English: Can I thank the Member for that contribution? What she refers to is indeed standard good practice. Many of our schools employ such mechanisms as teaching triads across disciplines, and there is much professional learning and support going on between professionals within schools and, indeed, also between schools. So, for instance, in some of our rural schools, you may find yourself in a department where you may be the single person or maybe one of two people, then, obviously, that can be burdensome. So, actually, schools working together, especially when it comes to developing new materials or in response to the new curriculum, but historians and humanities specialists in different schools working together to be able to plan is a very, very effective way of delivering that. With regard to the workload and well-being charter and toolkit for schools, to take this forward, the group will be identifying roles and responsibilities and actions from now through to the autumn term, and then the steering group will meet throughout that period to ensure that this particular aspect of the charter and toolkit is delivered. The reason why this is seen to be important is that this can be a very practical tool that can be given to school leaders and practitioners in our schools the length and breadth of Wales to really challenge their thinking about how they're managing these processes within their own individual locations, so that we can get that national approach, rather than leaving individual leaders on their own, maybe looking for solutions, but actually challenge thinking, challenge existing practices in schools and ensure themselves that they are taking the action that is needed. That, then, will be reinforced by a refresh of the workload resources and training path that already exists, because there are materials out there, and we need to make sure that they are as relevant and up to date as they should be, make sure that they're got back out to schools and, crucially, look to work with our regional consortia to look at take-up of those resources. It's one thing producing them, but as Suzy Davies said, with some of the resources that have gone there before, does that actually impact upon practice in schools? We'll be looking at working with regional consortia to measure that impact as we go forward.
Welsh: A gaf i ddiolch i'r Aelod am y cyfraniad yna? Yr hyn y mae hi'n cyfeirio ato mewn gwirionedd yw arferion da safonol. Mae llawer o'n hysgolion yn defnyddio dulliau o'r fath fel triadau addysgu ar draws disgyblaethau, ac mae llawer o ddysgu a chymorth proffesiynol yn digwydd rhwng gweithwyr proffesiynol mewn ysgolion ac, yn wir, rhwng ysgolion hefyd. Felly, er enghraifft, mewn rhai o'n hysgolion gwledig, efallai y byddwch chi mewn adran lle efallai mai y chi yw'r unig un neu efallai yn un o ddau, yna, yn amlwg, gall hynny fod yn feichus. Felly, mewn gwirionedd, mae ysgolion yn cydweithio, yn enwedig o ran y dasg o ddatblygu deunyddiau newydd neu i ymateb â'r cwricwlwm newydd, ond mae haneswyr ac arbenigwyr dyniaethau mewn gwahanol ysgolion yn cydweithio i allu cynllunio yn ffordd effeithiol iawn, iawn o gyflawni hynny. O ran y siarter a'r pecyn cymorth llwyth gwaith a lles i ysgolion, ar gyfer bwrw ymlaen â hyn, bydd y grŵp yn nodi swyddogaethau a chyfrifoldebau a chamau gweithredu o nawr tan dymor yr hydref, ac yna bydd y grŵp llywio yn cyfarfod drwy gydol y cyfnod hwnnw i sicrhau bod yr agwedd arbennig hon ar y siarter a'r pecyn cymorth yn cael ei chyflawni. Y rheswm pam y caiff hyn ei ystyried yn bwysig yw y gall hwn fod yn offeryn sy'n ymarferol iawn y gellir ei roi i arweinyddion ysgolion ac ymarferwyr yn ein hysgolion ledled Cymru i herio'r syniadau sydd ganddyn nhw ynglŷn â sut y maen nhw'n rheoli'r prosesau hyn o fewn eu lleoliadau unigol eu hunain, fel y gallwn ni gael yr ymagwedd genedlaethol honno, yn hytrach na gadael i arweinyddion unigol fod ar eu pennau eu hunain, efallai yn chwilio am atebion, ond herio'r meddylfryd mewn gwirionedd, a herio arferion presennol mewn ysgolion a sicrhau eu hunain eu bod nhw'n cymryd y camau sy'n angenrheidiol. Bydd hynny, wedyn, yn cael ei atgyfnerthu drwy adnewyddu'r adnoddau llwyth gwaith a'r llwybr hyfforddi sy'n bodoli eisoes, gan fod deunyddiau ar gael, ac mae angen i ni sicrhau eu bod nhw mor berthnasol a chyfredol ag y dylen nhw fod, a gwneud yn siŵr eu bod yn mynd yn ôl allan i'r ysgolion ac, yn hollbwysig, ceisio gweithio gyda'n consortia rhanbarthol i edrych ar y niferoedd sy'n manteisio ar yr adnoddau hynny. Un peth yw eu cynhyrchu nhw, ond fel y dywedodd Suzy Davies, gyda rhai o'r adnoddau sydd wedi mynd yno o'r blaen, a yw hynny'n effeithio mewn gwirionedd ar arfer mewn ysgolion? Rydym ni'n bwriadu gweithio gyda chonsortia rhanbarthol i fesur yr effaith honno wrth i ni symud ymlaen.