English: I wasn't being flippant when I said 2026 was a long way away. What I was actually trying to say - obviously not clearly enough - was that that will be here with us before we know it. And that's why it's been absolutely crucial to me that we have had Qualifications Wales engaged from the very start of the process. Work is already under way on understanding the consequences for qualifications as a result of these curriculum changes. And if the Member would like further details, I'm happy to facilitate a meeting between herself and Qualifications Wales, so she can hear, in more time than I'm able to give here this afternoon, and talk about the nature of that work, remembering, of course, that qualifications is now arm's length from Ministers. That brings me on to the issue of assessment. The detail and emphasis of our assessment arrangements will need to change, to best support the new curriculum. The central focus of assessment in the future will be to ensure that all children and young people understand how they are performing, and, crucially, what they need to do next to make progress and move on. So there will be greater emphasis on formative assessment, to inform next steps for both teaching and learning. To strengthen the relationship between the curriculum and assessment, and to give a focus on each child's progress, there will no longer be levels. Instead, assessment will be based on the achievement outcomes, which will be published alongside the contents of the AoLEs. And they will expressly set out what achievement looks like in each of those six areas of learning and experience. And what I do propose - and is included in the White Paper - is that headteachers will have a duty to set achievement outcomes to support all children and young people at their school, to progress along the continuum of learning. And to ensure that there will be consistency between schools, we propose that they have to have regard to the achievement outcomes, which, as I said, will be published later on this year. So, there will be a continued focus on teacher assessment, and assessment for learning, alongside our other assessment regimes, such as the online adaptive testing. With regard to evaluation, which, as I said earlier, is different - and that is how we hold the system to account, both individual schools and the system as a whole - details of that will be published later on. With regard to the Welsh language, I was very grateful to receive the support of Cymdeithas yr Iaith yesterday, who have welcomed very much what we're doing with regard to the continuum of Welsh language learning. And we will be getting away from this distinction between what is classed as a 'first language', and what is a 'second language'. That is long overdue in our system, and I am very glad that we have got to the position of establishing a continuum. That continuum will also exist, of course, for the English language, and we would expect children to move along either continuum, at a rate and in a way that is commensurate with the nature of the language of tuition in their school. So, understandably, we would expect a child who is in Welsh-medium education, where the language of tuition is Welsh medium - that child would probably progress along the progression steps more quickly. But our intention is to continually review the progression steps so we can add added rigour into the system as the years go on. I will be absolutely clear, as I was to Suzy Davies: it is already a requirement in the foundation phase that children have to develop an awareness of both of our languages, and language skills learned in one language support the development