English: I thank Helen Fychan for her contribution, and I agree with much of what she said. She started by talking about learners' experiences and those who had experienced racism in school, and many will have direct experience of that in schools. And that's our objective: not only ensuring that that doesn't happen directly and that there aren't examples of this in schools, but that there is a broader anti-racism culture in schools that is a core part of school life. So, not only that we don't see these incidents, but that it's accepted as part of the ethos of the school that it is repugnant in terms of our values as a nation, and cannot be accepted within the education system. She made an important point on the educational continuum, and that school experiences can put people off from going on to further and higher education. So, I'm sure she will welcome what we had to say about understanding the experiences of those in the post-16 sector, so that we can amend policies and frameworks to reflect what we learn from the lived experience of learners. In terms of general training - that was the focus of today's statement, of course - the point that she makes is important in terms of ensuring that professional training is central to the experience of practitioners and teachers. What we want to see is that, for example, the work that the DARPL project does is an integral part of preparing for the curriculum itself, and because of the way that we'll be teaching the curriculum, questions regarding the experiences of black, Asian and minority ethnic communities will be mainstreamed through the curriculum. It's important that professional training is also part of that, and that teachers don't see that as being separate in some way. What we will need to do in the longer term is to ensure that things happen together, so that that training is sustainable for the long term as part of the new curriculum. The Member will be aware that secondary schools had the option of starting this year or next year. As it happens, I was very happy with the numbers that had chosen to move this year, given that secondary schools have a longer journey to travel than primary schools. But, this is something that will evolve from year to year. Every pupil in our primary schools from September will be able to access the further curriculum, and when they get to secondary school that journey will continue. So, their experience of this new way of working and the anti-racist approaches will be part of their experience from the outset, and that's very important. In terms of training and recruitment, I won't rehearse the comments I made in response to Laura Anne Jones, but the element described in the plan as one that will take slightly longer for us to look at is that element that applies to those who are training whilst in work, rather than the more general initial teacher training. So, it's possible for someone who enters the teaching profession from a black, Asian and minority ethnic background this year to take advantage of that incentive, and also the incentive for teaching a shortage subject, or teaching through the medium of Welsh. So, there are a number of incentives available in order to ensure that there is diversity in all parts of the education workforce.
Welsh: Diolch i Heledd Fychan am y cwestiynau hynny, ac rwy'n cytuno â llawer o'r pethau mae hi wedi gofyn amdanyn nhw yn ei chwestiynau. Mi wnaeth hi gychwyn drwy sôn am brofiadau dysgwyr sydd wedi cael profiadau hiliol yn yr ysgol, a bydd amryw yn cael profiad uniongyrchol o hynny mewn ysgolion. A dyna'r nod sydd gyda ni: nid yn unig sicrhau nad yw hynny'n digwydd mewn ffordd sydd yn uniongyrchol na bod enghreifftiau yn digwydd mewn ysgolion, ond bod diwylliant gwrth-hiliol yn ehangach na hynny yn ein hysgolion ni fel bod e'n rhan greiddiol o fywyd yr ysgol. Felly, nid yn unig ein bod ni ddim yn gweld achlysuron yn digwydd, ond bod e'n rhan o ddiwylliant ehangach yr ysgol bod hyn yn rhywbeth gwrthun i'n gwerthoedd ni fel cenedl, ac fel system addysg. Mi wnaeth hi bwynt pwysig iawn ynglŷn â dilyniant addysgiadol, a bod profiad ysgol efallai yn dodi pobl off mynd ymhellach i addysg bellach ac addysg uwch. Felly, rwy'n sicr bydd hi'n croesawu'r hyn roedd gennym ni i'w ddweud o ran y gwaith ôl-16, o ddeall profiadau unigolion o'u profiad ysgol nhw, a'n bod ni'n gallu diwygio polisïau a fframweithiau i adlewyrchu beth rŷm ni'n ei ddysgu o brofiad byw dysgwyr. O ran hyfforddiant cyffredinol - dyna oedd byrdwn y datganiad heddiw, wrth gwrs - mae'r pwynt mae hi'n wneud yn bwysig o ran sicrhau bod hyfforddiant proffesiynol yn ganolog i brofiad ymarferwyr ac athrawon. Yr hyn rŷm ni eisiau ei weld yw, er enghraifft, y gwaith mae'r project DARPL yn ei wneud, ei fod e'n rhan annatod o baratoi ar gyfer y cwricwlwm ei hun, ac oherwydd y ffordd y byddwn ni'n dysgu'r cwricwlwm y bydd cwestiynau yn ymwneud â phrofiadau du, Asiaidd a lleiafrifoedd ethnig yn cael eu prif-ffrydio, os hoffech chi, trwy'r cwricwlwm. Mae'n bwysig bod y ffordd o hyfforddi proffesiynol hefyd yn rhan o hynny, a bod athrawon ddim yn gweld hynny fel rhywbeth sydd ar wahân, os hoffwch chi. Dyna fydd angen ei wneud yn y tymor hir: sicrhau bod pethau yn digwydd ar y cyd, fel bod hyfforddiant yn gynaliadwy yn yr hirdymor fel rhan o'r cwricwlwm newydd. Mae'r Aelod yn gwybod yr oedd gan ysgolion uwchradd ddewis o gychwyn eleni neu'r flwyddyn nesaf. Fel mae'n digwydd, roeddwn i'n hapus iawn gyda'r niferoedd oedd wedi dewis mynd eleni, o ystyried efallai bod gan ysgolion uwchradd mwy o bellter ar y siwrnai i fynd nag ysgolion cynradd. Ond, bydd hyn yn rhywbeth sydd yn esblygu o flwyddyn i flwyddyn. Bydd pob disgybl yn ein hysgolion cynradd ni o fis Medi ymlaen yn gallu manteisio ar y cwricwlwm pellach, a phan fyddan nhw'n cyrraedd ysgol uwchradd flwyddyn nesaf, bydd y siwrnai hwnnw yn parhau. Felly, bydd eu profiad nhw o'r ffordd newydd yma o ddysgu am approaches gwrth-hiliol yn rhan o'u profiad cychwynnol nhw nawr, felly mae'r dilyniant hwnnw'n bwysig iawn hefyd. O ran hyfforddi ac o ran recriwtio, ni wnaf i ail-ddweud beth y dywedais i wrth Laura Anne Jones, ond yr elfen sydd yn cael ei disgrifio yn y cynllun fel un sydd yn mynd i gymryd ychydig yn hwy i ni allu edrych arni hi yw'r elfen honno sydd yn gymwys i bobl sydd yn hyfforddi tra eu bod nhw mewn gwaith, yn hytrach na'r cynllun hyfforddi addysg cyffredinol. Felly, mae'n bosibl i rywun sydd yn mynd mewn i ddysgu o gefndir du, Asiaidd a lleiafrifoedd ethnig eleni fanteisio ar yr incentive ar gyfer hwnnw, a hefyd yr incentive ar gyfer dysgu pwnc sydd yn brin, a hefyd dysgu drwy gyfrwng y Gymraeg. Felly, mae yna amryw gymhellion ar gael er mwyn sicrhau bod amrywiaeth ym mhob rhan o'r gweithlu addysg.