Thank you, Suzy Davies, for your questions and your acknowledgement of the hard work of the design and delivery group, as I said, made up of headteachers and college principals who have worked at great speed to provide advice and guidance. I'm grateful that they have agreed to continue to do that work with an expanded membership now, as we move into the next phase of operationalising the decisions that have been made.

Suzy quite rightly points out the challenges of the centre-determined grades system. All methods of assessment have their upsides and their downsides, and the job is, having decided on an assessment mechanism, how you can mitigate the downsides. Ensuring that there is a consistent moderation scheme when each school's experience during this last year will have been so very, very different does provide real challenges for creating that moderation system, especially if there are pieces of work that have not been possible to complete in some schools. So, you could end up in a situation where you are comparing apples with pears rather than apples with apples. That's the challenge of designing a moderation system in the current climate, but we can take steps to mitigate against that, and that is what the design and delivery group will be aiming to work towards.

With regard to WJEC assessments, this is a tool that will be available to schools. Some schools potentially will have lots and lots and lots of material on which to base a centre-determined grade. Other individual classes, teachers, schools perhaps would like some additional support and help, and rather than designing their own, they will be able to avail themselves of material that is quality assured, equalities assured, and has gone through all the processes that you would expect a WJEC assessment to go through. I believe that will offer a valuable opportunity for schools to avail themselves of, but clearly that is a matter for individual schools. But I think it is a valuable resource that the WJEC will make available, and can play an important part in helping teachers assess children and designate a grade.

With regard to training, that is for individual teachers to identify the training needs within their individual workforce, and which individuals within their school perhaps are crucial in terms of operating the system, and additional training will be made available. What we have learnt—one of the very few silver linings of this entire pandemic—is that we have transformed the way that we have been able to deliver professional learning, and I am confident that we'll be in a position where those schools that want to or need to avail themselves of this additional support will be able to do so.

The evaluation process of the school's procedures is an important part of creating that national approach and that equity and fairness. That's why we will be working initially on the assessment tools, and an assessment framework that will be a national framework, and it is then for schools to identify how they will utilise that framework within their individual setting, and for the WJEC to assure that. With regards to the appeals process, it's only right that, in the first instance, if a candidate is unhappy with the grade they have been designated, then that has to be an appeal to the people who designated the grade. It's simply impossible to make an appeal to the WJEC, who will not have played a part in designating that grade. But clearly, having the WJEC assure a school's processes, if a candidate feels that the school's processes have not been correctly applied, then it is perfectly appropriate in those instances that the WJEC would be responsible for the appeals process.

Finally, with regard to AS-levels, the arguments that we rehearsed last year about how UCAS scores are designated in AS-levels, and how that translates into A-levels, still stand. In the absence of being able to run exams or, indeed, our initial procedures, we will revert to the policy that existed this year. All AS candidates will be designated a grade. That is important for those candidates who are deciding not to continue with that subject, but it's only fair that their learning to date for that qualification is awarded and, of course, many students feel that it is very, very valuable to have those grades when it comes to their UCAS application, but their A2 exams—and I hope, my goodness me, that we're in a position to run those examinations—that tier will be the basis on which their entire A-level will be awarded.