To enable schools to be fully embedded in the DCF, regional consortia are undertaking detailed work to configure digital professional learning to the new professional standards, national professional learning models and the leadership academy's endorsement requirements to develop a national digital professional learning framework for all schools. This new framework will support teachers and leaders to develop effective, sustainable digital learning experiences for pupils, equipping them with the necessary knowledge and skills to work in an increasingly digital society. The teaching and leadership standards consider in detail important concepts and behaviours relevant to digital learning. Detailed web design work led by the Welsh Government will be undertaken during the summer term, prior to making the interactive digital professional learning framework available to all schools through a phased approach.

Presiding Officer, you will also know that I have spoken many times of the importance of coding. Last June, I launched 'Cracking the code', our plan to improve coding skills. Backed by over £1 million-worth of funding, we are working with consortia, businesses, third sector partners and universities so that more learners have the opportunity to develop these skills in advance of the new curriculum. In addition, 'Cracking the code' is supported by a number of key stakeholders, such as Code Club UK, Sony, the Driver and Vehicle Licensing Agency and Technocamps. And only this morning, Presiding Officer, I had the opportunity to visit St Philip Evans school, here in Llanedeyrn, in Cardiff. It is a fantastic example of how digital competency and coding skills are being developed from the earliest of ages. I'm sure that some of the nursery and year 1 students could have put some of us to shame with their understanding and their ability to see the importance of these skills.

'Cracking the code' is also aimed at increasing awareness of coding, as well as supporting schools, and I'm pleased with the progress that we have made in a short space of time. At the end of March 2018, 473 active clubs were registered with Code Club UK, and that's an increase of around 173 clubs, compared to June in the previous year. Many more schools are working with Code Club UK and the four regional educational consortia that may not have formally registered with Code Club UK as of yet, thus making it difficult to ascertain the actual numbers of clubs that are currently running. Alongside 'Cracking the code', Technocamps—the industrial liaison unit of the department of computer science in Swansea University—has received over £1.2 million of Welsh Government education funding to deliver computer coding workshops to pupils and teachers in schools in Wales. This gives teachers and learners hands-on experience with a range of coding activities and tools, and it ensures that every secondary school has at least one teacher with direct experience of working with code.

The next phase of the Learning in Digital Wales programme will give teachers more choice about the digital tools that they employ in the classroom, with the introduction of Google for Education into the Hwb platform from spring 2018. Building upon the existing set of tools available, including Microsoft Office 365 and Just2easy, teachers will be able to choose from a wide range of tools, such as Google Classroom, facilitating powerful class collaboration and device management for Chromebooks.

Members will be aware that prioritising schools’ access to superfast broadband was a key part of the progressive agreement that brought me into this Government. Together, we must ensure that every school has access to superfast broadband, and our infrastructure must meet our ambition. I have therefore since announced an additional £5 million to upgrade broadband connections in schools across Wales, and the work is currently under way. There are a small number of schools where issues around broadband capacity continue to frustrate. All but one of those schools' orders have been placed with internet providers—infrastructure providers—and we continue to work with all schools to find solutions.

Alongside this, a set of digital education standards to help schools access tools and resources is being developed. Working with local authorities and regional consortia, we are currently undertaking an assessment of 180 schools to help shape standards and understand what support and guidance will be needed for the future. It's also important to recognise that our work does not stop at schools. In a recent visit to Coleg Meirion Dwyfor, I witnessed at first hand how the college is working with key partners and schools to encourage young learners to get involved in coding programmes. The students involved in the college’s coding clubs initiative spoke of their joy at working with local schools and the progression achieved from one visit to the next and the enthusiasm of learners in completing coding programmes, which, in their own words, were praised as almost market ready.

In my annual HEFCW remit letter, published last month, I outlined my expectation for the council and universities to further increase their engagement with industry and schools in enhancing access to coding. That is why I have made available £1.2 million to support Welsh universities in the establishment of the Institute of Coding. This includes £200,000 to support the civic mission activity of coding initiatives in schools, colleges, work-based learning providers and universities. The funding will allow Cardiff and Swansea universities to become active members of the UK-wide consortium that is creating the Institute of Coding. The institute will train the next generation of digital specialists at levels 6 and 7 and allow partners to develop and deliver innovative, industry-focused education across the United Kingdom. This new funding will ensure that Wales plays its full part and that we are well placed to reap the benefits of the institute.

Presiding Officer, as I have outlined, this Government is taking a number of significant actions to ensure our young people are equipped with high-level digital skills. However, what is especially important is that all of these actions, taken in turn, form a cohesive plan delivered in way that will raise standards in the classroom, while supporting pupils in becoming enterprising, creative and critical thinkers. Thank you.