English: Diolch Llywydd. Can I thank the Cabinet Secretary for her statement today, because, clearly, the important role of computing and digital competency within our future operations is critical? I won't repeat some of the points on Estyn. You've made those answers quite clear so far, but I want to remind you, perhaps - and remind everybody - that digital competency and coding are not the same things. In fact, coding is perhaps a more advanced skill within digital competency, and we have two different tasks there to achieve. It is important that we assess the skills and coding skills of staff, and I think that Llyr is right that we do need an audit of those competencies: can someone use digital technology to actually deliver the work, but also can someone code? Because that's also different. I also welcome the work of Professor Faron Moller and Technocamps, originally set up I think by Beti Williams. I have to admit that I was involved with - . I knew of Beti Williams' role in the early days as part of the team that helped Beti set those things up. But my concerns are, again, the skills and coding, because back in the early part of the last Assembly we had Tom Crick who led the working group initiated by the then Minister, Leighton Andrews, and he set up the need to look at the differences, including science to ICT, as you've already highlighted in one of your answers, and he indicated the work we would need to do because we were already then behind the work in England. I still think our skills in coding among teachers, and the competence and confidence of teachers in that coding, is short, and we need to actually get something under way. So, how is the Welsh Government taking this forward, not just in Technocamps, because that's limited, but how are you going to push so that every teacher in every school who is delivering the curriculum in computer science has the skill to actually deliver coding, and make sure it's coding in a particular language that is applicable across all of Wales, so you don't get different languages across different schools, which can confuse pupils and confuse teaching mechanisms? In my days, I was teaching Assembly language, CESIL and BASIC, but those days have gone, and we are now into C# and Java and other things, but there we go. But, again, it's important about that development, because if we want to get young people who are developing apps and who are developing and modding games, they need to have those skills. The staff need to have those skills. Very often, we find that young people actually have better skills than the staff, and the staff learn off them, but we should not be frightened of that. And the staff should not be frightened of that, because staff tend to find they have a lot of other things to do. Pupils and young people tend to find they have a lot of time to spend on games and coding, but that's important and we need to develop that. And can you also look at what industrial partners are involved in developing those skills, and the girls? To give you an example, Microsoft have been running this DigiGirlz scheme, and I hope that you would agree with me that we want to praise the young pupils in Ysgol Bae Baglan who went up to Microsoft last week, and came back with a social impact award from that event. These are young girls going into a competition and developing code at Microsoft. That's the type of scheme we want, to ensure that pupils can see a future and can see a career, and they can take it further, because there's a difference between using ICT and developing applications that actually produce those applications by writing the software code for them. That is hugely important. So, can you look at where we're going with that, so that we can where industrial partners will direct girls on and will give role models as well, because there are many female role models required? I can give you the names of several, but we need to ensure that that is there as well. Can you also look at schemes that allow teachers to go and work in software development, because being given training and development in a classroom environment to develop those skills is different from actually going in to the workplace and actually applying those skills to software development itself? And you learn an awful lot more by ensuring that the short cuts and techniques you gain are passed on to your young people.
