1. Saesneg yng nghyfnodau allweddol 2 a 3 English in key stages 2 and 3

2. Cefndir Background
Mae’r adroddiad yn archwilio safonau Saesneg fel pwnc yng nghyfnodau allweddol 2 a 3 ac yn cynnwys astudiaethau achos o arfer orau. Mae’r adroddiad yn cyfeirio at Saesneg mewn ysgolion cynradd ac uwchradd cyfrwng Cymraeg a Saesneg.
Mae llefaredd (siarad a gwrando), darllen ac ysgrifennu yn ganolog i ddysgu disgyblion, yn hanfodol i ddysgu Saesneg ac i lwyddiant yn holl feysydd y cwricwlwm.
The report examines standards of English as a subject in key stages 2 and 3 and includes case studies of best practice. The report refers to English in both English and Welsh-medium primary and secondary schools.
Oracy (speaking and listening), reading and writing are at the heart of pupils’ learning, vital to the learning of English and to success in all areas of the curriculum.

3. Cefndir Background
Yng nghyfnodau allweddol 2 a 3, mae’r rhan fwyaf o ddisgyblion wedi symud ymhellach na’r angen i gaffael medrau darllen cychwynnol ac wedi dysgu medrau ysgrifennu annibynnol.
Wrth i ddisgyblion ddod yn ddarllenwyr mwy effeithiol, mae angen iddynt ddeall bod gwahanol fathau o ddarllen, fel darllen er pleser neu gyfarwyddyd. Mae angen iddynt ddod yn fwy dadansoddol ynghylch testunau a datblygu a mireinio strategaethau gwahanol a elwir yn fedrau darllen lefel uwch.
At key stages 2 and 3, most pupils have moved beyond the need to acquire initial reading skills and have gained independent writing skills.
As pupils become more effective readers they need to understand that there are different types of reading, such as reading for pleasure or instruction. They need to become more analytical about texts and develop and refine different strategies known as higher-order reading skills.

4. Cefndir Background
Wrth i ddisgyblion ddatblygu’n fwy medrus wrth ysgrifennu, mae angen iddynt ddysgu am ysgrifennu mewn ffurfiau gwahanol ac at ddibenion a chynulleidfaoedd gwahanol, yn ogystal â chynyddu’u gwybodaeth am sillafu, atalnodi a gramadeg.
Roedd yr arolwg yn cynnwys ymweliadau ag 20 o ysgolion, dadansoddi data asesiadau athrawon, tystiolaeth arolygu ac ymchwil ddiweddar.
As pupils become more proficient at writing, they need to learn about writing in different forms and for different purposes and audiences as well as to further their knowledge of spelling, punctuation and grammar.
The survey included visits to 20 schools, the analysis of teacher assessment data, inspection evidence and recent research.

5. Prif ganfyddiadau Main findings
Yn y rhan fwyaf o wersi yng nghyfnod allweddol 2 ac mewn mwyafrif o wersi yng nghyfnod allweddol 3, mae disgyblion yn cyflawni safonau da mewn Saesneg.
Dim ond mewn ychydig o ysgolion cynradd ac uwchradd y mae safonau rhagorol, lle mae disgyblion yn darllen ac yn ymateb yn dda iawn i ystod eang o destunau ag ystyron cymhleth. Mae’r disgyblion hyn yn defnyddio medrau darllen lefel uwch fel rhesymu a dod i gasgliad yn hyderus, a dangosant ddawn, gwreiddioldeb a chywirdeb yn eu gwaith ysgrifenedig.
In most lessons in key stage 2 and in a majority of lessons in key stage 3, pupils achieve good standards in English.
There are excellent standards in only a few primary and secondary schools where pupils read and respond very well to a wide range of texts with complex meanings. These pupils use higher-order reading skills such as inference and deduction confidently, and they display flair, originality and accuracy in their written work.

