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Fifth level

19/04/23 1

Rosalyn James Hafan Cymru Prosiect Sbectrwm Spectrum Project




Fifth level

19/04/23 2

Preventing Abuse.Promoting Healthy Relationships

Atal Camdriniaeth.Hybu Perthynas Iach

The Spectrum Project




Fifth level

19/04/23 3

By delivering awareness raising sessions in schools and other educational establishment.

Sut?Drwy gyflwyno sesiynau mewn ysgolion

a sefydliadau addysgiadol eraill.

How ?




Fifth level

19/04/23 4

•Peer discussion and sharing of differing viewpoints•Interactive/workshop style•Kinesthetic/tactile resources•Use of popular music/lyrics•Reference to contemporary examples•Reference to Soap Opera storylines•Simple but effective drama techniques

•Trafodaeth gyda chyfoedion a rhannu safbwyntiau gwahanol• Arddull gweithdy rhyngweithiol •Adnoddau cinesthetig/cyffyrddol• Defnydd o ganeuon/geiriau poblogaidd• Cyfeirio at enghreifftiau cyfoes • Cyfeirio at storiâu mewn “Operâu Sebon”• Technegau drama syml ond effeithiol

Variety of Approaches used in the project

Amrywiaeth o ddulliau cyflwyno a ddefnyddir gan y cynllun




Fifth level

19/04/23 5

•All of the sessions are presented in an inclusive manner which allows pupils a safe environment in which to explore and discuss a potentially sensitive issue•All sessions conclude with a discussion around where young people can access support, both within the school community and from external agencies/individualsThe sessions promote safe Discussion not Disclosure

•Cyflwynir bob sesiwn mewn arddull cynhwysol sy’n galluogi disgyblion i drafod pwnc a all fod yn sensitif iawn, mewn awyrgylch diogel• Mae pob sesiwn yn diweddu wrth drafod ble y gall disgyblion ddod o hyd i gymorth neu gefnogaeth o fewn a thu allan i gymuned yr ysgolMae’r sesiynau yn hybu Trafod diogel ac nid Datgelu cam-drin




Fifth level

19/04/23 6

[email protected]

07776 464 295

E-mail/ E -bost

mailto:[email protected]




Fifth level

19/04/23 7

• The underlying cause of abuse is an imbalance of Power and Control within a relationship. • This is the key message that runs throughout our work in schools • We deliver this central message through the use of different themes, normally within the PSE curriculum, beginning in Year 7 and ending with a session in Year 12/13 that meets the requirements of the Welsh Baccalaureate

Anghydbwysedd o Bŵer a Rheolaeth mewn perthynas sydd wrth wraidd y broblem o gam-drin. • Dyma’r brif neges sy’n llifo drwy’n gwaith ni o fewn ysgolion. • Fe gyflwynir y neges drwy nifer o themâu gwahanol o fewn cwricwlwm AbCh fel arfer, gan gychwyn ym Mlwyddyn 7 a diweddu gyda sesiwn ym Mlwyddyn 12/13 sy’n ymateb i ofynion y Bagloriaeth Cymru.

How do we begin to raise the issue of abuse? Sut mae mynd ati i godi’r pwnc o Gam-drin?




Fifth level

19/04/23 8

Expanded our Domestic Abuse Resources.

Datblygu ac ymestyn adnoddau ar gam-drin domestig.




Fifth level

19/04/23 9

Consultation on legislation to end violence against women, domestic abuse and sexual violence (Wales) This White Paper consultation outlines the policy and legislative proposals aimed at ending violence against women, domestic abuse and sexual violence.

Ymgynghoriad ar ddeddfwriaeth i roi terfyn ar drais yn erbyn menywod a cham-drin domestig (Cymru)

Mae’r Papur Gwyn hwn yn amlinellu’r polisi a’r cynigion deddfwriaethol sydd â’r nod o ddileu trais yn erbyn menywod, cam-drin domestig a thrais rhywiol.

White Paper / Papur Gwyn




Fifth level

19/04/23 10

‘Violence against women has been defined by the United Nations as any act of gender-based violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women . . .’ The proposals in the White Paper seek to address: Better education and awareness from the ‘cradle to the grave’, which includes the public, frontline staff and professionals.





