English: May I thank the Cabinet Secretary for her statement and welcome it too? Clearly, we will want to see the framework and the details when they become available, but I certainly welcome the direction of travel. Very often, we forget - we certainly have done so in the past, perhaps - that we need to trust in our teachers more than perhaps we have done in the past. I've said this in the context of identifying children's ability and potential to make progress and so on and so forth, and I think that the same principle applies here, namely moving to self-evaluation and self-assessment. Plaid Cymru has long since asked for a system of self-improvement where the profession is responsible for their own standards but also where there is an assessment framework in place that is robust and underpins that. You said in a statement last September that you would publish the new framework for the education system as a whole during the autumn of this year. Clearly, today, now, you have confirmed that you will do that next year. You've touched on this in a previous response, but I would like to understand why we've seen this delay. You referred to the fact that you were linking this process with the introduction of the curriculum, and one can understand the rationale underpinning that, but when will this be fully operational across Wales? What's your aim in terms of getting this framework operational and everyone within the education system being accountable to it? I would be pleased to hear confirmation of that. You mentioned in your statement that self-evaluation across a number of different areas will be expected, looking at attainment and pupil well-being, the range of the curriculum available, the capacity for improvement, working with other schools and so on and so forth, and all of those are laudable and are to be encouraged, but how will that be considered in the context of the divergences in terms of the resources available to schools? There is inconsistency. We're looking for consistency in assessment, but there is inconsistency in the resources available in terms of delivering the range of the curriculum in certain areas. In certain areas, there are better budgets available, and that will have a direct impact on the subjects schools can offer. So, whilst I believe that the principles are important and that we should have a coherent system - I think that's the word you used - and that they should be consistent across Wales, the context, of course, varies from one area to another, and that may create some conflict within the system. You're also entirely right in saying that we need to encourage and facilitate sharing good practice, but, again, one of the things that we hear from the sector very often is that there isn't the space and capacity and the slack within the system to release staff members to go and share this good practice, and that, to a certain extent, is acknowledged in the additional resources that you're providing to the flagship schools, in order to enable teachers to go to conferences and share their experiences. So, are there additional resources available in order to implement elements of this framework? Or do you anticipate that there will be some transitional funding for moving from regime to another? I'd be very pleased to hear what the situation is in that regard. It's great to see that the consortia and the Welsh Government will be accountable to corresponding frameworks. I think that sends an important message to teachers and to the sector as a whole that everyone is not only pulling in the same direction, but that everyone is accountable and is playing to the same rulebook, and it introduces an element of equality, which is a positive message in my view. I would also ask whether there is an intention to pilot this at the coalface, because we're all eager to see us moving in that direction and it's important that, if it is to happen, it is done properly. You talk about the need to avoid unintended consequences and introducing a coherent approach across Wales; well, I'm sure that an element of piloting, as part of its introduction, would contribute towards that and would be an important contribution in that regard.
