English: Can I thank the Minister for her statement this afternoon? I very much welcome the ability to actually have clarity now, for our young people and for teachers to know where they will be going and heading towards at the end of this year. I also have - . With experience of having taught in comprehensives, further education and universities, I know there's a great deal of experience out there of the profession being able to do assessments like this, have external moderation, and ensure that consistency and fairness apply across the piste for all subjects. So, I think that's very, very positive for us. I want to ask a couple of questions in relation to, perhaps, the AS-level - we've talked about A-levels and we've talked about GCSEs, but what about the year 10s and the year 12s? How will this impact upon their studies for the following year in 2022, so that they also know and teachers know what their targets will be for that examination? Because that's critical for those groups of students. It is true that disruption is going to happen. I have full confidence in the blended learning approach, but we also need to look at those assessments, particularly in vocational work, where there are centre-based assessments based upon practical assessments, where they have to be on site. How have you sorted out that arrangement to ensure that, if there's disruption, those students who need to be on site for practical work will be able to do so and those tests or assessments will be taking place? Can you also tell me, clearly, in relation to the training of teachers to ensure that they're fully aware and have an understanding of what their role will be in this? Because what I'm assuming is that, when you talk about an externally-set assessment and external marking, what will come is actually teachers may well be doing the marking based upon externally-set marking schemes, and that will be moderated by sampling. Because, otherwise, there is a huge amount of work that would be required by the external examiners or external moderators to examine all and moderate all during that time. So, there is a difference there. Can you just make sure that there's clarity that they will be assessed by the teachers initially, based upon an external set of marking schemes, and they will then be sampled and moderated across Wales to ensure consistency there?
Welsh: A gaf i ddiolch i'r Gweinidog am ei datganiad y prynhawn yma? Rwy'n mawr groesawu'r gallu i gael eglurder gwirioneddol nawr, er mwyn i'n pobl ifanc ni a'n hathrawon wybod i ble y byddan nhw'n mynd a beth i'w anelu ato ar ddiwedd y flwyddyn. Mae gennyf i hefyd - . Gyda phrofiad o fod wedi dysgu mewn ysgolion cyfun, colegau addysg bellach a phrifysgolion, rwy'n gwybod fod yna lawer iawn o brofiad o fewn y proffesiwn i allu cynnal asesiadau fel hyn, cael cymedroli allanol, a sicrhau bod cysondeb a thegwch yn berthnasol ledled y pynciau i gyd. Felly, rwy'n credu bod hynny'n rhywbeth sydd o'n plaid ni'n fawr iawn. Rwyf i'n awyddus i ofyn ychydig o gwestiynau am Lefel AS, efallai - rydym wedi sôn am Lefel A ac rydym wedi sôn am gymwysterau TGAU, ond beth am flwyddyn 10 a blwyddyn 12? Sut fydd hyn yn effeithio ar eu hastudiaethau nhw ar gyfer y flwyddyn ganlynol yn 2022, fel eu bod nhw hefyd yn gwybod a'u hathrawon nhw'n gwybod beth fydd eu targedau nhw ar gyfer yr arholiadau hynny? Oherwydd fe fydd hynny'n hanfodol i'r grwpiau hynny o fyfyrwyr. Mae'n wir y bydd yna darfu. Mae gennyf hyder llwyr yn y dull cyfunol o ddysgu, ond mae angen inni hefyd edrych ar yr asesiadau hynny, yn enwedig o ran gwaith galwedigaethol, lle ceir asesiadau a gynhelir mewn canolfannau sy'n seiliedig ar asesiadau ymarferol, y mae'n rhaid eu cynnal ar y safle. Sut ydych chi wedi datrys y trefniant hwnnw i sicrhau, os bydd yna darfu, y gall y myfyrwyr y mae angen iddyn nhw fod ar y safle ar gyfer gwaith ymarferol wneud hynny ac y bydd y profion neu'r asesiadau hynny'n cael eu cynnal? A wnewch chi ddweud wrthyf hefyd, yn glir, ynglŷn â hyfforddi athrawon i sicrhau eu bod nhw'n gwbl ymwybodol ac yn deall yn union beth yw eu swyddogaeth nhw yn hyn? Oherwydd rwy'n tybio, pan fyddwch chi'n siarad am asesiad a bennwyd yn allanol a marcio allanol, mai'r hyn fydd yn digwydd mewn gwirionedd yw y gallai athrawon fod yn gwneud y gwaith marcio yn seiliedig ar gynlluniau marcio a bennwyd yn allanol, ac fe gaiff hynny ei gymedroli drwy samplu. Oherwydd, fel arall, byddai angen i'r arholwyr allanol neu gymedrolwyr allanol wneud llawer o waith i archwilio popeth a chymedroli'r cyfan yn ystod y cyfnod hwnnw. Felly, mae yna wahaniaeth yn hynny o beth. A allwch wneud yn siŵr fod yna eglurder y byddan nhw'n cael eu hasesu gan yr athrawon i ddechrau, yn seiliedig ar gyfres allanol o gynlluniau marcio, ac yna y byddan nhw'n cael eu samplu a'u cymedroli ledled Cymru i sicrhau cysondeb?