English: Thank you very much, Michelle, for the comments and the questions. I think what is absolutely crucial is that we enable our children to have the knowledge of how they can stay safe online, how they can use technology in everyday life, but also, crucially, as you said at the end, that their knowledge goes beyond that and they actually understand the workings of how that technology is being put together and take advantage of the significant employment opportunities that will exist in having coding skills. I don't want to prejudge what I will say next week about the Government's strategy on coding, but to be clear, it's my ambition that more children should have access to those skills and to those opportunities, and that goes beyond children. I'm working very closely with my Cabinet colleague for skills to see how those skills can be rolled out to adult learners, and how people, perhaps who are not currently in the workplace, can acquire those skills. They are skills that mean that logistical disadvantage, i.e. you're stuck in a community with low transport links to be able to get to a big city, if the superfast broadband infrastructure is good enough, you can do that from your home. If you have caring responsibilities and you can't work away from home, you can code and work for a company successfully in your own home. So, actually, this goes beyond coding simply for younger people, it is about using these skills to be able to empower the Welsh workforce as a whole. With regard to criteria, for the 341 schools that have been supported by this £5 million, those conversations have been had with individual local authorities that have identified schools that have significant problems in increasing their broadband speeds, whose rolls, perhaps, are increasing because of the merger of schools or the closure of schools, and a re-establishment of a different pattern within the school means it might struggle, as well as identifying resources for our special schools, which, as I outlined, originally had lower speeds set for them and we wanted to address that because of the individual specific needs that special schools have regarding this type of technology. We will constantly keep under review the adequacy of the infrastructure that is available. With regard to coding, as I said, that's really important and parents are an important part of this whole discussion; this isn't about excluding parents from this discussion. Many schools, I know, work very closely with their parental communities to share good practice, to share, for instance, internet safety advice, to be able to give after-school opportunities for parents to come in and understand what they can do simply at home with filters, et cetera, to keep their children safe online. So, this is not about excluding parents from this; actually, we want to increase parental engagement and understanding of how these resources can greatly aid their children's academic and educational attainment.
Welsh: Diolch yn fawr iawn, Michelle, am y sylwadau a'r cwestiynau. Rwy'n credu mai'r hyn sy'n gwbl hanfodol yw ein bod yn galluogi ein plant i gael yr wybodaeth am sut y gallant aros yn ddiogel ar-lein, sut y gallant ddefnyddio technoleg mewn bywyd bob dydd, ond hefyd, yn allweddol, fel y dywedasoch ar y diwedd, bod eu gwybodaeth yn mynd y tu hwnt i hynny ac mewn gwirionedd eu bod yn deall gweithrediadau sut y mae'r dechnoleg honno yn cael ei chreu a manteisio ar y cyfleoedd cyflogaeth sylweddol a fydd yn bodoli wrth fod â sgiliau codio. Nid wyf am farnu ymlaen llaw yr hyn y byddaf yn ei ddweud yr wythnos nesaf ynghylch strategaeth y Llywodraeth ar godio, ond i fod yn glir, fy uchelgais i yw bod mwy o blant yn cael mynediad at y sgiliau hynny ac at y cyfleoedd hynny, ac mae hynny'n mynd y tu hwnt i blant. Rwy'n gweithio'n agos iawn â fy nghydweithiwr Cabinet dros sgiliau i weld sut y gall y sgiliau hynny gael eu cyflwyno i ddysgwyr sy'n oedolion, a sut y gall pobl, efallai nad ydynt ar hyn o bryd yn y gweithle, gael y sgiliau hynny. Maen nhw'n sgiliau sy'n golygu y gellir goresgyn anfantais logistaidd, h.y. pan eich bod yn gaeth i gymuned sydd â chysylltiadau trafnidiaeth gwael i allu cyrraedd dinas fawr, os yw'r seilwaith band eang cyflym iawn yn ddigon da, gallwch wneud hynny o'ch cartref. Os oes gennych gyfrifoldebau gofalu ac na allwch weithio oddi cartref, gallwch godio a gweithio i gwmni llwyddiannus yn eich cartref eich hun. Felly, mewn gwirionedd, mae hyn yn mynd y tu hwnt i ddim ond codio ar gyfer pobl iau, mae'n ymwneud â defnyddio'r sgiliau hyn er mwyn gallu ymrymuso y gweithlu yng Nghymru yn ei gyfanrwydd. O ran y meini prawf, ar gyfer y 341 o ysgolion sydd wedi cael eu cefnogi gan £5 miliwn hwn, mae'r sgyrsiau hynny wedi'u cael gydag awdurdodau lleol unigol sydd wedi nodi ysgolion sydd â phroblemau sylweddol o ran cynyddu eu cyflymder band eang, y mae eu cofrestrau, efallai, yn cynyddu oherwydd uno ysgolion neu gau ysgolion, a gallai ailsefydlu patrwm gwahanol o fewn yr ysgol olygu y gallai ei chael hi'n anodd, yn ogystal â nodi adnoddau ar gyfer ein hysgolion arbennig, a oedd, fel yr amlinellais, â chyflymder is wedi'i osod ar eu cyfer yn wreiddiol ac rydym ni'n awyddus i fynd i'r afael â hynny, oherwydd yr anghenion penodol unigol sydd gan ysgolion arbennig ynghylch y math hwn o dechnoleg. Byddwn yn parhau i adolygu yn gyson digonolrwydd y seilwaith sydd ar gael. O ran codio, fel y dywedais, mae hynny'n bwysig iawn ac mae rhieni yn rhan bwysig o'r drafodaeth gyfan hon; nid yw hyn yn ymwneud ag eithrio rhieni o'r drafodaeth hon. Mae llawer o ysgolion, rwy'n gwybod, yn gweithio'n agos iawn gyda'u cymunedau rhieni i rannu arfer da, i rannu, er enghraifft, cyngor ar ddiogelwch ar y rhyngrwyd, er mwyn gallu rhoi cyfleoedd ar ôl ysgol i rieni ddod i mewn a deall yr hyn y gallant ei wneud yn rhwydd gartref gyda hidlyddion, ac ati, i gadw eu plant yn ddiogel ar-lein. Felly, nid yw hyn yn ymwneud ag eithrio rhieni o hyn; mewn gwirionedd, rydym ni'n awyddus i gynyddu ymgysylltiad rhieni a'u dealltwriaeth o sut y gall yr adnoddau hyn fod o gymorth mawr i gyrhaeddiad academaidd ac addysgol eu plant.