English: Can I just offer my thanks to the design and delivery advisory group as well? I don't suppose they were expecting to do this work. I think the necessity for your announcement last week and this statement today, Minister, shows how close we are to the edge with education at the moment, and I know you're making decisions that you'd rather not make. So, my questions today are no reflection on teachers and lecturers, who, I have to say, continue to astound me during this period. But that statement today is evidence that online learning is not hitting its mark and, I think, by half term, we'd all be expecting you to tell us your plan A, your plan B and your plan C for getting schools open by the end of next month. Last autumn, Qualifications Wales was adamant that it would not be possible to create and introduce a reliable moderation system for what were, then, centre-assessed grades. The framework you're talking about today can only be a pale imitation of something that was impossible six months ago. So, how close to not being able to comply with its statutory duties has this decision pushed Qualifications Wales, and, for that matter, the WJEC? And how confident are you that this new way forward will ensure public confidence in our young people's achievements, as well as protecting teachers from accusations of unconscious bias, however unjustified those are? If the WJEC can offer adapted past papers to schools - you mentioned them today, and there's a strong hint there, isn't there, that they should be picked up and used for internal tests, graded in line with helpful WJEC guidance - why is it so difficult for the WJEC to set these papers formally in May or June, and mark them, bringing in a clear and external sign of consistency and rigour to the system? What can you tell us about how the WJEC is going to be able to quality assure every single school or college's internal process for assessment in time? If it decides that some schools already have a strong process, which falls within their guidance, how will that empower a young person to challenge a school on its process? More importantly, what if a school that the WJEC hasn't got round to seeing claims its process is equal to or better than a WJEC-sanctioned version? You mentioned professional learning. Which practitioners do you envisage will need this grading training? You can't seriously expect it to be every teacher or lecturer in years 10 to 13. And as for non-exam assessments, they're already not going to be moderated, but you do urge schools to continue doing them. Which way do you think this is going to go? Is it going to be schools maximising their use, if the weighting given to them in the new framework encourages that, or schools and colleges minimising their use to do more teaching to a test in order to get up the evidence of graded work? Because not all schools have been canny enough to carry out topic testing as they've gone along this year. And then, just briefly from me, AS levels. Why won't they count towards a student's final grade? Either you have confidence in the system or you don't. I think maybe you should consider offering them the choice - the students who are doing AS this year - whether to bank their grade or not. And, if you have a moment, perhaps you can just give us an idea of the timetable when we might hear some more information about private candidates and the UK-wide vocational qualifications. Thank you.
