Thank you to Suzy Davies for her comments and questions. I think what is crucially important to me, and I don't wish to be overly critical, but I've been in the Senedd long enough to have seen huge amounts of effort, time, energy and resources that have often focused on the establishment of very worthy policy statements and policy documents—legislation, indeed, often underpins such things—and then, perhaps, a suggestion or a feeling that once that is completed, the job is done. For the curriculum to be a success, we now need a relentless focus on implementation, and that's why we invited the OECD to review work, to put us in a place to ensure that implementation now follows the energy and effort that has gone into curriculum reform to date. And I'm very grateful for the comments and the recommendations from the OECD on how we can get this next stage, which sometimes I think in the past has been missing—we get it right. 

Suzy Davies asks about what steps we will take. Well, firstly, as I said in my statement, we will now publish an updated version of 'Our national mission'. The Member will be aware that, in the first version of 'Our national mission', we had a very clear map of expectations on what was expected on each part of the system, and when that work was to be completed. And our new version will build upon that, taking on board the recommendations from the OECD, and, as I said, outlining the steps that need to be taken, moving us forward to successful implementation. 

Suzy is right to focus on the issue of coherence. I think this is particularly important with regard to the middle tier in the Welsh education system, and having a clear understanding of what the roles and responsibilities are for each member of that middle tier in supporting schools to realise the new curriculum. So, that is everything from our individual local education authorities, our school improvement services, our National Academy for Educational Leadership and our Education Workforce Council. Schools need to know what help will be available and from whom they can get that help as they begin their own individual institution-based journey in developing their new curriculum. Key to that is the ongoing reform of our school inspectorate, Estyn, who are moving to a system of focusing much more on supporting schools rather than, perhaps, how the inspectorate has been seen in the past, as someone who comes along, passes a judgment and then disappears, and isn't there, actually, to support schools in addressing any concerns that the inspectorate identifies with an individual institution.

So, our expectations document will be very clear, and that has been developed in co-construction with our strategic education group. A crucial part of that will be our ongoing and deeply developing relationships with our institutes of higher education, especially those that have initial teacher education provision; that is a very crucial part of that in supporting schools, moving forward, and providing individual support for professional learning. The professional learning programme is having to be delivered differently because of COVID-19, but, even with all of the stresses and strains on the system, schools are still, wherever possible, engaging in that professional learning.

So, that brings me on to the issue of the impact of COVID-19 on our curriculum reform timetable. Clearly, at this stage, we believe it is possible to continue on the reform journey to the published timetable, although we are taking steps all the time to make sure that the information and support, and our expectations of schools, are being tested against the day-to-day challenges of running schools at the moment. So, we're not looking to overwhelm schools, but actually to get additional information and support out to them in a timely fashion.

Quite rightly, again, Suzy talks about the issues of raising standards. One of the very reasons for introducing a new curriculum, alongside our other education reforms, is all about raising standards—raising standards for all of our students, but, in particular, ensuring that we address the attainment gap that does exist. We have made some progress that I think it's right that we acknowledge, but there continues to be much more progress that needs to be made. That's why I'm keen not to delay the start of the new curriculum, because I think the curriculum is an important part of that raising-standards agenda. 

With regard to further education, obviously, the curriculum that we're talking about is a three-to-16 curriculum, but it has implications for post-compulsory education and training. Further education have been part of the co-construction process, with FE representatives on each of the areas of learning and experience groups that were convened to develop the 'what matters' statements and to develop the supporting documentation for the curriculum. So, I am satisfied that that has been part of the consideration in drawing up the curriculum that we currently have before us. Thank you, Presiding Officer.