Bwletin y Pennaeth - 02/06/2026 - The Head's Bulletin
- Jun 1
- 18 min read
Updated: 4 days ago
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Mae stori 'Lleisiau Bach, Syniadau Mawr' Ebrill yn agor gyda moment tawel yn y byd natur—a chwestiwn o dosturi sy'n dal i adleisio drwy amser. Yng nghyhoeddiad Bwdha a'r alarch, gwahoddir plant i feddwl am garedigrwydd, perchnogaeth, a'n cyfrifoldeb i greaduriaid byw.
Bwdha a'r Alarch
Yn ôl y chwedl, ganwyd Bwdha fwy na 2,500 o flynyddoedd yn ôl yng ngogledd India. Roedd yn dywysog, yn fab i frenin cyfoethog, a'i enw oedd Siddartha. Pan gafodd ei eni, anfonodd ei dad am ddynion doeth ac offeiriaid i ragweld dyfodol y tywysog bach. Dywedodd un y byddai'n dod yn ymerawdwr mawr, dywedodd un arall y byddai'n dod yn ddyn sanctaidd. Dywedodd yr olaf y byddai'n gadael cartref ac yn dod yn athro gwych pan fyddai'n darganfod am henaint, salwch a marwolaeth. Roedd y brenin eisiau i'w fab fod yn ymerawdwr mawr, nid yn fynach nac yn athro. Felly rhoddodd orchmynion y dylai'r tywysog dyfu i fyny heb wybod byth am henaint, salwch na marwolaeth.
Pan oedd Siddartha yn fachgen ni chaniatawyd iddo adael y palas brenhinol erioed, ac ni welodd bobl oedd yn hen, yn sâl neu'n anhapus erioed. Roedd hyd yn oed blodau marw yn cael eu pigo o'r gerddi brenhinol fel na fyddai'n eu gweld. Y cyfan yr oedd yn ei wybod oedd ei deulu cyfoethog, eu gweision yn y palas, a'r anifeiliaid a oedd yn byw ar dir y palas. Dysgodd y tywysog ifanc sut i ddarllen ac ysgrifennu, sut i farchogaeth ceffyl a sut i saethu bwa a saeth. Daeth yn dda iawn yn y pethau hyn, cymaint felly nes i'w gefnder Devadatta ddod yn genfigennus iawn ohono.
Hyd yn oed pan oedd yn ifanc, roedd gan Siddartha natur dosturiol. Dyma beth ddigwyddodd pan ddaeth o hyd i anifail oedd yn dioddef am y tro cyntaf.
Un diwrnod, pan oedd Siddartha gyda'i gefnder yng ngerddi'r palas, gwelsant alarch. Cyrhaeddodd Devadatta am ei fwa a saeth, anelodd yn ofalus a saethu'r aderyn.
'Edrychwch ar hynna!' meddai Devadatta. 'Fe'i saethodd y tro cyntaf!'
Syrthiodd yr aderyn gwyn mawr yn gwaedu i'r llawr. Cyn gynted ag y gwelodd yr alarch yn cwympo, rhedodd Siddartha ato a thynnu'r saeth allan yn ofalus. Cymerodd rai dail a dechrau sychu'r gwaed i ffwrdd. Nyrsiodd yr aderyn yn ei freichiau, gan fwytho ei blu gwyn.
'Tynnwch eich dwylo oddi ar fy alarch!' gwaeddodd Devadatta. 'Does gennych chi ddim hawl i'w gyffwrdd. Fy alarch i ydy o. Fi saethodd e!'
'Ie,' meddai Siddhartha. 'Ond dw i'n ceisio ei achub.'
'Dydy hynny ddim yn deg,' meddai Devadatta. 'Mae'n eiddo i mi. Saethais i ef. Rhaid i chi ei roi i mi. Os na wnewch chi ei roi yn ôl, byddaf yn mynd â chi i'r llys.'
'Iawn,' meddai'r tywysog. 'Gadawn i'r llys benderfynu.'
