 Cwysinair Mike. Well, there's been some contentious things going on. One of which was about how to colour blind children, people, with Cwysinair rods. And it is a real issue, certainly. One strategy which we've started to deploy is to have a set of the ten rods rods i'r coulers oherwydd dych yn hyrdd gyda hynny i ni, ychydig i ni rhoi roedd yn cael ei rodydd y cwlad o'r un o'r ullwerd wediці, mae'n yahair yn cael y dynol, ac mae'n gwneud o'r cwlad o yn oed hynny'n yn cael ei tro i'r llwyth ac oedd yn ddell. OK. I've never found a problem with the colours because they are all related by size. Then that's what we focus on really. We might call them the orange one. There's your orange one. You might call them the orange one or the brown one or the pink one. But on the whole, I haven't found the naming of the colours an issue. And with older students where it has been, I'm using the word students because sometimes we teach as these are handy to help remind them what to call them. But with younger children it is a matter of having a tray and letting them make pictures and patterns with them, which they will do ad infinitum. A lot of them are symmetrical. And a lot of them employ the structures of the rods. So this is the absolutely iconic structure for a set of all 10 rods. And gradually when they've made that, that starts getting integrated into what else they're making. So that'll be built into some sort of sail for a boat or a house roof. And you can begin to see these iconic patterns sort of coming through. So it is a matter of making something, talking about describing it, making something similar or different to somebody else and getting to grips with all the relationships between the rods. Yes, and in terms of relationships because we can label these as W, half a red, G for green and so on down to capital B for blue and O for orange. We can have young children writing equations. So if we take the pink as the answer, what can we make that's the same length? I was going to do yellow. That's fine. How many equations can we make where the answer's yellow? Or in simplest sorts of words, how many trains can you make with a train being a number of rods lined up? End to end. So how many trains can you make of equal length to the yellow? How many different trains can you make? So or as a charter to me once, I'm going to make a yellow sandwich with all the different fillings in it. And how many different fillings can you make? What counts as different? And how does that alter, according to which of the rods you use? And I did some work with some younger children which involved them. Sorry, do you want to do something? No, I just want to do that. I just want to do that in terms of this being R plus R plus W equals Y for yellow. And here is another equation. R plus W plus R equals yellow equals Y. And getting them to not worry about the length of them, looking at them in terms of the proportional lengths, and writing symbols to describe what they've done. And with very young children, I'm referring to reception-age children, some of the children who had an equation such as this R plus R plus W equals Y. I mentioned that they could write this as 2R. R plus R is the same as 2Rs. And they seemed quite happy with that. That didn't seem to be problematic at all. No, I think it's timing or something like that, isn't it? You don't do that straight away. Absolutely. You feed that in. It's because they'd already done something in the first instance that I could then respond to. Already, I can see that there's quite a lot of sandwich fillings that you can make that are different to each other. So that's a really lovely task. It can stretch right the way up. And I did want to say something about the values, because I think people commonly get moved quite quickly to calling this the one, the two, the three, the four, the five, and that we've got to get on how do they know what number that is. Well, it isn't one-year-one number. And I actually would not use any number values specifically attached to these rods until about year three. I think the reception of the one-year-two would just work on the relationships between them and working on the equations. And then when you get as far as year three, you can say, OK, if I'm calling this one, tell me what the values of the other rods are. Or if I'm calling this one, what are the value of the other rods? What's the fractional value of that one? And that, in year three, then opens up a whole new cuisine world, doesn't it?