English: Well, I think that's a really important point and, as you say, it reflects one of the points that Sam Kurtz was making in his question as well. There is a balance to be struck, isn't there, as you're changing an entire system between central direction and the kind of flexibility and devolution, if you like, to schools of the ability to design and implement a curriculum that works for their communities and their learners. And, in a sense, there's an inherent tension there. I'm clear that it's a curriculum for Wales, and so the professional learning and resources available to teachers in any one part of Wales through their consortia, for example, should be available to those in any part of Wales. So, one of the initiatives that we've taken at the end of last year is to provide a common access point so that any practitioner in any part of Wales can access all of that professional learning and resources. I think that's an important part, but it's not the end of the story. The other aspect is to make sure that there's a consistent framework for accountability across the system, which is what we have with the new approach that Estyn is rolling out, either through the national network, as I mentioned earlier, or, crucially, through the work of clusters. And I think we also saw, by the way, very effective cluster working in our visit to Llangynwyd, when we met with a primary school head as well. I thought that seemed to me to be a very strong set of working relationships, and that's what we need to see. If there's any head in any school in Wales that has reservations about whether their cluster is working in the way they would want to see, I would really encourage them to make that a priority, because I think it's pretty fundamental to the success of the reforms.
Welsh: Wel, rwy'n credu bod hwnnw'n bwynt pwysig iawn, ac fel y dywedwch, mae'n adlewyrchu un o'r pwyntiau a gododd Sam Kurtz yn ei gwestiwn hefyd. Mae angen taro cydbwysedd, onid oes, gan eich bod yn newid system gyfan rhwng cyfarwyddyd canolog a'r math o hyblygrwydd a datganoli, os hoffech, i ysgolion y gallu i gynllunio a gweithredu cwricwlwm sy'n gweithio i'w cymunedau a'u dysgwyr. Ac ar un ystyr mae yna densiwn cynhenid yno. Rwy'n glir mai cwricwlwm i Gymru ydyw, ac felly dylai'r dysgu proffesiynol a'r adnoddau sydd ar gael i athrawon mewn unrhyw ran o Gymru drwy eu consortia, er enghraifft, fod ar gael i'r rheini yn unrhyw ran o Gymru. Felly, un o'r pethau a wnaethom ar ddiwedd y llynedd oedd darparu pwynt mynediad cyffredin fel bod unrhyw addysgwr yn unrhyw ran o Gymru yn gallu cael mynediad at yr holl adnoddau a'r dysgu proffesiynol hwnnw. Rwy'n credu bod hynny'n bwysig, ond nid dyna ddiwedd y stori. Yr agwedd arall yw gwneud yn siŵr fod fframwaith cyson ar gael ar gyfer atebolrwydd ar draws y system, sef yr hyn sydd gennym gyda'r dull newydd y mae Estyn yn ei gyflwyno, naill ai drwy'r rhwydwaith cenedlaethol fel y soniais yn gynharach, neu, yn hollbwysig, drwy waith y clystyrau. Ac rwy'n credu hefyd, gyda llaw, ein bod wedi gweld gwaith clwstwr effeithiol iawn yn ein hymweliad â Llangynwyd, pan wnaethom gyfarfod â phennaeth ysgol gynradd yn ogystal. Roedd hi'n ymddangos bod yna set gref iawn o berthnasoedd gwaith yno, a dyna sydd angen inni ei weld. Os oes unrhyw bennaeth mewn unrhyw ysgol yng Nghymru sydd ag amheuon ynglŷn ag a yw eu clwstwr yn gweithio yn y ffordd y byddent eisiau ei gweld, byddwn yn eu hannog i wneud hynny'n flaenoriaeth, oherwydd rwy'n credu ei fod yn eithaf sylfaenol i lwyddiant y diwygiadau.