English: No. It is a question of what basis you're planning on, isn't it? We need to be clear about what we are planning for. Looking at the requirements of the frameworks - and I think that Estyn's paper considers these issues in greater detail than we've been able to do, from our point of view - there's some variation that's clearly noted there. So, we have to ask the question: in accepting these plans, what is the cause and effect if they're sufficiently ambitious or not, or if they're sufficiently powerful or not? That isn't to be seen clearly in terms of whether there's a process if the Government feels that there isn't sufficient ambition and movement. The plans are accepted, but is there enough cause and effect there in terms of the quality of plans in the first instance? Again, looking at the plans themselves, the other issue is that we are trying to move schools and the planning of school infrastructure from one medium to another, and that's why I made the point about the Welsh speaker. One of the fetters that is responsible for the ambition, or the lack of ambition, in some of the plans is the challenge in terms of moving a school from one category to another. You have to ask the question about whether that's the only answer to reach a million Welsh speakers. And in having a clear, acknowledged, recognised continuum that provides a clear line for people planning learner experiences for the new curriculum, and so on, the opportunities are there then to identify where each school is, so that every school is on that journey. There's a danger that we're reaching a point where we have the absolute that either a school contributes towards the Welsh language or doesn't do that. But, we want every school, if we are to reach a million Welsh speakers, to be clearly on that journey. The other point I would make is that policies - and every policy, indeed - emanating from Government has to take advantage of every opportunity to reinforce the journey towards a million Welsh speakers. If we take the school improvement framework that was announced and published last week, yes, there is reference at the beginning of that document to a million Welsh speakers, but when we look at what exactly individual schools have to report on in that framework, the Welsh language isn't one of the specific elements there. So, if we want to have that statutory framework to work in all of the local authorities, we need to see then what the route is for each school to contribute towards the objectives that are set, or you might have a gap between the strategic and the operational to achieve the objectives that are set.
Welsh: Na. 'Ar gyfer beth ydych chi'n cynllunio?', Alun, byddai'r cwestiwn y byddwn i'n ei ofyn wedyn. Mae'n rhaid i ni fod yn glir beth rydyn ni'n cynllunio ar ei gyfer. Mae'n debyg, wrth edrych ar ofynion y fframweithiau - a dwi'n meddwl bod papur Estyn wedi bod yn edrych ar y rhain yn fwy gofalus nac yr ydyn ni wedi bod yn ei wneud, o safbwynt mynediad atyn nhw - dwi'n meddwl bod yr amrywiaeth yn cael ei nodi yn glir yna. Ond hefyd, mae'n rhaid gofyn y cwestiwn wedyn, onid oes: wrth dderbyn y cynlluniau hyn, beth ydy'r achos ac effaith os ydyn nhw'n ddigon uchelgeisiol neu beidio, neu os ydyn nhw'n ddigon grymus neu beidio? A dydy hynny ddim i'w weld yn glir os oes yna broses os ydy'r Llywodraeth yn teimlo nad oes yna ddim digon o uchelgais, nad oes yna ddim digon o symud. Mae'r cynlluniau yn cael eu derbyn, ond oes digon o achos ac effaith i wahanol ansawdd o gynlluniau yn y lle cyntaf? Un peth arall, mae'n debyg, wrth edrych ar y cynlluniau, ydy ein bod ni'n ceisio symud ysgolion a chynllunio isadeiledd yr ysgolion o un cyfrwng i gyfrwng arall, a dyna pam dwi'n gwneud y pwynt am y siaradwr Cymraeg. Un o'r llyffetheiriau, mae'n debyg, sydd yn gyfrifol am yr uchelgais, neu'r diffyg uchelgais, yn rhai o'r cynlluniau ydy'r heriau sydd yna o newid ysgol o un categori i'r llall. Ac mae'n rhaid gofyn y cwestiwn: ai dyna ydy'r unig ateb i gyrraedd y filiwn o siaradwyr Cymraeg? Wrth gael continwwm clir wedi'i adnabod, sydd wedyn yn rhoi llinell glir i bobl sydd yn cynllunio profiadau i ddisgyblion ar gyfer y cwricwlwm newydd, mae'r cyfleoedd yna wedyn i adnabod lle mae pob ysgol, lle bod pob ysgol ar y daith yna. Mae perygl ein bod ni'n cyrraedd trafodaeth lle rydyn ni'n cael yr absoliwt o un ai bod ysgolion yn cyfrannu tuag at y Gymraeg neu dydyn nhw ddim. Rydyn ni eisiau bod pob ysgol, os ydyn ni am gyrraedd miliwn o siaradwyr Cymraeg, yn glir ar y daith yna. Pwynt arall, mae'n debyg, y byddwn i'n ei wneud ydy bod yn rhaid i bob polisi sy'n dod allan o'r Llywodraeth fanteisio ar bob cyfle i atgyfnerthu'r daith tuag at y filiwn o siaradwyr Cymraeg. Os gwnawn ni gymryd y fframwaith gwella ysgolion newydd a gafodd ei gyhoeddi yr wythnos diwethaf, oes, mae yna gyfeiriad ar ddechrau'r ddogfen at filiwn o siaradwyr Cymraeg, ond pan rydyn ni'n mynd i weld beth yn union mae ysgolion unigol yn gorfod adrodd arno yn y fframwaith yna, dydy'r Gymraeg ddim yn un o'r elfennau penodol yna. Felly, os ydyn ni eisiau cael y fframwaith statudol yma i weithio ym mhob un o'r awdurdodau, mae'n rhaid inni weld wedyn beth ydy'r llwybr i bob ysgol gyfrannu tuag at y nodau yna sydd yn cael eu gosod, neu mae'n bosib y bydd gennych chi fwlch rhwng y strategol a'r gweithredol i wireddu'r nodau sy'n cael eu gosod.