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.