Martin Luther King said that we are not the makers of history but we are made by history, and it's certainly the case that the history of our communities forges the thinking and the values of our communities, so understanding where we have come from and what we do is fundamentally important. 

This has been a tremendous exercise. It's an area I've written about from time to time, about the lack of knowledge and understanding of our community history and our political and social history, and I do very much hope that it's something that's going to be rectified within our curriculum and within teaching. But I do not underestimate some of the points that Bethan has made and the challenge in terms of the training and preparation of teachers to be able to deliver the curriculum and, in particular, to have the flexibility and understanding to deliver the community part of history and the materials and resources that are required for that.

I'll just give a few examples of the communities I represent, and I've spoken about this when I've visited schools, to try and ascertain what is the level of understanding. And it is an area where there is an enormous amount of work that has to be done. Llantrisant in my community—everyone knows of Dr William Price, a renowned doctor, a Chartist, a neo-druid and an eccentric. A major impact he had on the issue of cremation, which led to the first crematorium, operating crematorium, in Britain in 1924 in Glyntaff. When I did ask about it, in fact, the only thing people seemed to know was that 20,000 people turned up to his funeral and, by midday, 29 pubs in the town had run dry of beer. Yet, in actual fact, his challenge on cremation represented a significant change in terms of the law as regards church law and the secularisation of law—fundamentally important.

The Llantrisant bowmen—the battle of Crécy, the role that was played and what has been inherited by them to this very day through succession through the female line and the importance now of the ongoing rights and privileges and what that represents for the history of the area. Brown Lenox—such an important part it played in the development of Pontypridd and in the industrial revolution, yet all people seem to know is that they built the chains for the Titanic, when, in actual fact, they didn't, they built them for the Queen Mary and the Queen Elizabeth. But it's part of that mythology.

And, importantly, things like the Taff Vale judgment—1901, a major ruling by the court that took away fundamental trade union rights, which led to the Trade Disputes Act 1906, a fundamental step in the democratisation of our society and the empowerment and the recognition of the rights of workers to organise. And, in the Pontypridd area itself, one of the founders of the co-operative retail movement, William Hazell—a movement that actually continued within the retail sector up until 1985, after the miners' strike, when Lady Windsor Colliery actually closed.

Now, all those are things—and there are many, many more of these—but the question is: how are they going to be taught within our schools? Who actually knows about them? Where are the materials? Teachers, when they come to schools, are frequently not from the area that they actually teach in. How do we ensure that there is that training, that there are those materials and so on, for people to actually engage, and then the organisation with the residues of these organisations that often still exist in heritage societies?

So, that, for me, is really the big challenge of this, because I think all the commitments are there in terms of the importance of our communities, of understanding our history, where we come from, the key people within that, within a broader Welsh history and within a broader international history, and it seems to me that there are very major issues with regard to whether we can actually really deliver this and whether we can deliver it consistently and how we can actually deliver it, and I suspect that the same is true, if we all look around, of all our communities around Wales, where we will have our examples of that history and probably have the same concerns as to where that fits.

It is a big challenge, but I do think that it is a challenge that we have to rise to. I think this has been an excellent report, a really important and historic report for this Assembly, and I hope that very, very serious consideration will be given to those aspects of it that are so important for our future education system and our future children and citizens. Thank you.