English: Can I begin by thanking Suzy Davies for the points she raised and the question she asked? She firstly talked about implementation. And as I said in my statement, we will publish an implementation plan later on this term. I want practitioners and interested parties to be able to spend the next couple of weeks reading what is a quite extensive document, and beginning their thought process before, suddenly, they also have from Government an implementation plan. I want them to engage in this document, to think about what's written here, and to begin that thought process. But it is clear that then we will need to set out a series of points and pieces of work that individual schools will need to do between now and September 2022, to ensure that everybody is in the right place, and is moving along at pace in their preparedness. What I talked about in terms of additional guidance, there has been a clear ask from people for some additional support in this area. Although you will have seen from what we've published today, we have been very detailed in each area of learning and experience, with each of the 'what matters' statements below that, and the progression steps. What we will providing in guidance is some extra, additional information, on top of what is an already very comprehensive steer as to what should be included in those areas. But, clearly, when thinking about subjects that, understandably, people feel very strongly about, with regard to religion, values and ethics, and relationship education, because of their concerns about what that might include, we want to be very explicit about what it is, and perhaps even more importantly, what it is not. And I have to say, I've been slightly concerned by some of the correspondence I have received over the last week, where there is a great misunderstanding about what is currently taught in schools, and what our expectation is that schools will teach in the future. So, to give reassurance to parents and communities about what we will expect their children's teachers to teach them, we want to be more explicit to be able to provide that confidence over what are, understandably, sensitive issues, and people want some reassurance. To that end, the involved group will sit alongside our group of constructors that will look at that guidance, especially with regard to relationship education. But you will have seen in the document that I have produced today that we have been very clear about what we envisage will be the principles that will underpin the guidance around relationship education. They're based on the principles from the UN of what qualifies as best practice in teaching these subjects to children and young people. I know the Member shares my concern that, when it comes to these areas, we have a responsibility to ensure that our children are safe. Our children are growing up in a world that is so very, very different, Deputy Presiding Officer, in terms of access to information around relationships and sexuality. Gone are the days when we passed a copy of Judy Blume around the class so that we could learn more about periods. And when we got a little bit older, gone are the days when we had a Jackie Collins novel, which we passed around the classroom again, and that's how we found out that information. It seems incredibly tame now, doesn't it? But our children are literally a few clicks away on one of these from some terrifying images. We saw recently from experts in the field the proportion of obscene pictures of young people - the proportion of things that are actually posted by young people themselves, unaware of the damage and the danger that they can place themselves in. I believe we have a responsibility to educate our children to keep them safe, and the principles that will underpin our education in this area are the principles of best practice from the United Nations. With regard to professional learning, you will be aware that the vast majority of that money is passed directly to headteachers and school leaders, because it is they who understand the professional learning needs of their staff. And we can't possibly know all of that from the centre. We trust in those school leaders to be able to design a professional learning programme that meets the needs of their particular staff, and that professional learning can take place in lots of different ways. The call to me from the unions was a continuation of