I think our experiences in the committee are very similar. Within the same room, actually, we've had two completely different sets of views. So, what do you intend to do to try to ensure that there's consistent support and enthusiasm for the bac from the leaders?
Well, first of all, we have the design group of Qualifications Wales looking to address some of the issues that arose out of the report around ensuring that, especially from a teacher workload perspective, it's not too onerous in terms of assessment. So, there's that to do to make sure that we're not asking children to duplicate and do things over and over and over again, which, of course, for any of us, would be wearing and we would question to the value of. So, there's the design group looking at the qualification itself. We are ensuring, as part of our professional learning for teachers that—. There are existing opportunities via the regional consortia for support for teaching of the qualification. The WJEC has resources and support available, but we will look, as we roll out our national approach to professional learning, at that the professional learning needs of those already in the system are addressed. Of course, our accreditation for our new initial teacher education is predominantly addressed at being able to deliver the new curriculum, but, if you think about the elements of 'Successful Futures' and the skills and the knowledge and the pedagogy associated with that, it's very much in line with the Welsh baccalaureate challenge certificate. So, actually, there are opportunities via initial teacher education as well, and we continue to need to look to work with our partners to be able to reinforce why this is a worthwhile qualification. And I have to say I think the best people to do that—. It's not me. I'd like to see past students of the Welsh baccalaureate being able to talk about their own experiences and why it's made a difference to them. I come across individuals for whom their place at university has been secured by that Welsh baccalaureate, and, all of a sudden, if that's what's got you your place, it becomes a lot more valuable than perhaps it was six months before. We need to make sure that students are aware, and teachers and school leaders are aware, of the importance that this qualification has.
Suzy, did you have a supplementary?
Yes. I've got one on IT, but I'll leave that one. I just want to go back to Julie's question about whether there was a different perspective or a different sense of value for students who are post 16 and those who are pre 16. When one of the college leaders here was asked whether he had people coming to him in his FE college who've been through the pre-16 bac and had heard evidence or had stories of, basically, those children cobbling together their bac in the last four weeks of term before they got there, he said that yes, that is his experience. Does that worry you at all, because, of course, the whole purpose of bac is to teach skills over a period of time, and its purpose cannot be fulfilled by getting it all done in the last term of—which year am I in?—year 11, in order to satisfy the curriculum?