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Y sgiliau digidol yn y cymhwyster hwn

1. Taking topic tests on screen

   Asesu: Yn yr arholiad

   Unit 1 is three 20 minute topic tests with multiple choice, objective and short answer questions, and centres can choose digital or paper formats, with separate on-screen entry codes. Learners sitting the on-screen version need to move through the test, select answers and type short responses under examination conditions.

   DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils complete a short multiple choice quiz on workshop safety signs in Microsoft Forms, then check their score and look again at the questions they got wrong.

   Blwyddyn 8

   Pupils answer an on-screen quiz on materials that mixes multiple choice, drag and drop and one sentence typed answers, using keyboard shortcuts to correct mistakes.

   Blwyddyn 9

   Pupils sit a timed 20 minute on-screen practice topic test on tools and processes under test conditions, typing short answers that use the correct technical terms.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Summary of assessment, page 5; Section 3.2, page 25; Section 5.1, page 29

   “will be available in both digital and paper formats”

   Cam cynnydd 3

   • Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.

   • 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.

2. Describing the advantages and disadvantages of CAD and CAM

   Asesu: Yn yr arholiad

   In every pathway, learners describe the advantages and disadvantages of CAD/CAM in making a product or component, and this is tested in the Unit 1 pathway topic tests. Product Design learners also learn the laser cutter and 3D printing as industrial processes for plastics, and Fashion and Textiles learners identify computerised embroidery machines as specialist equipment.

   DCF: Iechyd a lles, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils cut the same simple shape by hand with a coping saw and on the laser cutter, then record in a table which was quicker, more accurate and less wasteful.

   Blwyddyn 8

   Pupils compare a hand drawing and a CAD drawing of the same product and explain two advantages and one disadvantage of CAD, such as the cost of software or the training needed.

   Blwyddyn 9

   Pupils watch a short film of CAM in a factory, such as computerised embroidery or CNC routing, and write a balanced answer on the advantages and disadvantages for the company, the workers and the product.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 1, Sections 1.1.3, 1.1.5 and 1.1.7, pages 15, 16 and 18

   “describe the advantages and disadvantages of CAD/CAM in the production of a product and/or component”

   Cam cynnydd 3

   • Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.

   Cam cynnydd 4

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

3. Designing and recording ideas with CAD

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   In the Unit 2 design project learners communicate and record their ideas using techniques that can include computer aided design, alongside 2D and 3D drawing, annotated sketches and modelling. CAD is one example in the list, not a requirement, so learners may design by hand. Engineering Design learners also know CAD software as a method for modelling and testing prototypes in Unit 1.

   DCF: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu

   Paratoi disgyblion

   Blwyddyn 7

   Pupils draw a name badge in 2D Design or a similar CAD package using shapes, text and set sizes in millimetres.

   Blwyddyn 8

   Pupils model a phone stand in Tinkercad, using exact dimensions and grouped shapes, and save two different versions of the idea.

   Blwyddyn 9

   Pupils develop a product idea from a hand sketch into a CAD model, change one feature after testing a card model, and export views of it to annotate in their design folder.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Unit 1, Section 1.1.3, page 14

   “communicate and record their ideas using appropriate techniques”

   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 chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

   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 creu model syml neu algorithm annibynnol.

4. Making parts with CAM

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   Learners may use computer aided manufacturing processes in the Unit 2 design project as one way to develop and make their prototype. Product Design learners also need to know the laser cutter and 3D printing for plastics in Unit 1, and Fashion and Textiles learners need to identify computerised embroidery machines.

   DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils send a teacher-checked keyring file to the laser cutter and see how cut and engrave lines are set by line colour.

   Blwyddyn 8

   Pupils 3D print a small part they modelled, or stitch a simple motif on the computerised embroidery machine, and note one problem with the result.

   Blwyddyn 9

   Pupils prepare their own CAM file for a project part, choosing the machine and settings, make a test piece and improve the file before the final cut, print or stitch.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Sections 2.1.3 and 2.1.4, page 21; Unit 1, Sections 1.1.5 and 1.1.7, pages 16 and 18

   “computer aided manufacturing (CAM) processes”

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

5. Systems, flowcharts and circuit modelling (Engineering Design)

   Asesu: Yn yr arholiad

   Engineering Design learners know the systems approach of input, process and output, control systems that use input data from switches and a light dependent resistor, and output devices such as LEDs and motors. They identify and use block diagrams and flowcharts, and know CAD software, breadboards and PCBs as ways to model and test or simulate prototypes. This is tested in the Unit 1 pathway topic tests.

   DCF: Datrys problemau a modelu

   Paratoi disgyblion

   Blwyddyn 7

   Pupils sort cards for a night light into input, process and output and draw them as a block diagram.

   Blwyddyn 8

   Pupils draw a flowchart for a light-activated alarm with a decision box for the light sensor, then test it in a circuit simulator such as Tinkercad Circuits.

   Blwyddyn 9

   Pupils build the alarm on a breadboard from their flowchart, find and fix an error in the order of the flowchart, and compare the real circuit with the simulation.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 1, Section 1.1.3, pages 14 and 15

   “the following principles of a control system that use input data from digital and analogue components”

   Cam cynnydd 3

   • Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.

   • Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.

   Cam cynnydd 4

   • Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

   • Rwy'n gallu creu model syml neu algorithm annibynnol.

