English: Can I thank Suzy Davies for that series of questions? As she will have alluded to, the intention is that the curriculum will become statutory in all primary settings and year 7 of secondary settings for the start of the academic year 2022. So, undoubtedly, COVID has had an impact on planning - that is without a shadow of a doubt - but we still have a considerable period of time for schools to prepare. She quotes figures that have responded to a survey that she has carried out, and I don't dispute that. I, too, have conversations with professionals who actually want to speed up the introduction of the curriculum. And because of the significant period of disruption that we have had, where we've had to suspend the national curriculum, they wonder why we would go back to the old when the new is here - the new dawn is almost upon us. So, I know many schools are already designing their curriculum, even though they're not required to at this date, to encompass the direction of travel that we're on. But, of course, absolutely, we have got to this point today in the spirit of co-construction - co-construction with our professionals, who will have the responsibility of bringing this alive for learners in Wales. We will continue to have those discussions going forward. It's a 'yes' to providing regular updates around finance, and I just want to assure the Member that throughout this process, to the point that we've got to today - of course, what we're looking at today is the legislative underpinning. The real meat, of course, was published many, many, many months ago, in terms of the 'what matters' statements, the progression steps and the concepts of learning. So, schools have had an opportunity before now, of course, to engage in this. But Estyn, Qualifications Wales and our school improvement services have been integral to the development to date; they have been part of that process of co-construction. Of course, Estyn will have a crucial role in checking the preparedness of settings to introduce the curriculum. Our school improvement services will have a crucial role in providing the professional learning and the support that schools will need. The Member is very well aware, because I know she keeps in close touch with Qualifications Wales, that they themselves are undertaking a piece of work in parallel with the new curriculum with regard to the impact that the new curriculum will have on our qualifications system. So, of course, that work will continue to move forward. Suzy is quite right: the responsibility, the legal duty, to produce a curriculum lies with the headteacher of an individual school. It is the duty of the headteacher and the governing body to implement that curriculum within that particular setting. The curriculum guidance that I published in January sets out a very strong emphasis that in designing, developing and implementing the curriculum, the context of the school and the communities it serves should be at the forefront of the mind. The premise of the entire curriculum is that it's there to serve the needs of its local community by providing a curriculum that is appropriate to its learners. Now, any of you who've spent any time in school know that, sometimes, teachers express their frustration when they are required to deliver a lesson because somebody in 1988 decided that it was their duty to do so to a class of children who are completely disinterested and have no understanding about why that is being required of them. That doesn't bring learning to life - that just brings everybody down. Now, we will have an opportunity to release the creative professionalism of our teaching workforce to be able to design a curriculum that truly meets the needs of the children in front of them. Deputy Presiding Officer, let me give you an example. At my own daughter's school, Ysgol Calon Cymru, which serves the communities of Llandrindod Wells, Builth Wells and everywhere in between, they're beginning to think about how they do their new curriculum now. At the core of that curriculum is the concept of the clearance of Mynydd Epynt and of food miles and the sustainability of rural Wales. So, for year 9, all of their subjects are built around those concepts. During this time, when they've been out of school, and in the work that's come home, again, they've engaged in the new curriculum. The theme has been artificial intelligence, and that has covered science, maths, Frankenstein - when I've had time to do any home schooling, we've been studying Frankenstein, Shelley's Frankenstein - that ability to bring individual disciplines together to make those connections. So, schools are already out there doing this work, but it's important that parents and communities have an opportunity to feed into that. The curriculum will have to be published, but we can certainly have conversations during the passage of the Bill about how we can ensure in guidance that the views of parents and young people themselves are taken into consideration when designing the curriculum. And if you go to our schools now, you know that pupil-centred learning, where pupils are driving and choosing the topics, is not a concept that is alien to our teachers; it's a concept that they understand and that they embrace.
