English: If implemented and operated correctly, the new curriculum could provide the skills and confidence required for future generations. The committee's work has been crucial in trying to identify any barriers and any unintended consequences that could arise from the Bill, and the fact that we have drawn up 66 recommendations does demonstrate that our scrutiny did uncover a number of issues that are a cause of concern, and I would like to thank everyone who has assisted us through this process. One of the key considerations that the Government and the Senedd need to take into account is how we secure a consistent national curriculum across Wales. There is a general desire among young people to learn about the same things. We need details as to how the Government will ensure that individual school curricula will be appropriate, balanced, and will lead to consistency. We also need to be entirely clear that the new curriculum won't lead to widening disparity and disadvantage. I continue to argue that the Bill itself is inconsistent in terms of what's included on the face of the Bill and what is not on the face of the Bill. I agree with the mandatory elements already there. They are important. But in my view there are two other areas that are just as important, and I agree entirely with the committee that mental health and well-being should be referred to on the face of the Bill, and I look forward to seeing what the Minister will bring forward in that area. I also believe that the same status should be provided to the story of Wales, the history and stories of Wales in all their diversity, including the histories of BAME communities and people of colour. Specific reference should be made to the story of Wales on the face of the Bill, for the same reasons as the others are included on the face of the Bill: in order to provide prominence to the area and the need for it to be taught; to ensure its value for future generations; so that we don't ignore or avoid issues that may be seen as difficult or ones that teachers don't have sufficient information about. I will pause on the story of Wales and the need for this to be mandatory. The emphasis on Cynefin, local history, is a great thing, but the national story also needs to have status, and the only way to do that is to include it on the face of the Bill. There are new resources for Welsh history and BAME history in the pipeline, which is excellent, of course, but they must be mandatory. It would be a huge mistake, in my view, not to include one specific unit on the story of Wales as part of the humanities, and the only way to put that right now is to include a specific reference to it on the face of the Bill. What country would actually omit its own story from its education curriculum? It has to be on the face of the Bill, or there is a risk that some future citizens will be deprived of information about their past. Learning about Wales and its people is central to the process of helping learners to develop an awareness of their national identity, but also about other identities - those that overlap and are multiple and relate to each other. This is crucial to encourage empathy, social awareness and to encourage active citizenship among learners, citizenship that is open-minded and sensitive socially and culturally. I very much hope that I will be able to persuade you on this point as this Bill proceeds through its parliamentary journey. In turning now to a section of the Bill dealing with the Welsh and English languages, I'm pleased that the Minister is to bring an amendment forward at Stage 2 to deal with the problems arising with the immersion policy. But I do think that there is an opportunity to strengthen other aspects - for example, the language categories of schools and the process of implementing the continuum for the learning of Welsh. I do believe that the Bill needs to be amended to make it a requirement for Welsh Ministers to publish a statutory code for teaching and learning Welsh under the curriculum. I've heard what the Minister has said today, but I will be continuing to pursue that particular point. Others have already focused on other aspects of the Bill. It is disappointing that the guidance for religion, values and ethics is not available for scrutiny so as to allay fears. The committee also notes that we need to launch a campaign to destroy the myths that have surrounded RSE in the Bill, but the committee was unanimous in the view that this aspect, RSE, should be included as a mandatory part of the Bill. To conclude, there are many concerns about the implementation of the new curriculum. We must have adequate funding and training to support the process. Without that, and bearing in mind the challenges of COVID, then everything could go awry and none of us wants to see that happening. And, as the Bill proceeds through its parliamentary journey, we do have to think about the implementation as well as what's contained within the Bill.