Fifth level

19/04/23 11

Mae 'Trais yn erbyn menywod' yn derm sydd wedi cael ei ddiffinio gan y Cenhedloedd Unedig fel unrhyw weithred o drais ar sail rhyw sy’n arwain at, neu’n debygol o arwain at niwed neu ddioddefaint corfforol, rhywiol neu seicolegol i fenywod . . .

Mae'r cynigion yn y Papur Gwyn hwn yn ceisio mynd i'r afael a: Gwell addysg ac ymwybyddiaeth o'r 'crud i'r bedd', sy'n cynnwys y cyhoedd, staff rheng flaen a gweithwyr proffesiynol.





Fifth level

19/04/23 12

‘A right to information that keeps you safe.’

The educational setting proposals presented in this White Paper are seeking to deliver attitudinal change that will support the prevention agenda and deliver better outcomes for young children directly affected by these issues. (Domestic Violence, Violence against Women and Sexual Violence.)




Fifth level

19/04/23 13

'Hawl i wybodaeth sy'n eich cadw'n ddiogel.'

Mae'r cynigion o ran lleoliad addysgol a gyflwynir yn y Papur Gwyn hwn yn ceisio sicrhau newid agwedd a fydd yn cefnogi'r agenda atal ac yn cyflawni canlyniadau gwell i blant a phobl ifanc y mae'r materion hyn yn effeithio'n uniongyrchol arnynt. (Trais yn erbyn menywod, cam-drin domestig a thrais rhywiol)




Fifth level

19/04/23 14

By changing attitudes and increasing the understanding of children and young people to violence against women, domestic abuse and sexual violence we are seeking to bring about:

• Less acceptance of violence• Less acceptance of damaging gender stereotypes. • Less victim-blaming• A recognition of healthy relationships• An increase in disclosure and referrals to the specialist services.




Fifth level

19/04/23 15

Drwy newid agweddau a chynyddu dealltwriaeth plant a phobl ifanc o drais yn erbyn menywod, cam-drin domestig a thrais rhywiol, rydym yn ceisiosicrhau:• Llai o barodrwydd i dderbyn trais.• Llai o barodrwydd i dderbyn stereoteipiau rhyw niweidiol.• Llai o barodrwydd i feio dioddefwyr.• Cydnabod cydberthnasau iach.• Cynnydd mewn datgeliadau ac atgyfeiriadau at y gwasanaethau arbenigol (e.e. Llinell Gymorth Cam-drin Domestig a Thrais Rhywiol Cymru Gyfan).




Fifth level

19/04/23 16

Welsh Government Proposals to address the legislation:

Educational Settings:• Ensure that education on ‘healthy relationships’ is delivered in all schools. • A duty on each local authority to identify a regional Ending Violence Against Women, Domestic Abuse and Sexual Violence Champion to promote a whole school approach for dealing with this issue in educational settings.




Fifth level

19/04/23 17

Maes y mae Llywodraeth Cymru yn bwriadu ymdrin â yn yddeddfwriaeth:

Lleoliadau addysgol:• Sicrhau bod addysg ar 'gydberthnasau iach' yn cael ei chyflwyno ym mhob ysgol.• Dyletswydd ar bob awdurdod lleol i nodi Hyrwyddwr rhanbarthol ar gyfer rhoi terfyn ar Drais yn erbyn Menywod, Cam-drin Domestig a ThraisRhywiol i hyrwyddo ymagwedd ysgol gyfan ar gyfer delio â’r mater hwn mewn lleoliadau addysgol.




Fifth level

19/04/23 18

Healthy Relationships ‘Sexual Violence’




Fifth level

19/04/23 19

Perthynas Iach ‘Trais Rhywiol’




Fifth level

19/04/23 20

2011 YouGov poll (representative of 16-18 year olds • Nearly a third of girls have experienced unwanted sexual touching at school. • Almost three quarters of 16-18 year olds say they have heard sexual name-calling such as ‘slut’ or ‘slag’ towards girls at school daily or a few times per week. • Nearly a quarter of 16-18year olds have not been told by their teacher that unwanted sexual touching, sharing of sexual pictures or sexual name calling are unacceptable. • Four out of ten 16-18 year olds said they didn’t receive lessons or information on sexual consent, or didn’t know whether they did.

