DCF Cymru Digital competence for Wales

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Foundation Cymraeg

Entry Level Foundation Cymraeg is a 120 guided learning hour qualification for learners aged 14 to 16 who are working towards GCSE Cymraeg Language and Literature or need a coherent Welsh course in its own right. It has three units: reading and writing tests, written responses to texts, and oral tasks. Digital work is light and mostly optional. Centres can run the Unit 1 tests on screen, one of the Unit 1 writing forms is an email, the translanguaging task can produce a poster, leaflet or article that suits digital layout, and the Unit 3 group task asks learners to discuss filming techniques in a Welsh language TV programme or film. The specification also lists using digital technology as a learning experience that is not directly assessed.

Awarding body
WJEC
Level
Entry Level
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Reading and Writing: Two written subject tests, 60 minutes in total (2 x 30 minutes, plus 10 minutes reading time before Subject Test 1), 30%, 30 marks (15 per test), set and marked by WJEC, taken on screen or on paper within a four week summer window
  • Unit 2: Responding to Texts: Non-examination assessment, two written tasks (up to 6 hours), 40%, 40 marks (25 for Task 1, 15 for Task 2), set by WJEC, marked by the centre and moderated by WJEC
  • Unit 3: Oral: Non-examination assessment, two oral tasks (individual task 2 to 5 minutes, pair or group task about 5 minutes), 30%, 30 marks (10 for Task 1, 20 for Task 2), set by WJEC, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Writing an email, article or letter for an audience

    Assessed: In the exam

    In Unit 1 Subject Test 2 learners write one extended task in a set form, such as a speech, email, article, letter or conversation, using language to communicate with a particular audience. Centres can run this test on screen, so learners may type their answer and lay it out to suit the form.

    DCF: Communication, Evaluating and improving digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils type a short Welsh email to a pen friend about their new school, adding a clear subject line, a greeting and a sign off.
    Year 8
    Pupils write the same news, a school trip, as a Welsh email to a parent and as a short article for the school website, and say how the layout changes for each reader.
    Year 9
    Pupils write a formal Welsh email to a local business asking about work experience, then check it against a list of features of a formal email before sending it to the teacher.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.1.2, page 12; Summary of assessment, page 5; Section 3.2, page 19

    “use extended writing using language for the purpose of”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

  2. Taking reading and writing tests on screen

    Assessed: In the exam

    Centres choose whether learners sit both 30 minute Unit 1 tests on screen or on paper. On screen, learners read three texts, answer short and multiple choice questions, complete sequencing tasks and type an extended piece of writing within the time.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils complete a short Welsh reading quiz on a school device, choosing multiple choice answers and dragging sentences into the right order.
    Year 8
    Pupils type a Welsh paragraph against a timer, using keyboard shortcuts to copy, paste and undo, and the accent menu or shortcuts for letters such as â and ŵ.
    Year 9
    Pupils sit a timed on-screen practice test with a reading text, a sequencing question and a typed answer of about 150 words, then reflect on how they used the time.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 3.2, page 19; Section 5.1, page 23; Summary of assessment, page 5

    “Centres will have the option to complete the test digitally or on paper.”
    Progression step 3

    • I can use keyboard commands such as shortcuts.

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  3. Turning an English source into a Welsh poster, leaflet or article

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 Task 2 learners take information from an English source and present it in Welsh in another form, for example a review, interview, article, poster or information leaflet. The specification does not require digital tools, but poster and leaflet forms suit word processing or desktop publishing, and learners must reword the information rather than copy it.

    DCF: Creating digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils read a short English web page about a local attraction and make a Welsh poster for it in a design app, with a heading, an image and three facts in their own words.
    Year 8
    Pupils turn an English news report into a Welsh information leaflet using a two column template, choosing fonts and images that suit a younger reader.
    Year 9
    Pupils use an English article about healthy eating to produce a Welsh leaflet or online article for parents, then explain how they reworded the facts so the work is their own.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 14; Opportunities for integration of learning experiences, page 17

    “use information from an English source and express it in”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use software tools to enhance the outcomes for specific audiences.

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

  4. Discussing filming techniques in a Welsh TV programme or film

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 Task 2 learners discuss a Welsh language TV programme or film in a pair or group of three, giving opinions on events and characters. They comment on how well filming techniques such as music, lighting, costume and shots work.

    DCF: Evaluating and improving digital content, Health and well-being

    Getting pupils ready

    Year 7
    Pupils watch a short clip from a Welsh children's programme and say in Welsh which piece of music or costume tells them most about a character.
    Year 8
    Pupils watch a scene from a Welsh drama on S4C Clic and, in pairs, talk about one close-up shot and the lighting, saying how each makes them feel.
    Year 9
    Pupils compare two scenes from a Welsh film in a group of three, discussing how shots, lighting and music build tension, and whether the characters are shown in a fair or stereotyped way.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 16; Section 3.2, page 19

    “discuss a Welsh language TV programme or film”
    Progression step 3

    • I can explain reasons for layout and content of my own work and the work of others.

    • I can comment on reasons for layout and content.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

    • I can identify stereotypes and their impact in a range of media.

  5. Planning and preparing an individual talk

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 Task 1 learners present knowledge or experiences on a topic of their choice for 2 to 5 minutes. Preparation can include finding information and pictures online and planning notes or prompt cards, although the specification does not require slides or other digital aids.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for three facts and a picture about their favourite hobby and add them to a simple Welsh slide with one heading.
    Year 8
    Pupils plan a one minute Welsh talk about a holiday or event in a digital mind map, then turn it into three prompt cards.
    Year 9
    Pupils research a topic of their choice with refined search terms, plan a two minute Welsh talk with a beginning, middle and end, and choose whether a slide or a photo would help the audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 15; Summary of assessment, page 6

    “present knowledge or experiences on a topic of their”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can adjust keywords and search techniques to find relevant information.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

  6. Drafting and improving written work on screen

    Assessed: Taught, but not assessed

    Using digital technology is listed as a learning experience across the course, although it is not directly assessed. Learners can draft their Unit 2 creative and translanguaging tasks on screen and improve spelling, punctuation, grammar and sentence variety before submission, within the NEA rules on feedback.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils type a short Welsh diary entry and use a Welsh spellchecker, such as Cysgliad, to correct spellings, checking each suggestion before accepting it.
    Year 8
    Pupils share a Welsh paragraph with a partner in a shared document, add comments suggesting one improvement each, and make the changes.
    Year 9
    Pupils redraft a Welsh letter written in role as a character, varying how sentences begin, and use the version history to show what they changed and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 17; Unit 2, Sections 2.1.1 and 2.1.2, page 14; Section 3.4, page 21

    “use digital technology whilst completing the qualification”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

Good to know

Links with other qualifications

The qualification is designed as a route to GCSE Cymraeg Language and Literature: the specification says it "provides a broad foundation for progression to GCSE Iaith a Llenyddiaeth Gymraeg" (page 8). The same strands appear in both, but the GCSE steps them up. Foundation learners discuss one Welsh language TV programme or film in a pair or group of three, while GCSE learners analyse film and identity in a group discussion; the Foundation individual oral is a 2 to 5 minute talk on a topic of the learner's choice, while the GCSE presentation is researched and supported with sources; Foundation creative writing responds to one printed short story, novel or play, while the GCSE adds poetry, comparison and literary terminology; and both qualifications ask learners to take information from an English text and express it in Welsh. The translanguaging task and the writing forms (email, article, letter, leaflet) also link with English at Foundation level.

Source: WJEC Entry Level Foundation Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).