English: Diolch. I know I won't have time to reflect on everybody's contributions, but I am grateful as well for the wealth of contributions that we've had and the wealth of interest that we've had in this debate here today. It only goes to show the emphasis we all put on our own histories and our own version of histories, and I guess that's where I think the Minister is saying that putting a line through what are the most important aspects would be difficult. But I think we were trying to be helpful in saying that, in some parts of Wales, for example, you may have a wealth of talent and resource to be able to teach a certain issue, because it is part of the cynefin, because it is part of the local politic of the area, but in another part of Wales that same type of learning may not therefore be able to be transported. I feel I learnt this most from those who came forward from the black and minority ethnic community, from Race Council Cymru and the Ethnic Minorities and Youth Support Team. I feel sometimes we do talk from a position of privilege, because we can go on about flexibility, but if you haven't got the teachers from that particular community in the classrooms with that background you simply will not, potentially, be taught about the race riots or about how colonialism works. I was never taught about how we have taken part in the destruction of countries across the world as part of the British empire, and why I think having a thread is important is because I want to be certain that schools across Wales will at least have some element of that. Because we know now that, as amazing as some of these teachers will be, in various different topics they may not be aware or, because they haven't had that lived experience, they may not then be able to transfer that. And teachers say that to me all the time as well: 'I don't feel confident to be able to do that type of history or transfer that type of history to the people that I teach.' But it's not saying that they're not good; it's just acknowledging that they may need more resource or may need more support to get to that point. I stand by the committee's view that we should have more than just that flexibility in our education system, because, at the end of the day, as I think a few of you said, we will need qualifications at the end of this. We will need to know how we can then ensure that all of the students of Wales are leaving with that baseline qualification to go out into the real world and to share that knowledge with others. I appreciate what has been said with regard to the wider curriculum, but I also said at the beginning that we would like to return to this as a committee to look at literature and other aspects of the curriculum; we were pressed for time in that regard. For example, I know from the area I represent, in Port Talbot, some of the local councillors have funded street art in the area based on the story of Dic Penderyn. Now, that's got nothing to do with the history curriculum in the classroom, but it's got everything to do with how we teach it in a very different way, in a creative way. So, please don't think that we've ignored it; it's just what we've managed to do within the timeline that we had as a committee. I'm not sure I've got much time left. I know that Mick Antoniw made very strong points in relation to social issues and with regard to the industrial revolution. I know that that's something that we will want to share across Wales and we will want to challenge teachers on in terms of how they project that to the rest of the world. But David Melding made a very good point, when we were in committee, that we shouldn't just be looking at this as an educational system approach, but a public approach. There are adults out there now who may not understand many aspects of their own history. How do we make sure that we can project that public history and that understanding? Dai Lloyd we would have expected to have been passionate about the areas that he spoke