In Context




Fifth level

19/04/23 21

Arolwg barn YouGov 2011(Cynrychioliadol o bobl ifanc rhwng 16 a 18 mlwydd oed)

• Mae bron traean o ferched wedi cael profiad lle mae rhywun wedi cyffwrdd â hwy yn rhywiol yn yr ysgol.• Dywed bron tri chwarter y bobl ifanc rhwng 16 a 18 mlwydd oed eu bod wedi clywed rhai yn galw enwau rhywiol ar ferched fel "slwten" neu "slag“ yn yr ysgol bob dydd neu sawl gwaith yr wythnos.• Nid oedd bron chwarter y bobl ifanc rhwng 16 a 18 mlwydd oed wedi cael gwybod gan eu hathrawon bod cyffwrdd yn rhywiol, rhannu lluniau rhywiol neu alw enwau rhywiol yn annerbyniol.• Dywedodd pedwar allan o ddeg o bobl ifanc rhwng 16 a 18 mlwydd oed nad oeddent yn cael gwersi na gwybodaeth am ganiatâd rhywiol, neu nad oeddent yngwybod a oeddent yn eu cael.

Yn ei cyd destun




Fifth level

19/04/23 22

Consent KS3 lesson: • To raise awareness of the law regarding sexual consent.• To understand the concept of consent in relation to sexual activity.• To consider why it may be difficult to establish consent, and to understand that just because someone hasn’t said no it doesn’t mean they have given consent. • To raise awareness of the support available to young people to help make positive relationship choices, and to those who may have experienced sexual violence

Healthy Relationship – Sexual Violence




Fifth level

19/04/23 23

Cydsynio gwers CA3:• I godi ymwybyddiaeth o’r gyfraith ynglŷn â chydsynio rhywiol.• I ddeall y cysyniad o gydsynio / cytundeb yn gyd-destun gweithgaredd rhywiol.• I ystyried pam y gall fod yn anodd sefydlu cytundeb, ac i ddeall er nad yw unigolyn wedi dweud na , nid yw’n golygu eu bod wedi cytuno / cydsynio. • I godi ymwybyddiaeth o’r gefnogaeth sydd ar gael i bobl ifanc fel y gallant wneud dewisiadau perthynas cadarnhaol ac i gefnogi'r rheini sydd wedi eu heffeithio gan drais rhywiol.

Perthynas Iach – Trais Rhywiol




Fifth level

19/04/23 24

Look at the statements and decide if these activities are legal (allowed by law) or illegal (against the law) in Wales.

Is it legal?




Fifth level

19/04/23 25

Edrychwch ar y datganiadau a penderfynwch a ydynt yn gyfreithlon (fe’i caniatair gan y gyfraith) neu’n anghyfreithlon (yn erbyn y gyfraith) yng Nghymru.

A yw’n gyfreithlon?




Fifth level

19/04/23 26

Purpose of activity - Young people to understand

• Why these laws are in place?• That various aspects of their behaviour are controlled and governed by law.• To ascertain the pupil’s’ knowledge of the law regarding sexual consent




Fifth level

19/04/23 27

Pwrpas y gweithgaredd – Pobl Ifanc i ddeall

• Pam bod gennym ddeddfau?• Bod agweddau o’i hymddygiad yn cael ei rheoli gan ddeddfau.• I ddeall gwybodaeth pobl ifanc o’r deddfau sy’n ymwneud â chydsynio rhywiol.




Fifth level

19/04/23 28

Show pupils an imaginary consent form.Discuss•Does it have enough information? •Is it the right information? •Is it clear/ do they understand the content? •Is it age appropriate? •Does it give control to the individual? (can they decline?) •Do they understand the consequences?

Consent Form




Fifth level

19/04/23 29

Dangos ffurflen cydsynio ddychmygol i’r disgyblion gan drafod: A oes yna digon o wybodaeth? A’i dyma’r wybodaeth gywir? A yw’n glir / a ydynt yn deall y cynnwys? A yw’n addas i bobl o’r oed hyn? A yw’n rhoi rheolaeth i’r unigolyn? (a allant wrthod?) A ydynt yn deall yr oblygiadau?

Ffurflen Cydsynio




Fifth level

19/04/23 30

Purpose of activity is to get young people to understand the term consent as: • Giving permission / agreeing to something • Thinking carefully about whether they want to do something.

Consent Form




Fifth level

19/04/23 31

Pwrpas y gweithgaredd yw annog pobl ifanc i ddeall y term cydsynio fel:

Cytuno / rhoi caniatâd am rywbeth Meddwl yn ofalus am yr hyn maent am wneud.

