English: Thank you very much, Deputy Presiding Officer. I would like to thank Hannah Blythyn very much for raising this important issue for debate here this afternoon and for taking the time to highlight the excellent practice in her own constituency, and her personal commitment in showing leadership in this issue in the schools from her constituency that visit the Senedd here. And can I add, in my capacity as the Assembly Member for Brecon and Radnorshire, that I, too, very much appreciate the education service that is provided by the Commission, both in schools in my own constituency and in the education programme that goes on here? I, too, over the many years I've been here, have been hugely impressed by the quality of provision. It also, Deputy Presiding Officer, gives me the opportunity to indulge myself just for a moment to reflect on my own journey into politics and to contrast the differing attitudes that I found in my own school. If it was not for the passion that Hannah talked about of my late history and politics teacher, Mr Nick Burree, I would not be here today. He saw something in me, and it ignited in me a passion for public service and politics. This is sharply contrasted with, of course, the head of sixth form who told my poor father when he attended a parents evening, by said teacher, 'Well, if Kirsty does not stop this politics nonsense, she will amount to nothing in life.' When I was first elected to the Chamber in 1999, within a matter of days, when I saw an envelope with that handwriting, I knew instantly what it was - I'd seen it in red ink in enough English essays to know - and I was very glad to know that, despite her scepticism, Miss Charles, my English teacher, had sent a note to congratulate me on my election. Involving young people in the democratic process is important for them and for the whole of society. This is essential for the future of a vibrant democracy. Our commitment to children and young people is enshrined in legislation, and listening to, and investing in, children and young people is central to the Welsh Government's approach. Children and young people are and must be enabled to continue to be full and active citizens of Wales who have a valuable contribution to make to all of our communities. The current national curriculum supports the teaching of citizenship and provides opportunities that prepare learners for life as global citizens. Specifically, citizenship lies within personal and social education, as we've just heard, and education for sustainable development and global citizenship - something, perhaps, that some of our UKIP colleagues could enjoy, having listened to the debate recently about our ability to contribute to climate change remission. It's also a key component of the new and more rigorous Welsh baccalaureate that was introduced in 2015. Personal and social education forms part of the statutory basic curriculum for all pupils aged seven to 16 at maintained schools, and issues regarding citizenship are delivered by schools through the active citizenship theme of the PSE framework. It gives learners the opportunity to develop their knowledge of politics, employment and their rights in a democratic society, which reflects the United Nations Convention on the Rights of the Child. Learners are encouraged to be members of their community and can be helped to play a meaningful and active part in them. Furthermore, education for sustainable development and global citizenship gives learners at all stages of their education an understanding of the impact of their choices on other people, the economy and the environment, and aims to challenge learners to see how they can contribute to the lives of others. Not only is it embedded in the school curriculum, it is an integral component of the foundation phase for our youngest pupils. The Global Citizenship Challenge of the reformed Welsh bacc also