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Rheoliadau Cynlluniau Datblygu Addysg (Cymru) (Diwygio 2005

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This is the original version (as it was originally made). Dim ond ar ei ffurf wreiddiol y mae’r eitem hon o ddeddfwriaeth ar gael ar hyn o bryd.

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(Nid yw'r nodyn hwn yn rhan o'r Rheoliadau)

Gwnaed y Rheoliadau hyn o dan adrannau 6 a 138 o Ddeddf Safonau a Fframwaith Ysgolion 1998 ac maent yn diwygio Rheoliadau Cynlluniau Datblygu Addysg (Cymru) 2002.

Mae adran 6 o Ddeddf Safonau a Fframwaith Ysgolion 1998 yn ei gwneud yn ofynnol i bob awdurdod addysg lleol lunio cynllun datblygu addysg (sy'n cael ei adnabod yng Nghymru wrth yr enw “cynllun strategol addysg”) ar gyfer ei ardal.

Mae'r Rheoliadau hyn yn dileu'r gofyniad am gynllun llawn dilynol ac yn mewnosod gofyniad am drydydd cynllun atodol i'w lunio ar gyfer blwyddyn ysgol 2005-06.

Hefyd, mae'r Rheoliadau hyn yn gwneud diwygiadau o ran y targedau sydd i'w gosod ar gyfer cyflawniadau disgyblion yng nghyfnodau allweddol dau a thri. Yn lle'r cyfeiriadau at brofion y Cwricwlwm Cenedlaethol maent yn rhoi cyfeiriadau at asesiadau gan athrawon ac yn darparu bod targedau a osodwyd sy'n cyfeirio at ganlyniadau profion i'w darllen fel petaent yn cyfeirio at ganlyniadau asesiadau gan athrawon. Mae'r diwygiadau yn rhannol ganlyniadol i Orchymyn y Cwricwlwm Cenedlaethol (Trefniadau Asesu Cyfnod Allweddol 2) (Cymru) 2004. Mae'r Gorchymyn hwnnw'n pennu'r trefniadau asesu ar gyfer disgyblion sy'n astudio Cymraeg (fel iaith gyntaf), Saesneg, mathemateg a gwyddoniaeth ym mlwyddyn olaf cyfnod allweddol dau. Mae'n disodli'r gofyniad i brofion gael eu rhoi i'r disgyblion hynny, fel y penderfynir ar lefelau eu cyrhaeddiad drwy asesiadau gan athrawon.

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