6. Prif ganfyddiadau Main findings
Mewn lleiafrif o ysgolion cynradd yng nghyfnod allweddol 2, lle barnwyd bod safonau’n ddigonol, mae gormod o ddisgyblion nad ydynt yn darllen yn rhugl am eu hoed, nac yn darllen gyda dealltwriaeth.
Mae gwendidau yn ysgrifennu disgyblion yn y ddau gyfnod allweddol, gan gynnwys diffyg ysgrifennu annibynnol disgyblion iau (cyfnod allweddol 2) ac ysgrifennu estynedig cyfyngedig, yn enwedig gan ddisgyblion hŷn (cyfnodau allweddol 2 a 3).
In a minority of primary schools in key stage 2, where standards are judged as adequate, too many pupils do not read fluently for their age and with understanding.
There are weaknesses in pupils’ writing in both key stages, including younger pupils’ lack of independent writing (key stage 2) and limited extended writing particularly by older pupils (key stages 2 and 3).

7. Prif ganfyddiadau Main findings
Mewn lleiafrif sylweddol o ysgolion uwchradd, digonol yw safonau mewn gwersi Saesneg. Nid yw disgyblion  yn darllen nac yn ysgrifennu’n ddigon da. Nid yw’r hyder ganddynt, ac nid oes ganddynt ddealltwriaeth sicr o’r hyn maent wedi’i ddarllen. Yn yr ysgolion hyn, nid yw disgyblion yn deall y broses ysgrifennu, gan gynnwys golygu gwaith er mwyn gwella’r cynnwys. Mae eu gwaith ysgrifenedig yn fyr yn aml, ac yn cynnwys ystod gul o arddulliau a dibenion, ac mae gormod o gamgymeriadau atalnodi a sillafu ynddo.
In a significant minority of secondary schools, standards in English lessons are adequate. Pupils do not read or write well enough. They lack confidence and do not have a secure understanding of what they have read. In these schools, pupils lack an understanding of the writing process, including editing work to improve the content. Their written work is often short, featuring a narrow range of styles and purposes, and has too many punctuation and spelling errors.

8. Prif ganfyddiadau Main findings
Mae gwallau sillafu, atalnodi a gramadeg yn parhau i amharu ar ansawdd yr ysgrifennu mewn mwyafrif o ysgolion cynradd ac uwchradd. Nid oes digon o bwyslais ar ddisgyblion yn dysgu a defnyddio ystod eang o strategaethau sillafu. Mae’n bwysig i ysgolion gytuno ar sut i addysgu sillafu, atalnodi a gramadeg a darparu cysondeb yn eu dulliau, fel addysgu rheolau a strategaethau sillafu.
Inaccuracies in spelling, punctuation and grammar continue to mar the quality of writing in a majority of primary and secondary schools. There is not enough emphasis on pupils learning and using a wide range of spelling strategies. It is important for schools to agree how to teach spelling, punctuation and grammar and provide consistency in their approaches, such as teaching spelling rules and strategies.

9. Prif ganfyddiadau Main findings
Mae cyfran y disgyblion yng nghyfnodau allweddol 2 a 3 sy’n cyflawni’r lefel ddisgwyliedig neu uwch mewn asesiadau athrawon wedi cynyddu er 2008, ac mae cynnydd wedi cyflymu er 2011 yn y ddau gyfnod allweddol. Mae cyfradd y gwelliant wedi bod yn gyflymach yng nghyfnod allweddol 3 nag yng nghyfnod allweddol 2.
Mae safonau ysgrifennu yn dangos gwelliant er 2008, ond mae safonau yn parhau’n is mewn llefaredd a darllen yn y ddau gyfnod allweddol.
The proportion of pupils in key stages 2 and 3 attaining the expected level or above in teacher assessments has increased since 2008 and progress has accelerated since 2011 in both key stages. The rate of improvement has been faster in key stage 3 than in key stage 2.
Standards of writing show improvement since 2008, but standards remain lower than in oracy and reading in both key stages.

