English: Thank you, Minister. Can I just associate myself with your opening remarks regarding teachers and staff, and can I include governors in that? It's been a really difficult time for everybody, including yourselves, but most importantly our constituents. Thank you very much for your statement. I think we have to start off with the top line of my position, which is that schools must stay open unless they absolutely - absolutely - have to close. And while, of course, the situation with exams is difficult, and perhaps for another day, I think we do need to look a little bit at the history of the opening and closing of schools because, obviously, back in March, we all understood the urgency of limiting contact of every kind. We had a dangerous enemy that we didn't really understand, but we did also understand that there would be an inevitable hit to our children's education, and while school leaders did turn themselves inside out trying to provide the best that they could for our learners, I think we know by now that there was a great inconsistency of pupil contact, of the accessibility of online content, the ability of families to really engage with that online content, and the willingness of children to stick with it, the willingness to stick with that learning. We've all had a bit of COVID fatigue, I guess. And that's why we were very supportive, actually, of your plans to open schools over four weeks in the summer term to check in and catch up, as you said, so that teachers and learners could evaluate what they needed next. And I think that's perhaps where it started to unravel for Government. Letting the country think one thing, when, actually, you hadn't really nailed it down on the delivery of that fourth week, when you had powers that you could have used to stop councils saying 'no' to schools, is where I'm starting to take issue with what I thought was a good start, if I'm honest. Since then, there's been, certainly more latterly, more of a sense of 'whatever you want, schools' going on. Of course, there are operational decisions that only schools can make, and your guidance has been very helpful with that, but there are occasions when you need mandates; there are occasions when you need rules. Schools don't understand the science, whereas you, as you said today, have continued to be guided by the latest medical and scientific advice in making any decisions on the safe return of learners. You have that information; school leaders don't necessarily. And they are certainly are struggling to make ideas stick on the spot when they don't have that reassurance that behind them is a Minister who can say, 'Here's the law, that's what you can rely on.' When you say fully open is not back to normal, obviously that's true of the physical layout in our schools, but I think we do need some reassurance that the level and standard of acquisition of learning does need to be nearer back to normal. I'm not encouraged by your statement that we cannot expect schools to execute all of their duties in respect of the curriculum for all learners in all circumstances during this time. And we know they have had time. We agreed with you that a fortnight was a good time to let schools get the hang of what their learners needed, and I'm curious to know whether this extension for the first 30 days of September is something that you consulted on, because I don't believe it is, and whether we are back in a situation where we are suspending the need to stick to the curriculum. Have you been successful in persuading your colleagues of what I said in my opening statement, that schools must be the last to close down, particularly in the event of a lockdown? I see that you've expressed great confidence in the TTP strategy, so I'm hoping that that is the ammunition you've taken to Cabinet colleagues in making the argument that schools should stay open. But if you weren't successful in that, have you already decided what you will mandate in the event of a national lockdown, to make sure that learning wasn't impacted on in the way it was before? Are you thinking of mandating live-streaming of lessons, for example? Have you done an assessment of how much of the IT equipment that was