English: I thank Heledd Fychan for the range of questions. I'll try my best to answer them as best I can. In terms of the challenge that COVID has posed, she is right to say that that has meant that some experiences have been positive - that is, people learning Welsh for the first time - but also challenges in terms of some deciding to take their children out of Welsh education. The picture is quite inconsistent, I would say, across Wales. There are positive examples, as well as the examples that were less positive that the Member mentioned. The work that we invested in in terms of re-immersion and the work that RhAG is doing with us is tackling how we can ensure that that doesn't happen and that parents can continue with their commitment to the Welsh language for their children. I do accept the point that you make in terms of data gathering on decisions. That's part of the work that we're looking at at present. In terms of the broader question of equity of access to the Welsh language, I do agree with that aim. That is the purpose of the Welsh-medium education Bill that we have in the pipeline. We will be working with Plaid Cymru on that. The geographical element is very important to that. Numbers are important, in terms of scrutiny and in terms of reaching the aim, but the geographical element is also important in terms of where the provision is and where the communities that need the schools are. Transport is an element of that as well. In terms of the final point, in terms of the qualification, it's easy to say - if I can put it this way - that we need to get rid of the second language qualification and that we want one qualification, but what does that mean on the ground? I have heard people say, 'Well, maybe you have a joint qualification for everyone, and then a different element that corresponds with the different levels of skills.' At the end of the day, you have two qualifications in that world as well. So, the important thing is the point that you made, that there isn't a ceiling on your ability to learn Welsh. It is a part of the current plan of Qualifications Wales to have an additional qualification in English-medium schools where it's possible to go beyond GCSE, if you like, in the school. I think that that is a very interesting idea for us to examine, to ensure that there is progression for people doing the new GCSE. In terms of the numbers, you asked, 'Why wait til the Bill?' And the positive answer is that we're not waiting til the Bill. The work has been ongoing with stakeholders on looking at a draft plan and we'll be discussing that further with you. We need to be creative, I think, in terms of how we attract people to the profession and keep them in the profession, and what are the incentives for doing that, and what's the process of providing support early enough in the school journey so that young people think about teaching through the medium of Welsh as a pathway to an interesting and exciting career. So, there are lots of creative, exciting things that we can do, but it is a challenge; it isn't possible to force people to make that choice. We had 5,000, I think, more or less, teachers who can teach through the medium of Welsh, and we needed 5,500 for this year, so we're short of the target, but it is a challenging situation. You talked about the 10-year plan. Well, we have the strategic 10-year plans, but we need a 10-year recruitment plan that corresponds to that, and that's the work that we're looking forward to doing with you collaboratively.
