I thank the Member for that. Of course, I agree with her about the importance of physical education, physical literacy, in our schools and the contribution that that can make to stemming the tide of obesity, which we know from other figures—we discussed it here in the Chamber only a week or so ago—that we know is there in the population. But there is a tension, and the Member's question points to the tension, between the lessons that we learned from the Donaldson review, which are about setting clear purposes for the curriculum, developing the different areas of learning and experience, and then allowing those professional people who are closest to the population that they are serving—that's school leaders, the teachers in the classroom—to allow them the professional freedom to apply those principles and those guidelines in the circumstances in which they find themselves.

Physical literacy is part of the whole way in which we expect the new curriculum to be developed. It's always tempting—we hear it around the Chamber many times, where people will agree with the general proposition that there should be a national framework and then local flexibility to apply it, but then everybody wants to say, 'Ah, but, why isn't this on the curriculum? Why isn't that on the curriculum?' And before you know where you are, we have worked our way back from the sort of approach that we have all, across this Chamber, I think, said that we want to see here in Wales, back to something that becomes even more prescriptive.

So, I'm agreeing with the Member's basic proposition about the importance. I'm trying to persuade her that the way we are doing it will deliver the outcomes that she wants to see, and trying to dissuade her from her belief that the way to secure physical education is to make the curriculum prescriptive in that area, because then we would just open up the curriculum to yet further ideas about how we can narrow it down from this Chamber, when we want to allow the professional abilities, freedoms, skills and understanding of teachers in the classroom to deliver on the curriculum that we are developing here.