Bwletin y Pennaeth - 07/11/2025 - The Head's Bulletin

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Mae stori mis Tachwedd 'Lleisiau Bach, Syniadau Mawr' yn annog myfyrio meddylgar ar y gwahaniaeth rhwng dymuno mwy—a chael digon. Mae'r stori hon am ffermwr o'r enw Pahom yn codi cwestiynau mawr am uchelgais, boddhad, a'r hyn sydd ei angen arnom mewn gwirionedd i fyw bywyd da.

Faint o Dir sydd ei Angen ar Berson?

Roedd ffermwr tlawd yn Rwsia unwaith oedd yn chwilio am dir i brynu. Un diwrnod, clywodd fod gan bobl y Bashkir dir ar werth—cymaint, mewn gwirionedd, nes eu bod yn ei gynnig am bron ddim. Felly cychwynnodd y ffermwr, o'r enw Pahom, ar ei daith ac, ar ôl saith diwrnod, cyrhaeddodd wlad y Bashkiriaid.

Aeth Pahom at bennaeth y Bashkiriaid a gofyn a allai brynu rhywfaint o dir.

"Dewiswch unrhyw ddarn o dir a fynnwch," meddai'r pennaeth. "Mae gennym ni ddigon ohono."

"A beth fydd y pris?" gofynnodd Pahom.

"Mae ein pris bob amser yr un fath: mil o rubles y dydd."

Roedd Pahom wedi drysu. "Diwrnod? Pa fath o fesur yw hynny? Pa mor fawr mewn erwau fyddai hynny?"

"Dydyn ni ddim yn gwybod sut i'w fesur," meddai'r pennaeth. "Rydyn ni'n ei werthu fesul dydd. Efallai y bydd gennych chi gymaint o dir ag y gall eich traed fynd o gwmpas mewn diwrnod. Y pris yw mil o rubles y dydd."

"Ond mewn un diwrnod, gallech chi fynd o amgylch darn mawr iawn o dir," meddai Pahom.

Chwarddodd y pennaeth. "Bydd yn eiddo i chi," meddai. "Dim ond un amod sydd—rhaid i chi ddychwelyd i'r fan lle dechreuoch chi o fewn y diwrnod, neu bydd eich arian yn cael ei golli."

Roedd Pahom wrth ei fodd a phenderfynodd ddechrau'n gynnar y bore wedyn. Y noson honno, gorweddodd ar wely meddal ond ni allai gysgu. Treuliodd yr holl amser yn meddwl am faint o dir y byddai'n ei hawlio, sut y byddai'n dewis yr hyn gorau ar gyfer ei fferm, yn gwerthu'r tir tlotach, ac yn rhentu rhywfaint ohono i eraill.

Ar doriad dydd, roedd yn barod i ddechrau. Aeth y pennaeth at Pahom, tynnodd ei gap ffwr i ffwrdd, a'i osod ar y ddaear.

"Dyma'ch marciwr. Dechreuwch o fan hyn a dychwelwch eto. Bydd yr holl dir yr ewch o'i gwmpas yn eiddo i chi."

Tynnodd Pahom ei arian allan a'i roi yn yr het. Gan gario bag o fara a photel o ddŵr, cychwynnodd. Dros ei ysgwydd, cariodd raw i nodi'r ffin. Yr unig beth y gallai feddwl amdano oedd pa mor bell y gallai fynd yn ystod y dydd a faint o dir fyddai'n dod yn eiddo iddo. Cerddodd ar draws y glaswelltir. Roedd yr haul yn boeth, a phan safai'n uchel yn yr awyr, stopiodd Pahom am ychydig i fwyta ei fara ac yfed ei ddŵr. Aeth ymlaen—po bellaf y cerddai, y gorau oedd yr ymddangosiad tir. Dechreuodd Pahom gerdded yn gyflymach, gan gynllunio beth fyddai'n ei dyfu wrth iddo fynd.

Yn sydyn, sylweddolodd ei fod ymhell o'r man cychwyn, a bod yr haul yn dechrau suddo'n is yn yr awyr.