10. Prif ganfyddiadau Main findings
Nid yw’r rhan fwyaf o ddisgyblion sy’n cael hawlio prydau ysgol am ddim (PYDd) yn cyflawni gystal yn Saesneg â’u cyfoedion nad ydynt yn cael PYDd. Mae’r bwlch mewn perfformiad yn mynd yn fwy o’r Cyfnod Sylfaen i gyfnod allweddol 4.
Nid yw disgyblion mwy abl a bechgyn yn cyflawni gystal ag y gallent yn aml, yn enwedig yng nghyfnod allweddol 3.
Er bod tuedd o wella, mae’r gyfradd cynnydd yn rhy araf o hyd i ddisgyblion yng Nghymru ddal i fyny â disgyblion yn Lloegr, yr Alban a Gogledd Iwerddon.
Most pupils entitled to free school meals (FSM) do not attain as well as their non-FSM peers in English. The gap in performance widens from Foundation Phase to key stage 4.
More able pupils and boys often do not attain as well as they could, particularly in key stage 3.
Despite an improving trend, the rate of progress is still too slow for pupils in Wales to catch-up with pupils in England, Scotland and Northern Ireland.

11. Prif ganfyddiadau Main findings
Mae ansawdd yr addysgu a’r asesu mewn Saesneg yn dda neu’n well mewn mwyafrif o ysgolion cynradd ac uwchradd. Mae hyn yn debyg i’n canfyddiadau dros bum mlynedd yn ôl fwy neu lai.
Nid yw addysgu ysgrifennu wedi’i ddatblygu’n ddigonol mewn lleiafrif o ysgolion uwchradd. O ganlyniad, nid yw disgyblion yn gallu trosglwyddo medrau darllen ac ysgrifennu i’w gwaith mewn pynciau eraill.
Mae gormod o farcio gwael o hyd o ran gwaith ysgrifenedig disgyblion yn y ddau gyfnod allweddol.
The quality of teaching and assessment of English is good or better in a majority of primary and secondary schools. This is broadly similar to our findings over five years ago.  
The teaching of writing is underdeveloped in a minority of secondary schools. As a result, pupils cannot transfer reading and writing skills to their work in other subjects.
There is still too much poor marking of pupils’ written work in both key stages.

12. Prif ganfyddiadau Main findings
Mae olrhain cynnydd disgyblion mewn Saesneg mewn ysgolion cynradd ac uwchradd wedi gwella, ond nid yw mwyafrif o ysgolion yn gweithredu strategaethau ‘asesu ar gyfer dysgu’ yn ddigon cyson nac yn ddigon effeithiol.
Ledled Cymru, caiff dibynadwyedd a dilysrwydd asesiadau athrawon statudol eu heffeithio gan wendidau yn y trefniadau ar gyfer safoni a chymedroli barnau athrawon.
The tracking of pupils’ progress in English in primary and secondary schools has improved but a majority of schools do not implement ’assessment for learning’ strategies consistently or effectively enough.
Across Wales, the reliability and validity of statutory teacher assessments are affected by weaknesses in arrangements for the standardisation and moderation of teachers’ judgements.

13. Prif ganfyddiadau Main findings
Rhoddir blaenoriaeth uchel i Saesneg yng nghwricwlwm bron pob ysgol yng nghyfnodau allweddol 2 a 3. Yn gyffredinol, mae ysgolion yn neilltuo digon o amser ar gyfer addysgu Saesneg ac mae cynllunio’r cwricwlwm yn dda yn gyffredinol mewn mwyafrif o ysgolion cynradd ac uwchradd.
Mewn lleiafrif sylweddol o ysgolion cynradd ac uwchradd, nid yw cynlluniau’n rhoi digon o sylw i fedrau darllen ar gyfer deall ac ysgrifennu deunydd anllenyddol. Nid oes cydbwysedd da o destunau naratif anllenyddol a llenyddol.
English has a high priority in the curriculum of almost all schools in key stages 2 and 3. Generally, schools allocate enough time for teaching English and curriculum planning is generally good in a majority of primary and secondary schools.
In a significant minority of primary and secondary schools, plans do not give enough attention to the skills of reading for comprehension and writing non-literary material. There is not a good balance of non-literary and literary narrative texts.  