that funding. Because you'll be aware there was funding in the previous two years; professionals were concerned that that funding would come to an end, and I'm delighted that we've been able to make a funding commitment for the new financial year. Each school will be required to publish its professional learning plan, so that we can see - or anybody who's interested can see - how that money is being used in the professional learning of staff in that particular way. With regard to further - I think the Member referred to further consultation. This is the final version of this document - there's no further consultation on what is being published today. This is it, so we won't be going back out on this. With regard to the legislation - that legislation, which will be published after the Easter recess, will be subject to the usual scrutiny process here. This document does outline what we will use legislation - the curriculum and assessment Bill - to do, in terms of legislating for the four purposes, the areas of learning and experience, and our intention to have a code with regard to the 'what matters' statements. You will also be aware that we will need to then ensure that the legislation also takes into consideration the curriculum needs and expectations for pupil referral units, and indeed education that is received by children other than at school. And the curriculum and assessment Bill will clearly state our expectations in that regard, recognising some core elements that all providers will have to produce, but recognising that in some cases, in the best interests of the children, some aspects of the curriculum will be disallowed, because that's in the best interests of that particular learner. The Member began her contribution by talking about children sitting 12 or 13 GCSEs. As I said in my statement, Qualifications Wales is in the first part of their consultation on what the future of qualifications will be like. And I'm sure that not only the content but also the desirability, or the necessity, of sitting 12 or 13 GCSEs will form part of that examination, because it certainly is a challenge. But that is further work to be done.
Welsh: A gaf i ddechrau drwy ddiolch i Suzy Davies am y pwyntiau a godwyd ganddi a'r cwestiwn a ofynnodd hi? Yn gyntaf, fe soniodd am weithredu. Ac fel y dywedais yn fy natganiad, fe fyddwn ni'n cyhoeddi cynllun gweithredu yn ddiweddarach y tymor hwn. Rwy'n awyddus i ymarferwyr a phartïon â diddordeb allu treulio'r wythnos neu ddwy nesaf yn darllen dogfen helaeth iawn, gan ddechrau rhoi meddwl ar waith cyn bod rhaid iddyn nhw, yn sydyn iawn, gael cynllun gweithredu hefyd gan y Llywodraeth. Rwy'n dymuno eu gweld yn ymgysylltu â'r ddogfen hon, ac ystyried yr hyn a ysgrifenwyd ynddi, a dechrau rhoi'r meddwl ar waith. Ond mae'n amlwg y bydd angen wedyn inni nodi cyfres o bwyntiau a darnau o waith y bydd angen i ysgolion unigol eu cyflawni rhwng nawr a mis Medi 2022, i sicrhau bod pawb yn y lle iawn, ac yn symud ymlaen o ran eu parodrwydd. Yr hyn y soniais i amdano o ran canllawiau ychwanegol, cafwyd galwad clir gan bobl am ryw gymaint o gymorth ychwanegol yn y maes hwn. Er y byddwch wedi gweld o'r hyn a gyhoeddwyd gennym heddiw, rydym wedi bod yn fanwl iawn ym mhob maes dysgu a phrofiad, gyda phob datganiad o'r 'hyn sy'n bwysig' oddi tano, a'r camau o ran cynnydd. Yr hyn y byddwn ni'n ei ddarparu o ran canllawiau fydd gwybodaeth ychwanegol dros ben hynny, yn ogystal â'r hyn sydd eisoes yn arweiniad cynhwysfawr iawn ynghylch yr hyn y dylid ei gynnwys yn y meysydd hynny. Ond, yn amlwg, wrth feddwl am bynciau y mae pobl, yn ddealladwy iawn, yn teimlo'n gryf iawn yn eu cylch, ynglŷn â chrefydd, gwerthoedd a moeseg, ac addysg cydberthynas, oherwydd eu pryderon am yr hyn y gallai hynny ei gynnwys, rydym eisiau bod yn eglur iawn ynghylch yr hyn y mae'n ei olygu, ac efallai yn bwysicach, yr hyn nad ydyw'n ei olygu. Ac mae'n rhaid imi ddweud, rwyf wedi bod braidd yn bryderus ynglŷn â rhywfaint o'r ohebiaeth a ddaeth i law dros yr wythnos ddiwethaf, lle mae yna gamddealltwriaeth fawr ynglŷn â'r hyn a ddysgir mewn ysgolion ar hyn o bryd, a'r hyn yr ydym ni'n disgwyl y bydd ysgolion yn ei ddysgu yn y dyfodol. Felly, i dawelu meddyliau rhieni a chymunedau ynghylch yr hyn y disgwyliwn i athrawon eu plant ei ddysgu iddyn nhw, rydym ni'n dymuno bod yn fwy penodol er mwyn rhoi'r hyder hwnnw ynghylch materion sydd, yn ddealladwy, yn sensitif, ac mae pobl yn