Gwersi Llenwi
Syniadau ar gyfer gwersi llenwi sy'n cysylltu â'r FCD, ar gyfer amrywiaeth o bynciau, all-lein a digidol.
Cloud Storage Organisation
DCF: Interacting and collaborating → Storing and sharing
Pupils redesign a genuinely chaotic shared class folder left over from river fieldwork on the Afon Teifi, producing a folder tree, a file-naming rule, a keep, rename, archive or delete decision for each file, and three sharing rules. Pen and paper throughout.
Adnoddau angenrheidiol
- Supply teacher presentation: Cloud Storage Organisation (board slides, timers and script)
- Pupil worksheet: Cloud Storage Organisation
- Stimulus: messy shared area printout, 7B Geography rivers fieldwork
- Coloured pencils for the folder tree (optional)
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
- Microsoft OneDrive or Google Drive, through Hwb
- The National Archives - managing digital information over time
- ICO - data sharing guidance
Castles of Wales: A Digital Timeline
DCF: Producing → Creating digital content
Pupils sort twelve Welsh castles by who built them (Norman lords, Welsh princes or Edward I), plot them on a scaled timeline from 1050 to 1300 and use it to explain Edward's burst of building in 1283. They then plan three screens of a digital timeline to clear design rules, with a 25-word caption, a picture credit and alt text.
Adnoddau angenrheidiol
- Supply teacher presentation: Castles of Wales: A Digital Timeline (board slides, timers and script)
- Pupil worksheet: Castles of Wales: A Digital Timeline
- Worked example and answer key: the completed timeline and a planned castle screen
- Stimulus: twelve castle fact cards
- Dataset: the twelve castles with dates and builders (CSV)
- Coloured pencils for the timeline key (one set between two)
Offer angenrheidiol
- Pen and paper
- Coloured pencils
- Ruler
Meddalwedd / dolenni gwe
- Microsoft PowerPoint, Google Slides or Microsoft Sway
- Cadw: Conwy Castle, built by Edward I
- Cadw: Castell y Bere, a castle of the Welsh princes
- Cadw: Caerphilly Castle, built by a Marcher lord
Emailing an Archivist about Owain Glyndŵr
DCF: Interacting and collaborating → Communication
Pupils help their class make a display about Owain Glyndŵr's parliament at Machynlleth in 1404 by writing to an invented county record office. They first pick apart 2 badly written pupil emails, looking at the account used, To and Cc, subject line, tone, length, attachments and personal information, and compare them with the archive's Contact us page. They then plan and write a formal email of about 120 to 180 words that asks 3 specific questions in short paragraphs. Finally, they choose the right contact channel for different situations and decide what to do sensibly if no reply arrives. No computers are needed and no email is sent.
Adnoddau angenrheidiol
- Supply teacher presentation: Emailing an Archivist about Owain Glyndŵr (board slides, timers and script)
- Pupil worksheet: Emailing an Archivist about Owain Glyndŵr
- Stimulus: Senedd 1404 project brief, an archive's Contact us page and 2 pupil emails (one between two)
- Worked example and answer key: email critique, model plan, model email, channel answers and follow-up email
Offer angenrheidiol
- Pen and paper
- Highlighters
Meddalwedd / dolenni gwe
Auditing a Week of Screen Time and Sleep
DCF: Citizenship → Health and well-being
An invented Year 7 pupil is tired in morning lessons and kept a week's log of her screen sessions, light-out and waking times. Pupils count on to time every session, convert minutes to hours and minutes (25 hours 40 minutes for the week, a mean of 3 hours 40 minutes a day), find sleep across midnight, and compare school nights with the 9 to 12 hours advised for her age. They link the latest screen times to the shortest sleep, then plan a school-night routine that keeps her screen time but ends it an hour before bed, with three specific changes to phone settings and habits. Paper-based; no computers needed.
Adnoddau angenrheidiol
- Supply teacher presentation: Auditing a Week of Screen Time and Sleep (board slides, timers and script)
- Pupil worksheet: Auditing a Week of Screen Time and Sleep
- Stimulus: Lowri's invented screen time and sleep log, sleep advice and counting-on examples
- Worked example and answer key: every interval, the weekly total and mean, sleep times and Lowri's plan
Offer angenrheidiol
- Pen and paper
- Calculator
Meddalwedd / dolenni gwe
Comparing Cloud Storage Plans with Fractions and Percentages
DCF: Interacting and collaborating → Storing and sharing
Numeracy in IT: financial literacy and cloud storage planning. Pupils help an invented Year 7 Photography Club choose between three cloud storage plans within a £30.00 annual budget: Plan A (200 GB at £2.50 per month with a 20% annual discount), Plan B (500 GB at £4.00 per month with 3 months free per year) and Plan C (free 50 GB plus £1.20 per extra 50 GB block per month). They calculate the storage needed for 1,600 RAW photos (40 GB) and 25 HD videos (110 GB) to reach 150 GB, work out the annual cost of each plan (£24.00, £36.00 and £28.80), express used storage as a simplified fraction and percentage (3/4 or 75%, 3/10 or 30%, and 1/1 or 100%), set safe folder permissions and write a recommendation to the club treasurer.
