Foundation Humanities
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Entry Level/Level 1 Foundation Humanities is a two year, 120 hour course for learners aged 14 to 16, assessed entirely by portfolio. Learners take two of five subject units (Business, Geography, History, Religious Studies and Social Studies) and the mandatory Unit 6, which links the subjects through sustainability in Wales. Digital work is light and mostly optional: the aims mention enquiry using digital technology where appropriate, and the content touches digital advertising and websites in Business, online rights, digital exclusion and social media campaigns in Social Studies, and climate data in Geography. Online research, judging sources and working honestly are the digital skills most learners will use, whichever units they take.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Business (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 2: Geography (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 3: History (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 4: Religious Studies (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 5: Social Studies (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 6: Creating sustainable communities in Wales (mandatory): Portfolio of six tasks (non-examination assessment), suggested timing approximately 7 hours, 30%, 50 marks, set by WJEC, marked by the centre and moderated by WJEC. Learners take two of Units 1 to 5 plus Unit 6, ideally in the final year
Y sgiliau digidol yn y cymhwyster hwn
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Researching humanities topics online and judging sources
Learners develop investigative and enquiry skills, using digital technology where appropriate, and portfolio tasks allow local or self-selected examples, such as a campaign in Wales in Unit 5 or a specific business and a local sustainability initiative in Unit 6. Finding these examples online means choosing search terms, checking that a source is reliable and noting where information came from.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for three facts about a local park or beach clean scheme using keywords their teacher gives them, and write down the web address of each fact.
- Blwyddyn 8
- Pupils compare two websites about the Black Death or a Welsh charity campaign, say which is more reliable and why, and change their search terms to find a better source.
- Blwyddyn 9
- Pupils research a local sustainability initiative online, using advanced search options and the initiative's own website, judge the reliability of three sources and list them as references.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 1.1, page 8; Section 3.2, page 28; Unit 5, Section 5.2.2, page 22; Unit 6, Sections 6.3.2 and 6.3.3, page 25
“develop investigative and enquiry skills, using digital technology where appropriate”
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 gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Recognising how businesses use digital advertising and websites
In Unit 1 learners know the advertising media open to businesses, including digital advertising such as social media, websites, pop up ads, search engine advertising and mobile advertising. They also understand how the look and feel of a website creates an impression for customers, so they pick out the features designed to catch attention.
DCF: Iechyd a lles, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at a screenshot of a games or clothing website and label three things designed to grab their attention, such as colours, offers and pop up ads.
- Blwyddyn 8
- Pupils compare the home pages of two local businesses and explain which gives a better impression to customers, commenting on layout, images and branding.
- Blwyddyn 9
- Pupils collect examples of one business's adverts on social media, in search results and on its website, and explain who each advert targets and why it is placed there.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Sections 1.2.1 and 1.2.2, page 14
“the look and feel of a website”
Cam cynnydd 3
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Cam cynnydd 4
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
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Explaining how technology changes the way businesses sell
Unit 1 asks learners to understand the fast-changing environment businesses work in, including changes in technology. In the marketing mix, the Place element includes retail websites and apps alongside physical shops, so learners explain how online selling changes how customers buy and how businesses compete.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort the ways their family buys things into in shop and online, and give one advantage of each.
- Blwyddyn 8
- Pupils compare buying the same item from a high street shop, a retailer's website and an app, looking at price, delivery and offers, and decide which is best.
- Blwyddyn 9
- Pupils explain how a local shop or a well known retailer has changed because of online shopping and apps, and judge whether the change helped or harmed it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.1.3, page 13; Unit 1, Section 1.2.3, page 14
“fast-changing environment in which businesses operate”
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 myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
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Analysing media influence through the history of television
Unit 3 asks learners to understand the impact of television on people's lives in Wales, including entertainment, education programmes and access to the news, advertising and the development of Welsh language television. This builds awareness of how a new technology and its advertising shape daily habits, a first step towards judging media influence today.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils list the screens and media they use in a day and compare it with a 1950s family's evening with the radio and one television channel.
- Blwyddyn 8
- Pupils watch two adverts, one from the 1960s and one from today, and point out the techniques each uses to draw attention.
- Blwyddyn 9
- Pupils use oral history clips or archive news to explain how television changed leisure and the Welsh language in Wales, and compare it with how streaming and social media change habits now.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 17
“the impact of television on people's lives, including”
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 adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Applying rights and responsibilities to online life
In Unit 5 learners understand rights paired with responsibilities, including the responsibility not to use harmful, hateful or derogatory language and the responsibility not to access or make public private information. The specification states these generally rather than online, but privacy and freedom of expression are where learners most often meet them, on social media and messaging apps.
DCF: Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort example comments from a class chat into kind, unkind and hateful, and say what to do when they see each kind.
- Blwyddyn 8
- Pupils decide whether scenarios such as sharing a friend's photo or screenshotting a private message respect the right to privacy, and explain the responsibility involved.
- Blwyddyn 9
- Pupils write a short guide for Year 7 on freedom of expression and privacy online, explaining how a post becomes part of a digital footprint and when it breaks someone's rights.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 5, Section 5.1.2, page 21
“Right to privacy: Responsibility not to access or make”
Cam cynnydd 3
Rwy'n gallu adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
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 goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
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.
