
Mae Estyn wedi llunio pedwar adroddiad ar y cynnydd a wnaed o ran rhoi’r Cynllun Gweithredu AGChY ar waith :
Y Fenter AG a Chwaraeon Ysgol - Cynnydd wrth weithredu yn yr ysgolion Canolfannau Datblygu yng Nghymru ’ (2005);
Golwg fanwl ar y cynnydd a wnaed wrth weithredu Cynllun Gweithredu AGChY’ (2006);
Y cynnydd a wnaed wrth weithredu'r Cynllun Gweithredu Addysg Gorfforol a Chwaraeon Ysgol mewn ysgolion’ (2007); a
Y cynnydd wrth roi'r Cynllun Gweithredu Addysg Gorfforol a Chwaraeon mewn Ysgolion ar Waith’ (2008).
Estyn has produced four reports on the progress made in implementing the PESS Action Plan :
PE and School Sport Initiative - Progress in the implementation in Development Centre schools in Wales ’ (2005);
An in-depth look at the progress made in the implementation of the PESS Action Plan’ (2006);
Progress made in the implementation of the PE and School Sport Action Plan in schools’ (2007); and
Progress in implementing the Physical Education and School Sport Action Plan’ (2008).

5. Cefndir Background
Mae ‘Creu Cymru Egnïol’ (Llywodraeth Cymru 2009) yn pwysleisio bod darparu rhaglenni addysg gorfforol o ansawdd uchel a chyflwyno llythrennedd corfforol yn effeithiol yn hanfodol er mwyn i bobl ifanc ddatblygu’r medrau a’r hyder ar gyfer cyfranogiad gydol oes mewn chwaraeon a hamdden gorfforol.
Mae’n nodi bod rhaglenni addysg gorfforol sy’n cael eu cyflwyno’n dda ac wedi’u cynllunio’n briodol, wedi’u hategu gan ystod o weithgareddau yn yr ysgol, yn ffactorau hanfodol wrth helpu plant a phobl ifanc i fyw bywydau egnïol a dod yn oedolion egnïol.
‘Creating an Active Wales’ (Welsh Government 2009) emphasises the provision of high-quality physical education and the effective delivery of physical literacy as essential for young people to develop the skills and confidence for lifelong participation in sport and physical recreation.
It identifies well-delivered and appropriately designed physical education programmes, complemented by a range of school-based activities, as critical factors in helping children and young people to live active lives and become active adults.

6. Cefndir Background
Mae nifer o gynlluniau eraill Llywodraeth Cymru’n cyfrannu at yr agenda hon, gan gynnwys:
Bwyd a Ffitrwydd - Hybu Bwyta’n Iach a Gweithgarwch Corfforol i Blant a Phobl Ifanc yng Nghymru: Cynllun Gweithredu Pum Mlynedd’ (2006);
Cynllun Cyflawni’r Polisi Chwarae’ (2002 ); a
Chynllun Gweithredu Cymru ar Gerdded a Beicio’ (2008).
A number of other Welsh Government plans contribute to this agenda including:
Food and Fitness - Promoting Healthy Eating and Physical Activity for Children and Young People in Wales Five Year Implementation Plan’ (2006);
Play Policy Implementation Plan’ (2002 ); and
A Walking and Cycling Action Plan for Wales’ (2008).

7. Prif ganfyddiadau Main findings
Er 2001, mae canran y disgyblion cyfnod allweddol 3 yn cyflawni’r lefel ddisgwyliedig (lefel 5) neu’n uwch yn asesiadau athrawon y Cwricwlwm Cenedlaethol wedi cynyddu’n gyson mewn addysg gorfforol.
Yn 2011, roedd canran y disgyblion a gyflawnodd y lefel ddisgwyliedig fwy neu lai’r un fath â phynciau eraill.
Fodd bynnag, mae canran y disgyblion a gyflawnodd y lefelau uwch (lefel 6 neu uwch) yn llai nag ar gyfer y rhan fwyaf o’r pynciau di-graidd eraill.
Since 2001, the percentage of key stage 3 pupils attaining the expected level (level 5) or above in National Curriculum teacher assessments has increased steadily in physical education.
In 2011, the percentage of pupils attaining the expected level was broadly in line with other subjects.
However, the percentage of pupils who attain the higher levels (level 6 or above) is smaller than for most other non-core subjects.

