English: I'll respond first, if I may, on a general level. In relation to the point that you made earlier about your own children going through the process and the difficulties they're experiencing now, I think that's a very good point. Rather than waiting to see whether young people are failing or are having difficulties, we need to be far more proactive and understand that this is going to happen. And I think it is happening to a certain extent, through the additional funding and the work that schools, colleges and universities are doing. So, that's my point, just to say that I agree entirely with you on that. In terms of the question you've just asked, there are many negatives that have emerged from this period of COVID, but we also have to grasp the positives, too. I think there's been a lot more focus on qualifications and how we assess. Many people are now experts in this area, and the public are better informed, and that's a good thing. There's been more discussion. That's been difficult for us, and as a body we've learnt a great deal. I think we are now an organisation that communicates far more than we did perhaps in the past. We're still a relatively new body. It's also informed the way that we work with stakeholders more broadly, and I think that that's enhanced the work that we do and improved our activities. Then, in the context of the Curriculum for Wales and the new qualifications, well, the consultation will be ongoing this term, and that work is ongoing still. Some things have yet to be decided finally, but, from a personal perspective, one of the things I think we need to do is to take this experience and the fact that, I think, there is a role for teachers and lecturers in schools and colleges to contribute more to assessments alongside external examinations and other means of assessment. I do think that we have to give people a broad range of opportunities to undertake their qualifications. Exams don't work for all subjects. I'm not opposed to examination. I think there's an important place for it, but I think people need options, and we also need to ensure that teachers in schools and colleges have that opportunity to contribute. But if we're going to do that, I think there is quite a job to be done in terms of professional development for these teachers. That's no criticism of them; it's just the fact that they haven't worked in that way previously, but I do think there's scope to do that, and this period has demonstrated that we can do that - we can work better. I think it would be a more robust system if we did that, and I think it would be a lot more resilient if we had worked in such a way from the outset. Does that answer your question?
Welsh: Fe wnaf i ymateb yn gyntaf, ar lefel gyffredinol. Ar y pwynt y gwnaethoch chi yn gynharach ynglŷn â'ch plant eich hunan yn mynd drwy'r broses a'r trafferthion maen nhw'n eu cael nawr, dwi'n credu bod hwnna'n bwynt reit dda. Yn hytrach nag aros i weld ydy pobl ifanc yn methu neu'n cael trafferthion, mae angen bod lot fwy proactive a deall bod hwn yn mynd i ddigwydd, a dwi'n credu ei fod e, i raddau, drwy'r ariannu ychwanegol a'r gwaith y mae ysgolion, colegau a phrifysgolion yn ei wneud. So, dyna'r pwynt, jest i ddweud fy mod i'n cytuno'n llwyr â hwnna. O safbwynt y cwestiwn a oedd gennych chi'n fanna, mae lot o bethau negyddol dros ben wedi dod allan o'r cyfnod yma o COVID, ond mae'n rhaid i ni gymryd y positives, hefyd. Dwi'n credu bod lot fwy o sylw wedi bod ar gymwysterau a sut dŷn ni'n asesu, ac ati. Mae lot o bobl nawr yn arbenigwyr ar y peth, dwi'n credu, ac mae'r cyhoedd yn gwybod mwy, a dwi'n credu bod hwnna'n beth da. Mae lot fwy o drafodaeth wedi bod. Mae hwnna wedi bod yn anodd i ni fel corff. Rydyn ni wedi dysgu llawer, ac rydyn ni nawr yn gorff, dwi'n credu, sydd yn cyfathrebu lot yn fwy na beth oedden ni'n gwneud yn y gorffennol - ac mae'n dal i fod yn gorff gweddol ifanc, hefyd - a hefyd y ffordd dŷn ni'n gweithio efo rhanddeiliaid yn eang iawn. Dwi'n credu bod hwnna wedi cyfoethogi'r gwaith dŷn ni'n gwneud ac yn gwella'r pethau dŷn ni'n gwneud. Wedyn, yng nghyd-destun y Cwricwlwm i Gymru a'r cymwysterau newydd, wel, mae'n dal i fod ymgynghoriad - mae'r ymgynghoriad yn mynd i ddigwydd y tymor yma, ac mae'r gwaith yna'n mynd yn ei flaen. Ond dwi'n credu, er bod rhai o'r pethau yma heb gael eu penderfynu'n llwyr, o safbwynt personol, un o'r pethau dwi'n credu y mae'n rhaid i ni wneud ydy cymryd y profiad yma a'r ffaith, dwi'n credu, fod yna rôl i athrawon a darlithwyr o fewn ysgolion a cholegau efallai i gyfrannu mwy at asesiadau law â llaw efo arholiadau allanol a ffyrdd eraill o asesu. Dwi'n credu bod yn rhaid i ni roi cyfle eang i bobl wneud eu cymwysterau. Dydy arholiadau ddim yn gweithio yn iawn ym mhob pwnc. Dwi ddim yn erbyn arholiadau. Dwi'n sicr bod yna le pwysig iawn i arholiadau, ond dwi'n credu bod yn rhaid i ni roi cynnig i bobl, a hefyd edrych i wneud yn siŵr bod athrawon yn yr ysgolion a'r colegau efallai'n cael y cyfle i gyfrannu. Ond os ydyn ni'n mynd i wneud hynna, dwi'n credu bod yna dipyn o job datblygiad mewn swydd, datblygiad proffesiynol i'r athrawon yma. Dydy o ddim yn feirniadaeth arnyn nhw; mae e jest yn ffaith eu bod nhw heb wneud y peth yn y ffordd y byddai'n rhaid ei wneud. Ond dwi'n credu bod yna le i wneud hwnna, ac mae'r cyfnod yma wedi dangos y gallwn ni ei wneud hynna - gallwn ni ei wneud e'n well. Dwi'n credu y byddai fe'n system cryfach petasen ni'n gwneud hynna, a dwi'n credu y byddai fe'n lot fwy resilient petasen ni wedi gweithio fel yna yn y lle cyntaf. Ydy hwnna'n ateb eich cwestiwn chi?