#
Papur briffio gan y Gwasanaeth
Ymchwil:
|
Rhif y ddeiseb: P-05-879
Teitl y ddeiseb: Dylid ychwanegu addysg iechyd meddwl at
y cwricwlwm addysgu gorfodol ar gyfer pob ysgol yng
Nghymru
Geiriad y ddeiseb: Pan fyddaf yn gweithio i Mental - Y
Podcast i Ddat-stigmateiddio Iechyd Meddwl, rwy’n
pryderu’n barhaus am ddiffyg addysg sy’n ymwneud ag
iechyd meddwl mewn ysgolion. Gydag un o bob pedwar ohonom yn
dioddef salwch meddwl bob blwyddyn yn ôl yr elusen Mind,
ymddengys bod hwn yn fwlch gwirioneddol a sylweddol yn ein system
addysg.
YSTADEGAU ALLWEDDOL:
§ Mae dros hanner o bob salwch
meddwl yn dechrau cyn bod unigolyn yn 14 mlwydd oed, ac mae 75% o
bob salwch meddwl wedi datblygu erbyn y bydd unigolyn yn 18 mlwydd
oed;
§ Canfu arolwg yn 2015 fod 13% o
oedolion (16 oed a hŷn) sy'n byw yng Nghymru wedi cael
triniaeth am broblem iechyd meddwl, sef cynnydd o 12% o'i gymharu
â'r ffigur yn 2014;
§ Mae cost cyffredinol problemau
iechyd meddwl yng Nghymru oddeutu £7.2 biliwn y
flwyddyn.
§ Mae’r ystadegau’n
syfrdanol, ond er bod pwnc cyfan yng nghwricwlwm Cymru yn
canolbwyntio ar ein hiechyd corfforol ar ffurf y pwnc Addysg
Gorfforol, nid yw ein pobl ifanc yn dysgu dim am yr afiechydon
meddwl mwyaf cyffredin hyd yn oed.
§ Mae hyn, nid yn unig yn golygu eu
bod yn amharod ac yn agored pan ddaw’n fater o ofalu am eu
hiechyd meddwl eu hunain, ond hefyd mae’n gosod cynsail nad
yw Iechyd Meddwl yn cael ei drafod. Mae hyn yn plannu hadyn o
stigma sy’n aros gyda llawer drwy gydol eu hoes.
§ Rydym am glywed barn y rhai sydd
mewn grym ynghylch cynllun ehangach i wella bywydau pobl ifanc
Cymru.
YN YMGYRCHU DROS:
§ Fod addysg iechyd meddwl yn dod
yn addysgu gorfodol ar gyfer pob ysgol yng Nghymru, heb ychwanegu
dim arholiadau / gwaith cartref ar y pwnc hwn.
§ Y gall pob plentyn yng Nghymru
gael mynediad at gwnselydd cymwys drwy ei ysgol.
Fod pob ysgol yng Nghymru yn cynnig hyfforddiant Iechyd Meddwl
i’w staff.
|
1.
Y cwricwlwm
presennol
Mae iechyd a lles meddyliol ac emosiynol yn rhan o’r
cwricwlwm presennol drwy wersi Addysg Bersonol a Chymdeithasol
(ABCh). Mae darparu gwersi ABCh yn un o ofynion statudol y
cwricwlwm sylfaenol mewn ysgolion, ond caiff ysgolion benderfynu ar
y cynnwys yn ôl eu disgresiwn. Mae'r fframwaith
anstatudol addysg bersonol a chymdeithasol ar gyfer dysgwyr 7 i 19
oed yng Nghymru
fframwaith anstatudol addysg bersonol
a chymdeithasol ar gyfer dysgwyr 7 i 19 oed yng Nghymru
(2008) yn
argymell dull gweithredu a chanlyniadau dysgu. Mae iechyd a lles
emosiynol yn un o bum thema'r fframwaith ABCh. Mae'r fframwaith yn
nodi:
§ Yng Nghyfnod Allweddol 3 (14
oed), dylai dysgwyr gael cyfleoedd i ddangos agwedd gyfrifol at
gadw'r meddwl a'r corff yn ddiogel ac yn iach, ac i ddeall yr ystod
o emosiynau y maent yn eu profi a sut i ddatblygu strategaethau ar
gyfer ymdopi â theimladau negyddol a'r manteision o gael
mynediad at wahanol ffynonellau o wybodaeth, cymorth a
chyngor.
§ Yng Nghyfnod Allweddol 4, dylai
dysgwyr gael cyfleoedd i dderbyn cyfrifoldeb personol am gadw'r
meddwl a'r corff yn ddiogel ac yn iach. Dylent ddeall y ffactorau
sy'n effeithio ar iechyd meddwl a'r ffyrdd y gellir meithrin lles
emosiynol. Dylent wybod am y sefydliadau statudol a gwirfoddol sy'n
cefnogi iechyd a lles emosiynol a sut i gael gafael ar gyngor
iechyd proffesiynol a chymorth personol yn
hyderus.
§ Dylai dysgwyr ôl-16 gael
cyfleoedd i gymryd cyfrifoldeb am bob agwedd ar ddatblygiad
personol a chymdeithasol a lles. Dylent ddeall sut i asesu'n
feirniadol dewisiadau personol sy'n effeithio ar eich ffordd o fyw
yng nghyd-destun iechyd corfforol a lles emosiynol, gan ystyried
canlyniadau byrdymor a hirdymor unrhyw benderfyniadau o'r fath a'r
profiadau bywyd sy'n gwella neu'n lleihau hunan-barch ac
archwilio'r ffyrdd gorau o ymdopi â gofynion sefyllfaoedd o'r
fath.
2. Cwricwlwm Newydd i Gymru (i'w
gyflwyno o fis Medi 2022)
Cyhoeddodd Llywodraeth Cymru y
cwricwlwm newydd drafft ar 30 Ebrill
2019.
Bydd y cwricwlwm newydd yn cael ei gyflwyno'n statudol ym mis Medi
2022. Bydd yn cael ei gyflwyno i ddechrau mewn ysgolion cynradd a
Blwyddyn 7 ym mis Medi 2022, cyn cael ei gyflwyno i Flwyddyn 8 ar
gyfer 2023, Blwyddyn 9 yn 2024, ac yn y blaen wrth i’r garfan
symud drwy'r ysgol.
