English: Siân Gwenllian is right to say that I'm going to mention the additional INSET day; if she had seen some of the responses to the consultation on that INSET day, she will have seen that, in some sectors, that is not a popular thing to have done. But it is a necessary thing to increase, once again, the time available to schools. We've been very clear in the document that we've published today about the need to collaborate not only within a school, but with networks of schools, whether that be in a locality, whether that be across phase with regards to primary talking to secondary talking to FE colleges, or whether that needs to be in a subject specialism or an AoLE specialism. Of course, that additional day that we have made available over a number of years isn't the only day that schools have; they have the existing INSET provisions that they can use to utilise this. And of course, some of our best professional learning happens when children are in school, so we need a mixed approach. That's why we're devolving the resources that we have for professional learning. The money that has been made available for the last two years, and will be made available again, represents the largest single investment in the teaching profession since devolution started, and rightly so, Deputy Presiding Officer - and rightly so. Those resources are also being complemented by investment by this Government in new national networks to support pedagogy and practice, and that is coming at a time when there is still not an insignificant squeeze on this Welsh Government's budget, but we have been able to deliver increases to our local authorities. I hope that those local authorities will be as good as their word in the commitments that they gave to myself, the finance Minister and the Minister for local government, where they all want to prioritise education spending. I was delighted this morning to be in Pen y Fai Church in Wales Primary School in the county borough of Bridgend, and to hear from the leader of Bridgend his plans to use the extra money that's been made available to prioritise education spend. I welcome that commitment from him very much indeed. That comes on top of the increase in the education budget, which as I said is funding a range of initiatives to support implementation. But I'm not shying away from the need to examine forensically the level of education spend in Wales, and to do that on an independent basis. Luke Sibieta will report before the end of the summer term, and that is really important. But I would say to Siân Gwenllian: I too would like hundreds of millions of pounds extra to spend on education, but when calling for that you have to tell me where we don't spend money, because that is the consequence of the situation we find ourselves in - either where we don't spend money or where you want that extra revenue raised from. With regard to what is statutory and what is not statutory, the rationale behind what we have published today is, first of all, it remains true to the principles and the recommendations in the original 'Successful Futures' report. It is also complemented by a recommendation by the expert group that I convened on relationship education that made a very clear recommendation to me that this also should be a statutory part of the curriculum. And I would have to say to the Member: where in this document can she point to a lack of commitment on behalf of me or this Welsh Government to the issue of mental health and well-being? One of the most important aspects of this curriculum reform is the inclusion of an area of learning and experience that is dedicated to the health and well-being of our children. That is new to what we have had in the past. And if you read the 'what