and knowledge and skills in another language. There is nothing in here that will undermine the issue of immersion. And actually - certainly in the 'cylch-s' I know best, in areas of Wales where we need more people to make a positive choice, to choose cylch, and to chose Welsh medium for their children - those 'cylch-s' work in a bilingual way, especially for children such as my own, who came from a family with no Welsh at all, to be able to settle in, and to be able to enjoy their time there, and to develop their Welsh language skills. And there is nothing in these proposals that would undermine that. In fact, I would even go as far as to say that it's just not credible to say any proposal in this paper will damage our ambition for a million Welsh speakers, and what I should also say is that you should see my ministerial inbox. I try to stick to my principles on ensuring that the quality of Welsh learning is as good as it could be. But that results in some pretty horrible e-mails into my inbox, and it shows me we still have a long way to go - a long way to go - to win the argument about why having bilingual children is the best possible gift that we can give our children and young people. And we have to be very careful about some of the language we ourselves use when discussing these issues, because I've been surprised in my inbox on a regular basis that we have parents who write to me who don't believe that their children should be taught Welsh at all - at all - in our system. As we're introducing a system that - . As I said, I want to ensure that all of our children have an equal chance to be bilingual speakers - . Then, we need to move forward carefully, and ensure that we don't scaremonger or feel that the issue of the language is being undermined one way or the other.
Welsh: Pan ddywedais i fod 2026 ymhell i ffwrdd, nid bod yn wamal yr oeddwn i. Yr hyn yr oeddwn yn ceisio ei ddweud mewn gwirionedd - nid yn ddigon eglur, mae'n amlwg - oedd y daw hynny cyn inni sylweddoli. A dyna pam mae wedi bod yn gwbl hanfodol i mi ein bod wedi cael Cymwysterau Cymru yn cymryd rhan yn y broses o'r cychwyn cyntaf. Mae gwaith yn mynd rhagddo'n barod i ddeall y goblygiadau i gymwysterau o ganlyniad i'r newidiadau hyn i'r cwricwlwm. A phe carai'r Aelod gael rhagor o fanylion, byddwn yn hapus i hwyluso cyfarfod rhyngddi hi a Chymwysterau Cymru, fel y gall hi glywed, gyda mwy o amser nag yr wyf i'n gallu ei roi yma'r prynhawn hwn, a thrafod natur y gwaith hwnnw, gan gofio, wrth gwrs, fod cymwysterau bellach hyd braich oddi wrth Weinidogion. Daw hynny â mi at fater asesu. Bydd angen newid manylion a phwyslais ein trefniadau asesu ni ar gyfer rhoi'r gefnogaeth orau i'r cwricwlwm newydd. Prif ganolbwynt asesiad yn y dyfodol fydd sicrhau bod yr holl blant a'r bobl ifanc yn deall sut y maent yn perfformio, ac, yn hollbwysig, yr hyn y mae angen iddyn nhw ei wneud nesaf ar gyfer gwneud cynnydd a dod yn eu blaenau. Felly bydd yna fwy o bwyslais yn cael ei roi ar asesu ffurfiannol, i lywio'r camau nesaf ar gyfer dysgu ac addysgu. I gryfhau'r berthynas rhwng y cwricwlwm ac asesu, a chanolbwyntio ar gynnydd pob plentyn, ni cheir lefelau mwyach. Yn hytrach, caiff asesiad ei seilio ar ddeilliannau cyflawniad, a gyhoeddir ochr yn ochr â chynnwys y Meysydd Addysg a Phrofiad. Ac fe fyddan nhw'n nodi'n bendant yr hyn y mae cyflawniad yn ei olygu ym mhob un o'r chwe Maes Dysgu a Phrofiad hynny. A'r hyn yr wyf yn ei gynnig - ac sy'n cael ei gynnwys yn y Papur Gwyn - yw y bydd gan benaethiaid ddyletswydd i bennu deilliannau cyflawniad ar gyfer cefnogi'r holl blant a'r bobl ifanc yn eu hysgol, i deithio yn eu blaenau ar hyd y continwwm dysgu. Ac i sicrhau