English: So, just looking at the £39 million that, over some years, you've already allocated to getting teachers ready for this new curriculum, can you give us some indication of how much of that is going to go to creating time for curriculum designers - both within and among schools? What have the teachers told you so far about how they're going to be able to manage these absences or need for absences, how to create that non-contact time within the school day? I heard your exhortation not to run too quickly with this, but actually, time is running out - 2022 is not that far away. And of course, we'll be looking shortly at legislation, which leaves me a little bit concerned that some of the work on this key element of deliverability implementation, if you like, remains to be completed, and so I have to ask: what will be completed by the time we're at a stage where we're being invited to table amendments to your legislation? You talk about co-construction and practitioners extensively in your statement, and for pedagogy I completely see the purpose in that, but you didn't say anything about communities and families in this co-construction picture. I think that this is going to be essential, particularly for those more sensitive and compulsory areas of the curriculum if they're to work, and to avoid agitated families choosing home schooling for their children in protest at what looks like the loss of their right to withdraw. Can you give us some indication at this stage of, for example, your faith, BAME, I think it's called 'community involvement group', if I'm right, whether that is going to be a central forum or whether there are going to be localised versions of that? Because I'm very keen to understand the role of the community at local level in devising that local curriculum. If there is going to be local input from the community, particularly families, who will be responsible for drawing all that local work together if, as I hope, it's not just about practitioners? What will be the role of the consortia in that particular piece of work? And perhaps just again, as a heads up - I don't expect you to be able to answer that today - but if you can give us some indication of how many withdrawals there have been and perhaps on what grounds over, say, the last five years, so that we can get some elements of early understanding about the problem that could arise as a result of removing parents' rights to withdraw. Could you also give us an indication of how children who are already home schooled through parental choice, but also children who are educated other than at school for other reasons, how they're going to access this new curriculum, particularly as many of them rely on independent external support for the education that they're offering children? I think I've already raised concerns with you about who can access the Hwb platform, and at the moment, independent schools won't be allowed to do that. But I'd like some indication of whether you think independent education providers, other than independent schools, might be able to do that to make sure that are our education-other-than-at-school children aren't disadvantaged. And then, on the issue of prescription, I know exactly where you stand on it. I know you don't want it. I applaud you - I have to say this - for at least referring to emergency lifesaving skills in the guidance. But I wonder if it's asking just a little bit too much. If you could nudge it a little bit further by asking schools to give reasons why they don't include it rather than merely permitting them to include it, because that's not actually moving things on from where we are now. There are so many providers and organisations prepared to do this work, it's not as if demand couldn't be easily met by schools, and I don't want them finding reasons not to do this. I'll leave others - because I'm sure this will happen - to raise with you the issue of status and presence of what you call 'the Welsh dimension' in the curriculum. I'll leave that to somebody else. But there is one more specific I would like to ask of you, actually, Minister. This week, of course, we're reminding ourselves of the horrors of the Holocaust. This is not just history or a point of illustration about genocide or equalities; this is something I think really has to be embedded into our collective DNA. Not just because of the Poles and the Jews and the Roma and the disabled and the LGBT victims, but precisely because it is unimaginable. There is nothing to prevent teaching about the Holocaust, and I accept everything we heard from the Deputy Minister earlier, but would you consider raising the prominence of the Holocaust within the guidance when it goes out to further consultation? Thank you.
