English: Thank you, acting Presiding Officer. Last week, I announced my intention that learners undertaking WJEC-approved GCSEs, AS-levels and A-levels would have their qualifications awarded through a centre-determined grade model. This decision reflects my priority of supporting learner wellbeing and progression in the reality of the public health and policy context we now find ourselves in. While there is still more work to be done, I hope that the announcement of the centre-determined grade approach - where learners' grades will be determined by their school or college, based on an assessment of their work - will help remove learners' anxiety. This way forward has been developed by the design and delivery advisory group, and puts learner wellbeing and public confidence at the centre of our proposals. As part of this approach, centres will be able to use a range of evidence to inform their decisions, including non-exam assessments, mock exams and adapted past papers made available by the WJEC. There will be an assessment framework to support them to develop their plans for assessment. This will give schools and colleges flexibility when deciding what assessment information to use as they focus on teaching the core content that will help learners as they progress through the next steps of their education. These assessment plans will be quality assured by the WJEC and demonstrate how the centre has determined a learner's grade. Every school or college will also be required to build on or develop quality assurance processes, and will be supported in doing so by guidance from the WJEC. Once this quality assurance has been completed at the centre, the grade will be submitted to the WJEC. I have also asked the design and delivery advisory group to consider how to promote greater consistency across centres in delivering our approach. This includes asking them to support Qualifications Wales and the WJEC in developing and setting out both the assessment framework and the quality assurance processes that will be adopted. I recognise that the appeals process is of concern and interest to learners and practitioners alike. I can confirm that learners will be able to appeal to their school or college if they believe they have been awarded a grade that doesn't reflect their level of attainment, and to the WJEC if they are unhappy with the process followed by their centre. We will work to ensure that clear and accessible information about appeals is made available, and will explore a professional learning offer for practitioners so that the processes that are applied are consistent, equitable, and fair. In addition to the expertise of the headteachers and college principals on our design and delivery advisory group, who have dedicated so much time to the development of these proposals, the group will expand their membership and will engage with wider stakeholders to support them in the next stage of their work. Part of this work will be giving consideration to the equalities and workload impacts of any new arrangements, alongside the development of guidance, communications and professional learning that will support schools and colleges in their professional judgements. I have also asked the group to consider arrangements for private candidates as a priority. I recognise that there are some private candidates who are concerned about a centre-determined grade approach, as not all private candidates were able to receive a qualification under the arrangements made last year. I would therefore like to reiterate my absolute commitment to ensuring that there is a clear option for them to support their progression. In summary, the