Trefnir y cwricwlwm newydd yn chwe 'Maes Dysgu a
Phrofiad’ yn hytrach na phynciau cul. O fewn y rhain, mae
datganiadau ‘beth sy’n bwysig’ yn nodi’r
wybodaeth, y sgiliau a’r profiadau pwysicaf i’w
dysgu. Dyma'r chwe Maes Dysgu a Phrofiad:
§ Celfyddydau
Mynegiannol
§ Iechyd a Lles
§ Dyniaethau
§ Ieithoedd, Llythrennedd a
Chyfathrebu
§ Mathemateg a Rhifedd
§ Gwyddoniaeth a
Thechnoleg.
Bydd dysgu am iechyd meddwl yn dod o dan y Maes Dysgu a
Phrofiad Iechyd a Lles yn bennaf.
Trefnir y cwricwlwm newydd mewn Camau Cynnydd i
ddisgyblion 5, 8, 11, 14 ac 16 mlwydd oed (yn hytrach na chyfnodau
allweddol) ac ar ffurf Deilliannau Cyflawniad a fydd yn
berthnasol yn fras i’r disgwyliadau ar yr adegau hynny. Nodir
y camau cynnydd yn ôl yr hyn y gall dysgwr ei wneud,
neu’r hyn y mae wedi’i wneud.
3. Maes Dysgu a Phrofiad Iechyd a
Lles
Mae'r Maes Dysgu a Phrofiad Iechyd a Lles drafft yn ymwneud ag
agweddau corfforol, seicolegol, emosiynol a chymdeithasol
bywydau. Ei nod yw cydnabod iechyd a lles da fel galluogwr
allweddol dysgu llwyddiannus. Nod y Maes Dysgu a Phrofiad Iechyd a
Lles yw cefnogi dysgwyr i ddatblygu a chynnal eu hiechyd a'u lles
corfforol, a'u hiechyd meddwl a'u lles emosiynol, yn ogystal
â datblygu cydberthnasau cadarnhaol mewn amrywiaeth o
gyd-destunau. Mae ar gael mewn
fformat ar-lein
neu
fformat PDF
annibynnol[PDF 1.32MB].
Mae’r datganiadau 'Beth sy'n bwysig' yn y Maes Dysgu a
Phrofiad hwn yn ceisio disgrifio'r ffactorau sylfaenol sy'n hybu
iechyd a lles. Eu nod yw rhoi hyblygrwydd i weithwyr proffesiynol
nodi’r pynciau a'r materion hynny sy'n berthnasol i anghenion
eu dysgwyr, yr ysgol a'r gymuned.
Mae pum elfen yn y datganiadau beth sy’n bwysig o ran
Iechyd a Lles:
§ Mae datblygu iechyd a lles y
corff yn arwain at fuddiannau gydol oes.
§ Supporting information to aid
practitioners with the design and development of curricula in
settings and schools.
§ Expand all
§ Close all
§ Links within this area of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across the Health and Well-being Area of
Learning and Experience. It also suggests where different elements
of learning could be considered together in order to support more
holistic learning.
§ How we process and respond to
our experiences affects our mental health and emotional
well-being.
§ The interdependency of physical
and mental health and emotional well-being.
§ The links between physical and
mental health and emotional well-being, including body image,
identity and physiological changes in relation to
emotions.
§ Responding to the impact of
puberty on emotional well-being.
§ The role of self-regulation to
support physical health and well-being and in overcoming challenges
in physical activity.
§ Our decision-making impacts on
the quality of our lives and the lives of others.
§ Risks and decision-making which
have an impact on physical health.
§ Decision-making in physical
activity (including selecting appropriate equipment and
strategies).
§ How we engage with different
social influences shapes who we are and our health and
well-being.
§ The impact of
social influences on behaviours that affect physical
health.
§ How social attitudes and norms
can impact on physical self-image and identity.
§ The interaction of social
influences and dynamics within team sports.
§ Healthy relationships are
fundamental to our sense of belonging and well-being.
§ Developing relationships and
working collaboratively through team games.
§ (from Progression step 3
onwards)
§ The link between puberty,
sexuality and sexual relationships.
§ Links with other areas of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across all the areas of learning and experience.
It also suggests where different elements of learning could be
considered together in order to support more holistic
learning.
§ Expressive Arts
§ Creative movement and dance as a
physical activity.
§ Developing gross and fine motor
skills to support participation in art forms.
§ Humanities
§ Elements of citizenship can be
developed through respecting rules and fair play in team
games.
§ Environmental
factors that affect health and
well-being.
§ Food production and
sustainability.
§ Languages, Literacy and
Communication
§ The relationship between
physical and cognitive development has an impact on the acquisition
of speech and language.
§ Acquisition of
gross motor skills as a precursor of
fine motor skills such as handwriting.
§ Mathematics and
Numeracy
§ The role of numeracy in
purchasing and preparing food to support nutrition.
§ The role of numeracy in
measuring distance, weight and time.
§ Science and
Technology
§ Biological aspects of growth and
physical development.
§ Nutrition and food
technology.
§ The biology of physical health
and well-being (including impact of disease, physical activity and
nutrition).
§ Progression step 1
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to practise
strategies that they have developed to support their physical
health and well-being
§ opportunities to choose, prepare
and eat a range of foods that can support a healthy balanced
diet
§ outdoor learning to support
physical health and well-being
§ a range of ongoing, daily
opportunities to be physically active
§ opportunities to be physically
active in a variety of environments (including indoor, outdoor,
different surfaces, heights, in and around water)
§ a range of physical activities
through fun and engaging approaches to learning.
§ Learners need to
know:
§ how their physical health and
well-being is influenced by a range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
§ the importance of sustainable,
balanced and positive behaviours to support physical health and
well-being
§ that physical health and
well-being supports mental health and emotional
well-being
§ how physical growth and
development influences physical and emotional health and
well-being
§ the role and importance of the
physical self as part of one’s identity.
§ Learners need to be able
to:
§ identify and practise strategies
to support their physical health and well-being
§ plan and prepare food that can
form part of a healthy, balanced diet
§ develop their competence and
confidence in a range of activities which support physical health
and well-being
§ take responsibility for their
own personal care and hygiene.
§ Progression step 2
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to practise
strategies that they have developed to support their physical
health and well-being
§ opportunities to choose, prepare
and eat a range of foods that can support a healthy balanced
diet
§ outdoor learning to support
physical health and well-being
§ a range of ongoing, daily
opportunities to be physically active
§ opportunities to be physically
active in a variety of environments (including indoor, outdoor,
different surfaces, heights, in and around water)
§ a range of physical activities
through fun and engaging approaches to learning.
§ Learners need to
know:
§ how their physical health and
well-being is influenced by a range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
§ the importance of sustainable,
balanced and positive behaviours to support physical health and
well-being
§ that physical health and
well-being supports mental health and emotional
well-being
§ how physical growth and
development influences physical and emotional health and
well-being
§ the role and importance of the
physical self as part of one’s identity.