Welsh: Felly, wrth edrych ar y £39 miliwn yr ydych chi wedi ei ddyrannu eisoes, dros sawl blwyddyn, i sicrhau bod athrawon yn barod ar gyfer y cwricwlwm newydd hwn, a wnewch chi roi rhyw amcan inni o faint o hynny fydd yn mynd i roi amser i'r rhai sy'n dylunio'r cwricwlwm - o fewn yr ysgolion ac ymysg ysgolion hefyd? Beth mae'r athrawon wedi ei ddweud wrthych chi hyd yn hyn ynghylch sut y byddan nhw'n gallu rheoli'r absenoldebau hyn neu'r angen am absenoldebau, sut i greu'r amser digyswllt hwnnw o fewn y diwrnod ysgol? Roeddwn i'n clywed eich anogaeth i beidio â bwrw ymlaen yn rhy gyflym yn hyn o beth, ond mewn gwirionedd, mae'r amser wedi mynd yn brin - nid yw 2022 mor bell i ffwrdd â hynny. Ac wrth gwrs, fe fyddwn ni'n edrych ar ddeddfwriaeth yn fuan iawn, sy'n fy ngwneud i braidd yn bryderus gan fod peth o'r gwaith ar yr elfen allweddol hon o gyflawni gweithrediad, os mynnwch chi, heb ei gwblhau eto, ac felly mae'n rhaid i mi ofyn: beth fydd wedi cael ei gwblhau erbyn inni gyrraedd y cam y cawn wahoddiad i gyflwyno gwelliannau i'ch deddfwriaeth chi? Rydych chi'n sôn llawer yn eich datganiad am gyd-lunio ac am ymarferwyr, ac o ran addysgeg rwy'n gweld pwrpas hynny'n amlwg, ond nid oeddech yn sôn dim am gymunedau a theuluoedd yn y darlun hwn o gyd-lunio. Rwyf i o'r farn y bydd hyn yn hanfodol, yn enwedig ar gyfer y meysydd mwy sensitif a gorfodol yn y cwricwlwm os ydyn nhw am weithio, ac i osgoi teuluoedd gofidus yn dewis addysg yn y cartref i'w plant fel protest yn erbyn yr hyn a ymddengys yn golled o'r hawl i dynnu'n ôl. A wnewch chi roi rhyw syniad i ni ar y cam hwn, er enghraifft, o'ch ffydd chi, BAME, rwy'n credu y gelwir hyn yn 'grŵp cynnwys cymunedau', os wyf i'n iawn, a fydd hwnnw'n fforwm canolog ynteu a fydd yna fersiynau lleol o hynny? Oherwydd rwy'n awyddus iawn i ddeall beth fydd swyddogaeth y gymuned ar lefel leol wrth lunio'r cwricwlwm lleol hwnnw. Os bydd y gymuned yn cyfrannu'n lleol, a theuluoedd yn enwedig, pwy fydd yn gyfrifol am dynnu'r holl waith lleol hwnnw ynghyd os nad yw hyn, gobeithio, yn ymwneud ag ymarferwyr yn unig? Beth fydd swyddogaeth y consortia yn y darn arbennig hwnnw o waith? Ac efallai unwaith eto, i fod yn graff - nid wyf i'n disgwyl ichi allu ateb hynny heddiw - ond tybed a allwch chi roi rhyw syniad inni o faint o dynnu'n ôl sydd wedi bod ac efallai ar ba sail y bu hynny, dros y pum mlynedd diwethaf, dyweder, fel y gallwn ni gael rhywfaint o ddealltwriaeth gynnar am y broblem a allai godi o ganlyniad i ddileu hawliau rhieni i dynnu'n ôl. A wnewch chi roi syniad inni o'r modd y mae plant sydd eisoes yn cael eu haddysg yn y cartref oherwydd dewis y rhieni, ond hefyd y plant sy'n cael addysg heb fod mewn ysgol am resymau eraill, sut y bydden nhw'n cael mynediad i'r cwricwlwm newydd hwn, yn arbennig gan fod llawer ohonyn nhw'n dibynnu ar gymorth allanol annibynnol ar gyfer yr addysg a gynigir i'r plant? Rwy'n credu fy mod i wedi codi pryderon gyda chi eisoes ynghylch pwy all gael mynediad i blatfform Hwb, ac ar hyn o bryd, ni fydd ysgolion annibynnol yn cael gwneud hynny. Ond fe hoffwn i gael rhyw arwydd o sut yr ydych chi'n credu y gallai darparwyr addysg annibynnol, ar wahân i ysgolion annibynnol, wneud hynny i sicrhau nad yw'r plant nad ydyn nhw mewn ysgol yn cael eu rhoi dan anfantais. Ac yna, ar fater rhagnodi, fe wn i'n hollol eich safbwynt chi yn hyn o beth. Gwn nad ydych chi'n dymuno gweld hynny. Rwy'n eich canmol chi - mae'n rhaid imi ddweud hyn - am gyfeirio o leiaf at sgiliau achub bywyd brys yn y canllawiau. Ond tybed a yw hynny'n gofyn ychydig bach yn ormod. Pe gallech chi ei wthio ychydig ymhellach drwy ofyn i ysgolion roi rhesymau pam nad ydyn nhw'n ei gynnwys yn hytrach na chaniatáu iddyn nhw ei gynnwys, oherwydd nid yw hynny mewn gwirionedd yn symud pethau ymlaen o'n sefyllfa bresennol ni. Mae yna gymaint o ddarparwyr a sefydliadau sy'n barod i wneud y gwaith hwn, nid yw fel pe na allai ysgolion fodloni'r galw'n hawdd, ac nid wyf yn awyddus i'w gweld yn dod o hyd i resymau i beidio â gwneud hyn. Fe roddaf gyfle i eraill - gan fy mod i'n siŵr y bydd hyn yn digwydd - godi mater statws a phresenoldeb yr hyn yr ydych chi'n ei alw yn 'ddimensiwn Cymreig' yn y cwricwlwm. Rwyf am adael hynny i rywun arall. Ond mae yna un peth mwy penodol yr hoffwn i ei ofyn i chi, Gweinidog. Yr wythnos hon, wrth gwrs, rydym ni'n cofio am erchyllterau'r Holocost. Nid hanes yn unig yw hyn ac nid rhywbeth sy'n cael ei ddarlunio fel enghraifft ynghylch hil-laddiad neu gydraddoldeb; yn fy marn i, mae hyn yn rhywbeth y mae'n rhaid ei ymgorffori yn ein DNA cyfunol. Nid yn unig oherwydd y Pwyliaid a'r Iddewon a'r Roma a'r bobl anabl a'r bobl Lesbiaidd, Hoyw, Ddeurywiol a Thrawsrywiol a ddioddefodd, ond am ei fod yn rhywbeth sy'n wir annirnadwy. Does dim angen atal addysgu am yr Holocost, ac rwy'n derbyn popeth a glywsom ni gan y Dirprwy Weinidog yn gynharach, ond a fyddech chi'n ystyried rhoi lle blaenllaw i'r Holocost o fewn y canllawiau pan fyddant yn mynd allan i ymgynghoriad pellach? Diolch.