English: Very important questions. The sampling question is an important one. The sampling is only one part of the process. So, the national monitoring plan is one part of the new ecosystem, just to give some comfort to the Member. At present, in terms of planning that, what we don't foresee is that that will give the kind of specificity on a school level in terms of the interventions that the Member mentioned. But what it does mean is that it will show national performance, and that will demonstrate if there is a need to emphasise approaches in different elements of the curriculum, for example. So, if we're not making the progress that we expect to see as a system, for example, in terms of literacy, then what we will do as a Government, and local authorities and the consortia will do, is we will look at where good practice is happening in terms of literacy and use that as a basis to strengthen the system generally. There are options in terms of design, but that's the most practical way to do it, I think. In terms of the other question asked by the Member, in terms of how we know the approaches will work on the ground, well that's part of the broader ecosystem work. If the Member has had an opportunity to look at the report - it's quite broad-ranging, so I understand if you haven't had an opportunity - it does explain how we will tackle the impact the policy changes and so on will have on a school level. And so that will be part of our response as a Government to what is in the report. On the question of workload, the self-assessment is happening as part of the new system. That's been announced since last summer. The leadership team will be leading on that, but the balance has changed in terms of the relationship with Estyn, and the approaches are much more integrated in terms of the school life. In terms of what we're talking about today, one of the opportunities that we have, I think, in looking at the data that we gather, is the question, as I mentioned in the statement, of making this consistent across Wales. There are degrees of very great variances happening between local councils, and different parts of the system are perhaps requiring the same, or asking for the same, information. So, I'd like to see us delivering, as part of this, consistency, and a streamlining of this, and that it's clear what the purpose of the data that we're asking for is; if we can be in a situation where the data can be requested once, that the system communicates better with itself in terms of how that data is used. So, of course, it's very ambitious to do that, but I do think it is fair, as a quid pro quo for schools, if we say, 'Well, we're asking for these kinds of data, but, on the other hand, there will be consistency in terms of how we ask for that.' So, that's the aim of what we're talking about today. And the final point, regarding what we intend to do in terms of publishing results, some have said, 'Well, doesn't this just create a greater workload?', but the option we had was either to design a new system for the period between now and 2025 - . Well, it doesn't much sense to do that, to find a completely new process within the system just in order to change that again in three years' time. It felt to me that the responsible thing to do was to use the data system that we have just for the one year before COVID, because people are familiar with that, and that would create less work. The Government will be publishing that information, not the schools that gather it, so that's important to bear in mind.
