Yes. There is an element of education, so there's the Cymraeg i Blant programme, and we're also doing further research on the Cymraeg brand, and the various messages for the different sectors and the different domains within the sector, for example, parents. In the parental sector, there are different messages to be conveyed, depending where that particular parent is on their own language journey. So, yes, it's a general budget, it's general funding for promoting the work in education particularly, and language usage too.

Ydy. Mae yna elfen o addysg, felly mae'r rhaglen Cymraeg i Blant a'i thwf hi. Hefyd, rydym ni wedi gwneud gwaith ymchwil pellach ar y brand Cymraeg, a'r negeseuon gwahanol i'r sectorau a'r peuoedd gwahanol o fewn y sector, er enghraifft, rhieni. Ac ymhellach o fewn y sector rhieni, mae yna negeseuon gwahanol yn dibynnu lle mae'r rhiant hwnnw ar ei daith iaith ei hun. Felly, ie, mae o'n gyllid cyffredinol ar gyfer hybu ac hyrwyddo'r gwaith addysg yn benodol, ac, wrth gwrs, y defnydd o iaith.

Yes, in that regard, in a way, what would facilitate this would be ensuring that all of the support comes through systems that already exist. So, there should be help provided to schools by providing additional resources, specialist resources, external support, speakers and so on to come into schools. The Estyn report has been clear about that. Perhaps drama in education is another way of raising many of these issues. So, it's about not placing the whole burden on the schools themselves, but ensuring that there is an additional capacity within schools and surrounding schools, wrapped around them, to help them to get to grips with this. So, training, yes, but other things too, such as resources and services. This isn't really something that can be delayed or postponed, but schools are already under huge pressure, as Mary has already explained.

Ie, o ran hynny, mewn ffordd, beth fyddai'n hwyluso fyddai gwneud yn siŵr bod yr holl gefnogaeth yn dod drwy systemau sy'n bodoli'n barod. Felly, hynny yw, byddai eisiau helpu ysgolion drwy ddarparu adnoddau ychwanegol, arbenigol, cefnogaeth allanol, siaradwyr i ddod i mewn i ysgolion. Mae adroddiad Estyn wedi bod yn glir am hynny. Efallai fod drama mewn addysg yn un ffordd hefyd o godi lot o'r problemau hyn. Hynny yw, nid rhoi'r baich cyfan ar yr ysgolion eu hunain, ond gwneud yn siŵr bod yna gapasiti ychwanegol tu mewn i ysgolion ac o gwmpas ysgolion i'w helpu nhw i fynd i'r afael â hyn. Felly, hyfforddiant, ie, ond pethau eraill hefyd, fel adnoddau a gwasanaethau. Dyw hyn ddim wir yn rhywbeth mae modd ei ohirio, ond eto mae ysgolion dan bwysau eithriadol, fel mae Mary newydd esbonio am y rhesymau hynny.

Yes, absolutely, and certainly, my preference would be for animals to be slaughtered as close as is practical to their point of production, and I think that, again, that is something that, as you say, doesn't have a huge effect on Welsh exports. However, it doesn't matter how small it is; I would certainly want to have a focus on that.

Yn hollol, ac yn sicr, byddai'n well gennyf pe bai anifeiliaid yn cael eu lladd mor agos ag sy'n ymarferol bosibl i'r fan lle y cawsant eu cynhyrchu, a chredaf, unwaith eto, fod hynny'n rhywbeth, fel y dywedwch, nad yw'n cael effaith enfawr ar allforion Cymru. Fodd bynnag, nid oes ots pa mor fach ydyw; buaswn yn sicr eisiau canolbwyntio ar hynny.

Minister, we know that many educationalists have, for years, called for a focus on the science, technology, engineering and mathematics subjects. In Swansea this year, maths was the most popular A-level subject and acknowledged as one of the toughest subjects. No fewer than 59.6 per cent achieved A* or A with 85.7 per cent attaining a C grade or above. This is an exceptional result. What can we learn from this success as we seek to inspire young people to pursue the STEM subjects?

Weinidog, gwyddom fod llawer o addysgwyr, ers blynyddoedd, wedi galw am ffocws ar y pynciau gwyddoniaeth, technoleg, peirianneg a mathemateg. Yn Abertawe eleni, mathemateg oedd y pwnc Safon Uwch mwyaf poblogaidd ac fe'i cydnabuwyd fel un o'r pynciau anoddaf. Fe gafodd 59.6 y cant A* neu A ac fe lwyddodd 85.7 y cant i ennill gradd C neu uwch. Mae hwn yn ganlyniad eithriadol. Beth y gallwn ei ddysgu o'r llwyddiant hwn wrth inni geisio ysbrydoli pobl ifanc i ddilyn y pynciau STEM?