English: Thank you very much, Andrew, for the comprehensive list of questions. The strategy that was announced by the First Minister is the overarching plan for the Government. This document that is launched today adds the meat on the bones that you were asking for just last week, about how the ambitions that are in 'Prosperity for All' will actually be delivered. And I make no bones about it: there is too much variation within our education system. There is too much variation in schools. We see that as something that needs to be tackled. We see within a single school a department that is performing really well and a department that is performing less well. We also see variations between individual schools in the same local education authority; sometimes only a matter of miles apart, the results can be very different, and we have to iron that out. Now, there are a number of ways in which this strategy seeks to raise standards across our entire system. Of course, the most important factor is the quality of teaching. That is the biggest thing that we can do to improve the educational attainment of our children, that is to ensure that the quality of teaching across all of our schools is consistently high. That's why there is so much emphasis in this document about how we can raise the quality of teaching, whether that be reforming our initial teacher education system, whether that's a new national approach to continuous professional learning, new teaching standards that are currently being adopted for both classroom teachers and headteachers. Our system cannot be better than the teachers who deliver it, and that's why this is at the core of our programme. You talked about the issue around schools challenge. You'll know that that was a time-limited programme, limited to only 40 schools. There are lots of schools across Wales that need help and support to develop them. Some of those schools did very well under Schools Challenge Cymru, but I'm afraid to say, in some cases, despite the additional resource, that did not translate into better results for students and, indeed, one schools challenge school just before the summer holidays was put under special measures by Estyn. So, we need an approach to school improvement, delivered by our regional consortia, for all schools in Wales - right the way across our country, rather than just limited to 40 handpicked institutions. You raise the issue of PISA. There is nothing inconsistent in this document and the statements that I and the First Minister gave in answers to questions on 20 and 21 June earlier this year. What's absolutely clear is that, for the 2021 PISA assessment that will be administered by a different administration in a new Government, whose results will be published by a different administration, that remains the long-term goal. What I am focused on is making improvement in the tests that will be taken next year, because I haven't changed my mind: our performance in PISA is not what we would want it to be and we need to see improvement, not in 2021 - we need to see improvement before that. Now, Andrew, you do raise a very legitimate point about the issue of roll-out within the secondary sector, and whether having to teach two curricula in the school will be challenging. It's normal practice for teachers to translate curriculum requirements into schemes of work for each year group in their school; no teacher teaches the same lesson to each and every year group. So, this phased roll-out in secondary schools allows the teaching profession the time to develop their new schemes of work year on year. Now, our teachers and those who represent them understand this, and they are very supportive of this approach. And international best practice would tell you that a phased roll-out gives us the best chance for success. The last time we had a major change to the curriculum, of course, was back in 1988, which was done very much top down and done overnight. And I'm afraid if you speak to people who were involved in the delivery of that reform, they'll say that it caused significant chaos. But