8. Prif ganfyddiadau Main findings
Yn 2011, 73% oedd canran y disgyblion yng Nghymru a gofrestrwyd ar gyfer addysg gorfforol TGAU a gyflawnodd raddau A*-C, sef dau bwynt canran uwchlaw ffigur y DU, a gwelliant o 70% yn Llwyddodd tua chwarter o’r disgyblion a gofrestrwyd i gyflawni’r graddau uwch A*/A.
Yn 2011, roedd tua dau o bob tri o’r disgyblion a gofrestrwyd ar gyfer addysg gorfforol TGAU yn fechgyn. Mae hyn yn gyfran uwch nag ar gyfer bron unrhyw bwnc arall. Mae’r gwahaniaeth rhwng perfformiad merched a bechgyn yn llai nag ar gyfer y rhan fwyaf o bynciau eraill.
In 2011, the percentage of pupils in Wales entering GCSE physical education gaining grades A*-C was 73%, two percentage points above the figure for the UK, and an improvement from 70% in Around a quarter of pupils entered gained the higher grades A*/A.
In 2011, about two-thirds of pupils entering physical education at GCSE were boys. This is a higher proportion than for almost any other subject. The difference between the performance of girls and boys is smaller than for most other subjects.

9. Prif ganfyddiadau Main findings
Roedd safonau’n dda neu’n well mewn tua dwy o bob tair o’r gwersi a arsylwyd a mwy neu lai’n debyg yng nghyfnod allweddol 3 a chyfnod allweddol 4. Mewn llawer o wersi, mae disgyblion yn galw i gof eu dysgu blaenorol yn dda, ac yn deall cysyniadau allweddol.
Maent yn gwneud cynnydd da o ran datblygu a mireinio eu medrau sy’n bwnc benodol ac o ran caffael medrau ehangach.
Standards were good or better in around two-thirds of lessons observed and broadly similar at key stage 3 and key stage 4. In many lessons, pupils recall previous learning well and understand key concepts.
They make good progress in developing and refining their subject-specific skills and in acquiring wider skills.

10. Prif ganfyddiadau Main findings
At key stage 3, pupils make the best progress in creative and competitive activities.
In these areas, the most common outstanding features are in pupils’ ability to:
create original and high-quality sequences with particularly good flow and accurate technical execution; and
perform specific skills with a high degree of accuracy, technical efficiency and control.
Pupils also make good progress in health, fitness and wellbeing activities, but their progress in athletic and adventurous activities is less secure.
Yng nghyfnod allweddol 3, mae disgyblion yn gwneud y cynnydd gorau mewn gweithgareddau creadigol a chystadleuol.
Yn y meysydd hyn, y nodweddion rhagorol mwyaf cyffredin yw gallu disgyblion i:
greu dilyniannau gwreiddiol ac o ansawdd uchel gyda llif arbennig o dda a chyflawniad technegol cywir; a
chyflawni medrau penodol gyda llawer o gywirdeb, effeithlonrwydd technegol a rheolaeth.
Mae disgyblion hefyd yn gwneud cynnydd da mewn gweithgareddau iechyd, ffitrwydd a lles, ond mae eu cynnydd mewn gweithgareddau athletig ac anturus yn llai sicr.

