DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

Foundation Creative and Media Production, and Technology

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

Foundation Creative and Media Production, and Technology is a two-year Entry Level and Level 1 course for learners in Years 10 and 11 who learn best through practical work, graded from Entry 1 Pass to Level 1 Pass. Unit 1 looks at Welsh creative media companies, audiences, job roles, regulators and ethics, and learners usually show this through digital posters, presentations, quizzes or podcasts. Unit 2, which carries most of the points, is digital almost throughout: learners plan, make and edit one media product in audio-visual, audio, interactive media or graphic design and publishing form, using cameras, smartphones, microphones and editing software, then save and export it. All evidence is submitted digitally. Key Stage 3 should build confident filming, recording, image editing and exporting for a named audience.

Corff dyfarnu
CBAC
Lefel
Entry Level and Level 1
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Uchel
Manyleb
Agor y fanyleb
Y cam nesaf i fyny
VCSE Creative and Media Production, and Technology, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to Welsh creative media industries: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 9 hours (typically 7 to 9 hours), 40 of the 112 qualification points, assessed in centre and moderated by WJEC; 36 guided learning hours, intended to be taught first and available from summer 2028
  • Unit 2: Creative and media production tools and processes: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 38 hours (typically 25 to 38 hours), 72 of the 112 qualification points, assessed in centre and moderated by WJEC; 84 guided learning hours, available from summer 2029

Sgiliau sy'n defnyddio Creu cynnwys digidol

  1. Generating ideas with mood boards, mind maps and AI prompts

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners generate and develop ideas for a media product for a target audience using planning and idea development tools such as mood boards, mind maps, storyboards, sketches or mock-ups and scripts. The content also lists prompts in AI tools to generate initial ideas, and Level 1 learners select planning tools to develop and communicate their ideas clearly.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils build a digital mood board in slide software for a short advert about their school, collecting images, colours and a font that suit Year 6 pupils.
    Blwyddyn 8
    Pupils make a mind map in an online tool for a podcast idea, then type a prompt into an AI tool for three more ideas and note which one they would keep and why.
    Blwyddyn 9
    Pupils respond to a short brief for a poster about a Welsh event by making a mood board and a digital mock-up, and add a note on how each choice suits the target audience.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.1, page 23; Assessment criteria 2.1.1 and 2.1.2, page 28

    “in AI tools to generate initial ideas”
    Cam cynnydd 3

    • Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

  2. Filming video and recording sound with cameras, smartphones and microphones

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners who choose the audio-visual or audio form in Unit 2 record moving images with a camera or smartphone, changing shot type, framing, focus and lighting, or record live sound, sound effects and dialogue with a microphone or smartphone. Centres may need video and audio recording equipment, such as smartphones, video cameras, microphones and headphones, depending on the form chosen.

    DCF: Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils film five short clips on a tablet showing a wide shot, a mid shot and a close up of a classmate, keeping the camera steady with a tripod.
    Blwyddyn 8
    Pupils record a two minute interview on a smartphone with a clip-on microphone, checking framing and sound levels with headphones before they record.
    Blwyddyn 9
    Pupils film and record a short advert from their own storyboard, choosing shot types, lighting and a quiet location, and recording a separate voice-over and sound effects.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.4, page 25; Resources required for assessment, page 22

    “Recording audio-visual/moving image using a camera or smartphone”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

  3. Taking photographs and designing layouts with typography and colour

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners who choose graphic design and publishing or interactive media in Unit 2 take photographs with a camera or smartphone, thinking about composition and lighting, write text with suitable language, typography and font, and create layouts and designs using colour and graphics. The resources list includes software for producing documentation, such as Adobe Creative Suite.

    DCF: Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils take three photographs of the school grounds on a tablet using the rule of thirds and place the best one on a simple poster with a title in a clear font.
    Blwyddyn 8
    Pupils design a magazine cover in a desktop publishing or graphics app, combining their own photograph, a masthead, cover lines and a colour scheme for teenage readers.
    Blwyddyn 9
    Pupils design a double page leaflet promoting a local Welsh event, with their own photographs, a consistent type style and colour palette, and graphics placed on a grid.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.4, pages 25 and 26; Resources required for assessment, page 22

    “Taking photographs using a camera or smartphone”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.

    • Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

  4. Building an interactive webpage from templates

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners who choose interactive media in Unit 2 create multimedia products with still and moving images and interactive elements such as menus, a navigation bar and scrolling. They do not have to write code such as HTML and may use web design software or templates, but they are responsible for the content and design, and they test and fix the product through user testing and correcting errors.

    DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a three slide interactive presentation about a hobby, using action buttons and hyperlinks so a viewer can move between a menu and two pages.
    Blwyddyn 8
    Pupils build a two page site in a template-based website builder with a navigation bar, their own images and a short embedded video, then check every link works.
    Blwyddyn 9
    Pupils build a small website promoting a Welsh place for young visitors, ask two classmates to test it, and fix the broken links, typing errors and hard to read text they report.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.4 and LO2.5, pages 25 and 26

    “It is acceptable for learners to use web design software or templates for this option”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.

    • Rwy'n gallu creu a rhannu hyperddolenni i ffeiliau lleol, rhwydwaith ac ar-lein.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

    • Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

  5. Editing video, audio, images and text in post-production

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners use post-production tools to edit their product: adding transitions, effects and graphics to moving images, adjusting levels, trimming and layering audio, and using layers, filters, cropping, resizing, contrast and brightness on still images. Level 1 learners carry out a range of post-production processes to edit a complete product, using apps or software such as video, audio and image editing software.

    DCF: Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils crop, resize and brighten a photograph in an image editor and add a filter, comparing the edited version with the original.
    Blwyddyn 8
    Pupils edit their own clips into a 45 second video in a video editing app, trimming each clip, adding two transitions and a title caption.
    Blwyddyn 9
    Pupils edit a short advert with layered music and voice-over, balancing the audio levels, adding graphics and effects, and cutting the pace to suit the audience.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.5, page 26; Assessment criterion 2.5.1, page 31; Examples of tasks, page 36

    “Use basic post-production tools and processes to edit creative”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

  6. Using creative techniques to appeal to an audience

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners use creative techniques in their own product to appeal to the target audience, such as content of images, pace of editing and slogans in a TV advert, or layout, images and graphics on a webpage. Level 1 learners use a range of techniques and explain two ways the complete product would appeal to its target audience.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make two versions of a digital poster for the same club, one for parents and one for Year 7, changing font, colours and images.
    Blwyddyn 8
    Pupils edit a 30 second advert twice, once with fast cuts and upbeat music and once with slow cuts, and say which suits a teenage audience better.
    Blwyddyn 9
    Pupils produce a short promotional product for a set audience and annotate it to explain how the images, pace, typography and slogan were chosen to appeal.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.6, page 27; Assessment criteria 2.6.1 and 2.6.2, page 32

    “Use creative techniques to appeal to an audience in a media”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    • Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

    • Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

  7. Researching Welsh media companies and presenting findings digitally

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 1 learners learn about Welsh creative media companies such as S4C, ITV Cymru, Boom Cymru and Wales Interactive, the purpose of their products, job roles and post-16 routes. Example tasks include researching companies and presenting findings as a poster, infographic, presentation or podcast, and making interactive digital quizzes.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils search the S4C website for three programmes for young people and present them on one slide with an image and a sentence about each.
    Blwyddyn 8
    Pupils research a Welsh games or TV company with set search terms, list their sources and make an infographic about what it makes and why.
    Blwyddyn 9
    Pupils research a creative media job role in Wales from careers websites, check the sources are reliable, and record a short podcast explaining the role and the route into it.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, LO1.1 and LO1.3, page 13; Examples of tasks, pages 17 and 19

    “research Welsh creative media companies and present their findings”
    Cam cynnydd 3

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.

    Cam cynnydd 4

    • Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

Da gwybod

Cysylltiadau â chymwysterau eraill

The specification names the WJEC VCSE Creative and Media Production, and Technology as the next step after a Level 1 Pass. The VCSE shares the same skills: pre-production planning with storyboards and schedules, filming, recording, photography, editing, copyright, regulation, AI and appeal to a target audience. It steps them up from one teacher-set product in a single media form to WJEC-set briefs, a separate pre-production NEA and a multi-modal promotional campaign that combines an audio-visual or audio element with an interactive or graphic design element, with a production journal and a one hour sector test. Filming, editing and media regulation also link with GCSE Digital Media and Film, and image editing and web design link with GCSE Digital Technology.

Ffynhonnell: WJEC Entry Level/Level 1 Foundation Creative and Media Production, and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).