English: It is part of the picture, in my opinion. The curriculum change in and of itself isn't going to change the situation in terms of attainment. I think that there is a question in terms of how and where the curriculum lies in terms of the new qualifications, for example, because there is a need for genuine change in that regard. The danger is that we go back to the old system in years 10 and 11, and even though the curriculum has been quite wide-ranging for a period - that it narrows again after that. I think the other question is that there will also need to be a change - and I think the Government, to be fair to them, have started on this job of work, in terms of the change in school accountability. So, at the moment, we perceive that a school succeeds in terms of how many pupils reach five A to C grades in GCSE. I think that we disregard that investment that there is in some children who have a far greater scale of success if they achieve a D or a C than those perhaps who would naturally be able to achieve an A* every time. So I think that there is a culture change that we will need to realise as well. In terms of the Welsh language, I am concerned that all of the attention has been placed on the mandatory element and the disapplication of English, and so on. But my main concern in terms of this legislation is that there is so little attention given to the Welsh language in English-medium schools, where progression at the moment is particularly poor, and has been for decades, and yet I don't think that it's fair that the Government places all of the responsibility on individual schools and individual school leaders. There's been insufficient guidance at the regional consortia and council level in terms of telling the schools - I accept the principle entirely, but there is a need for guidance, and without that guidance and leadership, we won't reach the ambitious 2050 targets, and the Government has to be serious about that.
Welsh: Mae o'n rhan o'r darlun, yn fy marn i. Dydy newid y cwricwlwm ar ei ben ei hun ddim yn mynd i newid y sefyllfa o ran cyrhaeddiad. Rydw i'n meddwl bod yna gwestiynau ynglŷn â sut yn union mae'r cwricwlwm yn gorwedd o ran cymwysterau newydd, er enghraifft, achos mae angen newid go iawn yma. Y peryg ydy ein bod ni'n mynd yn ôl i'r hen drefn ym mlwyddyn 10 ac 11, ac er bod y cwricwlwm wedi bod yn eithaf eang am gyfnod - ei fod o wedyn yn culhau eto. Rydw i'n meddwl mai'r cwestiwn arall ydy mi fydd yn rhaid newid hefyd - a rydw i'n meddwl bod y Llywodraeth i fod yn deg iddyn nhw wedi dechrau ar y gwaith yma, o ran newid atebolrwydd ysgolion. Felly, ar hyn o bryd, rydyn ni yn meddwl bod ysgol yn llwyddo o ran faint o blant sydd yn cyrraedd pump A i C yn TGAU. Rydyn ni fel ein bod ni'n diystyru'r buddsoddiad yna sydd mewn rhai plant sydd yn llwyddiant llawer iawn mwy ysgubol os maen nhw'n cyrraedd gradd D neu radd C na'r rhai sydd hwyrach yn naturiol yn gallu cael A* bob tro. Felly, dwi'n meddwl bod yna newid diwylliant yma bydd yn rhaid i ni sylweddoli, hefyd. Mae'n rhaid i mi ddweud hefyd o ran y Gymraeg, dwi yn pryderu bod yr holl sylw ar hyn o bryd yn cael ei roi at yr elfen fandadol yma, a'r ymwneud o ran datgymhwyso Saesneg a phethau felly. Fy mhrif bryder i ynglŷn â'r ddeddfwriaeth yma ydy bod cyn lleied o sylw yn cael ei roi i'r Gymraeg o fewn ysgolion cyfrwng Saesneg, lle mae'r cyrhaeddiad ar hyn o bryd yn ofnadwy o wael, wedi bod ers degawdau, ac eto dwi ddim yn credu bod hi'n deg bod y Llywodraeth yn gosod yr holl gyfrifoldeb ar ysgolion unigol ac arweinwyr unigol o fewn ysgolion. Doedd yna ddim digon o arweiniad ar lefel Llywodraeth, ar lefel y consortia rhanbarthol ac ar lefel y cynghorau o ran dweud yn union wrth yr ysgolion - dwi'n derbyn yr egwyddor yn llwyr, ond mae angen cael arweiniad. Heb yr arweiniad yna, ni fyddwn ni'n cyrraedd targedau uchelgeisiol 'Cymraeg 2050', ac mae'n rhaid i'r Llywodraeth fod o ddifri ynglŷn â hyn.