Welsh: Diolch i Heledd Fychan am ystod o gwestiynau. Fe wnaf i fy ngorau i allu eu hateb nhw'r gorau y gallaf i. O ran yr her mae COVID wedi cyflwyno inni, mae hi'n iawn i ddweud bod hynny wedi golygu bod rhai profiadau wedi bod yn gadarnhaol - hynny yw, pobl yn dysgu Cymraeg am y tro cyntaf - ond hefyd sialensiau o ran rhai yn penderfynu dwyn plant allan o addysg Gymraeg. Mae'r darlun yn eithaf anghyson, buaswn i'n dweud, ar draws Cymru. Mae enghreifftiau cadarnhaol hefyd, ynghyd â'r enghreifftiau efallai oedd yn llai cadarnhaol wnaeth yr Aelod sôn amdanyn nhw. Mae'r gwaith rŷm ni wedi buddsoddi ynddo fe o ran aildrochi a'r gwaith mae RhAG yn ei wneud gyda ni i gyd yn mynd i'r afael â sut gallwn ni sicrhau nad yw hynny'n digwydd a bod rhieni yn gallu parhau yn eu hymroddiad ac ymrwymiad i addysg Gymraeg i'w plant. Dwi'n derbyn y pwynt rŷch chi'n ei wneud o ran casglu data ar benderfyniadau. Mae hynny'n rhan o'r gwaith rŷm ni'n edrych arno fe ar hyn o bryd. O ran y cwestiwn ehangach o fynediad hafal i addysg Gymraeg, rwy'n cytuno'n llwyr gyda'r nod hwnnw. Dyna bwrpas y Bil addysg cyfrwng Gymraeg sydd gyda ni ar y gweill. Byddwn ni'n gweithio ar y cyd gyda Plaid Cymru ar hynny. Mae'r elfen ddaearyddol yn bwysig i hynny. Mae'r rhifau yn bwysig, o ran craffu, o ran cyrraedd y nod, ond mae elfen ddaearyddol bwysig i hynny hefyd o ran lle mae'r ddarpariaeth a lle mae'r cymunedau sydd angen yr ysgolion. Mae trafnidiaeth yn elfen o hynny hefyd. Jest ar y pwynt olaf, o ran y cymhwyster, mae'n hawdd dweud - os caf i ei ddodi fe ffordd hyn - ein bod ni eisiau cael gwared ar ail iaith a bod eisiau un cymhwyster, ond beth mae hynny yn ei olygu ar lawr gwlad? Rwyf wedi clywed pobl yn dweud, 'Wel, efallai eich bod chi'n cael cymhwyster ar y cyd i bawb, a wedyn elfen wahanol sy'n cyfateb i lefel o sgil wahanol.' Ar ddiwedd y dydd, mae gyda chi ddau gymhwyster yn y byd hwnnw hefyd. Felly, y peth pwysig, rwy'n credu, yw'r pwynt wnaethoch chi ei wneud, bod nad oes nenfwd, os hoffech chi, ar eich gallu chi i allu dysgu Cymraeg. Mae e'n rhan o gynllun cyfredol Cymhwysterau Cymru i gael cymhwyster ychwanegol hefyd mewn ysgolion Saesneg lle mae'n bosib mynd tu hwnt i'r TGAU, os hoffwch chi, yn yr ysgol. Rwy'n credu bod hwnnw'n syniad diddorol inni edrych arno fe er mwyn sicrhau bod dilyniant i bobl sydd yn gwneud y TGAU newydd hwnnw. O ran y rhifau, dŷch chi'n dweud, 'Pam aros tan y Bil?' Yr ateb positif yw: dŷn ni ddim yn aros tan y Bil. Mae'r gwaith wedi bod yn mynd yn ei flaen gyda rhanddeiliaid ar edrych ar gynllun drafft ar hyn o bryd. Byddwn ni, wrth gwrs, yn trafod hwnnw ymhellach gyda chi. Mae eisiau bod yn greadigol, rwy'n credu, o ran sut rŷn ni'n denu pobl i'r proffesiwn, eu cynnal nhw yn y proffesiwn, beth yw'r cymhellion i wneud hynny, beth yw'r broses o ddarparu cefnogaeth yn ddigon cynnar yn y siwrnai ysgol bod pobl ifanc yn meddwl am ddysgu drwy'r Gymraeg fel gyrfa gyffrous i'w dilyn. Felly, mae lot o bethau creadigol iawn gallwn ni eu gwneud, ond mae e'n heriol. Dyw hi ddim yn bosib i orfodi pobl i wneud y dewis yna. Roedd gyda ni rhyw 5,000, dwi'n credu, mwy neu lai, o athrawon oedd yn gallu dysgu drwy'r Gymraeg; roedd angen rhyw 5,500 y flwyddyn hon, felly rŷn ni yn brin o'r targed, ond mae'n sefyllfa heriol. Mi wnaethoch chi sôn am y cynllun 10 mlynedd. Mae cynlluniau strategol 10 mlynedd gyda ni; nawr mae angen cynllun recriwtio 10 mlynedd sy'n ateb i hynny, a dyna'r gwaith rŷn ni'n edrych ymlaen at ei wneud ar y cyd gyda chi.