distributed - something we supported - to make sure that students are making the best of them? Or in the more likely situation of localised lockdowns, which will hopefully mean students are out of face-to-face learning for a fortnight at a time at the most, are you going to be insisting that schools should require virtual attendance to lessons, which in the majority of cases should be provided virtually as timetabled? I'd like a little bit of detail on the money that you found for new teachers and catch-up, how that's going to be used, and how it will be used in further education colleges. I'd be keen to learn how the belated monitoring and evaluation of what happened between March and July has affected decisions you're likely to make. And I'd be keen to hear what you can tell us now on how any further lockdowns would be likely to impact on that already pared down syllabus that you referred to earlier, particularly for those taking general qualifications later in - at the end of this academic year, sorry. You didn't say very much about testing in schools. I wondered if you could tell us whether you or Public Health Wales have done anything on temperature testing in schools at all. If you have - that's an open question; genuinely curious to hear about that. And then I suppose I repeat my questions in the same context for further education, where the different age profiles make face-to-face teaching more difficult, because there are different regulations on social distancing relating to different age groups. I wonder if you could clarify for me how far you can mandate certain actions in a college as compared to a school, and do you have any particular powers through which you can satisfy yourself on that question of the quality of learning during a period of lockdown in FE institutions as well as schools? Thank you.
Welsh: Diolch, Gweinidog. Fe hoffwn innau ategu eich sylwadau agoriadol chi ynglŷn ag athrawon a staff, ac a gaf i gynnwys llywodraethwyr gyda'r rhain? Mae wedi bod yn gyfnod anodd iawn i bawb, gan eich cynnwys chi, ond yn bwysicaf oll, i'n hetholwyr. Diolch yn fawr ichi am eich datganiad. Rwy'n credu bod yn rhaid inni ddechrau gyda'r peth pwysicaf o ran fy safbwynt i, sef mae'n rhaid i ysgolion aros ar agor onid oes rheidrwydd gwirioneddol - gwirioneddol - iddyn nhw gau. Ac er bod y sefyllfa gydag arholiadau, wrth gwrs, yn anodd, ac efallai ar gyfer rhyw ddiwrnod eto, rwy'n credu bod angen inni edrych ychydig ar yr hanes o ran agor a chau ysgolion oherwydd, yn amlwg, yn ôl ym mis Mawrth, roedd pawb yn deall pwysigrwydd cyfyngu ar gyswllt o bob math ar fyrder. Roedd yna elyn peryglus nad oeddem ni'n deall fawr ddim amdano mewn gwirionedd, ond roeddem hefyd yn deall y byddai'n ergyd anochel i addysg ein plan. Ac er i arweinwyr ysgolion wneud eu gorau glas wrth geisio darparu'r cyfan y gallen nhw i'n dysgwyr ni, rwy'n credu y gwyddom bellach fod yna anghysondeb mawr wedi bod o ran cyswllt â disgyblion, o ran hygyrchedd cynnwys ar-lein, gallu teuluoedd i ymgysylltu'n wirioneddol â'r cynnwys hwnnw ar-lein, a pharodrwydd plant i ddal ati, i fod yn barod i ddal ati gyda'r addysg honno. Mae COVID wedi peri blinder mawr inni, fe gredaf. A dyna pam y buom ni'n gefnogol iawn, mewn gwirionedd, i'ch cynlluniau chi i agor ysgolion am bedair wythnos yn nhymor yr haf er mwyn ailgydio a dal i fyny, fel yr oeddech chi'n dweud, fel y gallai athrawon a dysgwyr werthuso'r hyn yr oedd angen ei wneud nesaf. Ac rwy'n credu efallai mai dyna lle y dechreuodd pethau fynd ar chwâl i'r Llywodraeth. Gan adael i'r wlad feddwl un peth, pan nad oeddech chi, mewn gwirionedd, wedi llwyddo o ran darpariaeth y bedwaredd wythnos honno, pan roedd y pwerau gennych chi y gallech fod wedi eu defnyddio i atal y cynghorau rhag dweud Na wrth ysgolion, dyna lle roeddwn i'n dechrau anghytuno â'r hyn a oedd, yn fy marn i, yn ddechrau da, a bod yn onest. Ers hynny, yn sicr yn ddiweddar, mae rhyw deimlad o 'fel y mynnoch chi, ysgolion' wedi bod yn digwydd. Wrth gwrs, dim ond yr ysgolion a all wneud rhai o'r penderfyniadau gweithredol, ac mae eich canllawiau chi wedi bod o gymorth mawr gyda hynny, ond mae yna adegau pan fydd angen mandadau; mae yna adegau pan fydd angen rheolau. Nid yw ysgolion yn deall