English: This afternoon I would like to pursue two specific issues - these issues won't be new to you; I have raised them in the past - first of all, implementing the new curriculum. Your statement today does acknowledge, of course, that implementing the change is the major challenge, and that there is international evidence that demonstrates that that has been clear in other scenarios. And the other point that I just want to discuss a little more is how do you reconcile making some issues statutory, whilst exempting others from the legislation? Now, there's no doubt that introducing the new curriculum is going to be a major change in education in Wales, and you've told us today that schools should take time to understand the curriculum model. And so I'd like to ask you first: do you agree that understanding the new curriculum model will be more of a challenge for the secondary sector than the primary sector? Is the primary sector, particularly given the development of the foundation phase, more ready or prepared for this new vision and understanding of the curriculum model? You mention the need for schools to co-plan and plan jointly. Now, in order to do that, schools must have the space to come together. And you say again in your statement today that schools need to make time and space to understand the curriculum model, and not to rush the process of implementing the new curriculum. Now, I would agree entirely with that, but creating that space is going to cost. You will need to employ supply teachers and so on and so forth. So, how do you see that working on a practical level, and, again, do you think it would be easier to create the space for the co-construction in the primary sector, where there are fewer children, first of all, in primary schools as compared to with the secondary sector? And to return to the international evidence that I mentioned at the outset, what lessons can be learned from this evidence in considering implementing the curriculum in the secondary sector specifically? Of course, in your response you will talk about in-service training days and how that is going to help to give schools the space and time that they need, but that can only help to a certain extent. And I'm sure you will mention the additional £39 million that is being designated for INSET training, but is that enough? This is my concern. I believe that if this is going to succeed, and we all want to see it succeed, then we need a substantial injection of funding to support the implementation of the curriculum. The schools are already on their knees, and there is a great risk that in introducing such a huge change at a time of financial austerity, there is a risk that it will fail. And therefore I ask you and ask the Government more generally - I know that you are arguing for more funding for education, but this is a question for the whole Government, if truth be told. Doesn't the Government need to have some sort of reality check here and realise that we need hundreds of millions of pounds in addition in order to make this new curriculum a success, not the relatively small sums that are being considered at the moment? We need a substantial injection of funding to generate the success that we all want to see. And just to discuss this second point - I know we've discussed it in the past, but I'm still trying to understand how you reconcile making certain issues a statutory part of the curriculum, whilst not doing so with other aspects in the legislation. I think you're entirely right in including sex and healthy relationship education and religious education, or whatever the new terminology is in that particular area now. I think it's very important that those are a statutory part of the experience of every young person. But how do you reconcile including those, but not including two hours of physical education, issues related to mental well-being, the history of Wales? Now, those aren't going to be a statutory part of the curriculum, so where is the consistency in making one section a requirement, whilst others aren't? Now, we've had this conversation on a number of occasions in the past, and I know that we will get the same response again today, perhaps, but we are agreed that these issues are important, and I know that you strongly believe that Welsh identity and the history of Wales, or the histories of Wales are important, but is there another way, therefore, rather than including them in the curriculum - is there another way of ensuring that they are taught in every school without the force of legislation underpinning them? That's the crucial question, I suppose, as we are agreed that these issues do need to be taught. How are we going to achieve that unless they're included in the legislation?
