English: Thank you, Dirprwy Lywydd. Firstly, I want to take this opportunity to express my continued thanks to the profession for their ongoing commitment to curriculum reform and prioritising the well-being of their learners, despite the many challenges that they faced over the last few years. Wales is on an ambitious path to education reform, to raise standards and aspirations for all, so everyone can reach their potential. At the heart of our reforms, the Curriculum for Wales empowers practitioners to design teaching that engages learners, and supports and challenges them to progress to their full potential. Pupil assessment and public accountability are both critical to raising standards and supporting our reform programme. However, they each have a very different role to play. Assessment is about understanding an individual pupil's needs, and it should be used in the best interest of pupils, enabling teachers to adjust teaching strategies to support their progress. Accountability involves judgment on overall performance and is critical for public confidence. The evidence is clear that when assessment and accountability are blurred, there is a detrimental effect on teaching and learning. Schools complain that they are often confused on what is expected of them and that they are pulled in opposing directions. Yesterday, our new school improvement guidance was published to address this issue. It provides a clear framework for evaluation, improvement and accountability. As you would hope and expect, we have placed the learner, their well-being and their progression at the centre of this. The guidance helps makes clear the difference between assessment and accountability, as well as the different roles played by assessment and accountability, so that schools are clear about what is required of them. It also sets out how parents and the wider public will be able to access more up-to-date, detailed and informative information.
Welsh: Diolch, Dirprwy Lywydd. Yn gyntaf, hoffwn i gymryd y cyfle hwn i ddiolch i'r proffesiwn am eu hymrwymiad parhaus i ddiwygio'r cwricwlwm a blaenoriaethu lles eu dysgwyr, er gwaethaf yr heriau niferus maen nhw wedi eu hwynebu dros y blynyddoedd diwethaf. Mae Cymru ar daith uchelgeisiol i ddiwygio addysg, i godi safonau a dyheadau i bawb, fel y gall pawb gyrraedd eu potensial. Wrth wraidd ein diwygiadau, mae'r Cwricwlwm i Gymru yn galluogi ymarferwyr i gynllunio addysgu sy'n ennyn diddordeb dysgwyr, ac yn eu cefnogi a'u herio i symud ymlaen a chyflawni eu llawn botensial. Mae asesu disgyblion ac atebolrwydd cyhoeddus yn hanfodol i godi safonau a chefnogi ein rhaglen ddiwygio. Fodd bynnag, mae gan bob un ohonynt rôl wahanol iawn i'w chwarae. Mae asesu yn ymwneud gyda deall anghenion disgybl unigol; dylid ei ddefnyddio er budd disgyblion, i alluogi athrawon i addasu strategaethau addysgu i gefnogi cynnydd disgyblion. Mae atebolrwydd yn cynnwys barn ar berfformiad cyffredinol ac mae'n hanfodol er mwyn sicrhau hyder y cyhoedd. Mae'r dystiolaeth yn glir bod effaith andwyol ar addysgu a dysgu pan fydd asesu ac atebolrwydd heb eu gwahanu. Mae ysgolion yn cwyno eu bod yn aml wedi drysu am yr hyn a ddisgwylir ganddynt a'u bod yn cael eu tynnu i gyfeiriadau gwrthgyferbyniol. Ddoe, cafodd ein canllawiau newydd ar wella ysgolion eu cyhoeddi er mwyn mynd i'r afael gyda hyn. Maen nhw'n darparu fframwaith clir ar gyfer gwerthuso, gwella ac atebolrwydd. Fel y byddech yn gobeithio ac yn disgwyl, rydym wedi rhoi'r dysgwr, ei les a'i gynnydd, wrth wraidd hyn. Mae'r canllawiau'n helpu i egluro'r gwahaniaeth rhwng asesu ac atebolrwydd, yn ogystal â'r gwahanol rolau a chwaraeir ganddynt, fel bod ysgolion yn glir ynghylch yr hyn sy'n ofynnol. Mae hefyd yn nodi sut y bydd rhieni a'r cyhoedd yn ehangach yn gallu cael gafael ar wybodaeth fwy cyfamserol, manwl a llawn gwybodaeth.