14. Prif ganfyddiadau Main findings
A majority of primary schools and a minority of secondary schools have good quality improvement systems. However, there are weaknesses in the improvement plans of a minority of schools, such as lacking enough detail and quantitative success criteria to judge the effect of actions on standards of English.
Mae systemau gwella o ansawdd da gan fwyafrif o ysgolion cynradd a lleiafrif o ysgolion uwchradd. Fodd bynnag, mae gwendidau yng nghynlluniau gwella lleiafrif o ysgolion, fel diffyg manylder digonol a meini prawf llwyddo meintiol i farnu effaith camau gweithredu ar safonau Saesneg.

15. Prif ganfyddiadau Main findings
Support for pupils with additional learning needs (ALN) and English as an additional language (EAL) continue to be strong features of the work of most primary and secondary schools.
Effective transitional arrangements are lacking in a minority of primary schools and secondary schools and they are poor in a few. This affects pupils’ progress in English from key stage 2 to key stage 3.
Mae cymorth ar gyfer disgyblion ag anghenion dysgu ychwanegol (ADY) a disgyblion sy’n dysgu Saesneg fel iaith ychwanegol (SIY) yn parhau’n nodweddion cadarn yng ngwaith y rhan fwyaf o ysgolion cynradd ac uwchradd.
Mae diffyg trefniadau pontio effeithiol mewn lleiafrif o ysgolion cynradd ac ysgolion uwchradd, ac maent yn wael mewn ychydig o ysgolion. Mae hyn yn effeithio ar gynnydd disgyblion mewn Saesneg o gyfnod allweddol 2 i gyfnod allweddol 3.

16. Prif ganfyddiadau Main findings
Mae arweinyddiaeth dda mewn llawer o ysgolion cynradd ac uwchradd. Yn yr ysgolion uwchradd, mae’r uwch arweinwyr gorau yn rhoi blaenoriaeth yr un mor uchel i safonau yng nghyfnod allweddol 3 ag yng nghyfnod allweddol 4.
At ei gilydd, mae systemau gwella o ansawdd da gan fwyafrif o ysgolion cynradd a lleiafrif o ysgolion uwchradd. Mae gwendidau yng nghynlluniau gwella lleiafrif o ysgolion, gan nad ydynt yn cynnwys digon o fanylion a meini prawf llwyddo meintiol.
Many primary and secondary schools have good leadership. In secondary schools, the best senior leaders put as high a priority on standards in key stage 3 as in key stage 4.
Overall, a majority of primary schools and a minority of secondary schools have good quality improvement systems. There are weaknesses in the improvement plans of a minority of schools, which lack enough detail and quantitative success criteria.

17. Argymhellion Recommendations
Dylai ysgolion cynradd ac ysgolion uwchradd:
barhau i ganolbwyntio ar godi safonau ysgrifennu annibynnol ac ysgrifennu estynedig disgyblion, gan roi sylw manwl i gynnwys, mynegiant a chywirdeb;
parhau i wella gallu disgyblion i ddarllen er gwybodaeth a defnyddio medrau darllen lefel uwch;
mynd i’r afael â thanberfformiad disgyblion sy’n cael hawlio PYDd mewn Saesneg:
darparu gwaith heriol mewn Saesneg i ymestyn pob disgybl, yn enwedig y rhai mwy abl;
Primary and secondary schools should:
continue to focus on raising standards of pupils’ independent and extended writing, giving close attention to content, expression and accuracy;
continue to raise pupils’ ability to read for information and use higher-order reading skills;
tackle the underperformance of pupils entitled to FSM in English;
provide challenging work in English to stretch all pupils, particularly the more able;