11. Prif ganfyddiadau Main findings
At key stage 4, mainly in GCSE, there are outstanding features in pupils’ ability to plan, perform and evaluate their own work and the work of others.
In about a third of sessions observed, there are shortcomings in the standards pupils achieve. In particular, more able key stage 3 pupils do not make as much progress as might be expected.
Yng nghyfnod allweddol 4, mewn dosbarthiadau TGAU yn bennaf, mae nodweddion rhagorol yng ngallu disgyblion i gynllunio, cyflawni ac arfarnu eu gwaith eu hunain a gwaith disgyblion eraill.
Mewn tua thraean o’r sesiynau a arsylwyd, mae diffygion yn y safonau a gyflawnir gan ddisgyblion. Yn benodol, nid yw’r disgyblion mwy galluog yng nghyfnod allweddol 3 yn gwneud cymaint o gynnydd ag y gellid ei ddisgwyl.

12. Prif ganfyddiadau Main findings
Yng nghyfnodau allweddol 3 a 4, dyma’r diffygion mwyaf cyffredin yn y safonau a gyflawnir gan ddisgyblion:
cydlyniad a rheolaeth wael o ran eu symudiadau a’u gweithredoedd;
anawsterau yn trosglwyddo medrau yn llwyddiannus o ymarfer i sefyllfaoedd gêm; a
diffyg hyder yn datblygu syniadau neu atebion i broblemau.
In key stages 3 and 4, the most common shortcomings in the standards that pupils attain are their:
poorly co-ordinated and controlled movements and actions;
difficulties in transferring skills successfully from practice to game situations; and
lack of confidence in developing ideas or solutions to problems.

13. Prif ganfyddiadau Main findings
Gall addysg gorfforol wneud cyfraniad effeithiol i ddatblygu medrau cyfathrebu a meddwl disgyblion.
Mewn dros chwarter o ysgolion, mae disgyblion yn gwneud cynnydd da iawn yn datblygu’r medrau hyn.
Physical education can make an effective contribution to the development of pupils’ communication and thinking skills.
In more than a quarter of schools, pupils make very good progress in developing these skills.

14. Prif ganfyddiadau Main findings
Mae’r addysgu’n dda neu’n well mewn tua thri chwarter o’r gwersi a arsylwyd. Mewn llawer o achosion, mae athrawon yn cynllunio gweithgareddau dysgu sydd:
yn cadw disgyblion yn gorfforol egnïol ac yn galluogi iddynt gystadlu ar lefel briodol;
yn adeiladu ar ddysgu blaenorol ac yn helpu disgyblion i symud ymlaen ar y cyflymder cywir; ac
yn datblygu dealltwriaeth disgyblion o egwyddorion, terminoleg a thechneg allweddol.
Teaching is good or better in about three-quarters of lessons observed. In many cases, teachers plan learning activities that:
keep pupils physically active and enable them to compete at an appropriate level;
build on previous learning and help pupils move forward at the right pace; and
develop pupils’ understanding of key principles, terminology and technique.

15. Prif ganfyddiadau Main findings
Mewn ychydig o wersi, lle mae’r addysgu yn rhagorol, mae’r athrawon yn cynllunio gweithgareddau dysgu yn ystyrlon i herio disgyblion ac ennyn eu diddordeb.
Yn y gwersi hyn, mae gweithgareddau dysgu yn cynnig cyfleoedd helaeth i ddisgyblion fyfyrio ar eu gwaith, ei arfarnu a’i wella, ac mae gan athrawon ddisgwyliadau uchel o’r hyn y gall pob disgybl ei gyflawni, yn cynnwys y rhai mwy galluog.
In a few lessons, where teaching is excellent, teachers plan learning activities thoughtfully to challenge and engage pupils.
In these lessons, learning activities provide extensive opportunities for pupils to reflect on, evaluate and improve their work and teachers have high expectations of what all pupils, including the more able can achieve.