contributes to developing the skills, attributes and knowledge that will create global citizens with an understanding of the world and the place of Wales within it. Along with the knowledge and values that they gain from learning about global issues and political factors, learners develop skills that will give them the ability and confidence to be proactive in making a positive difference in the world. Looking ahead to the future, in his 'Successful Futures' report, Professor Donaldson set out what a successful young person leaving statutory education would look like. His report identifies four purposes of the curriculum in Wales, one of which is ensuring that learners are, and I quote, 'ethical, informed citizenswho understand and exercise their human and democratic responsibilities and rights'. This places citizenship right at the heart of the curriculum. The design of the new curriculum is being taken forward by a network of pioneer schools and other experts. They are working together as a national network of schools to co-design, consult, inform, support and build capacities in schools across Wales, working in an all-Wales partnership with Welsh Government, Estyn, higher education, business and other key partners. The working groups were established in January of this year, and work has begun to develop the six high-level areas of learning and experience, otherwise known as the AOLEs. These groups are working on the more detailed development of each AOLE, including humanities, which is where politics will sit. During the development process, the pioneer schools will check and review emerging models to test and share ideas and gather feedback. There will also be more formal opportunities for key stakeholders to comment on proposals in relation to the new curriculum by way of surveys or consultation at strategic points during the development. We're clear that the participation of children and young people will continue to be key in the development and the delivery of our legislation and our policies and programmes. It is only right that we continue to ensure that children and young people have an active voice in the workings of this Government. Article 12 of the United Nations Convention on the Rights of the Child states that all children and young people have the right to a voice in decisions that affect them, and the Welsh Government remains staunchly committed to protecting that right. We also fund a national model, Young Wales, to enable these voices to be heard. Young Wales is a collaborative enterprise bringing together six children and youth organisations across Wales, the main partner being an umbrella body for children's organisations within the voluntary sector and a centre of excellence for children's rights. Young Wales reaches out to thousands of children and young people across Wales to enable them to have their voices heard and influence the work of the Welsh Government. We will continue to support the development of these innovative participation models and national opportunities for children and young people to participate in decisions affecting them in line with article 12 of the UNCRC, the right to express their views. This Assembly, unfortunately, does not currently have legislative competence in relation to the electoral franchise, and cannot make changes to the voting age. However, I am pleased that the recent White Paper on reforming local government proposes reforms to elections, including the extension of the voting franchise to 16 and 17-year-olds. This, along with other reforms to improve electoral registration and voting processes, I hope will encourage young people to participate in elections and democracy more widely. The draft Local Government (Wales) Bill 2015 included proposals to charge local authorities with a duty to develop public participation strategies, enabling local people to engage with the decision-making