Ffurflen Cydsynio




Fifth level

19/04/23 32

The law in Wales says that both people need to give their consent before physical closeness and consent is needed every time.When we enter into a sexual relationship we don’t usually carry a consent form but in a fair and respectful relationship our thought process should be the same.

How does this fit in with sexual violence?




Fifth level

19/04/23 33

Mae’r gyfraith yng Nghymru yn dweud bod yn rhaid i ddau berson rhoi eu caniatâd cyn unrhyw agosatrwydd corfforol ac mae angen rhoi'r caniatâd hwn bob tro. Pan rydym yn dechrau perthynas rhywiol nid ydym fel arfer yn cario ffurflen cydsynio ond mewn perthynas teg a pharchus dylai ein meddylfryd fod yr un peth.

Sut mae’n cysylltu gyda trais rhywiol?




Fifth level

19/04/23 34

Key Messages• Both partners need to consent • Consent needs to be sought every time for every sexual activity • Sexual contact with someone who hasn’t given consent or who is under legal age can be a criminal offence. • Consent to sexual activity should be an informed choice where both understand and consider consequences. • Either partner has the right to withdraw consent at any time. • In control - Consent should be given freely, without pressure or persuasion.

Consent - Sex




Fifth level

19/04/23 35

Negeseuon Allweddol• Mae angen i ddau bartner rhoi eu caniatâd• Mae angen caniatâd bob tro ar gyfer bob gweithred rywiol • Mae cyffyrddiad / cyfathrach Rywiol gyda rhywun sydd heb roi caniatâd neu sydd yn iau na’r oedran cyfreithiol yn Drosedd Cyfreithiol. • Dylai unigolion roi caniatâd i weithgaredd rhywiol ar ôl iddynt ddeall yn union beth yw eu dewisiadau ac ar ôl ystyried a deall oblygiadau'r hyn a wneir. • Gall unrhyw bartner stopio neu wrthod caniatâd ar unrhyw adeg. • Mewn rheolaeth – Dylai unigolyn fod yn rhydd i roi ei ganiatâd heb berswâd a heb deimlo pwysau gan unigolyn arall.

Cydsynio - Rhyw




Fifth level

19/04/23 36

Sometimes is it difficult to say no to sexual activity.

Why?

Listen and look at the lyrics of the song “Baby it’s Cold Outside” sung by Tom Jones and Cerys Matthews. She does not want to stay but is finding it difficult to say no.

List the reasons for being unable to say no.

In control or are we?




Fifth level

19/04/23 37

Weithiau mae’n anodd dweud na i weithgaredd rhywiol. Pam? Gwrandewch ac edrychwch ar eiriau'r gân “Baby it’s Cold Outside” a genir gan Tom Jones a Cerys Matthew. Nid yw’n dymuno aros ond mae’n cael hi’n anodd gwrthod a dweud na. Rhestrwch y rhesymau pam y caiff anhawster i ddweud na.

A ydym bob amser yn rheoli?




Fifth level

19/04/23 38

I really can't stayBut baby, it's cold outsideI've got to go awayAh, baby, it's cold outsideThis evening has beenBeen hoping that you'd drop inSo very niceI'll hold your hands, they're just like iceMy mother will start to worryBeautiful, what's your hurryMy father will be pacing the floorListen to that fireplace roarSo really I'd better scurryOh beautiful, please don't hurryMaybe just a half a drink more

Baby it’s Cold Outside




Fifth level

19/04/23 39

Why don't you put some records on whileThe neighbours might thinkOh baby, it's bad out thereSay, what's in this drinkThere's no cabs to be had out thereI wish I knew howYour eyes are like starlight nowTo break this spellI'll take your hat, your hair looks swellI ought to say no, no, no, sirMind if I move a little closerAt least I'm gonna say that I triedWhat's the sense of hurting my prideI really can't stayBaby don't hold outAhh, but it's cold outside





Fifth level

19/04/23 40

I simply must goOh, baby, it's cold outsideThe answer is noYou know it's cold outsideThis welcome has beenI'm lucky that you dropped inSo nice and warmLook out the window at that stormMy sister will be suspiciousOh, your lips look deliciousMy brother will be there at the doorLike waves upon a tropical shoreMy maiden aunt's mind is viciousEww, your lips are deliciousWell maybe just a cigarette more





Fifth level

19/04/23 41

Never such a blizzard beforeI've got to go homeAh, baby, you would, freeze out thereSay lend me a coatYou know it's up to your knees out thereYou've really been grandI thrill when you touch my handBut don't you seeHow can you do this thing to meThere's bound to be talk tomorrowMaking my life long sorrowAt least there will plenty impliedIf you caught pneumonia and diedI really can't stayGet over that hold outAh but it's cold outside.





