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Y sgiliau digidol yn y cymhwyster hwn

1. Setting up a spreadsheet with data types and validation

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   In Unit 2 learners collect data about their audience through forms, surveys or observations, then create a formatted spreadsheet ready to enter it. Appendix A lists the skills by level, from fonts, borders and basic data types to merged cells, currency and date types, drop down menus, custom validation rules and error messages.

   DCF: Llythrennedd gwybodaeth a data

   Paratoi disgyblion

   Blwyddyn 7

   Pupils copy the results of a class survey on favourite games into an Excel sheet, format the headings in bold with fill colours and borders, and check by eye that no cells are blank.

   Blwyddyn 8

   Pupils build a Microsoft Forms survey about school lunches, export the responses to Excel, set each column to the right data type and add a drop down list for year group.

   Blwyddyn 9

   Pupils design a data entry sheet for a club sign up with currency and date columns, custom validation rules and their own error message, then test it by trying to enter wrong values.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.1.2, pages 19 and 20; Appendix A, pages 36 and 37

   “prepare a spreadsheet ready to enter and analyse data”

   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.

2. Analysing audience data with sorting, filtering, formulas and charts

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners analyse their audience data to find patterns, using sorting, filtering, searching and conditional formatting, and create charts such as line, pie, bar and pictogram to show audience needs. Appendix A moves from sorting and a basic chart to COUNT and SUM formulas, multiple filters, conditional formatting with several rules and labelled pie or line charts at Level 1, and learners extract key findings to shape their product.

   DCF: Llythrennedd gwybodaeth a data

   Paratoi disgyblion

   Blwyddyn 7

   Pupils sort a ready made Excel table of class pets by type and make a simple bar chart of how many of each there are.

   Blwyddyn 8

   Pupils filter survey results in Excel to show one year group, use COUNTIF and SUM to total the answers and make a bar chart with a title and axis labels.

   Blwyddyn 9

   Pupils analyse their own audience survey with filters on two fields, conditional formatting with more than one rule and a labelled pie chart, then write three key findings that will change their design.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 20; Appendix A, pages 37 and 38

   “create suitable charts to show audience needs using”

   Cam cynnydd 3

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

   • Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

   Cam cynnydd 4

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

   • Rwy'n gallu dadansoddi setiau data mawr a nodi tueddiadau lle bo hynny’n briodol.

   Cam cynnydd 5

   • Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.

3. Setting project goals and designing an interactive product

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners set realistic project goals for their interactive digital product that reflect audience needs and their data findings. They then design its visual aspects (colour schemes, layout, typography), sound aspects (music, effects, narration) and technical aspects (software and hardware requirements), showing the audience's needs through their designs.

   DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils sketch the start screen of a Scratch game on paper, labelling the colours, font and where the buttons go.

   Blwyddyn 8

   Pupils write three goals for a quiz for Year 6 pupils and draw a screen design in PowerPoint showing the colour scheme, typography and the sound effects they plan to use.

   Blwyddyn 9

   Pupils turn findings from a survey into goals for a game, then produce a design sheet covering visual, sound and technical aspects, including the software and hardware it needs.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Sections 2.2.1 and 2.2.2, page 21

   “Learners should be able to develop realistic project goals for”

   Cam cynnydd 3

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

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

   Cam cynnydd 4

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

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

4. Programming game, quiz or story behaviour

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners build a computer game, interactive quiz or interactive storybook and control its behaviour, such as player movement, game logic, scoring, lives, quiz logic and story branching. Appendix A steps this up from arrow key movement, simple loops and linear navigation to collision detection and automated enemies, then score and lives variables, broadcast messages, random spawning, input validation and timed events at Level 1.

   DCF: Datrys problemau a modelu

   Paratoi disgyblion

   Blwyddyn 7

   Pupils make a sprite move with the arrow keys in Scratch and use a forever loop so it bounces off the edge of the stage.

   Blwyddyn 8

   Pupils add collision detection to a Scratch game so touching a coin hides it and plays a sound, and touching an enemy sends the player back to the start.

   Blwyddyn 9

   Pupils build a Scratch game with score and lives variables, an enemy that spawns at a random x and y position, and a broadcast message that switches to a win or lose screen.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.3.1 (a), (b) and (c), pages 22 and 23; Appendix A, pages 36 and 37

   “control computer game behaviour, such as:”

   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 creu model syml neu algorithm annibynnol.

   • Rwy'n gallu nodi patrymau sy’n ailadrodd mewn algorithm a defnyddio iteriadau i wneud yr algorithm yn fwy effeithlon.

5. Adding visuals, sound and menu screens to an interactive product

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners use sprites, characters, collectable objects, images and backgrounds, add sound effects and background music, and create intuitive interface elements such as menu, win, lose, option and end screens. In a quiz or storybook this includes consistent layouts, hyperlinked answers, speech bubbles and transitions.

   DCF: Creu cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils make a three page PowerPoint story with a background on each slide, Next and Back action buttons and a sound that plays on click.

