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.
With regard to the creative thinking element of PISA, I take it that you are adhering to the fact that the Welsh Government is opting out of the creative thinking tests with regard to PISA 2020. I don't entirely understand that because the new curriculum does place great emphasis on creative thinking and independent thinking. So, why not participate in these tests?
Because, for me, the key factor for making that decision, and I intend to stick to it, is in 2021 we will be expecting schools to be right in the middle of their preparation for the introduction of the new curriculum—
Okay, so it's the timing.