English: Well, we wouldn't disagree with you on that, of course, because a similar academy was in our Welsh Conservatives manifesto, and we would like to see a very successful version of that providing the results that I hope we would all see. My question was: who is actually driving that? Is it going to be civil servants who design it or is it going to be teachers? You heard from me about the concerns on self-evaluation yesterday, and I look forward to hearing a bit more from you as time goes on about how that will look. But let's look at that curriculum reform that you were talking about. Earlier this week, those same headteachers criticised the pace of change in schools as secondary schools are - again, I'm quoting - 'dealing with reformed GCSEs and A levels at the same time as trying to prepare for the new curriculum', something that was supported in principle by the Welsh Local Government Association, who told the Children, Young People and Education Committee in their written evidence that 'not enough of what actually matters has been included in the AoLEstoo many statements are generic, poorly defined and weak on knowledge and skills development', and this being likely to result in pupils' development being left to chance, and a total of 30 areas of learning and experience will be 'particularly challenging for primary teachers where the load is not shared across departments/faculties.' And, finally, most damning of all, while the 'landscape is awash with experts getting "excited" about curriculum reformthe reality is that workload-weary teachers will have to try to make it work on the ground.' Now, you're ring-fencing an awful lot of money to train teachers for this new curriculum - for this - when we're not really clear what 'this' means, and at the same time, that means there is money not going into school budgets, which is not enabling teacher freedom and which is not enabling greater flexibilities for schools. How are you responding to the fears raised by both the headteachers and the WLGA that the curriculum, which is meant to be ready for next year, isn't going to be on time in any clear and meaningful way and what are you going to do about it?
Welsh: Wel, ni fyddem yn anghytuno â chi ynglŷn â hynny, wrth gwrs, gan fod maniffesto'r Ceidwadwyr Cymreig yn cynnwys academi debyg, a hoffem weld fersiwn lwyddiannus iawn o hynny yn darparu'r canlyniadau y gobeithiaf y byddai pob un ohonom yn eu gweld. Fy nghwestiwn oedd: pwy sy'n llywio hynny mewn gwirionedd? Ai gweision sifil a fydd yn ei llunio, neu athrawon? Clywsoch gennyf ynghylch y pryderon ynglŷn â hunanarfarnu ddoe, ac edrychaf ymlaen at glywed mwy gennych maes o law ynglŷn â sut y bydd hynny'n edrych. Ond gadewch inni edrych ar y gwaith a grybwyllwyd gennych o ddiwygio'r cwricwlwm. Yn gynharach yr wythnos hon, beirniadwyd cyflymder y newid mewn ysgolion gan yr un penaethiaid, gan fod ysgolion uwchradd - unwaith eto, rwy'n dyfynnu - yn ymdrin â TGAU a Safon Uwch diwygiedig ar yr un pryd ag y maent yn ceisio paratoi ar gyfer y cwricwlwm newydd, rhywbeth a gefnogwyd mewn egwyddor gan Gymdeithas Llywodraeth Leol Cymru, a ddywedodd wrth y Pwyllgor Plant, Pobl Ifanc ac Addysg yn eu tystiolaeth ysgrifenedig nad oes digon o'r hyn sy'n wirioneddol bwysig wedi'i gynnwys yn y Meysydd Dysgu a Phrofiad mae gormod o'r datganiadau yn rhai generig, wedi'u diffinio'n wael ac yn wan o ran gwybodaeth a datblygu sgiliau, a bod hyn yn debygol o arwain at ddatblygiad disgyblion yn cael ei adael i ffawd, ac y bydd cyfanswm o 30 maes dysgu a phrofiad yn arbennig o heriol i athrawon cynradd lle nad yw'r llwyth yn cael ei rannu ar draws adrannau/cyfadrannau. Ac yn olaf, yn fwyaf damniol oll, tra bo'r tirlun yn gorlifo ag arbenigwyr yn "cynhyrfu" ynglŷn â diwygio'r cwricwlwm y realiti yw y bydd yn rhaid i athrawon o dan bwysau llwyth gwaith geisio gwneud iddo weithio ar lawr gwlad. Nawr, rydych yn clustnodi llawer iawn o arian i hyfforddi athrawon ar gyfer y cwricwlwm newydd hwn - ar gyfer hyn - pan nad ydym yn deall yn iawn beth yw ystyr 'hyn', ac ar yr un pryd, golyga hynny fod arian i'w gael nad yw'n mynd i gyllidebau ysgolion, ac nid yw hynny'n rhoi rhyddid i athrawon nac yn rhoi mwy o hyblygrwydd i ysgolion. Sut rydych yn ymateb i'r pryderon a fynegwyd gan y penaethiaid a CLlLC na fydd y cwricwlwm, sydd i fod yn barod ar gyfer y flwyddyn nesaf, ar amser mewn unrhyw ffordd glir ac ystyrlon, a beth a wnewch ynglŷn â hynny?