So, on the basis that this is not about assessment, you mentioned that one of the lessons learned from Scotland is that they said they spent too much time on curriculum content rather than assessment. Can you tell me a little bit about what you've learned about how they quality control the content, even though the content, of course, will be completely different in Wales?
Yes, the content would be completely different. When I said they spent too much time, I said that the focus had been in their work about just talking about content and, actually, the assessment arrangements were bolted on at the end of the process. So, the curriculum was all designed and developed, it was sent out to schools, and then the question was raised: 'Oh, actually, what assessment methods—? How are going to assess how children are getting on?' But, Steve, you would have more details of their exact experience of quality control of the content—
Of the content, because every school is going to be very different at this.
In terms of developing the guidance and the curriculum going out in January is concerned, I think—again, I don't want to be overly critical, but one of the findings was that they encouraged schools to go forth and multiply in terms of the materials and ideas and concepts that were coming through. What we learnt was to actually—the pioneer movement was to get a smaller group to develop those materials and look to engage through cluster groups. So, we had pioneers who worked with clusters to test the development of that concept before we were looking for schools to go away and develop a larger amount of content. So, in terms of the staging and measuring of bringing together the curriculum and the associated guidance, I think the time we've taken to actually get there and the strategy of using pioneer schools, external experts, back to pioneer schools, back to regions, or engaging regions in that, has been more measured and planned against a planned timescale, where everyone from the outset—with the exception of the extension of the one year—was clear on when we were going to be producing materials that would allow the profession to then take it and use it. I think—. Claire, do you want to add to that, or—?