Welsh: A gaf fi ddiolch i Suzy Davies am y cwestiynau hynny? Fel y bydd wedi nodi, y bwriad yw y bydd y cwricwlwm yn dod yn statudol ym mhob lleoliad cynradd, ynghyd â blwyddyn 7 mewn lleoliadau uwchradd, ar gyfer dechrau blwyddyn academaidd 2022. Felly, yn ddi-os, mae COVID wedi cael effaith ar gynllunio - a hynny heb rithyn o amheuaeth - ond mae gennym gyfnod sylweddol o amser o hyd i ysgolion baratoi. Mae'n dyfynnu'r niferoedd sydd wedi ymateb i arolwg a gynhaliwyd ganddi, ac nid wyf yn amau hynny. Rwyf innau hefyd yn cael sgyrsiau ag addysgwyr proffesiynol sydd eisiau cyflymu'r broses o gyflwyno'r cwricwlwm. Ac oherwydd y cyfnod sylweddol o darfu sydd wedi bod, lle bu'n rhaid i ni atal y cwricwlwm cenedlaethol dros dro, maent yn meddwl tybed pam y byddem yn dychwelyd at yr hen ffordd o wneud pethau pan fo'r ffordd newydd hon yma - mae'r wawr newydd bron ar ein gwarthaf. Felly, rwy'n gwybod bod llawer o ysgolion eisoes yn cynllunio'u cwricwlwm, er nad yw'n ofynnol iddynt wneud hynny ar hyn o bryd, er mwyn nodi'r cyfeiriad rydym yn teithio iddo. Ond wrth gwrs, yn sicr, rydym wedi cyrraedd y pwynt hwn heddiw mewn ysbryd o gydadeiladu - cydadeiladu gyda'n haddysgwyr proffesiynol, a fydd yn gyfrifol am ddod â hyn yn fyw i ddysgwyr yng Nghymru. Byddwn yn parhau i gael y trafodaethau hynny wrth symud ymlaen. Byddwn yn darparu diweddariadau rheolaidd ynghylch cyllid, a hoffwn sicrhau'r Aelod, drwy gydol y broses hon, i'r pwynt rydym wedi'i gyrraedd heddiw - wrth gwrs, yr hyn rydym yn edrych arno heddiw yw'r sail ddeddfwriaethol. Cafodd y cnawd ei gyhoeddi fisoedd lawer yn ôl wrth gwrs, o ran y datganiadau ar 'yr hyn sy'n bwysig', y camau cynnydd a'r cysyniadau dysgu. Felly, mae ysgolion wedi cael cyfle eisoes, wrth gwrs, i gymryd rhan yn hyn. Ond mae Estyn, Cymwysterau Cymru a'n gwasanaethau gwella ysgolion wedi bod yn rhan annatod o'r gwaith datblygu hyd yma; maent wedi bod yn rhan o'r broses honno o gydadeiladu. Wrth gwrs, bydd gan Estyn rôl hollbwysig yn gwirio parodrwydd lleoliadau i gyflwyno'r cwricwlwm. Bydd gan ein gwasanaethau gwella ysgolion rôl hollbwysig yn darparu'r dysgu proffesiynol a'r cymorth y bydd ei angen ar ysgolion. Mae'r Aelod yn ymwybodol iawn, oherwydd gwn ei bod yn cadw mewn cysylltiad agos â Cymwysterau Cymru, eu bod hwy eu hunain yn gwneud gwaith ochr yn ochr â'r cwricwlwm newydd ar yr effaith a gaiff y cwricwlwm newydd ar ein system gymwysterau. Felly, wrth gwrs, bydd y gwaith hwnnw'n parhau. Mae Suzy yn llygad ei lle: cyfrifoldeb a dyletswydd gyfreithiol pennaeth yr ysgol unigol yw llunio cwricwlwm. Dyletswydd y pennaeth a'r corff llywodraethu yw gweithredu'r cwricwlwm hwnnw yn y lleoliad penodol hwnnw. Mae'r canllawiau ar y cwricwlwm a gyhoeddais ym mis Ionawr yn pwysleisio'n gadarn iawn y dylai cyd-destun yr ysgol a'r cymunedau y mae'n eu gwasanaethu fod ar flaen y meddwl wrth ddylunio, datblygu a gweithredu'r cwricwlwm. Cynsail y cwricwlwm cyfan yw ei fod yno i wasanaethu anghenion ei gymuned leol drwy ddarparu cwricwlwm sy'n briodol i'w ddysgwyr. Nawr, mae unrhyw un ohonoch sydd wedi treulio unrhyw amser yn yr ysgol yn gwybod bod athrawon, weithiau, yn mynegi eu rhwystredigaeth pan fydd gofyn iddynt gyflwyno gwers am fod rhywun ym 1988 wedi penderfynu ei bod yn ddyletswydd arnynt i wneud hynny i ddosbarth o blant nad oes ganddynt unrhyw ddiddordeb nac unrhyw ddealltwriaeth o'r rheswm pam fod angen iddynt wneud hynny. Nid yw hynny'n dod â dysgu'n fyw - mae'n tynnu pawb i lawr. Nawr, cawn gyfle i ryddhau proffesiynoldeb creadigol ein gweithlu addysgu i allu cynllunio cwricwlwm sydd o ddifrif yn diwallu anghenion y plant o'u blaenau. Ddirprwy Lywydd, gadewch i mi roi enghraifft i chi. Yn ysgol fy merch, Ysgol Calon Cymru, sy'n gwasanaethu cymunedau Llandrindod, Llanfair-ym-Muallt a phob man arall rhyngddynt, maent eisoes yn dechrau meddwl am y ffordd y byddant yn cyflawni eu cwricwlwm newydd. Mae'r cysyniad o glirio Mynydd Epynt, milltiroedd bwyd a chynaliadwyedd y Gymru wledig yn ganolog i'r cwricwlwm hwnnw. Felly, ar gyfer blwyddyn 9, mae pob un o'u pynciau wedi eu hadeiladu o amgylch y cysyniadau hynny. Yn ystod y cyfnod hwn, tra bônt wedi bod adref o'r ysgol, ac yn y gwaith sydd wedi dod adref, unwaith eto, maent wedi ymwneud â'r cwricwlwm newydd. Y thema yw deallusrwydd artiffisial, ac mae hwnnw wedi cynnwys gwyddoniaeth, mathemateg, Frankenstein - pan gefais amser i wneud unrhyw ddysgu gartref, rydym wedi bod yn astudio Frankenstein, Frankenstein Shelley - y gallu hwnnw i ddod â disgyblaethau unigol at ei gilydd i wneud y cysylltiadau hynny. Felly, mae ysgolion eisoes yn gwneud y gwaith hwn, ond mae'n bwysig fod rhieni a chymunedau'n cael cyfle i fwydo i mewn i hynny. Bydd yn rhaid cyhoeddi'r cwricwlwm, ond yn sicr gallwn gael sgyrsiau yn ystod hynt y Bil ynglŷn â sut y gallwn sicrhau, mewn canllawiau, fod barn rhieni a phobl ifanc eu hunain yn cael ei hystyried wrth gynllunio'r cwricwlwm. Ac os byddwch yn ymweld â'n hysgolion yn awr, fe fyddwch yn gwybod nad yw dysgu sy'n canolbwyntio ar y disgybl, lle mae disgyblion yn dewis ac yn llywio'r pynciau, yn gysyniad dieithr i'n hathrawon; mae'n gysyniad y maent yn ei ddeall ac yn ei groesawu.