I think, as we move forward, that kind of cluster approach remains really important. So, it's, as schools then think about, 'What am I going to do in my school?', that they're doing that in clusters together. When colleagues from the regional consortia were sharing their thinking with the curriculum assessment group last week, they were talking about the very specific and differentiated, I suppose, professional learning support that they would be offering to schools that have already done quite a lot of thinking and are quite far down this journey and then the kind of different sorts of approaches they would offer schools that are just starting out. Their emphasis was very much on this peer-to-peer sharing and support, so people aren't just going off in isolation. The other thing that will also help in that process will be the national network. So, there'll continue to be a focus for each area of learning and experience, bringing together the professional learning and the ongoing curriculum development, bringing together practitioners and experts and colleagues across the middle tier to give a bit of strategic direction and to be able to identify if there are areas where more support is needed. So, I think that a huge amount of thinking, particularly in the regions, has gone on into the practical support that can be given to schools, not just in engaging with the curriculum now, but then how they take it and think about then developing it in their schools. It feels like—I think Graham Donaldson was calling it a 'slow-burn process'. You don't start in 2022—people are already doing it and there's a lot of thought going into how to support continued sharing through the next two years.
And I think that's another difference, you see—that strong middle tier and the role that the middle tier is playing in Wales, which was absent in Scotland. So, this ability to work in networks to provide support to a network of schools, that wasn't available in the Scottish system and I think that makes—I think that helps us in the way that they just simply didn't have a structure that allowed them to do that. It's not a criticism of them; it's just that we have got a structure that we can utilise to do that support so that schools are not completely left on their own and they can be working with other schools, with their regional consortia, going forward.
Can I just have a quick—?
Very quickly, because I want to move on to implementation.