Adnoddau angenrheidiol
- Supply teacher presentation: Comparing Cloud Storage Plans with Fractions and Percentages (board slides, timers and script)
- Pupil worksheet: Comparing Cloud Storage Plans with Fractions and Percentages
- Stimulus: Ysgol Dyffryn Aman Photography Club file sizes, three cloud storage plans and folder permissions
- Worked example and answer key: file size conversions, annual plan costs, simplified fractions and percentages, and model treasurer recommendation
- Calculators, one per pupil or pair
Offer angenrheidiol
- Pen and paper
- Calculator
Meddalwedd / dolenni gwe
Designing a Fair Survey about App Use
DCF: Data and computational thinking → Data and information literacy
Numeracy in IT: collecting data. Invented Digital Leaders at Ysgol Glan Dyfnant want to find out how long Year 7 pupils spend on homework apps and which app they use most, but their draft survey has a leading question, a vague question, a two-in-one question, unnecessary personal data, overlapping time boxes and missing options. Pupils name each problem and its effect on the data, rewrite the questions so every answer fits exactly one box, design a tally sheet, collect answers from their own group, then test the draft and fixed boxes on 20 backup answers (7 fit two boxes, 1 fits none) before saying what the data shows and how to make it more trustworthy.
Adnoddau angenrheidiol
- Supply teacher presentation: Designing a Fair Survey about App Use (board slides, timers and script)
- Pupil worksheet: Designing a Fair Survey about App Use
- Stimulus: the Digital Leaders' draft survey, with 20 invented backup answers
- Worked example and answer key: the problems explained, rewritten questions, tallies and model conclusions
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
Sharing Files Securely
DCF: Interacting and collaborating → Storing and sharing
Pupils decide the correct permission level and link scope for six real school situations, using the actual Microsoft 365 and Google Workspace options, then diagnose and repair an unsafe share. Everything stays inside the school account.
Adnoddau angenrheidiol
- Supply teacher presentation: Sharing Files Securely (board slides, timers and script)
- Pupil worksheet: Sharing Files Securely
- Worked example and answer key: the six scenarios settled
- Highlighters (one per pupil)
Offer angenrheidiol
- Computer/Laptop
Meddalwedd / dolenni gwe
- Microsoft OneDrive or Google Drive (school account)
- Microsoft — share OneDrive files and folders, and what each link scope means
- Google — share files from Google Drive, with the Viewer, Commenter and Editor table
- Google — change or stop sharing permissions
- ICO — advice for the public on your information rights
Tracing a Tuck Shop Till Algorithm
DCF: Data and computational thinking → Problem-solving and modelling
Pupils test the flowchart for an invented school tuck shop till before it goes live. They name the input, process, decision and output boxes, trace three orders in pence through a trace table (including a 25p discount for 3 or more items and a "Not enough money" loop), give change in the fewest coins, and plan five tests at the edges of the rules. Comparing their expected outputs with a buggy Version 2 shows them which two boxes are wrong and why a test away from the boundary missed one. They finish by budgeting a week of break-time snacks on £10. Paper-based; no computers needed.
Adnoddau angenrheidiol
- Supply teacher presentation: Tracing a Tuck Shop Till Algorithm (board slides, timers and script)
- Pupil worksheet: Tracing a Tuck Shop Till Algorithm
- Stimulus: the Siop Fach price list and till flowchart, with numbered boxes
- Worked example and answer key: trace tables, coins, expected outputs, the two bugs and the budget
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
Checking Maths Facts about Wales Found Online
DCF: Producing → Sourcing, searching and planning digital content
Pupils plan precise searches and use maths to decide which online facts to trust. They improve 3 poor searches with quotation marks, the minus sign and site:, then work from a printed page of invented search results for the height of Yr Wyddfa, the population of Wales and the length of the Wales Coast Path. They skim the results in 2 minutes to sort adverts, blogs, quizzes and official pages, scan for every number, convert feet to metres and miles to kilometres, and round to see which sources agree. Close reading catches an out-of-date census figure and a result about a different coast path. They choose the most reliable source for each fact, explain why and write a referenced fact file. No computers needed.
Adnoddau angenrheidiol
- Supply teacher presentation: Checking Maths Facts about Wales Found Online (board slides, timers and script)
- Pupil worksheet: Checking Maths Facts about Wales Found Online
- Stimulus: Search results for 3 facts about Wales (invented results pages and unit conversions)
- Calculators and highlighters
- Worked example and answer key: improved searches, result types, every conversion, the best sources and a model fact file
Offer angenrheidiol
- Pen and paper
- Calculator
- Highlighters
Meddalwedd / dolenni gwe
Number Machine Flowcharts
DCF: Data and computational thinking → Problem-solving and modelling
Pupils run numbers through function machines drawn as flowcharts, work backwards with inverse operations, show that swapping two boxes changes the answer, and find a hidden two-step machine from its inputs and outputs. They then trace a flowchart with decisions and a loop, the halve-or-triple machine, and explain and adapt a mind-reading trick that always gives the same answer.
