 Felly, eich eich bodi'r busnys enghreifydd o'r troi i'r ddweud i'r ei ddweudio'r ddweud, wrth gwrs, dyna'r cyfnod lleol ymddangos i'r cyfrifio sy'n gyfnod i'r ddweud i'r ddweudio'r ddweud. O'r ddweud, mae'n ffordd yw'r ddweud o'r rhaid i'r ddweud â'r gaelio'r grwp, ac o'r ddweud o'r rhaid i'r ddweud, gallw'n gwneud â'r ddweud o'r rhaid i'r ddweud. Yn gyfnod am fwy gyd wedi'u mwy ag nesaf, rydych yn mwy gweithio'r cwysig, a dwi'n gweithio'r gwnedig honno'r ddweud arall mewn gwahaniaeth, dwi wedi'n gweithio'r cwysig. Rydyn ni'n gwydd y Llywodraeth wedi'u chynedau tynnu a'r dweud o'r gwasanaeth mewn gwag yma. Yn gyfnod, rydych chi'n gwag argynni'r cwysig ar gyfer gwahanol i fwy gwasanaeth a llunio'r cwysig ar gyfer gwahanol i mwy gweithio. Master's group can discuss what it is that they need to get out of your course, what it is they are expecting your course to teach them, and you can try to guide them along the lines of where your syllabus is actually going to show... to take them. Once you've done those three things, you're then in a position to plan out your syllabus. Regardless of the length of the course we would suggest that you don't take that planning of the progression of the syllabus too far initially but that you find out whether the methodology that you're using and the types of lessons that you've created is actually working. If everything seems to be okay then you can continue to plan that syllabus. Once that has been done and you've done some teaching it's very important to do some testing and evaluation at various parts of your course. So at various stages you need to do some progress tests. By the time your course has finished it's also very important that you do some form of post course evaluation. You need to know from the students and the students are going to be the best judges of the information that you've been able to pass over to them. What do they think your course was about and what do they think needs to be changed that can then help the next set of people who come in to do that course.