English: I welcome the strong action that has been taken by schools in switching from vocational science to GCSE science. Taking vocational qualifications at 16, such as BTEC science, is absolutely the right path for some of our learners in Wales. But it is not acceptable to me, and I would hope to others in the Chamber today, that schools have thought it appropriate for 40 per cent of learners to be taking a vocational course. This might have got them the desired results in terms of school performance measures, but that should never, never ever come before the interests of learners. And you and I, David, are at one on that point. I am pleased that this year we have seen an increase of 50 per cent in the number of students being entered for GCSE science - I repeat: 50 per cent more entries in GCSE science - with more of those entries gaining A* to C. And it's also very pleasing to see the individual sciences - biology, chemistry and physics - those entries are up by over 10 per cent. Now, having such a huge increase in a cohort will of course distort the results. We all knew that this difficult decision would make it easier for the opponents to criticise and misrepresent the overall results. It is a tough decision, but it's also the right decision - raising standards and improving the opportunity for all of our learners and, most of all, for those from a poorer background. This move, alongside others, such as ending the inappropriate use of early entry, does make it difficult to draw meaningful comparisons. It simply makes no sense to compare this year's results with previous years. Now, that isn't my view - that's the view of the independent regulator, Qualifications Wales, who has described making comparisons as 'simplistic', due to the significant shift in the size and the nature of the cohort, let alone the changes to the examinations themselves. And I have to say, I have been somewhat confused by the approach taken by the new Conservative spokesperson. She fails, it seems, to understand the unitised nature of our new science GCSEs. She wants parity of esteem between vocational qualifications and academic qualifications, but then goes on to criticise a drop in A-level entries. Let's be absolutely clear why there's a drop in A-level entries - when there's a drop in the cohort, there are simply fewer students of that age in our schools and colleges. And for those students who were struggling with A-levels, because they were forced into A-levels, moving to more vocational qualifications is absolutely the right thing. So, you can't say on one hand you are sorry that less-able students are not doing A-level anymore, and then call for parity of esteem. You absolutely also fail to understand the ongoing impact of early entry on overall figures, but we have changed that policy. We're also changing performance measures to the very system that you've just called for that looks at a more holistic approach to how we judge our schools. We are investing in leadership, we're investing in our more able and talented children and we're spending more on the pupil deprivation grant than ever before to address the concerns of vulnerable groups that David Melding just mentioned. And let me be absolutely clear: money received by this Government for pay of teachers will be spent on the pay of teachers. Now, this idea that we somehow sit back and do nothing about schools that are causing concern is simply nonsense. The reason why I know the results of King Henry in Abergavenny is because we look in-depth at each individual school. We double back and check the relationship they have had with their regional consortium. We have asked local authorities to report on each time they've used a statutory notice for a school causing concern, and I receive regular reports to understand, from