English: Thank you to Suzy Davies for her comments and questions. I think what is crucially important to me, and I don't wish to be overly critical, but I've been in the Senedd long enough to have seen huge amounts of effort, time, energy and resources that have often focused on the establishment of very worthy policy statements and policy documents - legislation, indeed, often underpins such things - and then, perhaps, a suggestion or a feeling that once that is completed, the job is done. For the curriculum to be a success, we now need a relentless focus on implementation, and that's why we invited the OECD to review work, to put us in a place to ensure that implementation now follows the energy and effort that has gone into curriculum reform to date. And I'm very grateful for the comments and the recommendations from the OECD on how we can get this next stage, which sometimes I think in the past has been missing - we get it right. Suzy Davies asks about what steps we will take. Well, firstly, as I said in my statement, we will now publish an updated version of 'Our national mission'. The Member will be aware that, in the first version of 'Our national mission', we had a very clear map of expectations on what was expected on each part of the system, and when that work was to be completed. And our new version will build upon that, taking on board the recommendations from the OECD, and, as I said, outlining the steps that need to be taken, moving us forward to successful implementation. Suzy is right to focus on the issue of coherence. I think this is particularly important with regard to the middle tier in the Welsh education system, and having a clear understanding of what the roles and responsibilities are for each member of that middle tier in supporting schools to realise the new curriculum. So, that is everything from our individual local education authorities, our school improvement services, our National Academy for Educational Leadership and our Education Workforce Council. Schools need to know what help will be available and from whom they can get that help as they begin their own individual institution-based journey in developing their new curriculum. Key to that is the ongoing reform of our school inspectorate, Estyn, who are moving to a system of focusing much more on supporting schools rather than, perhaps, how the inspectorate has been seen in the past, as someone who comes along, passes a judgment and then disappears, and isn't there, actually, to support schools in addressing any concerns that the inspectorate identifies with an individual institution. So, our expectations document will be very clear, and that has been developed in co-construction with our strategic education group. A crucial part of that will be our ongoing and deeply developing relationships with our institutes of higher education, especially those that have initial teacher education provision; that is a very crucial part of that in supporting schools, moving forward, and providing individual support for professional learning. The professional learning programme is having to be delivered differently because of COVID-19, but, even with all of the stresses and strains on the system, schools are still, wherever possible, engaging in that professional learning. So, that brings me on to the issue of the impact of COVID-19 on our curriculum reform timetable. Clearly, at this stage, we believe it is possible to continue on the reform journey to the published timetable, although we are taking steps all the time to make sure that the information and support, and our expectations of schools, are being tested against the day-to-day challenges of running schools at the moment. So, we're not looking to overwhelm schools, but actually to get additional information and support out to them in a timely fashion. Quite rightly, again, Suzy talks about the issues of raising standards. One of the very reasons for introducing a new curriculum, alongside our other education reforms, is all about raising standards - raising standards for all of our students, but, in particular, ensuring that we address the attainment gap that does exist. We have made some progress that I think it's right that we acknowledge, but there continues to be much more progress that needs to be made. That's why I'm keen not to delay the start of the new curriculum, because I think the curriculum is an important part of that raising-standards agenda. With regard to further education, obviously, the curriculum that we're talking about is a three-to-16 curriculum, but it has implications for post-compulsory education and training. Further education have been part of the co-construction process, with FE representatives on each of the areas of learning and experience groups that were convened to develop the 'what matters' statements and to develop the supporting documentation for the curriculum. So, I am satisfied that that has been part of the consideration in drawing up the curriculum that we currently have before us. Thank you, Presiding Officer.
