English: Can I thank the Cabinet Secretary for her statement, and for foresight of it before it was made this afternoon? Can I also put on record my thanks to the chair of the expert panel for the work that she and her fellow panel members have done? Emma Renold, I think, has produced a very decent report that considers thoroughly many of the issues that relationships and sex education present. You'll have to forgive me here, because I'm a bit of a prude when it comes to these matters, but I do think that some people will have some concerns about the fact that you are talking about the possibility of introducing issues into the classroom for five-year-olds that they may not be prepared for developmentally. I notice you made reference to the development of young children and making sure that there was appropriate sex and relationships education for them. But, clearly, children develop at different rates, and in different ways, and we must ensure that this sort of education can be flexible enough, even within the classroom, to be targeted at individuals and not just whole cohorts of young children. I think that many people will want to protect the innocence of children and that parents will question how it's going to be possible to ensure that there is appropriate education, in a sensitive way, that also meets the requirements that faith groups might have, for example, where they may raise concerns about the breadth of the education, if you like, and the information that is being relayed. So, I wonder what guidance you will publish to go along with the new regime to make sure that those concerns can be addressed, while still maintaining a very high-quality input for children of all ages, and at all stages of their development, but which doesn't unnecessarily introduce young children in particular to things that clearly are inappropriate for them to be able to digest. You made reference, I noticed, in your press release, which was issued yesterday under embargo, to the issue of online safety. I notice that you haven't referenced it in your statement today, but I know that you share my concerns about making sure that young people, particularly 'tweenagers', shall we call them, are properly prepared for the challenges that online social media in particular can present them with. I wonder whether you can just expand on the comments that you made in the media regarding the content that you expect to be delivered in respect of online safety in terms of relationships and sexuality education. You've also said that you want this revolution in relationships and sexuality education to start immediately, and yet you've said that you've made £200,000 available in order to educate people. Well, it can't start immediately if they've not been educated in how to deliver these things first. So, can you just tell us how you expect things to be delivered immediately without equipping the teachers in the classroom with the skills, with the knowledge, with the expertise to be able to deliver this new set of educational standards in terms of relationships and education on sexuality? Because I think that, again, many people will be concerned that you're going to rush to roll this thing out, without it being fully considered in terms of the way that that is going to be implemented. Can I also ask how you expect to monitor the implementation of this? You've quite rightly said that there are some excellent examples of schools that are getting this right and there are some very poor examples of schools that get it absolutely wrong. How do you expect to be able to monitor the way that schools are implementing the changes that you've proposed? Do you see a role for LEAs? Do you see a role for the regional consortia? Are Estyn expected to inspect against these new standards, and if so, how are they going to get a holistic picture across a whole school if you've said it's not going to be a fixed prescription, as it were, but that there's going to be some flexibility within it? So, perhaps, again, you could just touch on how you intend to do that to make sure that it's going to be handled in the proper way. Just finally, obviously, for many children, the only example they have of relationships are those around them, either within the family or beyond the family, or those that are portrayed on the television or in the media. How is this going to fit in with other work that is being done by the Welsh Government on issues such as parenting and relationship support more widely? Clearly, that example in the home is going to have an even more profound impact than a teacher discussing this on an infrequent basis in a classroom. So, perhaps you could tell us how joined up this is across Government. Thank you.
