Mae’r cylchlythyr hysbysu tymhorol wedi’i gynllunio i hysbysu ysgolion a’u cyrff llywodraethu o ymgynghoriadau a dogfennau a gaiff eu hanfon i ysgolion. Bydd hyn yn helpu ysgolion i flaengynllunio ac i reoli eu llwyth gwaith.
Nod yr adroddiad yw rhestru’r holl ddogfennau yr anfonodd y Gweinidog at benaethiaid yng Nghymru yn y flwyddyn academaidd flaenorol (2008-09). Y nod yw rhoi’r holl ganllawiau mewn un adroddiad er mwyn bod yn gyfeirbwynt brys i ysgolion a’u cyrff llywodraethu.
Enillodd 59 y cant o ddisgyblion 15 mlwydd oed y trothwy lefel 2, 1 pwynt canran yn uwch nag yn 2007/08; Roedd 2 y cant heb ennill unrhyw gymhwyster cydnabyddedig. Enillodd 95 y cant o’r disgyblion (17 mlwydd oed) a gofrestrwyd ar gyfer 2 Safon Uwch neu gyfwerth y trothwy Lefel 3, 1 pwynt canran yn uwch nag yn 2007/08.
Methwyd 9.0 y cant o sesiynau (hanner diwrnod) drwy absenoldeb gydag awdurdod a heb awdurdod, dim gostyngiad o 2007/08. Methwyd 1.7 y cant o sesiynau (hanner diwrnod) drwy absenoldeb heb awdurdod, gostyngiad o'r 1.8 y cant yn 2007/08. Roedd gan ferched gyfradd uwch o absenoliaeth mewn cyfanswm, ond roedd gan y ddau ryw'r un gyfradd o absenoliaeth heb awdurdod. Roedd ychydig dros i 7,000 o ddisgyblion (4.0 y cant) heb unrhyw absenoldeb o ysgolion uwchradd a gynhelir.
Mae’r rhifyn hwn yn cynnwys: Bagloriaeth Cymru – y gwaith cyflwyno yn mynd rhagddo, Cronfa Ddata o Gymwysterau Cymeradwy yng Nghymru, Defnyddio Gyrfa Cymru Ar-lein, Llwybrau Dysgu 14-19 – ffilm Diogelwch ar y Ffyrdd (COW) a Datblygu Adnoddau Moodle E-ddysgu yn Strategol ac yn Rhanbarthol.
Cyhoeddodd Jane Hutt, y Gweinidog Addysg ei bod yn cymeradwyo rhyddhau £14.3 miliwn gan Gyngor Cyllido Addysg Uwch Cymru (CCAUC) i gefnogi uno Prifysgol Cymru Llanbedr a Choleg y Drindod.
Trafodwyd yr agenda weddnewid ar gyfer addysg ôl-16 ac Adroddiad drafft y Pwyllgor ar drefniadau ariannu ysgolion - Ymchwiliad dilynol. Mae’r papurau a’r agenda ar safle we y Cynulliad Cenedlaethol.
Papurau. Agenda.
(Yn anffodus, nid yw'r erthyglau ar gael yn ddwyieithog)
Who inspires young people in Wales in Learning for Life? Martin Luther King, Florence Nightingale, Joe Callaghan, Helen Keller and Nelson Mandela featured prominently in the 2009 Learning for Life Values Poster Awards. Schools, colleges, WBL providers and youth community groups are invited to be involved in this innovative, free programme for 2009/2010.
Contact the Wales Office by email.
This circular informs institutions of amendments to the application procedures and assessment processes for proposals to the Reconfiguration and Collaboration Fund and Strategic Development Fund, which are to operate from September 2009 until further notice.
This circular sets out for consultation proposed changes to HEFCW funding arrangements. The proposals respond to the Welsh Assembly Government’s remit to HEFCW to increase the strategic use of core funding. Responses are invited by Friday, 6 November 2009.
(Yn anffodus, nid yw'r erthyglau ar gael yn ddwyieithog)
World Teachers’ Day, held annually on 5 October since 1994, commemorates the anniversary of the signing in 1966 of the UNESCO/ILO Recommendation Concerning the Status of Teachers. It is an occasion to celebrate the essential role of teachers in providing quality education at all levels.
This edition includes news on changes: to Ofsted itself, to inspections of early years provision and of learning and skills. There are featured reports on family learning, exclusions of young children, the 14-19 education reforms and changes to the Key Stage 3 curriculum.
What should children and young people learn? The Qualifications and Curriculum Development Agency (QCDA) describes the curriculum as “the entire planned learning experience of a young person”, which includes skills, values and personal development in addition to what is to be taught and learnt. But what does this mean in practice?
Twenty outstanding primary schools: excelling against the odds examines a sample of primary schools, including infant and junior schools, which provide great service to highly disadvantaged communities in different parts of the country. As in the previous report, patterns emerge which indicate how these consistently outstanding schools achieved success, how they sustain it, and the extent to which they share their expertise with other schools or with the system at large.
