Thank you very much, Minister, for grasping the nettle, because I think it's really important for the well-being, not just of learners, but also of teachers to have some certainty about how we're going to move forward on this important matter, because otherwise the poor old teachers are absolutely agonising over how they're going to get their students through this when they may have to quarantine a particular cohort of students for a couple of weeks, or even for a second period. So, I think this is a really helpful announcement.

Equity is an aspiration but, frankly, in this situation, it's really difficult to see how we're going to achieve equity, because it depends on the rigour with which senior management teams are running their schools to ensure that we are containing any outbreak that a student or a teacher brings in from the community to the minimum amount of teachers, and it also depends on our personal circumstances. We're not teachers. We might be able to make a good fist at A-level politics, but unless our name's Dai Lloyd, we're not going to be able to teach our students biology. I'd be absolutely lost. So, I think we have to understand that if pupils aren't in school they're probably not going to be learning to the standard that they would be if they were in school.

So, for a start, we have to make it perfectly acceptable for a student to want to redo a year, because if they've missed huge quantities of learning and haven't been able to get the A-levels that they want in order to go on to the next level say, for example, university, they need to be able to have a second chance at being able to demonstrate that they have that level of competency. But, equally, we can't just be passporting students through just because we want to be kind to them if they don't actually have the grounding required to follow higher education, and universities are quite right to emphasise that point.

So, I strongly support this idea of a stakeholder group of a design and delivery advisory group who are going to help you decide on the rigour with which we are going to ensure that standards in Caernarfon, Caersws and Cardiff are going to be the same to ensure that people get particular qualifications. But, as you say, the rigour of this process is going to enable universities, with confidence, to be certain they can offer places to people, because they are very used to accepting different qualifications, because university education is one of our most successful exports and they're obviously assessing people who have—