Adnoddau angenrheidiol
- Supply teacher presentation: Number Machine Flowcharts (board slides, timers and script)
- Pupil worksheet: Number Machine Flowcharts
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
Checking a Spanish Cafe Menu and Online Order Form
DCF: Data and computational thinking → Problem-solving and modelling
Pupils test an invented Spanish beach cafe's online ordering rules (Cafeteria El Faro) using a bilingual Spanish-English menu and a flowchart for the meal deal discount (oferta del dia). They translate 8 food and drink orders, trace 5 customer baskets through the discount rules, spot a logic bug where the form takes 2 euros off a single bottle of water, fix the rule, and write a polite bilingual confirmation message in Spanish.
Adnoddau angenrheidiol
- Supply teacher presentation: Checking a Spanish Cafe Menu and Online Order Form (board slides, timers and script)
- Pupil worksheet: Checking a Spanish Cafe Menu and Online Order Form
- Stimulus: Cafeteria El Faro bilingual menu, discount flowchart, 5 test baskets and Spanish sentence builder
- Worked example and answer key: translated menu, traced test baskets, fixed AND rule and model confirmation message
- Spanish dictionaries (optional, one per pair)
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
Translating Digital Interfaces
DCF: Interacting and collaborating → Communication
Pupils build a four-language glossary of twelve common interface commands in French, Spanish and Welsh, then localise a school library app screen into one of them. Every button label must fit a 16-character limit, so they also record what they shortened and why.
Adnoddau angenrheidiol
- Supply teacher presentation: Translating Digital Interfaces (board slides, timers and script)
- Pupil worksheet: Translating Digital Interfaces
- Stimulus: interface icons and four-language word bank
- Coloured pencils for the screen layout
Offer angenrheidiol
- Pen and paper
Meddalwedd / dolenni gwe
Collaborating on a Shared Podcast Jingle Project Folder
DCF: Interacting and collaborating → Collaboration
Four Year 7 pupils are building a 16-second intro jingle for their school podcast (Radio Ysgol) in a shared project folder, but conflicting edits and vague comments ("make it better") have stalled the mix. Pupils calculate track lengths in bars and seconds at 120 BPM (4 beats per bar = 2 seconds per bar), resolve 3 version conflicts using the revision log, rewrite 4 unhelpful peer comments into specific musical feedback, and agree a shared handover checklist.
Adnoddau angenrheidiol
- Supply teacher presentation: Collaborating on a Shared Podcast Jingle Project Folder (board slides, timers and script)
- Pupil worksheet: Collaborating on a Shared Podcast Jingle Project Folder
- Stimulus: Radio Ysgol podcast jingle tracks, revision log and comments
- Worked example and answer key: bar and second calculations, WAV sizes, resolved version conflicts and musical feedback
- Calculators, one between two
Offer angenrheidiol
- Pen and paper
- Calculator
Meddalwedd / dolenni gwe
Step Sequencer Rhythm Grids
DCF: Producing → Creating digital content
Pupils read and perform a 16-step drum grid with quiet body percussion, turn written descriptions of two classic beats into grids, and work out how long a beat, bar and step last at different tempos. They compose a two-bar pattern with a surprise hit and a fill, and a partner performs it from the page.
Adnoddau angenrheidiol
- Supply teacher presentation: Step Sequencer Rhythm Grids (board slides, timers and script)
- Pupil worksheet: Step Sequencer Rhythm Grids
- Calculators for Part C (optional, shared)
Offer angenrheidiol
- Pen and paper
- Computer/Laptop (optional)
Meddalwedd / dolenni gwe
Calculating Heart Rate Recovery and Hydration for a Cross-Country Run
DCF: Data and computational thinking → Data and information literacy
Numeracy in PE: multi-step calculation with pulse rates, split times and fluid volumes. Pupils use a 15-second pulse count (beats in 15 seconds multiplied by 4 equals beats per minute) to complete a table of resting, peak and 2-minute recovery heart rates for 6 Year 7 runners on the 2.4 km Coed y Bryn cross-country course. They calculate each runner's heart-rate recovery drop (from 36 bpm to 60 bpm), add three 800 m lap split times and convert seconds into finish times in minutes and seconds, work out squad water requirements in millilitres and litres (750 ml per runner, 4.5 L for 6 runners, 18 L or four 5-litre carriers for 24 runners), and write 3 training conclusions backed by the figures.
Adnoddau angenrheidiol
- Supply teacher presentation: Calculating Heart Rate Recovery and Hydration for a Cross-Country Run (board slides, timers and script)
- Pupil worksheet: Calculating Heart Rate Recovery and Hydration for a Cross-Country Run
- Stimulus: Coed y Bryn 2.4 km cross-country 15-second pulse table, 800 m lap splits and squad hydration rules
- Worked example and answer key: all heart rates and recovery drops, finish times in minutes and seconds, hydration totals and 3 model training conclusions
- Calculators, one per pupil or pair
Offer angenrheidiol
- Pen and paper
- Calculator