§ Learners need to be able
to:
§ identify and practise strategies
to support their physical health and well-being
§ plan and prepare food that can
form part of a healthy, balanced diet
§ develop their competence and
confidence in a range of activities which support physical health
and well-being
§ take responsibility for their
own personal care and hygiene.
§ Progression step 3
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to practise
strategies that they have developed to support their physical
health and well-being
§ opportunities to choose, prepare
and eat a range of foods that can support a healthy balanced
diet
§ outdoor learning to support
physical health and well-being
§ a range of ongoing, daily
opportunities to be physically active
§ opportunities to be physically
active in a variety of environments (including indoor, outdoor,
different surfaces, heights, in and around water)
§ a range of physical activities
through fun and engaging approaches to learning.
§ Learners need to
know:
§ how their physical health and
well-being is influenced by a range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
§ the importance of sustainable,
balanced and positive behaviours to support physical health and
well-being
§ that physical health and
well-being supports mental health and emotional
well-being
§ how physical growth and
development influences physical and emotional health and
well-being
§ the role and importance of the
physical self as part of one’s identity.
§ Learners need to be able
to:
§ identify and practise strategies
to support their physical health and well-being
§ plan and prepare food that can
form part of a healthy, balanced diet
§ develop their competence and
confidence in a range of activities which support physical health
and well-being
§ take responsibility for their
own personal care and hygiene.
§ Progression step 4
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to practise
strategies that they have developed to support their physical
health and well-being
§ opportunities to choose, prepare
and eat a range of foods that can support a healthy balanced
diet
§ outdoor learning to support
physical health and well-being
§ a range of ongoing, daily
opportunities to be physically active
§ opportunities to be physically
active in a variety of environments (including indoor, outdoor,
different surfaces, heights, in and around water)
§ a range of physical activities
through fun and engaging approaches to learning.
§ Learners need to
know:
§ how their physical health and
well-being is influenced by a range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
§ the importance of sustainable,
balanced and positive behaviours to support physical health and
well-being
§ that physical health and
well-being supports mental health and emotional
well-being
§ how physical growth and
development influences physical and emotional health and
well-being
§ the role and importance of the
physical self as part of one’s identity.
§ Learners need to be able
to:
§ identify and practise strategies
to support their physical health and well-being
§ plan and prepare food that can
form part of a healthy, balanced diet
§ develop their competence and
confidence in a range of activities which support physical health
and well-being
§ take responsibility for their
own personal care and hygiene.
§ Progression step 5
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to practise
strategies that they have developed to support their physical
health and well-being
§ opportunities to choose, prepare
and eat a range of foods that can support a healthy balanced
diet
§ outdoor learning to support
physical health and well-being
§ a range of ongoing, daily
opportunities to be physically active
§ opportunities to be physically
active in a variety of environments (including indoor, outdoor,
different surfaces, heights, in and around water)
§ a range of physical activities
through fun and engaging approaches to learning.
§ Learners need to
know:
§ how their physical health and
well-being is influenced by a range of factors, both in the short and long term,
including a balanced diet, physical activity, sleep, personal care
and hygiene, protection from infection, and the use and misuse of
substances
§ the importance of sustainable,
balanced and positive behaviours to support physical health and
well-being
§ that physical health and
well-being supports mental health and emotional
well-being
§ how physical growth and
development influences physical and emotional health and
well-being
§ the role and importance of the
physical self as part of one’s identity.
§ Learners need to be able
to:
§ identify and practise strategies
to support their physical health and well-being
§ plan and prepare food that can
form part of a healthy, balanced diet
§ develop their competence and
confidence in a range of activities which support physical health
and well-being
§ take responsibility for their
own personal care and hygiene.
§
All our children and young people will
be:
§
ambitious, capable learners who:
§ set themselves high standards
and seek and enjoy challenge
§ are building up a body of
knowledge and have the skills to connect and apply that knowledge
in different contexts
§ are questioning and enjoy
solving problems
§ can communicate effectively in
different forms and settings, using both Welsh and
English
§ can explain the ideas and
concepts they are learning about
§ can use number effectively in
different contexts – understand how to interpret data and
apply mathematical concepts
§ use digital technologies
creatively to communicate, find and analyse information
§ undertake research and evaluate
critically what they find
§ and are ready to learn throughout their
lives
§
enterprising, creative contributors
who:
§ connect and apply their
knowledge and skills to create ideas and products
§ think creatively to reframe and
solve problems
§ identify and grasp
opportunities
§ take measured risks
§ lead and play different roles in
teams effectively and responsibly
§ express ideas and emotions
through different media
§ give of their energy and skills
so that other people will benefit
§ and are ready to play a full part in life and
work
§
ethical, informed citizens who:
§ find, evaluate and use evidence
in forming views
§ engage with contemporary issues
based upon their knowledge and values
§ understand and exercise their
human and democratic responsibilities and rights
§ understand and consider the
impact of their actions when making choices and acting
§ are knowledgeable about their
culture, community, society and the world, now and in the
past
§ respect the needs and rights of
others, as a member of a diverse society
§ show their commitment to the
sustainability of the planet
§ and are ready to be citizens of Wales and the
world
§
healthy, confident individuals
who:
§ have secure values and are
establishing their spiritual and ethical beliefs
§ are building their mental and
emotional well-being by developing confidence, resilience and
empathy
§ apply knowledge about the impact
of diet and exercise on physical and mental health in their daily
lives
§ know how to find the information
and support to keep safe and well
§ take part in physical
activity
§ take measured decisions about
lifestyle and manage risk
§ have the confidence to
participate in performance
§ form positive relationships
based upon trust and mutual respect
§ face and overcome
challenge
§ have the skills and knowledge to
manage everyday life as independently as they can
§ and are ready to lead fulfilling lives as valued members
of society.
§ Mae’r ffordd rydym yn
prosesu ein profiadau ac yn ymateb iddynt yn effeithio ar ein
hiechyd meddwl a’n lles emosiynol.
§ Mae’r ffordd rydym yn
gwneud penderfyniadau yn effeithio ar ansawdd ein bywydau ni a
bywydau eraill.
§ Supporting information to aid
practitioners with the design and development of curricula in
settings and schools.
§ Expand all
§ Close all
§ Links within this area of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across the Health and Well-being Area of
Learning and Experience. It also suggests where different elements
of learning could be considered together in order to support more
holistic learning.
§ Developing physical health and
well-being has lifelong benefits.
§ Making decisions which affect
physical health.
