Can I thank Suzy Davies for that series of questions? As she will have alluded to, the intention is that the curriculum will become statutory in all primary settings and year 7 of secondary settings for the start of the academic year 2022. So, undoubtedly, COVID has had an impact on planning—that is without a shadow of a doubt—but we still have a considerable period of time for schools to prepare.

She quotes figures that have responded to a survey that she has carried out, and I don't dispute that. I, too, have conversations with professionals who actually want to speed up the introduction of the curriculum. And because of the significant period of disruption that we have had, where we've had to suspend the national curriculum, they wonder why we would go back to the old when the new is here—the new dawn is almost upon us. So, I know many schools are already designing their curriculum, even though they're not required to at this date, to encompass the direction of travel that we're on. But, of course, absolutely, we have got to this point today in the spirit of co-construction—co-construction with our professionals, who will have the responsibility of bringing this alive for learners in Wales. We will continue to have those discussions going forward.

It's a 'yes' to providing regular updates around finance, and I just want to assure the Member that throughout this process, to the point that we've got to today—of course, what we're looking at today is the legislative underpinning. The real meat, of course, was published many, many, many months ago, in terms of the 'what matters' statements, the progression steps and the concepts of learning. So, schools have had an opportunity before now, of course, to engage in this.

But Estyn, Qualifications Wales and our school improvement services have been integral to the development to date; they have been part of that process of co-construction. Of course, Estyn will have a crucial role in checking the preparedness of settings to introduce the curriculum. Our school improvement services will have a crucial role in providing the professional learning and the support that schools will need. The Member is very well aware, because I know she keeps in close touch with Qualifications Wales, that they themselves are undertaking a piece of work in parallel with the new curriculum with regard to the impact that the new curriculum will have on our qualifications system. So, of course, that work will continue to move forward.

Suzy is quite right: the responsibility, the legal duty, to produce a curriculum lies with the headteacher of an individual school. It is the duty of the headteacher and the governing body to implement that curriculum within that particular setting. The curriculum guidance that I published in January sets out a very strong emphasis that in designing, developing and implementing the curriculum, the context of the school and the communities it serves should be at the forefront of the mind. The premise of the entire curriculum is that it's there to serve the needs of its local community by providing a curriculum that is appropriate to its learners.

Now, any of you who've spent any time in school know that, sometimes, teachers express their frustration when they are required to deliver a lesson because somebody in 1988 decided that it was their duty to do so to a class of children who are completely disinterested and have no understanding about why that is being required of them. That doesn't bring learning to life—that just brings everybody down. Now, we will have an opportunity to release the creative professionalism of our teaching workforce to be able to design a curriculum that truly meets the needs of the children in front of them.

Deputy Presiding Officer, let me give you an example. At my own daughter's school, Ysgol Calon Cymru, which serves the communities of Llandrindod Wells, Builth Wells and everywhere in between, they're beginning to think about how they do their new curriculum now. At the core of that curriculum is the concept of the clearance of Mynydd Epynt and of food miles and the sustainability of rural Wales. So, for year 9, all of their subjects are built around those concepts.

During this time, when they've been out of school, and in the work that's come home, again, they've engaged in the new curriculum. The theme has been artificial intelligence, and that has covered science, maths, Frankenstein—when I've had time to do any home schooling, we've been studying Frankenstein, Shelley's Frankenstein—that ability to bring individual disciplines together to make those connections. So, schools are already out there doing this work, but it's important that parents and communities have an opportunity to feed into that. The curriculum will have to be published, but we can certainly have conversations during the passage of the Bill about how we can ensure in guidance that the views of parents and young people themselves are taken into consideration when designing the curriculum. And if you go to our schools now, you know that pupil-centred learning, where pupils are driving and choosing the topics, is not a concept that is alien to our teachers; it's a concept that they understand and that they embrace.