English: Well, just to echo the point that the Member is making, I share a very clear personal commitment to making sure we do everything that we can to close the attainment gap. We have made progress in the past, but, as she said in her question, the experience of COVID in our schools and colleges will have not been felt equally by all our learners, and so it's incumbent on all of us to do whatever we can to support learners who need the most support to close that gap. We've recognised for some time that that was likely to be the issue, was likely to be the outcome, and, indeed, evidence tells us now that that is very likely to be what's happened. The funding that we've made available has been weighted specifically towards schools, reflecting, in the context of this question, the number of pupils who are from disadvantaged backgrounds so that that funding is balanced in that way, to provide extra support. She will know that the - . She mentioned the digital challenge in her question. She will know that we have provided quite a significant increase in the availability of not just computer equipment but also the connectivity that is essential to be able to deliver that. Again, families living in disadvantage have found that a struggle and so we've been very keen to make sure that the work we do reflects that. The Education Policy Institute, in comparing the work of the four Governments across the UK, not only has said that in Wales we've invested more in our pupils, but that we've done that in a way that is more progressive and reflects better the needs of pupils that are disadvantaged or vulnerable. In relation to examinations and her question, I am working with Qualifications Wales. I have been working with them and the WJEC. My next meeting with them is next week, to discuss what further we can do to specifically support learners through the assessment process, and reflecting, as she says in her question, the fact that not everyone has had the same experience over the last two years. The grade boundaries will reflect the disruption that we've seen in our schools, but I want to make sure, in addition to that, that there's also, for example, a fair and accessible appeals process that goes with our examination results to make sure that those issues can be taken into account.
Welsh: Wel, i adleisio pwynt yr Aelod, rwy'n rhannu ymrwymiad personol clir iawn i sicrhau ein bod yn gwneud popeth a allwn i gau'r bwlch cyrhaeddiad. Rydym wedi gwneud cynnydd yn y gorffennol, ond fel y dywedodd yn ei chwestiwn, ni fydd ein holl ddysgwyr yn ein hysgolion a'n colegau wedi teimlo effaith COVID yn gyfartal, ac felly mae'n ddyletswydd arnom oll i wneud popeth a allwn i gefnogi dysgwyr sydd angen y cymorth mwyaf i gau'r bwlch hwnnw. Rydym wedi cydnabod ers peth amser fod hynny'n debygol o fod yn broblem, yn debygol o fod yn ganlyniad, ac yn wir, mae tystiolaeth yn dweud wrthym bellach ei bod yn debygol iawn mai dyna sydd wedi digwydd. Mae'r cyllid rydym wedi'i ddarparu wedi'i bwysoli'n benodol tuag at ysgolion, gan adlewyrchu, yng nghyd-destun y cwestiwn hwn, nifer y disgyblion o gefndiroedd difreintiedig fel bod y cyllid hwnnw'n cael ei gydbwyso yn y modd hwnnw, i ddarparu cymorth ychwanegol. Bydd yn gwybod bod y - . Soniodd am yr her ddigidol yn ei chwestiwn. Bydd yn gwybod ein bod wedi darparu cynnydd eithaf sylweddol nid yn unig o ran argaeledd offer cyfrifiadurol ond hefyd y cysylltedd sy'n hanfodol i allu cyflawni hynny. Unwaith eto, mae hynny wedi bod yn her i deuluoedd sy'n byw dan anfantais ac felly rydym wedi bod yn awyddus iawn i sicrhau bod y gwaith a wnawn yn adlewyrchu hynny. Mae'r Sefydliad Polisi Addysg, wrth gymharu gwaith pedair Llywodraeth y DU, nid yn unig wedi dweud ein bod ni yng Nghymru wedi buddsoddi mwy yn ein disgyblion, ond ein bod wedi gwneud hynny mewn ffordd sy'n fwy blaengar ac yn adlewyrchu anghenion disgyblion difreintiedig neu agored i niwed yn well. Mewn perthynas ag arholiadau a'i chwestiwn, rwy'n gweithio gyda Cymwysterau Cymru. Rwyf wedi bod yn gweithio gyda CBAC a hwythau. Mae fy nghyfarfod nesaf gyda hwy yr wythnos nesaf, i drafod beth arall y gallwn ei wneud i gefnogi dysgwyr yn benodol drwy'r broses asesu, ac adlewyrchu, fel y dywed yn ei chwestiwn, y ffaith nad yw pawb wedi cael yr un profiad dros y ddwy flynedd ddiwethaf. Bydd ffiniau graddau'n adlewyrchu'r tarfu a welsom yn ein hysgolion, ond hoffwn sicrhau, yn ogystal â hynny, er enghraifft, fod proses apelio deg a hygyrch ar gael hefyd i gyd-fynd â'n canlyniadau arholiadau er mwyn sicrhau y gellir ystyried y materion hynny.