English: Thank you very much to David Rees for his questions. I think what is really important is that we are looking to design a system that is familiar to teachers. Now is not the time to create newfangled and new ways of doing things, when we all recognise the immense strain that individual teachers, schools and colleges are under at the moment. So, carrying out assessments, tasks of this kind and continuous assessment - these processes are well-known to schools and well understood by schools. So, there shouldn't be a need for a school to acquaint themselves with a completely new, different system - the principles that we're talking about here are well-known and well understood by our teaching workforce. With regard to practical examinations, David, you are right. For some vocational qualifications, the ability to demonstrate your technical skill, expertise and your ability to undertake that role is a crucial part of gaining your accreditation to enter into a profession. We're very mindful of that, and you will be aware that those learners were prioritised in the late spring and early summer of last year to get them back into college before anybody else to allow them to complete their studies. And we will work with our colleges and our work-based learning providers to ensure that every step is made to allow students to finish and gain a qualification that allows them either to move on to further study or on into the world of work. With regard to training, clearly, there will be a training need and our expectation is that it's a question of all hands to the pump in this scenario. So, we would be expecting our regional school improvement services, as well as the WJEC, to be able to provide training and advice to schools as to how they should administer any class-based assessments, and, as you said, any marking schemes, not just for the externally assessed assessments, but, actually, the entire moderating process and allocating grades, because that's a really difficult and challenging job to do. Last year, the criticism was - and quite rightly so - that we didn't put in place that opportunity to provide that support for schools. Schools were left pretty much on their own to get on with it. And we need to learn the lessons and ensure that there is an infrastructure around schools this time to support the implementation and operationalisation of this system. Thank you.
Welsh: Diolch yn fawr iawn i David Rees am ei gwestiynau ef. Rwy'n credu mai'r hyn sy'n wirioneddol bwysig yw ein bod ni'n ceisio cynllunio system sy'n gyfarwydd i'r athrawon. Nid dyma'r amser i greu ffyrdd newydd sbon o wneud pethau, a ninnau'n cydnabod y straen aruthrol sydd ar athrawon, ysgolion a cholegau unigol ar hyn o bryd. Felly, cynnal asesiadau, tasgau o'r math hwn ac asesu parhaus - mae'r prosesau hyn yn gyfarwydd i'r ysgolion ac mae'r ysgolion yn eu deall nhw'n iawn. Felly, ni ddylai fod angen i ysgol ymgyfarwyddo â system gwbl newydd a gwahanol - mae'r egwyddorion yr ydym yn sôn amdanyn nhw yma yn hysbys ac yn cael eu deall yn iawn gan y gweithlu addysgu. O ran arholiadau ymarferol, David, rydych chi'n iawn. Ar gyfer rhai cymwysterau galwedigaethol, mae'r gallu i ddangos eich sgil technegol, eich arbenigedd a'ch gallu chi i ymgymryd â'r gwaith hwnnw'n rhan hanfodol o ennill eich achrediad ar gyfer ymuno â phroffesiwn. Rydym yn ymwybodol iawn o hynny, ac fe fyddwch chi'n ymwybodol bod y dysgwyr hynny wedi cael blaenoriaeth ar ddiwedd y gwanwyn ac ar ddechrau'r haf y llynedd i'w cael nhw yn ôl i'w colegau o flaen neb arall i'w galluogi nhw i orffen eu hastudiaethau. Ac fe fyddwn ni'n gweithio gyda'n colegau a'n darparwyr addysg sy'n seiliedig ar waith i sicrhau bod pob cam yn cael ei gwblhau i ganiatáu i fyfyrwyr orffen ac ennill cymhwyster sy'n eu galluogi i naill ai symud ymlaen i astudio ymhellach neu fynd ymlaen i'r byd gwaith. O ran hyfforddiant, yn amlwg, fe fydd yna angen hyfforddiant a'n disgwyliad ni yw mai mater o bob un yn torchi ei lewys fydd hi yn y senario hwn. Felly, fe fyddem ni'n disgwyl i'n gwasanaethau rhanbarthol gwella ysgolion ni, yn ogystal â CBAC, allu darparu hyfforddiant a chyngor i ysgolion ynghylch sut y dylen nhw weinyddu unrhyw asesiadau yn y dosbarth, ac, fel yr oeddech chi'n dweud, unrhyw gynlluniau o ran marcio, nid yn unig ar gyfer yr asesiadau a asesir yn allanol, ond, mewn gwirionedd, y broses gymedroli gyfan a neilltuo graddau, oherwydd mae hwnnw'n waith anodd a heriol iawn. Y llynedd, y feirniadaeth oedd - a hynny'n gwbl briodol - na roddwyd y cyfle hwnnw ar waith i roi'r cymorth hwnnw i ysgolion. Cafodd yr ysgolion eu gadael i fwrw ymlaen fwy neu lai ar eu pennau eu hunain. Ac mae angen inni ddysgu'r gwersi a sicrhau bod seilwaith yno o ran yr ysgolion y tro hwn i gefnogi'r gwaith o wireddu a gweithredu'r system hon. Diolch.