Welsh: Cwestiynau pwysig, os caf i ddweud. So, mae'r cwestiwn yma o samplo yn un pwysig. Dim ond un rhan yw'r broses o samplo. Felly, mae'r cynllun monitro cenedlaethol yn un rhan o'r ecosystem newydd, jest i roi rhywfaint, efallai, o gysur i'r Aelod. Ar hyn o bryd, o ran cynllunio hynny, beth dŷn ni ddim yn darogan bydd hynny'n ei roi yw'r math o specificity ar lefel ysgol o'r ymyraethau mae'r Aelod yn sôn amdanyn nhw. Ond beth mae e'n golygu yw bydd e'n dangos perfformiad cenedlaethol a bydd hynny'n dangos os oes angen pwysleisio approaches mewn gwahanol elfennau yn y cwricwlwm, er enghraifft. Felly, os nad ydyn ni'n gwneud y cynnydd rŷn ni'n disgwyl ei weld fel system, dyweder, o ran llythrennedd, wedyn beth fyddwn ni'n ei wneud fel Llywodraeth, beth fydd y cynghorau lleol a'r consortia yn ei wneud, yw edrych ble mae'r arfer da yn digwydd o ran llythrennedd a defnyddio hwnnw fel sail i gryfhau'r system yn gyffredinol. Mae dewisiadau yn hyn o ran ei ddylunio fe, ond dyna'r un rwyf i'n credu sydd fwyaf ymarferol. O ran y cwestiwn arall roedd yr Aelod yn ei ofyn, sut rŷn ni'n gwybod sut mae'r approaches yn mynd i weithio ar lawr gwlad, mae hynny'n rhan o'r gwaith ecosystem ehangach. Os ydy'r Aelod wedi cael cyfle i edrych ar yr adroddiad - mae'n eithaf helaeth, felly rwy'n deall efallai os nad ydych chi wedi - mae sdwff yn hwnnw sy'n esbonio sut rŷn ni efallai yn mynd i'r afael gyda phethau, impact newidiadau polisi ac ati, ar lefel ysgol. Felly, bydd hynny'n rhan o'n hymateb ni fel Llywodraeth i hynny sydd yn yr adroddiad. Ar y cwestiwn o lwyth gwaith, mae'r hunan asesu, wrth gwrs, yn digwydd fel rhan o'r system newydd. Mae hynny wedi cael ei gyhoeddi ers haf diwethaf. Y tîm arweinyddol, ar y cyfan, wrth gwrs, fydd yn arwain ar hynny, ond mae'r balans wedi newid yng nghyd-destun y berthynas gydag Estyn, ac mae'r approaches hynny yn lot fwy integredig ym mywyd yr ysgol. O ran yr hyn rŷn ni'n sôn amdano heddiw, un o'r cyfleoedd sydd gyda ni, rwy'n credu, wrth edrych ar y data rŷn ni'n ei chasglu, yw'r cwestiwn, fel rôn i'n sôn amdano fe yn y datganiad, o gysoni sut mae hyn yn digwydd ar draws Cymru. Mae lefelau o wahaniaeth sylweddol iawn yn digwydd rhwng cynghorau lleol, ac efallai hefyd gwahanol rannau o'r system yn gofyn am yr un wybodaeth. Felly, beth hoffwn i weld ein bod ni'n gallu delifro fel rhan o hwn yw cysondeb a symleiddio hynny, ei fod e'n glir beth yw pwrpas y data rŷn ni'n gofyn amdano fe; os gallwn ni fod mewn sefyllfa lle mae'r data'n cael ei ofyn amdano fe unwaith, fod y system yn cyfathrebu yn well gyda'i gilydd yn y ffordd mae'r data yna'n cael ei ddefnyddio. Felly, mae wrth gwrs yn uchelgeisiol iawn i wneud hynny, ond rwy'n credu ei fod e'n deg fel quid pro quo i ysgolion os ŷn ni'n mynd i ddweud, 'Rŷn ni'n gofyn am y mathau yma o ddata, ond, ar y llaw arall, bydd cysondeb yn sut rŷn ni'n gofyn am hynny.' Felly dyna nod yr hyn rŷn ni'n sôn amdano heddiw. Ac o ran y pwynt diwethaf, o ran yr hyn rŷn ni'n bwriadau ei wneud o ran cyhoeddi canlyniadau, mae rhai wedi dweud, 'Wel, onid yw hwn jest yn creu mwy o lwyth gwaith?' Ond y dewis oedd gennym ni oedd naill ai dylunio system newydd ar gyfer cyfnod rhwng nawr a 2025 - . Wel, doedd e ddim yn gwneud lot o synnwyr i wneud hynny, ffeinidio proses hollol newydd o fewn y system jest er mwyn newid hynny mewn tair mlynedd. Roedd e'n teimlo i fi mai'r peth cyfrifol i wneud oedd defnyddio'r system data oedd gennym ni jest am yr un flwyddyn cyn COVID, gan fod pobl yn gyfarwydd â hynny, a'i fod e, fel hynny, yn creu llai o waith. Y Llywodraeth fydd yn cyhoeddi'r wybodaeth honno, gyda llaw, nid yr ysgolion fydd yn gorfod ei chasglu hi, felly mae hynny hefyd yn bwysig i gadw mewn cof.