18. Argymhellion Recommendations
cytuno sut i addysgu sillafu, atalnodi a gramadeg a darparu cysondeb mewn dulliau, fel addysgu rheolau a strategaethau sillafu;
gwella arferion ‘asesu ar gyfer dysgu’ a marcio gwaith disgyblion;
cyflawni cydbwysedd gwell rhwng deunydd llenyddol ac anllenyddol a chwmpasu pob un o’r saith genre ysgrifennu;
gweithio gydag ysgolion eraill i rannu arferion safoni a chymedroli effeithiol; a
rhannu mwy o wybodaeth i gynorthwyo pontio disgyblion i’r ysgol uwchradd.
agree how to teach spelling, punctuation and grammar and provide consistency in approaches, such as teaching spelling rules and strategies;
improve ’assessment for learning’ practices and the marking of pupils’ work;
achieve a better balance of literary and non-literary material and cover all seven writing genres;
work with other schools to share effective standardisation and moderation practices; and
share more information to aid pupils’ transition to secondary school.

19. Argymhellion Recommendations
Yn ogystal, dylai ysgolion uwchradd:
wella addysgu ysgrifennu fel proses, gan annog disgyblion i gynllunio, adolygu, golygu a gwella eu gwaith eu hunain; a
gwneud mwy o ddefnydd o lefaredd cyn darllen ac ysgrifennu.
Dylai Llywodraeth Cymru:
wella dibynadwyedd a dilysrwydd asesiadau athrawon drwy adolygu meini prawf asesu a chyflwyno safoni allanol yng nghyfnod allweddol 2 a chyfnod allweddol 3.
In addition, secondary schools should:
improve the teaching of writing as a process, encouraging pupils to plan, review, edit and improve their own work; and
make more use of oracy prior to reading and writing.
The Welsh Government should:
improve the reliability and validity of teacher assessment by reviewing assessment criteria and introducing external moderation at key stage 2 and key stage 3.

20. Arfer orau / Best practice
Mae arferion addysgu ac asesu rhagorol yn Ysgol Gynradd Glan Wysg, Casnewydd yn sicrhau safonau uchel ar gyfer disgyblion
Caiff system asesu ac olrhain strwythuredig a systematig ei gweithredu’n gyson, ac mae’r staff yn defnyddio strategaethau asesu ar gyfer dysgu yn effeithiol iawn.
Mae gallu disgyblion ar gyfer hunanasesu ac asesu cyfoedion yn gadarn, ac mae hyn yn eu helpu i ddeall nodau dysgu a meini prawf asesu.
Mae systemau cadarn ar gyfer safoni a chymedroli gwaith disgyblion yn sicrhau bod barnau ynglŷn â pherfformiad disgyblion yn gywir a chyson.
Mae dadansoddi data yn drwyadl yn cael effaith uniongyrchol ar ddarpariaeth ac wedi arwain at welliannau mesuradwy.
Mae safonau Saesneg yn sylweddol uwch na chyfartaleddau’r teulu, yr awdurdod lleol a Chymru. Mae perfformiad disgyblion sy’n cael hawlio PYDd a disgyblion nad ydynt yn cael PYDd yn gydradd.
Excellent teaching and assessment practices in Glan Usk Primary School, Newport secure high standards for pupils
A structured and systematic assessment and tracking system is implemented consistently and staff use assessment for learning strategies very effectively.
Pupils’ capacity for self and peer assessment is strong, which helps them understand learning goals and assessment criteria.
Robust systems of standardisation and moderation of pupils’ work ensure judgements about pupils’ performance are accurate and consistent.
Rigorous data analysis has a direct impact on provision and has led to measurable improvements.
Standards of English are significantly above the family, local authority and Welsh averages. There is parity in the performance of pupils entitled to FSM and non-FSM pupils.

