English: Right. Okay. Well, teachers have a great deal of freedom to teach what they want in history at the moment. The current curriculum is based on questions. So, they ask things like, 'What changes have there been in the everyday lives of people in Wales and Britain?' And that's a crucially important question for the curriculum for those who are 7 to 11 years of age in key stage 2. Now, there's the same emphasis on teaching history in the current curriculum. Teachers, according to the current curriculum, are to encourage pupils to follow their own research and questioning. And teachers are free - with the collaboration of pupils, hopefully - to decide to what direction they would want to go. There is an opportunity for them to study individually. And what I come back to - and I make this point in the written evidence that I provided - is that we have no specific evidence of what actually happens in schools at the moment. We know that there are strong feelings, but we don't know exactly what's happening, because teachers do have that freedom to follow their own ideas. I have said in earlier evidence to you that the only evidence that I have personally, which is relatively subjective, is what we see from the work of the schools applying for the annual heritage awards of the Welsh heritage schools initiative. And we see excellent examples there, but it's a very small percentage of Welsh schools that do apply for that award. So, we don't know exactly what is happening. I think there is excellent work happening - we see it. There may be some schools teaching no Welsh history at the moment, although it is required. In the written evidence, I referred to a project of standardising teacher assessments at the end of key stage 3, and that was done between 2007 and 2011. I was working on those assessments in order to standardise them. I do apologise, these things do get very complex when you look at them in any depth. But we had a team of teachers and every school had to present five examples of assessment work for key stage 3. Now, we would review that work, and it became clear, given some of the examples provided to us, that certain aspects of the core curriculum weren't being referred to, not only Welsh history but chronological awareness. So, we had to write to those schools to ask them to bear in mind that they needed to teach the curriculum throughout. But as you know, lack of evidence is not evidence of a deficit, and all I can say is, from the point of view of objective evidence, it's very difficult to answer questions on what's happening in schools at the moment any more than what's likely to happen in schools in the future.
Welsh: Da iawn. Reit. Ocê. Wel, mae lot o ryddid gan athrawon i ddysgu beth maen nhw eisiau yn hanes ar hyn o bryd. Mae'r cwricwlwm presennol wedi'i seilio ar gwestiynau ac ar holi. So, mae'n gofyn pethau fel, 'Pa newidiadau fu ym mywyd pobl pob dydd yng Nghymru a Phrydain?' Mae hwn yn gwestiwn allweddol o bwysig ar gyfer cwricwlwm cyfnod allweddol 2, 7 i 11 oed. Wedyn, mae'r un pwyslais ar ddysgu hanes yn y cwricwlwm presennol. Mae gofyn i athrawon, yn ôl y cwricwlwm presennol, hybu disgyblion i ddilyn eu trywydd ymchwil neu ymholi eu hunain. Ac mae rhyddid i athrawon benderfynu - gyda chydweithrediad disgyblion, gobeithio - i ba gyfeiriad maen nhw eisiau mynd fel disgyblion. Mae yna gyfle iddyn nhw wneud astudiaethau unigol. Y peth dwi'n dod yn ôl ato - a dwi'n gwneud y pwynt yma yn y dystiolaeth ysgrifenedig dwi wedi'i rhoi, dwi'n credu - yw does dim tystiolaeth gyda ni'n bendant o'r hyn sy'n digwydd mewn ysgolion ar hyn o bryd. Rŷn ni'n gwybod bod yna deimladau cryf, ond dŷn ni ddim yn gwybod beth sy'n digwydd oherwydd bod llawer o ryddid gan athrawon i ddilyn eu trywydd nhw eu hunain. Dwi wedi dweud wrth roi tystiolaeth i chi o'r blaen, dwi'n credu, taw'r unig dystiolaeth sydd gyda fi yn bresennol, sy'n weddol wrthrychol, yw'r hyn rŷm ni'n ei weld o waith yr ysgolion sy'n cynnig ar gyfer gwobrau treftadaeth blynyddol menter ysgolion y dreftadaeth Gymreig. Ac rŷm ni yn gweld enghreifftiau o waith gwych yn y fan yna, ond canran bychan, bychan o ysgolion Cymru sy'n cynnig ar gyfer y wobr yna. So, dŷn ni ddim yn gwybod i sicrwydd beth sydd yn digwydd. Mae yna le gyda ni i gredu bod yna waith gwych yn digwydd - rŷn ni'n ei weld e. Mi all fod yna ysgolion sydd ddim yn dysgu dim hanes Cymru ar hyn o bryd, er ei fod yn ofynnol. Yn y dystiolaeth ysgrifenedig, mi gyfeiriais i at brosiect o safoni asesiadau athrawon ar ddiwedd cyfnod allweddol 3 a wnaethpwyd rhwng 2007 a 2011. Yn y fan yna, roeddwn i'n safoni'r gwaith oedd wedi cael ei wneud i asesu'r asesiadau hyn. Mae'n flin da fi - mae'r pethau yma'n mynd yn gymhleth pan rydych chi'n mynd i ryw ddyfnder. Roedd tîm o athrawon gyda ni, roedd yn rhaid i bob ysgol yng Nghymru gyflwyno pum enghraifft o waith asesu ar gyfer cyfnod allweddol 3. Roeddwn i'n gweld y gwaith yna ac roedd yn amlwg oddi wrth rhai o'r enghreifftiau cafodd eu rhoi i ni fod rhai agweddau ar y cwricwlwm craidd ddim yn cael eu henghreifftio. Ac nid yn unig hanes Cymru ond pethau eraill megis ymwybyddiaeth gronolegol ac yn y blaen. Felly, roedd yn rhaid i ni ysgrifennu llythyr at yr ysgolion i ofyn iddyn nhw gofio bod eisiau iddyn nhw ddysgu'r cwricwlwm trwy'r trwch. Ond fel rŷch chi'n ei wybod, dydy diffyg tystiolaeth ddim yn dystiolaeth bod yna ddiffyg. Dyna i gyd y gallaf ei ddweud yw dyna beth a welais i o ran tystiolaeth wrthrychol. Felly, mae'n anodd iawn i ateb y cwestiwn yna o ran yr hyn sy'n digwydd mewn ysgolion ar hyn o bryd yn rhagor na beth sy'n debyg o ddigwydd mewn ysgolion yn y dyfodol.