about. But it's true, you know. We don't want to politicise the language now for political purposes, but it has come from a very political place, where the language has been thwarted over the years, and it's something we must remind future generations about, or they won't know the core as to where it's come from. In relation to John Griffiths, I'm very laid back in relation to whether you should start with localism or whether you should start with international issues. It may be that there's something that the school wants to focus on that isn't necessarily local. But I do get what you're saying, if you start really close to home, then it means something tangible to you, and it means something that you can look at and visit. I think you made a really good point about the poverty report in relation to museums and how we can weave in visits and such into our curriculum much more so, and I hope that the teachers will be doing that. St Fagans is a massive resource already for people to tap into. Quickly, then, with regard to what Suzy Davies said - and well done to your son, on the mam brag, for the degree, that was very - . I agree with a lot of what you said in terms of specification, and I understand that we need to ensure that we have a local understanding of what we are teaching as well. Just to finish: Russell George, thank you for taking part in the debate at the last moment. All I would say is perhaps, if you've got roundabouts to be named after people of influence, Laura Ashley's could be decorated with something a bit more interesting than grass and a bit of shrubbery. She is a fashion queen, so we need to have more. Leanne made a point from a sedentary position: we also have to think about how many women are part of our history. We had a lot of names of men there, didn't we? We have to try to mix this up a bit with how influential women can be key players in our history and how we teach about the history of Wales. That's what I'll finish on. Diolch yn fawr.
Welsh: Diolch. Rwy'n gwybod na fydd gennyf amser i ystyried cyfraniadau pawb, ond rwy'n ddiolchgar hefyd am y cyfoeth o gyfraniadau a gawsom a'r cyfoeth o ddiddordeb a fu yn y ddadl hon heddiw. Mae'n dangos y pwyslais y mae pawb ohonom yn ei roi ar ein hanesion ein hunain a'n fersiwn ein hunain o hanesion, ac rwy'n tybio mai dyna lle rwy'n credu y byddai'r Gweinidog yn dweud y byddai'n anodd rhoi llinell o dan yr agweddau pwysicaf. Ond rwy'n credu ein bod yn ceisio bod o gymorth wrth ddweud, mewn rhai rhannau o Gymru er enghraifft, y gallai fod gennych gyfoeth o dalent ac adnoddau i allu dysgu mater penodol oherwydd ei fod yn rhan o'r cynefin, oherwydd ei fod rhan o wleidyddiaeth leol yr ardal, ond mewn rhan arall o Gymru, efallai na fydd modd trosglwyddo'r un math o ddysgu. Rwy'n teimlo fy mod i wedi dysgu hyn fwyaf gan y rhai a ddaeth atom o'r gymuned ddu a lleiafrifoedd ethnig, gan Race Council Wales a'r Tîm Cymorth Lleiafrifoedd Ethnig ac Ieuenctid. Ac rwy'n teimlo weithiau ein bod ni'n siarad o sefyllfa freintiedig, oherwydd gallwn rygnu ymlaen am hyblygrwydd, ond os nad oes gennych athrawon o'r gymuned benodol honno yn yr ystafelloedd dosbarth gyda'r cefndir hwnnw, mae'n ddigon posibl na fyddwch yn cael eich addysgu am y terfysgoedd hil neu sut y mae trefedigaethedd yn gweithio. Ni chefais fy nysgu erioed am y modd y gwnaethom gymryd rhan yn y broses o ddinistrio gwledydd ym mhob rhan o'r byd fel rhan o ymerodraeth Prydain, ac rwy'n credu bod cael llinyn yn bwysig oherwydd fy mod eisiau bod yn sicr y bydd ysgolion ledled Cymru yn cael elfen o hynny o leiaf. Oherwydd fe wyddom bellach, er mor anhygoel fydd rhai o'r athrawon hyn, mewn amryw o wahanol bynciau efallai na fyddant yn ymwybodol neu, oherwydd nad ydynt wedi cael y profiad byw hwnnw, efallai na fyddant yn gallu trosglwyddo hynny. Ac mae athrawon yn dweud hynny wrthyf trwy'r amser hefyd: 'Nid wyf yn teimlo'n hyderus fy mod yn gallu gwneud y math hwnnw o hanes neu drosglwyddo'r math hwnnw o hanes i'r bobl rwy'n eu dysgu.' Ond