Aeth Devadatta a Siddhartha gerbron y Barnwr yng nghyntedd brenhinol y palas. Tra roedden nhw'n aros, gwrthododd Siddhartha gael ei wahanu oddi wrth yr alarch. Cadwodd ef gydag ef, gan ei fagu yn ei freichiau. Nawr roedd hi'n gyfrifoldeb i'r Barnwr benderfynu. I bwy y dylid rhoi'r alarch? I Devadatta a'i saethodd, neu i'r tywysog a geisiodd ei achub?
Edrychodd y Barnwr yn ofalus ar yr alarch, a gwelodd ei fod yn gwella o'i glwyf. Yna rhoddodd ei farn. Gan fod yr alarch yn fyw, oherwydd gofal y tywysog, dylid caniatáu iddo ei gadw. Fel arall byddai wedi marw, ac yna gallai Devadatta a'i saethodd fod wedi'i hawlio.
Ar ôl peth amser, gwellodd yr alarch yn llwyr a rhyddhaodd y tywysog ef eto. Drwy gydol ei oes, gofalodd Siddartha am anifeiliaid. Ni fyddai byth yn lladd bodau byw, a dywedodd wrth ei ddilynwyr na ddylent ladd unrhyw bethau byw. Dyma oedd dysgeidiaeth gyntaf y Bwdha.
Meddwl am y Stori
Cwestiwn Allweddol: Beth mae'r stori yn meddwl?
Pwy oedd Bwdha?
Beth a ragfynegodd y doethion am fywyd Bwdha? Beth mae 'doeth' yn ei olygu? Beth yw rhagfynegi rhywbeth?
Beth ddywedodd y brenin na ddylai Bwdha byth wybod amdano? Pam?
Disgrifir Bwdha fel rhywun sydd â natur dosturiol. Beth mae hyn yn ei olygu?
Pwy oedd Devadatta? A allwn ni ddweud o'r stori sut oedd o?
Pam roedd Devadatta yn meddwl mai ei alarch oedd o?
Beth ydych chi'n meddwl a ddywedodd Bwdha wrth y barnwr am yr alarch?
Beth ydych chi'n meddwl a ddywedodd Devadatta wrth y barnwr am yr alarch?
Beth benderfynodd y barnwr? Oedd e’n iawn? Pam?
Beth oedd dysgeidiaeth gyntaf y Bwdha?
Meddwl am Drin Anifeiliaid
Cwestiwn Allweddol: Beth yw’r ffordd gywir o drin anifeiliaid?
A yw’n iawn i fodau dynol hela a lladd anifeiliaid? Pam?
Beth yw’r gwahaniaeth rhwng anifail gwyllt ac anifail anwes? A yw alarch yn anifail gwyllt neu’n anifail anwes?
I bwy mae anifeiliaid gwyllt yn perthyn – rhywun, neb neu bawb?
A oes gennym gyfrifoldeb i helpu anifeiliaid nad ydyn nhw’n perthyn i ni?
A allwn ni byth fod yn berchen ar anifail mewn gwirionedd?
A oes unrhyw wahaniaethau rhwng bodau dynol ac anifeiliaid eraill?
A yw anifeiliaid yn meddwl? Os felly, a allwch chi roi enghraifft?
A yw anifeiliaid yn teimlo poen emosiynol? Pam ydych chi’n meddwl hynny?
A oes gan anifeiliaid yr hawl i ladd a bwyta anifeiliaid eraill?
Pam mae rhai anifeiliaid yn cael eu hystyried yn anifeiliaid anwes da ac eraill ddim?
Gweithgareddau Pellach
Dysgwch am rywogaethau mewn perygl. Dangoswch a darluniwch ble maen nhw'n byw ar fap o'r byd.
Gwnewch arolwg o anifeiliaid anwes. Gofynnwch i berchnogion anifeiliaid anwes ddisgrifio sut maen nhw'n gofalu am eu hanifeiliaid anwes.
