English: To be absolutely clear, and for the avoidance of doubt, I recognise the importance of educating our children and young people about climate change, its causes, its impact, both here at home as well as globally, and the action that is needed to safeguard all of our futures. And of course, in Wales, we have a strong basis on which to build. We have been supporting two key climate and environmental education programmes for schools across our nation for several years now, and Members will be very familiar with the Eco Schools programme and the Size of Wales initiative. And we are already in discussion with those who deliver those programmes to ensure that they can continue to support us on our curriculum reform journey and ensure the very important point that Llyr raised, that we can equip our teachers with the knowledge and the confidence that they need to ensure that these lessons are delivered really well. These educational programmes are well-established, and all of our schools are able to engage with them at no cost, and through those programmes every year we're able to go further than the classroom and actively engage children and young people with policy development, the concept of taking action, as well as the opportunity to listen to their views and creating opportunities for those views to reach key decision makers. With regard to amendments 51 and 54 to 56, as Llyr well knows, the Bill restricts the number of mandatory elements listed on the face of the Bill, and there is a rationale for that. And whilst I recognise the importance of the issue, I do not accept that these should sit alongside the four mandatory elements listed. Learning on climate and environmental challenges is already mandatory in our new curriculum through the statements of 'what matters'. These statements confirm the range of issues that schools must include within their curriculum, but also provide flexibility and connections across the curriculum to build understanding of these key concepts. This approach encourages integrated approaches across the curriculum and allows for issues like climate change to be covered in different subjects. And that's already happening in our schools, in our pioneer schools, which are our early-adopters and engagers with the curriculum. I have seen for myself the outstanding level of work that is going on. I would draw the attention of Members to St Nicholas Church in Wales Primary School in the Vale of Glamorgan, who used the concept of palm oil and the destruction of natural habitats to grow palm, and the impact on the orangutan, and the school used that topic not only to explore issues around the direct effect on orangutans, but were using it to develop their creative writing, were using it to develop their children's speaking and debating skills, were using it as a concept for art projects as well as music projects. So, they had used the concept of that topic, which was deeply, deeply, deeply concerning to the children, to actually develop skills right the way across the curriculum. And that is absolutely the embodiment, at St Nicholas, of our approach to the curriculum. Members will have heard me speak often of Crickhowell High School in my own constituency, where year 7 were given a choice of which topic to explore. They chose plastic pollution, and every single lesson, right the way across the curriculum, was viewed through the prism of that subject. That included English, Welsh, where they were able to work with our local plastic-free shop to make that shop some bilingual signage and some bilingual advertising, because the shop didn't have that before. So, they were developing their Welsh language skills, all through the prism of the concept of plastic pollution and climate change and environmental action. So, our schools are grasping the opportunity to respond in that way. So, similarly to amendment 52, the key concepts that form the statements of 'what matters' have been developed in a process of co-construction with our practitioners against a clear set of criteria, and Welsh Ministers have worked with them to prescribe what is included in those 'what matters' codes. So, for the avoidance of doubt, if Members are not familiar with the 'what matters' statements, we have four specific references in the 'what matters' statements that are linked to the environment and raising awareness across our humanities and science and technology areas of learning and experience. And they include the statement: 'Our natural world is diverse and dynamic, influenced by processes and human actions', that, 'Informed, self-aware citizens engage with