Thank you very much, Presiding Officer. Can I begin by thanking Siân and Suzy for bringing forward this debate today, and allowing us to engage in impressions—pale, I must admit—of those Wynford Vaughan-Thomas and Gwyn Alf Williams Welsh history discussions that many of us will remember from the 1980s and have been referenced so often this afternoon, and the fact that they have clearly demonstrates the impact that that programme especially and those two individuals have had on our own understanding of our history.

At the outset, I can confirm that the Government will support the motion today. However, I will use this opportunity to provide clarification on plans for the new curriculum and to examine the challenges of defining a singular history of Wales that is outlined in the motion. Firstly, Members will be aware that both a Welsh dimension and an international perspective are essential to each of the six areas of learning and experience in the new curriculum. The new curriculum—Vikki, I can give you an absolute assurance—has been designed by the teaching profession for the teaching profession and the children of Wales, and has included those working in our special schools with some of the children with the most profound needs—a curriculum that will be inclusive and accessible—and I'm pleased to say has received a great deal of support from those practitioners in special schools. They believe that this new curriculum gives them even greater opportunities for the children and young people that they work with.

Now, analysing, understanding and questioning one's identity and history as a citizen of Wales, and that relationship to the rest of these islands and, indeed, the world, should not be limited to a history lesson. The innovative theme and principle of 'cynefin' is one that runs throughout each of the draft areas of learning and experience. The 'cynefin' is the place where we feel we belong, where the people and the landscape around us are familiar, and the sights and sounds are reassuringly recognisable. 'Cynefin' is not just a place in a physical or a geographical sense. It is the historic, cultural and social place that has shaped and continues to shape the community in which it inhabits, and from those places, we will expect learners to know and to understand their communities, their nation and the world. So, for example, learners will learn about Robert Recorde in the maths AoLE, the linguistic and the literary history of Wales in both languages will be covered in the languages, literature and communication AoLE, and in science technology, learners will explore how Wales's geography, its resources, its workforce—those that were born here in Wales and those that chose to make their home here in Wales—shape the scientific activity and the technological industry of the country. But, of course, the principle of 'cynefin' means learners will have different starting points of appreciating the histories and the stories of Wales. And I want to—and she's left her seat—I want to emphasise to Delyth that it is indeed histories and stories. There is not one single narrative or national story.

Now, as we have heard, this year is the centenary of the race riots in Cardiff, Barry and Newport. It's a part of our history that has often been overlooked, and I congratulate the Cardiff University students who have recently been tweeting as live updates of those riots. It's an episode that challenges the self-identity that we sometimes have as a community, as a nation, and therefore it is important to any study of Welsh history.

Now, some in this Chamber may know that I have a personal interest in Welsh-American history. It reflects my own family's story, when my grandfather, named after Giraldus Cambrensis, decided to swap the mines of Carmarthenshire for the mines of West Virginia. So, I've noted with interest that S4C is currently reshowing Dr Jerry Hunter's programme on the links between Wales and the American slave trade. Too often, we can be guilty of only recognising the positive contribution of Wales and the Welsh people to North America, through those that signed the declaration of independence to those that founded the institutions of Yale and Brown, and we are rightly proud—we should be rightly proud of those achievements and they are worthy of study—however—