English: I thank the Member for the questions. In terms of the evidence, you are right to talk about the EPI evidence, which is one of the sources of evidence, as you acknowledged in your question. There is a variety of examples from other sources, including internationally, that show patterns that are important to us in terms of how to structure and how to test the different ways of extending the opportunities for learners. So, doing that with teaching staff is one of those versions, but it's possible to do with it with a variety of other things, so we're testing all of those options, if you like, in terms of external staff, assistants, and teachers as well. So, that's part of the value of the trials, seeing what the outcomes are in terms of every different mix. Of course, we hear the argument that this is not the right time to trial this. Just to remind you, as your question acknowledged, these are small-scale trials. We have 13 schools and one college, and all of those have decided themselves that they want to take part in this trial. So, we were reliant on schools offering to volunteer for this, and they had flexibility in terms of when to start. Some have already started, the majority are starting this week, and some will start in the coming weeks. So, there is flexibility for the schools to provide within the period that suits their circumstances, and the provision is flexible in itself in terms of the design and provision. So, there is an element of flexibility in being able to respond to some of the challenges that you raised in your question. Regarding the concern about pressure on the workforce, I just want to be clear: changing terms and conditions for teachers is not what this is all about. It's our priority to provide activities that are of value to our learners and we're not looking at terms at all. We're grateful to the unions. Some of them have helped with some of the guidance that we've provided to schools. We can't do anything in this area other than in partnership with the workforce and with local authorities, so we're working in the spirit of constructive partnership. I had a range of schools that would have been ideal to take part in this trial, between 10 and 20, so I thought that 14 struck the right balance in that sense. You're right to say that in terms of geographical distribution around Wales it doesn't mean that there are schools in all parts of Wales. I would have liked to have seen that, and I would have certainly liked to have seen a Welsh-medium school volunteering to be part of it. But, given that the schools were volunteering, I couldn't force any schools to take part. I should also say that the guidance does ask schools to provide an element of extra-curricular activity through the medium of Welsh, and the majority of schools have done that as part of this. But this is not the end of the journey in terms of testing these different ways. We will have data, information and evidence from this period, and then that will allow us to trial further measures, as you suggested in such a constructive way in your question. In terms of how this relates to the broader aim of ensuring Welsh-medium education on a more equitable basis, you're right to say that the COVID experience, in some examples, though it's not the full picture, has had a detrimental impact on the progress of some who are from non Welsh-speaking households. I have provided a budget for reimmersion for some of the students who are in that position and to support parents in their decisions in terms of choosing Welsh-medium education for their children. We have an opportunity here to ensure extra-curricular activities through the medium of Welsh, which is also a part, as you will remember, of categorisation of schools. That extra-curricular element is very important in terms of that. So, those two policies are aligned in that sense. The final challenge that you mentioned, to ensure that we have the staff to provide activities and teach through the medium of Welsh, is a considerable challenge. As we've discussed previously, I do expect in the spring to publish a draft plan that we've been working on with stakeholders on recruitment generally for the Welsh-medium education workforce. But I'll be happy to have a further discussion with the Member on that.