the challenges and opportunities that face humanity and are able to take considered and ethical action', and that, 'Being curious and searching for answers is essential to understanding and predicting phenomena', and finally, 'The world around us is full of living things which depend on each other for survival.' And as I said, these 'what matters' statements are already a mandatory part of the curriculum and I believe should provide the reassurance to Llyr that his aspiration that he has spoken about this afternoon is already catered for and is secured in our 'what matters' statements. So, moving on to amendments 53 and 58, as I said, I do not believe it's necessary for the inclusion of an additional code, because through our 'what matters' statements, we are already taking action in this regard. Can I turn to the issue of amendment 57? Again, I recognise the seriousness of the crisis that faces our climate, and one that I'm sure is at the forefront of many of our young people's minds; it can indeed lead to anxiety for some learners. Following consultation with the sector, I will take steps to ensure that we strengthen the 'what matters' statements to make sure that there is no ambiguity at all of the necessity to teach these subjects. But with regard to the issue of mental health and emotional well-being, there are a huge array of matters that impact on the mental and emotional health of our children and young people. And rather than taking a specific challenge that our young people face, we have worked really, really hard following the report of the committee and the advice of the children and young people's committee in the delivery of this Bill to ensure that mental health and well-being is at the forefront of what we're doing, and we have worked with that committee to bring forward amendments at Stage 2 to ensure that when designing the curriculum, headteachers and governing bodies should have regard for the total of children's health and well-being when designing that curriculum. So, again, I hope that gives some reassurance to Llyr that when designing a curriculum, children's health and mental health and well-being is an important guiding principle as well as content within the curriculum itself to support health and well-being. Therefore, I would urge Members to reject the amendments in this group. Thank you.
Welsh: Ac i fod yn gwbl glir, ac er mwyn osgoi amheuaeth, rwy'n cydnabod pwysigrwydd addysgu ein plant a'n pobl ifanc am newid hinsawdd, ei achosion, ei effaith, yma gartref yn ogystal ag yn fyd-eang, a'r camau y mae angen eu cymryd i ddiogelu ein holl ddyfodol. Ac wrth gwrs, yng Nghymru, mae gennym ni sail gref i adeiladu arni. Rydym ni wedi bod yn cefnogi dwy raglen allweddol ar gyfer addysg hinsawdd ac amgylcheddol ar gyfer ysgolion ledled ein gwlad ers sawl blwyddyn bellach, a bydd yr Aelodau'n gyfarwydd iawn â'r rhaglen Eco-Sgolion a menter Maint Cymru. Ac rydym ni eisoes yn cynnal trafodaethau gyda'r rhai sy'n cyflwyno'r rhaglenni hynny i sicrhau y gallant barhau i'n cefnogi ar ein taith i ddiwygio'r cwricwlwm a sicrhau'r pwynt pwysig iawn a gododd Llyr, y gallwn ni arfogi ein hathrawon gyda'r wybodaeth a'r hyder sydd eu hangen arnyn nhw i sicrhau bod y gwersi hyn yn cael eu cyflwyno'n dda iawn. Mae'r rhaglenni addysgol hyn wedi'u hen sefydlu, ac mae pob un o'n hysgolion yn gallu eu defnyddio am ddim, a thrwy'r rhaglenni hynny bob blwyddyn gallwn fynd ymhellach na'r ystafell ddosbarth ac ymgysylltu'n weithredol â phlant a phobl ifanc gyda datblygu polisi, y cysyniad o weithredu, yn ogystal â'r cyfle i wrando ar eu barn a chreu cyfleoedd i'r safbwyntiau hynny gyrraedd y rhai sy'n gwneud penderfyniadau allweddol. O ran gwelliannau 51 a 54 i 56, fel y gŵyr Llyr yn dda, mae'r Bil yn cyfyngu ar nifer yr elfennau gorfodol a restrir ar wyneb y Bil, ac mae sail resymegol dros hynny. Ac er fy mod yn cydnabod pwysigrwydd y mater, nid wyf yn derbyn y dylai'r rhain eistedd ochr yn ochr â'r pedair elfen orfodol a restrir. Mae dysgu am heriau hinsawdd ac amgylcheddol eisoes yn orfodol yn ein cwricwlwm newydd drwy ddatganiadau 'yr hyn sy'n bwysig'. Mae'r datganiadau hyn yn cadarnhau'r ystod o faterion y mae'n rhaid i ysgolion eu cynnwys yn eu cwricwlwm, ond hefyd yn darparu hyblygrwydd a chysylltiadau ar draws y cwricwlwm i feithrin dealltwriaeth o'r cysyniadau allweddol hyn. Mae'r dull hwn yn annog dulliau integredig ar draws y cwricwlwm ac yn caniatáu i faterion fel newid hinsawdd gael eu trafod mewn gwahanol bynciau. Ac mae hynny eisoes yn digwydd yn ein hysgolion, yn ein hysgolion arloesi, sef y rhai sydd eisoes wedi mabwysiadu'r cwricwlwm a dechrau