matters' statements and if you read the progression steps, you will see very clearly a strong emphasis on ensuring that children learn about emotions, learn about how those emotions can affect their well-being, how they can seek help for when they feel overwhelmed, and how they can build their resilience. With regard to Welsh histories, and I'm glad she used the word Welsh 'histories' - it seems it's okay for some of us to use that term and maybe not for others. But I do agree with her that histories need to be taught in a pluralistic way. If she turns to page 23 of the document we've published today on the guidance that we're giving schools on how they develop their own curriculum design, it says, and I quote: 'Schools and practitioners should have a vision to develop a curriculum which: contributes to learners' realisation of the four purposes and acquisition of the integral skills which underpin them; supports the development of their learners' sense of identity in Wales'. It then goes on, on page 30, to give explicit guidance on 'Designing a curriculum in Wales and for Wales'. And I quote again: 'The Framework reflects Wales, its cultural heritage and diversity, its languages and the values, histories and traditions of its communities and all of its people. Instilling learners with passion and pride in themselves, their communities and their country is central to the four purposes.' We are absolutely explicit. And I have to say, confining that just to Welsh history lessons actually deprives us of the opportunity that is clearly stated in this document and the expectation that designing a curriculum in Wales and for Wales needs to cover every single area of learning and experience. If she can point to me in this document a lack of commitment to that, then I'd like to see it.
Welsh: Mae Siân Gwenllian yn gywir i ddweud fy mod i'n mynd i sôn am y diwrnod HMS ychwanegol; pe byddai wedi gweld rhai o'r ymatebion i'r ymgynghoriad ar y diwrnod HMS hwnnw, byddai wedi gweld, mewn rhai sectorau, nad rhywbeth poblogaidd i'w wneud oedd hynny. Ond mae'n rhywbeth sy'n angenrheidiol i'w wneud er mwyn cynyddu, unwaith eto, yr amser sydd ar gael i ysgolion. Rydym wedi bod yn glir iawn yn y ddogfen a gyhoeddwyd heddiw ynghylch yr angen i gydweithio nid yn unig mewn ysgol, ond gyda rhwydweithiau o ysgolion, boed hynny mewn ardal leol, boed hynny ar draws cyfnod, o ran cynradd yn siarad ag uwchradd yn siarad â cholegau addysg bellach, neu a oes angen i hynny fod mewn arbenigedd pwnc neu arbenigedd maes dysgu a phrofiad. Wrth gwrs, nid y diwrnod ychwanegol hwnnw a roddwyd gennym dros nifer o flynyddoedd yw'r unig ddiwrnod sydd gan yr ysgolion; mae ganddyn nhw'r darpariaethau HMS presennol y gallan nhw eu defnyddio i roi hyn ar waith. Ac wrth gwrs, mae rhywfaint o'n dysgu proffesiynol gorau ni'n digwydd pan fydd plant yn yr ysgol, felly mae angen dull cymysg. Dyna pam rydym ni'n datganoli'r adnoddau sydd gennym ar gyfer dysgu proffesiynol. Mae'r arian sydd wedi cael ei ddarparu ar gyfer y ddwy flynedd ddiwethaf, ac a fydd ar gael eto, yn golygu'r buddsoddiad unigol mwyaf yn y proffesiwn addysgu ers i ddatganoli ddechrau, ac mae hynny'n briodol, Dirprwy Lywydd - mae hynny'n briodol. Mae'r adnoddau hynny yn cael eu hategu hefyd gan fuddsoddiad gan y Llywodraeth hon mewn rhwydweithiau cenedlaethol newydd i gefnogi addysgeg ac arferion, ac mae hynny'n dod ar adeg pan fo gwasgfa nid ansylweddol yn parhau ar gyllideb Llywodraeth Cymru, ond rydym wedi llwyddo i sicrhau cynnydd i'n hawdurdodau lleol. Rwy'n gobeithio y bydd yr awdurdodau lleol hynny'n cadw at eu gair o ran eu hymrwymiadau i mi, y Gweinidog Cyllid a'r Gweinidog Llywodraeth Leol, lle maen nhw i gyd yn awyddus i flaenoriaethu gwariant ar addysg. Roeddwn wrth fy