Just to pick up on your point on the additional materials, whose role would it be to asses this or to take that overview, and then to respond to the demand?
Mike, in the WJEC, has conversations about resources in the team he's part of.
Yes. That is extremely important—to identify, as Gareth has just said, those materials that need to be translated, and not everything needs to. We've made a lot of use recently of speaking with teachers and the consortia, and ensuring then that we are focusing on those things that need that attention.
But would you—? The question I'm asking is: would you still see that as a core part of your work, although it's not necessarily essential in terms of the provision that you're required to provide?