Welsh: A gaf i ddiolch i'r Ysgrifennydd am ei datganiad a chroesawu'r datganiad hefyd? Yn amlwg, byddwn ni eisiau gweld y fframwaith a'r manylion pan fyddan nhw ar gael, ond rydw i'n sicr yn cefnogi'r cyfeiriad rydych chi'n symud tuag ato fe. Yn aml iawn, rŷm ni'n anghofio - yn sicr yn y blynyddoedd a fu, efallai - fod angen ymddiried yn yr athrawon yn fwy, efallai, nag ydym ni wedi gwneud yn y gorffennol. Rydw i wedi dweud hyn yng nghyd-destun adnabod gallu plant a photensial plant i weld cynnydd ac yn y blaen, ac rydw i'n meddwl bod yr un egwyddor yn berthnasol fan hyn, hynny yw symud i hunanwerthuso, i hunanasesu. Mae Plaid Cymru wedi hen alw am system hunanwella lle mae'r proffesiwn yn gyfrifol am eu safonau eu hunain ond lle mae yna, wrth gwrs, fframwaith asesu a gwerthuso cryf yn eistedd y tu ôl i hynny. Mi ddywedoch chi mewn datganiad fis Medi diwethaf y byddech chi'n cyhoeddi'r fframwaith newydd i'r system addysg yn ei gyfanrwydd yn ystod yr hydref eleni. Yn amlwg, heddiw, nawr, rŷch chi'n cadarnhau y byddwch chi'n gwneud hynny y flwyddyn nesaf. Rŷch chi wedi cyffwrdd ar hyn mewn ateb blaenorol, ond mi fuaswn i jest yn licio deall pam yr oedi. Gwnaethoch chi gyfeirio at y ffaith eich bod chi, efallai, yn cyplysu'r broses yma â chyflwyno y cwricwlwm, ac mae rhywun yn deall y rhesymeg y tu ôl i hynny, ond efallai - . Pryd, felly, fydd hwn yn llawn weithredol ar draws Cymru? Beth yw'ch nod chi o safbwynt pryd fydd y fframwaith yma'n gwbl weithredol ac y bydd pawb o fewn y gyfundrefn addysg yn atebol iddo fe? Fe fyddwn i'n falch i glywed hynny. Rŷch chi'n sôn yn eich datganiad y bydd disgwyl hunanwerthuso ar draws nifer o feysydd gwahanol sy'n edrych ar gyflawniad a lles disgyblion, ystod y cwricwlwm sydd ar gael, y capasiti i wella a gweithio gydag ysgolion eraill ac yn y blaen, ac mae hynny i gyd, wrth gwrs, yn agweddau i'w canmol ac i'w hannog, ond sut fydd hynny'n cael ei ystyried yng nghyd-destun yr amrywiaeth sydd yna o adnoddau sydd ar gael i ysgolion? Oherwydd mae yna anghysondeb: rŷm ni'n chwilio am gysondeb yn yr asesu, ond mae yna anghysondeb yn yr adnoddau sydd ar gael i gyflawni, er enghraifft, yr ystod o gwricwlwm sydd ar gael. Mewn rhai ardaloedd, mae yna gyllidebau gwell na'i gilydd, ac mae hynny'n mynd i gael effaith uniongyrchol ar y pynciau y mae ysgolion yn gallu eu cynnig. Felly, rydw i jest yn teimlo, tra bod yr egwyddorion yna yn bwysig a'n bod ni'n gallu cael system gydlynus - ' coherent ' rydw i'n credu rydych chi'n ei ddweud - a chyson ar draws Cymru, mae'r cyd-destun, wrth gwrs, yn amrywio o un ardal i'r llall, ac efallai fod hynny'n mynd i greu rhyw fath o wrthdaro o fewn y system. Rŷch chi hefyd yn berffaith iawn i ddweud bod angen annog a hwyluso rhannu arfer da, ond, eto, un o'r pethau rŷm ni'n eu clywed gan y sector yn aml iawn yw bod yna ddim lle na'r capasiti a'r slac, os liciwch chi, o fewn y system i ryddhau aelodau staff i fynd i sôn am yr arfer da yma sy'n digwydd, ac mae hynny, i raddau, yn cael ei gydnabod yn yr adnoddau ychwanegol rŷch chi'n eu rhoi i'r ysgolion arloesi, er mwyn rhyddhau athrawon i fynd i siarad mewn cynadleddau ac i siarad o'u profiad. Felly, a oes yna adnoddau ychwanegol ar gael i ysgolion er mwyn gweithredu elfennau o'r fframwaith yma? Neu a ydych chi'n rhagweld efallai fod yna ryw arian transitional ar gyfer symud o un gyfundrefn i'r llall? Fe fyddwn i'n falch iawn i glywed beth yw'r sefyllfa yn hynny o beth. Mae'n hyfryd gweld y bydd y consortia a Llywodraeth Cymru yn atebol i fframweithiau cyfatebol. Rydw i'n meddwl bod hynny'n anfon neges bwysig i athrawon ac i'r sector gyfan fod pawb nid yn unig yn tynnu i'r un cyfeiriad, ond bod pawb hefyd yn atebol ac yn chwarae i'r un rheolau, a'i fod yn cyflwyno elfen o gydraddoldeb, sydd yn neges bositif, yn fy marn i. Byddwn i hefyd yn gofyn a oes yna fwriad i beilota hwn ar y ffas lo, oherwydd yn amlwg, rŷm ni i gyd yn awyddus i weld ni'n symud i'r cyfeiriad yna, ond mae'n bwysig, os ydyw'n digwydd, ei fod yn cael ei wneud yn iawn. Rŷch chi'n sôn am yr angen i osgoi unintended consequences, rŷch chi'n ei ddweud, a chyflwyno coherent approach, hynny yw, cyson ar draws Cymru, wel, mae'n debyg y byddai elfen o beilota efallai, yn rhan o'i gyflwyniad e, yn gyfraniad pwysig yn hynny o beth.