Gwrandewch ac ymatebwch i anifeiliaid a ddisgrifir mewn cerddoriaeth e.e. 'Carnifal yr Anifeiliaid' gan Saint Saens.
Actiwch fod yn anifail gwyllt neu anifail anwes i eraill ei ddyfalu. Yr un sy'n dyfalu'n gywir pa anifail sy'n cael y tro nesaf.
Dychmygwch fod gennych chi anifail anarferol: llew, neidr, eliffant ac ati. Ysgrifennwch am eich bywyd gyda'ch anifail anwes.
PAWB
GWYBODAETH YN UNIG
Helpu Plant i Gymryd eu Camau Nesaf tuag at Annibyniaeth: Gwerthuso
Mae plant yn dechrau deall eu dysgu eu hunain y funud maen nhw'n dechrau sylwi sut beth yw rhywbeth pan fydd wedi mynd yn dda. Mae'r ymwybyddiaeth hon yn aml yn ymddangos mewn sylwadau byr: plentyn yn disgrifio llun y mae'n falch ohono, neu'n tynnu sylw at y ffaith bod cynllun wedi gweithio'n well na'r disgwyl. Nid ydyn nhw'n barnu eu hunain; maen nhw'n syml yn cydnabod moment o lwyddiant. O fan hyn, mae sgil fwy meddylgar yn dechrau tyfu.
Mae gwerthuso hefyd yn dod i'r amlwg pan fydd plant yn edrych yn ôl ar brofiad ac yn siarad am yr hyn a allai newid. Weithiau mae hyn yn digwydd yn ddigymell. Gallai plentyn egluro bod eu tŵr wedi cwympo oherwydd eu bod nhw wedi'i adeiladu'n rhy gul wrth y gwaelod, neu nad oedd strategaeth mewn gêm wedi gweithio yn y ffordd yr oedden nhw'n gobeithio. Nid yw'r myfyrdodau hyn yn gyfaddefiadau o fethiant. Maent yn arwyddion cynnar y gall plant arsylwi eu dewisiadau eu hunain gyda digon o bellter i weld y cysylltiad rhwng gweithredu a chanlyniad.
Mae rhan arall o werthuso yn ymddangos pan fydd plant yn dechrau rhoi rhesymau dros eu meddwl. Maen nhw'n mynd y tu hwnt i "fe weithiodd" neu "doedd e ddim" ac yn dechrau esbonio pam. Gall yr esboniad fod yn fyr gan gynnwys manylyn a sylwon nhw arno, dyfaliad am yr hyn a ddigwyddodd, neu gymhariaeth â rhywbeth a weithiodd yn well. Mae'r esboniadau hyn yn dangos bod myfyrio'n dod yn fwy trefnus. Mae plant yn dechrau meithrin cysylltiad meddyliol rhwng achos ac effaith yn eu dysgu eu hunain.
Mae gwerthuso hefyd yn tyfu trwy'r ffordd y mae plant yn ymateb i adborth. Maent yn gwrando, yn cymryd yr hyn sy'n ddefnyddiol, ac yn dechrau ei ymgorffori yn eu hymgais nesaf. Ar y dechrau, efallai mai dim ond un darn bach o gyngor y byddant yn ei ddefnyddio. Yn ddiweddarach maent yn dechrau didoli adborth, gan ddewis yr hyn sy'n eu helpu i wella. Mae hwn yn newid pwysig: mae'n dangos eu bod yn dechrau gweld adborth nid fel cywiriad ond fel offeryn y gallant ei gymhwyso. Maent yn dod yn fwy meddylgar am y camau sy'n dod nesaf.
Mae yna adegau pan fydd gwerthuso'n datgelu ei hun trwy wneud penderfyniadau. Mae plentyn yn addasu ei ddull heb annog oherwydd ei fod wedi cymharu'r hyn a ddigwyddodd â'r hyn a ddisgwyliasant. Maent yn cryfhau dyluniad, yn newid techneg, neu'n arafu oherwydd eu bod yn cydnabod y gellid gwella'r ymgais flaenorol.