Welsh: Diolch i Suzy Davies am ei sylwadau a'i chwestiynau. Rwy'n credu mai'r hyn sy'n hollbwysig i mi, ac nid wyf i'n dymuno bod yn rhy feirniadol, ond rwyf wedi bod yn y Senedd yn ddigon hir i fod wedi gweld llawer iawn o ymdrech, amser, egni ac adnoddau sydd wedi rhoi pwyslais yn aml ar sefydlu datganiadau polisi a dogfennau polisi teilwng iawn - mae deddfwriaeth, yn wir, yn aml yn sail i bethau o'r fath - ac yna, efallai, awgrym neu deimlad, pan fydd hynny wedi digwydd, fod y gwaith wedi ei orffen. Er mwyn i'r cwricwlwm fod yn llwyddiant, mae angen inni ganolbwyntio'n ddi-baid ar weithredu, a dyna pam y cafodd yr OECD ei gwahodd i adolygu'r gwaith, i'n rhoi ni ar ben y ffordd i sicrhau bod y gweithredu nawr yn dilyn yr egni a'r ymdrech sydd wedi bod i ddiwygio'r cwricwlwm hyd yn hyn. Ac rwy'n ddiolchgar iawn am y sylwadau a'r argymhellion gan yr OECD ynglŷn â'r dull o gael y cam nesaf hwn, sydd yn fy marn i wedi bod ar goll yn y gorffennol - yn iawn. Gofyn y mae Suzy Davies pa gamau y byddwn ni'n eu cymryd. Wel, yn gyntaf, fel y dywedais i yn fy natganiad, fe fyddwn ni'n cyhoeddi fersiwn wedi'i diweddaru o 'Ein cenhadaeth genedlaethol'. Mae'r Aelod yn ymwybodol bod gennym ni, yn fersiwn gyntaf 'Ein cenhadaeth genedlaethol', gynllun clir iawn o ddisgwyliadau ynglŷn â'r hyn oedd i'w ddisgwyl ym mhob rhan o'r system, a pha bryd y byddai'r gwaith hwnnw'n cael ei gwblhau. A bydd ein fersiwn newydd ni'n adeiladu ar hynny, gan ystyried argymhellion yr OECD, ac, fel y dywedais i, yn amlinellu'r camau y mae angen eu cymryd, gan ein symud ni ymlaen i weithredu'n llwyddiannus. Mae Suzy yn iawn i ganolbwyntio ar fater cydlyniad. Rwy'n credu bod hyn yn arbennig o bwysig o ran haen ganol system addysg Cymru, a chael dealltwriaeth glir o swyddogaethau a chyfrifoldebau pob aelod o'r haen ganol honno wrth gefnogi ysgolion i wireddu'r cwricwlwm newydd. Felly, mae hynny'n cynnwys popeth o'n hawdurdodau addysg lleol unigol, ein gwasanaethau gwella ysgolion, yr Academi Genedlaethol dros Arweinyddiaeth Addysgol a'n Cyngor Gweithlu Addysg. Mae angen i ysgolion wybod pa gymorth fydd ar gael a chan bwy i geisio am y cymorth hwnnw wrth iddyn nhw ddechrau ar daith unigol eu sefydliadau nhw eu hunain a datblygu eu cwricwlwm newydd. Yr allwedd i hynny yw diwygiad parhaus ein harolygiaeth ysgolion Estyn, sy'n symud tuag at system o ganolbwyntio llawer mwy ar gefnogi ysgolion yn hytrach nag, efallai, fel yr ystyrid yr arolygiaeth yn y gorffennol, fel rhywun sy'n dod, yn ffurfio barn ac yna'n diflannu, ac nad yw'n bresennol, mewn gwirionedd, i gefnogi ysgolion i fynd i'r afael ag unrhyw bryderon a nodir gan yr arolygiaeth gyda sefydliadau unigol. Felly, fe fydd ein dogfen ni o ddisgwyliadau yn eglur iawn, ac fe gafodd ei datblygu drwy ddatblygu ar y cyd â'n grŵp addysg strategol ni. Rhan hanfodol o hynny fydd ein perthynas barhaus â'n sefydliadau addysg uwch, sy'n datblygu'n fawr iawn, yn enwedig y rhai sy'n darparu addysg gychwynnol athrawon; mae honno'n rhan hanfodol iawn o gefnogi ysgolion, gan symud ymlaen, a darparu cymorth unigol ar gyfer dysgu proffesiynol. Mae'n rhaid cyflwyno'r rhaglen dysgu proffesiynol mewn ffordd wahanol oherwydd COVID-19, ond, hyd yn oed gyda'r holl bwysau a straen ar y system, mae ysgolion yn parhau i gymryd rhan yn y dysgu proffesiynol hwnnw, lle bynnag y bo modd. Felly, mae hynny'n dod â mi at fater effaith COVID-19 ar ein hamserlen o ddiwygio'r cwricwlwm. Yn amlwg, ar hyn o bryd, rydym yn credu bod modd inni barhau ar y daith i ddiwygio gyda'r amserlen a gyhoeddwyd, er ein bod yn cymryd camau drwy'r amser i sicrhau bod yr wybodaeth a'r gefnogaeth, a'n disgwyliadau ni o ysgolion, yn cael eu profi yn erbyn yr heriau o redeg ysgolion o ddydd i ddydd ar hyn o bryd. Felly, nid ydym yn ceisio llethu'r ysgolion, ond mewn gwirionedd rydym eisiau cynnig gwybodaeth a chymorth ychwanegol iddyn nhw mewn da bryd. Yn gwbl briodol, unwaith eto, mae Suzy yn sôn am faterion codi safonau. Un o'r rhesymau pendant dros gyflwyno cwricwlwm newydd, ochr yn ochr â'n diwygiadau addysgol eraill ni, yw er mwyn codi safonau - codi safonau i'n holl fyfyrwyr ni, ond, yn benodol, sicrhau ein bod ni'n mynd i'r afael â'r bwlch cyrhaeddiad sy'n bodoli. Rydym wedi gwneud rhywfaint o gynnydd a chredaf ei bod yn iawn cydnabod hynny, ond mae llawer mwy eto o gynnydd y mae angen ei wneud. Dyna pam rwy'n awyddus i beidio ag oedi cyn dechrau'r cwricwlwm newydd, oherwydd rwy'n credu bod y cwricwlwm yn rhan bwysig o'r agenda hon i godi safonau. O ran addysg bellach, yn amlwg, y cwricwlwm yr ydym ni'n sôn amdano yw'r cwricwlwm 3 i 16 oed, ond mae iddo oblygiadau ar gyfer addysg a hyfforddiant ôl-orfodol. Mae addysg bellach wedi bod yn rhan o'r broses ddatblygu ar y cyd, gyda chynrychiolwyr Addysg Bellach yn rhan o bob un o'r grwpiau meysydd dysgu a phrofiad a gynullwyd i ddatblygu'r datganiadau 'yr hyn sy'n bwysig' a datblygu'r dogfennau ategol ar gyfer y cwricwlwm. Felly, rwy'n fodlon bod hynny wedi bod yn rhan o'r ystyriaeth wrth lunio'r cwricwlwm sydd ger ein bron ni ar hyn o bryd. Diolch, Llywydd.