processes and to have their views taken into account. Our intention is to continue to pursue this policy, and to include within it the need to enable young people to play a full part in that process. The majority of councils in Wales have youth councils or youth cabinets, and some also have youth mayors. Youth cabinets are a valuable tool that can be used to connect with young people locally, and encourage and empower them to actively participate in democratic processes. It is essential to a healthy, democratic nation that everyone is aware of and is able to exercise their legal rights. Hannah also made mention of the important role of school councils, allowing children's voices to be heard within the institution where they are being educated, and, again, they provide a valuable opportunity for children and young people to have a grounding in the ability to shape their futures, influence and persuade and campaign, and the examples that Hannah gave are some of the best that I'm aware of in the country. Also, in our charter for youth work, we have said that youth services across Wales must provide opportunities for young people to participate in decision making. Again, we have some fantastic examples of youth organisations giving young people the skills, knowledge and experience to be able to influence decision making within the organisation and within their local area. Again, this supports our commitment to the UNCRC and the UN Committee on the Rights of the Child in their recommendation that all Governments should have a forum for children's participation. Deputy Presiding Officer, again can I thank Hannah for bringing this subject forward? I'm sure you would want to join me in urging all schools to participate in the opportunities that are available to them, either from the National Assembly for Wales or from the Welsh Government. Hannah, thank you very much for bringing this debate forward.
Welsh: Diolch yn fawr iawn, Dirprwy Lywydd. Hoffwn ddiolch yn fawr iawn i Hannah Blythyn am godi'r mater pwysig hwn yn y ddadl y prynhawn yma ac am roi amser i dynnu sylw at yr arfer rhagorol yn ei hetholaeth ei hun, a'i hymrwymiad personol i ddangos arweiniad yn y mater hwn gyda'r ysgolion o'i hetholaeth sy'n ymweld â'r Senedd yma. Ac a gaf fi ychwanegu, yn rhinwedd fy swydd fel yr Aelod Cynulliad dros Frycheiniog a Sir Faesyfed, fy mod innau hefyd yn werthfawrogol iawn o'r gwasanaeth addysg sy'n cael ei ddarparu gan y Comisiwn, mewn ysgolion yn fy etholaeth ac yn y rhaglen addysg sy'n digwydd yma? Rwyf fi hefyd, dros y blynyddoedd lawer y bûm yma, wedi cael fy nghalonogi'n fawr gan ansawdd y ddarpariaeth. Hefyd, Dirprwy Lywydd, mae'n rhoi cyfle i mi fyfyrio am eiliad ar fy nhaith fy hun i'r byd gwleidyddol ac i gyferbynnu'r agweddau gwahanol a welais yn fy ysgol fy hun. Oni bai am yr angerdd y siaradodd Hannah amdano a gefais gan fy niweddar athro hanes a gwleidyddiaeth, Mr Nick Burree, ni fyddwn yma heddiw. Gwelodd rywbeth ynof, ac fe daniodd ynof angerdd ynghylch gwasanaeth cyhoeddus a gwleidyddiaeth. Mae hyn yn cyferbynnu'n fawr wrth gwrs â phennaeth y chweched dosbarth a ddywedodd wrth fy nhad, druan, pan fynychodd noson rieni, 'Wel, os nad yw Kirsty'n rhoi'r gorau i'r nonsens gwleidyddiaeth yma, nid yw'n mynd i gyflawni dim mewn bywyd.' Pan gefais fy ethol gyntaf i'r Siambr ym 1999, o fewn ychydig ddyddiau, pan welais amlen â'r llawysgrifen honno, gwyddwn yn syth beth ydoedd - roeddwn wedi'i gweld mewn inc coch ar ddigon o draethodau Saesneg i wybod - ac roeddwn yn falch iawn o wybod bod Miss Charles, fy athrawes Saesneg, er gwaethaf ei sgeptigiaeth, wedi anfon nodyn i fy llongyfarch ar gael fy ethol. Mae cynnwys pobl ifanc yn y broses ddemocrataidd yn bwysig iddynt ac i'r gymdeithas gyfan. Mae hyn yn hanfodol ar gyfer dyfodol democratiaeth fywiog. Mae ein hymrwymiad i blant a phobl ifanc yn cael ei ymgorffori mewn deddfwriaeth, ac mae gwrando ar, a