   Blwyddyn 8

   Pupils build a PowerPoint quiz on a master slide layout with hyperlinked right and wrong answer buttons, sound feedback and a Try Again screen.

   Blwyddyn 9

   Pupils add a menu screen, a win screen and a lose screen to their Scratch game, with imported sprites, background music and effects that suit their chosen audience.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.3.1 (a), (b) and (c), pages 22 and 23; Appendix A, page 36

   “creating intuitive, interactive and engaging interface”

   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.

6. Testing, demonstrating and reflecting on digital products

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Assessment objective AO4 asks learners to develop, test and evaluate digital products. In both NEA units they demonstrate their digital skills in a screen recording, showing appearance and functionality such as control behaviour, artwork, sound and progression between stages, then reflect on whether audience needs, goals and success criteria were met and what could be improved.

   DCF: Datrys problemau a modelu, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils swap Scratch projects with a partner, try each control, note what worked and record a short screen clip of their game running.

   Blwyddyn 8

   Pupils fix a Scratch game with three planted bugs, such as a score that never resets, then make a screen recording showing each feature and say which goal they met.

   Blwyddyn 9

   Pupils test their own quiz or game against a test plan, fix the faults, record a screen recording of every skill used and write a reflection against each goal with improvements.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.1, page 27; Unit 2, Sections 2.4.1 and 2.4.2, page 23; Unit 3, Sections 3.3.1 and 3.3.2, page 26

   “Demonstrate digital skills in a screen recording”

   Cam cynnydd 3

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

   • Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

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

   Cam cynnydd 4

   • Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.

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

   • 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.

7. Planning and designing a digital video

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   In Unit 3 learners plan a video on a theme of their choice, setting its purpose, audience needs, success criteria, tasks, deadlines and contingencies, and resources. They plan its style in a digital mood board (colour schemes, layout, fonts, style and digital assets), then create wireframes, mock-ups or storyboards annotated with the visual, sound and technical aspects they intend to use.

   DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils make a mood board in PowerPoint or Canva for a one minute video about their school, with images, two colours and one font, and list the tasks with a deadline for each.

   Blwyddyn 8

   Pupils plan a video advert for a school event with its purpose, audience and three success criteria, and draw a six frame storyboard labelling the shot, on screen text and sound in each frame.

   Blwyddyn 9

   Pupils produce a project plan with deadlines and contingencies, a digital mood board and an annotated storyboard, explaining how each choice of colour, font, sound and transition suits the audience.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 3, Sections 3.1.1, 3.1.2 and 3.1.3, pages 24 and 25

   “a digital mood board, to reflect project success criteria and”

   Cam cynnydd 3

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

   • 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 dechnegau cynllunio yn effeithiol.

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

8. Editing text, photos and graphics as digital assets

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners collect and select digital assets, then prepare them with text, photo and graphic editing skills to improve the look of their video. Appendix B moves from brightness, crop, basic shapes and font colour to filters, captions, layers, gradients and opacity, and then cloning, compositing, transparent backgrounds, vector points and masking at Level 1.

   DCF: Creu cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils crop, rotate and brighten a photo in Photos or Photopea and add a title in a contrasting font colour.

   Blwyddyn 8

   Pupils make a poster graphic in Canva or Photopea using layers, a two colour gradient, a semi transparent shape and a caption over a photo.

   Blwyddyn 9

   Pupils composite two images in Photopea, remove a simple background to leave a transparent cut out and build a logo by editing the vector points of a shape.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 3, Sections 3.2.1 and 3.3.1, pages 25 and 26; Appendix B, pages 39 and 40

   “prepare digital assets using suitable digital skills”

   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.

9. Editing and exporting a digital video

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners create a digital video that meets audience needs and follows their plans and designs, then export the digital assets and the finished video in a suitable format. Appendix B moves from trimming, sequencing and volume to transitions, music, text overlays and voiceover, and then split cuts, audio mixing, picture in picture, green screen and keyframing at Level 1, with saving as PNG or JPG chosen to suit the image.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils trim and order four clips in Clipchamp, mute the clip sound and add background music to make a 30 second video.

   Blwyddyn 8

   Pupils add fade transitions, a title overlay and a recorded voiceover to a short video, then export it as an MP4.

   Blwyddyn 9

   Pupils film against a green screen, remove the background, lower the music under their voiceover, add a Ken Burns movement to a photo and export the video and a transparent PNG logo.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 3, Section 3.2.1, page 25; Appendix B, pages 39 and 40

   “export relevant digital assets and”

   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 defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

   Cam cynnydd 5

   • Rwy'n gallu gwneud penderfyniadau deallus am fathau o ffeiliau a deall materion yn ymwneud â chydweddoldeb, e.e. anawsterau golygu ffeiliau PDF, y gwahaniaethau rhwng ffeiliau sain.

10. Knowing hardware, software, storage, networks and cloud computing

    Asesu: Yn yr arholiad

    Learners know the purpose of hardware such as the motherboard, CPU, GPU and RAM, types of storage media, software including operating systems and firmware, and the network hardware and connections needed to link devices. They also understand cloud computing and cloud storage and the benefits of secure storage, scalability and flexibility, all tested in Unit 1.

