Diolch, Llywydd, and yes, I move the amendments. Can I thank Plaid for bringing this debate forward? It's a big subject and I appreciate that they want to just focus on a couple of aspects today. So, this will be something of a speedy run-through of some of the issues raised by the motion and the amendments. But I think we can pin down the basics in supporting points 1 and 3, and I hope that's taken on board.

Our first amendment is really just a request to Members to consider the limits of what 'structural injustices' might mean. Delyth Jewell referred to this in an article over the weekend, and we might find that we share her analysis—I don't know yet. But I would like us to, even now, start thinking about speaking beyond our relationship with the state, if you like: standing up to the bully; putting yourself in the shoes of others; and becoming more emotionally literate and empathetic. These matter in tiny ways—y pethau bychain—in daily, human interaction, part of the social glue that is slowly becoming unstuck in an increasingly digital set of relationships in our lives, and an environment where people are afraid of the consequences of expressing different opinions. These strikes me as new societal drivers, so I'm not sure if 'structural' captures all that, because, like you, I want to see generations of young people think about this and to consider and maybe accept responsibility to be proactive about fairness in different ways in daily life, and not just headline issues or through political power.

We tabled our amendment 4 as the original point 4 reads as if these two histories—the history of Wales and the history of black people and people of colour—might be mutually exclusive, and I know this wasn't the intention. Plaid knows that we agree with both these points. But this ask for contextualisation is quite a big deal. I mean, how ridiculous is it that I can be asked, in complete seriousness, by a young friend, seeing a double-decker bus in Swansea for the first time, 'Is that where the black people used to sit?' This is in Swansea. This curriculum is supposed to help raise our children as critical thinkers, problem solvers, and to understand that there is never one perspective on anything. As David Melding tweeted—channelling his 1066 and All That—

'Sir Thomas Picton was a bad man and a brilliant general.'

There is so much to unpick in that one sentence, but you need to examine context to even begin to do that, and that's why the histories of Wales cannot be taught in isolation from the histories of these islands particularly, but the world more widely, or without understanding that what we see or what we think we see in our stories is happening because of what went before or what is happening elsewhere.

Now, I've included the teaching of life-saving skills here as a mandatory part of the curriculum, partly because the idea had cross-party support in the last Assembly, including from the Minister when she was in opposition, and for my legislative proposals, which had cross-party support in this Senedd/Assembly, but mainly because life-saving skills topped our own Youth Parliament's poll of life skills, with managing stress coming in just behind. So, it's their priority life skill. 

With amendment 5, we are treading cautiously here as we haven't seen the Bill yet and don't know what it will say on the point made by Plaid. But Siân is right—it is self-evident that our children will be exposed to more English influencers and that, if we are serious about bilingualism, how Welsh is taught must acknowledge and accommodate that, but our languages are equal under the law and the Bill is a piece of law.

We support amendment 5 and amendment 6, which chimes so well with our own long-standing trilingual Wales policy.

Amendment 7 is difficult to disagree with but difficult to deliver when teacher recruitment is a source of deep concern.

So, finally, to amendment 8, the Welsh Conservatives invited views of all schools in Wales about the effect of lockdown on preparations for the curriculum, and the headline findings are pretty stark: just under half of schools said they were doing no development work at all, with the remainder only doing some. Seventy six per cent of teachers told us that this period was having a negative effect on their preparation, with all planned work for the summer cancelled, and, when asked the open question, 'What support could Welsh Government offer at this time to support your curriculum development?', by far the majority response was, 'Delay its implementation'—not its introduction, but its implementation. Leaders' plans to give this curriculum a year's dry run are dashed and gone because of COVID, and teachers want the curriculum and they want to do it well. So, they want to do justice to your policy, basically, Minister, and so I hope that, in listening to this debate today, you'll hear the urge and give a signal today that you're listening. Diolch.