English: The reason I looked at Lee Waters was because Lee and I continue to have these discussions because he doesn't just let it drop - he doesn't do his five minutes of glory in the Chamber and then forget about an issue. I'm sure nobody does that, actually; I'm sure no Member ever gets up and says something in the Chamber and then forgets all about it once they've left and they've had their two minutes for their press release. Lee, actually, continues to bother me on a regular basis about this issue outside the limelight of the Chamber, and I'm grateful for his insights. It's clear to me that we have a way to go in ensuring the true spirit of the DCF is embedded throughout our curriculum. There are a number of things we need to do about that. We need to ensure that schools know where they are at the moment, and that's why I would urge all schools to use the DCF mapping tool that is available on Hwb, and the professional learning needs tool, which will help schools plan their provision and develop a digital vision. I continue to liaise with the National Digital Learning Council to give me advice on what more we can do to ensure that schools are using these resources and that schools are really thinking about, and planning, for the needs of the DCF. But crucially, professional learning is a key part of that, and that's why, for instance, we continue at the moment to use our LiDW continuing professional development grant, which is in phase 2. That money continues to be available via the regional consortia. It provides a focus on a range of activities, including support for practitioners in school to develop their confidence and competence in using a range of digital resources and tools through the LiDW programme. It's providing capacity for expert digital leader support, which co-ordinates work in schools with the regional consortia. It's actively promoting digital citizenship in relation to safe and responsible use of technology - that's something that hasn't been discussed so far in the Chamber, but it's actually an important part of the digital competence framework: it's not only giving young people the skills but knowing how to use those responsibly and to keep themselves safe while they're online. So, that grant is available to consortia, and its primary focus is to develop skills, competence and confidence. With regard to Hwb+, this decision has been welcomed by those outside of Government who are knowledgeable in this field, who provide advice in this field, and it's based on an ever-developing understanding of what resources work best in schools, and it reflects feedback. That's not to say that everything in Hwb+ was bad - I'm not saying that - but the contract has come to an end, and that's when the contract was due to come to an end. It gives Government and Ministers an opportunity to reflect on the best way forward. We have taken a decision that that platform is not the optimum platform that we need, going forward, to support teachers. We've been very clear about what schools need to do to migrate their data, and we have provided support for that to schools. I have to say, Llyr, the feedback that my officials have had is that schools themselves have not raised any questions with us, or complained to us, about the removal of Hwb+. What we're giving them is a greater choice, and hopefully a greater level of easy interaction with the platform that will help them embed these facilities into their everyday practice. As I said, we've provided remote support to help schools transfer their data, and where schools have requested it, we have provided individual on-site support for those schools that have needed that level of support. The issue of the schools - as with all of these things, you think you've cracked it, and everything is done. There is one school - and I have the name somewhere, but I will write to the Member with it - where an order has not been placed, so for all the other schools, orders have been placed with the suppliers, and that work is programmed to be done. But there is one outlying school, and we are working to look to see how we can address those needs. Increasingly what is coming to the fore with schools is not the infrastructure outside the school, it is now infrastructure inside the school. And we do continue to receive complaints from schools who are struggling, but often on examination of that, it's problems within the school. That's why we're working with 180 schools at the moment to get a feel for what the constraints are and what the issues are that we need to tackle, so that we can look, once we've addressed speeds outside, at what we can do then to address infrastructure within schools to ensure that it is what it needs to be.