§ Risks which have an impact on
physical health.
§ Decision-making in physical
activity (including selecting appropriate equipment and
strategies).
§ How we process and respond to
our experiences affects our mental health and emotional
well-being.
§ The role of self-regulation in
decision-making.
§ The development of addictive
behaviours and decision-making.
§ How we engage with different
social influences shapes who we are and our health and
well-being.
§ Understanding social
influences on decision-making (including financial).
§ The impact of decisions on wider
social groups and society.
§ Healthy relationships are
fundamental to our sense of belonging and well-being.
§ Accessing support and
information to ensure personal safety in relationships.
§ Building relationships with
others, using problem-solving skills and negotiation to support
collective decisions and career skills.
§ Decision-making in the context
of different relationships (including consent).
§ Links with other areas of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across all the areas of learning and experience.
It also suggests where different elements of learning could be
considered together in order to support more holistic
learning.
§
Humanities
§ How decision-making is a part of
citizenship.
§ Ethical considerations in
decision-making.
§
Mathematics and Numeracy
§ Using numeracy to support
positive decision-making, particularly financial
decision-making.
§
Science
and Technology
§ Decisions, safety and addictive
behaviours in respect of technology and in an online
context.
§ Progression step 1
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ opportunities to reflect on
personal beliefs and values, and to consider their effect on
decision-making
§ overcoming challenges by
considering the consequences of decisions and responding to
them
§ taking measured risks in a safe
environment
§ making decisions outside their
comfort zone
§ contributing to collective
decisions.
§ Learners need to to
know:
§ how decisions can affect our
health and well-being and impact on the health and well-being of
others
§ how collective decisions can be
supported by a fair process
§ that there are many
factors that influence decision-making
§ where and how to seek support
and information to aid decision-making and personal
safety
§ that there is a wide range of
voluntary and paid roles that they can choose to follow.
§ Learners need to be able
to:
§ identify and manage risks when
making decisions
§ make safe decisions in a variety
of situations and environments
§ take steps to support their own
health and well-being and that of others
§ respond appropriately in harmful
or unsafe situations
§ make decisions when using
technology which support their health and well-being and that of
others
§ contribute constructively when
making decisions as part of a group
§ take responsibility for their
actions, and identify and reflect on the effects of their decisions
in order to evaluate them and improve future
decision-making
§ engage with ethical
considerations and the effects on others when making
decisions.
§ Progression step 2
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ opportunities to reflect on
personal beliefs and values, and to consider their effect on
decision-making
§ overcoming challenges by
considering the consequences of decisions and responding to
them
§ taking measured risks in a safe
environment
§ making decisions outside their
comfort zone
§ contributing to collective
decisions.
§ Learners need to to
know:
§ (from Progression step 1
onwards)
§ how decisions can affect our
health and well-being and impact on the health and well-being of
others
§ how collective decisions can be
supported by a fair process
§ that there are many
factors that influence decision-making
§ where and how to seek support
and information to aid decision-making and personal
safety
§ that there is a wide range of
voluntary and paid roles that they can choose to follow
§ (from Progression step 2
onwards)
§ that some behaviours are
addictive and can influence the decisions they make
§ that there are rules and laws to
regulate and support decision-making, and that decisions taken may
have legal consequences.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ identify and manage risks when
making decisions
§ make safe decisions in a variety
of situations and environments
§ take steps to support their own
health and well-being and that of others
§ respond appropriately in harmful
or unsafe situations
§ make decisions when using
technology which support their health and well-being and that of
others
§ contribute constructively when
making decisions as part of a group
§ take responsibility for their
actions, and identify and reflect on the effects of their decisions
in order to evaluate them and improve future
decision-making
§ engage with ethical
considerations and the effects on others when making
decisions
§ (from Progression step 2
onwards)
§ make financial decisions which
support their own health and well-being and that of
others
§ make reasoned and informed
decisions about their learning and career pathways.
§ Progression step 3
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ opportunities to reflect on
personal beliefs and values, and to consider their effect on
decision-making
§ overcoming challenges by
considering the consequences of decisions and responding to
them
§ taking measured risks in a safe
environment
§ making decisions outside their
comfort zone
§ contributing to collective
decisions.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ how decisions can affect our
health and well-being and impact on the health and well-being of
others
§ how collective decisions can be
supported by a fair process
§ that there are many
factors that influence decision-making
§ where and how to seek support
and information to aid decision-making and personal
safety
§ that there is a wide range of
voluntary and paid roles that they can choose to follow
§ (from Progression step 2
onwards)
§ that some behaviours are
addictive and can influence the decisions they make
§ that there are rules and laws to
regulate and support decision-making, and that decisions taken may
have legal consequences.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ identify and manage risks when
making decisions
§ make safe decisions in a variety
of situations and environments
§ take steps to support their own
health and well-being and that of others
§ respond appropriately in harmful
or unsafe situations
§ make decisions when using
technology which support their health and well-being and that of
others
§ contribute constructively when
making decisions as part of a group
§ take responsibility for their
actions, and identify and reflect on the effects of their decisions
in order to evaluate them and improve future
decision-making
§ engage with ethical
considerations and the effects on others when making
decisions
§ (from Progression step 2
onwards)
§ make financial decisions which
support their own health and well-being and that of
others
§ make reasoned and informed
decisions about their learning and career pathways
§ (from Progression step 3
onwards)
§ set short-term and long-term
goals in a variety of contexts, and make decisions that support the
achievement of these goals
§ critically engage with a range
of information and experiences to make informed decisions that they
can justify.
§ Progression step 4
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ opportunities to reflect on
personal beliefs and values, and to consider their effect on
decision-making
§ overcoming challenges by
considering the consequences of decisions and responding to
them
§ taking measured risks in a safe
environment
§ making decisions outside their
comfort zone
§ contributing to collective
decisions
§ (from Progression step 4
onwards)
§ real-life work
situations.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ how decisions can affect our
health and well-being and impact on the health and well-being of
others
§ how collective decisions can be
supported by a fair process
§ that there are many
factors that influence decision-making
§ where and how to seek support
and information to aid decision-making and personal
safety
§ that there is a wide range of
voluntary and paid roles that they can choose to follow
§ (from Progression step 2
onwards)
§ that some behaviours are
addictive and can influence the decisions they make
§ that there are rules and laws to
regulate and support decision-making, and that decisions taken may
have legal consequences.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ identify and manage risks when
making decisions
§ make safe decisions in a variety
of situations and environments
§ take steps to support their own
health and well-being and that of others
§ respond appropriately in harmful
or unsafe situations
§ make decisions when using
technology which support their health and well-being and that of
others
§ contribute constructively when
making decisions as part of a group
§ take responsibility for their
actions, and identify and reflect on the effects of their decisions
in order to evaluate them and improve future
decision-making
§ engage with ethical
considerations and the effects on others when making
decisions
§ (from Progression step 2
onwards)
§ make financial decisions which
support their own health and well-being and that of
others
§ make reasoned and informed
decisions about their learning and career pathways
§ (from Progression step 3
onwards)
§ set short-term and long-term
goals in a variety of contexts, and make decisions that support the
achievement of these goals
§ critically engage with a range
of information and experiences to make informed decisions that they
can justify.