I'm very glad that I will have the opportunity later this week to talk to Lord Baker, and I will reflect on his experience of how he felt that that top-down, overnight big bang actually worked out. Leadership, I think, has been an area where we have not had sufficient focus. The reasons for that, you know, I'm not clear on and I'm not sighted on, but what I am clear on is that, if we are to see the improvements that we need, we have to have a focus on leadership, and that's why we are introducing our new leadership academy. We'll be reforming the qualification for our headteachers, with new leadership standards and more support for existing headteachers and those who aspire to headship, and as we see the leadership academy develop and bed in, I'd hope to see that focus on leadership go down the whole school system to focus on leaders of individual subjects or individual year groups - leadership in our regional consortia, leadership in local education authorities. This is a national mission. We've all got to challenge ourselves and ask: 'What are we going to bring to the table to see this national mission realised?' And there's a place for all of us in that, including Members here in the Chamber whose scrutiny and challenge in the committee has been a very important part of my deliberations when looking to set up the timetable for the curriculum. With regard to HE, can I just say that HE isn't the be-all and end-all? It's the right thing for some people, but this idea that everybody has to do HE and that, if you don't, then somehow you are a failure - I think we need to move away from that. We have to look at education in the right setting, for the right people at the right time in their lives, and that might mean going on to training when you're in the world of work 10 years after you've left school. It may be a higher level apprenticeship. It may be a degree-related apprenticeship. There are many ways in which you can fulfil your potential. HE is an important part of that, yes, for a certain cohort of our population.
Welsh: Diolch yn fawr iawn, Andrew, am y rhestr gynhwysfawr o gwestiynau. Y strategaeth a gyhoeddwyd gan y Prif Weinidog yw cynllun cyffredinol y Llywodraeth. Mae'r ddogfen hon, a lansiwyd heddiw, yn ychwanegu'r cig ar yr esgyrn yr oeddech yn gofyn amdanynt yr wythnos ddiwethaf, o ran sut i gyflawni'r uchelgeisiau sydd yn 'Ffyniant i Bawb' mewn gwirionedd. Ac i fod yn ddi-lol: mae gormod o amrywiad yn ein system addysg. Mae gormod o amrywiad mewn ysgolion. Rydym yn gweld hynny fel rhywbeth y mae angen ei unioni. Rydym yn gweld o fewn un ysgol, adran sy'n perfformio'n dda iawn ac adran sydd ddim yn perfformio cystal. Rydym hefyd yn gweld amrywiadau rhwng ysgolion unigol yn yr un awdurdod addysg lleol; weithiau rai milltiroedd yn unig ar wahân, gall y canlyniadau fod yn wahanol iawn, ac mae'n rhaid inni unioni hynny. Nawr, mae'r strategaeth hon yn ceisio codi safonau ar draws ein system gyfan mewn nifer o ffyrdd. Wrth gwrs, y ffactor pwysicaf yw ansawdd yr addysgu. Dyna'r peth mwyaf y gallwn ei wneud i wella cyrhaeddiad addysgol ein plant, sef sicrhau bod ansawdd yr addysgu ar draws pob un o'n hysgolion yn gyson uchel. Dyna pam mae cymaint o bwyslais yn y ddogfen hon ynghylch sut y gallwn godi safon yr addysgu, boed hynny drwy ddiwygio ein system addysg gychwynnol i athrawon, boed hynny drwy ddull cenedlaethol newydd o ddysgu proffesiynol parhaus, neu fabwysiadu safonau addysgu newydd ar hyn o bryd i athrawon dosbarth a phenaethiaid. Ni all ein system fod yn well na'r athrawon sy'n ei chyflwyno, a dyna pam mae hyn wrth wraidd ein rhaglen. Rydych wedi sôn am y mater sy'n ymwneud â'r her ysgolion. Fe wyddoch mai rhaglen am amser cyfyngedig oedd honno, wedi'i chyfyngu i ddim ond 40 o ysgolion. Mae llawer o ysgolion ar draws Cymru sydd angen cymorth a chefnogaeth i'w datblygu. Gwnaeth rhai o'r ysgolion hynny'n dda iawn o dan Her Ysgolion Cymru, ond rwy'n ofni dweud, mewn rhai achosion, er gwaethaf yr adnoddau ychwanegol, nad oedd hynny'n cyfateb i well canlyniadau i fyfyrwyr ac, yn wir, cafodd un o ysgolion yr her ysgolion