English: I thank the Member and I thank her for the welcome that she gave for the statement, and I detect the enthusiasm that she has for the curriculum, despite the challenges that she sets for me. So, I welcome that commitment to the new curriculum, which she clearly has. In relation to the points that she raised, they fall into a number of categories: one was in relation to the availability of professional learning. We spend significant amounts of money as a Government in commissioning and funding the commissioning of professional learning, and there is a very significant body of resource and material and training available to teachers, at all levels of their journey, as she was describing in her question. She will know that two of the measures that I announced earlier this year, in fact, go to the heart of the challenges that she sets in her questions. The first is around ensuring that a teacher in any part of Wales is able to make the best use of resources that are being created in any other parts of Wales, through school improvement services, be they in consortia or in local authority services themselves. And so, from the beginning of next term, there will be a common access arrangement, so that it doesn't, as it were, matter in which consortium area you find yourself practising, you will have access to that national offer of professional learning. And the second way in which we are already addressing the point that the Member raised in her questions is around the entitlement that will be launched, again at the start of the next term, and that will spell out for teachers, at different points of their professional journey, what their entitlement is for professional learning and where to find it. And alongside that piece of work, there is a project already under way - it's been under way for some time - to improve the navigability, the searchability, the ability to discover professional learning on Hwb, where most teachers are currently able to access the materials that we commission and that the consortia commission as well. And, you know, she will know that the ethos of professional learning in Wales is that that is a journey that each individual practitioner is on, but our task as a Government, which the entitlement gets to grips with, is to provide the architecture of that, so that it can be done as simply as possible and as accessibly as possible for individual practitioners. She raised a number of questions around the balance between a national framework and local decision making, and I think that's been part of the debate about the curriculum from the very start. This is a curriculum that has a high level of devolution, if you like, to schools. In a sense, we're freeing schools up to be able to give learners their individual learning journey, and that is the excitement at the heart of the curriculum, but it also involves, obviously, a common set of purposes, a common set of expectations. The cross-curricular requirements are the same in all parts of Wales, and the moderation, the cluster working and the connection between schools in a network will go to that standardisation of a consistent standard across the system, but allowing that local creativity and flourishing and the connection between schools and their communities. She asked about the evaluation and what the measures are for success, and she will have seen, I'm sure, the recent publication that set out advice to us as a Government around how we can ensure that we have the tools, if you like, to evaluate over the long term. This is a long-term change to our systems, isn't it, as she would recognise? So, in the autumn term, I'll be saying a lot more about what we are doing in that space, some of it is about commissioning new data, but some of it is also about making sure we have the research capacity and ongoing research projects to be able to evaluate in real time. The beauty of the curriculum is its capacity to evolve and respond to what we learn through that process, but also through the work of the national network, which is already having a very tangible effect on the evolution of the curriculum. Estyn, as well, has an important role as the school inspectorate in assessing the capacity of schools to deliver the curriculum, develop their curriculum, but also their capacity for self-improvement, which she will know from last week's statement is an essential part of our success. I welcome the challenge, but I welcome the underlying commitment to the curriculum that her questions obviously reveal.