Fifth level

19/04/23 42

• Being persuaded or manipulated by the other person – “Making my life sorrow” / What’s the sense of hurting my pride” / “Oh baby, it’s bad out there”• Flattery – “Beautiful, what’s your hurry”• Being drunk / under the influence of drugs “Say, what’s in this drink”• Not wanting to offend the other person “This evening has been so very nice”• No means of escape “There’s no cabs to be had”• Feeling that you have led someone on and now have to follow through “How can you do this thing to me”• No resources / money “Say lend me a coat”• Fear • Being asleep • Peer Pressure • Not wanting to be called frigid• Feeling ashamed• Don’t want to say no to a person in authority (Many aspects listed here are about power and control)

Reasons




Fifth level

19/04/23 43

• Cael eu perswadio neu manipiwleiddio gan berson arall – “Making my life sorrow” / What’s the sense of hurting my pride” / “Oh baby, it’s bad out there”• Seboni – “Beautiful, what’s your hurry”• Yn feddw / dan ddylanwad cyffuriau “Say, what’s in this drink”• Ddim eisiau siomi person arall “This evening has been so very nice”• Dim modd o ddianc “There’s no cabs to be had”• Teimlo eich bod wedi annog yr unigolyn ac felly yn gorfod dilyn i weithred i’r pen. “How can you do this thing to me”• Dim arian / adnoddau “Say lend me a coat”• Ofn • Yn cysgu • Pwysau gan gyfoedion • Dim eisiau cael eich galw yn oeraidd (frigid)• Teimlo cywilydd• Ddim eisiau dweud na wrth berson mewn awdurdod(Llawer iawn i wneud a phŵer a rheolaeth)

Rhesymau




Fifth level

19/04/23 44

Violence Against Women

KS3 Session

Healthy Relationships




Fifth level

19/04/23 45

Trais yn erbyn Menywod

Sesiwn CA3

Perthnasau Iach




Fifth level

19/04/23 46

‘Violence against women has been defined by the United Nations as any act of gender-based violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women . . .’ The proposals in the White Paper seek to address: Better education and awareness from the ‘cradle to the grave’, which includes the public, frontline staff and professionals.

Healthy Relationships




Fifth level

19/04/23 47

Mae 'Trais yn erbyn menywod' yn derm sydd wedi cael ei ddiffinio gan y Cenhedloedd Unedig fel unrhyw weithred o drais ar sail rhyw sy’n arwain at, neu’n debygol o arwain at niwed neu ddioddefaint corfforol, rhywiol neu seicolegol i fenywod . . .

Mae'r cynigion yn y Papur Gwyn hwn yn ceisio mynd i'r afael a: Gwell addysg ac ymwybyddiaeth o'r 'crud i'r bedd', sy'n cynnwys y cyhoedd, staff rheng flaen a gweithwyr proffesiynol.

Perthnasau Iach




Fifth level

19/04/23 48

Aim of session• To raise awareness of the prevalence and impact of violence against women and girls.•To consider reasons why violence against women and girls continues to be prevalent.• To discuss possible action young people can take to help end violence towards

women and girls.

Violence against Women KS3 Session




Fifth level

19/04/23 49

Nod y sesiwn• Codi ymwybyddiaeth o effaith ac amlder trais yn erbyn menywod a merched.•Ystyried rhesymau pam bod trais yn erbyn menywod a merched yn dal i ddigwydd mor aml. • I drafod gweithredoedd posib y gall merched a menywod eu cymryd i ddiddymu'r trais hwn.

Trais yn erbyn Menywod CA3




Fifth level

19/04/23 50

General statements: Change places . . . Everyone who likes Maths Everyone who has had breakfast today Everyone who has been to France

Specific statements that begin to introduce topic of violence against women and girlsEveryone who thinks men and women are equal Everyone who thinks violence is sometimes ok Everyone who thinks girls or women being hurt isn’t their problem.