16. Prif ganfyddiadau Main findings
Yn y mwyafrif o wersi, rhoddir pwyslais da ar ddatblygu medrau cyfathrebu a meddwl y disgyblion.
Mae hyn yn fwyaf effeithiol pan gaiff ei ymgorffori’n naturiol ym mhob gweithgaredd dysgu ac nid yw’n amharu ar ddatblygiad medrau disgyblion sy’n bwnc benodol.
Yn gyffredinol, rhoddir llai o bwyslais ar ddatblygu medrau rhifedd neu dechnoleg gwybodaeth a chyfathrebu disgyblion.
In the majority of lessons, there is a good emphasis on developing pupils’ communication and thinking skills.
This is most effective when it is embedded naturally into all learning activities and does not detract from the development of pupils’ subject-specific skills.
Generally there is less emphasis on developing pupils’ numeracy or information and communication technology skills.

17. Prif ganfyddiadau Main findings
Mewn lleiafrif o wersi, nid yw athrawon yn cynllunio’n ddigon da i wneud yn siŵr bod disgyblion o bob gallu yn gwneud cynnydd.
Yn y gwersi hyn, nid yw’r gweithgareddau dysgu yn cadw disgyblion yn gorfforol egnïol, ac nid ydynt yn rhoi digon o gyfleoedd i ddisgyblion ddysgu’n annibynnol a chymryd rolau arwain, datblygu eu medrau ehangach nac adolygu ac arfarnu eu gwaith a’u cynnydd.
In a minority of lessons, teachers do not plan well enough to make sure that pupils of all abilities make progress.
In these lessons, learning activities do not keep pupils physically active and do not give pupils enough opportunities to learn independently and take leadership roles, develop their wider skills or to review and evaluate their work and progress.

18. Prif ganfyddiadau Main findings
Mewn tua hanner o’r ysgolion yr ymwelwyd â nhw, nid yw’r athrawon yn sicrhau eu bod yn ennyn diddordeb disgyblion nad ydynt yn gallu cymryd rhan yn weithredol mewn gwersi, er enghraifft, trwy gyflawni rolau fel swyddogion neu drwy hyfforddi eu cyfoedion.
Mewn tua hanner yr ysgolion yr ymwelwyd â nhw, nid yw’r trefniadau ar gyfer asesu, gosod targedau ac olrhain cynnydd yn ddigon systematig na thrylwyr yng nghyfnod allweddol 3.
Nid yw llawer o athrawon yn ddigon hyderus ynglŷn â chywirdeb a chysondeb lefelu yng nghyfnod allweddol 3, yn enwedig wrth ddyfarnu lefelau uwch i ddisgyblion mwy galluog.
In about half of the schools visited, teachers do not ensure that pupils who cannot participate actively in lessons are engaged, for example by carrying out roles as officials or by coaching their peers.
In about half of the schools visited, assessment, target-setting and tracking arrangements are not systematic or robust enough at key stage 3.
Many teachers are not confident about the accuracy and consistency of leveling at key stage 3, especially when awarding higher levels to more able pupils.

19. Prif ganfyddiadau Main findings
Arrangements for assessing and monitoring the progress of key stage 4 pupils following non‑examination programmes are also weak.
In most schools, assessment, target‑setting and tracking arrangements for key stage 4 pupils following examination courses are appropriate.
Mae’r trefniadau ar gyfer asesu a monitro cynnydd disgyblion yng nghyfnod allweddol 4 sy’n dilyn rhaglenni heb arholiadau hefyd yn wan.
Yn y rhan fwyaf o ysgolion, mae’r trefniadau ar gyfer asesu, gosod targedau ac olrhain cynnydd disgyblion yng nghyfnod allweddol 4 sy’n dilyn cyrsiau arholi yn briodol.

20. Prif ganfyddiadau Main findings
Mae’r fenter Addysg Gorfforol a Chwaraeon mewn Ysgolion (AGChY) wedi cael effaith sylweddol ar wella ansawdd yr addysgu a chodi safonau, yn enwedig wrth ysgogi gweithgareddau creadigol ac anturus mewn llawer o ysgolion cynradd.
Fodd bynnag, mae’r fenter wedi cael llai o effaith ar safonau yng nghyfnod allweddol 3.
Ychydig o ysgolion uwchradd sy’n cael gwybodaeth fanwl gan ysgolion cynradd partner am alluoedd disgyblion mewn addysg gorfforol.
The Physical Education and School Sport (PESS) initiative has had a significant impact on improving the quality of teaching and raising standards, particularly in stimulating creative and adventurous activities in many primary schools.
However, the initiative has had less impact on standards in key stage 3.
Few secondary schools receive detailed information on pupils’ physical education abilities from partner primary schools.