each local authority and consortium, what they have done to support the school that is in special measures. And if I'm not satisfied with that response, then I go back to that regional consortium and I go back to that local authority. There is so much I could say about Michelle's characterisation of the Welsh education system. She talked about doctors. How are we going to get doctors to come to Wales? Well, maybe those doctors will be the record number of Welsh students who have achieved a place in medical school for this academic year. They will come back to this country to be doctors, so that their children can receive exactly the same education that they have had that enabled them to go to medical school. And scapegoat? Every day, I am proud to do this job, and I'm even prouder when I remember that by taking this job it kept you, and the pernicious views expressed by your leader yesterday, from getting anywhere near the Government. With regard to Plaid Cymru's amendments, we will be supporting both of them. I am committed, Llyr, to continuing to invest in our workforce to ensure that we have a whole education workforce that receives sufficient training of a high standard. A £5.85 million professional learning funding allocation was awarded to regional consortia during 2017-18 to support the work of professional learning pioneers and to enhance consortia capacity to develop the national approach to professional learning. We have also made available a further £5.5 million during 2018-19 to develop a national approach to professional learning to ensure that all schools are able to plan appropriately for curriculum change and beyond. As you will know - it's something that both my party and your party have campaigned on for a number of years - the Welsh Government will assume responsibility for setting teachers' pay and conditions from the end of this month. I am expecting this week to receive an important report from Professor Mick Waters with options on how we can use those new powers to better reward our teachers and attract high-quality recruits to the profession. One thing I will reiterate, though, is that this isn't just about money and salaries. Those who want to work with our children are motivated by something so much more than that - there are better ways to get rich. They are motivated by the desire to be part of the public sector workforce to do something amazing for our children and young people. So, we also have to look at the issue of conditions. Taking over responsibility for teachers' pay and conditions is an incredibly important step in our education system. Right from the outset, we want to make sure that we have a system based on the values of equity and of excellence, and a commitment to an inclusive public service education. I believe that this is fundamental to supporting and strengthening our teaching profession. To conclude, Llywydd, we do not support the Conservatives' motion, which simply misrepresents and talks down the changes and the progress that we are making here in Wales. I certainly won't be lectured by them on issues of funding. Mohammad Asghar was at great pains to quote the OECD, so let me tell him what the OECD says about our system. We are seeing 'Progress in several policy areas and a shift in the Welsh approach to school improvement away from a piecemeal and short-term policy orientation towards one that is guided by a long-term vision.' I know - I know - that there is no room for complacency, but working together with the sector, we will continue our national mission to raise standards, reduce the attainment gap and deliver an education system that is a source of national pride and enjoys public confidence.