Does this statement apply to you?




Fifth level

19/04/23 51

Datganiadau cyffredinol: Newidiwch le os . . . Rydych yn hoffi Mathemateg Ydych wedi cael brecwast bore ma Os ydych wedi bod yn Ffrainc

Datganiadau penodol sy’n cyflwyno'r pwnc o drais yn erbyn menywod a merchedPawb sy’n credu bod dynion a menywod yn gyfartal Pawb sy’n credu bod trais ar adegau yn iawn Pawb sy’n credu bod anafu menywod neu ferched ddim yn broblem.

A yw’r datganiadau hyn perthyn i chi?




Fifth level

19/04/23 52

Equality Does being equal mean doing the same things or does it mean having equal value and respect in society? Violence When might young people think violence is ok? (possible answers) War / smacking children to “teach them a lesson” Hurting (Violence against) Women / girls Why might some people think hurting women and girls isn’t their problem ?

Hurting women / girls is a problem for everyone in society. Men and women. Human cost and economic impact. In Wales the cost of domestic abuse alone is likely to be over £8 million a year (Welsh Government White Paper Consultation on legislation to end violence against women , domestic abuse and sexual violence 2012)

Discussing responses




Fifth level

19/04/23 53

Cydraddoldeb Gwneud yr un pethau neu a yw’n golygu cael yr un gwerth a pharch yn y gymdeithas?

Trais Pa bryd y bydd pobl ifanc yn meddwl bod trais yn dderbyniol? (atebion posibl) Rhyfel / Bwrw plentyn “i ddysgu gwers iddynt.” Anafu (Trais yn erbyn) Menywod / Merched Pam y bydd rhai pobl yn meddwl nad yw anafu menywod neu ferched yn broblem? Mae anafu menywod / merched yn broblem i bawb yn y gymdeithas. Dynion a menywod. Cost ddynol a chost economaidd. Yng Nghymru mae cost cam-drin ddomestig yn unig yn costio dros £8 miliwn y flwyddyn (Papur Gwyn Ymgynghoriad ar ddeddfwriaeth i roi terfyn ar drais yn erbyn menywod a cham-drin domestig a thrais rhywiol 2012)

Trafod yr ymateb




Fifth level

19/04/23 54

Run to the dates

Look at the 6 dates placed on the floor. Run to the year that you think the statement relates to.

192818602009199120111999

Discuss briefly if today pupils think these things would be fair, were they surprised about timing of these events ?




Fifth level

19/04/23 55

Edrychwch ar y 6 dyddiad a osodwyd ar y llawr. Rhedwch i’r flwyddyn y credwch fod y datganiadau yn perthyn iddo. 192818602009199120111999Trafodwch yn fyr gyda disgyblion os ydynt yn credu yr ystyrir nifer o rain yn deg heddiw, a oeddynt wedi syfrdanu gan amseru rhai o’r dyddiadau?

Rhedwch i’r dyddiad




Fifth level

19/04/23 56

The year it was made illegal for children under12 to work underground in mines in Wales - 1860 Some parts of the world children are still working in mines in appalling conditions there are estimated to be over 200,000 children working in mines in Africa




Fifth level

19/04/23 57

Y flwyddyn y gwnaethpwyd yn anghyfreithlon i blant o dan 12 i weithio o dan y ddaear yng Nghymru - 1860

Mewn rhai ardaloedd o’r byd mae plant yn dal i weithio dan ddaear dan amodau gwael. Amcangyfrifir bod tua 200,000 o blant yn gweithio dan ddaear yn Affrica.




Fifth level

19/04/23 58

The year women over 21 in Britain were allowed the vote – 1928 In some countries Women are still not allowed to vote, this is the case in Saudi Arabia although there are currently plans for women to be given the vote in 2015. In Lebanon women can vote but only after proving they have had elementary education, this is not the same for men .




Fifth level

19/04/23 59

Y flwyddyn y cafodd menywod ym Mhrydain dros 21 y cyfle i bleidleisio – 1928

Mewn rhai gwledydd ni all menywod bleidleisio o hyd, ystyrir cyflwyno pleidlais i fenywod yn Saudi Arabia yn 2015. Yn Lebanon fe all menywod bleidleisio os allant brofi eu bod wedi cael addysg elfennol, nid yw hyn yn wir am ddynion.




