{"id":13648,"date":"2026-06-16T09:09:40","date_gmt":"2026-06-16T09:09:40","guid":{"rendered":"https:\/\/www.shrn.org.uk\/?p=13648"},"modified":"2026-06-16T09:10:49","modified_gmt":"2026-06-16T09:10:49","slug":"dod-a-datar-rhwydwaith-i-ystafell-ddosbarth-blwyddyn-9","status":"publish","type":"post","link":"https:\/\/www.shrn.org.uk\/cy\/dod-a-datar-rhwydwaith-i-ystafell-ddosbarth-blwyddyn-9\/","title":{"rendered":"Dod \u00e2 Data\u2019r Rhwydwaith i Ystafell Ddosbarth Blwyddyn 9"},"content":{"rendered":"\n
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Nid yw\u2019r rhan fwyaf o ysgolion yn cael trafferth dod o hyd i ddata. Os rhywbeth, y gwrthwyneb sy\u2019n wir. Yr her yw gwybod beth i\u2019w wneud gydag ef mewn ymarfer ystafell ddosbarth.<\/p>\n\n\n\n

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Mae adroddiadau lefel ysgol y Rhwydwaith yn enghraifft dda o hyn. Maent yn cynnig darlun clir a dibynadwy iawn o\u2019r hyn sy\u2019n digwydd ar draws ysgol o ran iechyd a lles. Maent yn cael eu defnyddio mewn cynllunio, maent yn llywio trafodaethau ac, yn aml, maent wrth wraidd penderfyniadau ehangach. Ond nid ydynt bob amser yn gwneud eu ffordd i\u2019r ystafell ddosbarth ei hun.<\/p>\n\n\n\n

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Dros y flwyddyn ddiwethaf, rydym wedi bod yn archwilio beth sy\u2019n digwydd pan fyddwch yn addasu hynny, rhyw fymryn. Yn hytrach nag ystyried bod data\u2019r Rhwydwaith yn fater i uwch arweinwyr neu adroddiadau, beth sy\u2019n digwydd os bydd dysgwyr yn gweithio\u2019n uniongyrchol gyda\u2019r data? Mae hyn yn cyd-fynd yn agos \u00e2\u2019r Cwricwlwm i Gymru, lle mae disgwyl i ddysgwyr ymh\u00e9l \u00e2 data go iawn, datblygu dealltwriaeth foesegol, a chysylltu dysgu ar draws Meysydd Dysgu a Phrofiad.<\/p>\n\n\n\n

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Mae\u2019r man cychwyn wedi bod yn fwriadol syml. Gan ddefnyddio adroddiad y Rhwydwaith ar yr ysgol, dewiswch ychydig o siartiau sy\u2019n teimlo\u2019n berthnasol, ac adeiladu un wers o\u2019u cwmpas nhw. I athrawon, bwriedir i gynllun y wers fod yn barod i\u2019w ddefnyddio, gan fynnu bach iawn o waith paratoi, gydag arweiniad clir ar ddewis data addas a chyflwyno\u2019r sesiwn o fewn gwers arferol. Nid oes set ddata newydd, system newydd, na disgwyl bod athrawon yn ailgynllunio beth maen nhw eisoes yn ei wneud. Dim ond defnyddio beth sydd eisoes yno mewn ffordd fwy gweladwy fydd ei angen.<\/p>\n\n\n\n

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Yn ymarferol, mae\u2019r wers yn creu gofod i ddysgwyr edrych ar ddata eu hysgol a gwneud synnwyr ohono mewn ffordd strwythuredig. Gofynnir iddynt sylwi ar beth sy\u2019n sefyll allan, ystyried pam y gallai patrwm fodoli, ystyried beth nad yw\u2019r data\u2019n gallu ei ddweud wrthynt, ac awgrymu un cam gweithredu realistig y gallai ysgol ei gymryd. Mae\u2019n addasiad bach, ond mae\u2019n newid y dynamig. Mae hyn yn cefnogi dull ysgol gyfan, yn enwedig yn gysylltiedig ag iechyd a lles, trwy gysylltu dysgu\u2019r ystafell ddosbarth \u00e2 blaenoriaethau\u2019r ysgol a\u2019i chynllunio ar gyfer gwella. Mae\u2019r dasg yn symud y tu hwnt i ddarllen siart, i feddwl sut gallai gwybodaeth gael ei defnyddio go iawn.<\/p>\n\n\n\n

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Un o\u2019r pethau sydd wedi sefyll allan wrth weithio gydag ysgolion yw faint o wahaniaeth y mae\u2019n ei wneud pan fydd y data\u2019n lleol. Mae sgyrsiau\u2019n tueddu i deimlo\u2019n fwy cadarn. Yn aml, mae dysgwyr yn fwy parod i gyfrannu gan fod yr enghreifftiau\u2019n gysylltiedig \u00e2\u2019u hamgylchedd eu hunain yn hytrach na rhywbeth mwy haniaethol. Nid yw\u2019n golygu bod y trafodaethau bob amser yn syml, ac mae angen ymdrin yn ofalus \u00e2 rhai pynciau, ond mae\u2019n creu ymdeimlad bod y gwaith yn gysylltiedig \u00e2 rhywbeth real.<\/p>\n\n\n\n