"Rwyf wedi hawlio llawer o dir," meddyliodd. "Gwell i mi frysio'n ôl nawr."

Roedd wedi blino o'r gwres, ac roedd ei goesau'n wan. Roedd Pahom yn ofnus.

"O diar," meddyliodd, "Rwyf wedi bod yn rhy farus. Efallai y byddaf yn colli popeth."

Gallai weld yr het ffwr yn y pellter, ond diflannodd yr haul dros y gorwel, ac yn sydyn tywyllodd. Syrthiodd ymlaen ac estynnodd am yr het gyda'i ddwylo. Roedd o fewn modfeddi i gyffwrdd â'r het. Ond, roedd hi'n rhy hwyr.

"Rydych chi wedi ceisio'n dda," meddai'r pennaeth. "Ond mae eich trachwant wedi cael y gorau ohonoch chi."

(Stori Rwsiaidd, wedi'i haddasu o Tolstoy)

Meddwl am y Stori

Cwestiwn Allweddol: Beth mae'r stori yn meddwl?

1. Pam roedd Pahom eisiau llawer o dir?

2. Pa bris a ofynnwyd gan y Bashkiriaid oedd yn berchen ar y tir?

3. Sut ydych chi'n meddwl y daeth y Bashkiriaid i fod yn berchen ar y tir?

4. Pam roedd yn rhaid i Pahom gerdded o amgylch y tir yr oedd ei eisiau?

5. Sut ydych chi'n meddwl y nododd ffin y tir a ddewisodd?

6. Beth aeth trwy feddwl Pahom y noson cynt?

7. Beth oedd yn ei feddwl yn ystod ei daith gerdded o amgylch y tir?

8. Pam y gwnaeth ymdrech i fynd yn ôl mewn amser?

9. Ydych chi'n meddwl y byddai wedi cael cadw'r tir yr oedd yn cerdded o'i gwmpas?

10. Faint o dir ydych chi'n meddwl bod Pahom ei angen mewn gwirionedd?

Meddwl am Eisiau ac Angen

Cwestiwn Allweddol: Beth mae 'eisiau' ac 'angen' yn ei olygu?

1. A yw eisiau rhywbeth yr un peth â bod ei angen? Rhowch enghreifftiau.

2. Beth sydd ei angen arnoch i fyw?

3. Beth sydd ei angen ar bobl i fod yn hapus?

4. A oes angen arian ar bobl i fod yn hapus?

5. A oes angen gwahanol bethau ar bobl, neu a oes angen yr un pethau arnom ni i gyd?

6. A ydym ni i gyd eisiau'r un pethau?

7. A yw'n dda cael popeth rydych chi ei eisiau?

8. A oes pobl yn y byd nad oes ganddyn nhw'r hyn sydd ei angen arnyn nhw? Pwy ydyn nhw? Pa fath o bethau sydd ar goll?

9. Pam mae gan bobl anifeiliaid anwes—a ydyn nhw'n bodloni anghenion neu ddymuniadau?

10. A allai rhywbeth fod yn angen i un person, ond dim ond yn ddymuniad i un arall?

Gweithgareddau Pellach

• Gwnewch restr o'ch anghenion a'ch dymuniadau. Rhowch 'Angen', 'Eisiau', a 'Ddim yn siŵr' ar y rhestr. Gweler faint o bethau rydych chi'n eu rhoi ym mhob colofn.

• Dychmygwch eich bod chi'n pacio ar gyfer gwyliau. Ysgrifennwch neu lluniwch y pethau y bydd angen i chi eu cymryd, ac ychwanegwch rai pethau yr hoffech chi eu cymryd ond nad oes eu hangen arnoch chi mewn gwirionedd.

• Ysgrifennwch restr o bopeth sydd ei angen arnoch chi ar gyfer cartref, ysgol neu fywyd hapus. Rhowch eich rhestr yn nhrefn pwysigrwydd.

• Ymchwiliwch i hysbysebion. Ydyn nhw'n dweud wrthych chi am yr hyn y gallech chi ei eisiau, neu am yr hyn sydd ei angen arnoch chi mewn gwirionedd?

