Thanks, Siân Gwenllian, for those questions. She began by saying that she believed that exams should have been scrapped at an earlier point. Well, the policy of Plaid Cymru is to get rid of exams, and that's a perfectly legitimate policy to have. It's not a policy I share; I believe exams are an important part of our education system. If I thought it was possible to run exams in a fair and equitable way, that's what I would've done this year. It's not an easy decision that we've made today to scrap them.

So, I don't share her overall view with regard to exams, but it is clear to me that, in the circumstances in which we find ourselves, and with the ongoing uncertainty about what the public health situation may be as we move over the winter, exams in these circumstances cannot be delivered fairly or equitably, and I have made that decision as soon as I can. I daresay some people will criticise me and say that I should hang on and wait to see how the winter has been, but, if I had done that, that would have led to further—not confusion, but further anxiety as students and teachers tried to ride both horses, one horse thinking that the exam would happen and therefore cramming through content and getting ready for an exam, and another horse of continuous assessment and testing, not knowing from one lesson to another which piece of work would be the piece of work that would be looked at by, potentially, an external examiner. That is what is putting stress on our children and our teachers, and we've made a decision today to give absolute clarity, so that all of our time and attention can now turn to really positive teaching and learning experiences.

With regard to vocational qualifications, I understand that the situation is difficult and different for those students, but, as I explained to Suzy Davies, I simply am not in a position to issue instructions to a different regulator, and therefore—. But I can give the assurance that we will be keeping, as with Qualifications Wales, in close touch with Ofqual to ensure that those students are not disadvantaged. 

With regard to what the Member described as 'tests', these are not tests and I think we do have to be really, really careful with our terminology here. These are assessments that will be provided to schools by the WJEC. And why is that? Well, there are two very important reasons. We've just heard from Suzy Davies about workload for teachers. Actually, having an outside body bringing that extra capacity and resource into the system means that they don't have to design these assessments. Somebody else will do that work for them. And that is one way in which we can take the burden off the teaching profession. The second is because then there is a national consistency that allows us to do moderation, because each child will have been asked to complete a similar task within that classroom setting.

So, when it comes to moderation and ensuring that an A in Llandudno is exactly the same as an A score in Cardiff, then that can be done on the basis of exactly the same task that has been undertaken within the classroom, therefore ensuring that there is that national consistency. And secondly also ensuring that—. I'm sure the Member has read in great detail the analysis of qualifications work with regard to the equality impacts of CAGs, which is where we ended up last summer. They raised some very, very serious issues about equality issues, and therefore having some uniformity in this system ensures that those people that have concerns about unconscious bias et cetera—those concerns can be addressed. Also, it allows us to provide a route into the examination system for our independent candidates.

Earlier on, Suzy Davies asked me for a statement—oh, sorry, it was Mike Hedges that asked for a statement—on home-schooled children. Now, last year we found it very, very difficult to be able to respond to independent candidates. Having nationally agreed, designed by our examination board tasks for children to sit gives us a route in for some of those independent candidates to be able to access a grade this year in a way that they can't do if they're not part of a formal assessment centre. So, this gives us an opportunity to address those students' needs as well, and we're trying to be fair to every learner that we have in our system at the moment.

With regard to the number and the nature, then that will be a matter for the group. We could see—. Potentially, they could advise me that maybe the number of tasks will be different depending on the nature of the course of study. When talking to universities, for instance, they were very concerned with regard to maths and students that were wanting to go on to do a maths-related degree—ensuring that they had all the basic underpinnings to allow them to be successful in the next stage of their careers. Therefore, the group may recommend slightly different approaches, depending on subjects, but that is a matter for them, and it's very important to recognise that those matters will be addressed by headteachers and lecturers and college leaders who are on the front line and know how best we can do that fairly. I expect that work, as I said in my statement, to be completed by December, so we can begin the roll-out of this programme of work in January.