Turning to the Welsh dimension in the new curriculum, the Learned Society of Wales has said that there needs to be a directory of resources to implement that Welsh dimension. Do you agree with that and will you be publishing such a resource?
We have a separate programme of work that is looking at resources that are needed to support the curriculum. It's one of the conversations I had with Qualifications Wales yesterday to try to avoid the debacle that we've had previously, where we have new qualifications and the resources to support those qualifications aren't available. So, we're already having those conversations with Qualifications Wales and there is a piece of work that is ongoing to look at what are the resources that are necessary to support the curriculum. And this proposal by the Learned Society will be considered as part of that work.
Okay. And, in terms of the single continuum of learning with regard to the Welsh language, how are progression steps and achievement outcomes in Welsh-medium schools going to work and how are they going to work in English-medium schools?
Okay. Just on the Welsh dimension, I think it's really important that whatever resources we have to support the Welsh dimension are really, really, really broad and not confined to specific areas. I was in Swansea University just this week, looking at some of their Technocamp work that they're doing to help us with coding, and we had an amazing conversation about the Welsh contribution to the computing industry. And so my expectation is that that isn't taught in a history lesson—that, actually, when children are learning about coding, they get to hear that Welsh people have been at the forefront of developing this technology. So, that's—. When I talk about a Welsh dimension, I mean right the way across the curriculum, and I think that's important. With regard to—. The continuum for language will have to be contextualised depending on the setting where a child is being taught. We have to recognise—. We have to recognise that, and there will be progression points on that continuum that will be there to show progression both in Welsh language and in the English language, and they have to be contextualised. We recognise that children learning Welsh in a Welsh-medium school, their progressional on that point would be more speedy and quicker, and by the end of primary school they would be in a very different position than a child that was learning Welsh in an English-medium school. Vice versa—we've had this discussion before—if a child is going into Welsh medium, their progression in English perhaps from age three to seven would be very different from a child that was in an English-medium school, although the expectation would be that by 11 they would be in the same position. So, we have to contextualise that learning continuum depending on the medium of tuition with the school, but recognising that it is a progression. It isn't a start and never get any further.