Okay. Well, the research for that has come from the work of Dr Elin Jones, who did the preliminary work for the Cwricwlwm Cymreig back in 2013 and 2015, and there's much more recent evidence that has come from Martin Johnes, I think, from Swansea University, which shows that, while that is available to teachers to teach, the huge majority of them don't pick up on those modules. And the huge majority—and it is a huge majority; I'm sorry, I don't have the details with me, but I'm sure we can get it to you—is that—. It's the Nazis and America that are taking up the majority of the curriculum time. And, as the Minister said, there are elements in that where, actually, the connection with Wales and how that helps us look at ourselves is really important, but I'm not convinced, based on the little survey I've done today, that that is coming through at all. Because despite all this—and this is in no way scientific, but I've been speaking to people younger than me today on the floor here in Tŷ Hywel, and of one, two, three, four, 10 people I spoke to who were younger than me, two of them didn't recall anything at all apart from learning about the Welsh not in primary school—a lot of them remembered that—some remembered being taught about the Rebecca Riots, some about Chartists—it depended where they were from in Wales—but, actually, the majority of them couldn't remember anything they'd learnt in school about Welsh history. And that's why we're having this debate, because while, as you know, I have some sympathy for—well, more than sympathy, some hope for—the new curriculum, and everything you've said today, Minister, is true, it's going to be open to teachers across Wales to incorporate Welsh history to a greater or lesser degree, as much as they want, the wording that's in there at the moment—and I've read the AOLE guidance, such as it is at the moment; I appreciate it could develop—there's nothing in there that this needs to happen for those reasons, so that we're not left with the impressions of irrelevance and nothingness.

I haven't got much—. I just want to finish with a point later on, but I want to deal with some contributions first. Siân, you kicked off saying that hanes, there's tân yn y bol over this—yes, there is at the moment, but, if we don't do something about this now, it's just going to go out, because, as Delyth was saying, you know, 'cofiwch', well, if we're not taught anything, what on earth are we going to cofio? And it does relate to the question of hunaniaeth—what's missing from people's knowledge we can't remember. I think it struck me that more people said they'd learnt more from the Huw Edwards programme about the history of Wales fairly recently than they had from their own school curricula.

But where I'm going to agree with the Minister, and actually other speakers here, is that we shouldn't overprescribe the content. When Mark Isherwood made his contribution, I thought that was just as important as having 'Cofiwch Dryweryn' as something we should consider doing. The response to this debate should be that we should have as much about Welsh history on the curriculum as possible. There is no one history in Wales—I think you might have been the person who said that, Minister. Who is to say whether the dissolution of the monasteries has had more of an impact or less of an impact than the drowning of Capel Celyn? I don't know. That's the point of, in this curriculum, having the opportunity to discuss it, but the content has to be there to discuss, and I think that's what is behind this debate—well, it certainly is for me.

The one question I did have about it is, when we're talking about Welsh history, for me, that must include British history—Welsh, British and international—because Wales and Britain is, again, another piece of fertile territory in this curriculum, that we can talk about what Welsh identity means. And, just to respond to something that Mick Antoniw said—yes, you're quite right about local heroes, but I actually don't have a problem with talking about Nelson and Wellington, even though they don't sound particularly Welsh. They lead to a discussion about why we still have a monarchy and why we still have a monarchy when we're surrounded by Republics. And the question then would be: why do so many people in Wales support the monarchy? You can see where I'm coming from.

There's no way I can cover all this, I'm really sorry. That whole idea of experiencing, touching history, which Alun Davies made, and was followed up by Jayne Bryant—absolutely. When I saw the Acts of Union—which must be poison to the people at the other end of this Chamber—they really made me excited, because they, for the first time, showed me that was the piece of paper that allowed the Welsh into Parliament, and that was something that was really important for me, from a historical point of view. So, again—[Interruption.] We didn't have Welsh people there—[Interruption.] There we are; see, we are doing precisely what the national curriculum should do, provided that the Minister accepts this motion, which you have done.

And, if you'll allow me this very final point, this is fantastic, this debate, but, unless teachers have the resources to teach this, all these ambitions for the cynefin to be transported throughout the curriculum will come to naught, and there is still a concern for me that the teachers we have in the system at the moment, if they don't have resources, if they don't know how to do what you want them to do, they will still be teaching the same stuff and crowbarring some of this ambition into it. And that'll be a failure, both of aspiration and the curriculum itself. If we're still talking about Nazis and America in 10 years' time, without proper context, then I think it'll be a disappointment for us all.