English: I'd like to thank the Cabinet Secretary for your statement today. And as a former secondary schoolteacher myself, I wholeheartedly agree that this is a complex issue, and there is no single approach to GCSE entry that is suitable for all. We must ensure pupils are given time to reach their full potential, not entered early, and encouraged to bank a lower grade than they may be able to achieve in the fullness of their two-year studies. I recognise the issue of exam fatigue too. Pupils sitting various GCSE modules throughout the course of year 10 and year 11 can increase stress levels among many. I also recognise the issue of teachers at key stage 4 constantly teaching to the test. I agree that these reforms will give teachers the time and space they need to deliver a broad and balanced curriculum. But, Cabinet Secretary, you stated early entry can be very beneficial for our most able pupils, allowing them to spread the workload involved in their studies, and get some qualifications under their belt early, before moving on to focus on others. I am pleased that schools will be encouraged to create approaches that are tailored to the individual, but my question is: how will this be monitored? It also ties in with Estyn advice that we do need to do more to push our most able pupils in Wales. So, how will the Welsh Government make sure that those who could get a good grade early aren't discouraged by schools fearing that their failure in early entry could impact on the school's performance or the school's budget?
Welsh: Hoffwn ddiolch i Ysgrifennydd y Cabinet am eich datganiad heddiw. Ac fel cyn-athro ysgol uwchradd fy hun, rwy'n cytuno'n llwyr fod hwn yn fater cymhleth, ac nad oes un dull o gofrestru ar gyfer TGAU sy'n addas i bawb. Mae'n rhaid inni sicrhau bod disgyblion yn cael amser i gyflawni eu potensial llawn, nid eu cofrestru'n gynnar, a'u hannog i fancio gradd is nag y gallent fod wedi ei chyflawni ar ôl cwblhau eu hastudiaethau dros ddwy flynedd. Rwy'n cydnabod y broblem o flinder arholiadau hefyd. Gall lefelau straen godi ymysg llawer o ddisgyblion sy'n sefyll amrywiol fodiwlau TGAU trwy gydol blwyddyn 10 a blwyddyn 11. Rwyf hefyd yn cydnabod bod athrawon yng nghyfnod allweddol 4 yn addysgu ar gyfer y prawf yn gyson. Rwy'n cytuno y bydd y diwygiadau hyn yn rhoi'r amser a'r cyfle i athrawon gyflwyno cwricwlwm eang a chytbwys. Ond, Ysgrifennydd y Cabinet, gwnaethoch chi ddweud bod cofrestru'n gynnar yn gallu bod yn fuddiol iawn i'n disgyblion mwyaf galluog, gan ganiatáu iddynt ledaenu'r llwyth gwaith sy'n gysylltiedig â'u hastudiaethau, a chyflawni rhai cymwysterau yn gynnar, cyn symud ymlaen i ganolbwyntio ar rai eraill. Rwy'n falch y bydd ysgolion yn cael eu hannog i greu dulliau sy'n cael eu teilwra ar gyfer yr unigolyn, ond fy nghwestiwn yw: sut y caiff hyn ei fonitro? Mae hefyd yn cyd-fynd â chyngor Estyn, sef bod angen i ni wneud mwy i herio ein disgyblion mwyaf galluog yng Nghymru. Felly, sut y bydd Llywodraeth Cymru yn gwneud yn siŵr nad yw ysgolion yn annog y rhai hynny a allai gael gradd dda yn gynnar i beidio â gwneud hynny gan eu bod yn ofni y gallai methu wrth gofrestru'n gynnar effeithio ar berfformiad yr ysgol neu gyllideb yr ysgol?