Ar ei gryfaf, mae gwerthuso'n dod yn arferiad naturiol. Mae plant yn gallu edrych ar eu gwaith, cydnabod yr hyn a helpodd a'r hyn a rwystrodd, a chynllunio newidiadau bach, ymarferol. Maen nhw'n cymharu canlyniadau mewn ffordd syml: yr hyn roedden nhw'n meddwl fyddai'n digwydd, yr hyn a ddigwyddodd mewn gwirionedd, a'r hyn mae hyn yn ei ddweud wrthyn nhw am eu cam nesaf. Maen nhw'n dysgu trin gwelliant nid fel barn ond fel proses, rhywbeth sy'n datblygu trwy sylw, chwilfrydedd, a mireinio cyson.
Nid yw gwerthuso'n ymwneud â pherffeithrwydd. Mae'n ymwneud â sylwi. Mae plant yn dysgu cydnabod eu llwyddiannau'n glir, gweld eu camgymeriadau'n onest, a deall bod pob ymgais yn cario gwybodaeth. Pan allan nhw edrych ar eu dysgu fel hyn, maen nhw'n dod yn fwy hyderus, yn fwy gwydn, ac yn fwy abl i lunio eu cynnydd gyda phwrpas.
Ydych chi eisiau gweld ein fframwaith cyfan er mwyn gweld holl linynnau annibyniaeth? Lawrlwythwch isod:
PAWB
ANGEN GWEITHREDU
Rhannu Gwybodaeth am Ein Noson Agored
Byddem yn gwerthfawrogi'n fawr eich cefnogaeth i'n helpu i rannu'r newyddion am ein Noson Agored sydd ar ddod ddydd Llun, yr 22ain o Fehefin, o 4:30 tan 6:00 yn y nos. Mae digwyddiadau fel hyn yn gyfle pwysig i deuluoedd darpar brofi'r cynhesrwydd, y gofal a'r uchelgais sy'n diffinio Ysgol Panteg, ac mae argymhellion personol gan ein cymuned ein hunain yn gwneud gwahaniaeth aruthrol.
Os gallwch sôn am y digwyddiad wrth ffrindiau, cymdogion neu grwpiau lleol, neu rannu ein postiadau ar gyfryngau cymdeithasol, byddai'n ein helpu i gyrraedd teuluoedd a allai fod yn ystyried addysg cyfrwng Cymraeg i'w plant. Mae eich cefnogaeth i ledaenu'r gair yn sicrhau y gall mwy o deuluoedd ddarganfod beth sy'n gwneud ein hysgol yn lle mor arbennig i blant ddysgu a thyfu.
Diolch i chi, fel bob amser, am bopeth a wnewch i hyrwyddo ein hysgol!
PAWB
ANGEN GWEITHREDU - ATGOF OLAF
Cyfarfod Cyffredinol Blynyddol y PTA
Bydd ein PTA yn cynnal ei Chyfarfod Cyffredinol Blynyddol ddydd Iau, y 4ydd o Fehefin, am 4:30 y prynhawn yma yn yr ysgol. Mae'r PTA yn chwarae rhan hanfodol wrth gefnogi digwyddiadau, codi arian a chreu cyfleoedd sy'n elwa ein holl blant, ac rydym yn hynod ddiolchgar am bopeth maen nhw'n ei wneud.
Rydym mewn gwir angen gwirfoddolwyr newydd a all gynnig ychydig o amser, egni neu arbenigedd. Mae hyd yn oed cyfraniadau bach yn gwneud gwahaniaeth mawr ac yn ein helpu i barhau i ddarparu'r profiadau y mae ein disgyblion yn eu mwynhau cymaint. Os ydych chi'n gallu cymryd rhan, byddem wrth ein bodd yn eich croesawu.
