English: Thank you, Dai. The experience that you've just described in the school of which you are a chairman is the experience I have in my own family. My children are bilingual children. I took the time to ask my 14-year-old last night whether she had any regrets, because, for a parent to make that choice, it's sometimes not an easy choice. It has not been without its pitfalls when I have sat alongside them and, gosh, their Welsh far exceeded mine very, very, very quickly. It's sometimes not a comfortable place to be and it's not without its pitfalls. But I asked her last night whether she had any regrets and she said, 'I am proud. I am really proud that I can speak two languages' and, as she reminded me, 'That's something that you can't do', and, when they want to gang up on me and when they want me to not understand what they are saying about me - well, you can imagine how they address one another. Let me be absolutely clear here. I in no way want to undermine the principle of immersion, which is an important way in which we can assure that children can be bilingual children. Can I just make the point about a Welsh dimension to this curriculum? Can I just say that a Welsh dimension has to be more than just Welsh history, Dai? There seems to be a debate where we always talk about the Welsh dimension only in the confines of Welsh history lessons. I don't want children just to learn about Welsh history - which, of course, I want them to do - I want them to understand about Wales's contribution to the wider world, I want them to understand about Welsh writers, actors, musicians, those people that have excelled in the expressive arts; the fact that it is a Welshman in Geneva who is running the hadron collider. So, I don't want the Welsh dimension simply to be the preserve of Welsh history lessons. I want the Welsh dimension of our curriculum to stretch right across every single area of experience and learning, because there is no area of learning and experience where Wales hasn't got a proud story to tell about its contribution to all those very, very important aspects. And we cannot confine it just to learning about our history.
Welsh: Diolch, Dai. Y profiad yr ydych chi newydd ei ddisgrifio yn yr ysgol yr ydych chi'n gadeirydd y llywodraethwyr arni yw'r profiad sydd gen i yn fy nheulu fy hun. Mae fy mhlant i yn blant dwyieithog. Cymerais yr amser i ofyn i fy mhlentyn 14 mlwydd oed neithiwr a oedd yn edifar ganddi, oherwydd nid yw bob amser yn hawdd i riant wneud y dewis hwnnw. Nid yw wedi bod yn ddi-broblem pan wyf wedi eistedd wrth eu hymyl, a sylweddoli bod eu Cymraeg yn llawer gwell na fy un i yn gyflym iawn, iawn, iawn. Nid yw bob amser yn sefyllfa gyfforddus i fod ynddi ac nid yw heb ei phroblemau. Ond gofynnais iddi neithiwr a oedd yn edifar am unrhyw beth, a dywedodd 'Rwy'n falch. Rwy'n hynod falch fy mod yn gallu siarad dwy iaith ac, fel y gwnaeth fy atgoffa i, 'Mae hynny'n rhywbeth na alli di ei wneud'. A phan maen nhw'n uno gyda'i gilydd yn fy erbyn i a phan nad ydyn nhw eisiau i mi ddeall beth maen nhw'n ei ddweud amdanaf - wel, gallwch chi ddychmygu sut maen nhw'n siarad â'i gilydd. Gadewch imi fod yn gwbl glir yma. Nid wyf i mewn unrhyw ffordd eisiau tanseilio'r egwyddor trochi, sy'n ffordd bwysig o sicrhau y gall plant fod yn blant dwyieithog. A gaf i wneud y pwynt ynghylch dimensiwn Cymreig y cwricwlwm hwn? A gaf i ddweud bod dimensiwn Cymreig yn gorfod bod yn fwy na dim ond hanes Cymru, Dai? Ymddengys bod dadl lle'r ydym bob amser yn sôn am y dimensiwn Cymreig dim ond o fewn cyfyngiadau gwersi hanes Cymru. Nid wyf i eisiau i blant ddysgu am hanes Cymru yn unig - ac, wrth gwrs, rwyf eisiau iddyn nhw ddysgu am hanes Cymru - ond rwyf eisiau iddyn nhw ddeall am gyfraniad Cymru i'r byd ehangach, rwyf eisiau iddyn nhw ddeall am awduron, actorion, cerddorion Cymru, y bobl hynny sydd wedi rhagori yn y celfyddydau mynegiannol; y ffaith mai Cymro yn Genefa sy'n rhedeg y peiriant gwrthdaro hadron. Felly, nid wyf eisiau i'r dimensiwn Cymreig fod yn fater o wersi hanes Cymru yn unig. Rwyf eisiau i ddimensiwn Cymreig ein cwricwlwm ymestyn i bob maes profiad a dysgu, oherwydd nid oes un maes dysgu a phrofiad lle nad oes gan Gymru stori falch i'w hadrodd am ei chyfraniad at yr holl agweddau pwysig iawn, iawn hynny. Ac ni allwn ei gyfyngu i ddysgu am ein hanes yn unig.