Welsh: Rwy'n croesawu'r camau cryf gan ysgolion wrth newid o wyddoniaeth alwedigaethol i TGAU gwyddoniaeth. Anelu am gymwysterau galwedigaethol yn 16 oed, fel BTEC gwyddoniaeth, yw'r llwybr cwbl gywir ar gyfer rhai o'n dysgwyr yng Nghymru. Ond nid yw'n dderbyniol i mi, nac i eraill yn y Siambr heddiw rwy'n gobeithio, fod yr ysgolion wedi meddwl ei bod hi'n briodol i 40 y cant o ddysgwyr ddilyn cwrs galwedigaethol. Efallai fod hyn wedi sicrhau'r canlyniadau a ddymunir iddynt o ran mesurau perfformiad ysgol, ond ni ddylai hynny byth bythoedd ddod o flaen buddiannau dysgwyr. Ac rydych chi a minnau, David, yn cytuno ar y pwynt hwnnw. Rwy'n falch ein bod wedi gweld cynnydd o 50 y cant eleni yn nifer y myfyrwyr a gofrestrwyd ar gyfer TGAU gwyddoniaeth - rwy'n ei ddweud eto: 50 y cant yn fwy o gofrestriadau ar gyfer TGAU gwyddoniaeth - gyda mwy o'r ymgeiswyr hynny'n ennill gradd A* i C. Ac mae hefyd yn braf iawn gweld bod y nifer a gofrestrwyd ar gyfer gwyddorau unigol - bioleg, cemeg a ffiseg - wedi codi dros 10 y cant. Nawr, bydd cynnydd mor enfawr yn y cohort yn ystumio'r canlyniadau wrth gwrs. Roedd pawb ohonom yn gwybod y byddai'r penderfyniad anodd hwn yn ei gwneud hi'n haws i'r gwrthwynebwyr feirniadu a chamgyflwyno'r canlyniadau cyffredinol. Mae'n benderfyniad anodd, ond mae hefyd yn benderfyniad cywir - codi safonau a gwella'r cyfle i bawb o'n dysgwyr ac yn bennaf oll, i rai o gefndir tlotach. Mae'r cam hwn, ochr yn ochr ag eraill, megis rhoi diwedd ar y defnydd amhriodol o gofrestriadau cynnar, yn ei gwneud hi'n anodd ffurfio cymariaethau ystyrlon. Nid yw'n gwneud unrhyw synnwyr i gymharu canlyniadau eleni gyda blynyddoedd blaenorol. Nawr, nid fy marn i yw hynny - dyna farn y rheoleiddiwr annibynnol, Cymwysterau Cymru, a ddisgrifiodd y broses o wneud cymariaethau fel un 'or-syml', oherwydd y newid sylweddol ym maint a natur y cohort, heb sôn am y newidiadau i'r arholiadau eu hunain. A rhaid imi ddweud, cefais fy nrysu braidd gan ymagwedd y llefarydd Ceidwadol newydd. Mae'n ymddangos ei bod hi'n methu deall natur unedol ein cymwysterau TGAU gwyddoniaeth newydd. Mae hi eisiau parch cydradd rhwng cymwysterau galwedigaethol a chymwysterau academaidd, ond wedyn mae'n bwrw iddi i feirniadu gostyngiad yn nifer y cofrestriadau Safon Uwch. Gadewch inni fod yn gwbl glir pam fod cwymp yn nifer yr ymgeiswyr Safon Uwch - pan fydd gostyngiad ym maint y cohort, yn syml iawn, bydd yna lai o fyfyrwyr o'r oedran hwnnw yn ein hysgolion a'n colegau. Ac i'r myfyrwyr a oedd yn cael trafferth gyda Safon Uwch am eu bod wedi cael eu gorfodi i ddilyn cyrsiau Safon Uwch, symud at gymwysterau mwy galwedigaethol yw'r peth hollol iawn i'w wneud. Felly, ni allwch ddweud ar y naill law eich bod yn flin nad yw myfyrwyr llai galluog yn gwneud Safon Uwch mwyach, a galw wedyn am barch cydradd. Rydych yn methu'n llwyr â deall hefyd beth yw effaith barhaus cofrestriad cynnar ar ffigurau cyffredinol, ond rydym wedi newid y polisi hwnnw. Rydym hefyd yn newid mesurau perfformiad i'r union system rydych chi newydd alw amdani sy'n edrych ar ymagwedd fwy cyfannol tuag at y modd y byddwn yn barnu ein hysgolion. Rydym yn buddsoddi mewn arweinyddiaeth, rydym yn buddsoddi yn ein plant mwy galluog a thalentog ac rydym yn gwario mwy ar y grant amddifadedd disgyblion nag erioed o'r blaen i fynd i'r afael â phryderon y grwpiau agored i niwed y soniodd David Melding amdanynt yn awr. A gadewch i mi fod yn hollol glir: bydd arian a dderbyniwyd gan y Llywodraeth hon ar gyfer cyflogau athrawon yn cael ei wario ar gyflogau athrawon. Nawr, nonsens yw'r syniad ein bod rywsut yn eistedd yn ôl a gwneud dim ynglŷn ag ysgolion sy'n peri pryder. Y rheswm pam y gwn beth yw canlyniadau Ysgol y Brenin Harri yn y Fenni yw ein bod yn edrych yn fanwl ar bob ysgol unigol. Awn yn ôl i wirio'r berthynas a gawsant gyda'u consortiwm rhanbarthol. Rydym wedi gofyn i awdurdodau lleol gyflwyno adroddiad bob tro y byddant wedi defnyddio