Welsh: Diolch i'r Aelod am y cwestiynau hynny. O ran y dystiolaeth, roeddech chi'n iawn i sôn am dystiolaeth yr EPI, sydd yn un o'r ffynonellau o dystiolaeth. Mae yna, wrth gwrs, fel roeddech chi'n ei gydnabod yn eich cwestiwn, amrywiaeth o enghreifftiau sydd yn dod o ffynonellau eraill, yn cynnwys yn rhyngwladol, sy'n dangos patrymau sydd o bwys inni wrth edrych ar sut i strwythuro, ar sut i brofi'r ffyrdd gwahanol yma o ymestyn y cyfleoedd i'n dysgwyr ni. Felly, mae gwneud hynny gyda staff addysgu yn un o'r fersiynau hynny, ond mae'n bosib gwneud hynny gydag amrywiaeth eraill, ac felly rydym ni'n profi'r holl opsiynau hynny, os hoffwch chi, o ran staff allanol, staff cynorthwyo, ynghyd ag athrawon hefyd. Felly, dyna ran o werth y treialon, os hoffwch chi, i weld beth yw'r canlyniadau o bob mix gwahanol. Wrth gwrs, dŷn ni'n clywed y ddadl nad dyma'r amser iawn i dreialu hyn. Jest i'ch atgoffa chi, fel roedd eich cwestiwn pellach chi, efallai, yn cydnabod, treialon graddfa fach yw'r rhain. Mae gyda ni 13 o ysgolion ac un coleg. Mae pob un o'r rheini wedi penderfynu eu hunain eu bod nhw eisiau cymryd rhan yn y treial hwn. Felly, roeddem ni'n ddibynnol, os hoffwch chi, ar ysgolion yn cynnig i fod yn rhan ohono fe. Roedd hyblygrwydd o ryw lefel gyda nhw i ddewis pryd i ddechrau fe. Mae rhai wedi dechrau eisoes, mae'r rhan fwyaf yn dechrau'r wythnos hon, a bydd rhai yn dechrau ymhen rhai wythnosau. Felly, mae hyblygrwydd gyda'r ysgolion i ddarparu o fewn y cyfnod sydd yn siwtio eu hamgylchiadau nhw, ac, wrth gwrs, mae'r ddarpariaeth yn hyblyg yn ei hun o ran dylunio a darparu. Felly, mae elfen o'r hyblygrwydd yna'n gallu ymateb i rai o'r heriau, efallai, yr oeddech chi'n eu hawgrymu yn eich cwestiwn. O ran y gofid am bwysau ar y gweithlu, dwi jest eisiau bod yn glir: nid newid telerau athrawon sydd wrth wraidd hyn o gwbl. Mae hi'n flaenoriaeth yn y cynllun hwn i sicrhau ein bod ni'n darparu gweithgareddau sydd o werth i'n dysgwyr ni. Nid cwestiwn o edrych ar y telerau yw e o gwbl. Dwi'n ddiolchgar i'r undebau. Mae rhai ohonyn nhw wedi ein helpu ni gyda'r canllawiau rŷn ni wedi eu darparu i'n hysgolion ni. Gallwn ni ddim gwneud unrhyw beth yn y maes hwn ond mewn partneriaeth gyda'r gweithlu addysg, gyda'r awdurdodau lleol ac ati. Felly, rŷn ni'n gweithio mewn ysbryd o bartneriaeth adeiladol yn hyn o beth. Roedd gyda fi ystod, os hoffwch chi, o ysgolion y byddwn i wedi gweld yn ddelfrydol i gymryd rhan yn y treial, o 10 i 20, felly rôn i'n teimlo bod 14 yn taro'r cydbwysedd iawn yn hynny o beth. Rŷch chi'n iawn i ddweud, o ran dosbarthiad daearyddol ar draws Cymru, nad yw'n golygu bod ysgolion ym mhob rhan o Gymru. Byddwn i wedi hoffi gweld hynny, wrth gwrs, a byddwn i'n sicr wedi hoffi gweld ysgol Gymraeg yn gwirfoddoli i fod yn rhan ohono fe. Ond gan mai gwirfoddoli yr oedd yr ysgolion yn ei wneud, doeddwn i ddim yn gallu, wrth gwrs, gorfodi ysgolion i gymryd rhan. Dylwn i ddweud hefyd fod y canllawiau'n gofyn i ysgolion ddarparu rhyw elfen o weithgaredd allgyrsiol drwy gyfrwng y Gymraeg, ac mae amryw o'r ysgolion wedi gwneud hynny fel rhan o hyn. Ond nid dyma ddiwedd y daith o ran profi'r ffyrdd gwahanol yma. Bydd gyda ni ddata, gwybodaeth a thystiolaeth o'r cyfnod hwn, ac wedyn mae hynny'n caniatáu i ni dreialu pethau pellach yn y ffordd roeddech chi'n awgrymu'n adeiladol iawn yn eich cwestiwn chi. O ran sut mae hyn yn ymwneud â'r nod ehangach o sicrhau addysg Gymraeg yn fwy hafal, os hoffwch chi, rŷch chi'n iawn i ddweud fod yr effaith mae COVID wedi ei gael mewn rhai enghreifftiau - ddim yn gyfan gwbl y darlun - . Yn sicr mae wedi cael impact andwyol ar gaffaeliad a chynnydd rhai sydd efallai o aelwydydd heb y Gymraeg. Rŷch chi'n gwybod fy mod i wedi darparu cyllideb ar gyfer aildrochi i rai disgyblion sydd yn y sefyllfa honno a hefyd cefnogi rhieni yn eu penderfyniadau nhw i ddewis addysg Gymraeg i'w plant. Mae cyfle gyda ni fan hyn, onid oes e, i sicrhau gweithgaredd allgyrsiol drwy'r Gymraeg, sydd hefyd yn rhan, fel y cofiwch chi, o'r system newydd o gategoreiddio ein hysgolion ni. Mae'r elfen allgyrsiol hynny nawr hefyd yn bwysig o ran hynny. Felly, mae'r ddau bolisi'n gyson yn hynny o beth. Mae'r sialens olaf y gwnaethoch chi sôn amdano, am sut i sicrhau bod gennym ni'r staff i addysgu ac i ddarparu gweithgareddau drwy'r Gymraeg, yn her sylweddol, fel rŷn ni wedi'i drafod ar achlysuron eraill. Rwy'n disgwyl tua'r gwanwyn cyhoeddi cynllun drafft. Dŷn ni wedi bod yn gweithio gyda'n rhanddeiliaid ar recriwtio'n gyffredinol i'r gweithlu addysg Gymraeg, a byddaf i'n hapus iawn i gael trafodaeth bellach gyda'r Aelod ynglŷn â hynny.