PAWB

ANGEN GWEITHREDU - ATGOF

Digwyddiadau'r Nadolig

Erbyn hyn byddwch wedi derbyn eich calendr Nadolig ac yn gwybod beth sy'n digwydd ym mis Rhagfyr yn ein hysgol.

Mae llawer ohonoch wedi mewngofnodi i Civica Pay ac wedi prynu tocynnau ac ati. Os ydych chi'n cael trafferth gyda hyn am resymau technegol neu resymau eraill, cysylltwch â ni cyn gynted â phosibl fel y gallwn ni helpu.

Atgof o'r Hyn Sydd Angen i Chi Ei Wneud Nawr

1. Edrychwch ar y calendr Nadolig fel eich bod chi'n gwybod beth sy'n berthnasol i'ch teulu.

2. Mewngofnodwch i Civica Pay i dalu am docynnau sioe Nadolig (pawb), partïon pysgod a sglodion (Blynyddoedd 4-6) a'r pantomeim (Blynyddoedd 2-6).

3. Arhoswch am ragor o wybodaeth am Fore Coffi Macmillan, Christingle, Ras Hwyl Siôn Corn a phartïon ar ôl ysgol Blwyddyn 1-3. Bydd hyn i gyd yn cael ei egluro ym mwletin dydd Mawrth nesaf.

Bydd tocynnau ar gyfer sioeau Nadolig yn gyfyngedig i 2 fesul perfformiad i ddechrau - sy'n golygu cyfanswm o 4 y plentyn. Fodd bynnag, byddwn yn rhyddhau unrhyw docynnau heb eu gwerthu yn agosach at ddyddiad y sioeau. Felly, peidiwch â'i adael tan y funud olaf a mentro peidio â chael tocyn!

Dyma'r calendr eto er hwylustod i chi:

Calendr Nadolig 2025.pdf

Download PDF • 442KB

PAWB

ANGEN GWEITHREDU - ATGOF

Plant mewn Angen

Fel y esboniwyd ddydd Mawrth, bydd ein hysgol yn cynnal Diwrnod Pyjamas i gefnogi Plant mewn Angen 2024 ddydd Gwener, 14eg o Dachwedd! Mae Diwrnod Pyjamas yn ddigwyddiad hwyliog a chlyd lle mae pawb yn cael eu hannog i wisgo eu pyjamas i'r ysgol. Mae'n ddiwrnod i gael hwyl, a dangos eich cefnogaeth i achos gwych. Drwy gymryd rhan, byddwn yn helpu i godi ymwybyddiaeth ac arian ar gyfer Plant mewn Angen, elusen sy'n ymroddedig i wella bywydau plant a phobl ifanc dan anfantais ledled y DU. Bydd eich cyfranogiad yn gwneud gwahaniaeth sylweddol ym mywydau'r rhai sydd ei angen fwyaf. I gymryd rhan, gofynnir i blant wisgo eu pyjamas i'r ysgol ar y diwrnod.

Ni fyddwn yn casglu arian parod ar y dyddiad hwn - gan ein bod yn ysgol ddi-arian parod - rydym yn gofyn yn garedig i chi roi eich £1 trwy CivicaPay. Mae hyn yn fyw nawr! Gyda llaw, mae hwn yn gyfle da i wirio bod eich cyfrif CivicaPay yn gweithio'n barod i dalu am docynnau sioe Nadolig.

PAWB

GWYBODAETH YN UNIG

Diweddariad Byr o'n Ymweliad Ymchwil â Tokyo

Yr wythnos diwethaf treuliodd ein tîm Prosiect Tokyo wyth diwrnod yn Tokyo yn ymweld ag amrywiaeth o ysgolion a phrifysgolion i arsylwi sut mae plant ifanc yn dysgu ieithoedd bob dydd. Gwyliasom wersi, siaradom ag athrawon a hyfforddwyr athrawon, a nodwyd arferion ystafell ddosbarth syml sy'n gyson yn helpu plant i wrando, siarad a defnyddio iaith yn hyderus ar draws pynciau. Roedd llawer o debygrwydd i'n hysgol a phethau y gallwn eu dysgu.