§ Progression step 5
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ opportunities to reflect on
personal beliefs and values, and to consider their effect on
decision-making
§ overcoming challenges by
considering the consequences of decisions and responding to
them
§ taking measured risks in a safe
environment
§ making decisions outside their
comfort zone
§ contributing to collective
decisions
§ (from Progression step 4
onwards)
§ real-life work
situations.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ how decisions can affect our
health and well-being and impact on the health and well-being of
others
§ how collective decisions can be
supported by a fair process
§ that there are many
factors that influence decision‑making
§ where and how to seek support
and information to aid decision-making and personal
safety
§ that there is a wide range of
voluntary and paid roles that they can choose to follow
§ (from Progression step 2
onwards)
§ that some behaviours are
addictive and can influence the decisions they make
§ that there are rules and laws to
regulate and support decision-making, and that decisions taken may
have legal consequences.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ identify and manage risks when
making decisions
§ make safe decisions in a variety
of situations and environments
§ take steps to support their own
health and well-being and that of others
§ respond appropriately in harmful
or unsafe situations
§ make decisions when using
technology which support their health and well-being and that of
others
§ contribute constructively when
making decisions as part of a group
§ take responsibility for their
actions, and identify and reflect on the effects of their decisions
in order to evaluate them and improve future
decision-making
§ engage with ethical
considerations and the effects on others when making
decisions
§ (from Progression step 2
onwards)
§ make financial decisions which
support their own health and well-being and that of
others
§ make reasoned and informed
decisions about their learning and career pathways
§ (from Progression step 3
onwards)
§ set short-term and long-term
goals in a variety of contexts, and make decisions that support the
achievement of these goals
§ critically engage with a range
of information and experiences to make informed decisions that they
can justify.
§ All our children and young
people will be:
§ ambitious, capable learners
who:
§ set themselves high standards
and seek and enjoy challenge
§ are building up a body of
knowledge and have the skills to connect and apply that knowledge
in different contexts
§ are questioning and enjoy
solving problems
§ can communicate effectively in
different forms and settings, using both Welsh and
English
§ can explain the ideas and
concepts they are learning about
§ can use number effectively in
different contexts – understand how to interpret data and
apply mathematical concepts
§ use digital technologies
creatively to communicate, find and analyse information
§ undertake research and evaluate
critically what they find
§ and are ready to learn
throughout their lives
§ enterprising, creative
contributors who:
§ connect and apply their
knowledge and skills to create ideas and products
§ think creatively to reframe and
solve problems
§ identify and grasp
opportunities
§ take measured risks
§ lead and play different roles in
teams effectively and responsibly
§ express ideas and emotions
through different media
§ give of their energy and skills
so that other people will benefit
§ and are ready to play a full
part in life and work
§ ethical, informed citizens
who:
§ find, evaluate and use evidence
in forming views
§ engage with contemporary issues
based upon their knowledge and values
§ understand and exercise their
human and democratic responsibilities and rights
§ understand and consider the
impact of their actions when making choices and acting
§ are knowledgeable about their
culture, community, society and the world, now and in the
past
§ respect the needs and rights of
others, as a member of a diverse society
§ show their commitment to the
sustainability of the planet
§ and are ready to be citizens of
Wales and the world
§ healthy, confident individuals
who:
§ have secure values and are
establishing their spiritual and ethical beliefs
§ are building their mental and
emotional well-being by developing confidence, resilience and
empathy
§ apply knowledge about the impact
of diet and exercise on physical and mental health in their daily
lives
§ know how to find the information
and support to keep safe and well
§ take part in physical
activity
§ take measured decisions about
lifestyle and manage risk
§ have the confidence to
participate in performance
§ form positive relationships
based upon trust and mutual respect
§ face and overcome
challenge
§ have the skills and knowledge to
manage everyday life as independently as they can
§ and are ready to lead fulfilling
lives as valued members of society.
§ Mae’r ffordd rydym yn
ymgysylltu â dylanwadau cymdeithasol gwahanol yn siapio pwy
ydym ni a’n hiechyd a’n lles.
§ Supporting information to aid
practitioners with the design and development of curricula in
settings and schools.
§ Expand all
§ Close all
§ Links within this area of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across the Health and Well-being Area of
Learning and Experience. It also suggests where different elements
of learning could be considered together in order to support more
holistic learning.
§ Developing physical health and
well-being has lifelong benefits.
§ The impact of social
influences on behaviours that affect physical
health.
§ How social attitudes and norms
can impact on physical self-image and identity.
§ The interaction of social
influences and team sports and team dynamics.
§ How we process and respond to
our experiences affects our mental health and emotional
well-being.
§ The role of self-regulation in
engaging critically with social influences.
§ The impact of social influences
on experiences and mental and emotional health, and
perceptions of them.
§ Our decision-making impacts on
the quality of our lives and the lives of others.
§ Understanding social influences
on decision-making (including financial).
§ The impact of decisions on wider
social groups and situations.
§ Healthy relationships are
fundamental to our sense of belonging and well-being.
§ Understanding how social
attitudes and norms can impact on relationships, recognising that
these can be positive and/or harmful.
§ Understanding how different
social groups and societies present norms of different
relationships.
§ Developing relationships within
different social groups.
§ Links with other areas of
learning and experience
§ This section suggests where
learning can be enriched through drawing links between other what
matters statements across all the areas of learning and experience.
It also suggests where different elements of learning could be
considered together in order to support more holistic
learning.
§
Expressive
Arts
§ The importance of the Expressive
Arts and related pedagogies in exploring social
influences.
§
Humanities
§ How citizenship is linked to and
impacted by social influences.
§ How the values and norms
of individuals form a collective identity and collective
values.
§
Languages,
Literacy and Communication
§ Exploring social influences as
presented in and through different literature.
§
Mathematics and Numeracy
§ Critically engaging with
social norms in respect of money to support financial
literacy.
§
Science
and Technology
§ Critically engaging with social
norms and influences in respect of technology, and in an online
context.