centre-determined grade approach puts trust in teachers' and lecturers' commitment to prioritise teaching and learning in the time available, and their knowledge of the quality of their learners' work. Teaching the core content and aspects of each course, however, remains extremely important, so that all learners are supported to progress with certainty into their next steps and with confidence in the grades they've been awarded. We have, therefore, sought to make the grading approach as clear as possible in the circumstances, while remaining as simple and responsive as possible. We are working with colleges and universities to look at how they can support learners through this transition and I am very grateful for their ongoing commitment and support. It is vital that the wider education sector continues to come together in this way to support our learners, including by strengthening professional judgments through support that ensures consistent and transparent arrangements. Qualifications Wales is also considering the approach for other Wales-only qualifications, including the skills challenge certificate, Essential Skills Wales and approved vocational qualifications. They are also working closely with fellow UK regulators to ensure consistency of approach and fairness for Welsh learners studying for vocational qualifications that are also available in other nations. As we continue to work at pace to develop our proposals, I encourage learners, teachers and lecturers to continue to focus on learning in the core areas of their courses in the coming weeks. It is this learning and the development of associated skills and knowledge that will continue to open doors for learners in the future, even after the qualification itself has been awarded. I want to thank each and every learner and educational professional for their ongoing flexibility and adaptability in responding to the situation in which we find ourselves. Thank you, acting Presiding Officer.
Welsh: Diolch, Llywydd dros dro. Yr wythnos diwethaf, cyhoeddais fy mwriad y byddai cymwysterau dysgwyr sy'n sefyll arholiadau TGAU, Safon Uwch Gyfrannol a Safon Uwch a gymeradwywyd gan CBAC yn cael eu dyfarnu drwy fodel gradd a bennir gan ganolfannau. Mae'r penderfyniad hwn yn adlewyrchu fy mlaenoriaeth o gefnogi llesiant a chynnydd dysgwyr yn realiti'r cyd-destun iechyd cyhoeddus a pholisi yr ydym ni bellach yn gweld ein hunain ynddo. Er bod mwy o waith i'w wneud o hyd, gobeithiaf y bydd cyhoeddi'r dull gradd a bennir gan ganolfannau - lle caiff graddau dysgwyr eu pennu gan eu hysgol neu goleg, yn seiliedig ar asesiad o'u gwaith - yn helpu i ddileu pryder dysgwyr. Datblygwyd y ffordd hon ymlaen gan y grŵp cynghori dylunio a chyflawni, ac mae'n rhoi lles dysgwyr a hyder y cyhoedd wrth wraidd ein cynigion. Yn rhan o'r dull hwn, bydd canolfannau'n gallu defnyddio ystod o dystiolaeth yn ganllaw i'w penderfyniadau, gan gynnwys asesiadau nad ydynt yn arholiadau, ffug arholiadau a phapurau blaenorol wedi'u haddasu a ddarparwyd gan CBAC. Bydd fframwaith asesu i'w cefnogi i ddatblygu eu cynlluniau ar gyfer asesu. Bydd hyn yn rhoi hyblygrwydd i ysgolion a cholegau wrth benderfynu pa wybodaeth asesu i'w defnyddio wrth iddyn nhw ganolbwyntio ar ddysgu'r cynnwys craidd a fydd yn helpu dysgwyr wrth iddyn nhw symud ymlaen drwy gamau nesaf eu haddysg. Caiff ansawdd y cynlluniau hyn eu sicrhau gan CBAC a byddant yn dangos sut mae'r ganolfan wedi pennu gradd dysgwr. Bydd hefyd yn ofynnol i bob ysgol neu goleg adeiladu ar brosesau sicrhau ansawdd neu eu datblygu, ac fe gânt eu cefnogi i wneud hynny drwy arweiniad gan CBAC. Ar ôl i'r sicrwydd ansawdd hwn gael ei gwblhau yn y