Patrwm clir ym mhobman oedd arferion gwersi tawel, rhagweladwy. Cyflwynodd athrawon ychydig o eiriau neu batrymau brawddegau newydd, eu modelu'n glir, yna rhoddodd gyfleoedd byr, ailadroddus i blant ymarfer gyda lluniau, ystumiau a thasgau pâr cyflym. Dilynodd gweithgareddau rythm cyfarwydd, ymunodd plant yn gynt, rhoi cynnig ar iaith newydd yn amlach ac adeiladu ar ddysgu blaenorol yn lle ailgychwyn pob gwers.

Yn ysgolion Tokyo, mae siarad a gwrando yn rhan o bob gwers, nid yn ychwanegiad. Mae plant yn cymryd rhan mewn chwarae rôl byr, sgyrsiau mewn pâr, cyflwyniadau mini a gwaith prosiect sydd â chynulleidfa go iawn. cyd-ddisgyblion, dosbarthiadau eraill neu ymwelwyr. Mae'r dibenion ymarferol hynny'n rhoi rheswm i ddisgyblion ddefnyddio iaith mewn ffyrdd dilys, sy'n helpu eu hyder ac yn gwneud eu sgwrs yn hirach ac yn fwy ystyrlon.

Un pwyslais trawiadol ar draws yr ysgolion oedd gwrando. Mae athrawon yn trin gwrando fel sgil weithredol: nid dim ond clywed geiriau ond deall tôn, bwriad ac ystyr. Mae gwersi'n cynnwys gweithgareddau gwrando ffocws sy'n helpu plant i ddeall ystyr, ymateb yn briodol ac adeiladu ar yr hyn y mae eraill yn ei ddweud. Mae'r gwrando sylwgar hwn yn cefnogi siarad gwell: mae disgyblion yn dysgu aros, myfyrio ac yna cyfrannu gydag ymatebion cliriach a mwy pwrpasol. Dros yr ychydig wythnosau nesaf, rydw i'n mynd i rannu mwy am hyn.

Rydym nawr yn ysgrifennu adroddiadau manwl, manwl sy'n dwyn ynghyd ein harsylwadau yn yr ystafell ddosbarth, trafodaethau gydag athrawon a dysgu gan bartneriaid. Byddwn yn rhannu'r adroddiadau hynny, a chrynodebau byrrach, mewn pryd gydag unrhyw un sydd â diddordeb. Yn dilyn hynny, byddwn yn dechrau cynllunio sut i ddefnyddio'r arferion a welsom yn Tokyo i wella addysgu a dysgu yn ein hysgol - dylunio camau nesaf clir ar gyfer ystafelloedd dosbarth, datblygu staff a gweithgareddau teuluol fel bod ein plant yn elwa o'r hyn a ddysgom. Mae gennym hefyd gyfarfodydd wedi'u trefnu gyda Llywodraeth Cymru i rannu ein canfyddiadau a thrafod sut y gellid cefnogi arferion addawol yn ehangach.

Os ydych chi eisiau gwybod mwy am ein canfyddiadau, byddwn yn lansio tudalen we yn fuan. Ond, yn y cyfamser, cymerwch olwg ar ein tudalen Facebook bwrpasol: https://www.facebook.com/ProsiectTokyo/

Cysylltiadau pwysig a all fod o ddefnydd i chi: 

Samaritans: 116 123 (24 awr y dydd / 24 hours a day)

Wales Domestic Abuse Helpline: 0808 80 10 800 (8.00am-2.00pm & 8.00pm-2.00am pob dydd / every day).

Mind Cymru: 0300 123 3393

Childline: 0800 1111 (24 awr y dydd / 24 hours a day)

Women’s Aid: 01495 742061 (24 awr y dydd / 24 hours a day)

Eastern Valley Food Bank: 01495 760605

---

November’s 'Little Voices, Big Ideas' story encourages thoughtful reflection on the difference between wanting more—and having enough. This tale of a farmer named Pahom raises big questions about ambition, satisfaction, and what we truly need to live a good life.

How Much Land Does a Person Need?