PAWB
GWYBODAETH BWYSIG
Trefniadau Diwrnod Chwaraeon
Gweler y bwletin blaenorol am y trefniadau llawn: https://www.ysgolpanteg.cymru/post/y2026-m05-d22
GWIRIWCH Y DYDDIADAU A'R DOSBARTHIADAU YN OFALUS IAWN - MAE HYN YN WAHANOL I FLYNYDDOEDD BLAENOROL
Pwy? | Prif Ddyddiad | Dyddiad Wrth Gefn |
Meithrin Bore | Dydd Llun, 8fed o Fehefin, 10:00am | Dydd Llun, 15fed o Fehefin, 10:00am |
Meithrin Prynhawn a Dosbarthiadau Derbyn | Dydd Llun, 8fed o Fehefin, 1:30pm | Dydd Llun, 8fed o Fehefin, 1:30pm |
Blynyddoedd 2, 4 a 5 | Dydd Mercher, 10fed o Fehefin, 1:00pm | Dydd Mercher, 17fed o Fehefin, 1:00pm |
Blynyddoedd 1, 3 a 6 | Dydd Iau, 11eg o Fehefin, 1:00pm | Dydd Iau, 18fed o Fehefin, 1:00pm |
DERBYN
GWYBOAETH YN UNIG
Adolygiad Mynediad i’r Ysgol
Bydd Tim Nyrsio Ysgol ABUHB yn ymweld a’r Ysgol yn fuan i brofi llygaid a mesur twf plant yn y dosbarth derbyn (23/06/2026-24/06/2026). Gelwir hyn yn Adolygiad Mynediad i’r Ysgol (AMY). I gael rhagor o wybodaeth am yr AMY ac I weld ein polisi preifatrwydd, ewch i:
5-11 OED
ANGEN GWEITHREDU
Gwersylloedd Haf Chwarae Torfaen
Rydym yn falch o gyhoeddi y bydd Chwarae Torfaen yn cynnal Gwersyll Bwyd a Hwyl am ddim o'r ysgol yr Haf hwn.
Mae gwersylloedd Bwyd a Hwyl yn darparu prydau bwyd maethlon, gweithgareddau a chyfoethogi am ddim i blant yn ystod gwyliau'r haf i gefnogi eu hiechyd, eu lles a'u hymgysylltiad. Mae angen i blant fod yn 5 oed i fynychu'r gwersyll.
Bydd y gwersyll yn rhedeg o ddydd Llun 27 Gorffennaf tan ddydd Iau 20 Awst, 10:00am-3:00pm. Bydd pob plentyn sy'n mynychu yn derbyn brecwast a chinio bob dydd.
Sylwch ar y canlynol:
-Gan fod y gwersyll yn rhaglen a ariennir gan Lywodraeth Cymru; mae canllawiau penodol y mae'n rhaid i Chwarae Torfaen eu dilyn. Mae'n rhaid i bob plentyn fwyta'r bwyd a ddarperir gan y gwersyll. Felly ni chaniateir ciniawau pecyn, gwneir addasiadau ar gyfer plant ag ADY a darperir ar gyfer unrhyw ofynion dietegol. Ni ddylid dod â diodydd siwgrog i'r gwersyll.
-Nid cynllun chwarae yw'r gwersyll, mae'n debycach i ysgol haf strwythuredig gyda gweithgareddau hwyliog a rhyngweithiol sy'n gysylltiedig â bwyta'n iach, lles a dewisiadau bywyd iach.
Os ydych chi eisiau i'ch plant fynychu, dilynwch y ddolen isod i lenwi ffurflen mynegiant o ddiddordeb.
Bydd yr holl gyfathrebu ynghylch a oes lleoedd wedi'u dyrannu yn cael ei anfon drwy e-bost. Gwnewch yn siŵr bod y cyfeiriad e-bost a'r dyddiad geni a ddarperir ar eich ffurflen gais yn gywir.
Ar ôl i'r ffurflen gael ei chwblhau, rhaid i chi ddewis CYFLWYNO fel arall ni fyddwn yn derbyn eu cais. Yn ogystal, gofynnwn i rieni/gofalwyr nodi rhif y cais rhag ofn na fyddwn yn derbyn y cais a bod angen i ni edrych arno.
