1. Penderfyniadau gwybodus: Gweithredu’r fframwaith Gyrfaoedd a’r Byd Gwaith Informed decisions: Implementation of the Careers and the World of Work framework

2. Cefndir Background January 2008: Welsh Government published requirements for schools to deliver “Careers and the World of Work (CWoW)”. 2009: Estyn found that, despite their experience of CWoW, clients’ career planning was “better informed in Cardiff and the Vale and the North East. In the North West and West, clients are only adequately informed and in Gwent they are poorly informed”. 2010: “Future ambitions: Developing careers services in Wales” recommended that Estyn should inspect CWoW on a thematic basis. Ionawr 2008: cyhoeddodd Llywodraeth Cymru ei gofynion i ysgolion gyflwyno “Gyrfaoedd a’r byd gwaith”. 2009: dywedodd Estyn, er gwaethaf eu profiad o GBG fod cynllunio gyrfaoedd cleientiaid “yn cael ei lywio’n well yng Nghaerdydd a’r Fro a’r Gogledd Ddwyrain. Yn y Gogledd Orllewin a’r Gorllewin, dim ond cael eu hysbysu’n ddigonol a wna cleientiaid, ac fe gânt eu hysbysu’n wael yng Ngwent”. 2012: Roedd “Uchelgeisiau i’r dyfodol: Datblygu gwasanaethau gyrfaoedd yng Nghymru” yn argymell y dylai gweithredu’r fframwaith GBG gael ei arolygu ar sail thematig gan Estyn

3. Prif ganfyddiadau Main findings Nearly all schools give pupils good information to help them to choose subjects in Year 9, but in a minority of schools, Year 9 learners do not have CWoW or personal and social education (PSE) inputs early enough to be helpful. Nearly all schools fail to gather useful achievement data against the overall CWoW framework of learning objectives. Mae bron pob ysgol yn rhoi gwybodaeth dda i ddisgyblion i’w helpu i ddewis pynciau ym Mlwyddyn 9, ond mewn lleiafrif o ysgolion, nid yw dysgwyr Blwyddyn 9 yn cael mewnbwn GBG nac addysg bersonol a chymdeithasol (ABCh) yn ddigon cynnar i fod o gymorth. Nid yw bron pob ysgol yn casglu data cyflawniad defnyddiol yn erbyn fframwaith amcanion dysgu cyffredinol GBG

4. Prif ganfyddiadau Main findings In most cases, the criteria schools use to judge their preparation of pupils to make informed decisions are flawed because they do not measure the impact of activities on “learners’ attitudes and values or skills in a range of contexts”, which comprise the key elements of the CWoW framework. The use of information and communication technology (ICT) to support the tracking of pupils’ achievement or to enable online assessment of knowledge is underdeveloped. Yn y rhan fwyaf o achosion, mae’r meini prawf a ddefnyddir gan ysgolion i farnu’r ffordd y maent yn paratoi disgyblion i wneud penderfyniadau gwybodus yn wallus am nad ydynt yn mesur effaith gweithgareddau ar “agweddau a gwerthoedd dysgwyr neu’u medrau mewn ystod o gyd- destunau”, sy’n cynnwys elfennau allweddol y fframwaith GBG. Nid yw’r defnydd o dechnoleg gwybodaeth a chyfathrebu (TGCh) i gefnogi olrhain cyflawniad disgyblion neu i alluogi asesu gwybodaeth ar-lein wedi’i ddatblygu digon.

5. Mae faint o amser gwersi a dulliau ar gyfer cyflwyno GBG yn amrywio’n sylweddol ar draws ysgolion heb ei arfarnu Mae’r graddau y mae ysgolion yn cynnwys pobl eraill i gyflwyno’r rhaglen GBG yn amrywio’n fawr hefyd. Mewn dros chwarter o ysgolion, caiff dros hanner o’r rhaglen yng nghyfnod allweddol 4 ei chyflwyno gan bartneriaid allanol. Bron ym mhob ysgol, mae cwmnïau Gyrfa Cymru yn gyfrannwr pwysig at y rhaglen. The amount of lesson time and methods for delivering CWoW vary considerably across schools without evaluation. The extent to which schools involve others to deliver the CWoW programme also varies greatly. In over a quarter of schools, more than a half of the programme in key stage 4 is delivered by external partners. In nearly all schools, Careers Wales companies are an important contributor to the programme. Prif ganfyddiadau Main findings

6. Schools do not enable governors to develop a role that supports the strategic planning of CWoW. Sixty-two per cent of schools surveyed hold or are working towards the Careers Wales Mark award for continuous quality improvement. The audits they have completed against Welsh Government’s published CWoW guidance enables them to be clearer about the specific services and support they need from partners and how to improve the quality of CWoW. Nid yw ysgolion yn galluogi llywodraethwyr i ddatblygu rôl sy’n cefnogi cynllunio GBG yn strategol. Mae chwe deg dau y cant o ysgolion y gwnaed arolwg ohonynt wedi ennill dyfarniad Marc Gyrfa Cymru am wella ansawdd parhaus, neu maent yn gweithio tuag ato. Mae’r archwiliadau a gwblhawyd ganddynt yn erbyn arweiniad cyhoeddedig Llywodraeth Cymru ar GBG yn eu galluogi i fod yn gliriach ynglŷn â’r gwasanaethau a’r cymorth penodol sydd eu hangen arnynt gan bartneriaid a sut i wella ansawdd GBG.