21. Arfer orau Best practice
Mae arweinyddiaeth ragorol yn sicrhau safonau uchel yn Saesneg ar gyfer disgyblion yn Ysgol Gymunedol Cwmtawe, Abertawe.
Mae gan yr ysgol ddiwylliant cadarn o welliant parhaus. Rhoddir blaenoriaeth uchel i Saesneg yn yr ysgol ac mae’n adran bwnc lwyddiannus iawn.
Mae cynllun gwaith cynhwysfawr yn darparu cydbwysedd da rhwng gwaith llenyddol ac anllenyddol a rhoddir cyfleoedd i ddisgyblion ddatblygu’u medrau mewn cynllunio, drafftio a golygu gwaith.
Mae’r staff yn defnyddio ystod o ddulliau addysgu a dysgu yn llwyddiannus iawn ac yn pwysleisio strategaethau llefaredd ac asesu ar gyfer dysgu.
Mae system data ac olrhain disgyblion sefydledig ac effeithiol iawn wedi’i hymgorffori ar draws yr ysgol.
Mae tuedd gref am i fyny ym mherfformiad disgyblion mewn Saesneg ar y lefel ddisgwyliedig (o 65% i 83%). Mae safonau ar y lefelau 6, 7 ac 8 uwch ymhell uwchlaw cyfartaledd y teulu a’r cyfartaledd cenedlaethol fel arfer. Mae perfformiad yng nghyfnod allweddol 4 yn rhagorol.
Excellent leadership secures high standards in English for pupils in Cwmtawe Community School, Swansea.
The school has a strong culture of continuous improvement. English has a high priority in the school and is a very successful subject department.
 A comprehensive scheme of work provides a good balance between literary and non-literary work with opportunities for pupils to develop their skills in planning, drafting and editing work.
Staff use a range of teaching and learning approaches very successfully and emphasise oracy and assessment for learning strategies.
A long established and highly effective pupil data and tracking system is embedded throughout the school.  
There is a strong rising trend in pupils’ performance in English at the expected level (from 65% to 83%). Standards at the higher levels 6, 7 and 8 are usually well above family and national averages. Performance in key stage 4 is excellent.

22. 10 cwestiwn i ddarparwyr 10 questions for providers
Pa mor dda y mae grwpiau o ddisgyblion, gan gynnwys y rhai sy’n cael PYDd, disgyblion mwy abl a bechgyn, yn cyflawni mewn Saesneg? Sut ydyn ni’n gwybod?
Pa mor dda yw medrau darllen lefel uwch disgyblion a lefelau dealltwriaeth? Sut ydyn ni’n gwybod?
A yw ein disgyblion iau yng nghyfnod allweddol 2 yn dysgu’r medrau ysgrifennu annibynnol sydd eu hangen arnynt?
A yw disgyblion hŷn yng nghyfnod allweddol 2 a 3 yn mynd ati’n ddigon rheolaidd i ysgrifennu’n estynedig er mwyn datblygu eu medrau a’u stamina mewn ysgrifennu?
How well do groups of pupils, including those receiving FSM, more able pupils and boys, achieve in English? How do we know?
How good are pupils’ higher-order reading skills and levels of comprehension? How do we know?
Do our younger pupils in key stage 2 gain the independent writing skills they need?
Do older pupils in key stage 2 and pupils in key stage 3 engage regularly enough in extended writing in order to develop their skills and stamina in writing?

23. 10 cwestiwn i ddarparwyr 10 questions for providers
A ydyn ni’n addysgu sillafu, atalnodi a gramadeg yn gyson?
A ydyn ni’n rhoi strategaethau ‘asesu ar gyfer dysgu’ ar waith yn ddigon cyson ac effeithiol?
A ydyn ni’n cyflawni cydbwysedd rhwng deunydd llenyddol ac anllenyddol ac yn cwmpasu pob un o’r saith genre ysgrifennu yn ein cynllunio?
A yw ein harferion safoni a chymedroli yn gadarn ac effeithol?
A oes gennym drefniadau pontio effeithiol ar waith?
Do we teach spelling, punctuation and grammar consistently?
Do we implement ’assessment for learning’ strategies consistently and effectively enough?
Do we achieve a balance of literary and non-literary material and cover all seven writing genres in our planning?
Are our standardisation and moderation practices robust and effective?
Do we have effective transitional arrangements in place?

24. Gwe-ddolen i’r adroddiad llawn Web-link to full report

25. Cwestiynau...
Questions…