There was once a poor farmer in Russia who was looking to buy land. One day, he heard that the Bashkir people had land for sale—so much, in fact, that they were offering it for practically nothing. So the farmer, whose name was Pahom, set off on his journey and, after seven days, arrived in the land of the Bashkirs.

Pahom went to the chief of the Bashkirs and asked if he could buy some land.

"Choose any piece of land that you like," said the chief. "We have plenty of it."

"And what will be the price?" asked Pahom.

"Our price is always the same: one thousand roubles a day."

Pahom was confused. "A day? What kind of measure is that? How big in acres would that be?"

"We do not know how to measure it," said the chief. "We sell it by the day. You may have as much land as your feet can go round in a day. The price is one thousand roubles per day."

"But in one day, you could get round a very large piece of land," said Pahom.

The chief laughed. "It will be yours," he said. "There is only one condition—you must return to the spot where you started from within the day, or your money is lost."

Pahom was delighted and decided to start early the next morning. That night, he lay on a soft bed but could not sleep. He spent the whole time thinking about how much land he would claim, how he would choose the best for his farm, sell the poorer land, and rent some of it to others.

At daybreak, he was ready to begin. The chief approached Pahom, took off his fur cap, and placed it on the ground.

"This is your marker. Start from here and return again. All the land you go round shall be yours."

Pahom took out his money and placed it in the hat. Carrying a bag of bread and a bottle of water, he set off. Over his shoulder, he carried a spade to mark the boundary. All he could think about was how far he could go in the day and how much land would become his. He strode across the grassland. The sun was hot, and when it stood high in the sky, Pahom stopped briefly to eat his bread and drink his water. On he went—the further he walked, the better the land seemed. Pahom began to walk faster, planning what he would grow as he went.

Suddenly, he realised he was a long way from the starting point, and the sun was beginning to sink lower in the sky.

"I’ve claimed a lot of land," he thought. "I’d better hurry back now."

He was tired from the heat, and his legs were weak. Pahom was frightened.

"Oh dear," he thought, "I’ve been too greedy. I may lose everything."

He could see the fur hat in the distance, but the sun disappeared over the horizon, and suddenly it grew dark. He fell forward and reached out for the hat with his hands. He was within inches of touching the hat. But, it was too late.

"You have tried well," said the chief. "But your greed has got the better of you."

(Russian story, adapted from Tolstoy)

Thinking About the Story

Key Question: What does the story mean?

1. Why did Pahom want a lot of land?

2. What price was asked by the Bashkirs who owned the land?

3. How do you think the Bashkirs came to own the land?

4. Why did Pahom have to walk around the land he wanted?

5. How do you think he marked the boundary of the land he chose?

6. What went through Pahom’s mind the night before?

7. What did he think about during his walk around the land?

8. Why did he struggle to get back in time?

9. Do you think he would have been allowed to keep the land he walked round?

10. How much land do you think Pahom truly needed?

Thinking About Wants and Needs

Key Question: What do 'want' and 'need' mean?

1.     Is wanting something the same as needing it? Give examples.

2.     What do you need to live?

3.     What do people need to be happy?

4.     Do people need to money to be happy?

5.     Do people need different things, or do we all need the same things?

6.     Do we all want the same things?

7.     Is it good to have everything you want?

8.     Are there people in the world who do not have what they need? Who are they? What kinds of things are missing?

9.     Why do people have pets—do they satisfy needs or wants?

10.  Could something be a need for one person, but only a want for another?

Further Activities

• Make a list of your needs and wants. Head the list ‘Need’, ‘Want’, and ‘Not sure’. See how many things you place in each column.

• Imagine you are packing for a holiday. Write or draw the things you will need to take, and add some things you would like to take but don’t really need.

• Write a list of everything you need for a happy home, school, or life. Put your list in order of importance.

• Investigate advertisements. Do they tell you about what you might want, or about what you truly need?

EVERYONE

ACTION REQUIRED - REMINDER

Christmas Events

By now you will have received your Christmas calendar and know what's happening in the month of December at our school.

Many of you have logged into Civica Pay and have purchased tickets etc. If you are having trouble with this for technical reasons or other reasons, please do contact us as soon as possible so that we can help.