Fifth level

19/04/23 60

The year a survey carried out in England and Wales showed 14% of men and 19% of women thought it was OK for a man to hit his wife or girlfriend if she moaned at him.

2009 (MORRI opinion poll)




Fifth level

19/04/23 61

Y flwyddyn y gwnaeth arolwg yng Nghymru a Lloegr ddangos bod 14% o ddynion a 19% o fenywod yn meddwl ei fod yn iawn i ddyn fwrw ei wraig neu gariad os oedd hi yn cwyno ato.

2009 (MORRI )




Fifth level

19/04/23 62

The year black people were allowed to go to the same places as white people (Apartheid abolished in South Africa) – 1991




Fifth level

19/04/23 63

Y flwyddyn y rhoddwyd caniatâd i bobl du fynd i’r un lle a phobl gwyn yn Ne Affrica. (Gwaharddwyd Apartheid yn Ne Affrica) – 1991




Fifth level

19/04/23 64

The year teachers were banned from using the cane or any kind of physical punishment on pupils in all schools in Wales. 1999




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Y flwyddyn y gwaharddwyd athrawon o ddefnyddio'r gansen neu unrhyw fodd o gosb gorfforol ar ddisgyblion ym mhob ysgol yng Nghymru. 1999




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The year a survey discovered three quarters of 16-18 year olds said they often heard girls being called “slag” or “slut” in school -2011 (YOUGOV survey. )

What is the impact of these derogatory term most usually used against girls or women?

Commonly understood definitions Slag – A woman people disapprove of because she has had lots of sexual partners Slut – A person who engages in casual sexual behaviour – “sleeps around”




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Y flwyddyn y darganduodd arolwg bod bron i dri chwarter y bobl ifanc rhwng 16 a 18 mlwydd oed eu bod wedi clywed rhai yn galw enwau rhywiol ar ferched fel "slwten" neu "slag“ yn aml yn yr ysgol. 2011 (YOUGOV survey. )

Ystyrir beth yw effaith yr enwau hyn os y defnyddir yn erbyn menywod a merched? Commonly understood definitions Slag – A woman people disapprove of because she has had lots of sexual partners Slut – A person who engages in casual sexual behaviour – “sleeps around”




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Purpose of Activity: To demonstrate that throughout history society and government have changed opinions on what is fair and acceptable. Key learning point In the past things have been considered acceptable that most people would not agree with or consider fair today. However it appears that violence against women and girls is still viewed as acceptable to some extent in UK




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Pwrpas y Gweithgaredd: I ddangos bod agwedd cymdeithas a’r llywodraeth ar beth sy’n deg ac yn dderbyniol yn y gymdeithas yn newid gydag amser. Pwynt Dysgu Allweddol Yn y gorffennol ystyriwyd pethau yn deg na fyddai y rhan fwyaf o bobl heddiw yn ystyried yn deg. Serch hyn mae ymddengys bod trais at fenywod yn dal i gael eu hystyried yn dderbyniol i ryw raddau yn y DU.




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Introducing: Violence

When someone uses force to harm someone else. Violence is not always physical, unwanted name calling or bullying, unwanted sharing of pictures or texts can also be classified as violence.

Violence against women - violence targeted specifically at girls or women.

Violence = Power and Control Violence is the way a bully or perpetrator get their own way.

Miss Trunchbull Looking at the concept of violence




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Cyflwyno:Trais Pan ddefnyddia unigolyn grym i niweidio eraill. Nid yw trais bob amser yn gorfforol, ystyrir bwlio, galw enwau, rhannu lluniau neu text annerbyniol hefyd fel

Trais yn erbyn menywod – trais wedi targedu yn uniongyrchol at fenywod neu ferched.

Trais = Pŵer a rheolaeth Trais yw'r ffordd y mae bwli neu droseddwr yn cael ei ffordd.

Miss Trunchbull Edrych ar y cysyniad o drais




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Miss Truchbull is the violent headmistress from Roald Dahl’s book Matilda.

Look at a clip from the film Matilda or read extracts from the book where Miss Trunchbull is violent.

List all the ways in which Trunchbull is violent (uses force to harm someone else )

Miss Trunchbull Looking at the concept of violence




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Mae Miss Truchbull yn bennaeth treisgar o lyfr Roald Dahl Matilda.

