English: Thank you very much, Llyr, for your welcome of the statement. Just to provide clarity, I am accepting all the recommendations of the report in principle, and I want to make progress on all of them, the most important of which is to ensure that, as we move to our new curriculum, RSE will be a statutory part of that curriculum, which is new policy. It wasn't the intention initially to make it a statutory part of the curriculum. The review has made that recommendation, and I'm accepting that review, and, when we come to legislate for the curriculum, then Members across the Chamber will see that reflected in the legislation that we will bring forward that will enact the new curriculum. So, that is a significant change. The second recommendation was around - this is why it's accepted in principle - changing the name. Because the report says we should call it sexuality and relationship education. Actually, I'm going to call it relationship and sexuality education. I'm doing that because I want to focus on the issue of relationships, of whatever kind, because I think it is relationships that are the backbone of all of our lives. As I said in my statement, whether that's a relationship with a sexual partner or a relationship with our friends, it is the ability to develop and maintain healthy, fulfilling relationships that is a building block of our happiness and our well-being, and I really want relationships to be at the forefront of what we're talking about to our children. So, it's a slight change from what the panel recommended. You'll also be aware, in the report, that there was a strong, strong emphasis on the need to develop our staff, because we need our teachers to be confident about addressing these issues with children and young people. I'm accepting that. The money that we're talking about today is to begin that process of identifying immediate professional learning needs that we have in the current system. Alongside that, as we work forward with our professional learning pioneers as part of our curriculum reform, there are other opportunities to think about the professional learning needs we will need to have for the successful delivery of the new curriculum. We also need to take up the opportunity of our reforms of our ITE provision also to ensure that these issues are addressed, because we need to have good-quality teachers who are confident, as I said, to be able to address these issues. The curriculum is of a statutory nature, so that will apply to all schools that have statutory age children. So, that's five to 16, and all schools will be required to deliver that part of the curriculum. For schools of a religious nature, we will continue to have ongoing discussions with that particular sector about how this new curriculum will affect their delivery, but I have to say we've had engagement with schools of a religious character in the development of the policy. I myself had a discussion with the Archbishop of Wales about it recently, and there is an understanding across all schools of the necessity of equipping our children with the knowledge that they need, because they recognise, just like Darren Millar did, the very real dangers that sometimes our children and young people are facing. And they understand that they want to ensure that their children have good mental health, good physical health, can equip themselves to develop those good relationships that we all want to see for our children, and, crucially, keep them safe.
Welsh: Diolch yn fawr iawn, Llyr, am eich croeso i'r datganiad. Dim ond i egluro, rwy'n derbyn holl argymhellion yr adroddiad mewn egwyddor, ac rwy'n dymuno gwneud cynnydd ar bob un ohonyn nhw, y pwysicaf ohonyn nhw yw sicrhau, wrth inni symud at ein cwricwlwm newydd, y bydd RSE yn rhan statudol o'r cwricwlwm hwnnw, sydd yn bolisi newydd. Nid oedd yn fwriad i ddechrau i'w wneud yn rhan statudol o'r cwricwlwm. Mae'r adolygiad wedi gwneud yr argymhelliad hwnnw, ac rwy'n derbyn yr adolygiad hwnnw, a, phan ddeuwn i ddeddfu ar gyfer y cwricwlwm, yna bydd Aelodau ar draws y Siambr yn gweld hynny wedi'i adlewyrchu yn y ddeddfwriaeth y byddwn yn ei chyflwyno fydd yn deddfu'r cwricwlwm newydd. Felly, mae hynny'n newid sylweddol. Roedd yr ail argymhelliad ynghylch - dyna pam y mae'n cael ei dderbyn mewn egwyddor - newid yr enw. Am fod yr adroddiad yn dweud y dylem ni ei galw'n addysg rhywioldeb a pherthnasoedd. Mewn gwirionedd, rwy'n mynd i'w galw yn addysg perthnasoedd a rhywioldeb. Rwy'n gwneud hynny oherwydd fy mod am ganolbwyntio ar fater perthnasoedd, o ba bynnag fath, oherwydd credaf mai perthnasoedd yw asgwrn cefn ein bywydau. Fel y dywedais yn fy natganiad, boed hynny yn berthynas â phartner rhywiol neu'n berthynas â'n ffrindiau, mae'r gallu i ddatblygu a chynnal perthnasoedd, boddhaus yn floc adeiladu i'n hapusrwydd a'n lles, ac rwy'n awyddus iawn i berthnasoedd fod yn flaenllaw yn yr hyn yr ydym ni'n sôn amdano gyda'n plant. Felly, mae'n newid bach o'r hyn a argymhellodd y panel. Byddwch chi hefyd yn ymwybodol, yn yr adroddiad, y bu pwyslais cryf, cryf ar yr angen i ddatblygu ein staff, oherwydd rydym ni angen i'n hathrawon fod yn hyderus ynghylch mynd i'r afael â'r materion hyn gyda phlant a phobl ifanc. Rwy'n derbyn hynny. Mae'r arian yr ydym ni'n sôn amdano heddiw ar gyfer dechrau ar y broses honno o nodi anghenion dysgu proffesiynol uniongyrchol sydd gennym yn y system bresennol. Ochr yn ochr â hynny, wrth inni weithio ymlaen gyda'n harloeswyr dysgu proffesiynol fel rhan o ddiwygio ein cwricwlwm, ceir cyfleoedd eraill i feddwl am yr anghenion dysgu proffesiynol y bydd angen inni eu cael ar gyfer cyflwyno'r cwricwlwm newydd yn llwyddiannus. Mae angen inni achub ar y cyfle yn ein diwygiadau o'n darpariaeth addysg gychwynnol i athrawon hefyd er mwyn sicrhau yr ymdrinnir â'r materion hyn, oherwydd mae arnom ni angen athrawon o ansawdd da sy'n hyderus, fel y dywedais, i allu mynd i'r afael â'r materion hyn hefyd. Mae'r cwricwlwm yn statudol ei natur, felly bydd hynny'n berthnasol i bob ysgol sydd â phlant o oedran statudol. Felly, mae hynny o bump i 16, a bydd yn ofynnol i bob ysgol ddarparu'r rhan honno o'r cwricwlwm. Ar gyfer ysgolion o natur grefyddol, byddwn yn parhau i gael trafodaethau parhaus gyda'r sector penodol hwnnw ynghylch sut y bydd y cwricwlwm newydd hwn yn effeithio ar eu cyflawni, ond rhaid imi ddweud ein bod wedi cael ymgysylltiad ag ysgolion o gymeriad crefyddol yn natblygiad y polisi. Rwyf i fy hun wedi cael trafodaeth gydag Archesgob Cymru amdano yn ddiweddar, ac mae dealltwriaeth ar draws pob ysgol o'r angen i arfogi ein plant â'r wybodaeth y mae ei hangen arnyn nhw, oherwydd maen nhw'n cydnabod, fel y gwnaeth Darren Millar, y peryglon gwirioneddol iawn sy'n wynebu ein plant a'n pobl ifanc weithiau. Ac maen nhw'n deall eu bod am sicrhau bod eu plant ag iechyd meddwl da, iechyd corfforol da, y gallan nhw eu harfogi eu hunain i ddatblygu'r perthnasoedd da hynny yr ydym ni i gyd am eu gweld ar gyfer ein plant, ac, yn hollbwysig, eu cadw'n ddiogel.