English: Thank you. I completely endorse your approach to relationship and sexuality education, making it compulsory, because in the context of the most advantaged, least deprived secondary school in my constituency, these phones are a major problem. Because they have the police in every single week trying to explain to young people, if they're sharing compromising photographs on their phones, it is going to come back and bite them, either financially or they're going to be sexually exploited. Unless we can get everybody to understand that, we have a major problem. We also know that it's absolutely vital that young people are given non-judgmental guidance on what positive relationships look like, so that the child who's being asked to do inappropriate things is empowered to say 'no' and knows where to go. I find it hypocritical that organisations that have failed to safeguard children and young people adequately from predatory adults are then at the forefront of saying that this should be left to parents. Equally, it's unacceptable that a child of nine has no idea why they're bleeding between the legs because nobody's bothered to tell them about monthly periods. Equally, I feel that the humanists association has got the wrong end of the stick in saying that religious education as a core part of the curriculum is ramming religion down children's throats, because we have to deconstruct religious values and ethics into different areas of teaching and learning so that every child knows the history of religion, which after all has been the cause of more wars than practically anything else, and we continue to have wars fought over religion. So, we need to understand all that. And in a multicultural, multi-ethnic, multi-religious world, we're not going to get very far in teaching respect for difference if we can't ensure all young people understand that people have different beliefs, and ensure that we have core values and ethics, honesty, truthfulness, kindness and empathy. Suzy Davies mentioned the lessons learned from the Holocaust. Well, Dr Martin Stern, who spoke at city hall yesterday, was really clear that what we have to learn from all these 50 genocides that have occurred since the second world war is an understanding that ordinary people can become monsters. He talked about his Bosnian friend who was interrogated by his former science teacher, who had made the transition from being a pedagogue to a murderer. So, all these things; it is vital that we are building up the core curriculum to ensure that we have a civilised society that everybody understands.
Welsh: Diolch. Rwy'n llwyr gefnogi eich agwedd chi tuag at addysg cydberthynas a rhywioldeb, gan ei wneud yn beth gorfodol, oherwydd yng nghyd-destun yr ysgol uwchradd fwyaf breintiedig, leiaf difreintiedig yn fy etholaeth i, mae'r ffonau hyn yn broblem fawr. Mae'r heddlu yno bob yr wythnos yn ceisio egluro i bobl ifanc, os ydyn nhw'n rhannu ffotograffau sy'n peryglu eu henw da ar eu ffonau, yna fe ddaw hynny'n ôl i'w bwrw nhw, naill ai'n ariannol neu byddan nhw'n cael eu hecsbloetio yn rhywiol. Oni bai fod pawb yn deall hynny, mae gennym ni broblem enfawr. Gwyddom hefyd ei bod hi'n gwbl hanfodol bod pobl ifanc yn cael canllawiau anfeirniadol ar ystyr cydberthnas iach, fel bod plentyn y gofynnir iddo wneud pethau amhriodol yn cael ei rymuso i wrthod a'i fod yn gwybod ble i fynd. Credaf ei fod yn rhagrithiol fod sefydliadau sydd wedi methu â diogelu plant a phobl ifanc yn ddigonol rhag oedolion anrheithgar ar flaen y gad wedyn yn dweud y dylid gadael hynny i'r rhieni. Yn yr un modd, mae'n annerbyniol nad oes gan blentyn naw mlwydd oed syniad pam ei bod yn gwaedu rhwng ei choesau gan nad oes neb wedi mynd i'r drafferth o ddweud wrthi am y mislif. Yn yr un modd, rwy'n teimlo bod cymdeithas y dyneiddwyr yn anghywir i ddweud bod addysg grefyddol fel rhan greiddiol o'r cwricwlwm yn stwffio crefydd i lawr corn gyddfau'r plant. Oherwydd mae'n rhaid i ni ddadadeiladu gwerthoedd a moeseg crefyddol i wahanol feysydd dysgu ac addysgu fel bod pob plentyn yn gwybod am hanes crefydd, sydd wedi'r cyfan wedi bod yn achos mwy o ryfeloedd nag unrhyw beth arall bron, ac mae rhyfeloedd yn dal i gael eu hymladd yn enw crefydd. Felly, mae angen inni ddeall y cyfan o hynny. Ac mewn byd amlddiwylliannol, amlboblogaeth, amlethnig, nid ydym yn mynd i fynd ymhell iawn o ran dysgu pobl ifanc i barchu gwahaniaeth os na allwn sicrhau bod pobl ifanc yn deall bod gwahanol gredoau gan bobl, a sicrhau bod gennym ni werthoedd a moeseg craidd, gonestrwydd, trugaredd, caredigrwydd a chydymdeimlad. Fe soniodd Suzy Davies am y gwersi a ddysgwyd o'r Holocost. Wel, roedd Dr Martin Stern, a siaradodd yn neuadd y ddinas ddoe, yn gwbl glir mai'r hyn sydd gennym ni i'w ddysgu o'r 50 hil-laddiad sydd wedi digwydd ers yr ail ryfel byd yw dealltwriaeth o'r ffaith y gall pobl gyffredin ddatblygu i fod yn fwystfilod. Soniodd am ei gyfaill o Bosnia a gafodd ei holi gan ei gyn athro gwyddoniaeth, a oedd wedi trawsnewid o fod yn addysgwr i fod yn llofrudd. Felly, y pethau hyn i gyd; mae'n hanfodol ein bod ni'n llunio'r cwricwlwm craidd i sicrhau bod gennym ni gymdeithas wâr y mae pawb yn ei deall.