Can I thank the Member for the questions? Sometimes, in debates about the future of education policy, there is an artificial and a false choice, I think, made between having a curriculum that focuses on skills and having a curriculum that focuses on knowledge. Now, despite the fact that we can all Google when the battle of Hastings was or what happened on a certain date, that does not replace the fact that, actually, we still need some knowledge in our curriculum. We can't get away from that. This is not an 'either/or'. This is a curriculum that will have both in it.

The Member is absolutely right that teaching is a challenging, challenging profession, and there are two things that we need to do. First of all—and there is a work stream in Welsh Government to do this—regardless of the new curriculum, we have to look at workload issues for teachers in the current curriculum as well as the future curriculum. Simply offering people extra money if they stay in the profession isn't going to cut it. I have never met a teacher who entered a classroom because they thought it was going to make them rich. They do so because they are motivated by either a love of their subject and the desire to impart knowledge about that subject to other people or because they see the intrinsic value of contributing to their society, to their community, to their country by taking on this most important of jobs, and we need to make that a manageable job for them to do.

So, it's not about chucking money at them, like we have seen this week. It is actually about understanding and tackling those workload issues. But I do believe that the curriculum changes that we're working on here will make Wales an attractive place to be a teacher, because we will acknowledge their skills, their creativity and their ability to shape lessons to truly fit the children in front of them and not simply to have to work from a tick list that a politician somewhere said they had to teach. We also do know from looking at international studies by the OECD that one of the ways in which you can remove stress from those working in the profession is to up the levels of autonomy. Those practitioners who have higher levels of autonomy in systems, such as in Finland where there is high autonomy for individual teachers—that's where you have higher levels of satisfaction with the profession and you have better retention rates and fewer people moving away. And this is part of the process that we're in—giving greater autonomy and flexibility for teachers in their individual classrooms.

Now, with regard to MFL, I don't think that there is a dissenting voice—well, I don't know what UKIP think—but there is not a dissenting voice, I feel, on behalf of the Conservative Party or Plaid Cymru or on these benches here about the importance of MFL. We all share that. Of course, the issue is that, if you're a bilingual person, once you've learnt two languages, the third, fourth, fifth, sixth, seventh actually are easier to learn. So, actually, as a system as a whole, having a bilingual system, we put our children in a better cognitive place to actually acquire other languages. But you are absolutely right: we do see a continuing challenge in persuading young people to take those languages on when they become optional subjects—usually, in most schools, at the age of 14. I've seen that in my own family; I've seen that challenge in my own family. What we're doing here, in our new curriculum, is actually bringing exposure to other languages—community languages here in Cardiff, recognition for those children who speak different languages at home, recognising community languages, modern foreign languages, the classical languages and British Sign Language—and the expectation in the new curriculum is that it will be brought down into what we would call the primary ages. And, actually, that early exposure rather than leaving it to 11, which is where most children, not all children—. Because we have some fantastic primary schools who are doing wonderful work with French, Spanish, German, Chinese. By bringing that down so that all children in the primary age have exposure to that language, I hope that will make a real difference in changing attitudes towards, and passion for, and an understanding that acquiring multiple languages is actually a personally growing thing to do, but, actually, has huge economic opportunities arise out of it if you are able to do that.