English: When we interviewed the pupils themselves, some hadn't taken it because they'd been off-put by their friends who said the skills challenge certificate was one of the main considerations why they either didn't want to take the bac or found it challenging and difficult when they did. That was the very point that they made, but there are many other reasons with the Welsh bac: its recognition, teachers that weren't trained in delivering the Welsh bac - and teachers actually said to us during workshops that they would like to see the back of it. So, there was some pretty strong evidence that came from that. So, it's a multitude of reasons - it's not just one. There is no reason why it cannot be achieved through the use of surveys, so I do wonder whether the Welsh Government's hesitation is an indication as to some nervousness as to what the results will probably show. In addition to evidence of dislike of the qualification by pupils, our work has seen that it's having an impact on teachers. Training seems to be inadequate; some teachers lack confidence in delivering it. Whilst you have accepted recommendation 9, it is interesting to note your observation that the skills and ped - I can't say this word, but pedag - [Assembly Members: 'Pedagogy.'] - yes, that one, that's the one; I've heard Kirsty Williams saying it before [ Laughter. ] - of teaching the new curriculum are closely aligned and that they can be transferred to teaching the Welsh bac qualification. What this means is that we have teachers in secondary schools across Wales now worried about the delivery of the Welsh bac and the new curriculum. This is now being seen as yet another pressure on our teachers. I really do think it is time to consider reducing the pressure, and for the Welsh Government to seriously consider the calls previously made by my colleague Suzy Davies AM to have a look again at the Welsh baccalaureate to see whether it really is suitable, going forward, for our Welsh students. Thank you.
Welsh: Pan wnaethom gyfweld â'r disgyblion eu hunain, nid oedd rhai wedi'i gymryd am eu bod wedi cael eu hannog i beidio gan eu ffrindiau a ddywedodd mai'r dystysgrif her sgiliau oedd un o'r prif ystyriaethau naill ai pam nad oeddent am wneud y fagloriaeth neu'n ei chael yn heriol ac yn anodd pan fyddent yn ei gwneud. Dyna'r union bwynt a wnaethant, ond mae nifer o resymau eraill gyda bagloriaeth Cymru: y ffordd y caiff ei gweld, athrawon heb gael eu hyfforddi i gyflwyno bagloriaeth Cymru - a dywedodd athrawon wrthym mewn gweithdai yr hoffent ei gweld yn dod i ben. Felly, daeth tystiolaeth go gryf o hynny. Felly, mae'n llu o resymau - nid dim ond un. Nid oes rheswm pam na ellir cyflawni hyn drwy ddefnyddio arolygon, felly tybed a yw'r petruso ar ran Llywodraeth Cymru yn arwydd o beth nerfusrwydd ynglŷn â'r hyn y bydd y canlyniadau'n debyg o ddangos. Yn ogystal â thystiolaeth o atgasedd disgyblion at y cymhwyster, mae ein gwaith wedi gweld ei fod yn cael effaith ar athrawon. Mae'n ymddangos bod yr hyfforddiant yn annigonol; nid oes digon o hyder gan rai athrawon i'w gyflwyno. Er eich bod wedi derbyn argymhelliad 9, mae'n ddiddorol nodi eich sylw fod y sgiliau a'r addysgeg wrth addysgu'r cwricwlwm newydd yn cyd-fynd yn agos ac y gellir eu trosglwyddo i addysgu cymhwyster bagloriaeth Cymru. Mae'n golygu bod gennym athrawon mewn ysgolion uwchradd ledled Cymru sydd bellach yn poeni am gyflwyno bagloriaeth Cymru a'r cwricwlwm newydd. Mae hyn bellach yn cael ei weld fel pwysau arall eto ar ein hathrawon. Credaf o ddifrif ei bod yn bryd ystyried lleihau'r pwysau, ac i Lywodraeth Cymru ystyried o ddifrif y galwadau a wnaed yn flaenorol gan fy nghyd-Aelod Suzy Davies AC i ailedrych ar fagloriaeth Cymru i weld a yw'n addas mewn gwirionedd i'n myfyrwyr yng Nghymru ar gyfer y dyfodol. Diolch.