yr wyddoniaeth, ond rydych chi, fel yr oeddech chi'n dweud heddiw, wedi parhau i gael eich tywys gan y cyngor meddygol a gwyddonol diweddaraf wrth wneud unrhyw benderfyniadau ynglŷn â chael y dysgwyr yn ôl yn ddiogel. Mae'r wybodaeth honno gennych chi; ond nid yw gan arweinwyr ysgolion o reidrwydd. Ac maen nhw'n sicr yn ei chael hi'n anodd gweinyddu'r syniadau hyn pan nad oes yno'r sicrwydd a ddaw o gael Gweinidog yn dweud, 'Fel hyn y dywed y gyfraith, ac fe allwch chi ddibynnu ar hynny.' Pan ddywedwch nad yw bod ar agor yn llawnamser yn golygu normalrwydd, yn amlwg mae hynny'n wir o ran cynllun adeiladau ein hysgolion ni, ond rwy'n credu bod angen rhywfaint o sicrwydd arnom fod angen i lefel a safon caffaeliad addysg fod yn nes at yr hyn sydd yn normal. Nid oes gennyf hyder yn eich datganiad sy'n dweud na allwn ddisgwyl i ysgolion gyflawni eu holl ddyletswyddau o ran y cwricwlwm ar gyfer pob dysgwr ym mhob amgylchiad yn ystod y cyfnod hwn. Ac rydym yn gwybod eu bod wedi cael yr amser. Roeddem ni wedi cytuno â chi fod pythefnos yn ddigon da i ganiatáu i ysgolion ddod o hyd i'r hyn oedd ei angen ar eu dysgwyr. Ac rwy'n awyddus i wybod a yw'r estyniad hwn i 30 diwrnod cyntaf mis Medi yn rhywbeth yr ydych chi wedi ymgynghori arno, oherwydd nid wyf i'n credu hynny. Ac a ydym ni mewn sefyllfa eto lle'r ydym ni'n gohirio'r angen i gadw at y cwricwlwm. A ydych chi wedi llwyddo i berswadio eich cyd-Aelodau o'r hyn a ddywedais i yn fy natganiad agoriadol, mai ysgolion ddylai fod y rhai olaf i gau, yn enwedig os bydd yna gyfnod clo arall? Rwy'n nodi eich bod wedi mynegi hyder mawr yn y strategaeth Profi, Olrhain, Diogelu, felly rwy'n gobeithio mai dyna'r arf yr ydych wedi ei ddefnyddio i ddadlau â'ch cydweithwyr yn y Cabinet y dylai'r ysgolion aros ar agor. Ond os nad oeddech chi'n llwyddiannus yn hynny o beth, a ydych eisoes wedi penderfynu beth fyddwch chi'n ei fandadu os daw'n gyfnod clo cenedlaethol, i wneud yn siŵr nad yw dysgu'n cael ei lesteirio yn yr un modd â'r tro diwethaf? A ydych chi'n ystyried mandadu ffrydio gwersi'n fyw, er enghraifft? A ydych chi wedi cael asesiad o'r offer TG a ddosbarthwyd - rhywbeth yr oeddem ni'n ei gefnogi - i sicrhau bod myfyrwyr yn gwneud yn fawr ohono? Neu, mewn sefyllfa fwy tebygol o gyfnodau clo lleol, a fydd, gobeithio, yn golygu bod myfyrwyr yn colli dysgu wyneb yn wyneb am bythefnos ar y tro ar y mwyaf, a fyddwch chi'n mynnu y dylai ysgolion wneud presenoldeb yn orfodol ar gyfer gwersi rhithwir, y dylid eu darparu yn y mwyafrif o achosion bron yn union fel y'u hamserlennwyd? Fe hoffwn i gael ychydig o fanylder am yr arian y daethoch o hyd iddo ar gyfer athrawon newydd ac ar gyfer dal i fyny, sut y bydd yn cael ei ddefnyddio, a sut y caiff ei ddefnyddio mewn colegau addysg bellach. Ac rwy'n awyddus i gael gwybod sut mae'r gwaith monitro a gwerthuso hwyr o'r hyn a ddigwyddodd rhwng mis Mawrth a mis Gorffennaf wedi effeithio ar benderfyniadau yr ydych chi'n debygol o'u gwneud. Ac rwy'n awyddus i glywed yr hyn yr ydych chi am ei ddweud wrthym ni'n awr ynghylch sut y byddai unrhyw gyfnod clo pellach yn debygol o effeithio ar y maes llafur a gwtogwyd yr ydych chi wedi sôn amdano eisoes, yn enwedig i'r rhai sy'n ymgeisio am gymwysterau cyffredinol yn ddiweddarach - ar ddiwedd y flwyddyn academaidd hon, mae'n ddrwg gennyf i. Nid oedd gennych lawer i'w ddweud am brofion mewn ysgolion. Tybed a wnewch chi ddweud wrthym a ydych chi neu Iechyd Cyhoeddus Cymru wedi gwneud unrhyw beth ynglŷn â phrofion tymheredd mewn ysgolion o gwbl. Os felly - cwestiwn agored yw hwn; rwy'n wirioneddol awyddus i glywed rhywbeth am hynny. Ac yna mae'n debyg fy mod i am ailadrodd fy nghwestiynau i yn yr un cyd-destun o ran addysg bellach, lle mae'r proffiliau oedran amrywiol yn gwneud dysgu wyneb yn wyneb yn fwy heriol, oherwydd mae yna reoliadau ar gadw pellter cymdeithasol sy'n amrywio yn ôl gwahanol grwpiau oedran. Tybed a wnewch chi egluro i mi i ba raddau y gallwch chi orfodi rhai camau gweithredu mewn coleg o'u cymharu â rhai mewn ysgolion, ac a oes gennych chi unrhyw bwerau penodol y gallwch chi eu defnyddio i fodloni eich hun ynghylch y cwestiwn hwn o ansawdd y dysgu yn ystod cyfnod clo mewn sefydliadau addysg bellach yn ogystal ag ysgolion? Diolch.