§ Progression step 1
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ interaction with a range of
social groups, both familiar and unfamiliar
§ situations and contexts that
provoke reflection on social influences and their
consequences
§ the demands of different social
situations
§ opportunities to explore and
evaluate the consequences of different responses to rules and
norms.
§ Learners need to
know:
§ that different social groups and
situations have their own rules and norms
§ the different rules and norms of
the social groups and situations of which they are part.
§ Learners need to be able
to:
§ recognise the rules, norms,
attitudes and values of different social groups
§ adapt their behaviour in
response to the expectations and norms of a variety of
contexts.
§ Progression step 2
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ interaction with a range of
social groups, both familiar and unfamiliar
§ situations and contexts that
provoke reflection on social influences and their
consequences
§ the demands of different social
situations
§ opportunities to explore and
evaluate the consequences of different responses to rules and
norms.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ that different social groups and
situations have their own rules and norms
§ the different rules and norms of
the social groups and situations of which they are part
§ (from Progression step 2
onwards)
§ how social norms, rules,
values and attitudes of different social groups can
influence our own values, health and well-being
§ the influence that media and the
online world can have on well-being, attitudes and
values.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ recognise the rules, norms,
attitudes and values of different social groups
§ adapt their behaviour in
response to the expectations and norms of a variety of
contexts
§ (from Progression step 2
onwards)
§ follow and promote positive
rules, norms, attitudes and values in different social
groups
§ develop awareness of how their
own identity, values, attitudes and behaviours are being shaped by
the situations and social groups to which they belong and in which
they function
§ understand and respect the
identity, values, attitudes and behaviours of other people are
shaped by their social groups
§ critically evaluate the content
of different types of media and the online world, recognising the
impact that it has on attitude, values and well-being.
§ Progression step 3
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ interaction with a range of
social groups, both familiar and unfamiliar
§ situations and contexts that
provoke reflection on social influences and their
consequences
§ the demands of different social
situations
§ opportunities to explore and
evaluate the consequences of different responses to rules and
norms.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ that different social groups and
situations have their own rules and norms
§ the different rules and norms of
the social groups and situations of which they are part
§ (from Progression step 2
onwards)
§ how social norms, rules,
values and attitudes of different social groups can
influence our own values, health and well-being
§ the influence that media and the
online world can have on well-being, attitudes and
values.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ recognise the rules, norms,
attitudes and values of different social groups
§ adapt their behaviour in
response to the expectations and norms of a variety of
contexts
§ (from Progression step 2
onwards)
§ follow and promote positive
rules, norms, attitudes and values in different social
groups
§ develop awareness of how their
own identity, values, attitudes and behaviours are being shaped by
the situations and social groups to which they belong and in which
they function
§ understand and respect the
identity, values, attitudes and behaviours of other people are
shaped by their social groups
§ critically evaluate the content
of different types of media and the online world, recognising the
impact that it has on attitude, values and well-being.
§ (from Progression step 3
onwards)
§ reject and challenge harmful
rules, norms, attitudes, values, stereotypes and prejudices in
various social groups.
§ Progression step 4
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ interaction with a range of
social groups, both familiar and unfamiliar
§ situations and contexts that
provoke reflection on social influences and their
consequences
§ the demands of different social
situations
§ opportunities to explore and
evaluate the consequences of different responses to rules and
norms.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ that different social groups and
situations have their own rules and norms
§ the different rules and norms of
the social groups and situations of which they are part
§ (from Progression step 2
onwards)
§ how social norms, rules,
values and attitudes of different social groups can
influence our own values, health and well-being
§ the influence that media and the
online world can have on well-being, attitudes and
values
§ (from Progression step 4
onwards)
§ the biases in thinking
and behaviours that can arise from being in a social
group.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ recognise the rules, norms,
attitudes and values of different social groups
§ adapt their behaviour in
response to the expectations and norms of a variety of
contexts
§ (from Progression step 2
onwards)
§ follow and promote positive
rules, norms, attitudes and values in different social
groups
§ develop awareness of how their
own identity, values, attitudes and behaviours are being shaped by
the situations and social groups to which they belong and in which
they function
§ understand and respect the
identity, values, attitudes and behaviours of other people are
shaped by their social groups
§ critically evaluate the content
of different types of media and the online world, recognising the
impact that it has on attitude, values and well-being
§ (from Progression step 3
onwards)
§ reject and challenge harmful
rules, norms, attitudes, values, stereotypes and prejudices in
various social groups.
§ Progression step 5
§ Experiences, knowledge and
skills
§ Learners need to
experience:
§ (from Progression step 1
onwards)
§ interaction with a range of
social groups, both familiar and unfamiliar
§ situations and contexts that
provoke reflection on social influences and their
consequences
§ the demands of different social
situations
§ opportunities to explore and
evaluate the consequences of different responses to rules and
norms.
§ Learners need to
know:
§ (from Progression step 1
onwards)
§ that different social groups and
situations have their own rules and norms
§ the different rules and norms of
the social groups and situations of which they are part
§ (from Progression step 2
onwards)
§ how social norms, rules,
values and attitudes of different social groups can
influence our own values, health and well-being
§ the influence that media and the
online world can have on well-being, attitudes and
values
§ (from Progression step 4
onwards)
§ the biases in thinking
and behaviours that can arise from being in a social
group.
§ Learners need to be able
to:
§ (from Progression step 1
onwards)
§ recognise the rules, norms,
attitudes and values of different social groups
§ adapt their behaviour in
response to the expectations and norms of a variety of
contexts
§ (from Progression step 2
onwards)
§ follow and promote positive
rules, norms, attitudes and values in different social
groups
§ develop awareness of how their
own identity, values, attitudes and behaviours are being shaped by
the situations and social groups to which they belong and in which
they function
§ understand and respect the
identity, values, attitudes and behaviours of other people are
shaped by their social groups
§ critically evaluate the content
of different types of media and the online world, recognising the
impact that it has on attitude, values and well-being
§ (from Progression step 3
onwards)
§ reject and challenge harmful
rules, norms, attitudes, values, stereotypes and prejudices in
various social groups.
