English: Thank you, Laura Anne Jones, for your welcome for this set of trials. I think, as you say, when you talk about reinventing the wheel, we're trying to reinvent a system that has been in place in some ways for a very long time. But you are right to say that it's important to draw evidence from all sources, and there is a very rich seam of evidence both in other parts of the UK and internationally, as well as already in Wales in fact, about the benefits that can be derived from the sorts of approaches that are being trialled in this number of schools over the next 10 weeks. You asked me about the range of things that I was hoping to see being trialled in schools, and you asked a specific question about how that might relate, for example, to the world of work and the broader economy. There is a range of activities that are being trialled. Some of that is around arts and music and dance, some of it's around sport, from rugby to judo, some of it is around cooking and the importance of food, and we are working with the Urdd. There is a variety of activities being trialled. Some of them have the sort of connection that she was specifying in her question around business and enterprise, robotics and coding, science, green technology - so, a really wide range of activities. We've just listened in the earlier statement to the importance being outlined in the Chamber of trying new things and being candid when some of them succeed and some of them don't succeed. I think that's part of what we're trialling here to see what the best mix is. In terms of the vision for the use of those five hours, actually, one of the flexibilities we've given to schools is to deploy those five hours in a way that works for them. Obviously, putting an extra hour on each day is one of those options. I myself don't actually have a clear view at this point, because we do need to see what happens on the ground. In a way, it's the evidence of what works that needs to guide us here, given our objective, which is to make sure that our learners re-engage with learning and boost their sense of confidence and well-being, which we know will have a positive effect on progression and attainment. You asked finally about a national approach, if you like. This is obviously a set of trials, isn't it, so there is guidance that has gone to schools about how best to design the activities, but the very heart of this is to see what can be designed locally. Some schools are working with local organisations, some with national organisations and so on, to get the best blend that works for their particular cohort of learners. But the opportunity here is to learn from what we discover over the next 10 weeks and find ways of extending that into the future.
Welsh: Diolch, Laura Anne Jones, am eich croeso i'r gyfres hon o dreialon. Rwy'n credu, fel yr ydych chi'n ei ddweud, wrth sôn am ddechrau o'r dechrau, rydym yn ceisio ailddyfeisio system sydd wedi bod ar waith mewn rhai ffyrdd ers amser maith. Ond rydych chi'n iawn i ddweud ei bod yn bwysig casglu tystiolaeth o bob ffynhonnell, ac mae yna gasgliad cyfoethog iawn o dystiolaeth mewn rhannau eraill o'r DU ac yn rhyngwladol, yn ogystal ag eisoes yng Nghymru mewn gwirionedd, o'r manteision a all ddeillio o'r mathau o ddulliau sy'n cael eu treialu yn y nifer hwn o ysgolion dros y 10 wythnos nesaf. Fe wnaethoch chi ofyn am yr amrywiaeth o bethau yr oeddwn i'n gobeithio eu gweld yn cael eu treialu mewn ysgolion, ac fe wnaethoch chi ofyn cwestiwn penodol am sut y gallai hynny ymwneud, er enghraifft, â'r byd gwaith a'r economi ehangach. Mae amrywiaeth o weithgareddau sy'n cael eu treialu. Mae rhywfaint o hynny yn ymwneud â'r celfyddydau a cherddoriaeth a dawns, mae rhywfaint ohono yn ymwneud â chwaraeon, o rygbi i jiwdo, mae rhywfaint ohono yn ymwneud â choginio a phwysigrwydd bwyd, ac rydym yn gweithio gyda'r Urdd. Mae amrywiaeth o weithgareddau yn cael eu treialu. Mae gan rai ohonyn nhw y math o gysylltiad y gwnaeth hi ei nodi yn ei chwestiwn ynghylch busnes a menter, roboteg a chodio, gwyddoniaeth, technoleg werdd - felly, ystod eang iawn o weithgareddau. Rydym ni newydd wrando yn y datganiad cynharach ar y pwysigrwydd sy'n cael ei amlinellu yn y Siambr ar roi cynnig ar bethau newydd a bod yn onest pan fydd rhai ohonyn nhw'n llwyddo a rhai ohonyn nhw'n methu. Rwy'n credu bod hynny'n rhan o'r hyn yr ydym yn ei dreialu yma i weld beth yw'r cymysgedd gorau. O ran y weledigaeth ar gyfer defnyddio'r pum awr hynny, mewn gwirionedd, un hyblygrwydd yr ydym wedi ei roi i ysgolion yw defnyddio'r pum awr hynny mewn ffordd sy'n gweithio iddyn nhw. Yn amlwg, mae rhoi awr ychwanegol ar bob diwrnod yn un o'r opsiynau hynny. Nid oes gen i fy hun farn glir ar hyn o bryd mewn gwirionedd, oherwydd bod angen i ni weld beth sy'n digwydd ar lawr gwlad. Mewn ffordd, mae angen i dystiolaeth o'r hyn sy'n gweithio ein harwain ni yn y gwaith hwn, o ystyried ein hamcan, sef sicrhau bod ein dysgwyr yn ailymgysylltu â dysgu a rhoi hwb i'w hymdeimlad o hyder a lles, a fydd, rydym yn gwybod, yn cael effaith gadarnhaol ar ddilyniant a chyrhaeddiad. Fe wnaethoch chi ofyn ar y diwedd am ddull gweithredu cenedlaethol, os hoffwch chi. Cyfres o dreialon yw hon yn amlwg, onid yw, felly mae canllawiau wedi mynd i ysgolion ynglŷn â'r ffordd orau o gynllunio'r gweithgareddau, ond wrth wraidd hyn mae gweld beth y gellir ei gynllunio'n lleol. Mae rhai ysgolion yn gweithio gyda sefydliadau lleol, rhai gyda sefydliadau cenedlaethol ac yn y blaen, i gael y cyfuniad gorau sy'n gweithio i'w carfan benodol nhw o ddysgwyr. Ond mae'r cyfle yma i ddysgu o'r hyn yr ydym yn ei ddarganfod dros y 10 wythnos nesaf a dod o hyd i ffyrdd o ymestyn hynny i'r dyfodol.