Welsh: Hoffwn i y prynhawn yma fynd ar ôl dau fater penodol - fydd y materion yma ddim yn newydd i chi; dwi wedi eu codi nhw o'r blaen - yn gyntaf, gweithredu'r cwricwlwm newydd. Mae'ch datganiad chi heddiw yn cydnabod, wrth gwrs, mai gweithredu'r diwygiadau ydy'r her fawr, a bod yna dystiolaeth ryngwladol yn dangos bod hynny wedi bod yn glir mewn sefyllfaoedd eraill. A'r ail bwynt dwi am ei wyntyllu ychydig bach ymhellach ydy sut ydych chi'n cysoni gwneud rhai materion yn statudol, tra'n neilltuo rhai eraill o'r ddeddfwriaeth? Does yna ddim dwywaith bod cyflwyno'r cwricwlwm newydd yn mynd i fod yn newid anferth i'r byd addysg yng Nghymru, a meddech chi heddiw y dylai ysgolion gymryd amser i ddeall model y cwricwlwm. Ac felly hoffwn i ofyn i chi'n gyntaf: ydych chi'n cytuno y bydd hyn, y bydd deall model y cwricwlwm newydd, yn fwy o her i'r sector uwchradd nag i'r sector cynradd? Ydy'r sector cynradd, yn enwedig o gofio datblygiad y cyfnod sylfaen, yn fwy parod, efallai, ar gyfer y weledigaeth newydd yma ar gyfer deall model y cwricwlwm? Rydych chi'n sôn am yr angen i ysgolion gyd-gynllunio. I gyd-gynllunio, mae angen i ysgolion gael y gofod i ddod at ei gilydd. Ac eto, meddech chi yn eich datganiad heddiw, mae angen i ysgolion greu gofod ac amser i ddeall model y cwricwlwm, a pheidio â rhuthro'r broses o weithredu'r cwricwlwm newydd. Dwi'n cytuno yn llwyr efo hynny, ond mae creu'r gofod yn costio. Mae angen cyflogi athrawon llanw ac yn y blaen. Sut ydych chi'n gweld hwnna'n gweithio yn ymarferol? Ac ydych chi eto yn credu y bydd hi'n haws i greu'r gofod yma ar gyfer y cyd-gynllunio yn y cynradd, lle mae yna lai o blant, i ddechrau, mewn ysgolion cynradd o gymharu efo'r uwchradd? Ac i fynd yn ôl at y dystiolaeth ryngwladol roeddwn i'n cyfeirio ati ar y cychwyn, pa wersi sydd yna i'w dysgu o'r dystiolaeth yma wrth feddwl am wreiddio a gweithredu'r cwricwlwm yn y sector uwchradd yn benodol? Wrth gwrs, mi fyddwch chi'n ateb ac mi fyddwch chi'n sôn am y dyddiau hyfforddiant mewn swydd a bod hynny yn mynd i helpu i ganiatáu i ysgolion gael y gofod yma, ond dim ond i raddau mae hynny yn mynd i helpu. A byddwch chi'n sôn am y £39 miliwn ychwanegol hefyd sy'n cael ei glustnodi tuag at hyfforddiant mewn swydd, ond a ydy hynny yn ddigon? Hyn ydy fy mhryder i. Dwi'n credu, os ydy hwn yn mynd i lwyddo, ac rydyn ni i gyd eisiau ei weld o'n llwyddo, mae angen chwistrelliad sylweddol o arian i gefnogi gweithrediad y cwricwlwm. Mae'r ysgolion ar eu cluniau'n barod ac mae yna beryg i gyflwyno newid mor anferth ar gyfnod o gynni ariannol - mae yna beryg iddo fo fethu yn llwyr. Ac felly, mi fyddwn yn gofyn i chi, ac i'r Llywodraeth yn fwy nag i chi fel y Gweinidog Addysg - dwi'n gwybod eich bod chi'n dadlau dros fwy o arian i addysg, ond mae hwn yn gwestiwn i'r Llywodraeth mewn gwirionedd. Onid oes angen i'r Llywodraeth gael bach o reality check yn fan hyn a sylweddoli bod angen cannoedd o filoedd yn fwy o bres er mwyn creu llwyddiant o'r cwricwlwm newydd - ddim y symiau cymharol fechan sydd dan sylw ar hyn o bryd? Mae eisiau chwistrelliad sylweddol i greu'r llwyddiant rydyn ni ei angen. A jest i drafod yr ail bwynt yma - rydyn wedi ei drafod o o'r blaen, ond dwi'n dal i geisio deall sut ydych chi'n cysoni gwneud rhai materion yn rhan statudol o'r cwricwlwm, ond wedyn yn neilltuo rhannau eraill o'r ddeddfwriaeth. Dwi'n credu eich bod chi'n hollol iawn i gynnwys addysg rhyw, addysg perthnasoedd iach ac addysg crefydd, neu beth bynnag ydy'r enw newydd ar hwnnw rŵan. Dwi'n meddwl ei fod yn bwysig iawn bod y rheini yn rhan statudol o brofiad pob person. Ond wedyn sut mae cysoni cynnwys y rheini, ond wedyn ddim cynnwys dwy awr o addysg gorfforol, materion yn ymwneud efo addysg lles meddyliol, hanes Cymru a Chymreictod? Dyw'r rheini ddim yn mynd i orfod bod yn rhan hanfodol o'r cwricwlwm. Lle mae'r cysondeb mewn gwneud un elfen yn hanfodol, ac elfennau eraill ddim? Rŵan, rydyn wedi cael y sgwrs yma sawl tro o'r blaen, a dwi'n gwybod y cawn ni'r ateb rydych yn ei roi fel arfer. Ond tybed - . Rydyn yn cytuno bod y materion yma'n bwysig. Dwi'n gwybod eich bod chi'n credu bod Cymreictod a hanes Cymru neu hanesion Cymru yn bwysig. Oes yna ffordd arall, felly? Yn hytrach na'u bod nhw yn y cwricwlwm, oes yna ffordd arall o sicrhau eu bod nhw yn cael eu dysgu ymhob ysgol heb rym Deddf tu ôl i hynny? Dyna ydy'r cwestiwn allweddol, mae'n debyg, gan ein bod ni'n cytuno bod angen i'r rhain gael eu dysgu. Sut ydyn ni yn mynd i wneud hynny os nad ydyn ni'n eu cynnwys nhw yn y ddeddfwriaeth?