We're assuming so.
And we'll have an opportunity to influence it. Siân.
Moving on, therefore, to the religious education and relationships and sexuality education, I understand that you've had numerous responses to the White Paper surrounding this particular area. What are the main points that were raised with you and how do you intend to respond to what's been said?
Well, these two areas certainly have ensured that lots of people have responded. It's interesting that people are far more interested in what we may or may not do about these two subjects than maths, English, Welsh, science, but there we go; I guess it's the nature of the areas that we're talking about. With regard to religious education, we had a significant number of people that have expressed concerns about our approaches towards RE that were set out in the White Paper. I think amongst the things that people have objected to were—. There were very mixed views on the inclusion of a range of faiths and world religions included in that area of learning. Many people said that there needed to be a much clearer and stronger—and in some cases exclusive—focus on Christianity, as opposed to including other world religions and, indeed, non-religious views. So, secular views or spiritual—spirituality rather than organised religion. There were people who thought that RE shouldn't be compulsory at all and therefore our proposals to ensure that RE was compulsory, people objected to that, on the other—. And there were many responses that were concerned about and emphasised the need to respect parents' views. So, if a child's parents have certain views, those are to be respected. Of those respondents that agreed that RE should be a compulsory part of the curriculum, or were neutral—didn't express an opinion either way, but were neutral on the question—the issues that they were bringing forward were: a need for learners, as they saw it, to be prepared to be part of a diverse and multicultural society. So, they wanted RE to be much more broad-based and encompassing of world views and world religions. They felt that that was an important part of preparing a young person to live in a world that is, as you say, diverse with people of different views living in it. There is certainly a need to modernise RE; some people perceived the current curriculum as a bit old-fashioned. And also there was much feedback on making sure that the profession was ready to deliver a renewed, modernised RE curriculum. So, those are the issues around religious education—