Yn ogystal, i unrhyw ddisgyblion 8+ oed sy'n trosglwyddo i Ysgol Uwchradd Abersychan, Ysgol Uwchradd Gorllewin Mynwy neu Ysgol Uwchradd Cwmbrân yn y dyfodol agos, mae gan Chwarae Torfaen gyfle i gael Gwersyll Haf yn y lleoliadau hyn. Mae'r gwersylloedd am ddim hyn yn rhoi cyfle gwych i blant ddod yn gyfarwydd â'u hamgylchedd ysgol newydd a gwneud ffrindiau gydag eraill a fydd hefyd yn mynychu'r ysgol. Mae'r gwersylloedd wedi'u cynllunio i gefnogi trosglwyddiad cadarnhaol a hyderus i'r ysgol uwchradd.
Dolen ar gyfer gwersylloedd ysgolion cynradd (5-11 oed):
Dolen ar gyfer gwersylloedd pontio (8-12 oed):
Dolen ar gyfer Gwersyll Gweithgareddau Stadiwm Cwmbrân (8-11 oed):
Os oes angen rhagor o wybodaeth ar hyn o bryd, anfonwch e-bost at torfaenplay@torfaen.gov.uk
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
April’s 'Little Voices, Big Ideas' story opens with a quiet moment in nature—and a question of compassion that still echoes through time. In the tale of Buddha and the swan, children are invited to think about kindness, ownership, and our responsibility to living creatures.
Buddha and the Swan
According to legend, Buddha was born more than 2,500 years ago in northern India. He was a prince, the son of a rich king, and his name was Siddartha. When he was born, his father sent for wise men and priests to foretell the baby prince's future. One said that he would become a great emperor, another said he would become a holy man. The last said that he would leave home and become a great teacher when he found out about old age, sickness and death. The king wanted his son to be a great emperor, not a monk or a teacher. So he gave orders that the prince should grow up never knowing about old age, illness or death.
When Siddartha was a boy he was never allowed out of the royal palace, and he never saw people who were old, ill or unhappy. Even dying flowers were picked from the royal gardens so that he would not see them. All he knew about were his rich family, their servants in the palace, and the animals that lived in the palace grounds. The young prince learned how to read and write, how to ride a horse and how to shoot a bow and arrow. He became very good at these things, so much so that his cousin Devadatta became very jealous of him.
Even when he was young Siddartha had a compassionate nature. Here is what happened when he found for the first time an animal that was suffering.
One day when Siddartha was with his cousin in the palace grounds they saw a swan. Devadatta reached for his bow and arrow, took careful aim and shot the bird.
'Look at that!' said Devadatta. 'Shot him first time!'
The great white bird fell bleeding to the ground. As soon as he saw the swan fall, Siddartha ran over to it and carefully pulled out the arrow. He took some leaves and began to wipe the blood away. He nursed the bird in his arms, stroking its white feathers.
'Take your hands off my swan!' shouted Devadatta. 'You've no right to touch it. It's my swan. I shot it!'
'Yes, said Siddartha. 'But I'm trying to save it.'
'That's not fair,' said Devadatta. 'It's mine. I shot it. You must give it to me. If you don't give it back I'll take you to court.'
'All right.' said the prince. 'We'll let the court decide.'
Devadatta and Siddartha went before the Judge in the royal courtyard of the palace. Whilst they were waiting Siddartha refused to be parted from the swan. He kept it with him, nursing it in his arms. Now it was up to the Judge to decide. Who should the swan be given to? To Devadatta who had shot it, or to the prince who had tried to save it?
The Judge looked carefully at the swan, and saw that it was recovering from its wound. He then gave his judgement. As the swan was alive, due to the care of the prince, he should be allowed to keep it. Otherwise it would have died, and then Devadatta who had shot it could have claimed it.
After some time the swan recovered completely and the prince set it free again. All his life Siddartha cared for animals. He would never kill living beings, and he told his followers that they should kill no living things. This was the Buddha's first teaching.