buddsoddi mewn plant a phobl ifanc yn ganolog i ddull Llywodraeth Cymru o weithredu. Mae plant a phobl ifanc yn, a rhaid eu galluogi i barhau i fod yn ddinasyddion llawn a gweithgar yng Nghymru sydd â chyfraniad gwerthfawr i'w wneud i bob un o'n cymunedau. Mae'r cwricwlwm cenedlaethol cyfredol yn cefnogi addysgu dinasyddiaeth ac yn darparu cyfleoedd sy'n paratoi dysgwyr ar gyfer bywyd fel dinasyddion byd-eang. Yn benodol, mae dinasyddiaeth yn cael ei chynnwys yn rhan o addysg bersonol a chymdeithasol, fel y clywsom yn awr, ac addysg ar gyfer datblygu cynaliadwy a dinasyddiaeth fyd-eang - rhywbeth, efallai, y gallai rhai o'n cyd-Aelodau UKIP ei fwynhau, ar ôl gwrando ar y ddadl yn ddiweddar ynglŷn â'n gallu i gyfrannu at leihau newid yn yr hinsawdd. Mae hefyd yn rhan allweddol o'r fagloriaeth newydd a mwy trylwyr ar gyfer Cymru a gyflwynwyd yn 2015. Mae addysg bersonol a chymdeithasol yn rhan o'r cwricwlwm sylfaenol statudol ar gyfer pob disgybl saith i 16 oed mewn ysgolion a gynhelir, a chaiff materion yn ymwneud â dinasyddiaeth eu cyflwyno gan ysgolion drwy thema dinasyddiaeth weithgar y fframwaith Addysg Bersonol a Chymdeithasol. Mae'n rhoi cyfle i ddysgwyr ddatblygu eu gwybodaeth am wleidyddiaeth, cyflogaeth a'u hawliau mewn cymdeithas ddemocrataidd, sy'n adlewyrchu Confensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn. Caiff dysgwyr eu hannog i fod yn aelodau o'u cymuned a gellir eu helpu i chwarae rhan ystyrlon a gweithgar ynddynt. Ar ben hynny, mae addysg ar gyfer datblygu cynaliadwy a dinasyddiaeth fyd-eang yn rhoi dealltwriaeth i ddysgwyr ym mhob cyfnod o'u haddysg o effaith eu dewisiadau ar bobl eraill, yr economi a'r amgylchedd, a'i nod yw herio dysgwyr i weld sut y gallant gyfrannu at fywydau pobl eraill. Nid yn unig y mae'n rhan annatod o gwricwlwm yr ysgol, mae'n rhan annatod o'r cyfnod sylfaen ar gyfer ein disgyblion ieuengaf. Mae Her Dinasyddiaeth Fyd-eang bagloriaeth Cymru ar ei newydd wedd hefyd yn cyfrannu at ddatblygu sgiliau, priodoleddau a gwybodaeth a fydd yn creu dinasyddion byd-eang gyda dealltwriaeth o'r byd a lle Cymru o'i fewn. Ynghyd â'r wybodaeth a'r gwerthoedd y maent yn eu hennill o ddysgu am faterion byd-eang a ffactorau gwleidyddol, mae dysgwyr yn datblygu sgiliau a fydd yn rhoi'r gallu a'r hyder iddynt fod yn rhagweithiol wrth wneud gwahaniaeth cadarnhaol yn y byd. Wrth edrych tua'r dyfodol, yn ei adroddiad 'Dyfodol Llwyddiannus', nododd yr Athro Donaldson sut un fyddai unigolyn ifanc llwyddiannus sy'n gadael addysg statudol. Mae ei adroddiad yn nodi pedwar diben ar gyfer y cwricwlwm yng Nghymru, ac un ohonynt yw sicrhau bod dysgwyr, ac rwy'n dyfynnu, 'yn ddinasyddion egwyddorol, gwybodus sydd yn deall ac yn arfer eu cyfrifoldebau a'u hawliau dynol a democrataidd'. Mae hyn yn gosod dinasyddiaeth wrth wraidd y cwricwlwm. Mae cynllun y cwricwlwm newydd yn cael ei ddatblygu gan rwydwaith o ysgolion arloesol ac arbenigwyr eraill. Maent yn gweithio gyda'i gilydd fel rhwydwaith cenedlaethol o ysgolion i gyd-gynllunio, ymgynghori, darparu gwybodaeth, cefnogi ac adeiladu galluoedd mewn ysgolion ledled Cymru, gan weithio mewn partneriaeth Cymru gyfan gyda Llywodraeth Cymru, Estyn, addysg uwch, busnes a phartneriaid allweddol eraill. Sefydlwyd y gweithgorau ym mis Ionawr eleni, ac mae gwaith wedi dechrau ar ddatblygu'r chwe Maes Dysgu a Phrofiad lefel uchel. Mae'r grwpiau hyn yn gweithio ar ddatblygiad mwy manwl pob Maes Dysgu a Phrofiad, gan gynnwys y dyniaethau, a dyna ble y bydd gwleidyddiaeth yn cael ei gynnwys. Yn ystod y broses ddatblygu, bydd yr ysgolion arloesol yn gwirio ac yn adolygu modelau sy'n dod i'r amlwg er mwyn profi a rhannu syniadau a chasglu adborth. Hefyd, bydd cyfleoedd mwy ffurfiol i randdeiliaid allweddol roi sylwadau ar argymhellion mewn perthynas â'r cwricwlwm newydd drwy gyfrwng arolygon neu ymgynghoriad ar bwyntiau strategol yn ystod ei ddatblygiad. Rydym yn glir y bydd cyfranogiad plant