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Understanding digital exclusion as a social issue
Unit 5 lists digital exclusion among example social issues, beside poverty, homelessness, racism and mental health, and learners understand the effects of social issues on individuals and communities within Wales. Learners who choose it explain who lacks devices, connection or skills and what that means for their daily lives.
DCF: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils list everyday tasks that need the internet, such as homework, banking and booking a doctor, and discuss who might find them hard.
- Blwyddyn 8
- Pupils interview a grandparent or neighbour about using online services and record the barriers they face.
- Blwyddyn 9
- Pupils explain how digital exclusion affects one group in Wales, such as older people or families on low incomes, and suggest one realistic way a community could help.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 5, Section 5.2.1, page 22
“homelessness, digital exclusion, racism or mental”
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 myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Choosing social media and other methods for a campaign
In Unit 5 learners understand campaign methods, including media engagement and social media, and that different methods have different purposes. They evaluate one campaign in Wales, such as Keep Wales Tidy or Time to Talk Wales, for its effectiveness, impact and reach, then plan their own campaign, selecting methods and explaining how they would measure its success.
DCF: Cyfathrebu, Creu cynnwys digidol, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare a poster and a short social media post for the same school event and say which would reach more pupils and why.
- Blwyddyn 8
- Pupils design a mock social media post for a charity campaign, choosing an image, a hashtag and wording suited to teenagers, without publishing it.
- Blwyddyn 9
- Pupils plan a campaign on a local issue, choosing between leaflets, a school assembly and social media, and explain how they would use views, shares or sign ups to measure success safely.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 5, Sections 5.2.2 and 5.2.3, page 22
“canvassing, leafleting, public rallies, media engagement”
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 defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
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Comparing climate data for two places in Wales
Unit 2 asks learners to understand how temperature and precipitation vary between two contrasting locations in Wales, between places and over time, such as a coastal and a mountainous area. Climate data like this suits a spreadsheet table and chart, although the specification does not name any software.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a month by month rainfall table for their town into a spreadsheet and make a bar chart from it.
- Blwyddyn 8
- Pupils enter monthly temperature and rainfall for Cardiff and a Snowdonia weather station, use AVERAGE, MAX and MIN, and draw a climate graph for each.
- Blwyddyn 9
- Pupils download Met Office records for two Welsh stations over 30 years, chart the change over time and describe the trend and any unusual years.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 16
“how temperature and precipitation vary across two contrasting locations in Wales”
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.
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Working honestly and acknowledging sources
Learners and teachers sign declarations confirming that portfolio work is authentic, and learners must give individual responses that can be attributed to them. Copying text or images from websites without credit would breach the malpractice rules, so learners put information in their own words and note their sources.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils rewrite a paragraph from a website about evacuees in their own words and add the web address underneath.
- Blwyddyn 8
- Pupils keep a simple source list with the title, website and date for a research task, and highlight where each source is used in their work.
- Blwyddyn 9
- Pupils reference the text and images used in a project, check whether the images are free to reuse, and explain why presenting copied work as their own is malpractice.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.4, pages 28 and 29; Section 4, page 31
“Learners must provide individual responses, and evidence must be attributable to each learner.”
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 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 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.
Da gwybod
- Digital technology is encouraged but not required. The aims say learners develop enquiry skills "using digital technology where appropriate" (Section 1.1, page 8), and the learning experiences, including to "make appropriate use of digital technology when completing the qualification", "will not be directly assessed" (page 26).
- Every unit is a portfolio: "Each learner's portfolio will include six completed tasks." The tasks are set by WJEC for the lifetime of the qualification, with "opportunities to use local or other self-selected examples" (Section 3.2, page 28).
- No software, equipment or digital submission format is named. "Any specific resource requirements will be outlined in the assessment pack." (Section 3.4, page 28).
- Work is supervised and teachers "must not provide feedback on the evidence being produced" (Section 3.4, page 28). All NEA follows JCQ's "Instructions for Conducting Non-Examination Assessments (Vocational and Technical Qualifications)" (page 28); the specification itself has no separate rule on AI.
- Collaborative digital work is limited: "Group work is permitted only where specified." (Section 3.4, page 29).
- Social media content may change. The cover notes that plans to restrict social media use by children under 16 "may impact some of our qualifications" (page 1), which matters for the social media campaign methods in Unit 5.
- Appendix A (pages 35 to 37) maps Digital Competence Citizenship, Interacting and Collaborating and Producing to all six units, and Data and Computational Thinking to Units 2 to 6 but not Unit 1 Business.
Cysylltiadau â chymwysterau eraill
The specification describes the qualification as "a broad basis for progression onto GCSEs in the Humanities area" (page 9), and each optional unit leads towards the matching GCSE: Business, Geography, History, Religious Studies or Social Studies. The digital skills here are the starting point for those courses. GCSE Geography steps the climate data work up to GIS, digital maps and spreadsheet analysis of fieldwork data; GCSE Social Studies and GCSE Business add online questionnaires, spreadsheet statistics and financial modelling; GCSE History and GCSE Religious Studies ask learners to judge online sources and archives more critically. Unit 6 draws on sustainability ideas also met in GCSE Geography and GCSE Religious Studies.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Humanities specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).