Welsh: Diolch i'r Aelod a diolch iddi am y croeso a roddodd i'r datganiad, ac rwy'n nodi'r brwdfrydedd sydd ganddi dros y cwricwlwm, er gwaethaf yr heriau mae'n eu gosod i mi. Felly, rydw i'n croesawu'r ymrwymiad hwnnw i'r cwricwlwm newydd, y mae'n amlwg sydd ganddi. O ran y pwyntiau mae hi wedi'u codi, maen nhw'n perthyn i nifer o gategorïau: roedd un yn ymwneud â'r ffaith bod dysgu proffesiynol ar gael. Rydym ni'n gwario symiau sylweddol o arian fel Llywodraeth wrth gomisiynu ac ariannu'r gwaith o gomisiynu dysgu proffesiynol, ac mae corff sylweddol iawn o adnoddau a deunydd a hyfforddiant ar gael i athrawon, ar bob lefel o'u taith, fel yr oedd yn ei ddisgrifio yn ei chwestiwn. Bydd yn gwybod bod dau o'r mesurau a gyhoeddais yn gynharach eleni, mewn gwirionedd, yn mynd at wraidd yr heriau mae'n eu gosod yn ei chwestiynau. Mae'r cyntaf yn ymwneud â sicrhau bod athro mewn unrhyw ran o Gymru yn gallu gwneud y defnydd gorau o adnoddau sy'n cael eu creu mewn unrhyw rannau eraill o Gymru, drwy wasanaethau gwella ysgolion, boed hynny mewn consortia neu mewn gwasanaethau awdurdodau lleol eu hunain. Ac felly, o ddechrau'r tymor nesaf, bydd yna drefniant mynediad cyffredin, fel nad yw, fel petai, yn bwysig ym mha ardal gonsortiwm rydych chi'n ymarfer, bydd gennych chi fynediad i'r cynnig cenedlaethol hwnnw o ddysgu proffesiynol. Ac mae'r ail ffordd yr ydym ni'n ei ddefnyddio eisoes i fynd i'r afael â'r pwynt a godwyd gan yr Aelod yn ei chwestiynau yn ymwneud â'r hawl a gaiff ei lansio, eto ar ddechrau'r tymor nesaf, a bydd hynny'n egluro i athrawon, ar wahanol adegau o'u taith broffesiynol, beth yw eu hawl i ddysgu proffesiynol a ble i ddod o hyd iddo. Ac ochr yn ochr â'r darn hwnnw o waith, mae prosiect eisoes ar y gweill - mae wedi bod ar y gweill ers peth amser - i wella'r llywiadwyedd, y gallu i chwilio, y gallu i ddarganfod dysgu proffesiynol ar Hwb, lle mae'r rhan fwyaf o athrawon ar hyn o bryd yn gallu cael gafael ar y deunyddiau rydym ni'n eu comisiynu ac mae'r consortia'n comisiynu hefyd. Ac, fe wyddoch chi, bydd hi'n gwybod mai ethos dysgu proffesiynol yng Nghymru yw bod honno'n daith y mae pob ymarferydd unigol arni, ond ein tasg ni fel Llywodraeth, y mae'r hawl yn mynd i'r afael â hi, yw darparu pensaernïaeth hynny, fel y gellir ei wneud mor syml â phosibl ac mor hygyrch â phosibl i ymarferwyr unigol. Cododd nifer o gwestiynau ynghylch y cydbwysedd rhwng fframwaith cenedlaethol a gwneud penderfyniadau lleol, ac rwy'n credu bod hynny wedi bod yn rhan o'r ddadl am y cwricwlwm o'r cychwyn cyntaf. Mae hwn yn gwricwlwm sydd â lefel uchel o ddatganoli, os mynnwch chi, i ysgolion. Ar un ystyr, rydym ni'n rhyddhau ysgolion i allu rhoi eu taith ddysgu unigol i ddysgwyr, a dyna'r cyffro sydd wrth wraidd y cwricwlwm, ond mae hefyd yn cynnwys, yn amlwg, set gyffredin o ddibenion, set gyffredin o ddisgwyliadau. Mae'r gofynion trawsgwricwlaidd yr un fath ym mhob rhan o Gymru, a bydd y cymedroli, y gwaith clwstwr a'r cysylltiad rhwng ysgolion mewn rhwydwaith yn mynd i'r safoni hwnnw o safon gyson ar draws y system, ond gan ganiatáu'r creadigrwydd lleol hwnnw a ffynnu a'r cysylltiad rhwng ysgolion a'u cymunedau. Gofynnodd am y gwerthusiad a beth yw'r mesurau ar gyfer llwyddiant, a bydd wedi gweld, rwy'n siŵr, y cyhoeddiad diweddar a oedd yn rhoi cyngor i ni fel Llywodraeth ynghylch sut y gallwn ni sicrhau bod gennym ni'r arfau, os mynnwch chi, i werthuso dros y tymor hir. Mae hwn yn newid hirdymor i'n systemau, onid yw, fel y byddai hi'n cydnabod? Felly, yn nhymor yr hydref, byddaf yn dweud llawer mwy am yr hyn yr ydym ni'n ei wneud yn y maes hwnnw, mae rhywfaint ohono'n ymwneud â chomisiynu data newydd, ond mae rhywfaint ohono hefyd yn ymwneud â sicrhau bod gennym ni'r capasiti ymchwil a'r prosiectau ymchwil parhaus i allu eu gwerthuso mewn amser real. Y peth gwych am y cwricwlwm yw ei allu i esblygu ac ymateb i'r hyn y byddwn ni'n ei ddysgu drwy'r broses honno, ond hefyd drwy waith y rhwydwaith cenedlaethol, sydd eisoes yn cael effaith wirioneddol iawn ar esblygiad y cwricwlwm. Mae gan Estyn hefyd rôl bwysig fel yr arolygiaeth ysgolion wrth asesu gallu ysgolion i gyflwyno'r cwricwlwm, datblygu eu cwricwlwm, ond hefyd eu gallu i hunanwella, y bydd yn gwybod o ddatganiad yr wythnos diwethaf ei fod yn rhan hanfodol o'n llwyddiant. Rwyf i'n croesawu'r her, ond rwyf i'n croesawu'r ymrwymiad sylfaenol i'r cwricwlwm y mae ei chwestiynau hi'n amlwg yn ei ddatgelu.