Welsh: Diolch Llywydd. A gaf i ddiolch i Ysgrifennydd y Cabinet am ei datganiad heddiw, oherwydd, yn amlwg, mae rôl bwysig cyfrifiadura a chymhwysedd digidol o fewn ein gweithrediadau yn y dyfodol yn hollbwysig? Ni fyddaf yn ailadrodd rhai o'r pwyntiau a wnaed am Estyn. Rydych chi wedi gwneud yr atebion hynny yn gwbl glir hyd yn hyn, ond rwy'n dymuno'ch atgoffa chi, efallai - ac atgoffa pawb - nad yw cymhwysedd digidol a chodio yr un peth. Yn wir, efallai bod codio yn sgil uwch o fewn cymhwysedd digidol, ac mae gennym ni ddwy dasg wahanol i'w cyflawni yn hynny o beth. Mae'n bwysig i ni asesu sgiliau a sgiliau codio staff, ac rwy'n credu bod Llyr yn llygad ei le o ran bod angen archwiliad o'r cymwyseddau hynny arnom: a all rhywun ddefnyddio technoleg ddigidol i gyflawni'r gwaith mewn gwirionedd, ond hefyd a all rhywun godio? Gan fod hynny'n wahanol hefyd. Rwyf hefyd yn croesawu gwaith yr Athro Faron Moller a Technocamps, a sefydlwyd yn wreiddiol, rwy'n credu, gan Beti Williams. Mae'n rhaid imi gyfaddef nad oeddwn yn ymwneud â - . Roeddwn i'n gwybod am waith Beti Williams yn y dyddiau cynnar, a minnau'n rhan o'r tîm a helpodd Beti i sefydlu'r pethau hynny. Ond, unwaith eto, fy mhryderon i yw'r sgiliau a'r codio, oherwydd yn ôl tua dechrau'r Cynulliad diwethaf roedd gennym ni Tom Crick a arweiniodd y gweithgor a sefydlwyd gan y Gweinidog ar y pryd, Leighton Andrews, a sefydlodd yr angen i edrych ar y gwahaniaethau, gan gynnwys gwyddoniaeth i TGCh, fel yr ydych chi wedi'i amlygu eisoes yn un o'ch atebion, a nododd ef y gwaith y byddai angen i ni ei wneud oherwydd ein bod ni ar ei hôl hi eisoes o'i gymharu â Lloegr. Rwy'n credu bod ein sgiliau codio ymhlith athrawon, a chymhwysedd a hyder athrawon wrth godio, yn brin o hyd, ac mae angen i ni roi rhywbeth ar waith mewn gwirionedd. Felly, sut y mae Llywodraeth Cymru yn dwyn hyn ymlaen, nid dim ond mewn Technocamps, oherwydd bod hynny'n gyfyngedig, ond o ran sut yr ydych chi am wthio'r peth fel bod gan bob athro ym mhob ysgol sy'n cyflwyno'r cwricwlwm mewn cyfrifiadureg y sgiliau i gyflwyno codio, a gwneud yn siŵr bod y codio mewn iaith benodol sy'n berthnasol ledled Cymru, fel nad oes gennych chi wahanol ieithoedd mewn gwahanol ysgolion, a all ddrysu disgyblion a drysu dulliau addysgu? 'Slawer dydd, roeddwn i'n addysgu iaith gydosod, CESIL a BASIC, ond mae'r dyddiau hynny wedi hen fynd, ac rydym ni bellach yn defnyddio C# a Java a phethau eraill, ond dyna ni. Ond, unwaith eto, mae'n bwysig o ran y datblygiad hwnnw, oherwydd os ydym ni eisiau i bobl ifanc ddatblygu apiau a datblygu ac addasu gemau, mae angen y sgiliau hynny arnyn nhw. Mae angen y sgiliau hynny ar y staff. Yn aml iawn, rydym ni'n gweld bod gan bobl ifanc sgiliau gwell na'r staff, mewn gwirionedd, a bod y staff yn dysgu oddi wrthyn nhw, ond ni ddylem ni fod ag ofn hynny. Ac ni ddylai fod ar staff ofn hynny, oherwydd bod tuedd i staff weld bod ganddynt lawer o bethau eraill i'w gwneud. Mae tuedd i ddisgyblion a phobl ifanc weld bod ganddynt lawer o amser i'w dreulio ar gemau a chodio, ond mae hynny'n bwysig ac mae angen inni ddatblygu hynny. Ac a wnewch chi hefyd edrych ar ba bartneriaid diwydiannol sy'n cymryd rhan yn y gwaith o ddatblygu'r sgiliau hynny, a'r merched? I roi enghraifft i chi, mae Microsoft wedi bod yn cynnal y cynllun DigiGirlz , ac rwy'n gobeithio y byddech chi'n cytuno â mi bod eisiau i ni ganmol y disgyblion ifanc yn Ysgol Bae Baglan a aeth i Microsoft yr wythnos diwethaf, a dod yn ôl o'r digwyddiad hwnnw â gwobr effaith gymdeithasol. Merched ifanc yw'r rhain, yn mynd i gystadleuaeth a datblygu cod ym Microsoft. Dyna'r math o gynllun sydd ei angen arnom ni, i sicrhau y gall disgyblion weld dyfodol a gweld gyrfa, ac yn gallu datblygu hynny, oherwydd bod gwahaniaeth rhwng defnyddio TGCh a datblygu cymwysiadau sydd mewn gwirionedd yn cynhyrchu'r cymwysiadau hynny drwy ysgrifennu'r cod meddalwedd ar eu cyfer. Mae hynny'n hynod o bwysig. Felly, a wnewch chi edrych ar ein sefyllfa ni yn hynny o beth, fel y gallwn weld i ble y bydd partneriaid diwydiannol yn cyfeirio merched ac yn cynnig modelau rôl hefyd, oherwydd bod angen llawer o fodelau rôl benywaidd? Gallaf i roi enwau sawl un i chi, ond mae angen i ni sicrhau bod y rheiny ar gael hefyd. A wnewch chi hefyd edrych ar gynlluniau sy'n galluogi athrawon i fynd i weithio ar ddatblygu meddalwedd, oherwydd bod cael hyfforddiant a datblygu'r sgiliau hynny mewn amgylchedd ystafell ddosbarth yn wahanol, mewn gwirionedd, i fynd i'r gweithle a chymhwyso'r sgiliau hynny i waith datblygu meddalwedd ei hun mewn gwirionedd? Ac rydych chi'n dysgu llawer iawn mwy drwy sicrhau bod y llwybrau byr a'r technegau y byddwch chi'n eu hennill yn cael eu trosglwyddo i'ch pobl ifanc.