A Reminder of What You Need to Do Now

1. Check out the Christmas calendar so that you know what is relevant to your family.

2. Log in to Civica Pay to pay for Christmas show tickets (everyone), fish and chip parties (Years 4-6) and the pantomime (Years 2-6).

3. Wait for more information on the Macmillan Coffee Morning, Christingle, the Santa Fun Run and the Year 1-3 after school parties. This will be all explained in next Tuesday's bulletin.

Tickets for Christmas shows will be limited to 2 per performance initially – meaning a total of 4 per child. However, we will release any unsold tickets closer to the date of the shows. So, don't leave it to the last minute and risk not getting a ticket!

Here is the calendar again for your convenience:

Calendr Nadolig 2025.pdf

Download PDF • 442KB

EVERYONE

ACTION REQUIRED - REMINDER

Children in Need

As announced on Tuesday, our school will be holding a Pyjama Day in support of Children in Need 2024 on Friday, 14th of November! Pyjama Day is a fun and cosy event where everyone is encouraged to wear their pyjamas to school. It’s a day to have fun, and show your support for a great cause. By participating, we will be helping to raise awareness and funds for Children in Need, a charity dedicated to improving the lives of disadvantaged children and young people across the UK. Your involvement will make a significant difference in the lives of those who need it most. To get involved, children are asked to simply wear their pyjamas to school on the day.

We will not be collecting cash on this date – as we are a cashless school – we are kindly asking that you give your £1 via CivicaPay. This is live now! Incidentally, this is a good opportunity to check that your CivicaPay account works ready for paying for Christmas show tickets.

EVERYONE

INFORMATION ONLY

A Short Update from Our Tokyo Research Visit

Last week our Project Tokyo team spent eight days in Tokyo visiting a range of schools and universities to observe how young children learn languages every day. We watched lessons, spoke with teachers and teacher‑trainers, and noted simple classroom routines that consistently help children listen, speak and use language with confidence across subjects. There was lots of similarities to our school and things we can learn.

A clear pattern everywhere was calm, predictable lesson routines. Teachers introduced a few new words or sentence patterns, modelled them clearly, then gave children short, repeated chances to practise with pictures, gestures and quick pair tasks. Activities followed a familiar rhythm, children joined in sooner, tried out new language more often and built on prior learning instead of restarting each lesson.

In Tokyo schools, speaking and listening are part of every lesson, not an add‑on. Children take part in short role‑plays, paired conversations, mini‑presentations and project work that has a real audience. classmates, other classes or visitors. Those practical purposes give pupils a reason to use language in authentic ways, which helps their confidence and makes their talk longer and more meaningful.

One striking emphasis across the schools was listening. Teachers treat listening as an active skill: not just hearing words but understanding tone, intent and meaning. Lessons include focused listening activities that help children tune into meaning, respond appropriately and build on what others say. This attentive listening supports better speaking: pupils learn to wait, reflect and then contribute with clearer, more purposeful responses. Over the next few weeks, I am going to share more about this.

We are now writing up detailed, in‑depth reports that pull together our classroom observations, discussions with teachers and learning from partners. We will share those reports, and shorter summaries, in time with anyone who is interested. Following that, we will begin planning how to use the practices we observed in Tokyo to improve teaching and learning in our school — designing clear next steps for classrooms, staff development and family activities so our children benefit from what we learned. We also have meetings booked with Welsh Government to share our findings and discuss how promising practices might be supported more widely.

If you want to know about our findings in more detail, we will shortly be launching a webpage. But, in the meantime, take a look at our dedicated Facebook page: https://www.facebook.com/ProsiectTokyo/

Important contact details that could be of use to you:

Samaritans: 116 123 (24 awr y dydd / 24 hours a day)

Wales Domestic Abuse Helpline: 0808 80 10 800 (8.00am-2.00pm & 8.00pm-2.00am pob dydd / every day).

Mind Cymru: 0300 123 3393

Childline: 0800 1111 (24 awr y dydd / 24 hours a day)

Women’s Aid: 01495 742061 (24 awr y dydd / 24 hours a day)

Eastern Valley Food Bank: 01495 760605