English: Llywydd, I didn't seek permission from the UK Government before publishing this document of the Welsh Government - of course, I didn't. But I said, when I published the framework, that I regarded it as a contribution to a discussion that I thought needed to go on across the whole of the United Kingdom. And the Scottish Government published a similar document, as a contribution outlining their thinking to the way in which together we can craft a path out of the lockdown we are all facing today. I'm absolutely unashamed about putting the equality impact of any of those measures at the heart of the way that we would think about it here in Wales. It's why the Senedd passed the Well-being of Future Generations Act, with a more equal Wales as one of its seven goals. In my statement I set out the sobering facts about the disproportionate impact on black and minority ethnic communities of coronavirus. And the steps that we take need to be measured against the impact that they will have on different communities in Wales to make sure that the burden of dealing with the disease does not fall disproportionately on one part of Welsh society rather than another. I'm very proud of the fact that we put equality right at the front of our considerations, and I certainly advocate that in my discussions with UK Ministers as well. The Member would do better to resist his instinctive reach for opportunity to set one part of Welsh society against another. He's referring, I know, to an answer I gave to a question about how we were planning to return children to school in Wales. And as an illustration I said that we were looking at groups where there was a particular case for putting them in the early phases of returning to school. And in that, I said that children in year 6 - children going up to secondary school in September - that there would be a strong case for thinking about them as the group that you would want to bring back together early in the process because those children complete that important rite of passage alongside their classmates, whatever language they happen to be taught in and whatever language they happen to speak at home. I mentioned children with behavioural needs, who rely on the rhythm of the school day and whose parents struggle to look after them for 24 hours every day in the confines of their home, as a group who might have an early call on returning to school. And I mentioned those young people in Wales who we are so proud to have in Welsh-medium education, who come from homes where not a word of Welsh is normally spoken and who will now have been out of the Welsh-speaking milieu for many weeks. And I identified them, again, as a group that you might want to think of as having a particular case for earlier introduction to school, alongside all those others. Trying to pit one part of our school population against another and to create some sense of grievance, again - it does no credit to the Member and it certainly isn't the way we think about things in Wales.
Welsh: Lywydd, ni ofynnais am ganiatâd Llywodraeth y DU cyn cyhoeddi'r ddogfen hon gan Lywodraeth Cymru - wrth gwrs na wneuthum. Ond pan gyhoeddais y fframwaith, dywedais fy mod yn ei ystyried yn gyfraniad at drafodaeth roeddwn o'r farn fod angen iddi ddigwydd ar draws y Deyrnas Unedig gyfan. A chyhoeddodd Llywodraeth yr Alban ddogfen debyg, fel cyfraniad a oedd yn amlinellu eu syniadau ynglŷn a'r ffordd y gallwn lunio llwybr gyda'n gilydd allan o'r cyfyngiadau symud sy'n wynebu pob un ohonom heddiw. Rwy'n gwbl ddiedifar ynglŷn â rhoi effaith unrhyw un o'r camau hynny ar gydraddoldeb wrth wraidd y ffordd y byddem yn meddwl am hyn yma yng Nghymru. Dyma pam y cyflwynodd y Senedd Ddeddf Llesiant Cenedlaethau'r Dyfodol, gyda Chymru fwy cyfartal yn un o'i saith nod. Yn fy natganiad, nodais y ffeithiau difrifol am effaith anghymesur y coronafeirws ar gymunedau du a lleiafrifoedd ethnig. Ac mae angen mesur y camau a gymerwn yn erbyn yr effaith y byddant yn ei chael ar wahanol gymunedau yng Nghymru i sicrhau nad yw'r baich o ymdopi â'r afiechyd yn pwyso'n anghymesur ar un rhan o gymdeithas Cymru yn hytrach nag un arall. Rwy'n falch iawn o'r ffaith ein bod yn blaenoriaethu cydraddoldeb yn ein hystyriaethau, ac rwy'n sicr yn dadlau dros hynny yn fy nhrafodaethau â Gweinidogion y DU hefyd. Byddai'n well pe gallai'r Aelod wrthsefyll ei reddf i fanteisio ar gyfle i droi un rhan o gymdeithas Cymru yn erbyn y llall. Gwn ei fod yn cyfeirio at ateb a roddais i gwestiwn ynglŷn â sut roeddem yn bwriadu dod â phlant yn ôl i'r ysgol yng Nghymru. Ac fel enghraifft, dywedais ein bod yn edrych ar grwpiau lle roedd achos penodol i'w gael dros adael iddynt ddychwelyd i'r ysgol yn gynnar. Ac wrth drafod hynny, dywedais, ar gyfer plant ym mlwyddyn 6 - plant sy'n mynd i fyny i'r ysgol uwchradd ym mis Medi - y byddai achos cryf i'w gael dros feddwl amdanynt fel y grŵp y byddech am ddod â hwy'n ôl at ei gilydd yn gynnar yn y broses, gan fod y plant hynny'n cwblhau'r ddefod newid byd bwysig honno ochr yn ochr â'u cyd-ddisgyblion, ni waeth pa iaith y maent yn digwydd cael ei dysgu ynddi a pha bynnag iaith y maent yn digwydd ei siarad gartref. Soniais am blant ag anghenion ymddygiadol, sy'n dibynnu ar rythm y diwrnod ysgol ac y mae eu rhieni'n ei chael hi'n anodd gofalu amdanynt am 24 awr bob dydd dan gyfyngiadau eu cartref, fel grŵp a allai ddychwelyd i'r ysgol yn gynnar. A soniais am y bobl ifanc yng Nghymru rydym mor falch o'u cael mewn addysg Gymraeg, sy'n dod o gartrefi lle nad oes gair o Gymraeg yn cael ei siarad fel rheol, ac a fydd bellach wedi bod allan o'r amgylchfyd iaith Gymraeg am wythnosau lawer. Ac fe wnes eu nodi, unwaith eto, fel grŵp y gallech ddadlau bod ganddynt achos penodol dros ddychwelyd i'r ysgol yn gynharach, ochr yn ochr â'r holl rai eraill hynny. Mae ceisio troi un rhan o boblogaeth ein hysgolion yn erbyn y llall a chreu ymdeimlad o annhegwch, unwaith eto - nid yw'n adlewyrchu'n dda ar yr Aelod, ac yn sicr, nid dyna'r ffordd rydym yn meddwl am bethau yng Nghymru.