y ceir cysondeb rhwng ysgolion, rydym yn cynnig y bydd yn rhaid iddyn nhw roi ystyriaeth i'r deilliannau cyflawniad, a fydd, fel y dywedais, yn cael eu cyhoeddi yn ddiweddarach eleni. Felly, bydd y canolbwyntio ar asesiadau athrawon yn parhau, ac asesu ar gyfer dysgu, ochr yn ochr â'n cyfundrefnau asesu eraill, fel y profion ymaddasol ar-lein. O ran gwerthuso, sydd, fel y dywedais i'n gynharach, yn rhywbeth gwahanol - a dyna sut yr ydym yn dal y system i gyfrif, yr ysgolion unigol a'r system yn ei chyfanrwydd - caiff manylion am hynny eu cyhoeddi yn nes ymlaen. O ran yr iaith Gymraeg, roeddwn yn ddiolchgar iawn o gael cefnogaeth Cymdeithas yr Iaith ddoe, sydd wedi croesawu'r hyn yr ydym ni'n ei wneud o ran y continwwm dysgu Cymraeg yn fawr iawn. A byddwn yn pellhau oddi wrth y gwahaniaeth hwn rhwng yr hyn a ddosberthir yn 'iaith gyntaf', a'r hyn sy'n 'ail iaith'. Mae'n hen bryd inni weld hynny'n digwydd yn ein system ni, ac rwy'n falch iawn ein bod cyrraedd y sefyllfa o fod yn sefydlu continwwm. Bydd y continwwm hwnnw'n bodoli hefyd, wrth gwrs, ar gyfer yr iaith Saesneg, a byddem yn disgwyl i blant deithio ar hyd y naill gontinwwm neu'r llai, ar gyfradd ac mewn ffordd sy'n gymesur â natur iaith yr addysgu yn eu hysgol. Felly, wrth reswm, byddem yn disgwyl plentyn sydd mewn addysg cyfrwng Cymraeg, lle mae iaith y dysgu drwy gyfrwng y Gymraeg - y byddai'r plentyn hwnnw fwy na thebyg yn symud ymlaen ar hyd y camau cynnydd yn gyflymach. Ond ein bwriad ni yw adolygu'r camau cynnydd yn barhaus fel y gallwn ni ychwanegu trylwyredd ychwanegol at y system wrth i'r blynyddoedd fynd heibio. Byddaf i'n gwbl glir, fel yr oeddwn i gyda Suzy Davies: mae'n ofynnol yn y cyfnod sylfaen eisoes i blant ddatblygu ymwybyddiaeth o'n dwy iaith ni, ac mae sgiliau iaith a ddysgir mewn un iaith yn cefnogi datblygiad a gwybodaeth a sgiliau mewn iaith arall. Nid oes dim yn y fan hon a fydd yn tanseilio mater trochi. Ac mewn gwirionedd - yn y 'cylchoedd' yr wyf yn eu hadnabod orau, yn sicr, mewn ardaloedd o Gymru lle mae angen i fwy o bobl wneud dewis cadarnhaol, i ddewis cylch, a dewis cyfrwng Cymraeg ar gyfer eu plant - mae'r 'cylchoedd' hynny'n gweithio mewn ffordd ddwyieithog, yn arbennig ar gyfer plant fel fy mhlant i, sy'n dod o deulu cwbl ddi Gymraeg, i allu ymgartrefu, a gallu mwynhau eu hamser yno, a datblygu eu sgiliau iaith Gymraeg. Ac nid oes dim yn y cynigion hyn a fyddai'n tanseilio hynny. Mewn gwirionedd, byddwn hyd yn oed yn mynd cyn belled â dweud nad yw'n gredadwy dweud y byddai unrhyw gynnig yn y papur hwn yn niweidio ein huchelgais ar gyfer miliwn o siaradwyr Cymraeg, a pheth arall a ddywedaf yw y dylech weld fy mewnflwch Gweinidogol. Rwy'n ceisio cadw at fy egwyddorion a sicrhau bod ansawdd y dysgu yng Nghymru cystal ag y gallai fod. Ond mae hynny'n golygu fy mod i'n cael rhai negeseuon e-bost cas iawn yn fy mewnflwch, ac mae'n dangos i mi fod gennym ffordd bell i'w theithio eto - ffordd bell i'w theithio - i ennill y ddadl o ran profi mai cael plant sy'n ddwyieithog yw'r rhodd orau bosib y gallwn ei rhoi i'n plant a'n pobl ifanc. Ac mae'n rhaid inni fod yn ofalus iawn am rywfaint o'r iaith a ddefnyddiwn ni ein hunain wrth drafod y materion hyn. Rwy'n cael fy synnu'n aml yn fy mewnflwch fod gennym ni rieni sy'n ysgrifennu ataf nad ydyn nhw'n credu y dylai eu plant gael gwersi Cymraeg o gwbl - o gwbl - yn ein system ni. Wrth inni gyflwyno system sy'n - . Fel y dywedais i, rwy'n awyddus i sicrhau bod ein plant i gyd yn cael cyfle cyfartal i fod yn siaradwyr dwyieithog - . Wedyn, mae angen inni symud ymlaen yn ofalus, a sicrhau nad ydym yn codi bwganod, nac yn teimlo bod mater yr iaith yn cael ei danseilio mewn unrhyw ffordd.