21. Prif ganfyddiadau Main findings
Generally, schools allocate a larger proportion of time at key stage 3 to competitive activities than to other areas of activity. This is particularly true for boys.
However, schools are increasing the emphasis on creative and adventurous activities and health, fitness and wellbeing activities and this has helped to engage girls more successfully.
Yn gyffredinol, mae ysgolion yn neilltuo cyfran fwy o amser yng nghyfnod allweddol 3 ar gyfer gweithgareddau cystadleuol na meysydd gweithgarwch eraill. Mae hyn yn arbennig o wir am fechgyn.
Fodd bynnag, mae ysgolion yn cynyddu’r pwyslais ar weithgareddau creadigol ac anturus a gweithgareddau iechyd, ffitrwydd a lles, ac mae hyn wedi helpu i ennyn diddordeb merched yn fwy llwyddiannus.

22. Prif ganfyddiadau Main findings
Mae’r rhan fwyaf o ysgolion yn hyrwyddo ffyrdd iach o fyw yn dda.
Mae gan rai ysgolion drefniadau trawsgwricwlaidd wedi’u cynllunio’n dda i ddatblygu ymwybyddiaeth disgyblion o ffyrdd iach o fyw. Fodd bynnag, ychydig o ysgolion sy’n cydlynu’r gwaith hwn yn ddigon systematig ar draws meysydd pwnc.
Mae mwyafrif yr ysgolion yn datblygu eu cyrsiau gweithgareddau anturus yng nghyfnod allweddol 3 yn dda, ond nid yw’r lleiafrif wedi datblygu rhaglenni sy’n ddigon difyr na heriol.
Most schools promote healthy lifestyles well.
A few schools have well‑designed cross-curricular arrangements to develop pupils’ awareness of healthy lifestyles. However, few schools co-ordinate this work systematically enough across subject areas.
The majority of schools are developing their adventurous activities courses in key stage 3 well, but a minority have not developed sufficiently engaging or challenging programmes.

23. Prif ganfyddiadau Main findings
Mae’r rhan fwyaf o ysgolion yn cynnig ystod eang o gyfleoedd allgyrsiol i ddisgyblion.
Mae menter 5x60 wedi bod yn llwyddiannus yn bennaf yn cefnogi y rhaglenni tîm mwy traddodiadol yr oedd y rhan fwyaf o ysgolion yn eu cynnig yn y gorffennol. Mae gweithgareddau newydd fel aerobeg, dawnsio stryd, pilates, swmba a bocsio gydag ymarfer aerobeg (boxercise) wedi cael effaith gadarnhaol ar lefelau cyfranogiad merched.
Most schools offer pupils a wide range of extra-curricular opportunities.
The 5x60 initiative has been successful in complementing the more traditional, largely team‑based programmes most schools offered previously. New activities such as aerobics, street dance, pilates, zumba and boxercise have had a positive impact on the participation levels of girls.