Welsh: A gaf i ddiolch i Ysgrifennydd y Cabinet am ei datganiad, ac am ragolwg ohono cyn y'i gwnaed y prynhawn yma? A gaf i hefyd gofnodi fy niolch i gadeirydd y panel arbenigol am y gwaith y mae hi'n a'i chyd-Aelodau wedi'i wneud? Mae Emma Renold, rwy'n credu, wedi cynhyrchu adroddiad boddhaol iawn sy'n ystyried yn drwyadl lawer o'r materion y mae addysg perthnasoedd a rhyw yn eu cyflwyno. Bydd rhaid i chi faddau imi yma, oherwydd rwyf braidd yn fursennaidd pan ddaw at y materion hyn, ond rwy'n credu y bydd pryderon gan rai pobl am y ffaith eich bod yn sôn am y posibilrwydd o gyflwyno materion yn yr ystafell ddosbarth ar gyfer rhai pum mlwydd oed nad ydyn nhw'n barod amdanyn nhw yn ddatblygiadol. Sylwaf eich bod wedi cyfeirio at ddatblygiad plant ifanc a gwneud yn siŵr bod addysg rhyw a pherthnasoedd priodol ar eu cyfer. Ond, yn amlwg, mae plant yn datblygu ar gyflymder gwahanol ac mewn ffyrdd gwahanol, a rhaid inni sicrhau y gall y math hwn o addysg fod yn ddigon hyblyg, hyd yn oed o fewn yr ystafell ddosbarth, er mwyn targedu unigolion ac nid dim ond carfannau cyfan o blant ifanc. Credaf y bydd llawer o bobl yn dymuno amddiffyn diniweidrwydd plant ac y bydd rhieni yn holi sut y bydd yn bosibl i sicrhau y ceir addysg briodol, mewn ffordd sensitif, sydd hefyd yn bodloni gofynion a allai fod gan grwpiau ffydd, er enghraifft, lle gallan nhw godi pryderon ynglŷn ag ehangder yr addysg, os hoffech chi, a'r wybodaeth sy'n cael ei throsglwyddo. Felly, tybed pa ganllawiau fyddwch chi'n eu cyhoeddi i gyd-fynd â'r gyfundrefn newydd i wneud yn siŵr y gellir rhoi sylw i'r pryderon hynny, gan barhau i gynnal cyfraniad ansawdd uchel iawn ar gyfer plant o bob oed, ac ar bob cam o'u datblygiad, ond nad yw'n ddiangen yn cyflwyno plant ifanc yn arbennig i'r pethau sydd yn amlwg yn amhriodol iddynt allu eu dirnad. Gwnaethoch gyfeirio, sylwais, yn eich datganiad i'r wasg, a gyhoeddwyd ddoe o dan embargo, at fater diogelwch ar-lein. Sylwaf nad ydych wedi cyfeirio at hynny yn eich datganiad heddiw, ond gwn y byddwch yn rhannu fy mhryderon ynghylch gwneud yn siŵr bod pobl ifanc, yn enwedig 'tweenagers', os cawn eu galw felly, yn paratoi'n briodol ar gyfer yr heriau y gall cyfryngau cymdeithasol ar-lein yn benodol eu cyflwyno iddynt. Tybed a allwch chi ymhelaethu ychydig ar y sylwadau a wnaethoch yn y cyfryngau ynghylch y cynnwys yr ydych yn disgwyl iddo gael ei ddarparu ynghylch diogelwch ar-lein o ran addysg rhywioldeb a pherthnasoedd. Rydych wedi dweud eich bod yn dymuno i'r chwyldro hwn mewn addysg perthnasoedd a rhywioldeb ddechrau ar unwaith, ac eto rydych wedi dweud eich bod wedi sicrhau bod £200,000 ar gael er mwyn addysgu pobl hefyd. Wel, ni all ddechrau ar unwaith os nad ydyn nhw wedi cael eu haddysgu ar sut i gyflawni'r pethau hyn yn gyntaf. Felly, allwch chi ddweud wrthym sut yr ydych yn disgwyl i bethau gael eu cyflawni ar unwaith heb arfogi athrawon yn yr ystafell ddosbarth â'r sgiliau, â'r wybodaeth, â'r arbenigedd i allu darparu'r set newydd hon o safonau addysgol o ran perthnasoedd ac addysg ar rywioldeb? Oherwydd credaf, unwaith eto, y bydd llawer o bobl yn pryderu eich bod chi'n mynd i ruthro i gyflwyno'r peth hwn, heb iddo gael ei lawn ystyried o ran y ffordd y mae hynny'n mynd i gael ei weithredu. A gaf i hefyd ofyn sut yr ydych chi'n disgwyl monitro gweithrediad hyn? Rydych wedi dweud yn gwbl briodol y ceir rhai enghreifftiau rhagorol o ysgolion yn gwneud hyn yn iawn ac mae rhai enghreifftiau gwael iawn o ysgolion sy'n gwneud pethau'n gwbl anghywir. Sut ydych chi'n disgwyl gallu monitro'r ffordd y mae ysgolion yn gweithredu'r newidiadau yr ydych yn eu cynnig? A welwch chi swyddogaeth i'r awdurdodau addysg lleol? Ydych chi'n gweld swyddogaeth i'r consortia rhanbarthol? A oes disgwyl i Estyn arolygu yn erbyn y safonau newydd hyn, ac os felly, sut maen nhw'n mynd i gael darlun cyfannol ar draws ysgol gyfan os ydych chi wedi dweud nad yw'n mynd i fod yn bresgripsiwn penodol, fel petai, ond y bydd rhywfaint o hyblygrwydd o'i fewn? Felly, efallai, unwaith eto, y gallech chi gyffwrdd â sut yr ydych chi'n bwriadu gwneud hynny i wneud yn siŵr y bydd yn cael ei drin yn y modd priodol. Yn olaf, yn amlwg, i lawer o blant, yr unig enghraifft sydd ganddyn nhw o berthnasoedd yw'r rhai o'u cwmpas, naill ai o fewn y teulu neu y tu hwnt i'r teulu, neu'r rhai sy'n cael eu dangos ar y teledu neu yn y cyfryngau. Sut y mae hyn yn mynd i gyd-fynd â gwaith arall sy'n cael ei wneud gan Lywodraeth Cymru ar faterion fel cymorth rhianta a pherthynas yn fwy eang? Yn amlwg, mae'r enghraifft honno yn y cartref yn mynd i gael effaith hyd yn oed yn fwy difrifol nag athro yn trafod hyn yn anfynych mewn ystafell ddosbarth. Felly, efallai y gallech chi ddweud wrthym ni pa mor gydgysylltiedig yw hyn ar draws y Llywodraeth. Diolch.