English: Okay. The point that I made initially, in response to Alun Davies - namely what are the things that I would want to see in the Bill - is one of the things that I think is an opportunity for us is that we can unify and unite the system, so that every part of the system contributes, if you will, to that linguistic aim that we have. These are Welsh in education strategic plans, rather than strategic plans for Welsh-medium education. So, that conceptual difference is a deliberate one and an important one. Our ambition is that everyone who learns in a school in Wales is supported to use the Welsh language and that continuous progress is made; as they increase their ability they increase their confidence, and that that happens throughout the system. I think that a lot of the reforms that are already in train, for example, the new curriculum, contribute towards the provision. Some elements of the WESPs, for example, increasing the number of teachers who are able to teach Welsh, that, of course, is going to be advantageous to the English-medium system too. As part of implementing the curriculum, we are working with partners in the regions to look at what support practitioners need to achieve this. We've just published a framework for teaching and learning through the medium of Welsh in English-medium education. We want to support that with wider resources, so that the teachers are able to use the framework and implement the framework, but the purpose of that framework is that every practitioner is able to see what the pathway is, if you like. But I don't underestimate for a second how challenging the question of staffing is in order to be able to achieve this. It is a very significant challenge, and that's why the link between the 10-year recruitment plan and the WESPs is so important, and that's why too the element of local ownership, not just to deliver the WESPs, but also ensure that there is a supply of staff available - that that local dimension is there too, and that's important.
Welsh: Ocê. Y pwynt dwi wedi ei wneud ar y cychwyn cyntaf, yn ateb i gwestiwn Alun Davies - hynny yw, beth yw'r pethau posib byddwn i eisiau eu gweld yn y Bil - yw mai un o'r pethau dwi'n credu sydd yn gyfle i ni yma yw ein bod ni'n gallu uno'r system, fel bod pob rhan o'r system yn cyfrannu, os hoffech chi, tuag at y nod ieithyddol sydd gennym ni. Cynlluniau strategol Cymraeg mewn addysg yw'r cynlluniau, yn hytrach na chynlluniau strategol addysg cyfrwng Cymraeg. Felly, mae'r gwahaniaeth cysyniadol hwnnw yn un pwrpasol ac yn un pwysig. Ein huchelgais ni yw bod pawb sy'n dysgu mewn ysgol yng Nghymru yn cael eu cefnogi i ddefnyddio'r Gymraeg a bod cynnydd parhaus; wrth eu bod nhw'n cynyddu gallu eu bod yn cynyddu hyder, a bod hynny'n digwydd drwy'r system i gyd. Mae lot o'r diwygiadau sydd gennym ni ar y gweill eisoes, er enghraifft, y cwricwlwm newydd, yn cyfrannu at ddarparu darpariaeth. Mae rhai elfennau o'r CSCAau, er enghraifft, cynyddu niferoedd athrawon sy'n medru dysgu'r Gymraeg, mae hynny, wrth gwrs, hefyd yn mynd i fod o fantais i'r system cyfrwng Saesneg. Fel rhan o roi'r cwricwlwm ar waith, dŷn ni'n gweithio gyda'r partneriaid yn y rhanbarthau i edrych ar ba gymorth sydd ei angen ar ymarferwyr i allu gwireddu hyn. Rŷn ni newydd gyhoeddi fframwaith ar gyfer dysgu ac addysgu yn y Gymraeg mewn addysg cyfrwng Saesneg. Mae eisiau cefnogi hynny gydag adnoddau ehangach, fel bod yr athrawon yn gallu dodi'r fframwaith ar waith, ond pwrpas y fframwaith hwnnw yw bod pob ymarferydd yn gallu gweld beth yw'r llwybr, os hoffech chi. Ond dwi ddim yn tanystyried am eiliad pa mor heriol yw'r cwestiwn o staffio er mwyn gallu gwireddu hyn. Mae e'n her sylweddol iawn, a dyna pam mae'r cysylltiad rhwng y cynllun recriwtio 10 mlynedd a'r WESPs mor bwysig ar un llaw, a dyna pam hefyd mae'r elfen o berchnogaeth leol, nid jest, fel petai, i ddelifro'r CSCAau, ond hefyd i sicrhau bod cyflenwad o staff ar gael - mae dimensiwn lleol i hynny hefyd yn bwysig.