Siân Gwenllian is right to say that I'm going to mention the additional INSET day; if she had seen some of the responses to the consultation on that INSET day, she will have seen that, in some sectors, that is not a popular thing to have done. But it is a necessary thing to increase, once again, the time available to schools. We've been very clear in the document that we've published today about the need to collaborate not only within a school, but with networks of schools, whether that be in a locality, whether that be across phase with regards to primary talking to secondary talking to FE colleges, or whether that needs to be in a subject specialism or an AoLE specialism.

Of course, that additional day that we have made available over a number of years isn't the only day that schools have; they have the existing INSET provisions that they can use to utilise this. And of course, some of our best professional learning happens when children are in school, so we need a mixed approach. That's why we're devolving the resources that we have for professional learning.

The money that has been made available for the last two years, and will be made available again, represents the largest single investment in the teaching profession since devolution started, and rightly so, Deputy Presiding Officer—and rightly so. Those resources are also being complemented by investment by this Government in new national networks to support pedagogy and practice, and that is coming at a time when there is still not an insignificant squeeze on this Welsh Government's budget, but we have been able to deliver increases to our local authorities. I hope that those local authorities will be as good as their word in the commitments that they gave to myself, the finance Minister and the Minister for local government, where they all want to prioritise education spending.

I was delighted this morning to be in Pen y Fai Church in Wales Primary School in the county borough of Bridgend, and to hear from the leader of Bridgend his plans to use the extra money that's been made available to prioritise education spend. I welcome that commitment from him very much indeed. That comes on top of the increase in the education budget, which as I said is funding a range of initiatives to support implementation. But I'm not shying away from the need to examine forensically the level of education spend in Wales, and to do that on an independent basis. Luke Sibieta will report before the end of the summer term, and that is really important.

But I would say to Siân Gwenllian: I too would like hundreds of millions of pounds extra to spend on education, but when calling for that you have to tell me where we don't spend money, because that is the consequence of the situation we find ourselves in—either where we don't spend money or where you want that extra revenue raised from. 

With regard to what is statutory and what is not statutory, the rationale behind what we have published today is, first of all, it remains true to the principles and the recommendations in the original 'Successful Futures' report. It is also complemented by a recommendation by the expert group that I convened on relationship education that made a very clear recommendation to me that this also should be a statutory part of the curriculum. And I would have to say to the Member: where in this document can she point to a lack of commitment on behalf of me or this Welsh Government to the issue of mental health and well-being?

One of the most important aspects of this curriculum reform is the inclusion of an area of learning and experience that is dedicated to the health and well-being of our children. That is new to what we have had in the past. And if you read the 'what matters' statements and if you read the progression steps, you will see very clearly a strong emphasis on ensuring that children learn about emotions, learn about how those emotions can affect their well-being, how they can seek help for when they feel overwhelmed, and how they can build their resilience.

With regard to Welsh histories, and I'm glad she used the word Welsh 'histories'—it seems it's okay for some of us to use that term and maybe not for others. But I do agree with her that histories need to be taught in a pluralistic way. If she turns to page 23 of the document we've published today on the guidance that we're giving schools on how they develop their own curriculum design, it says, and I quote:

'Schools and practitioners should have a vision to develop a curriculum which: contributes to learners' realisation of the four purposes and acquisition of the integral skills which underpin them; supports the development of their learners' sense of identity in Wales'.

It then goes on, on page 30, to give explicit guidance on 'Designing a curriculum in Wales and for Wales'. And I quote again:

'The Framework reflects Wales, its cultural heritage and diversity, its languages and the values, histories and traditions of its communities and all of its people. Instilling learners with passion and pride in themselves, their communities and their country is central to the four purposes.'

We are absolutely explicit. And I have to say, confining that just to Welsh history lessons actually deprives us of the opportunity that is clearly stated in this document and the expectation that designing a curriculum in Wales and for Wales needs to cover every single area of learning and experience. If she can point to me in this document a lack of commitment to that, then I'd like to see it.