English: Three things. First of all, the teaching and assessment continuum across schools. At the moment, we allow schools that aren't Welsh-medium schools to pursue a different assessment pathway to that of English-medium schools. There is no overlap in the draft assessment proposed by Qualifications Wales between a qualification for English-medium schools and Welsh-medium schools. You can't justify that educationally. That's just rebranding and continuing with the current system - a system that fails 80 per cent of pupils in Wales, and will continue to do that despite the work done through the WESPs. So, that's the first point. Secondly, I agree with what Dyfan said: we need a schools continuum. We need to ensure that every authority plans to move schools along a continuum whereby we get rid of the idea of English-medium schools; they should be bilingual-medium schools becoming a Welsh-medium school, and to plan deliberately for that. Carmarthenshire County Council has already done that through identifying 10 schools that will move along the continuum, but that mindset and that transformational demand isn't extended across WESPs and across the schools of Wales. Thirdly and vitally important, we can't have any transformational change unless we have a promotional and developmental strategy amongst the current workforce, as well as with the future workforce. So, we need a strategy that commits every teacher to a regime of supporting and introducing the Welsh language to every pupil, so that they do leave school fluent in Welsh. That is a transformational ask. May I suggest that you look at what Dyfed Powys Police is doing, where they've already committed that every one of the new police officers recruited will start on that path of improving their Welsh whilst they are at work? That scheme was launched yesterday. It shows vision, it shows a detailed plan and an intention to ensure that the Dyfed Powys Police workforce is entirely bilingual in future.
Welsh: Tri pheth. Yn y lle cyntaf, continwwm dysgu ac asesu ar draws yr ysgolion. Ar hyn o bryd, rydyn ni'n caniatáu ysgolion nad ydynt yn ysgolion cyfrwng Cymraeg i ddilyn llwybr asesu sydd yn wahanol i'r un yn yr ysgolion cyfrwng Cymraeg. Does yna ddim gorgyffwrdd yn yr asesiadau drafft a gynigiwyd gan Cymwysterau Cymru rhwng cymhwyster ar gyfer ysgolion cyfrwng Saesneg ac ysgolion cyfrwng Cymraeg. Gallwch chi ddim cyfiawnhau hynny'n addysgol. Mae hynny ond yn ail-frandio ac yn parhau'r drefn sydd gyda ni ar hyn o bryd - trefn sy'n methu 80 y cant o ddisgyblion Cymru, ac yn parhau i wneud hynny er gwaethaf y gwaith a wnaed trwy'r CSCAau. Felly, dyna'r un cyntaf. Yn ail, dwi'n cytuno gyda beth y dywedodd Dyfan: mae angen continwwm ysgolion. Mae angen sicrhau bod pob awdurdod yn cynllunio i symud ysgolion ar hyd continwwm mai ysgolion cyfrwng - dylid cael gwared ar y syniad o ysgolion cyfrwng Saesneg - ysgolion cyfrwng dwyieithog yw'r ysgolion cyfrwng Cymraeg, a chynllunio bwriadus ar gyfer hynny. Mae Cyngor Sir Gaerfyrddin eisoes wedi dechrau gwneud hynny trwy nodi 10 ysgol a fydd yn symud ar hyd y continwwm, ond mae'r meddylfryd yna a'r angen trawsnewidiol yna ddim wedi cael ei ymestyn ar draws y CSCAau ac ar draws ysgolion Cymru. Ac yn drydydd, yn allweddol, allwn ni ddim cael unrhyw newid trawsnewidiol oni bai bod ni'n cael strategaeth hyrwyddo a datblygu'r Gymraeg ymysg y gweithlu presennol, yn ogystal â'r gweithlu at y dyfodol. Felly, mae angen strategaeth sy'n ymrwymo pob athro ac athrawes i drefn o gefnogi ac o gyflwyno'r Gymraeg i bob disgybl, fel eu bod nhw'n gadael yr ysgol yn rhugl yn y Gymraeg. Nawr, mae hwnna yn ofyn trawsnewidiol. A gaf i awgrymu eich bod chi'n edrych ar beth mae Heddlu Dyfed Powys yn ei wneud, lle maen nhw eisoes wedi ymrwymo bod pob un o'r heddweision newydd sy'n cael eu recriwtio yn cychwyn ar lwybr o wella eu Cymraeg nhw tra'u bod nhw yn y gwaith? Mae'r cynllun yna wedi cael ei lansio ddoe. Mae'n dangos gweledigaeth, mae'n dangos cynllun manwl a bwriad i sicrhau bod gweithlu Heddlu Dyfed Powys yn gwbl ddwyieithog yn y dyfodol.