§ All our children and young
people will be:
§ ambitious, capable learners
who:
§ set themselves high standards
and seek and enjoy challenge
§ are building up a body of
knowledge and have the skills to connect and apply that knowledge
in different contexts
§ are questioning and enjoy
solving problems
§ can communicate effectively in
different forms and settings, using both Welsh and
English
§ can explain the ideas and
concepts they are learning about
§ can use number effectively in
different contexts – understand how to interpret data and
apply mathematical concepts
§ use digital technologies
creatively to communicate, find and analyse information
§ undertake research and evaluate
critically what they find
§ and are ready to learn
throughout their lives
§ enterprising, creative
contributors who:
§ connect and apply their
knowledge and skills to create ideas and products
§ think creatively to reframe and
solve problems
§ identify and grasp
opportunities
§ take measured risks
§ lead and play different roles in
teams effectively and responsibly
§ express ideas and emotions
through different media
§ give of their energy and skills
so that other people will benefit
§ and are ready to play a full
part in life and work
§ ethical, informed citizens
who:
§ find, evaluate and use evidence
in forming views
§ engage with contemporary issues
based upon their knowledge and values
§ understand and exercise their
human and democratic responsibilities and rights
§ understand and consider the
impact of their actions when making choices and acting
§ are knowledgeable about their
culture, community, society and the world, now and in the
past
§ respect the needs and rights of
others, as a member of a diverse society
§ show their commitment to the
sustainability of the planet
§ and are ready to be citizens of
Wales and the world
§ healthy, confident individuals
who:
§ have secure values and are
establishing their spiritual and ethical beliefs
§ are building their mental and
emotional well-being by developing confidence, resilience and
empathy
§ apply knowledge about the impact
of diet and exercise on physical and mental health in their daily
lives
§ know how to find the information
and support to keep safe and well
§ take part in physical
activity
§ take measured decisions about
lifestyle and manage risk
§ have the confidence to
participate in performance
§ form positive relationships
based upon trust and mutual respect
§ face and overcome
challenge
§ have the skills and knowledge to
manage everyday life as independently as they can
§ and are ready to lead fulfilling
lives as valued members of society.
§ Mae cydberthnasau iach yn
hanfodol ar gyfer ein hymdeimlad o berthyn ac ar gyfer ein
lles.
Mae gwybodaeth am y camau cynnydd a'r profiadau, y wybodaeth
a'r sgiliau yr oedd dysgwyr wedi’u cynnwys yn yr elfen
‘mae’r ffordd rydym yn prosesu ein profiadau ac yn
ymateb iddynt yn effeithio ar ein hiechyd meddwl a’n lles
emosiynol’ wedi’i hatodi yn Atodiad A.
4.
Gweithgareddau’r Cynulliad
Cyhoeddodd y
Pwyllgor Plant, Pobl Ifanc ac
Addysg yr adroddiad ar ei ymchwiliad i iechyd emosiynol ac iechyd
meddwl plant a phobl ifanc,
Cadernid Meddwl
[PDF 3.4KB], ym
mis Ebrill 2018. Y prif argymhelliad oedd:
Bod Llywodraeth Cymru yn gwneud lles a gwydnwch emosiynol a
lles a gwydnwch meddwl ein plant a’n pobl ifanc yn
flaenoriaeth genedlaethol benodedig.
Roedd yr adroddiad yn eang ei natur ond roedd ffocws cryf ar
wasanaethau ataliol ac ymyrraeth gynnar, gan ganolbwyntio'n benodol
ar ysgolion a sut y gallant weithio'n fwy effeithiol gyda
gwasanaethau iechyd i adeiladu gwydnwch emosiynol plant a phobl
ifanc.
Nid oedd y Pwyllgor yn fodlon bod
ymateb cychwynnol Llywodraeth
Cymru [PDF 1.2KB] yn bodloni argymhellion adroddiad y Pwyllgor. Yn
ystod y ddadl yn y Cyfarfod Llawn ar 4 Gorffennaf
2018,
dywedodd Lynne Neagle AC, Cadeirydd y Pwyllgor y
canlynol:
fy mod i a'r pwyllgor yn siomedig iawn gydag ymateb
Llywodraeth Cymru i'n hargymhellion. […] nid yw ymateb y
Llywodraeth yn bodloni ein disgwyliadau, a'n galwadau am newid
sylweddol o ran dull o weithredu. Fel pwyllgor, rydym yn gwrthod yr
ymateb hwn; nid yw'n ddigon da.
Wedi hynny, cyhoeddodd y Gweinidogion Iechyd a Gwasanaethau
Cymdeithasol ac Addysg eu bwriad i ffurfio 'Grŵp Gorchwyl a
Gorffen Gweinidogol' a 'Grŵp Cyfeirio Rhanddeiliaid', mewn
ymateb i bryderon y Pwyllgor ac Aelodau'r Cynulliad.
Ar
14 Ionawr 2019, cyhoeddodd y
Gweinidog Iechyd a Gwasanaethau Cymdeithasol £7.1
miliwn i gefnogi'r Llywodraeth â’i gwaith yn dilyn
argymhellion a wnaed gan y Pwyllgor. Bwriad yr arian yw
diogelu, gwella a chefnogi iechyd meddwl a lles plant a phobl ifanc
trwy ddatblygu gwasanaethau ymhellach. Dywedodd y Gweinidog y
canlynol:
Mae'r buddsoddiad o £7.1m yn ychwanegol at y £1.4m
y mae Llywodraeth Cymru yn ei fuddsoddi mewn rhaglen iechyd meddwl
mewngymorth i ysgolion, er mwyn cryfhau'r cymorth y mae CAMHS yn ei
ddarparu mewn ysgolion, a hynny mewn pedwar ardal beilot ar draws
Cymru.
Ym
mis Mai
2019,
rhoddodd y Gweinidog Iechyd a Gwasanaethau Cymdeithasol a’r
Gweinidog Addysg ddiweddariad ynghylch yr argymhellion i'r Pwyllgor
Plant, Pobl Ifanc ac Addysg. Mewn perthynas â hyfforddiant
athrawon, dywedodd y Gweinidogion y canlynol:
Byddwn yn datblygu’r gwaith sydd eisoes wedi’i
wneud i gynnwys iechyd meddwl a lles emosiynol mewn Hyfforddiant
Cychwynnol Athrawon, gan gomisiynu pecynnau hyfforddi pwrpasol ar
gyfer athrawon a staff eraill mewn ysgolion yn ymwneud ag iechyd
meddwl a lles. Bydd y pecynnau hyn ar gael i athrawon a staff
eraill mewn ysgolion fel rhan o’u datblygiad proffesiynol
parhaus. Rydym yn cydnabod bod yn rhaid i athrawon a staff ysgolion
yn ehangach sefydlu agwedd ysgol gyfan at iechyd meddwl a lles
emosiynol, a bod angen cymorth arnynt i allu cefnogi plant a phobl
ifanc.