24. Prif ganfyddiadau Main findings
Fodd bynnag, yn rhy aml, ni chafwyd cyswllt digon agos gyda chlybiau a sefydliadau lleol, a allai gynnig cyfle i ddisgyblion brwdfrydig ddatblygu eu diddordebau y tu hwnt i’r ysgol.
Yn y mwyafrif o ysgolion yr ymwelwyd â nhw, mae trefniadau systematig ar waith i fonitro gwaith yr adran addysg gorfforol.
Fodd bynnag, mewn lleiafrif sylweddol o ysgolion, mae diffyg manylion mewn adolygiadau hunanarfarnu ac nid ydynt yn darparu sylfaen dda ar gyfer gwella, yn bennaf am nad yw arweinwyr a rheolwyr yn dadansoddi safonau neu’n monitro addysgu mewn modd digon trylwyr.
However, too often there has not been a close enough link with local clubs and organisations, which could offer enthusiastic pupils a chance to develop their interests after and beyond school.
In the majority of schools visited, there are systematic arrangements to monitor the work of the physical education department.
However, in a significant minority of schools, self-evaluation reviews lack detail and do not provide a good basis for improvement, mainly because leaders and managers do not analyse standards or monitor teaching in a robust enough manner.

25. Prif ganfyddiadau Main findings
In the majority of schools visited, professional development arrangements reflect school and departmental priorities.
Only a minority of local authorities provide good advisory support for physical education departments.
In a significant minority of schools, the lack of strong advisory support narrows the context of professional dialogue and this can also prevent schools from observing good practice elsewhere.
Yn y mwyafrif o ysgolion yr ymwelwyd â nhw, mae trefniadau datblygiad proffesiynol yn adlewyrchu blaenoriaethau’r ysgol a rhai adrannol.
Lleiafrif yn unig o awdurdodau lleol sy’n rhoi cymorth ymgynghorol da i adrannau addysg gorfforol.
Mewn lleiafrif sylweddol o ysgolion, mae’r diffyg cymorth ymgynghorol cryf yn cyfyngu cyd-destun y ddeialog broffesiynol, a gall hyn hefyd atal ysgolion rhag arsylwi arfer dda mewn mannau eraill.

26. Prif ganfyddiadau Main findings
Yn y mwyafrif o ysgolion, mae’r adeiladau, yn cynnwys caeau chwarae a chyfleusterau dan do, yn dda ac yn darparu lleoliad addas ar gyfer addysgu a dysgu effeithiol.
Fodd bynnag, mae diffygion pwysig yn ansawdd yr adeiladau mewn lleiafrif sylweddol o ysgolion, sy’n amharu ar gynnydd disgyblion mewn addysg gorfforol.
Mae’r rhain yn cynnwys lle cyfyngedig dan do, campfa ag adnoddau gwael, cyfleusterau newid anaddas, a chaeau chwarae wedi’u draenio’n wael neu sy’n cael eu cynnal yn wael.
In the majority of schools, accommodation, including playing fields and indoor facilities, is good and provides a suitable setting for effective teaching and learning.
However, there are important shortcomings in the quality of accommodation in a significant minority of schools that impede pupils’ progress in physical education.
These include limited indoor space, poorly-equipped gymnasia, unsuitable changing facilities, and badly-drained or poorly-maintained playing fields.

27. Argymhellion Recommendations
To improve standards of physical education at key stage 3 and key stage 4
Physical education departments should:
make sure that lessons provide suitable opportunities for pupils to keep physically active and engage in sustained physical activity;
develop pupils’ wider skills, including communication, numeracy, thinking, leadership and evaluative skills, without detracting from subject-specific skill development;
I wella safonau addysg gorfforol yng nghyfnod allweddol 3 a chyfnod allweddol 4
Dylai adrannau addysg gorfforol:
sicrhau bod gwersi’n cynnig cyfleoedd addas i ddisgyblion gadw’n gorfforol egnïol ac ymgymryd â gweithgarwch corfforol cynaliadwy;
datblygu medrau ehangach disgyblion, yn cynnwys medrau cyfathrebu, rhifedd, meddwl, arweinyddiaeth a medrau arfarnol, heb amharu ar ddatblygiad medrau sy’n bwnc benodol;

