English: I thank Delyth Jewell for those questions on two very important areas. In terms of the first, and eco-anxiety, I've already acknowledged in the discussions that we've had how important it is to take this into account, and it's a core part of the work that we're already undertaking in our schools in order to ensure that eco-anxiety, as with a whole range of other anxieties, is part of our understanding of the needs of our pupils. In terms of the role of that in our curriculum, well, the curriculum, of course, provides for a broad range of changes that will assist teachers in supporting our learners in tackling issues around climate change generally, and eco-anxiety will be part of that. I agree entirely with her that a broader understanding, not only of the challenge, but also in terms of what we as individuals can do, is an important part of responding to that issue of eco-anxiety and issues of well-being and mental health that arise from that. But I would certainly argue that that's at the heart of the curriculum as it is currently designed. It is a constant theme throughout the whole curriculum, and specifically in the context of health and well-being as an area of learning and experience. We are currently providing resources for the new curriculum, and supporting the sector in commissioning and developing those resources, with an emphasis on resources in the context of climate change as part of that. So, I will ensure that we do provide support to provide materials around eco-anxiety as a broader part of that. The second set of questions related to what support we're providing in dealing with the impact of the pandemic on the mental health and well-being of our young people. I would refer her to the work that the Deputy Minister referred to in her statement - and I've already referred to this - in terms of the whole-school framework. It's a change of culture within schools so that all parts of the school community understand the importance of this agenda and have the skills to provide support for our learners, but also for the education workforce more broadly. And that is a fundamental response to what has happened over recent times. Of course, the foundations were laid pre COVID, but I think we've all learnt just how important this has been over the past year to 18 months. And in terms of the renew and reform programme, specific funding has been provided within that in order to ensure that we're able to work one to one with those pupils who need that, in order to provide specific support tailored for their needs. That's part of the broader programme; there are many other examples, of course, and I would refer the Member to that document.
Welsh: Diolch i Delyth Jewell am y cwestiynau ar ddau faes pwysig iawn. O ran y cwestiwn cyntaf, o ran eco-bryder, rwyf wedi cydnabod eisoes yn y trafodaethau rŷn ni wedi eu cael mor bwysig yw cymryd ystyriaeth o hyn, ac mae e'n rhan greiddiol o'r gwaith rŷn ni'n ei wneud eisoes, wrth gwrs, yn ein hysgolion, er mwyn sicrhau bod eco-bryder, fel ystod ehangach o bryderon, yn rhan o'r ddealltwriaeth o anghenion ein disgyblion ni. O ran beth yw'r rôl i hynny yn ein cwricwlwm, wel, mae'r cwricwlwm, wrth gwrs, yn darparu ystod eang o newidiadau sy'n mynd i gynorthwyo athrawon i allu cefnogi'n dysgwyr ni i fynd i'r afael â chwestiynau i wneud gyda newid hinsawdd yn gyffredinol, gydag eco-bryder fel rhan o hwnnw. Rwy'n cytuno'n llwyr â hi bod dealltwriaeth ehangach, nid yn unig o'r sialens, ond yr hyn gellid ei wneud fel unigolion, yn rhan bwysig o ymateb i'r cwestiwn yna o eco-bryder a'r cwestiynau llesiant ac iechyd meddwl sydd yn dod o hynny. Ond fe fyddwn i'n dadlau'n sicr iawn fod hynny'n greiddiol i'r cwricwlwm fel mae wedi'i ddylunio eisoes. Mae'n thema gyson drwy'r cwricwlwm yn ei gyfanrwydd, ac yn benodol yn y cyd-destun iechyd a llesiant fel maes o brofiad. Rŷn ni wrthi'n darparu adnoddau, wrth gwrs, ar gyfer y cwricwlwm newydd, a chefnogi'r sector i gomisiynu a datblygu adnoddau, a phwyslais ar adnoddau yng nghyd-destun newid hinsawdd yn rhan o hynny. Felly, fe wnaf i sicrhau ein bod ni'n darparu cefnogaeth i sicrhau adnoddau ym maes eco-bryder fel rhan ehangach o hwnnw. Roedd yr ail set o gwestiynau yn ymwneud â pha gefnogaeth rŷn ni'n ei darparu i ddelio ag impact y pandemig ar iechyd meddwl a llesiant ein pobl ifanc ni. Byddwn i'n ei chyfeirio hi at y gwaith roedd y Dirprwy Weinidog yn sôn amdano yn ei datganiad hi - ac rwyf wedi cyfeirio ato fe - o ran y fframwaith ysgol gyfan. Mae'n newid y diwylliant o fewn ysgol fel bod pob rhan o gymuned yr ysgol yn gweld pwysigrwydd yr agenda hon ac yn cael y sgiliau i allu darparu cefnogaeth i'n dysgwyr ni, ond i'r gweithlu addysg hefyd yn ehangach. Mae hynny'n ymateb sylfaenol i'r hyn sydd wedi digwydd dros y cyfnod diwethaf. Wrth gwrs, mae seiliau'r peth yn dod cyn cyfnod COVID, ond rwy'n credu ein bod ni gyd wedi dysgu pa mor bwysig mae hyn wedi bod yn ystod y flwyddyn i 18 mis diwethaf. Ac o ran y cynllun adnewyddu a diwygio, mae arian penodol wedi'i ddyrannu o fewn hynny er mwyn sicrhau gweithio ar lefel un wrth un, efallai, gyda rhai disgyblion sydd angen hynny, i ddarparu cefnogaeth benodol wedi'i theilwra i'w hanghenion personol nhw. Mae hwnna'n rhan o'r cynllun ehangach; mae lot o enghreifftiau eraill, wrth gwrs, yn y cynllun hwnnw, a byddwn i'n cyfeirio'r Aelod at y ddogfen honno.