English: Thank you very much, Llyr, for that set of questions. With regard to entry into initial teacher training, and whether I'm intending to remove the requirement of a B grade at English and maths, I have no intention to do that at this point. You will be aware that the literacy and numeracy framework runs throughout our entire curriculum for the length of children's school career, and therefore we'd need all our practitioners to have a strong foundation in both English and in mathematics. For those people who perhaps are looking - . And that's why it's so important that we don't have teachers banking grades when they do their early entry, because the consequences for those young people going forward - . Only this weekend, I met a mum who had no idea that in accepting a C grade, that would preclude her son from going on to pursue a career in teaching. So, we need to be clear that we have these standards. For those people perhaps going back to teaching, maybe career changes or people looking to go into the profession where perhaps they do have a C grade, then there are options available to do an equivalency test via the universities at the time of application. So, that's not to say that people don't have an opportunity to secure or to demonstrate their skills and knowledge via a different way, because graduate recruitment, career changes and alternative routes into the profession are something that we're actively looking at at the moment. Last year we had 20 people who schools took on and took through a training process. I'd like to see that extended, and, as I said, we're actively looking at ways in which we can have alternative routes into the teaching profession, especially for those who perhaps have had a career in science and industry, and who now want to move into teaching to share their enthusiasm and their knowledge for that subject with young people. That's part of a whole variety of ways in which we're looking to expose people to the possibilities of teaching. Why would you know or think about becoming a teacher? That's why such schemes as the modern foreign languages mentoring scheme are so important in our universities, exposing our modern foreign language students to periods of working with young people in school and exposing them to the prospect, perhaps, of going on to be a teacher. One of the strongest physics undergraduate degrees in the University of London make all their physics undergraduates do a unit in teaching physics. We've been talking to our university sector about including that in our science undergraduate courses, so that all undergraduates have that opportunity to be exposed to the possibility of teaching as a career, so that we can get a wide range of people interested in the profession. You asked about the ongoing issue around supply teaching and you quoted the figure of just over 4,000 teachers being registered with the EWC as supply - that is, 4,200 teachers who are currently registered as supply teachers. It's important to state, Llyr, that half of those are employed via schools and local authorities and are on the school teachers' pay and conditions document. So, they are paid in that way. So, it's important to recognise that, when we talk about the supply system, 50 per cent of those are working and are being paid on school teachers' pay and conditions document terms. That leaves us with about 2,100 teachers who are registered with commercial agencies - that's about 6 per cent of our total teaching population who are registered that are employed on that basis. I want to make it very clear, I do not condone the practice of schools and agencies negotiating low pay rates for supply teachers. I've said today in my statement, I expect temporary teachers to be rewarded and supported appropriately for the work that they undertake. So, the approach that I've outlined today with regard to NQTs could offer us a viable alternative model to using supply agencies as we go forward. And, I am currently scoping the feasibility of introducing a centralised matching system to coincide with the devolution of teachers' pay and conditions, which will be transferred in the autumn of 2018 for the first year. So, our first pay year will be 2019 that it'll be operating. That has to be a system that is fit for purpose for Wales. It can't just be a system that we have transported from somewhere else. Let me make it absolutely clear again: this issue is devolved to headteachers. It is up to headteachers in their schools to make arrangements for the employment of supply teachers. There is nothing forcing them to use an agency; it is in their hands. We can have a debate about whether we want local management of schools or whether we want to strip headteachers of that power and impose a national system on them. We can have a debate about that, but it just shows that this is quite a complex issue and because of those complexities, let's remember, that's why the task and finish group could not recommend a single system for Wales that could be implemented quickly. But, we continue to look at this, and this pilot, as I said, gives us the potential of an alternative model.