7. Argymhellion Recommendations The Welsh Government should: consult with schools to help them develop systems to track evidence against the CWoW framework so that pupils and teachers can monitor individuals’ progress in developing skills in career planning and decision- making; help schools to develop their use of local, regional and national data to help them to evaluate their effectiveness in delivering CWoW; Dylai Llywodraeth Cymru: ymgynghori ag ysgolion i’w helpu i ddatblygu systemau i olrhain tystiolaeth yn erbyn y fframwaith GBG er mwyn i ddisgyblion ac athrawon allu monitro cynnydd unigolion wrth ddatblygu medrau mewn cynllunio gyrfa a gwneud penderfyniadau; helpu ysgolion i ddatblygu eu defnydd o ddata lleol, rhanbarthol a chenedlaethol i’w helpu i arfarnu eu heffeithiolrwydd wrth gyflwyno GBG;

8. dosbarthu data ar gynaliadwyedd cyrchfannau cyntaf dysgwyr er mwyn i ysgolion allu monitro pa mor llwyddiannus fu eu dewisiadau; ac annog mwy o ysgolion i weithio tuag at ennill dyfarniad Marc Gyrfa Cymru. distribute data on the sustainability of learners’ first destinations so that schools can monitor how successful their choices have been; and encourage more schools to work towards getting the Careers Wales Mark award. Argymhellion Recommendations

9. Schools should: improve governors’ involvement in the strategic planning of CWoW; and make better use of available data to monitor and track trends in pupils’ achievement and progression so as to plan improvements in CWoW. Dylai ysgolion: wella rhan llywodraethwyr yng nghynllunio strategol GBG; a gwneud defnydd gwell o’r data sydd ar gael i fonitro ac olrhain tueddiadau yng nghyflawniad a dilyniant disgyblion er mwyn cynllunio gwelliannau mewn GBG.

10. Dylai Rhwydweithiau Dysgu: arwain sefydliadau wrth ddatblygu strategaethau i arfarnu’n drylwyr pa mor dda y maent yn paratoi disgyblion ar gyfer adegau pontio allweddol ac ar gyfer byd gwaith; ac annog casglu a rhannu data priodol i arfarnu sut caiff disgyblion eu paratoi ar gyfer adegau pontio allweddol. Learning Networks should: lead institutions in developing strategies to evaluate rigorously how well they prepare pupils for key transitions and for the world of work; and encourage the gathering and sharing of appropriate data to evaluate how pupils are prepared for key transitions. Argymhellion Recommendations

11. 10 cwestiynau i ddarparwyr 10 questions for providers How well do pupils understand the prospects and progression patterns in the jobs in which they are interested? How well do they examine their careers ideas and the potential effects on their lives? How well do pupils identify any obstacles to future aspirations and plan thoughtfully how they might be overcome? How well do pupils identify, understand and make decisions about individual pathways in education, training and work?. Sut gall ysgolion ddangos tystiolaeth o ba mor dda y mae dysgwyr unigol yn deall y rhagolygon a’r patrymau dilyniant yn y swyddi y mae ganddynt ddiddordeb ynddynt; archwilio eu syniadau gyrfaol a’r effeithiau posibl ar eu bywyd; nodi unrhyw rwystrau i’w dyheadau ar gyfer y dyfodol a chynllunio’n feddylgar ynghylch sut y gellid eu goresgyn; nodi, deall a gwneud penderfyniadau am lwybrau unigol mewn addysg, hyfforddiant a gwaith;

12. gallu esbonio’u dewisiadau’n fanwl i’w cymheiriaid ac i oedolion priodol; ac adolygu gwybodaeth bresennol amdanynt eu hunain mewn perthynas â dysgu a gwaith er mwyn trafod cynllun gyrfaol? Sut gall ysgolion arfarnu’r effaith a gaiff GBG ar ddilyniant a phenderfyniadau, gan arfarnu’n fwy strategol ac ar sail tystiolaeth dda? How well are pupils able to explain in some detail their choices both to their peers and to appropriate adults? How do pupils review current information about themselves in relation to learning and work in order to negotiate a career plan? How can we evaluate more strategically, and based on good evidence, the impact that CWoW has on pupils’ progression and decision making? 10 cwestiynau i ddarparwyr 10 questions for providers

13. What partnership working might improve this evaluation? What additional data or systems need to be developed to undertake this measured evaluation? If we are inspected next term, what can we do now to improve our ability to evidence what impact CWoW has on pupils’ planning for their future?. Pa waith mewn partneriaeth allai wella’r arfarniad hwn? Pa ddata neu systemau ychwanegol y mae angen eu datblygu i ymgymryd â’r arfarniad mesuredig hwn? Os byddwn yn cael arolygiad tymor nesaf, beth allwn ni ei wneud nawr i wella’n gallu i ddangos tystiolaeth o ba effaith gaiff GBG ar gynllunio gan ddisgyblion at eu dyfodol?

14. http://www.estyn.gov.uk/download/publication/258039.6/pender fyniadau-gwybodus-gweithredur-fframwaith-gyrfaoedd-ar-byd- gwaith-hydref-2012/ http://www.estyn.gov.uk/download/publication/258012.3/inform ed-decisions-the-implementation-of-the-careers-and-the-world- of-work-framework-october-2012/

15. Cwestiynau... Questions…