28. Argymhellion Recommendations
offer learning activities that will enable pupils of all abilities to make progress and, in particular, provide suitable challenge for more able key stage 3 pupils;
develop engaging, and appropriately challenging, adventurous activities programmes at key stage 3;
develop systematic assessment, target-setting and tracking arrangements for key stage 3 and for key stage 4 non-examination programmes; and
strengthen self-evaluation and improvement planning arrangements.
cynnig gweithgareddau dysgu a fydd yn galluogi disgyblion o bob gallu i wneud cynnydd, ac yn benodol, cynnig her addas i ddisgyblion mwy galluog yng nghyfnod allweddol 3;
datblygu rhaglenni gweithgareddau anturus difyr, sy’n briodol o heriol, yng
nghyfnod allweddol 3;
datblygu trefniadau systematig ar gyfer asesu, gosod targedau ac olrhain cynnydd ar gyfer rhaglenni yng nghyfnod allweddol 3, a rhaglenni heb arholiadau yng nghyfnod allweddol 4; a
chryfhau trefniadau hunanarfarnu a chynllunio gwelliant.

29. Argymhellion Recommendations
Local authorities should:
improve support and advice for physical education practitioners and promote best practice;
use the 5x60 initiative to promote more effective links with local clubs and organisations to promote healthy lifestyles and lifelong participation in sport and physical recreation; and
secure greater accuracy and consistency in judging National Curriculum levels at key stage 3.
Dylai awdurdodau lleol:
wella’r cymorth a’r cyngor ar gyfer ymarferwyr addysg gorfforol a hyrwyddo arfer orau;
defnyddio menter 5x60 i hyrwyddo cysylltiadau mwy effeithiol gyda chlybiau a sefydliadau lleol i hyrwyddo ffyrdd iach o fyw a chyfranogiad gydol oes mewn chwaraeon a hamdden gorfforol; a
sicrhau cywirdeb a chysondeb gwell wrth farnu lefelau’r Cwricwlwm Cenedlaethol yng nghyfnod allweddol 3.

30. Argymhellion Recommendations
Dylai Llywodraeth Cymru:
ystyried y ffordd orau o gynnal arfer ac effaith dda menter AGChY a menter 5x60.
The Welsh Government should:
consider how best to sustain the good practice and impact of the PESS and 5x60 initiatives.

31. Arfer orau Best practice
Mae’r adroddiad yn disgrifio chwe astudiaeth achos:
Ysgol Gyfun Radyr, Caerdydd – Disgyblion Blwyddyn 7 yn dadansoddi thema yn effeithiol er mwyn creu a mireinio eu dilyniannau dawns.
Ysgol Uwchradd Darland, Wrecsam – Disgyblion Blwyddyn 11 yn cynllunio sesiynau ffitrwydd da yn seiliedig ar sgiliau.
Mae Ysgol Uwchradd Cwmcarn, Caerffili – Disgyblion Blwyddyn 8 yn datblygu eu sgiliau pwnc penodol a chyfathrebu yn eu gwersi athletau.
The report describes six case studies:
Radyr High School, Cardiff – Year 7 pupils interpreting a theme effectively to create and refine their dance sequences.
Darland High School, Wrexham – Year 11 pupils planning well-designed skill-related fitness sessions.
Cwmcarn High School, Caerphilly – Year 8 pupils developing their subject-specific and communication skills in an athletics lesson.

32. Arfer orau Best practice
Ysgol Gyfun Maesteg, Pen-y-bont ar Ogwr – Disgyblion Blwyddyn 10 yn arddangos sgiliau arwain effeithiol.
Ysgol Gyfun Gymunedol Cwrt Sart, Castell-nedd Port Talbot- Disgyblion BTEC Blwyddyn 10 yn trefnu cyfres o weithgareddau i ddisgyblion Blwyddyn 6 fel rhan o’r fenter AGchY a’r rhaglen Pobl ifanc egnïol.
Mae gan Ysgol Gyfun Porthcawl, Pen-y-bont ar Ogwr – Disgyblion Blwyddyn 7 yn cymryd rhan mewn cwrs syrffio achub bywyd fel rhan o raglen gweithgareddau anturus yr ysgol.
Maesteg Comprehensive School, Bridgend – Year 10 pupils demonstrating effective leadership skills.
Cwrt Sart Community Comprehensive school, Neath Port Talbot – Year 10 BTEC pupils organising a range of activities for Year 6 pupils as part of the PESS initiative and Active Young People programme.
Porthcawl Comprehensive School, Bridgend – Year 7 pupils taking part in a surf life-saving course as part of the school’s adventurous activities programme. 