ei ddysgu. Rwyf wedi gweld drosof fy hun y gwaith eithriadol sy'n digwydd. Hoffwn dynnu sylw'r Aelodau at Ysgol Gynradd yr Eglwys yng Nghymru Sain Nicolas ym Mro Morgannwg, a ddefnyddiodd y cysyniad o olew palmwydd a dinistrio cynefinoedd naturiol i dyfu palmwydd, a'r effaith ar yr orangwtang, a defnyddiodd yr ysgol y pwnc hwnnw nid yn unig i archwilio materion yn ymwneud â'r effaith uniongyrchol ar orangwtangiaid, ond roedden nhw'n ei ddefnyddio i ddatblygu eu hysgrifennu creadigol, yn ei ddefnyddio i ddatblygu sgiliau siarad a thrafod eu plant, yn ei ddefnyddio fel cysyniad ar gyfer prosiectau celf yn ogystal â phrosiectau cerddoriaeth. Felly, roeddent wedi defnyddio'r cysyniad o'r pwnc hwnnw, a oedd yn peri pryder mawr, dwfn i'r plant, i ddatblygu sgiliau ar draws y cwricwlwm. A dyna, yn Sain Nicolas, ymgorfforiad llwyr o'n hymagwedd tuag at y cwricwlwm. Bydd aelodau wedi fy nghlywed yn siarad yn aml am Ysgol Uwchradd Crucywel yn fy etholaeth i, lle rhoddwyd dewis i flwyddyn 7 o ba bwnc i'w archwilio. Fe wnaethon nhw ddewis llygredd plastig, a gwelwyd pob un wers, ar draws y cwricwlwm, drwy brism y pwnc hwnnw. Roedd hynny'n cynnwys Cymraeg, Saesneg, lle'r oeddent yn gallu gweithio gyda'n siop ddi-blastig leol i wneud arwyddion dwyieithog a rhywfaint o hysbysebu dwyieithog ar gyfer y siop honno, oherwydd nid oedd gan y siop y rheini o'r blaen. Felly, roeddent yn datblygu eu sgiliau Cymraeg, i gyd drwy brism y cysyniad o lygredd plastig a newid hinsawdd a gweithredu amgylcheddol. Felly, mae ein hysgolion yn manteisio ar y cyfle i ymateb yn y ffordd honno. Felly, yn yr un modd â gwelliant 52, mae'r cysyniadau allweddol sy'n ffurfio'r datganiadau o 'yr hyn sy'n bwysig' wedi'u datblygu mewn proses o gyd-adeiladu gyda'n hymarferwyr yn unol â set glir o feini prawf, ac mae Gweinidogion Cymru wedi gweithio gyda nhw i bennu'r hyn sydd wedi'i gynnwys yn y codau 'yr hyn sy'n bwysig'. Felly, er mwyn osgoi amheuaeth, os nad yw Aelodau'n gyfarwydd â'r datganiadau 'yr hyn sy'n bwysig', mae gennym ni bedwar cyfeiriad penodol yn y datganiadau 'yr hyn sy'n bwysig' sy'n gysylltiedig â'r amgylchedd a chodi ymwybyddiaeth ar draws ein meysydd dysgu a phrofiad sy'n cynnwys y dyniaethau, gwyddoniaeth a thechnoleg. Ac maen nhw'n cynnwys y datganiad: 'Mae ein byd naturiol yn amrywiol a deinamig, wedi'i ddylanwadu gan brosesau a gweithredoedd dynol', ac 'Mae dinasyddion gwybodus, hunanymwybodol yn mynd i'r afael â'r heriau a'r cyfleoedd sy'n wynebu dynoliaeth ac yn gallu cymryd camau ystyrlon ac egwyddorol', ac, 'Mae bod yn chwilfrydig a chwilio am atebion yn hanfodol i ddeall a rhagfynegi ffenomenau', ac yn olaf, 'Mae'r byd o'n cwmpas yn llawn pethau byw sy'n dibynnu ar ei gilydd i oroesi.' Ac fel y dywedais, mae'r datganiadau 'yr hyn sy'n bwysig' eisoes yn rhan orfodol o'r cwricwlwm a chredaf y dylent roi'r sicrwydd i Llyr y darperir eisoes ar gyfer ei ddyhead y mae wedi siarad amdano y prynhawn yma a'i fod wedi'i sicrhau yn ein datganiadau 'yr hyn sy'n bwysig'. Felly, gan symud ymlaen at welliannau 53 a 58, fel y dywedais, nid wyf yn credu ei bod hi'n angenrheidiol cynnwys cod ychwanegol, oherwydd drwy ein datganiadau 'yr hyn sy'n bwysig', rydym ni eisoes yn gweithredu yn hyn o beth. A gaf i droi at fater gwelliant 57? Unwaith eto, rwy'n cydnabod difrifoldeb yr argyfwng sy'n wynebu ein hinsawdd, ac yn un sydd, rwy'n siŵr, ar flaen llawer o feddyliau ein pobl ifanc; gall arwain yn wir at bryder i rai dysgwyr. Ar ôl ymgynghori â'r sector, byddaf yn cymryd camau i sicrhau ein bod yn cryfhau'r datganiadau 'yr hyn sy'n bwysig' i sicrhau nad oes amwysedd o gwbl o ran yr angen i addysgu'r pynciau hyn. Ond o ran iechyd meddwl a lles emosiynol, mae amrywiaeth enfawr o faterion sy'n effeithio ar iechyd meddwl ac emosiynol ein plant a'n pobl ifanc. Ac yn hytrach na chymryd her benodol y mae ein pobl ifanc yn ei hwynebu, rydym ni wedi gweithio'n galed iawn yn dilyn adroddiad y pwyllgor a chyngor y pwyllgor plant a phobl ifanc wrth gyflwyno'r Bil hwn i sicrhau bod iechyd meddwl a lles ar flaen y gad o ran yr hyn yr ydym yn ei wneud, ac rydym ni wedi gweithio gyda'r pwyllgor hwnnw i gyflwyno gwelliannau yng Nghyfnod 2 i sicrhau, wrth gynllunio'r cwricwlwm, y dylai penaethiaid a chyrff llywodraethu ystyried cyfanswm iechyd a lles plant wrth gynllunio'r cwricwlwm hwnnw. Felly, unwaith eto, gobeithiaf fod hynny'n rhoi rhywfaint o sicrwydd i Llyr fod iechyd ac iechyd meddwl a lles plant, wrth gynllunio cwricwlwm, yn egwyddor arweiniol bwysig yn ogystal â bod yn gynnwys o fewn y cwricwlwm ei hun i gefnogi iechyd a lles. Felly, byddwn yn annog aelodau i wrthod y gwelliannau yn y grŵp hwn. Diolch.