We have announced that we are also establishing a working group to oversee the development of learning resources and to identify gaps in current resources and training. I believe that it's important, in that work, that that looks a lot wider than simply the subject of history. Instead, I want that to be a truly cross-curricular endeavour, including positive role models and learning through our wider cultural environment, including BAME contributions in Wales to literature, media, sport, the economy. It has to be about so much more than just the subject of history. But, of course, it will build on Black History Month and the ongoing discussions and consultation with stakeholders and the race council for Wales, on areas where their knowledge and expertise will help shape direction and provide solutions to particular issues.

Now, within the curriculum for Wales, we will legislate for its purposes, and one of the four purposes is that learners should develop as ethical, informed citizens of Wales and the world who are knowledgeable about their culture, their community and society and the world, now and in the past, and to respect the needs and rights of others as members of a diverse society.

The under-representation of BAME communities in the education workforce is also an issue that I want to actively seek to redress. We have set up a project to specifically look at the issues around recruitment into initial teacher education programmes and into the workforce more generally. We have commissioned the Education Workforce Council to undertake a review of the data that is available to support the development of our new policies in this area, and we're also engaging with the relevant stakeholders, such as the race and faith forum and the Ethnic Minorities and Youth Support Team Wales. Our engagement with other stakeholders will increase as the project progresses, and we will use the data and intelligence provided by stakeholders to develop policies to strategically address what is a chronic shortage of BAME representatives in the education workforce. I want our children to see their communities reflected in those that stand at the front of their classes.

As mentioned, guidance for the new curriculum highlights the importance of drawing on local and national contexts across learning. In particular, it provides that practitioners should support learners to develop an authentic sense of cynefin, building knowledge of different cultures and histories, allowing them to develop a strong sense of individual identity and understanding how that is connected and shaped by wider world influences. Guidance for the humanities area of learning and experience refers to the need for consistent exposure to the stories of learners' locality and the story of Wales, as well as to the story of the wider world, to enable learners to develop an understanding of the complex, pluralistic and diverse nature of our nation and of other societies.

The humanities area of learning and experience will also provide opportunities for learners to learn about their heritage and sense of place through a study of Wales and their cynefin. Crucially, as has been mentioned a number of times this afternoon, it will allow learners to develop an inquiring and questioning mind, and will explore and investigate the world—past, present and future—for themselves. Contemplating different perspectives, including BAME in the context of Welsh cultures, will help promote an understanding of the ethnic and cultural diversity within Wales. And taken together, these experiences will help learners appreciate the extent to which they are part of a wider international community, fostering a sense of belonging that can encourage them to contribute positively to their communities, including recording videos about why black lives matter. I'm confident that this will build better learning and knowledge than prescribing this simply as a topic that has to be covered within the curriculum within a single subject.

I will now turn to the other issue raised by Plaid, and I want to begin by reaffirming my support for Welsh-medium education and also recognise the important work done in our schools and settings that provide Welsh immersion. My aspirations for the Welsh language are unchanged and, as I stated in launching the White Paper consultation, this Bill will enable Welsh immersion to continue, giving it a secure legal footing and strengthening its position as a key component of us reaching our aspirations, as a tried and tested pedagogical approach—an approach that my own children have benefited from.

I have spoken to Siân individually on this issue of immersion previously, and I recognise that she has concerns about this particular aspect of the Bill. I think, indeed, and I hope, that Siân would accept that we're all coming to this from the same place, which is to support Welsh immersion education. And I can assure everyone—fellow Members of the Senedd and, indeed, stakeholders—that I will look to continue to discuss and to engage on these issues during the passage of the Bill through the Senedd, so that we can ensure that we can all have confidence that the aspiration of a bilingual nation is delivered.

So, in conclusion, Llywydd, I'd like to once again thank colleagues for their contribution to this debate, and I look forward, with your permission, to formally introducing the Bill shortly.