33. 10 cwestiwn i ddarparwyr 10 questions for providers
How can we make sure PE lessons provide suitable opportunities to be physically active and engage in sustained physical activity?
How can we develop pupils’ wider skills, including communication, numeracy and thinking, leadership and evaluative skills?
How can we develop pupils’ subject-specific skills and ensure that all skills development in PE provides better progression?
Sut gallwn ni wneud yn siŵr bod ein gwersi AG yn cynnig cyfleoedd addas i ddisgyblion gadw’n gorfforol egnïol ac ymgymryd â gweithgarwch corfforol cynaliadwy?
Sut gallwn ni ddatblygu medrau ehangach disgyblion, yn cynnwys medrau cyfathrebu, rhifedd, meddwl, arweinyddiaeth a medrau gwerthuso?
Sut gallwn ni ddatblygu medrau pwnc penodol y disgyblion a sicrhau bod holl ddatblygiad medrau mewn AG yn darparu gwell dilyniant?

34. 10 cwestiwn i ddarparwyr 10 questions for providers
How do we plan learning activities effectively to make sure pupils of all abilities make progress and, in particular, provide suitable challenge for more able and talented pupils?
How can we modify our curriculum arrangements to engage and motivate girls’ more successfully?
How can we improve the quality of the key stage 3 PE curriculum to make sure that pupils have the opportunity to participate in engaging and appropriately challenging adventurous activities?
Beth sydd angen i ni wneud i sicrhau bod y gweithgareddau dysgu a gynigir gennym yn helpu disgyblion o bob gallu i wneud cynnydd ac yn benodol yn cynnig her ddigonol i ddisgyblion mwy galluog a dawnus?
Sut gallwn ni addasu ein trefniadau i’r cwricwlwm i gymell a chynnal diddordeb merched?
Sut gallwn ni wella ansawdd cwricwlwm AG cyfnod allweddol 3 i sicrhau bod disgyblion yn cael y cyfle i gyfranogi mewn gweithgareddau anturus diddorol sy’n cynnig her briodol?

35. 10 cwestiwn i ddarparwyr 10 questions for providers
How can we strengthen our links with partner primary schools to improve the quality of information about pupils’ abilities and interests in physical education?
How effective is our school at coordinating work across subject areas to develop pupils’ awareness and understanding of healthy lifestyles?
Sut gallwn ni gryfhau ein cysylltiadau â’n hysgolion cynradd yn y clwstwr o ran rhannu gwybodaeth am alluoedd a diddordebau disgyblion mewn addysg gorfforol?
Pa mor effeithiol yw ein hysgol ni yn cydlynu gwaith ar draws meysydd pwnc i ddatblygu ymwybyddiaeth y disgyblion o ffyrdd iach o fyw?

36. 10 cwestiwn i ddarparwyr 10 questions for providers
How well do we assess, set targets and track the progress of KS3 pupils, and those KS4 pupils who follow non-examination programmes?
Do we analyse the standards pupils achieve and monitor the quality of teaching robustly enough in our self-evaluation reviews?
Pa mor dda ydyn ni’n asesu, gosod targedau ac olrhain cynnydd disgyblion CA3, neu’r disgyblion hynny yn CA4 sy’n dilyn rhaglenni heb arholiadau?
A ydyn ni’n dadansoddi safonau disgyblion ac yn monitro’r addysgu’n ddigon cadarn yn ein hadolygiadau hunanarfarnu?

37. http://www. estyn. gov. uk/download/publication/235817

38. Cwestiynau... Questions…