modd y bore yma i fod yn Ysgol Gynradd yr Eglwys yng Nghymru Pen y Fai ym Mwrdeistref Sirol Pen-y-bont ar Ogwr, a chlywed gan arweinydd Pen-y-bont ar Ogwr ei fwriad ef i ddefnyddio'r arian ychwanegol ar gael i flaenoriaethu gwariant ar addysg. Rwy'n croesawu'r ymrwymiad hwnnw ganddo ef yn fawr iawn yn wir. Mae hynny'n dod ar ben y cynnydd yn y gyllideb addysg, sydd, fel y dywedais i, yn ariannu amrywiaeth o fentrau i gefnogi gweithrediad y cynllun. Ond nid wyf i'n osgoi'r angen i archwilio'n gyfreithiol lefel y gwariant ar addysg yng Nghymru, a gwneud hynny ar sail annibynnol. Fe fydd Luke Sibieta yn adrodd cyn diwedd tymor yr haf, ac mae hynny'n bwysig iawn. Ond byddwn i'n dweud wrth Siân Gwenllian: fe hoffwn innau hefyd fod â channoedd o filiynau o bunnoedd yn ychwanegol i'w gwario ar addysg, ond wrth alw am hynny mae'n rhaid ichi ddweud wrthyf lle y dylem ni beidio â gwario arian, oherwydd dyna ganlyniad y sefyllfa yr ydym ynddi - naill ai lle y dylem ni beidio â gwario arian neu lle ydych chi'n dymuno codi'r refeniw ychwanegol hwnnw. O ran yr hyn sy'n statudol a'r hyn nad yw'n statudol, y rhesymeg y tu ôl i'r hyn yr ydym ni wedi ei gyhoeddi heddiw, yn y lle cyntaf, yw ei fod yn dal yn ffyddlon i'r egwyddorion a'r argymhellion yn yr adroddiad 'Dyfodol Llwyddiannus' gwreiddiol. Ategir hyn hefyd gan argymhelliad gan y grŵp arbenigol a ddaeth at ei gilydd ar addysg cydberthynas a wnaeth argymhelliad clir iawn i mi y dylai hyn hefyd fod yn rhan statudol o'r cwricwlwm. Ac fe fyddai'n rhaid imi ddweud wrth yr Aelod: ymhle yn y ddogfen hon y gall hi weld diffyg ymrwymiad ar fy rhan i neu Lywodraeth Cymru o ran mater iechyd meddwl a llesiant? Un o'r agweddau pwysicaf ar y broses hon o ddiwygio'r cwricwlwm yw cynnwys maes dysgu a phrofiad sy'n ymroddedig i iechyd a llesiant ein plant ni. Mae hynny'n newydd o'i gymharu â'r hyn oedd gennym yn y gorffennol. A phe byddech chi'n darllen y datganiadau o'r 'hyn sy'n bwysig' a phe byddech chi'n darllen y camau dilyniant, fe welwch chi'n eglur iawn bwyslais cryf ar sicrhau bod plant yn dysgu am emosiynau, yn dysgu am sut y gall yr emosiynau hynny effeithio ar eu llesiant nhw, sut gallan nhw ofyn am gymorth pan maen nhw'n teimlo eu bod nhw'n cael eu gorlethu, a sut y gallan nhw ddatblygu i fod yn fwy cydnerth. O ran hanesion Cymru, ac rwy'n falch iddi ddefnyddio'r gair 'hanesion' Cymru - ymddengys ei bod hi'n iawn i rai ohonom ddefnyddio'r term hwnnw ac efallai nid eraill. Ond rwy'n cytuno â hi fod angen dysgu hanesion mewn dull lluosog. Pe byddai hi'n troi at dudalen 23 o'r ddogfen a gyhoeddwyd heddiw am y canllawiau yr ydym ni'n eu rhoi i ysgolion ar sut y byddan nhw'n datblygu eu cynllun cwricwlwm eu hunain, mae'n dweud, ac rwy'n dyfynnu: Fe ddylai fod gan ysgolion ac ymarferwyr weledigaeth i ddatblygu cwricwlwm sydd: yn cyfrannu at y dysgwyr yn gwireddu'r pedwar diben ac yn caffael y sgiliau annatod sy'n sail iddynt; ac yn cefnogi datblygiad synnwyr hunaniaeth eu dysgwyr yng Nghymru. Mae'n mynd ymlaen, ar dudalen 30, i roi arweiniad clir ar 'Gynllunio Cwricwlwm yng Nghymru ac ar gyfer Cymru'. Ac rwy'n dyfynnu eto: Mae'r Fframwaith yn adlewyrchu Cymru, ei threftadaeth ddiwylliannol a'i hamrywiaeth, ei hieithoedd a'i gwerthoedd, ei hanes a thraddodiadau ei chymunedau a'i holl bobl. Mae meithrin dysgwyr gydag angerdd a balchder ynddynt eu hunain, eu cymunedau a'u gwlad yn ganolog i'r pedwar diben. Rydym yn gwbl eglur. Ac mae'n rhaid imi ddweud, fe fyddai cyfyngu hynny i wersi hanes Cymru yn amddifadu'r cyfle a nodir yn glir yn y ddogfen hon a'r disgwyliad bod angen i gynllunio cwricwlwm yng Nghymru ac ar gyfer Cymru gynnwys pob un maes dysgu a phrofiad. Os gall hi ddangos i mi yn y ddogfen hon unrhyw ddiffyg ymrwymiad yn hynny o beth, yna fe hoffwn i ei weld ef.