Foundation Public Services
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Foundation Public Services is a two unit, portfolio assessed Entry Level and Level 1 qualification for learners aged 14 to 16 who want to find out about the police, fire and ambulance services, councils, the Armed Forces and voluntary groups. Its one directly digital learning outcome is LO1.3 in Unit 1, where learners name digital platforms such as websites, apps, social media and email and describe how public services use them to communicate, and Unit 2 adds the radios, tablets, drones and public warning systems services use at incidents. Most other digital work sits in the suggested tasks, such as online news research, digital posters, a mock website and a mock social media campaign, and all portfolio evidence must be submitted digitally.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam nesaf i fyny
- VCSE Public Services, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Public Services Sector: Centre-marked non-examination assessment, portfolio of evidence from teacher-set activities, maximum assessment time 9 hours (typically 7 to 9 hours), 48 guided learning hours, 72 of the 152 qualification points, criteria at Entry 1, Entry 2, Entry 3 and Level 1, assessed in the centre and moderated by WJEC, available from summer 2028
- Unit 2: Public Services in Action: Centre-marked non-examination assessment, portfolio of evidence from teacher-set activities, maximum assessment time 15 hours (typically 11 to 15 hours), 72 guided learning hours, 80 of the 152 qualification points, criteria at Entry 1, Entry 2, Entry 3 and Level 1, assessed in the centre and moderated by WJEC, available from summer 2029
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Creating digital posters, infographics and presentations
Many suggested tasks ask learners to make posters, leaflets, information sheets, infographics and short presentations, and several say these can be made digitally. Entry 3 learners might digitally present screenshots of news articles or design a digital poster for display on digital screens, and Level 1 learners might produce an information guide or a short news report presentation.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one page poster in PowerPoint or Canva showing three public services, using images, labels and a clear heading.
- Blwyddyn 8
- Pupils create an infographic showing which public service attends which kind of incident, using icons, a colour key and cropped screenshots of real news headlines.
- Blwyddyn 9
- Pupils design a digital screen poster for a fire safety message, test it on a classmate from across the room and improve the font size and layout from the feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, examples of tasks LO2.1, LO2.2, LO2.5 and LO2.6, pages 50, 51, 54, 55 and 56; Unit 1, examples of tasks LO1.3, page 30
“Learners design a digital poster to be displayed on digital screens”
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 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.
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Building a simple information website
A suggested Level 1 task for LO2.2 has learners develop a website, using programs available through Hwb, as a mock information page that signposts people in their local area to the right public service for non-emergencies, emergencies and large-scale events. This needs planning pages, writing short content and linking to services.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a one page Google Site about school safety contacts with a heading, an image and a short paragraph.
- Blwyddyn 8
- Pupils add three pages to a Google Site, one each for emergencies, non-emergencies and planned events, with buttons that link between the pages.
- Blwyddyn 9
- Pupils sketch a site map, then build a mock local help website that signposts 999, 101, 111 and the council with hyperlinks to the real services, and check that every link works.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, examples of tasks LO2.2, page 51
“which could be a mock information page for individuals in their local area”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
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 rhannu hyperddolenni i ffeiliau lleol, rhwydwaith ac ar-lein.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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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Planning a mock social media campaign
A suggested Level 1 task for LO2.4 has learners develop a mock social media campaign for a public service, such as fire service firework safety before bonfire night or a council campaign on fly tipping, to show skills including using digital platforms to communicate with communities. The specification's cover notes that plans to restrict social media use by under 16s may affect some qualifications, so a mock campaign that is not published suits this age group.
DCF: Creu cynnwys digidol, Iechyd a lles, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at three real public service social media posts and pick out what grabs attention, such as the image, the headline or a hashtag.
- Blwyddyn 8
- Pupils design one mock post, not published, warning about firework safety, with an image, fewer than 40 words and the message in Welsh and English.
- Blwyddyn 9
- Pupils plan a three post mock campaign for the council on fly tipping across one week in a template, say who each post is aimed at and change one post after peer feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, LO2.4 content, page 43; Unit 2, examples of tasks LO2.4, page 54; cover, page 1
“Learners develop a mock social media campaign for one of the public services”
Cam cynnydd 3
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
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.
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Building a digital portfolio of evidence
All evidence for both units must be submitted digitally, so paper work and practical activities such as role plays are scanned, photographed or filmed. Evidence can include photographs, video and audio recordings and digital media, compiled into a portfolio with a Learner Assessment Record showing where each piece of evidence is located.
DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their paper poster, upload it to a named folder in OneDrive or Google Drive and give the file a clear name.
- Blwyddyn 8
- Pupils film a two minute role play on a tablet, trim the start and end, and save it with the matching worksheet in an organised class folder.
- Blwyddyn 9
- Pupils keep a digital portfolio for a project with a contents page showing where each piece of evidence is, and use version history to recover an earlier draft when needed.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, Evidence requirements, page 59
“these should be scanned, photographed or filmed so that a clear digital version can be submitted”
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.
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 defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Da gwybod
- All work must reach WJEC in digital form: "All evidence must be submitted digitally." Paper work and physical evidence "should be scanned, photographed or filmed" and uploaded through IAMIS (Section 3.3, page 59).
- There is no examination or on-screen test. Both units are "Centre marked non-examination assessment" built as a "Portfolio of evidence" (Summary of assessment, page 5).
- Most digital activities are suggestions, not requirements: the example tasks "are not mandatory" (Section 2.1, page 10), and teachers design their own activities so long as they meet the assessment criteria (Section 3.1, page 58).
- No software or equipment is named for assessment: "There are no specific requirements for assessment." (Unit 1, page 12) and "No specialist resources are required for assessment." (Unit 2, page 37). The only software pointer is a website task using "programmes available via HUB" (page 51).
- Evidence can be digital media and recordings, including "video/audio recordings" of presentations or discussions and "photographic evidence" with context (Section 3.3, page 59).
- Entry 1 learners may use "assistive technology" as part of the high level of support they need (Section 3.4, page 60).
- The cover warns that "The UK Government has announced plans to restrict social media use by children under 16", which may affect social media tasks (page 1), so the suggested social media campaign is best kept as a mock up.
- The specification states no rule on AI tools. It refers only to malpractice: "Candidates must not take part in any unfair practice" (Section 3.8, page 62), and learners must be supervised when completing assessment activities (Section 3.5, page 60).
- Appendix A (page 67) maps Digital Competence Citizenship to LO1.3 and LO2.6, Interacting and collaborating to LO1.6 and LO2.5, Producing to LO1.7 and LO2.4, and Data and computational thinking to LO1.3 and LO2.5.
Cysylltiadau â chymwysterau eraill
The specification names VCSE Public Services as the Level 1/2 progression route. The Foundation shares its knowledge of how public services use digital communication, such as social media, websites, radios, tablets, drones and public warning systems, and its digital submission of evidence. VCSE Public Services steps this up with an external sector test that can be taken on screen, online research into a local wellbeing issue with referenced sources, and either recording and analysing fitness test data or planning a community project with digital tools and analysing survey feedback in a spreadsheet. The online research, safety messages and incident work also link with GCSE Social Studies, and the online safety content with GCSE Digital Technology.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Public Services specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).