Welsh: A gaf i ddiolch i'r grŵp cynghori dylunio a chyflawni hefyd? Dydw i ddim yn tybio eu bod wedi disgwyl gwneud y gwaith hwn. Credaf fod yr angen am eich cyhoeddiad yr wythnos diwethaf a'r datganiad hwn heddiw, Gweinidog, yn dangos pa mor agos ydym ni at y dibyn gydag addysg ar hyn o bryd, ac rwy'n gwybod eich bod yn gwneud penderfyniadau y byddai'n well gennych beidio â'u gwneud. Felly, nid yw fy nghwestiynau heddiw yn adlewyrchiad o athrawon a darlithwyr, sydd, mae'n rhaid imi ddweud, yn parhau i'm syfrdanu yn ystod y cyfnod hwn. Ond mae'r datganiad yna heddiw yn dystiolaeth nad yw dysgu ar-lein yn cyrraedd ei nod ac, rwy'n credu, erbyn hanner tymor, y byddem i gyd yn disgwyl i chi ddweud wrthym ni beth yw eich cynllun A, eich cynllun B a'ch cynllun C ar gyfer agor ysgolion erbyn diwedd y mis nesaf. Yr hydref diwethaf, roedd Cymwysterau Cymru yn bendant na fyddai'n bosib creu a chyflwyno system gymedroli ddibynadwy ar gyfer yr hyn a oedd, bryd hynny, yn raddau wedi eu hasesu gan ganolfannau. Ni all y fframwaith yr ydych chi'n sôn amdano heddiw ond bod yn ddynwarediad gwan o rywbeth a oedd yn amhosib chwe mis yn ôl. Felly, pa mor agos at fethu â chydymffurfio â'i ddyletswyddau statudol y mae'r penderfyniad hwn wedi gwthio Cymwysterau Cymru, ac, yn hynny o beth, CBAC? A pha mor ffyddiog ydych chi y bydd y ffordd newydd hon ymlaen yn sicrhau bod gan y cyhoedd ffydd yng nghyflawniad ein pobl ifanc, yn ogystal ag amddiffyn athrawon rhag cyhuddiadau o ragfarn anymwybodol, waeth pa mor ddi-sail yw'r rheini? Os gall CBAC gynnig papurau blaenorol wedi'u haddasu i ysgolion - fe wnaethoch chi sôn amdanyn nhw heddiw, ac mae awgrym cryf yn y fan yna, onid oes, y dylid troi atyn nhw a'u defnyddio ar gyfer profion mewnol, wedi'u graddio yn unol â chanllawiau defnyddiol CBAC - pam y mae hi mor anodd i CBAC osod y papurau hyn yn ffurfiol ym mis Mai neu fis Mehefin, a'u marcio, gan gyflwyno arwydd clir ac allanol o gysondeb a thrylwyredd i'r system? Beth allwch chi ei ddweud wrthym ni ynghylch sut y gall CBAC sicrhau ansawdd proses fewnol pob ysgol neu goleg unigol ar gyfer asesu mewn pryd? Os yw'n penderfynu bod gan rai ysgolion broses gref eisoes, sy'n dod o fewn eu canllawiau, sut y bydd hynny'n grymuso person ifanc i herio ysgol ar ei phroses? Yn bwysicach na hynny, beth petai ysgol nad yw CBAC wedi'i gweld eto yn honni bod ei phroses yn gyfwerth neu'n well na fersiwn a gymeradwywyd gan CBAC? Fe wnaethoch chi sôn am ddysgu proffesiynol. Pa ymarferwyr ydych chi'n rhagweld bydd angen yr hyfforddiant graddio hwn arnyn nhw? Ni allwch chi ddisgwyl o ddifrif i bob athro neu ddarlithydd ym mlynyddoedd 10 i 13 fod angen hynny. Ac o ran asesiadau nad ydyn nhw yn arholiadau, ni fyddan nhw eisoes yn cael eu cymedroli, ond rydych chi yn annog ysgolion i barhau i'w gwneud. Beth ydych chi'n ei gredu bydd canlyniad hyn? Ai ysgolion fydd yn gwneud y defnydd gorau ohonyn nhw, os yw'r pwysoliad a roddir iddyn nhw yn y fframwaith newydd yn annog hynny, neu ysgolion a cholegau yn defnyddio llai arnyn nhw i wneud mwy o addysgu er mwyn profi a chynyddu'r dystiolaeth o waith wedi'i raddio? Oherwydd nid pob ysgol sydd wedi bod yn ddigon hirben i gynnal profion pwnc rheolaidd eleni. Ac yna, yn fyr gennyf fi, Safon Uwch Gyfrannol. Pam na fyddan nhw'n cyfrif tuag at radd derfynol myfyriwr? Naill ai mae gennych chi ffydd yn y system neu does gennych chi ddim. Credaf efallai y dylech chi ystyried cynnig y dewis iddyn nhw - y myfyrwyr sy'n gwneud Safon Uwch Gyfrannol eleni - boed hynny i fancio eu gradd neu beidio. Ac, os oes gennych chi eiliad, efallai y gallwch chi roi syniad i ni o'r amserlen pan fyddwn efallai'n clywed mwy o wybodaeth am ymgeiswyr preifat a'r cymwysterau galwedigaethol ar gyfer y DU gyfan. Diolch.