Can I thank Suzy Davies for that long list of questions? I will try and cover them as best I can and as quickly as I can. I'm glad that the Member recognises that there is greater clarity around the purposes of the curriculum. Of course, this was a finding by Graham Donaldson in his 'Successful Futures' report, which said that we needed to have that clarity, and I believe that we have achieved that.

Understandably, as always in these discussions, the focus tends to go onto qualifications and actually what happens at the end of this process. Obviously, the qualifications in Wales will need to be aligned to the new curriculum. One of the things that we have been very careful to do during this entire process is to engage Qualifications Wales so that there is early sight from our qualifications body about what they will need to do to make sure that that alignment is real. That's also one of the reasons why I took the decision to delay the roll-out of the curriculum.

Originally, it had been conceived that there would be a big-bang approach and the entire system would move to the new curriculum overnight. Clearly, that, potentially, was particularly full of jeopardy for those students who were reaching the end of their compulsory education, working towards those high-stakes examinations. And that's why we've made the decision to roll it out. So, of course, qualifications related to this new curriculum will actually not be sat until 2026. It does seem like a long way away, but we're already in the planning process for what this new curriculum change will mean for qualifications.

I am anticipating, Presiding Officer, that Suzy Davies and I will have long debates about duties and statutory guidance. Of course, as the legislation is actually drafted and comes forward, I look forward to engaging in those. We have been quite clear about the duties that will be on the face of the Bill—duties to the Welsh Government and duties to schools and individual headteachers and governing bodies, and what will be required of them. But I'm keen to consider views that will come forward during the consultation paper here, first of all, and then when we move forward to the legislation. I will enter those discussions with an open mind.

The Member asked what role children have had in the process to date. Let me give you a very clear example: you will be aware from my statement, and previous statements that I've made, that we will be placing relationship and sexuality education on the face of the Bill. That is in response to the recommendation by the specialist group that reported and the weight of evidence that young people themselves gave to that process about how important this was. Actually, this is an example of the departure away from 'Successful Futures'—this is a new addition—but we're doing it because the weight of evidence from young people themselves who fed into that process said that they wanted to see this change and we've listened to that. And that's just one example.

Clearly, there have been other examples where young people have been engaged, but, crucially, we will be doing a specific body of work when the AoLEs are published at Easter, when there is something tangible to go out and discuss with children and young people. Of course, it's tempting at this stage to want to talk about what goes into the legislation and actually what is appropriate for the individual AoLEs. Suzy Davies will have to wait just a little bit longer until those AoLEs are published at Easter. That will, hopefully, give some insight into some of the other questions that she has raised. At that same time, we will publish further information about assessment and evaluation to go alongside the content of the AoLEs. The White Paper does set out some duties regarding assessment and how assessment for learning will take place under this process. And we always have to make the distinction between assessment and evaluation—they are two different things, designed for two different purposes in our education system, and further details will be published on the evaluation and the accountability measures later on in the spring. 

Can I come to the issue of language? Clearly, there is nothing in these proposals that will undermine the issue, which I think the Member was referring to, with regard to immersion, especially for our youngest children in Welsh-medium. I'm sure the Member, who I believe is a supporter of the foundation phase, will be aware of the current guidance that is available to foundation phase practitioners. It says that children

'should be helped to develop an awareness of Wales as a country with two languages' and

'Language skills learned in one language should support the development of knowledge and skills in another language.'

That's already in our foundation phase guidance, which all foundation phase settings are expected to deliver upon. There is nothing in this paper that I believe will undermine that.

My commitment to the language as an important part of our education system is a personal one, through the choices that I have made—positive choices I've made for my own children. I've got three towards the Government's target for 2050 who will be bilingual because of the opportunities of Welsh-medium education. It's a professional commitment and it is a policy commitment.

I am very proud that we are reforming the education system so that every child—every single child—is going to have a more equal chance to be a bilingual citizen of this nation and to learn even more languages at an early age. Because, like you, I share your concerns about MFL. I'm sorry if we haven't made it clear in the statement. Of course, key stage 3 will go; there will be no key stages in the new process. Actually, what we're hoping to do is to bring other languages earlier into a child's educational journey, whilst they are in primary school. That means modern foreign languages, that means ancient civilisation languages—the previous Minister, I know, had a particular passion for Latin. We are also looking at community languages—so, those are languages that are spoken in different parts of our community—and also British Sign Language. Schools will have the opportunity, and indeed they will be required to be able to bring those experiences into the primary sector. Because I think leaving it to secondary school to expose children to other communication, other languages, is too late and has led to some of the problems that we've seen in terms of take-up. 

I think that just about covers the points that the Member has raised but I'm grateful for the spirit of co-operation and the willingness to engage in this process. As I said, it's a national mission and we are a National Assembly, and I'm sure all Members will want to contribute.