English: I thank Laura Anne Jones for the constructive questions that she has raised today and for the support that she's given to the proposals that I've announced in my statement. She asked whether the proposals were the right way of going about ensuring consistency of provision across Wales, and I can confirm to her that they are. The model that we've adopted to deliver the National Music Service is essentially a hub-based model, so the WLGA will be the national body on a Wales-wide basis, but working with the music services in all parts of Wales together, and other agencies as well, to deliver the service, and I think there are twin objectives, really. One is to ensure, as she says in her question, a greater consistency in all parts of Wales of the offer available and also, by working together, to increase the range of options available to pupils in schools in Wales. The First Minister and I were at St Joseph's school in Swansea yesterday, and we were able ourselves to experience a range of instruments, which the pupils were having a fantastic time playing. And our ambition is to see that happening in all parts of Wales. The other point that she made in her question relates to the variability of the experience of the teaching workforce in different parts of Wales. A component of the plan, which is to undertake a review of terms and conditions of local authority hosted music tutors to ensure a greater consistency across Wales, is also an important dimension in that picture. In relation to the point that she made about accessibility and instruments, she will remember the announcement that we made at the end of last year of almost £7 million-worth of investment to purchase instruments, and what we will be developing as part of this plan is a Wales-wide library of instruments so that we know what is where and what's available to support the ambitions of our young people, but also, importantly, to provide access to the ensemble experience, which is important outside the world of the school as well. In terms of the progression question that she raised, there'll be, in the primary stage, at least half a term of free music taster sessions, so that young people can explore their tastes and preferences, if you like, in terms of instruments. But it's an important focus for this plan to make sure that music tuition remains accessible throughout a child's and young person's journey through school. So, for example, we will also be looking at agreeing a maximum charge for music tuition across the system. And also, if anyone is undertaking music tuition as part of their GCSE or, in fact, an A-level, that that will also be free. And for those learners who would not otherwise be able to afford tuition or an instrument because of the circumstances of their family, those will be prioritised for support as part of the plan. The point that she makes about FSM eligibility as being a criterion that is relevant here is actually a common question across a number of areas of Government policy. Of course, FSM eligibility will still be a relevant criterion for secondary, and we are working on a set of metrics that will apply across the range of eligibility that we are responsible for. Lastly, on the point in relation to the curriculum, the role of the music services in relation to the curriculum as part of this plan is essentially to support teachers to deliver the curriculum. Obviously, the design of the curriculum remains in the hands of the teachers themselves, but the tutors under the plan, under the service, will be able to support and signpost and advise the range of experiences that are available to young people as part of their service. So, they'll be working very much hand in hand with classroom teachers, and there'll be a range of professional learning resources that will be provided in order to support that work that the WLGA, the consortia and local authorities will be feeding into to make sure that it's consistent with the needs of the curriculum.