Edrychwch ar ddetholiad o’r ffilm Matilda neu darllenwch ddetholiad o’r llyfr lle mae Miss Trunchbull yn dreisgar.

Rhestrwch yr holl ffurf y mae Trunchbull yn dreisgar (defnyddio grym i niweidio eraill)

Miss Trunchbull Edrych ar y cysyniad o drais




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Responses may include :

• Physical violence – swinging child by the hair / smashing plate over boy’s head • Intimidation – Shouting, staring, aggressive body language .• Use of Weapons (the riding crop) • Chasing ,Matilda and Miss Honey. • Humiliation, forcing boy to eat chocolate cake in front of the rest of the school • Aggressive Language

Miss Trunchbull – How is she violent?




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Gall ymatebion gynnwys :

Trais Corfforol – siglo plentyn gerfydd ei gwallt / torri plât dros ben bachgen. Dychrynu – Gweiddi, syllu, iaith gorfforol ymosodol. Defnyddio arfau Cwrso Matilda and Miss Honey. Bychanu, gorfodi bachgen i fwyta siocled o flaen gweddill yr ysgol Iaith Fygythiol

Miss Trunchbull – Sut mae’n dreisgar?




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Learning Point: Miss Trunchbull is violent as she has a need to overpower and control others.

Discuss why pupils think Trunchbull is violent? • Loosing Power and control - When Matilda uses magic to defeat Trunchbull she begins to loose power and control and thus becomes more violent. • Lack of respect - Trunchbull has no respect for children and does not value them, she feels her behaviour is justified - “she thinks five year olds are grubs that haven’t hatched out yet “ • Physically bigger - Trunchbull has power and control because she is physically bigger and stronger than she people she picks on , because her victims have repeatedly experienced her violent behaviour they are scared of her . •Trunchbull knows that the children are unlikely to be believed if they tell people about her violence this is evidenced at the start of “Bruce Bogtrotter and the Cake “chapter. • Trunchbull is already in a position of power and control as head teacher of the school she feels she can do what she likes .

Power and Control




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Comparisons - Violence Against Women and Trunchbull

• Violence against women and girls is usually premeditated and motivated by power and control• Often it is repeated and is not a one off incident. • Perpetrators of violence against women are usually known to their victims.• Female victims often do not report violence as they fear no one will believe them. •Perpetrators usually believe that women deserve violence.

Power and Control




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Cymharu Miss Trunchbull a Thrais yn Erbyn Menywod

• Mae trais yn erbyn menywod a merched fel arfer wedi cynllunio yn fwriadol ac wedi cymell gan angen i gael pŵer ac i reoli.•Fel arfer digwydd yn gyson – dro ar ôl tro. • Mae menywod fel arfer yn adnabod ei throseddwyr. • Anaml y bydd menywod sy’n dioddef trais yn ei reportio – credant na fydd neb yn ei chredu. • Creda troseddwyr bod menywod fel arfer yn haeddu ei threisio.

Pŵer a Rheolaeth




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Purpose of activity – to help pupils examine attitudes regarding victims of violence ,and to identify beliefs which are used to excuse violence against some groups (especially women) which prevent an end to violence in society . Method In groups pupils discuss the images below they rank the images from the person they think is most likely to be a victim of violence , to the person they think is least likely .

Challenging Stereotypes




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Pwrpas y gweithgaredd – i helpu pobl ifanc i ystyried eu hagweddau at ddioddefwyr o drais, ac adnabod credoau a ddefnyddir i esgusodi trais yn erbyn rhai grwpiau (yn enwedig menywod) sy’n atal diddymu'r trais yn ein cymdeithas.

Dull Mewn grwpiau trafodwch y delweddau a gosodwch y delweddau yn ôl pwy yw’r mwyaf tebygol a’r lleiaf tebygol o fod yn ddioddefwyr o drais.

Herio Stereoteipiau




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Support Support Cards – Childline Samaritans All Wales Domestic Abuse Helpline

Power and Control




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Cefnogaeth Cardiau Cefnogaeth – Childline Samariaid Llinell Gymorth Cam-drin Cymru

Pŵer a Rheolaeth




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Whole School Approach

• Pamphlets / Posters• Cross Curricular Lessons• INSET Training

Support Material




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Ymateb Ysgol Gyfan

Pamffledi / Posteri Gwersi Traws Cwricwlaidd H.M.S

Adnoddau




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Thank you Diolch

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