6. Planning the steps of manufacture

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners plan and manage each step of making their final prototype in Unit 2, selecting materials, components and equipment. The specification does not say the plan must be digital, but Appendix A maps Data and Computational Thinking and planning and organisation to Unit 2, so a sequenced plan or flowchart is a natural place for it.

   DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu

   Paratoi disgyblion

   Blwyddyn 7

   Pupils put photos of the steps for making a desk tidy in order as a PowerPoint flowchart and add one safety point to each step.

   Blwyddyn 8

   Pupils make a production plan in a Word table with step, tool, safety point and time allowed, then record how long each step really took.

   Blwyddyn 9

   Pupils draw a flowchart for making their own project, with decision boxes for quality checks, and update it when the order of steps changes.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.1.4, page 21; Appendix A, page 33

   “plan and manage each step of the manufacturing process”

   Cam cynnydd 3

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

   • Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.

   Cam cynnydd 4

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

7. Researching existing products and designers

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners explore and investigate existing products and the work of design professionals, identify user groups and their needs, and analyse an existing product relevant to their own project in Unit 2. The specification does not say this research must be online, but searching for products and designers and noting where information came from is the usual way to do it.

   DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth

   Paratoi disgyblion

   Blwyddyn 7

   Pupils use keyword searches to find three existing lamps or bags and save the pictures and links on a OneNote page.

   Blwyddyn 8

   Pupils research one designer, such as Mary Quant or Charles and Ray Eames, and list the websites they used with a note on whether each one seems reliable.

   Blwyddyn 9

   Pupils find and compare maker information and reviews for two existing products like their project, reference each source and pick out features to use in their own design.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 20; Unit 2, Section 2.1.3, page 21

   “explore and investigate existing products and/or the work of other design professionals”

   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.

   • Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.

   Cam cynnydd 4

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

   • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

8. Gathering user views to write a specification

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners identify potential user groups and the needs, wants and values of their intended users, then write specifications derived from their own research, including sizes of key features. A short online survey or a table of findings is one way to gather and sort this information, and Appendix A maps Data and Computational Thinking to Unit 2.

   DCF: Llythrennedd gwybodaeth a data

   Paratoi disgyblion

   Blwyddyn 7

   Pupils ask classmates three questions about their ideal pencil case and record the answers in a table in Word.

   Blwyddyn 8

   Pupils build a short Microsoft Forms survey about a product for young children, share it with another class and turn the answers into a chart.

   Blwyddyn 9

   Pupils design a survey for their own target users, group the responses in a spreadsheet and use the most common answers to write three measurable specification points.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.1.2, page 20; Appendix A, page 33

   “write specifications that are derived from their own research”

   Cam cynnydd 3

   • Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.

   Cam cynnydd 4

   • Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.

   • Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.

9. Recording models and ideas with photographs, audio and video

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Unit 2 lists audio and visual recordings among the ways learners may communicate and record their ideas, and the final design must be presented with details that support manufacturing. Photographs of models and tests, and short videos or voice notes explaining choices, help show iterative development, and performance evidence such as presentations is recorded by the teacher on observation records.

   DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils photograph their card model on an iPad and add it to a slide with three labels.

   Blwyddyn 8

   Pupils record a one minute video explaining how they tested a model and what they will change, then trim it in Clipchamp.

   Blwyddyn 9

   Pupils make a short digital presentation of their final design with annotated photos of models, a CAD view and a table of sizes, and explain why they chose each piece of evidence.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26

   “present their final design idea with details that support manufacturing”

   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 esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

   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.

10. Using AI and computer-based design tools responsibly

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Computer-based tools, including AI, are named as one way to communicate and record ideas in Unit 2. Work must be the learner's own, since authentication sheets are signed by both teacher and learner and individual contributions must be identifiable, so learners need to use such tools openly and say where they used them.

    DCF: Hawliau digidol, trwyddedu a pherchenogaeth

    Paratoi disgyblion

    Blwyddyn 7

    Pupils discuss why copying a design from the internet and calling it their own is plagiarism, then label the source of any image they use.

    Blwyddyn 8

    Pupils use an AI image tool to generate mood board ideas for a product, label every AI image clearly and write which ideas are their own.

    Blwyddyn 9

    Pupils ask an AI tool to suggest improvements to a design, record the prompt and the response, decide which suggestions to accept and explain why in a note kept with their work.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21; Section 3.3, page 26

    “computer-based tools, for example, AI.”

    Cam cynnydd 3

    • Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.

    • Rwy'n gallu deall y gellir golygu delweddau'n ddigidol ac yn gallu trafod yr hawliau a'r caniatadau sydd ynghlwm wrth hyn.

    Cam cynnydd 4

    • Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.

    • Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.

11. Sharing designs and feedback with others online

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The specification lists collaborating with others to understand how feedback strengthens design thinking as a learning experience, which is not directly assessed. Appendix A maps Interacting and Collaborating to Unit 2, but group work in the assessment is permitted only where specified and teachers must not give feedback on the evidence being produced.

    DCF: Cydweithredu, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7

    Pupils post a photo of their design idea in a class Teams channel and add one helpful comment to a partner's post.

    Blwyddyn 8

    Pupils share a design slide with a partner in PowerPoint online, use comments to suggest one improvement each, and reply to the comments they receive.

    Blwyddyn 9

    Pupils review each other's design ideas against the user's needs on a shared OneNote page, then each make and record one change based on the feedback.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 23; Appendix A, page 33; Section 3.3, page 26

    “collaborate with others to understand the role that feedback can play”

    Cam cynnydd 3

    • Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.

    • 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 dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.

    • 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.

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