Can I begin by thanking Suzy Davies for the points she raised and the question she asked? She firstly talked about implementation. And as I said in my statement, we will publish an implementation plan later on this term. I want practitioners and interested parties to be able to spend the next couple of weeks reading what is a quite extensive document, and beginning their thought process before, suddenly, they also have from Government an implementation plan. I want them to engage in this document, to think about what's written here, and to begin that thought process. But it is clear that then we will need to set out a series of points and pieces of work that individual schools will need to do between now and September 2022, to ensure that everybody is in the right place, and is moving along at pace in their preparedness.

What I talked about in terms of additional guidance, there has been a clear ask from people for some additional support in this area. Although you will have seen from what we've published today, we have been very detailed in each area of learning and experience, with each of the 'what matters' statements below that, and the progression steps. What we will providing in guidance is some extra, additional information, on top of what is an already very comprehensive steer as to what should be included in those areas. But, clearly, when thinking about subjects that, understandably, people feel very strongly about, with regard to religion, values and ethics, and relationship education, because of their concerns about what that might include, we want to be very explicit about what it is, and perhaps even more importantly, what it is not. And I have to say, I've been slightly concerned by some of the correspondence I have received over the last week, where there is a great misunderstanding about what is currently taught in schools, and what our expectation is that schools will teach in the future. So, to give reassurance to parents and communities about what we will expect their children's teachers to teach them, we want to be more explicit to be able to provide that confidence over what are, understandably, sensitive issues, and people want some reassurance.

To that end, the involved group will sit alongside our group of constructors that will look at that guidance, especially with regard to relationship education. But you will have seen in the document that I have produced today that we have been very clear about what we envisage will be the principles that will underpin the guidance around relationship education. They're based on the principles from the UN of what qualifies as best practice in teaching these subjects to children and young people.

I know the Member shares my concern that, when it comes to these areas, we have a responsibility to ensure that our children are safe. Our children are growing up in a world that is so very, very different, Deputy Presiding Officer, in terms of access to information around relationships and sexuality. Gone are the days when we passed a copy of Judy Blume around the class so that we could learn more about periods. And when we got a little bit older, gone are the days when we had a Jackie Collins novel, which we passed around the classroom again, and that's how we found out that information. It seems incredibly tame now, doesn't it? But our children are literally a few clicks away on one of these from some terrifying images. We saw recently from experts in the field the proportion of obscene pictures of young people—the proportion of things that are actually posted by young people themselves, unaware of the damage and the danger that they can place themselves in. I believe we have a responsibility to educate our children to keep them safe, and the principles that will underpin our education in this area are the principles of best practice from the United Nations.

With regard to professional learning, you will be aware that the vast majority of that money is passed directly to headteachers and school leaders, because it is they who understand the professional learning needs of their staff. And we can't possibly know all of that from the centre. We trust in those school leaders to be able to design a professional learning programme that meets the needs of their particular staff, and that professional learning can take place in lots of different ways. The call to me from the unions was a continuation of that funding. Because you'll be aware there was funding in the previous two years; professionals were concerned that that funding would come to an end, and I'm delighted that we've been able to make a funding commitment for the new financial year. Each school will be required to publish its professional learning plan, so that we can see—or anybody who's interested can see—how that money is being used in the professional learning of staff in that particular way.

With regard to further—I think the Member referred to further consultation. This is the final version of this document—there's no further consultation on what is being published today. This is it, so we won't be going back out on this. With regard to the legislation—that legislation, which will be published after the Easter recess, will be subject to the usual scrutiny process here. This document does outline what we will use legislation—the curriculum and assessment Bill—to do, in terms of legislating for the four purposes, the areas of learning and experience, and our intention to have a code with regard to the 'what matters' statements. You will also be aware that we will need to then ensure that the legislation also takes into consideration the curriculum needs and expectations for pupil referral units, and indeed education that is received by children other than at school. And the curriculum and assessment Bill will clearly state our expectations in that regard, recognising some core elements that all providers will have to produce, but recognising that in some cases, in the best interests of the children, some aspects of the curriculum will be disallowed, because that's in the best interests of that particular learner.

The Member began her contribution by talking about children sitting 12 or 13 GCSEs. As I said in my statement, Qualifications Wales is in the first part of their consultation on what the future of qualifications will be like. And I'm sure that not only the content but also the desirability, or the necessity, of sitting 12 or 13 GCSEs will form part of that examination, because it certainly is a challenge. But that is further work to be done.