Can I thank Dawn Bowden for that question? When designing the curriculum and the individual content of AoLEs in schools, schools will be placed on a duty to be able to judge that content against whether that achieves those purposes. So, the fact that that purpose is there at the very centre of our curriculum—and the expectations of what kind of people we expect to leave our compulsory education system I believe are quite clear. 

I know that, over the weekend, the Member has been deeply involved with issues around remembrance of the Holocaust and I was very pleased last week to use my official communications channel to promote and highlight the fantastic resources that the Holocaust Education Trust have and to promote the use of those resources in Welsh schools. Can I give you a very practical example of how this is already happening with regards to our DCF, our digital competence framework? Sometimes people think, when we talk about the DCF, we only talk about how you use a computer, but it goes way beyond that. One of the things that we're working on on the DCF is the ability to spot fake news: to be able to go online, see a piece of information and to be able to ask yourselves those critical questions about whether this is true or false or how you can go and find out other information so you can corroborate what you've just read. And that ability to interrogate information that is made available on social media networks I think is now more important than it has ever been and that's, for instance, a crucial point of what we're currently working on with the digital competence framework, and, of course, that will be a statutory part of the curriculum going forward.