ei rhoi dan fesurau arbennig gan Estyn ychydig cyn gwyliau'r haf. Felly, mae angen ffordd o wella ysgolion, wedi'i chyflwyno gan ein consortia rhanbarthol, ar gyfer pob ysgol yng Nghymru - yr holl ffordd ar draws ein gwlad, yn hytrach na bod yn gyfyngedig i 40 o sefydliadau dethol. Rydych yn sôn am PISA. Nid oes dim byd anghyson yn y ddogfen hon a'r datganiadau a wnes i a'r Prif Weinidog wrth ateb cwestiynau ar 20 a 21 Mehefin yn gynharach eleni. Yr hyn sy'n hollol glir yw, ar gyfer asesiad PISA yn 2021 a gaiff ei weinyddu gan weinyddiaeth wahanol mewn Llywodraeth newydd, y caiff ei ganlyniadau eu cyhoeddi gan weinyddiaeth wahanol, mai dyna yw'r nod hirdymor o hyd. Yr hyn yr wyf i'n canolbwyntio arno yw gwelliant yn y profion a gaiff eu sefyll y flwyddyn nesaf, gan nad wyf wedi newid fy meddwl: nid yw ein perfformiad yn PISA cystal ag yr hoffem ac mae angen inni weld gwelliant, nid yn 2021 - mae angen inni weld gwelliant cyn hynny. Nawr, Andrew, rydych yn codi pwynt dilys iawn ynghylch cyflwyno hyn yn y sector uwchradd, ac a fydd gorfod addysgu dau gwricwlwm yn yr ysgol yn heriol. Mae'n arferol i athrawon drosi gofynion cwricwlwm yn gynlluniau gwaith i bob grŵp blwyddyn yn eu hysgol; nid oes dim athro'n addysgu'r un wers i bob grŵp blwyddyn. Felly, mae'r cyflwyniad graddol hwn mewn ysgolion uwchradd yn rhoi'r amser i'r proffesiwn addysgu i ddatblygu eu cynlluniau gwaith newydd o flwyddyn i flwyddyn. Nawr, mae ein hathrawon a'r bobl sy'n eu cynrychioli'n deall hyn, ac maent yn gefnogol iawn i'r ymagwedd hon. A byddai arfer gorau rhyngwladol yn dweud wrthych mai cyflwyno'n raddol sy'n rhoi'r cyfle gorau inni i lwyddo. Y tro diwethaf y cawsom newid mawr i'r cwricwlwm, wrth gwrs, oedd yn ôl yn 1988, a gwnaethpwyd hynny'n sicr o'r brig i lawr ac fe'i gwnaethpwyd dros nos. Ac rwy'n ofni pe baech yn siarad â phobl a fu'n ymwneud â chyflawni'r diwygiad hwnnw, byddent yn dweud ei fod wedi achosi anhrefn sylweddol. Ond rwy'n falch iawn y caf y cyfle yn nes ymlaen yr wythnos hon i siarad â'r Arglwydd Baker, a byddaf yn myfyrio ar ei brofiad o sut yr oedd yn teimlo bod y newid mawr hwnnw o'r brig i lawr, dros nos, wedi gweithio. Mae arweinyddiaeth, rwy'n meddwl, wedi bod yn faes lle nad ydym wedi canolbwyntio'n ddigonol. Nid wyf yn deall y rhesymau dros hynny, wyddoch chi, nid wyf yn eu gweld, ond yr hyn yr wyf yn ei ddeall yw, os ydym ni i weld y gwelliannau sydd eu hangen arnom, bod yn rhaid inni ganolbwyntio ar arweinyddiaeth, a dyna pam yr ydym yn cyflwyno ein hacademi arweinyddiaeth newydd. Byddwn yn diwygio'r cymhwyster ar gyfer ein penaethiaid, gan gynnwys safonau arweinyddiaeth newydd a mwy o gefnogaeth i benaethiaid presennol a'r rhai sy'n dymuno bod yn benaethiaid, ac wrth inni weld yr academi arweinyddiaeth yn datblygu ac yn ei sefydlu ei hun, byddwn yn gobeithio gweld y pwyslais hwnnw ar arweinyddiaeth yn mynd i lawr y system ysgolion gyfan i ganolbwyntio ar arweinwyr pynciau unigol neu grwpiau blwyddyn unigol - arweinyddiaeth yn ein consortia rhanbarthol, arweinyddiaeth mewn awdurdodau addysg lleol. Mae hon yn genhadaeth genedlaethol. Mae'n rhaid i bob un ohonom ein herio ein hunain a gofyn: 'Beth ydym ni'n mynd i'w gynnig i weld y genhadaeth genedlaethol hon yn cael ei gwireddu?' Ac mae lle i bob un ohonom yn hynny, gan gynnwys Aelodau yma yn y Siambr y mae eu craffu a'u herio yn y pwyllgor wedi bod yn rhan bwysig iawn o'm hystyriaethau wrth geisio sefydlu'r amserlen ar gyfer y cwricwlwm. O ran AU, a gaf i ddweud nad AU yw popeth? Mae'n iawn i rai pobl, ond mae'r syniad hwn bod yn rhaid i bawb wneud AU ac, os nad ydych, eich bod rywsut yn fethiant - rwy'n meddwl bod angen inni symud oddi wrth hynny. Mae'n rhaid inni edrych ar addysg yn y lleoliad cywir, i'r bobl gywir ar yr adeg gywir yn eu bywydau, a gallai hynny olygu mynd ymlaen i hyfforddiant pan fyddwch chi yn y byd gwaith 10 mlynedd ar ôl ichi adael yr ysgol. Gall fod yn brentisiaeth lefel uwch. Gall fod yn brentisiaeth sy'n gysylltiedig â gradd. Mae yna lawer o ffyrdd y gallwch chi gyflawni'ch potensial. Mae AU yn rhan bwysig o hynny, ydy, i garfan benodol o'n poblogaeth.