English: Thank you, Minister, very much for your statement. I think, within my group, there is a degree of scepticism around the new curriculum, but I think the passion with which the Minister speaks - we wish to remain engaged in the debate and we haven't, at this stage, decided to oppose it. We'd like to see the Bill in more detail and benefit further from discussions with the Minister. She says that she wants a system that's a source of pride and enjoys public confidence, and I'm sure we would all agree with that. I also think, in principle, the idea that, 30 years on from a 1988 UK curriculum, it might be revised or reconsidered, in principle, isn't one we should rule out. She refers to a truly made-in-Wales curriculum. In that context, could I just ask a little about the role of Professor Donaldson, and in particular the changes that have happened with the Scottish curriculum that haven't been uniformly well written up, and what his role was with that and how it's different, what he's been doing with you, for Wales? You refer to every school having the opportunity to design and implement their own curriculum. Can I clarify: is that a requirement for every school as well as an opportunity, or is there a national curriculum that the school can take and use, and then teachers have more discretion on what they do within it? Or does each school have to do this process, potentially a very substantial process, of developing their own curriculum? I also just wonder about the balance between the traditional disciplines and the connections you're trying to build across the areas of learning and experience - for instance, health and well-being. I certainly know some parents and certainly some of my group have concerns as to what may happen to the rigour with which those traditional disciplines are taught in the new approach. Could she give some reassurance on that? Can I also clarify: is she saying that she is open, potentially, to an amendment during this Bill as to whether English should be a mandatory curriculum element? I may have misunderstood this, but are Plaid Cymru arguing from their previous debate that Welsh should stay as a mandatory requirement but English should be removed from the face of the Bill as a mandatory requirement? Is that really the proposal, and, if so, is that something that she would genuinely consider? And she refers to children knowing their own history, democracy and environment, and I think we can all agree with that as a phrase, but it leaves open to what extent is that history, and democracy particularly, specifically, Welsh and to what extent is it a common British experience. She refers to more people taking a science GCSE, which is great. What about modern foreign languages? Can this new curriculum address the decline in these? And finally, she refers to issuing a progression code with mandatory elements. Could we consider as part of that independently set standard assessment tests at age 11?
Welsh: Diolch yn fawr iawn am eich datganiad, Weinidog. Rwy'n credu bod rhywfaint o amheuaeth ynglŷn â'r cwricwlwm newydd yn fy ngrŵp, ond rwy'n credu bod angerdd y Gweinidog wrth siarad - rydym am barhau i fod yn rhan o'r ddadl ac nid ydym, ar y cam hwn, wedi penderfynu ei wrthwynebu. Hoffem weld y Bil mewn mwy o fanylder a chael mwy o fudd o drafodaethau gyda'r Gweinidog. Mae hi'n dweud ei bod eisiau system sy'n destun balchder ac sy'n mwynhau hyder y cyhoedd, ac rwy'n siŵr y byddem i gyd yn cytuno â hynny. Rwyf hefyd yn meddwl nad yw'r syniad y gellid ei adolygu neu ei ailystyried 30 mlynedd ar ôl cwricwlwm 1988 yn y DU yn un y dylid ei ddiystyru mewn egwyddor. Mae hi'n cyfeirio at gwricwlwm sy'n ddi-os wedi'i wneud yng Nghymru. Yn y cyd-destun hwnnw, a gaf fi ofyn ychydig am rôl yr Athro Donaldson, ac yn arbennig y newidiadau sydd wedi digwydd yng nghwricwlwm yr Alban nad ydynt wedi cael canmoliaeth unfryd, a beth oedd ei rôl gyda hynny a sut y mae'n wahanol, beth y bu'n ei wneud gyda chi, dros Gymru? Rydych yn cyfeirio at bob ysgol yn cael cyfle i gynllunio a gweithredu eu cwricwlwm eu hunain. A gaf fi eglurhad: a yw hynny'n ofyniad ar gyfer pob ysgol yn ogystal â chyfle, neu a oes cwricwlwm cenedlaethol y gall yr ysgol ei gymryd a'i ddefnyddio, a bod gan athrawon fwy o ddisgresiwn wedyn ynglŷn â'r hyn y maent yn ei wneud o'i fewn? Neu a oes raid i bob ysgol ddilyn y broses hon, proses sylweddol iawn o bosibl, o ddatblygu eu cwricwlwm eu hunain? Rwy'n meddwl hefyd am y cydbwysedd rhwng y disgyblaethau traddodiadol a'r cysylltiadau rydych chi'n ceisio eu meithrin ar draws y meysydd dysgu a phrofiad - er enghraifft, iechyd a lles. Rwy'n sicr yn adnabod rhai rhieni ac yn sicr mae gan rai o fy ngrŵp bryderon ynghylch yr hyn a allai ddigwydd i drylwyredd addysgu'r disgyblaethau traddodiadol hynny o fewn y dull newydd. A allai roi rhyw sicrwydd ar hynny? A gaf fi eglurhad hefyd: a yw hi'n dweud ei bod yn agored, o bosibl, i welliant yn ystod taith y Bil mewn perthynas ag a ddylai'r Saesneg fod yn elfen gwricwlaidd orfodol? Efallai fy mod wedi camddeall hyn, ond a yw Plaid Cymru yn dadlau o'u dadl flaenorol y dylai Cymraeg barhau'n ofyniad gorfodol ond y dylid dileu Saesneg oddi ar wyneb y Bil fel gofyniad gorfodol? Ai dyna yw'r cynnig mewn gwirionedd, ac os felly, a yw hynny'n rhywbeth y byddai'n ei ystyried o ddifrif? Ac mae hi'n cyfeirio at blant yn gwybod eu hanes, eu democratiaeth a'u hamgylchedd eu hunain, ac rwy'n credu y gallwn i gyd gytuno â hynny fel ymadrodd, ond mae'n gadael yn agored i ba raddau y mae'r hanes hwnnw, a democratiaeth yn arbennig, yn benodol Gymreig ac i ba raddau y mae'n brofiad Prydeinig cyffredin. Mae'n cyfeirio at fwy o bobl yn astudio TGAU gwyddoniaeth, sy'n wych. Beth am ieithoedd tramor modern? A all y cwricwlwm newydd hwn fynd i'r afael â'r dirywiad yn y rhain? Ac yn olaf, mae hi'n cyfeirio at gyhoeddi cod cynnydd gydag elfennau gorfodol. A allem ystyried tasgau asesu safonol wedi'u gosod yn annibynnol yn 11 oed yn rhan o hynny?