Deisebau blaenorol
Trafododd y Pwyllgor ddwy ddeiseb,
Cyflwyno Addysg Iechyd Meddwl Orfodol
mewn Ysgolion Uwchradd a
Gwneud Iechyd Meddwl yn Rhan
o’r Cwricwlwm Cenedlaethol yn 2016. Ar y pryd, dywedodd y
Gweinidog Addysg, fel rhan o gynllun y cwricwlwm newydd, y byddai'r
Maes Dysgu a Phrofiad Iechyd a Lles yn tynnu ar les meddyliol,
corfforol ac emosiynol. Felly, caewyd y ddwy ddeiseb gan y
Pwyllgor.
|
Gwneir pob ymdrech i sicrhau bod y wybodaeth yn y papur
briffio hwn yn gywir adeg ei gyhoeddi. Dylai darllenwyr fod yn
ymwybodol nad yw’r papurau briffio hyn o reidrwydd yn cael eu
diweddaru na’u diwygio fel arall i adlewyrchu newidiadau
dilynol.
|
Atodiad A: Y camau cynnydd a'r profiadau, y wybodaeth a'r
sgiliau yr oedd dysgwyr wedi’u cynnwys yn yr elfen
‘mae’r ffordd rydym yn prosesu ein profiadau ac yn
ymateb iddynt yn effeithio ar ein hiechyd meddwl a’n lles
emosiynol’.
Cam cynnydd 1 (5 oed)
§ Bod yn ymwybodol o ganfyddiadau a
meddyliau;
§ Bod yn ymwybodol o deimladau
a’u cyfleu;
§ Bod yn ymwybodol bod meddyliau a
theimladau yn newid;
Cam cynnydd 2 (8 oed)
§ Canolbwyntio ar yr hyn
rwy’n ei ganfod a’i feddwl;
§ Cyfleu teimladau;
§ Deall sut a pham mae fy
meddyliau, fy nheimladau a’m gweithredoedd yn newid mewn
ymateb i wahanol brofiadau.
Cam cynnydd 3 (11 oed)
§ Cydnabod budd gallu canolbwyntio
ar ganfyddiadau a meddyliau a deall bod hunanymwybyddiaeth yn cael
ei datblygu.
§ Datblygu ffyrdd o reoli fy
emosiynau fy hun mewn ffordd iach a gallu ymdopi â’r
broses hon yn fwyfwy annibynnol a llwyddiannus.
§ Myfyrio ar y ffordd y mae
digwyddiadau a phrofiadau yn y gorffennol wedi effeithio ar
feddyliau, teimladau a gweithredoedd.
§ Datblygu'r gallu i ragweld sut y
bydd digwyddiadau yn y dyfodol o bosibl yn gwneud i mi ac eraill
deimlo.
Cam cynnydd 4 (14 oed)
§ Canolbwyntio'n annibynnol ar
ganfyddiadau, meddyliau a theimladau er mwyn datblygu
hunanymwybyddiaeth ymhellach.
§ Dod o hyd i wahanol strategaethau
i reoli fy emosiynau fy hun mewn ymateb i amrywiaeth o
brofiadau.
§ Myfyrio a dysgu o’r
gorffennol er mwyn rhagweld a pharatoi ar gyfer profiadau yn y
dyfodol.
§ Deall gwerth gallu dangos empathi
ag eraill a sut mae hyn yn arwain at weithredoedd o gydymdeimlad a
charedigrwydd.
Cam cynnydd 5 (16 oed)
§ Defnyddio hunanymwybyddiaeth i
werthfawrogi cymhlethdod fy emosiynau a defnyddio strategaethau er
mwyn rheoli fy hunan mewn ffordd iach ac er mwyn cysylltu ag
eraill.
§ Myfyrio, ymateb a dysgu o
brofiadau yn y gorffennol a’r presennol er mwyn rhagweld a
pharatoi ar gyfer profiadau yn y dyfodol.
§ Trosglwyddo'r sgiliau hyn er mwyn
gofalu am deimladau a meddyliau eraill.
§ Dangos empathi tuag at eraill, ac
mae hyn yn fy helpu i ddangos cydymdeimlad a charedigrwydd tuag
ataf i fy hunan ac eraill.
Mae pob datganiad Beth sy'n Bwysig yn cynnwys manylion am y
wybodaeth, y sgiliau a’r profiadau y dylai dysgwyr eu
dysgu. O ran yr elfen mae’r ffordd rydym yn prosesu ein
profiadau ac yn ymateb iddynt yn effeithio ar ein hiechyd meddwl
a’n lles emosiynol, mae’r rhain yn cynnwys y canlynol,
ym mhob cam cynnydd:
Mae angen i ddysgwyr brofi:
§ cyfleoedd i droi teimlad o
empathi yn weithred o garedigrwydd a chydymdeimlad tuag atynt hwy
eu hunain ac eraill
§ cyfleoedd sy'n annog unigolion i
fyfyrio, yn unigol ac mewn grŵp, o fewn amgylchedd sy’n
eu hamddiffyn a’u cefnogi
§ trafodaethau diogel a chefnogol
am brofiadau sy'n effeithio ar iechyd meddwl a lles
emosiynol.
Mae angen i ddysgwyr wybod:
§ y gall ein hiechyd meddwl
a’n cyflwr emosiynol newid
§ sut mae hunanddelwedd yn
effeithio ar iechyd meddwl a lles
§ am amrywiaeth o strategaethau
sy'n hyrwyddo ymwybyddiaeth o iechyd meddwl a lles
§ sut mae'r ymennydd yn
rhyngweithio â gweddill y corff, gan gynnwys y system ymateb
i straen a’r newidiadau ffisiolegol sy'n digwydd
§ y gallant gael gafael ar
amrywiaeth o gymorth er mwyn cynnal eu hiechyd meddwl a'u lles
emosiynol
§ y gall iechyd meddwl a lles
emosiynol pobl eraill fod yn wahanol i'w hiechyd meddwl a’u
lles emosiynol nhw
§ am gyflyrau meddygol a all
effeithio ar ein hiechyd meddwl a'n lles emosiynol
§ y gall yr amgylchedd effeithio ar
ein hiechyd meddwl a'n lles emosiynol.
Mae angen i ddysgwyr allu:
§ cydnabod a mynegi’r hyn y
maent yn ei ganfod, yn ei feddwl, ac yn deimlo er mwyn meithrin eu
hunanymwybyddiaeth a datblygu gwell ymwybyddiaeth o’u
hemosiynau
§ myfyrio ar brofiadau a rhagweld
sut y gallant effeithio arnynt
§ datblygu strategaethau er mwyn
rheoli eu hunain heb arweiniad gan eraill
§ cyfleu sut y maent yn teimlo a
gofyn am help pan fydd ei angen.