Un o’r prif themâu sy’n codi o’r ymatebion i’r ymgynghoriad yw pwysigrwydd gwneud y Fframwaith Llythrennedd a Rhifedd yn rhan annatod o’r broses o gynllunio cwricwlwm, a bod hynny yn ei dro yn arwain at newidiadau mewn dulliau addysgu a dysgu. Newidiadau mewn addysgu a dysgu sy’n mynd i godi safonau yn y pen draw. Er bod yr ymatebwyr yn cytuno’n gyffredinol y dylid asesu cynnydd disgyblion yng ngoleuni’r Fframwaith, mynegwyd pryder ynghylch sut byddai’r gofyniad hwn yn cydweddu â’r gofynion asesu presennol. Roedd pryder hefyd ynghylch y goblygiadau posibl o ran llwyth gwaith. Rwyf felly wedi penderfynu cyflwyno’r gofyniad i gynnal asesiadau yng ngoleuni’r Fframwaith fel rhywbeth graddol. O fis Medi 2013, bydd y Fframwaith yn un o ofynion statudol y cwricwlwm, ac o fis Medi 2014 bydd yn ofynnol asesu yn ei erbyn. Mae hyn yn golygu y caiff ysgolion flwyddyn academaidd lawn i ganolbwyntio ar wneud y Fframwaith yn rhan annatod o’u proses o gynllunio cwricwlwm ac o’u haddysgu a’u dysgu cyn ei bod yn ofynnol asesu cynnydd disgyblion yn ei erbyn.
A key theme emerging from the consultation responses has been the importance of schools embedding the LNF in their curriculum planning and for this in turn to lead to changes in teaching and learning.  It is changes in teaching and learning that will ultimately raise standards.  While respondents generally agreed that assessments should be made in relation to pupil’s progress against the expectations in the LNF, concern was expressed about how this requirement would sit alongside existing assessment requirements.  There were also concerns raised about the potential workload implications.  I have therefore decided to adopt a phased approach to the requirement to undertake assessments against the LNF.  The LNF will be a statutory curriculum requirement from September 2013 and assessment against the LNF will become a statutory requirement from September 2014.  This means that schools will have a full academic year to focus on embedding the LNF into their curriculum planning and their teaching and learning before being required to assess pupils progress against it.