Welsh: Diolch yn fawr iawn, Llŷr, am y gyfres yna o gwestiynau. O ran cael eich derbyn ar gwrs hyfforddiant cychwynnol athrawon, ac a wyf i'n bwriadu dileu'r gofyniad am radd B mewn Saesneg a mathemateg, nid oes gennyf unrhyw fwriad i wneud hynny ar hyn o bryd. Byddwch yn ymwybodol fod y fframwaith llythrennedd a rhifedd yn berthnasol i'n holl gwricwlwm ar gyfer hyd gyrfa ysgol plant, ac felly byddai angen i'n holl ymarferwyr gael sylfaen gadarn yn Saesneg ac mewn mathemateg. I'r bobl hynny sydd efallai yn edrych - . A dyna pam mae hi mor bwysig nad yw athrawon yn bancio graddau pan eu bod nhw'n paratoi disgyblion i wneud eu harholiadau yn gynnar, oherwydd bod goblygiadau i'r bobl ifanc hynny yn y dyfodol - . Dim ond y penwythnos hwn, cwrddais â mam nad oedd ag unrhyw syniad, wrth dderbyn gradd C, y byddai hynny'n atal ei mab rhag dilyn gyrfa mewn addysgu. Felly, mae angen inni fod yn glir bod gennym ni'r safonau hyn. Yn achos y bobl hynny sydd o bosib yn dychwelyd i addysgu, efallai yn newid gyrfa neu bobl sy'n dymuno mynd i mewn i'r proffesiwn lle mae ganddyn nhw radd C, yna mae dewisiadau ar gael i wneud prawf cywerthedd drwy'r prifysgolion ar adeg y cais. Felly, nid yw hynny'n golygu nad oes gan bobl gyfle i sicrhau neu ddangos eu sgiliau a'u gwybodaeth mewn ffordd wahanol, oherwydd mae recriwtio graddedigion, newid gyrfa a llwybrau amgen i'r proffesiwn yn bethau yr ydym ni'n edrych yn ofalus arnyn nhw ar hyn o bryd. Y llynedd, fe welsom ni 20 o bobl yn cael eu cyflogi gan ysgolion ac yn mynd drwy broses hyfforddi. Fe hoffwn i weld mwy o hynny, ac, fel y dywedais i, rydym ni'n edrych o ddifrif ar ffyrdd y gallwn ni gael llwybrau amgen i'r proffesiwn addysgu, yn enwedig i'r rheini sydd efallai wedi cael gyrfa mewn gwyddoniaeth a diwydiant, ac sydd nawr yn awyddus i symud i'r byd addysg er mwyn rhannu eu brwdfrydedd a'u gwybodaeth am y pwnc hwnnw gyda phobl ifanc. Mae hynny'n rhan o'r amrywiaeth eang o ffyrdd yr ydym ni'n edrych arnynt i roi gwybod i bobl am bosibiliadau addysgu. Pam y byddech chi'n ystyried bod yn athro a beth wyddoch chi am hynny? Dyna pam mae cynlluniau fel y cynllun mentora ieithoedd tramor modern mor bwysig yn ein prifysgolion, oherwydd eu bod nhw'n rhoi cyfle i'n myfyrwyr ieithoedd tramor modern gael cyfnodau o weithio gyda phobl ifanc yn yr ysgol a chyflwyno iddyn nhw'r posibilrwydd, efallai, o fod yn athro. Mae un o'r graddau ffiseg gorau ym Mhrifysgol Llundain yn gwneud i'w holl israddedigion ffiseg wneud uned ynglŷn â dysgu ffiseg. Rydym ni wedi bod yn siarad â'n sector prifysgol am gynnwys hynny yn ein cyrsiau gwyddoniaeth israddedig ni, fel bod pob myfyriwr israddedig yn cael y cyfle hwnnw i fod yn agored i'r posibilrwydd o addysgu fel gyrfa, fel y gallwn ni gael ystod eang o bobl sydd â diddordeb yn y proffesiwn. Fe wnaethoch chi ofyn am y sefyllfa barhaus ynglŷn ag athrawon cyflenwi a dyfynu'r ffigur o ychydig dros 4,000 o athrawon sydd wedi eu cofrestru gyda Chyngor y Gweithlu Addysg fel athrawon cyflenwi - hynny yw, mae 4,200 o athrawon sydd wedi'u cofrestru ar hyn o bryd fel athrawon cyflenwi. Mae'n bwysig dweud, Llyr, y caiff hanner y rheini eu cyflogi drwy gyfrwng ysgolion ac awdurdodau lleol ac maen nhw ar ddogfen tâl ac amodau athrawon yr ysgol. Felly, maen nhw'n cael eu talu yn y modd hwnnw. Felly, mae'n bwysig cydnabod, pan fyddwn ni'n sôn am y system gyflenwi, bod 50 y cant o'r rheini yn gweithio ac yn cael eu talu ar delerau dogfennau tâl ac amodau athrawon ysgol. Mae hynny'n ein gadael ni gydag oddeutu 2,100 o athrawon sydd wedi'u cofrestru gydag asiantaethau masnachol - sef tua 6 y cant o'n holl athrawon cofrestredig sy'n cael eu cyflogi ar y sail honno. Rwyf eisiau ei gwneud hi'n hollol glir, nid wyf i'n cymeradwyo arfer ysgolion ac asiantaethau o gynnig cyfraddau tâl isel i athrawon cyflenwi. Fe ddywedais i heddiw yn fy natganiad, fy mod yn disgwyl i athrawon dros dro gael eu gwobrwyo a'u cefnogi'n briodol ar gyfer y gwaith y maen nhw'n ei wneud. Felly, gallai'r dull yr wyf i wedi'i amlinellu heddiw ynglŷn ag Athrawon Newydd Gymhwyso gynnig model amgen dichonol i ni yn hytrach na defnyddio asiantaethau cyflenwi wrth i ni gamu i'r dyfodol. Ac, ar hyn o bryd, rwyf wrthi'n ystyried y posibilrwydd o gyflwyno system baru ganolog i gyd-fynd â blwyddyn gyntaf datganoli tâl ac amodau athrawon, gyda'r cyfrifoldebau hynny'n cael eu trosglwyddo yn nhymor yr hydref 2018. Felly, 2019 fydd ein blwyddyn gyflog gyntaf y bydd y system honno'n weithredol. Mae'n rhaid i'r system hon fod yn un sy'n ateb gofynion Cymru. Ni all fod yn system lle nad ydym ni wedi gwneud dim amgenach na'i thrawsblannu o rywle arall. Gadewch i mi ei gwneud hi'n gwbl glir eto: mae'r mater hwn wedi'i ddatganoli i benaethiaid. Mater i benaethiaid yn eu hysgolion yw gwneud trefniadau ar gyfer cyflogi athrawon cyflenwi. Nid oes dim yn eu gorfodi i ddefnyddio asiantaeth; nhw sy'n penderfynu. Fe allwn ni ddadlau ynghylch pa un a ydym ni eisiau rheoli ysgolion yn lleol, neu a ydym ni eisiau tynnu'r pwerau hynny oddi ar benaethiaid a gorfodi system genedlaethol arnyn nhw. Fe allwn ni gael dadl ynghylch hynny, ond mae'n dangos bod hwn yn fater eithaf cymhleth ac oherwydd y cymhlethdodau hynny, cofiwch, dyna pam na allai'r grŵp gorchwyl a gorffen argymell un system ar gyfer Cymru y gellid ei gweithredu'n gyflym. Ond, rydym ni'n parhau i edrych ar hyn, ac mae'r cynllun arbrofol hwn, fel y dywedais i, yn rhoi'r posibilrwydd o fodel amgen inni.