hysbysiad statudol ar gyfer ysgol sy'n peri pryder, ac rwy'n cael adroddiadau rheolaidd er mwyn deall, gan bob awdurdod lleol a chonsortiwm, beth y maent wedi'i wneud i gefnogi'r ysgol sy'n destun mesurau arbennig. Ac os nad wyf yn fodlon ar yr ymateb hwnnw, rwy'n mynd yn ôl at y consortiwm rhanbarthol hwnnw ac rwy'n mynd yn ôl at yr awdurdod lleol hwnnw. Mae cymaint y gallwn ei ddweud am y modd y disgrifiodd Michelle system addysg Cymru. Soniodd am feddygon. Sut y gallwn gael meddygon i ddod i Gymru? Wel, efallai y daw'r meddygon hynny o blith y nifer uchaf erioed o fyfyrwyr o Gymru sydd wedi ennill lle mewn ysgol feddygol ar gyfer y flwyddyn academaidd hon. Byddant yn dychwelyd i'r wlad hon i fod yn feddygon, fel y gall eu plant gael yn union yr un addysg ag y cawsant hwy ac a'u galluogodd i fynd i ysgol feddygol. A bwch dihangol? Bob dydd, rwy'n falch o wneud y gwaith hwn, ac rwy'n falchach byth wrth gofio fy mod, drwy gymryd y swydd wedi eich cadw chi, a'r sylwadau niweidiol a fynegwyd gan eich arweinydd ddoe, rhag dod unman yn agos at y Llywodraeth. O ran gwelliannau Plaid Cymru, byddwn yn cefnogi'r ddau ohonynt. Rwyf wedi ymrwymo, Llyr, i barhau i fuddsoddi yn ein gweithlu i sicrhau bod gennym weithlu addysg cyfan sy'n cael digon o hyfforddiant o safon uchel. Dyfarnwyd £5.85 miliwn o ddyraniad cyllid dysgu proffesiynol i'r consortia rhanbarthol yn ystod 2017-18 i gefnogi gwaith arloeswyr dysgu proffesiynol ac i wella gallu consortia i ddatblygu dull gweithredu cenedlaethol ar gyfer dysgu proffesiynol. Rydym hefyd wedi rhyddhau £5.5 miliwn pellach yn ystod 2018-19 i ddatblygu'r dull gweithredu cenedlaethol ar gyfer dysgu proffesiynol er mwyn sicrhau bod pob ysgol yn gallu cynllunio'n briodol ar gyfer newid y cwricwlwm a thu hwnt. Fel y gwyddoch - mae'n rhywbeth y mae eich plaid chi a fy mhlaid i wedi ymgyrchu drosto ers nifer o flynyddoedd - bydd Llywodraeth Cymru yn cymryd cyfrifoldeb dros bennu cyflog ac amodau athrawon o ddiwedd y mis hwn. Rwy'n disgwyl cael adroddiad pwysig yr wythnos hon gan yr Athro Mick Waters gydag opsiynau ar sut y gallwn ddefnyddio'r pwerau newydd hynny i wobrwyo ein hathrawon yn well a denu recriwtiaid o ansawdd uchel i'r proffesiwn. Rwyf am ailadrodd un peth fodd bynnag, sef nad yw hyn yn ymwneud yn unig ag arian a chyflogau. Caiff y rhai sydd am weithio gyda'n plant eu hysgogi gan rywbeth cymaint mwy na hynny - mae yna ffyrdd gwell o ddod yn gyfoethog. Cânt eu hysgogi gan yr awydd i fod yn rhan o'r gweithlu sector cyhoeddus i wneud rhywbeth anhygoel ar gyfer ein plant a'n pobl ifanc. Felly, rhaid inni edrych hefyd ar fater amodau. Mae cymryd cyfrifoldeb am gyflog ac amodau athrawon yn gam hynod o bwysig yn ein system addysg. O'r cychwyn cyntaf, rydym am wneud yn siŵr fod gennym system sy'n seiliedig ar werthoedd tegwch a rhagoriaeth, ac ymrwymiad i wasanaeth addysg cyhoeddus cynhwysol. Credaf fod hyn yn hanfodol i gefnogi a chryfhau ein proffesiwn addysgu. I gloi, Lywydd, nid ydym yn cefnogi cynnig y Ceidwadwyr, sydd ond yn camliwio ac yn bychanu'r newidiadau a'r cynnydd a wnawn yma yng Nghymru. Yn sicr, nid wyf am wrando ar unrhyw bregeth ganddynt ar faterion cyllid. Aeth Mohammad Asghar i drafferth fawr i ddyfynnu'r Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd, felly gadewch imi ddweud wrtho beth y mae'r sefydliad hwnnw yn ei ddweud am ein system. Rydym yn gweld cynnydd mewn nifer o feysydd polisi a newid yn y dull o wella ysgolion yng Nghymru o gyfeiriad polisi tameidiog a thymor byr tuag at un sy'n cael ei arwain gan weledigaeth hirdymor. Rwy'n gwybod - rwy'n gwybod - nad oes unrhyw le i laesu dwylo, ond gan weithio gyda'r sector, byddwn yn parhau ein cenhadaeth genedlaethol i godi safonau, lleihau'r bwlch cyrhaeddiad a darparu system addysg sy'n ffynhonnell balchder cenedlaethol ac sy'n ennyn hyder y cyhoedd.