nid yw hynny'n dweud nad ydynt yn dda; dim ond cydnabod y gallai fod angen mwy o adnoddau arnynt neu fod angen mwy o gefnogaeth arnynt i gyrraedd y pwynt hwnnw, ac rwy'n ategu barn y pwyllgor y dylem gael mwy na'r hyblygrwydd hwnnw yn ein system addysg, oherwydd, yn y pen draw, fel y dywedodd rhai ohonoch, rwy'n credu, bydd angen cymwysterau arnom ar ddiwedd hyn. Bydd angen inni wybod sut y gallwn ni sicrhau wedyn fod holl fyfyrwyr Cymru yn gadael gyda'r cymhwyster sylfaenol hwnnw i fynd allan i'r byd go iawn a rhannu'r wybodaeth honno ag eraill. Rwy'n gwerthfawrogi'r hyn a ddywedwyd mewn perthynas â'r cwricwlwm ehangach, ond dywedais hefyd ar y dechrau yr hoffem ddychwelyd at hyn fel pwyllgor i edrych ar lenyddiaeth ac agweddau eraill ar y cwricwlwm; roedd amser yn brin yn hynny o beth. Er enghraifft, rwy'n gwybod yn yr ardal rwy'n ei chynrychioli, ym Mhort Talbot, fod rhai o'r cynghorwyr lleol wedi ariannu celf stryd yn yr ardal yn seiliedig ar stori Dic Penderyn. Nawr, nid oes a wnelo hynny â'r cwricwlwm hanes yn yr ystafell ddosbarth, ond mae a wnelo popeth â sut rydym yn ei ddysgu mewn ffordd wahanol iawn, mewn ffordd greadigol. Felly, peidiwch â meddwl ein bod wedi ei anwybyddu; dim ond hyn y llwyddasom i'w wneud o fewn yr amser a oedd gennym fel pwyllgor. Nid wyf yn siŵr bod gennyf lawer o amser ar ôl. Gwn i Mick Antoniw wneud pwyntiau cryf iawn mewn perthynas â materion cymdeithasol ac am y chwyldro diwydiannol. Gwn fod hynny'n rhywbeth y byddwn am ei rannu ledled Cymru a byddwn am herio athrawon yn ei gylch o ran sut y maent yn cysylltu hynny â gweddill y byd. Ond gwnaeth David Melding bwynt da iawn yn y pwyllgor, na ddylem edrych ar hyn fel dull system addysg yn unig, ond fel dull cyhoeddus. Mae yna oedolion yn awr nad ydynt yn deall llawer o agweddau ar eu hanes eu hunain. Sut y mae sicrhau y gallwn gyfleu'r hanes cyhoeddus hwnnw a'r ddealltwriaeth honno? Byddem yn disgwyl i Dai Lloyd fod yn angerddol am y meysydd y siaradodd amdanynt. Ond mae'n wir, wyddoch chi. Nid ydym eisiau gwleidyddoli'r iaith at ddibenion gwleidyddol, ond mae wedi dod o le gwleidyddol iawn, lle cafodd yr iaith ei llesteirio dros y blynyddoedd, ac mae'n rhywbeth y mae'n rhaid inni atgoffa cenedlaethau'r dyfodol yn ei gylch, neu ni fyddant yn gwybod yr hanfodion ynglŷn ag o ble y daeth. O ran John Griffiths, nid wyf yn pryderu'n fawr pa un a ddylech ddechrau gyda lleoliaeth neu a ddylech ddechrau gyda materion rhyngwladol. Efallai y bydd yr ysgol am ganolbwyntio ar rywbeth nad yw'n lleol o reidrwydd. Ond rwy'n deall yr hyn rydych chi'n ei ddweud, os ydych chi'n dechrau'n agos iawn at adref, mae'n golygu rhywbeth diriaethol i chi, ac mae'n golygu rhywbeth y gallwch edrych arno ac ymweld ag ef. Rwy'n credu eich bod wedi gwneud pwynt da iawn am yr adroddiad tlodi mewn perthynas ag amgueddfeydd a sut y gallwn blethu ymweliadau a phethau felly yn rhan o'n cwricwlwm yn llawer gwell, ac rwy'n gobeithio y bydd yr athrawon yn gwneud hynny. Mae Sain Ffagan eisoes yn adnodd anferthol i bobl fanteisio arno. Yn gyflym felly, o ran yr hyn a ddywedodd Suzy Davies - a llongyfarchiadau i'ch mab ar ei radd, ar yr ymffrost mam, roedd hynny'n - . Rwy'n cytuno â llawer o'r hyn a ddywedoch chi o ran manylebau, ac rwy'n deall bod angen inni sicrhau bod gennym ddealltwriaeth leol o'r hyn rydym yn ei addysgu yn ogystal. I orffen: Russell George, diolch am gymryd rhan yn y ddadl ar y funud olaf. Y cyfan y buaswn yn ei ddweud efallai yw, os oes gennych gylchfannau i'w henwi ar ôl pobl ddylanwadol, gellid addurno un Laura Ashley â rhywbeth ychydig yn fwy diddorol na phorfa ac ychydig o lwyni. Mae hi'n frenhines ffasiwn, felly mae angen inni gael mwy. Gwnaeth Leanne bwynt ar ei heistedd: rhaid inni feddwl hefyd faint o fenywod sy'n rhan o'n hanes. Cawsom lawer o enwau dynion yno, oni chawsom? Mae'n rhaid inni geisio cyfuno hyn rywfaint â'r modd y gall menywod dylanwadol chwarae rhan allweddol yn ein hanes a'r modd yr addysgwn am hanes Cymru. Rwyf am orffen ar hynny. Diolch yn fawr.