    DCF: Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7

    Pupils label the parts of an opened up computer on a diagram, including the CPU, RAM and storage, and save the diagram to a named OneDrive folder.

    Blwyddyn 8

    Pupils compare a USB stick, a hard drive, a DVD and OneDrive in a table for capacity, speed and portability, and upload a file to cloud storage.

    Blwyddyn 9

    Pupils draw a network diagram of their classroom with a router, switch, wired and wireless links, and restore an earlier version of a file from cloud storage to show one benefit of the cloud.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Sections 1.1.2 and 1.1.3, pages 13 and 14

    “Learners should know the components and purpose of”

    Cam cynnydd 3

    • Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

    • Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

11. Protecting personal information and behaving responsibly online

    Asesu: Yn yr arholiad

    Learners understand how digital interactions create active and passive digital footprints, how a footprint can affect their future and how to keep personal details private with passwords, privacy settings, MFA and VPNs. They also learn responsible social media use, the impact of cyberbullying and ways to deal with it such as reporting and blocking, and how to recognise phishing, scams and fake websites.

    DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da

    Paratoi disgyblion

    Blwyddyn 7

    Pupils sort cards of online actions into active and passive footprints, and practise how to block and report the sender of an unkind message.

    Blwyddyn 8

    Pupils check the privacy settings on a mock social media profile and spot the warning signs in five example phishing emails and fake website screenshots.

    Blwyddyn 9

    Pupils review a fictional job applicant's online posts as an employer would, rewrite three to show a positive image, and make a guide for younger pupils on dealing with cyberbullying and scams.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Sections 1.2.1 and 1.2.2, pages 14 and 15

    “suitable ways to deal with cyberbullying, such as:”

    Cam cynnydd 3

    • Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.

    • Rwy'n gallu deall sut i ddiogelu fy hunan rhag cael fy hunaniaeth wedi'i ddwyn ar-lein, e.e. adnabod gwefannau diogel, gwe-rwydo, gwefannau sgamio.

    • Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.

    Cam cynnydd 4

    • Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.

    • Rwy'n gallu defnyddio strategaethau ar gyfer gwarchod fy hun rhag cael fy hunaniaeth wedi'i ddwyn ar-lein a rhag sgamiau sy'n ceisio cael mynediad at fy ngwybodaeth bersonol ar-lein.

    • Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.

    Cam cynnydd 5

    • Rwy'n gallu datblygu enw da cadarnhaol o ran rhagolygon cyflogaeth, e.e. defnyddio cyfryngau cymdeithasol yn gyfrifol.

12. Using technology safely and healthily at home and at work

    Asesu: Yn yr arholiad

    Learners know how to manage screen time, protect wellbeing and keep devices secure with updates, antivirus software and secure networks. In the workplace topic they know physical, environmental and wellbeing risks such as poor posture, eye strain and repetitive strain injury, and practices such as ergonomic workspace set up and regular breaks.

    DCF: Iechyd a lles

    Paratoi disgyblion

    Blwyddyn 7

    Pupils keep a screen time diary for a week and suggest one offline activity to balance it.

    Blwyddyn 8

    Pupils check a classroom computer setup against an ergonomics checklist covering chair height, monitor position and lighting.

    Blwyddyn 9

    Pupils produce a health and safety poster for an office covering eye strain, posture, cable hazards and device security, with a way to prevent each risk.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.2.3, pages 15 and 16; Section 1.3.3, pages 17 and 18

    “balancing online and offline life”

    Cam cynnydd 3

    • Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.

    Cam cynnydd 4

    • Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.

    • Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.

    Cam cynnydd 5

    • Rwy'n gallu cymryd camau rhesymol i osgoi problemau iechyd a achosir gan y defnydd o dechnoleg ac awgrymu strategaethau i atal neu leihau’r problemau corfforol a seicolegol.

13. Understanding digital services, careers and working practices

    Asesu: Yn yr arholiad

    Learners know the purpose of everyday digital services such as NHS apps, virtual classrooms, GPS navigation and streaming, and the roles and skills of digital jobs such as IT support technician and content creator. They understand working practices such as video call etiquette, naming files and folders, backing up and tracking versions, collaborating online and logging in securely.

    DCF: Iechyd a lles, Cyfathrebu, Cyfnewid a rhannu gwybodaeth, Cydweithredu

    Paratoi disgyblion

    Blwyddyn 7

    Pupils list the digital services their family uses in a week, sort them by purpose and save the list in a named OneDrive folder.

    Blwyddyn 8

    Pupils edit a shared PowerPoint with a partner, set edit or view permissions and compare when a video call is better than an email.

    Blwyddyn 9

    Pupils run a small group project in Teams with shared files, restore an earlier draft from version history and match digital jobs to the skills they need.

    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Sections 1.1.1, 1.3.1 and 1.3.2, pages 12, 16 and 17

    “track work with versions”

    Cam cynnydd 3

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

    • 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 rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

    • 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.

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