Thank you very much to Suzy Davies for those observations and questions. I think it is important to recognise the role of the committee in this regard. When the committee looked at the curriculum, this was the committee's No. 1 recommendation: that we needed, as a Government, to address the professional learning needs of the staff, if the objectives of the curriculum were to be developed. I hope that the members of the committee who worked on that report are pleased that we have taken their views into consideration when doing this.

Let me be absolutely clear about how the money will get to the front line. So, in this financial year, the money will be allocated to the regional consortia, who have been involved in the development of this programme and are confident that we can get those resources out to the front line. We're not starting from scratch. There is much evidence base already that has been undertaken, and our pioneer schools that are involved in professional learning have already been trying out some of these techniques. So, this is not a standing start. This is informed by practice that has already been undertaken in schools, and there are some wonderful examples that I can point to. For instance, King Henry VIII school in Abergavenny: a relatively new professional development pioneer, but working really, really hard, not only within their own school, but actually with surrounding cluster schools, to really look at what are the professional learning opportunities and needs if we're to get ready for the curriculum—very proactive in that. Romilly Primary School: again, another example where, already, the mapping has been done for individuals to identify what they feel they need to get ready to be ready for the new curriculum. But, clearly, some of this will have to be developed further when the details of the AoLEs are released in the spring of next year. That will shape our ongoing discussions about what's needed.

The money for next year will be a hypothecated grant to local authorities, which has to be spent on these purposes. Both with regard to money to consortia and to schools, we will be looking to ensure transparency in the method of allocation of the resources and also the monitoring of the funding. Now, there is always, is there not, a balancing act to be struck between creating huge amounts of bureaucracy, especially for individual schools, to account for money, and making sure the money is used for what it is intended for? Therefore, we will be working with regional consortia, who will be required to publish their spending plans for the money, and we will be monitoring the uptake of professional learning opportunities by professional group and by individual school. So, we will be expecting the collection of that data so that we can satisfy ourselves as to what use is being made of the money, but it's a balancing act between creating a bureaucratic nightmare for people and allowing the money to be used for the purposes that it's intended to be used for.

I don't have rows with my colleague the Cabinet Secretary for Finance. It's not in my interest to have rows. I think you used the word 'arguments' with him. But he is aware that, if our curriculum is to be a success, then we have to invest in our teachers to enable them to do that. All the work that we have done on the curriculum will come to naught if our teachers are not in a position to implement that successfully on behalf of their students. The examples of sorts of things that schools will need to explore—we'll be looking at the implications of the new content, new approaches for planning and realising learning, new approaches to assessment of children's progress, developing the skills for school-level curriculum design—something that perhaps schools have not been quite so used to doing—developing collaborative arrangements for school-level curriculum from four to 19, so actually getting schools to work together in both the primary and the secondary phases to ensure that there is the pathway for individual learners. Implications of the AoLEs, for instance—we will have a new AoLE of health and well-being. That, in some ways, will be a challenge to the sector in this particular area, and that's why we need to make sure that our teachers are confident that they can make the most of the opportunity of having that new AoLE.

What do we expect the money to be used for? Well, we are confident that schools are in a position to map the learning needs of their teachers. We will expect them to use the money for releasing and covering staff time to be involved in collaborative work. Often that's really difficult. I think we had this conversation just the other week in committee about when budgets are tight, the ability to release staff for training disappears, and this now means that there will be dedicate resource to allow that to happen.

I'm very alive to and alert to the significant pressures on local government. You will have heard the First Minister's answers today about the Government continuing to look to see what more we can do to alleviate those pressures. I'm sure that, if the Government is in a position to do that, local authorities will want to prioritise spending on schools and to ensure that children in their local area get the best possible opportunities. But having done that, we need to make sure that those teachers in those classrooms have the skills and the training that they need. In responding to the committee's report, we're also responding to consistent calls from the unions to have this money in place, and I was delighted yesterday to see the very warm welcome the teaching unions gave to this announcement.