awyddus i gael sicrwydd. I'r perwyl hwnnw, fe fydd y grŵp dan sylw yn eistedd ochr yn ochr â'n grŵp ni o lunwyr a fydd yn edrych ar y canllawiau hynny, yn enwedig o ran addysg am gydberthynas. Ond fe fyddwch chi wedi gweld yn y ddogfen a gyflwynais i heddiw ein bod ni wedi bod yn eglur iawn ynglŷn â'r hyn yr ydym yn ei ragweld fydd yr egwyddorion a fydd yn sail i'r canllawiau ynghylch addysg cydberthynas. Maen nhw'n seiliedig ar egwyddorion y Cenhedloedd Unedig ar yr hyn sy'n gymwys fel arfer gorau wrth ddysgu'r pynciau hyn i blant a phobl ifanc. Gwn fod yr Aelod yn rhannu fy mhryder, wrth ystyried y meysydd hyn, fod gennym ni gyfrifoldeb i sicrhau bod ein plant ni'n ddiogel. Mae ein plant ni'n aeddfedu mewn byd sy'n eithriadol wahanol, Dirprwy Lywydd, o ran y mynediad i wybodaeth am berthnasoedd a rhywioldeb. Mae'r dyddiau wedi hen ddiflannu pan oeddem ni'n pasio copi o Judy Blume o amgylch y dosbarth er mwyn inni gael dysgu mwy am y mislif. A phan oeddem ni ychydig yn hŷn, fe ddiflanodd y dyddiau pan oedd gennym ni nofel gan Jackie Collins, yr oeddem ni'n ei phasio hi o gwmpas yr ystafell ddosbarth eto, a dyna sut y cawsom ni'r wybodaeth yna. Diniwed tu hwnt erbyn hyn, onid e? Ond mae ein plant ni yn llythrennol glic neu ddau yn unig oddi wrth luniau brawychus. Fe welsom ni rai lluniau anweddus o bobl ifanc yn ddiweddar gan arbenigwyr yn y maes - y gyfran o'r pethau sydd mewn gwirionedd yn cael eu rhoi yno gan y bobl ifanc eu hunain, heb fod yn ymwybodol o'r niwed a'r perygl y gallan nhw fod yn eu rhoi eu hunain ynddo. Rwyf i o'r farn fod gennym gyfrifoldeb i addysgu ein plant ni ar gyfer eu cadw nhw'n ddiogel, a'r egwyddorion a fydd yn sail i'n haddysg ni yn y maes hwn yw egwyddorion arfer gorau gan y Cenhedloedd Unedig. O ran dysgu proffesiynol, fe fyddwch chi'n ymwybodol bod y mwyafrif helaeth o'r arian hwnnw'n cael ei drosglwyddo i benaethiaid ac arweinwyr ysgolion yn uniongyrchol, gan mai y nhw sy'n deall anghenion dysgu proffesiynol eu staff. Ac nid oes modd inni wybod am hynny i gyd yn ganolog. Rydym yn ymddiried yn arweinwyr yr ysgolion hynny i allu cynllunio rhaglen ddysgu broffesiynol sy'n diwallu anghenion eu staff arbennig nhw, ac y gall dysgu proffesiynol ddigwydd mewn llawer o wahanol ffyrdd. Daeth galwad gan yr undebau i barhau â'r cyllid hwnnw. Oherwydd fe fyddwch chi'n ymwybodol fod yna gyllid yn ystod y ddwy flynedd flaenorol; roedd gweithwyr proffesiynol yn pryderu y byddai'r cyllid hwnnw'n dod i ben, ac rwy'n falch iawn ein bod ni wedi gallu gwneud ymrwymiad i ariannu ar gyfer y flwyddyn ariannol newydd. Bydd yn ofynnol i bob ysgol gyhoeddi ei chynllun dysgu proffesiynol, fel y gallwn ni weld - neu y gall unrhyw un sydd â diddordeb weld - sut mae'r arian hwnnw'n cael ei ddefnyddio ar gyfer dysgu proffesiynol i'r staff yn y ffordd neilltuol honno. Ymhellach - rwy'n credu bod yr Aelod wedi cyfeirio at ymgynghori pellach. Dyma fersiwn derfynol y ddogfen hon - nid oes ymgynghoriad pellach i fod ar yr hyn sy'n cael ei gyhoeddi heddiw. Dyma hi, felly ni fyddwn yn mynd yn ôl allan i holi ynglŷn â hyn. O ran y ddeddfwriaeth - fe fydd y ddeddfwriaeth honno, a gaiff ei chyhoeddi ar ôl toriad y Pasg, yn ddarostyngol i'r broses graffu arferol yn y fan hon. Mae'r ddogfen hon yn amlinellu sut y byddwn ni'n defnyddio deddfwriaeth - y Bil cwricwlwm ac asesu - o ran deddfu ar gyfer y pedwar diben, y meysydd dysgu a phrofiad, a'n bwriad i gael cod o ran datganiadau o'r 'hyn sy'n bwysig'. Fe fyddwch chi'n ymwybodol hefyd y bydd angen inni sicrhau wedyn bod y ddeddfwriaeth yn ystyried anghenion a disgwyliadau'r cwricwlwm ar gyfer unedau cyfeirio disgyblion hefyd, ac yn wir ar gyfer yr addysg a gaiff plant sydd heb fod mewn ysgol. Ac fe fydd y Bil cwricwlwm ac asesu yn nodi ein disgwyliadau ni'n eglur yn hynny o beth, gan gydnabod rhai elfennau craidd y bydd yn rhaid i bob darparwr eu cynhyrchu, ond gan gydnabod, mewn rhai achosion, er budd gorau'r plant, na chaniateir rhai agweddau ar y cwricwlwm, oherwydd bod hynny er budd mwyaf y dysgwr penodol hwnnw. Fe ddechreuodd yr Aelod ei chyfraniad drwy siarad am blant yn sefyll 12 neu 13 o wahanol TGAU. Fel y dywedais i yn fy natganiad, mae Cymwysterau Cymru ynghanol rhan gyntaf ei ymgynghoriad ar ddyfodol cymwysterau. Ac rwy'n siŵr y bydd y cynnwys ond hefyd y dymuniad neu'r angen i sefyll 12 neu 13 TGAU yn rhan o gyfansoddiad yr archwiliad hwnnw, oherwydd mae hon yn her, yn sicr. Ond gwaith pellach i'w wneud eto yw hwnnw.