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O safbwynt addysgu, mae cadw pethau\u2019n hylaw wedi bod yn allweddol. Bwriedir i\u2019r wers ddigwydd yn gyfforddus o fewn awr safonol, gyda strwythur clir nad yw\u2019n dibynnu ar lawer o waith paratoi. Caiff athrawon gefnogaeth trwy gyfrwng canllawiau cam wrth gam, cwestiynau ysgogi, a sgaffaldio y gellir ei addasu i grwpiau cymysg eu gallu, felly mae\u2019n wers ymarferol i\u2019w chyflwyno ar draws cyd-destunau ystafelloedd dosbarth gwahanol. Y sgaffaldio sy\u2019n gwneud llawer o\u2019r gwaith caled, yn enwedig i grwpiau gallu cymysg. Yn hytrach na disgwyl i ddysgwyr dehongli data yn annibynnol, mae\u2019n rhoi ffordd i mewn i\u2019r dasg iddynt, sy\u2019n teimlo\u2019n gyflawnadwy ac yn gyson.<\/p>\n\n\n\n

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Bu\u2019n ddiddorol gweld nad dehongli siartiau oedd pen draw\u2019r dysgu. Gydag amser, dechreuodd dysgwyr gwestiynu beth roeddent yn edrych arno yn fwy. Dechreuant adnabod bod data\u2019n dangos patrymau ar draws grwpiau yn hytrach nag unigolion, a bod ganddo ei gyfyngiadau bob amser. Mae\u2019r ymwybyddiaeth hwnnw\u2019n ddefnyddiol ynddo\u2019i hun, yn enwedig mewn cyd-destun lle mae data ac ystadegau yn ymddangos mor fynych mewn bywyd bob dydd. Mae hyn yn adlewyrchu ffocws y Cwricwlwm i Gymru ar feddwl yn feirniadol, ymholi moesegol a defnyddio data yn gyfrifol.<\/p>\n\n\n\n

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Yn aml, mae\u2019n teimlo mai\u2019r cam olaf yn y wers, sef pan fydd dysgwyr yn awgrymu cam gweithredu posibl, yw\u2019r cam pwysicaf. Hyd yn oed pan fydd y syniadau\u2019n fach, mae\u2019n symud y dasg o arsylwi i gymhwyso. Hefyd, mae\u2019n agor dolen, er yn fach, rhwng dysgu yn yr ystafell ddosbarth a gwneud penderfyniadau ehangach yr ysgol. Nid yw\u2019r cysylltiad hwnnw bob amser yn weladwy i ddysgwyr a dyma un ffordd o\u2019i wneud rywfaint yn gliriach.<\/p>\n\n\n\n

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Ni fwriadwyd i\u2019r ymagwedd hon fod yn ymyrraeth ar raddfa fawr. Mae\u2019n ffordd gymharol syml o wneud defnydd gwell o rywbeth sydd eisoes ym meddiant ysgolion. Mewn ambell achos, mae wedi dechrau cyfrannu at feysydd eraill, fel amser tiwtor neu waith llais y disgybl, ond ni orfodwyd hynny. Mae wedi datblygu\u2019n naturiol lle\u2019r oedd yn teimlo\u2019n ddefnyddiol.<\/p>\n\n\n\n

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Mae llawer o drafodaeth ar hyn o bryd am sgiliau data, cymhwysedd digidol, a thechnolegau newydd. Mae\u2019r rheiny i gyd yn bwysig, ond mae rhywfaint o\u2019r dysgu mwyaf gwerthfawr yn perthyn i lefel fwy sylfaenol. Gallu darllen gwybodaeth, ei chwestiynu a\u2019i defnyddio\u2019n ofalus sydd wrth wraidd popeth arall o hyd.<\/p>\n\n\n\n

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Mae data\u2019r Rhwydwaith yn rhoi sylfaen gadarn i ysgolion at y diben hwnnw. Ond weithiau, mae angen ei ddwyn ychydig yn agosach at y man lle mae\u2019r dysgu\u2019n digwydd.<\/p>\n\n\n\n

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Hoffem ddiolch i Ysgol Uwchradd yr Eglwys Newydd, Caerdydd, am eu cefnogaeth a\u2019u mewnwelediad wrth ddatblygu\u2019r gwaith hwn.rdiff for their support and insight in developing this work.<\/p>\n","protected":false},"excerpt":{"rendered":"

Nid yw\u2019r rhan fwyaf o ysgolion yn cael trafferth dod o hyd i ddata. Os rhywbeth, y gwrthwyneb sy\u2019n wir. Yr her yw gwybod beth i\u2019w wneud gydag ef mewn ymarfer ystafell ddosbarth. Mae adroddiadau lefel ysgol y Rhwydwaith yn enghraifft dda o hyn. Maent yn cynnig darlun clir a dibynadwy iawn o\u2019r hyn sy\u2019n […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[248],"tags":[],"class_list":["post-13648","post","type-post","status-publish","format-standard","hentry","category-blog-2"],"yoast_head":"\nDod \u00e2 Data\u2019r Rhwydwaith i Ystafell Ddosbarth Blwyddyn 9 - The School Health Research Network<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.shrn.org.uk\/cy\/dod-a-datar-rhwydwaith-i-ystafell-ddosbarth-blwyddyn-9\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Dod \u00e2 Data\u2019r Rhwydwaith i Ystafell Ddosbarth Blwyddyn 9 - The School Health Research Network\" \/>\n<meta property=\"og:description\" content=\"Nid yw\u2019r rhan fwyaf o ysgolion yn cael trafferth dod o hyd i ddata. Os rhywbeth, y gwrthwyneb sy\u2019n wir. Yr her yw gwybod beth i\u2019w wneud gydag ef mewn ymarfer ystafell ddosbarth. Mae adroddiadau lefel ysgol y Rhwydwaith yn enghraifft dda o hyn. 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Os rhywbeth, y gwrthwyneb sy\u2019n wir. Yr her yw gwybod beth i\u2019w wneud gydag ef mewn ymarfer ystafell ddosbarth. Mae adroddiadau lefel ysgol y Rhwydwaith yn enghraifft dda o hyn. 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