English: Certainly, yes. We've also tried to stage certain conferences. In terms of our volunteering work - for three years, we've had an Investing in Volunteers award. There aren't many organisations in the heritage sector that have that particular honour. Back in April of last year we held a conference on heritage volunteering, and that was a pan-UK conference. We sold out in terms of the tickets and that was another opportunity to show what we were doing, and to allow others to learn how to put some of these frameworks in place in terms of their own work. We are also the largest provider of heritage education outside of the classroom in Wales, and, again, we have used research - we had a very interesting project in Swansea, and I'm looking to Suzy here, at the National Waterfront Museum, where we had a class from a primary school who were at the museum for a full half-term. So, they didn't come in and out, as schoolchildren usually do, but were there for a full half-term. Through the research of King's College we can identify where heritage and museums can make a difference to learning so that we enhance the learning happening in the classroom rather than competing with it. What was particularly interesting about that work was the positive impact that it had on literacy, and particularly oracy - their confidence in speaking and discussing their own learning, and also doing that in the home. That has led to families in the Fusion area of Swansea coming to the museum that weren't coming previously. This is perhaps a model for the new curriculum in Wales. Experience is going to be an important aspect of the new curriculum, and we feel that we have some very good examples that we are currently sharing with those drawing up the new curriculum at the moment, and that's another way, perhaps, in terms of case studies that we could share with the broader sector.
Welsh: Oes, mae yna. Rydym ni wedi trio cynnal hefyd tipyn o gynadleddau gwahanol. Fe wnaethom ni, yn ein gwaith gwirfoddoli ni - ers tair blynedd, mae gennym ni wobr Buddsoddi mewn Gwirfoddolwyr. Nid oes yna nifer o sefydliadau yn y sector treftadol sydd â'r bathodyn hwnnw. Felly, fe wnaethom ni, nôl ym mis Ebrill y llynedd, gynnal cynhadledd ar wirfoddoli treftadol, ac roedd honno'n gynhadledd a gynhaliwyd ar draws y Deyrnas Unedig. Fe wnaethom ni werthu allan o ran y tocynnau, ac roedd hwnnw'n gyfle eto inni ddangos peth o'n gwaith ni a chaniatáu pobl eraill i gwestiynu hwnnw ac i ddysgu am sut i fynd ati i osod rhai o'r fframweithiau yna yn eu gwaith nhw. Ni hefyd, wrth gwrs, yw'r darparwr addysg dreftadol mwyaf y tu allan i'r ystafell ddosbarth yng Nghymru, ac rydym ni eto wedi defnyddio ymchwil. Gwnaethom ni broject difyr iawn, iawn yn Abertawe - rydw i'n edrych ar Suzy yma - yn Amgueddfa Genedlaethol y Glannau, lle cawsom ni ddosbarth cynradd i fod yn yr amgueddfa am hanner tymor cyfan. Felly, nid yn mynd a dod, fel y mae plant ysgol fel arfer gyda ni, ond yna am y cyfnod cyfan. Rydym ni'n cael gweld, gyda King's College, trwy'r gwaith ymchwil yna, lle yn arbennig y gall treftadaeth ac amgueddfeydd wneud gwahaniaeth i ddysgu, fel ein bod ni'n ategu'r dysgu sydd yn digwydd yn yr ystafell ddosbarth yn hytrach na chystadlu gyda fe. Beth oedd yn hynod o ddiddorol am y gwaith yna oedd y dylanwad cadarnhaol a gafodd ar lythrennedd, ac yn arbennig ar lefaredd plant - eu hyder nhw i siarad, eu hyder nhw i drafod eu dysgu eu hunain, a gwneud hynny yn y cartref. Mae hynny wedi arwain at deuluoedd yn ardaloedd Cyfuno Abertawe yn dod i'r amgueddfa - teuluoedd nad oeddynt yn dod o'r blaen. Mae hwn, efallai, yn fodel ar gyfer y cwricwlwm newydd yng Nghymru. Mae profiad yn mynd i fod yn faes pwysig iawn yn y cwricwlwm newydd, ac rydym ni'n teimlo bod gyda ni esiamplau da y byddwn ni'n eu rhannu - rydym ni wrthi yn eu rhannu gyda'r rhai sydd yn llunio'r cwricwlwm newydd ar hyn o bryd, ac mae honno'n ffordd arall, efallai, eto o ran astudiaethau achos i ni allu rhannu gyda'r sector ehangach.