English: Can I thank Jenny Rathbone for her support with regard to these two very important parts of the curriculum? I would point all Members to page 38 of the document, where we explain in some detail that: 'Children begin to learn about relationships long before they start school. As soon as they enter the social world they will be encountering and interacting with complex and often contradictory messages'. Just think about the messages that both young men and young women are bombarded with about how they should look, how they should act in a relationship. I think it was last week or the week before last we had a very powerful debate in this very Chamber about rape and instances of rape. It's absolutely vital that we teach all of our children about principles of consent and how to be a loving, respectful partner in a relationship. We have long debated the scourge of domestic violence in our society. Again, we need to teach our children about what a healthy relationship looks like. This Government is doing a lot of work with its 'This is Not Love' campaign, but it is a damning condemnation of us as a society that we need to do that. If we're to radically change some of these issues that are facing women and men in our community, then our best hope of doing that is via education, and ensuring that our children, from the youngest age, understand their role, their rights and their responsibilities as part of a relationship. Now, clearly, that has to be done in an age-appropriate way. How you will talk about these issues with a primary school child is very different to how you will talk about these issues to a 16-year-old. But if we don't, and if we don't provide this space and this opportunity for young people, they will find other ways of finding this information out - or should I say other ways of finding out disinformation; information that can frighten and confuse them, information that can make them feel unsafe and unworthy. Like the young man who spoke to me about his addiction to porn and how that made him feel as a young man and what he thought was expected of him as a young man. If we're concerned about our children's mental health, if we're concerned about our children's well-being, then we have to do these lessons. And all children have a fundamental right to access the full curriculum, and I believe that very, very strongly. Now, you're right: we're changing religious studies to religion, values and ethics, to better reflect the nature of that part of the curriculum. But if we're to have ethical, informed citizens of the world, how can we not teach children about religion? How can we not teach them about the right to hold religious views and to be respectful of that, even if your views are different? The Member makes a very good point, the horror of the Holocaust and the horror of Srebrenica are perfect examples of how we can work across the curriculum. Not learning about that simply in a history lesson, but learning it in a lesson about religion, values and ethics; learning about it in literature as well as in humanities; expressing the horror of that through our expressive arts: drama, dance, art itself. Those topics are perfect enablers and symbols and important points in the history of the world where we can reinforce that importance of rights, human rights and respect, which again runs through the entirety of the curriculum.
Welsh: A gaf i ddiolch i Jenny Rathbone am ei chefnogaeth o ran y ddwy ran bwysig hyn o'r cwricwlwm? Fe hoffwn i dynnu sylw pob Aelod at dudalen 38 y ddogfen, lle'r ydym yn egluro gyda pheth manylder: Mae plant yn dechrau dysgu am gydberthynas ymhell cyn iddynt ddechrau yn yr ysgol. Cyn gynted ag y byddant yn ymuno â'r byd cymdeithasol, byddant yn dod ar draws ac yn rhyngweithio â negeseuon sy'n aml yn gymhleth a gwrthgyferbyniol. Meddyliwch am y negeseuon y mae dynion a menywod ifanc fel ei gilydd yn cael eu llethu â nhw o ran sut y dylen nhw edrych, sut y dylen nhw ymddwyn mewn cydberthynas. Rwy'n credu mai'r wythnos ddiwethaf neu'r wythnos flaenorol y cawsom ni ddadl rymus iawn yn y Siambr hon am drais rhywiol ac achosion o drais rhywiol. Mae'n gwbl hanfodol ein bod ni'n dysgu pob un o'n plant am egwyddorion cydsynio a sut i fod yn bartner cariadus a pharchus mewn cydberthynas. Rydym wedi bod yn trafod melltith trais domestig yn ein cymdeithas ers amser maith. Unwaith eto, mae angen inni addysgu ein plant am gydberthynas iach. Mae'r Llywodraeth hon yn gwneud llawer o waith gyda'i hymgyrch 'Nid Cariad yw hyn', ond mae'n gondemniad damniol ohonom ni fel cymdeithas fod angen inni wneud felly. Os ydym yn dymuno newid yn eu hanfod rai o'r materion hyn sy'n wynebu menywod a dynion yn ein cymuned yna ein gobaith gorau o wneud hynny yw drwy addysg, a sicrhau bod ein plant, o oedran cynnar, yn deall eu rhan nhw, eu hawliau a'u cyfrifoldebau mewn cydberthynas. Nawr, yn amlwg, mae'n rhaid gwneud hynny mewn ffordd sy'n briodol i oedran y plentyn. Mae sut y byddwch chi'n siarad am y materion hyn gyda phlentyn ysgol gynradd yn wahanol iawn i'r ffordd y byddwch chi'n siarad am y materion hyn gyda phlentyn 16 oed. Ond os na wnawn ni hynny, ac os na fyddwn ni'n rhoi'r lle hwn a'r cyfle hwn i bobl ifanc, fe fyddan nhw'n dod o hyd i ffyrdd eraill o ddod o hyd i'r wybodaeth hon - neu fe ddylwn i ddweud ffyrdd eraill o ddod o hyd i wybodaeth gamarweiniol; gwybodaeth sy'n gallu eu dychryn nhw a'u drysu nhw, gwybodaeth sy'n gallu gwneud iddyn nhw deimlo'n anniogel ac yn annheilwng. Fel y dyn ifanc a siaradodd gyda mi am ei gaethiwed i bornograffi a sut roedd hynny'n gwneud iddo deimlo fel dyn ifanc a'r hyn yr oedd ef yn credu oedd yn ddisgwyliedig ohono fel dyn ifanc. Os ydym yn poeni am iechyd meddwl ein plant, os ydym ni'n poeni am lesiant ein plant, yna mae'n rhaid inni gael y gwersi hyn. Ac mae gan bob plentyn yr hawl sylfaenol i gael y cwricwlwm llawn, ac rwy'n credu hynny'n gryf iawn. Nawr, rydych chi'n iawn: rydym yn newid o astudiaethau crefyddol i grefydd, gwerthoedd a moeseg, i adlewyrchu natur y rhan honno o'r cwricwlwm yn well. Ond os ydym eisiau gweld dinasyddion moesol a deallus yn y byd, sut allwn ni beidio â dysgu plant am grefydd? Sut na allwn ni eu dysgu nhw am yr hawl i arddel barn grefyddol a pharchu hynny, hyd yn oed os yw eich barn chi'n un wahanol? Mae'r Aelod yn gwneud pwynt da iawn, mae arswyd yr Holocost ac arswyd Srebrenica yn enghreifftiau perffaith o sut y gallwn ni weithio ar draws y cwricwlwm. Nid dysgu am hynny yn syml mewn gwers hanes, ond ei ddysgu mewn gwers am grefydd, gwerthoedd a moeseg; dysgu am hynny mewn llenyddiaeth yn ogystal ag yn y dyniaethau; mynegi arswyd hynny drwy ein celfyddydau mynegiannol: drama, dawns, a chelf ei hun. Mae'r pynciau hynny'n alluogwyr a symbolau perffaith ac yn bwyntiau pwysig yn hanes y byd lle gallwn atgyfnerthu pwysigrwydd hynny o ran hawliau, hawliau dynol a pharch, sydd unwaith eto'n rhedeg trwy'r cwricwlwm cyfan.