Welsh: O'i weithredu a'i gefnogi'n iawn, fe allai'r cwricwlwm newydd roi'r sgiliau a'r hyder sydd eu hangen ar gyfer cenedlaethau'r dyfodol. Mae gwaith y pwyllgor wedi bod yn hollbwysig wrth geisio adnabod unrhyw rwystrau ac unrhyw ganlyniadau anfwriadol allai ddeillio o'r Bil, ac mae'r ffaith ein bod ni wedi llunio 66 o argymhellion yn dangos bod ein craffu wedi datgelu nifer o faterion sy'n codi consérn, a hoffwn innau ddiolch i bawb sydd wedi bod yn ein helpu ni efo'r broses hon. Un o'r ystyriaethau pwysig sydd angen i'r Llywodraeth a'r Senedd eu hystyried ydy sut i sicrhau cwricwlwm cenedlaethol cyson ledled Cymru. Mae yna awydd cyffredinol ymhlith pobl ifanc i ddysgu am yr un pethau. Mae angen manylion am sut bydd y Llywodraeth yn sicrhau bod cwricwla ysgolion unigol yn briodol, yn gytbwys, ac yn arwain at gysondeb. Mae hefyd angen bod yn hollol glir na fydd y cwricwlwm newydd yn arwain at waethygu anfantais ac anghydraddoldeb. Dwi'n parhau i ddadlau bod y Bil ei hun yn anghyson o ran yr hyn sy'n cael ei gynnwys ar wyneb y Bil a'r hyn sydd ddim yn cael ei gynnwys. Dwi'n cytuno efo'r elfennau mandadol sydd yna. Maen nhw'n bwysig. Ond, yn fy marn i, mae yna ddau faes arall cyn bwysiced, a dwi'n cytuno'n llwyr efo'r pwyllgor y dylid cynnwys iechyd meddwl a lles fel cyfeiriad penodol ar wyneb y Bil, ac yn edrych ymlaen i weld beth sydd gan y Gweinidog i'w gynnig. Dwi'n credu hefyd y dylid rhoi'r un statws i stori Cymru, sef hanes a storïau Cymru yn eu holl amrywiaeth, yn cynnwys hanes pobl ddu a phobl o liw. Fe ddylid cyfeirio yn benodol at stori Cymru ar wyneb y Bil hefyd, am yr un rhesymau yn union ag y mae'r lleill yn cael eu cynnwys: er mwyn rhoi amlygrwydd i'r maes a'r angen i'w dysgu; er mwyn sicrhau ei bwysigrwydd ar gyfer cenedlaethau'r dyfodol; er mwyn peidio ag osgoi materion allai gael eu hystyried yn anodd neu yn rhai nad oes gan athrawon ddigon o wybodaeth yn eu cylch. Dwi am oedi mymryn efo stori Cymru a'r angen i hyn fod yn fandadol. Mae'r pwyslais ar Cynefin, sef hanes lleol, yn wych o beth, ond mae angen i'r stori genedlaethol gael statws hefyd, a'r unig ffordd i wneud hynny ydy ei chynnwys ar wyneb y Bil. Mae yna adnoddau newydd ar gyfer hanes Cymru a hanes BAME ar eu ffordd, sydd yn wych o beth, ond mae'n rhaid cael y mandad. A cham gwag anferth, yn fy marn i, oedd peidio â chynnwys un uned benodol ar stori Cymru fel rhan o'r dyniaethau, a'r unig ffordd, bellach, i wneud iawn am hynny ydy cynnwys cyfeiriad penodol ar wyneb y Bil. Pa wlad fyddai'n hepgor ei stori ei hun o'i chwricwlwm addysg? Mae'n rhaid iddi fod ar wyneb y Bil, neu mae perig y bydd rhai o ddinasyddion y dyfodol yn cael eu hamddifadu o wybodaeth am eu gorffennol. Mae dysgu am Gymru a'i phobl yn ganolog i'r broses o helpu dysgwyr i ddatblygu ymwybyddiaeth o'u hunaniaeth genedlaethol eu hunain, ond hefyd am hunaniaethau eraill - y rhai sydd yn cyffwrdd â'i gilydd ac yn lluosog ac yn perthyn i'w gilydd. Mae hyn yn allweddol i annog empathi, ymwybyddiaeth gymdeithasol a hyrwyddo dinasyddiaeth weithredol gan ddysgwyr, dinasyddiaeth sydd yn feddwl agored ac sydd yn sensitif yn gymdeithasol a diwylliannol. Dwi yn gobeithio y byddaf i'n gallu'ch perswadio chi am hyn wrth i'r Bil yma fynd ar ei daith. I droi, rŵan, at ran o'r Bil sy'n delio â'r Gymraeg a'r Saesneg, dwi'n falch bod y Gweinidog yn dod â gwelliant yng Nghyfnod 2 i ddelio â'r problemau sydd yn codi efo'r polisi trochi yn y Gymraeg. Ond dwi yn credu bod yna gyfle i gryfhau agweddau eraill - er enghraifft, categorïau iaith ysgolion a'r broses o weithredu'r continwwm ar gyfer dysgu Cymraeg. A dwi yn credu bod angen diwygio'r Bil i'w gwneud hi'n ofynnol i Weinidogion Cymru gyhoeddi cod statudol ar gyfer addysgu a dysgu'r Gymraeg o dan y cwricwlwm. Dwi'n clywed beth mae'r Gweinidog wedi'i ddweud heddiw, ond mi fyddaf i'n parhau efo'r neges honno. Mae yna eraill wedi, yn barod, canolbwyntio ar agweddau eraill o'r Bil. Mae'n siomedig nad ydy'r canllawiau ar gyfer crefydd, gwerthoedd a moeseg ar gael inni graffu arnyn nhw a thawelu ofnau. Mae'r pwyllgor yn nodi hefyd fod angen lansio ymgyrch i chwalu'r mythiau sydd am addysg cydberthynas a rhywioldeb, ond mi oedd y pwyllgor yn unfrydol dros gynnwys yr agwedd yma - addysg cydberthynas a rhywioldeb - fel rhan orfodol o'r Bil. I gloi, mae yna lawer o bryderon am weithredu'r cwricwlwm newydd. Mae'n rhaid cael y cyllid a'r hyfforddiant sydd eu hangen i gefnogi'r broses. Heb hynny, ac o gofio heriau COVID, fe allai'r cwbwl fynd o chwith a does yna neb ohonom ni am weld hynny'n digwydd. Ac, wrth i'r Bil fynd ar ei daith, rŵan, drwy'r Senedd, mae angen meddwl am y gweithredu yn ogystal â'r hyn sydd yn y Bil.