ganolfan, caiff y radd ei chyflwyno i CBAC. Rwyf hefyd wedi gofyn i'r grŵp cynghori dylunio a chyflawni ystyried sut i hyrwyddo mwy o gysondeb rhwng canolfannau wrth gyflawni ein dull gweithredu. Mae hyn yn cynnwys gofyn iddyn nhw gefnogi Cymwysterau Cymru a CBAC i ddatblygu a nodi'r fframwaith asesu a'r prosesau sicrhau ansawdd a gaiff eu mabwysiadu. Rwy'n cydnabod bod y broses apelio yn destun pryder a diddordeb i ddysgwyr ac ymarferwyr fel ei gilydd. Gallaf gadarnhau y bydd dysgwyr yn gallu apelio i'w hysgol neu goleg os ydyn nhw'n credu eu bod wedi cael gradd nad yw'n adlewyrchu eu cyrhaeddiad, ac i CBAC os ydyn nhw'n anhapus â'r broses a ddilynir gan eu canolfan. Byddwn yn gweithio i sicrhau bod gwybodaeth glir a hygyrch am apeliadau ar gael, ac yn ystyried cynnig dysgu proffesiynol i ymarferwyr fel bod y prosesau a ddefnyddir yn gyson, yn gydradd ac yn deg. Yn ogystal ag arbenigedd y prifathrawon a phenaethiaid colegau ar ein grŵp cynghori dylunio a chyflawni, sydd wedi neilltuo cymaint o amser i ddatblygu'r cynigion hyn, bydd y grŵp yn ehangu ei aelodaeth ac yn ymgysylltu â rhanddeiliaid ehangach i'w cefnogi yng ngham nesaf eu gwaith. Rhan o'r gwaith hwn fydd ystyried effeithiau unrhyw drefniadau newydd ar gydraddoldeb a llwyth gwaith, ochr yn ochr â datblygu canllawiau, cyfathrebu a dysgu proffesiynol a fydd yn cefnogi ysgolion a cholegau yn eu barn broffesiynol. Rwyf hefyd wedi gofyn i'r grŵp ystyried trefniadau ar gyfer ymgeiswyr preifat fel blaenoriaeth. Rwy'n cydnabod bod rhai ymgeiswyr preifat sy'n pryderu am ganolfannau'n graddio yn ôl eu trefn eu hunain, gan nad oedd pob ymgeisydd preifat yn gallu cael cymhwyster o dan y trefniadau a wnaed y llynedd. Felly, hoffwn ailadrodd fy ymrwymiad llwyr i sicrhau bod dewis clir iddyn nhw i gefnogi eu cynnydd. I grynhoi, mae'r dull gradd a bennir gan ganolfannau yn ymddiried yn ymrwymiad athrawon a darlithwyr i flaenoriaethu addysgu a dysgu yn yr amser sydd ar gael, a'u gwybodaeth am ansawdd gwaith eu dysgwyr. Fodd bynnag, mae dysgu cynnwys craidd ac agweddau pob cwrs yn parhau i fod yn eithriadol o bwysig, fel y caiff pob dysgwr ei gefnogi i symud ymlaen gyda sicrwydd i'w camau nesaf a chyda hyder yn y graddau a ddyfarnwyd iddyn nhw. Rydym ni felly wedi ceisio gwneud y dull graddio mor glir â phosib o dan yr amgylchiadau, ond mor syml ac ymatebol â phosib ar yr un pryd. Rydym yn gweithio gyda cholegau a phrifysgolion i ystyried sut y gallan nhw gefnogi dysgwyr drwy'r cyfnod pontio hwn ac rwy'n ddiolchgar iawn am eu hymroddiad a'u cefnogaeth barhaus. Mae'n hanfodol bod y sector addysg ehangach yn parhau i ddod at ei gilydd fel hyn i gefnogi ein dysgwyr, gan gynnwys drwy gryfhau dyfarniadau proffesiynol drwy gymorth sy'n sicrhau trefniadau cyson a thryloyw. Mae Cymwysterau Cymru hefyd yn ystyried y dull o ymdrin â chymwysterau eraill i Gymru'n unig, gan gynnwys y dystysgrif her sgiliau, Sgiliau Hanfodol Cymru a chymwysterau galwedigaethol cymeradwy. Mae hefyd yn gweithio'n agos â chyd-reoleiddwyr y DU i sicrhau dull gweithredu a thegwch cyson i ddysgwyr Cymru sy'n astudio ar gyfer cymwysterau galwedigaethol sydd hefyd ar gael mewn gwledydd eraill. Wrth i ni barhau i weithio'n gyflym i ddatblygu ein cynigion, rwy'n annog dysgwyr, athrawon a darlithwyr i barhau i ganolbwyntio ar ddysgu ym meysydd craidd eu cyrsiau yn ystod yr wythnosau nesaf. Y dysgu hwn a datblygu sgiliau a gwybodaeth gysylltiedig a fydd yn parhau i agor drysau i ddysgwyr yn y dyfodol, hyd yn oed ar ôl dyfarnu'r cymhwyster ei hun. Hoffwn ddiolch i bob dysgwr a gweithiwr addysg proffesiynol am barhau i fod mor hyblyg a pharod i addasu wrth ymateb i'r sefyllfa yr ydym ni ynddi. Diolch, Llywydd dros dro.