Indeed they can. And, again, there is nothing in the proposals for our new curriculum that would prevent that from happening. 

We will be working with practitioners to commission new resources that do refer to key events and topics in the histories of Wales and the world. And it is my expectation that these will provide a very real foundation as we move forward in the next two and a half years before the curriculum is rolled out. We are currently working with a number of bodies to assess what will be needed, although in the context, again, of Welsh history, the Learned Society for Wales said that a lack of resources isn't necessarily an issue. 

Now, within the context of learning that moves and looks outwards from one's own cynefin, I would expect that there are basics of our history that will be key to fulfilling the curriculum's purpose of becoming an informed citizen. For instance, in building on the extensive resources that are already available, we can look forward to analysis of key events and topics such as the world wars of the last century, the race riots 100 years ago, Wales's constitutional journey, the story of Cymraeg, Dai, and the development of the welfare state. Now, these and other topics will be studied and interpreted from a local perspective and then drawing links to the national and the international. 

So, on the history of the language, for example, in my patch the context may very well be the Epynt clearances, which actually removed Welsh-speaking families from that part of Breconshire and moved the line where Welsh was spoken within the community. But further north in Powys, in Russell George's patch, perhaps we could have conversations about Bishop William Morgan's Bible and the absolute influence of his work in Llanrhaeadr-ym-Mochnant with regard to the language, or explore the connections between place names further afield, as to why there is a Trelew in Argentina; why is there a Brynmawr in Pennsylvania? And we must remember that diversity of perspective and analysis is important as we move forward. So, let's not forget our role in the slave trade. Let's analyse why so many Welsh teachers and parents acquiesced to the use of the Welsh Not, and let's not forget, just as we are arguably the original colony, we also contributed to building the empire. 

So, make no mistake, 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 that history, cultures and geography helped shape it. And I'm pleased that this issue remains a priority for so many people here in the Senedd and has led to some of the best debates that we've had. I hope that I have been able to further explain how we are taking these matters forward.

The additional support, professional learning and guidance that is being developed will enable schools to take forward improved, enhanced and expanding studies of our history across the six areas of learning and experience, and I can once again confirm the histories and stories of Wales will be a core aspect of each and every area of learning and experience across the curriculum.

Now, the approaches here in the Chamber this afternoon have, in some ways, accepted the principles that lie behind the very foundation of our new curriculum, but they have come with a large 'but'. If we are to trust our teachers, the first step is trusting them in the design of this curriculum, because this curriculum has been co-constructed with history specialists, with the teachers who work, day in, day out, with our children. It has been constructed with the expertise from our universities and further education colleges. They have delivered and designed this curriculum. I absolutely back that spirit of co-construction and the approach that they have taken to cynefin and what that will lead to for a rich learning experience for our children. Diolch yn fawr.