—the next part of my contribution. We cannot—we cannot, David, ignore that many Welsh people were involved in owning and bringing slaves to America, and, as David has rightly said, we only have to look at the huge African-American populations with names such as Davies, Jones and Williams that reflect that history, whilst also recognising that the Welsh-American population also played a big part in the abolitionist movement and in the change of attitude and shift before the Civil War. Now, these examples, both on our doorstep here in the old docks area, and across the Atlantic, are as essential to a history of Wales as the Acts of Union, the Merthyr Rising, the drowning of Tryweryn, or the clearance of Epynt. And, of course, we mustn't forget that major UK or global events, such as those two world wars or the development of the welfare state and the national health service, are also part of the history of Wales.

Studying the history and histories of Wales is important to the fulfilment of the purposes of the new curriculum. To be an engaged, informed and ethical citizen, learners will make sense of their identity and how our history, cultures and geography shape it. However, I will make it clear that the addition of statutory requirements to the curriculum would be a direct contradiction to the structure and the framework that is being produced at a national level. However, each area of learning and experience is explicit in identifying a Welsh dimension as well as that important principle of cynefin. Therefore, in supporting this motion, I am recommitting to the fact that the histories and stories of Wales will be a core aspect of each and every area of learning and experience across our new curriculum. Diolch yn fawr.