Thinking About the Story
Key Question: What does the story mean?
Who was Buddha?
What did the wise men foretell about Buddha's life? What does 'wise' mean? What is it to foretell something?
What did the king say Buddha should never know about? Why?
Buddha is described as having a compassionate nature. What does this mean?
Who was Devadatta? Can we tell from the story what he was like?
Why did Devadatta think the swan was his?
What do you think Buddha said to the judge about the swan?
What do you think Devadatta said to the judge about the swan?
What did the judge decide? Was he right? Why?
What was the Buddha's first teaching?
Thinking About Animal Rights
Key Question: What is the right way to treat animals?
Is it right for human beings to hunt and kill animals? Why?
What is the difference between a wild animal and a pet? Is a swan a wild animal or a pet?
Who do wild animals belong to – someone, no one, or everyone?
Do we have a responsibility to help animals that don’t belong to us?
Can we really ever own an animal?
Are there any differences between human beings and other animals?
Do animals think? If so, can you give an example?
Do animals feel emotional pain? Why do you think so?
Do animals have the right to kill and eat other animals?
Why are some animals considered good pets and others not?
Further Activities
Find out about endangered species. Show and illustrate where they live on a world map.
Make a survey of pets. Ask pet owners to describe how they care for their pets.
Listen and respond to animals described in music e.g. ‘Carnival of the Animals’ by Saint Saens.
Act being a wild or pet animal for others to guess. The one who guesses correctly which animal has the next turn.
Imagine you have an unusual pet: a lion, snake, elephant etc. Write about your life with your pet.
EVERYONE
INFORMATION ONLY
Helping Children Take Their Next Steps to Independence: Evaluate
Children begin to understand their own learning the moment they start noticing what something feels like when it has gone well. This awareness often appears in small comments: a child describing a drawing they are pleased with, or pointing out that a plan worked better than expected. They are not judging themselves; they are simply recognising a moment of success. From here, a more thoughtful skill begins to grow.
Evaluation also emerges when children look back at an experience and talk about what could change. Sometimes this happens spontaneously. A child might explain that their tower fell because they built it too narrow at the base, or that a strategy in a game did not work the way they hoped. These reflections are not admissions of failure. They are early signs that children can observe their own choices with enough distance to see the connection between action and outcome.
Another part of evaluation appears when children begin to give reasons for their thinking. They go beyond “it worked” or “it didn’t” and begin to explain why. The explanation may be brief including a detail they noticed, a guess about what happened, or a comparison with something that worked better. These explanations show that reflection is becoming more organised. Children are starting to build a mental link between cause and effect in their own learning.
Evaluation also grows through the way children respond to feedback. They listen, take what is useful, and begin to incorporate it into their next attempt. At first, they may only use one small piece of advice. Later they begin to sort feedback, choosing what helps them improve. This is an important shift: it shows they are starting to see feedback not as a correction but as a tool they can apply. They become more thoughtful about the steps that come next.
There are moments when evaluation reveals itself through decision‑making. A child adjusts their approach without prompting because they have compared what happened with what they expected. They strengthen a design, change a technique, or slow down because they recognise that the previous attempt could be improved.
At its strongest, evaluation becomes a natural habit. Children are able to look at their work, recognise what helped and what hindered, and plan small, practical changes. They compare outcomes in a straightforward way: what they thought would happen, what actually happened, and what this tells them about their next move. They learn to treat improvement not as a judgement but as a process, something that develops through attention, curiosity, and steady refinement.
Evaluation is not about perfection. It is about noticing. Children learn to recognise their successes with clarity, to view their mistakes with honesty, and to understand that each attempt carries information. When they can look at their learning this way, they become more confident, more resilient, and more able to shape their progress with purpose.
Want to see our whole framework to see all the strands of independence in one go? Download it here:
EVERYONE
ACTION REQUIRED
Sharing Information about Our Open Evening
We would really appreciate your support in helping us share the news about our upcoming Open Evening on Monday, the 22nd of June, from 4:30 until 6:00 in the evening. Events like this are an important opportunity for prospective families to experience the warmth, care and ambition that define Ysgol Panteg, and personal recommendations from our own community make a tremendous difference.
