Foundation Cymraeg
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Writing an email, article or letter for an audience
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: Cyfathrebu, Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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Taking reading and writing tests on screen
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: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a short Welsh reading quiz on a school device, choosing multiple choice answers and dragging sentences into the right order.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.
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.
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Turning an English source into a Welsh poster, leaflet or article
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: Creu cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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.
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
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 archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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Drafting and improving written work on screen
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils share a Welsh paragraph with a partner in a shared document, add comments suggesting one improvement each, and make the changes.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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 gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
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.
Da gwybod
- Unit 1 can be taken on screen or on paper: "Centres will have the option to complete the test digitally or on paper." (Section 3.2, page 19), and there are separate entry codes for "Unit 1 (on screen)" and "Unit 1 (paper-based)" (Section 5.1, page 23).
- The Unit 2 creative task uses books, not screen texts: learners respond to a short story, novel or play, "printed texts only" (Unit 2, Section 2.1.1, page 14).
- The specification calls all three units non-examination assessment and follows the JCQ rules for vocational qualifications: "All non-examined assessment (NEA) must adhere to the instructions included in JCQ's Instructions for Conducting Non-Examination Assessments" (Section 3.3, page 20). No separate rule on AI use is given.
- Teachers supervise the NEA tasks and "must not give feedback on the evidence that is produced." (Section 3.3, page 20). Units 2 and 3 allow one resubmission before moderation (Section 3.4, page 21).
- Oral work is evidenced by the teacher rather than by a recording requirement: "evidence of performance (e.g. presentations) must be recorded using observation records" (Section 3.3, page 20).
- Results are reported at Entry Level 1, 2 or 3 only: the qualification "is reported on a three-point scale" (Section 5.3, page 24). There is no Level 1 grade.
- Using technology is encouraged but not assessed: the course creates opportunities to "use digital technology whilst completing the qualification", and "the experiences will not be directly assessed" (page 17).
- Appendix A (pages 26 and 27) ticks Digital Competence Citizenship, Interacting and Collaborating and Producing for all three units, and Data and Computational Thinking for Unit 3 only, without saying which content sections they refer to.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: WJEC Entry Level Foundation Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).