Welsh: Y rheswm pam yr edrychais ar Lee Waters oedd oherwydd bod Lee a minnau yn parhau i gael y trafodaethau hyn oherwydd nad yw ef yn gadael llonydd i bethau - nid yw'n cael ei bum munud o ogoniant yn y Siambr ac wedyn yn anghofio am rywbeth. Rwy'n siŵr nad oes neb yn gwneud hynny, mewn gwirionedd; rwy'n siŵr nad oes unrhyw Aelod yn codi ar ei draed ac yn dweud rhywbeth yn y Siambr ac yna'n anghofio amdano unwaith y mae wedi gadael ac wedi cael ei ddau funud ar gyfer ei ddatganiad i'r wasg. Mae Lee, mewn gwirionedd, yn parhau i'm trafferthu yn rheolaidd ynghylch y mater hwn y tu allan i sylw'r Siambr, ac rwy'n ddiolchgar am ei sylwadau. Mae'n amlwg i mi fod gennym ni gryn ffordd i fynd i sicrhau bod gwir ysbryd y fframwaith cymhwysedd digidol wedi ymwreiddio drwy ein holl gwricwlwm. Mae yna nifer o bethau y mae angen inni eu gwneud ynghylch hynny. Mae angen inni sicrhau bod ysgolion yn gwybod lle maen nhw ar hyn o bryd, a dyna pam y byddwn yn annog pob ysgol i ddefnyddio offeryn mapio'r fframwaith cymhwysedd digidol sydd ar gael ar Hwb, a'r offeryn anghenion dysgu proffesiynol, a fydd yn helpu ysgolion i gynllunio eu darpariaeth a datblygu gweledigaeth ddigidol. Rwy'n parhau i drafod gyda'r Cyngor Dysgu Digidol Cenedlaethol er mwyn cael cyngor ynglŷn â beth arall y gellir ei wneud i sicrhau bod ysgolion yn defnyddio'r adnoddau hyn a bod ysgolion mewn difrif yn meddwl am, ac yn cynllunio ar gyfer anghenion y fframwaith cymhwysedd digidol. Ond yn hollbwysig, mae dysgu proffesiynol yn rhan allweddol o hynny, a dyna pam, er enghraifft, ein bod yn parhau ar hyn o bryd i ddefnyddio ein grant datblygu proffesiynol parhaus sy'n rhan o'r Rhaglen Dysgu yn y Gymru Ddigidol, sydd yng ngham 2. Mae'r arian hwnnw yn parhau i fod ar gael drwy'r consortia rhanbarthol. Mae'n rhoi pwyslais ar amrywiaeth o weithgareddau, gan gynnwys cymorth ar gyfer staff mewn ysgolion i ddatblygu eu hyder a'u hyfedredd wrth ddefnyddio ystod o adnoddau digidol ac offer drwy'r Rhaglen Dysgu yn y Gymru Ddigidol. Mae'n rhoi'r modd i roi cymorth arbenigol i arweinwyr digidol, sy'n cydlynu gwaith mewn ysgolion gyda'r consortia rhanbarthol. Mae'n hybu dinasyddiaeth ddigidol o ran defnyddio technoleg yn ddiogel a chyfrifol - mae hynny'n rhywbeth nad yw wedi ei drafod hyd yma yn y Siambr, ond mae mewn gwirionedd yn rhan bwysig o'r fframwaith cymhwysedd digidol: mae nid yn unig yn rhoi'r sgiliau i bobl ifanc ond ynglŷn â gwybod sut i ddefnyddio'r rheini yn gyfrifol ac i gadw'u hunain yn ddiogel pan fo nhw ar-lein. Felly, mae'r grant hwnnw ar gael i'r consortia, a'i brif bwyslais yw datblygu sgiliau, cymhwysedd a hyder. O ran Hwb+, mae'r penderfyniad hwn wedi'i groesawu gan y rhai y tu allan i'r Llywodraeth sydd yn wybodus yn y maes hwn, sy'n darparu cyngor yn y maes hwn, ac mae'n seiliedig ar ddealltwriaeth sy'n gyson ddatblygu o ba adnoddau sy'n gweithio orau mewn ysgolion, ac mae'n adlewyrchu adborth. Nid yw hynny'n dweud y bu popeth yn Hwb+ yn ddrwg - nid wyf yn dweud hynny - ond mae'r contract wedi dod i ben, a dyna pryd yr oedd y contract i fod i ddod i ben. Mae'n rhoi cyfle i'r Llywodraeth a Gweinidogion fyfyrio ynghylch y ffordd orau ymlaen. Rydym ni wedi penderfynu nad y cyfrwng hwnnw yw'r cyfrwng gorau posib sydd ei angen arnom ni, yn y dyfodol, i helpu athrawon. Rydym ni wedi bod yn glir iawn ynghylch yr hyn y mae angen i ysgolion ei wneud i symud eu data, ac rydym ni wedi rhoi cymorth i ysgolion yn hynny o beth. Mae'n rhaid imi ddweud, Llyr, yr adborth a gafodd fy swyddogion yw nad yw'r ysgolion eu hunain wedi codi unrhyw gwestiynau gyda ni, neu gwyno wrthym ni, am gael gwared ar Hwb+. Yr hyn yr ydym ni yn ei roi iddyn nhw yw mwy o ddewis, a'r gallu gobeithio i ryngweithio'n haws gyda'r cyfrwng i'w helpu i ymgorffori'r cyfleusterau hyn yn eu harferion bob dydd. Fel y dywedais, rydym ni wedi darparu cymorth o bell i helpu ysgolion drosglwyddo eu data, a lle mae ysgolion wedi gwneud cais, rydym ni wedi darparu cymorth personol ar y safle i'r ysgolion hynny a oedd angen y cyfryw gefnogaeth. Y mater o'r ysgolion - fel gyda'r holl bethau hyn, rydych chi'n credu eich bod wedi datrys y peth, a bod popeth wedi ei wneud. Mae un ysgol - ac mae gennyf yr enw yn rhywle, ond byddaf yn ysgrifennu at yr Aelod gyda hwnnw - lle na roddwyd archeb, felly, ar gyfer yr holl ysgolion eraill, mae archebion wedi'u gosod gyda'r cyflenwyr, ac mae gwaith wedi'i raglennu i gael ei wneud. Ond mae un ysgol ar ôl, ac rydym ni'n gweithio i edrych i weld sut y gallwn ni roi sylw i'r anghenion hynny. Yr hyn sy'n dod i'r amlwg yn gynyddol gydag ysgolion yw nid y seilwaith y tu allan i'r ysgol, ond bellach seilwaith y tu mewn i'r ysgol. Ac rydym ni yn parhau i gael cwynion gan ysgolion sy'n cael trafferth, ond yn aml wrth archwilio hynny, mae a wnelo hynny â'r problemau o fewn yr ysgol. Dyna pam ein bod ni'n gweithio gyda 180 o ysgolion ar hyn o bryd i weld beth yw'r cyfyngiadau a beth yw'r materion y mae angen inni fynd i'r afael â nhw, fel y gallwn ni ystyried, unwaith yr ydym ni wedi mynd i'r afael â chyflymder y tu allan, beth y gallwn ni ei wneud wedyn i fynd i'r afael â seilwaith o fewn ysgolion i sicrhau ei fod yr hyn y dylai fod.