If you are able to mention the event to friends, neighbours or local groups, or to share our posts on social media, it would help us reach families who may be considering Welsh‑medium education for their children. Your support in spreading the word ensures that more families can discover what makes our school such a special place for children to learn and grow.
Thank you, as always, for everything you do to champion our school!
EVERYONE
ACTION REQUIRED - REMINDER
PTA Annual General Meeting
Our PTA will be holding its Annual General Meeting on Thursday the 4th of June at 4:30pm here at the school. The PTA plays a vital role in supporting events, fundraising and creating opportunities that benefit all of our children, and we are extremely grateful for everything they do.
We are in real need of new volunteers who can offer a little time, energy or expertise. Even small contributions make a big difference and help us continue providing the experiences our pupils enjoy so much. If you are able to get involved, we would be delighted to welcome you.
EVERYONE
IMPORTANT INFORMATION
Sports Day Arrangements
Please see previous bulletin for the full arrangements: https://www.ysgolpanteg.cymru/post/y2026-m05-d22
PLEASE CHECK THE DATES AND CLASSES VERY CAREFULLY - THIS IS DIFFERENT TO PREVIOUS YEARS
Who? | Main Date | Back Up Date |
Morning Nursery | Monday, 8th of June, 10:00am | Monday, 15th of June, 10:00am |
Afternoon Nursery and Reception Classes | Monday, 8th of June, 1:30pm | Monday, 15th of June, 1:30pm |
Years 2, 4 and 5 | Wednesday, 10th of June, 1:00pm | Wednesday, 17th of June, 1:00pm |
Years 1, 3 and 6 | Thursday, 11th of June, 1:00pm | Thursday, 18th of June, 1:00pm |
RECEPTION
INFORMATION ONLY
School Entry Review
The ABUHB School Nursing Team will soon be visiting school to test the vision and measure the growth of children in reception year. This is called the School Entry Review (SER). For more information about the SER and to view our privacy policy please visit:
AGED 5-11
ACTION REQUIRED
Torfaen Play Summer Camps
We are pleased to announce that Torfaen Play will be running a free Food and Fun Camp from the school this Summer.
Food and Fun camps provide children with free nutritious meals, activities, and enrichment during the summer holidays to support their health, wellbeing, and engagement. Children need to be aged 5 to attend the camp.
The camp will run from Monday 27th July until Thursday 20th August, 10:00am-3:00pm. All children attending will receive daily breakfast and lunch.
Please note the following:
-As the camp is a Welsh Government funded programme; there are specific guidelines that Torfaen Play must follow. All children are to eat the food provided by the camp. Therefore packed lunches are not permitted, adjustments are made for children with ALN and any dietary requirements are accommodated for. No sugary drinks to be brought to the camp.
-The camp is not a playscheme, it is more like a structured summer school with fun and interactive activities linked to healthy eating, wellbeing and healthy life choices.
If you wish for your children to attend, please follow the link below to complete an expression of interest form.
All communication regarding whether spaces have been allocated will be sent via email. Please ensure that the email address and date of birth provided on your application form is correct.
Once the form is complete, you must select SUBMIT otherwise we will not receive their request. Additionally, we ask parents/carers to make a note of the request number in case we do not receive the request and we need to look into it.
In addition, for any age 8+ pupils transitioning into either Abersychan High, West Monmouth High or Cwmbran High in the near future, Torfaen Play have an opportunity for a Summer Camp at these venues. These free camps provide a great opportunity for children to become familiar with their new school environment and make friends with others who will also be attending the school . The camps are designed to support a positive and confident transition into secondary school.
Link for primary school camps (5-11 years):
Link for transitional camps (8-12 years):
Link for Cwmbran Stadium Activity Camp (8-11 years):
If more information is required at this stage, please email torfaenplay@torfaen.gov.uk
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
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