a phobl ifanc yn parhau'n allweddol yn y broses o ddatblygu a chyflawni ein deddfwriaeth a'n polisïau a'n rhaglenni. Nid yw ond yn iawn ein bod yn parhau i sicrhau bod plant a phobl ifanc yn cael llais gweithredol yng ngwaith y Llywodraeth hon. Mae Erthygl 12 o Gonfensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn yn datgan bod hawl gan bob plentyn ac unigolyn ifanc i gael llais yn y penderfyniadau sy'n effeithio arnynt, ac mae Llywodraeth Cymru yn parhau'n gwbl ymrwymedig i warchod yr hawl honno. Rydym hefyd yn cyllido model cenedlaethol, Cymru Ifanc, i alluogi'r lleisiau hyn i gael eu clywed. Menter gydweithredol yw Cymru Ifanc sy'n dwyn ynghyd chwech o sefydliadau plant ac ieuenctid ar draws Cymru, ac mae'r prif bartner yn gorff ymbarél i fudiadau plant yn y sector gwirfoddol ac yn ganolfan ragoriaeth ar gyfer hawliau plant. Mae Cymru Ifanc yn estyn allan at filoedd o blant a phobl ifanc ar draws Cymru er mwyn eu galluogi i leisio'u barn a dylanwadu ar waith Llywodraeth Cymru. Byddwn yn parhau i gefnogi datblygiad y modelau cyfranogi arloesol hyn a chyfleoedd cenedlaethol i blant a phobl ifanc gymryd rhan mewn penderfyniadau sy'n effeithio arnynt yn unol ag erthygl 12 o'r CCUHP, yr hawl i fynegi eu barn. Yn anffodus, nid oes gan y Cynulliad hwn gymhwysedd deddfwriaethol ar hyn o bryd mewn perthynas â'r etholfraint etholiadol, ac ni all newid yr oedran pleidleisio. Fodd bynnag, rwy'n falch fod y Papur Gwyn diweddar ar ddiwygio llywodraeth leol yn cynnig diwygiadau i etholiadau, gan gynnwys estyn yr etholfraint bleidleisio i rai 16 a 17 oed. Gobeithio y bydd hyn, ynghyd â diwygiadau eraill i wella prosesau cofrestru a phleidleisio etholiadol, yn annog pobl ifanc i gymryd rhan mewn etholiadau a democratiaeth yn ehangach. Roedd y Bil Llywodraeth Leol (Cymru) 2015 drafft yn cynnwys argymhellion i osod dyletswydd ar awdurdodau lleol i ddatblygu strategaethau i annog y cyhoedd i gymryd rhan er mwyn galluogi pobl leol i ymgysylltu â'r prosesau penderfynu ac i gael eu safbwyntiau wedi'u hystyried. Ein bwriad yw parhau i ddilyn y polisi hwn, ac i gynnwys ynddo yr angen i alluogi pobl ifanc i chwarae rhan lawn yn y broses honno. Mae gan y rhan fwyaf o gynghorau yng Nghymru gynghorau ieuenctid neu gabinetau ieuenctid, ac mae gan rai feiri ieuenctid hefyd. Mae cabinetau ieuenctid yn offeryn gwerthfawr y gellir ei ddefnyddio i gysylltu â phobl ifanc yn lleol, a'u hannog a'u grymuso i gymryd rhan weithredol mewn prosesau democrataidd. Mae'n hanfodol i genedl iach, ddemocrataidd fod pawb yn ymwybodol o'u hawliau cyfreithiol ac yn gallu eu harfer. Soniodd Hannah hefyd am rôl bwysig cynghorau ysgol, i'w gwneud hi'n bosibl i leisiau plant gael eu clywed o fewn y sefydliad lle y cânt eu haddysgu, ac unwaith eto, maent yn rhoi cyfle gwerthfawr i blant a phobl ifanc gael eu trwytho yn y gallu i lunio eu dyfodol, dylanwadu a pherswadio ac ymgyrchu, a'r enghreifftiau a roddodd Hannah yw rhai o'r goreuon y gwn amdanynt yn y wlad. Hefyd, yn ein siarter gwaith ieuenctid, rydym wedi dweud bod rhaid i wasanaethau ieuenctid ledled Cymru gynnig cyfleoedd i bobl ifanc gymryd rhan yn y broses o wneud penderfyniadau. Unwaith eto, mae gennym enghreifftiau gwych o sefydliadau ieuenctid yn rhoi sgiliau, gwybodaeth a phrofiad i bobl ifanc allu dylanwadu ar y broses o wneud penderfyniadau o fewn y sefydliad ac yn eu hardal leol. Unwaith eto, mae hyn yn cefnogi ein hymrwymiad i Gonfensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn a Phwyllgor y Cenhedloedd Unedig ar Hawliau'r Plentyn yn eu hargymhelliad y dylai pob Llywodraeth gael fforwm ar gyfer cyfranogiad plant. Dirprwy Lywydd, unwaith eto hoffwn ddiolch i Hannah am gyflwyno'r pwnc hwn. Rwy'n siŵr y byddech am ymuno â mi i annog pob ysgol i gymryd rhan yn y cyfleoedd sydd ar gael iddynt, naill ai gan Gynulliad Cenedlaethol Cymru neu gan Lywodraeth Cymru. Hannah, diolch yn fawr iawn i chi am gyflwyno'r ddadl hon.