Welsh: Diolch i Laura Anne Jones am y cwestiynau adeiladol y mae wedi'u codi heddiw ac am y gefnogaeth y mae wedi'i rhoi i'r cynigion yr wyf i wedi'u cyhoeddi yn fy natganiad. Gofynnodd ai'r cynigion oedd y ffordd iawn o fynd ati i sicrhau cysondeb yn y ddarpariaeth ledled Cymru, a gallaf i gadarnhau wrthi mai'r cynigion yw'r ffordd iawn. Mae'r model yr ydym ni wedi'i fabwysiadu i ddarparu'r Gwasanaeth Cerddoriaeth Cenedlaethol yn fodel sy'n seiliedig ar hybiau, felly CLlLC fydd y corff cenedlaethol ledled Cymru, ond yn gweithio ar y cyd gyda'r gwasanaethau cerddoriaeth ym mhob rhan o Gymru, ac asiantaethau eraill hefyd, i ddarparu'r gwasanaeth, ac rwy'n credu bod dau amcan, mewn gwirionedd. Un yw sicrhau, fel y dywedodd hi yn ei chwestiwn, fod mwy o gysondeb ym mhob rhan o Gymru o ran y cynnig sydd ar gael a hefyd, drwy gydweithio, i gynyddu'r amrywiaeth o ddewisiadau sydd ar gael i ddisgyblion mewn ysgolion yng Nghymru. Roedd y Prif Weinidog a minnau yn ysgol San Joseff yn Abertawe ddoe, ac roeddem ni'n gallu profi amrywiaeth o offerynnau, yr oedd y disgyblion yn cael amser gwych yn eu chwarae. A'n huchelgais ni yw gweld hynny'n digwydd ym mhob rhan o Gymru. Mae'r pwynt arall y gwnaeth hi yn ei chwestiwn yn ymwneud ag amrywioldeb profiad y gweithlu addysgu mewn gwahanol rannau o Gymru. Mae elfen o'r cynllun, sef cynnal adolygiad o delerau ac amodau tiwtoriaid cerddoriaeth a gynhelir gan awdurdodau lleol er mwyn sicrhau mwy o gysondeb ledled Cymru, hefyd yn agwedd bwysig yn y darlun hwnnw. O ran y pwynt y gwnaeth hi am hygyrchedd ac offerynnau, bydd hi'n cofio'r cyhoeddiad y gwnaethom ni ddiwedd y llynedd ynghylch bron i £7 miliwn o fuddsoddiad i brynu offerynnau, a'r hyn y byddwn ni'n ei ddatblygu fel rhan o'r cynllun hwn yw llyfrgell o offerynnau i Gymru gyfan fel ein bod ni'n gwybod beth sydd ar gael i gefnogi uchelgeisiau ein pobl ifanc, a lle y maen nhw, ond hefyd, yn bwysig, i ddarparu cyfle i fanteisio ar brofiad ensemble, sy'n bwysig y tu allan i fyd yr ysgol hefyd. O ran y cwestiwn dilyniant a gafodd ei godi ganddi, bydd o leiaf hanner tymor o sesiynau blasu cerddoriaeth am ddim yn y cyfnod cynradd, fel y gall pobl ifanc archwilio eu chwaeth a'u dewisiadau, os mynnwch chi, o ran offerynnau. Ond mae'n ganolbwynt pwysig i'r cynllun hwn sicrhau bod hyfforddiant cerddoriaeth yn parhau i fod ar gael drwy gydol taith plentyn a pherson ifanc drwy'r ysgol. Felly, er enghraifft, byddwn ni hefyd yn ystyried cytuno ar uchafswm tâl am hyfforddiant cerddoriaeth ledled y system. A hefyd, os oes unrhyw un yn ymgymryd â hyfforddiant cerddoriaeth fel rhan o'u TGAU neu, mewn gwirionedd, Safon Uwch, bydd hynny am ddim hefyd. Ac i'r dysgwyr hynny na fydden nhw fel arall yn gallu fforddio hyfforddiant neu offeryn oherwydd amgylchiadau eu teulu, bydd y rheini'n cael eu blaenoriaethu ar gyfer cymorth fel rhan o'r cynllun. Mae'r pwynt y mae'n ei wneud ynghylch cymhwysedd i gael prydau ysgol am ddim fel maen prawf sy'n berthnasol yma mewn gwirionedd yn gwestiwn cyffredin ledled nifer o feysydd polisi'r Llywodraeth. Wrth gwrs, bydd cymhwysedd i gael prydau ysgol am ddim yn dal i fod yn faen prawf perthnasol ar gyfer ysgolion uwchradd, ac rydym ni'n gweithio ar gyfres o fetrigau a fydd yn berthnasol i'r amrywiaeth o gymhwysedd yr ydym ni'n gyfrifol amdano. Yn olaf, o ran y pwynt ynglŷn â'r cwricwlwm, yn y bôn swyddogaeth y gwasanaethau cerddoriaeth o ran y cwricwlwm fel rhan o'r cynllun hwn yw cefnogi athrawon i gyflwyno'r cwricwlwm. Yn amlwg, mae cynllun y cwricwlwm yn parhau yn nwylo'r athrawon eu hunain, ond bydd y tiwtoriaid o dan y cynllun, o dan y gwasanaeth, yn gallu cefnogi a chyfeirio a chynghori ynghylch yr amrywiaeth o brofiadau sydd ar gael i bobl ifanc fel rhan o'u gwasanaeth. Felly, byddan nhw'n gweithio law yn llaw ag athrawon dosbarth, a bydd amrywiaeth o adnoddau dysgu proffesiynol a fydd yn cael eu darparu er mwyn cefnogi'r gwaith hwnnw y bydd CLlLC, y consortia ac awdurdodau lleol yn cyfrannu iddo er mwyn sicrhau ei fod yn gyson ag anghenion y cwricwlwm.