DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

Foundation Retail and Customer Service

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

WJEC Foundation Retail and Customer Service is a two-year, 120 hour work-related qualification for learners aged 14 to 16 working at Entry Level or Level 1, with a clear route on to the VCSE in Retail and Customer Service. Both units are centre-marked portfolios: Unit 1 explores retail models, locations, customer service and jobs, and Unit 2 has learners plan, promote and run a small retail event. Digital work is light and mostly optional. Learners learn about online and omni-channel retail, digital payment and live chat, may produce a poster, social media advert, infographic or short video, and may use simple checklists, budgets and feedback forms. The one digital requirement is that every piece of evidence, including photographs and films of practical work, is submitted digitally.

Corff dyfarnu
CBAC
Lefel
Entry Level and Level 1
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Isel
Manyleb
Agor y fanyleb
Y cam nesaf i fyny
VCSE Retail and Customer Service, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to the Retail and Customer Service Sector: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points, teacher-set activities assessed in the centre and moderated by WJEC, available for moderation from summer 2028
  • Unit 2: Retail and Customer Service in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 60 points, teacher-set activities around planning and running a retail-related event, assessed in the centre and moderated by WJEC, available for moderation from summer 2029

Y sgiliau digidol yn y cymhwyster hwn

  1. Understanding online and multi-channel retail

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 1 learners learn the four retail models, including online retailers with digital payment systems and online customer service such as live chat, email and chatbots, and omni-channel retailers that share customer data across platforms. At Level 1 they describe at least three features of all four models.

    DCF: Iechyd a lles, Cyfathrebu, Hunaniaeth, delwedd ac enw da

    Paratoi disgyblion

    Blwyddyn 7
    Pupils sort cards showing a corner shop, a supermarket website and a click-and-collect order into shop, online or both, and say one good point about each way of shopping.
    Blwyddyn 8
    Pupils compare buying the same pair of trainers in a store and through an app, listing what personal details each asks for and how help is given, from a shop assistant to live chat.
    Blwyddyn 9
    Pupils investigate a chain that sells in store, online and through an app, and explain how sharing customer data across those channels helps the shopper and what risks it brings.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, LO1.1, page 14; Unit 1, Assessment criteria 1.1.1 and 1.1.2, page 18

    “a retailer that sells through a website or mobile app”
    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 nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.

    Cam cynnydd 4

    • Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.

    • 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.

  2. Knowing the IT and digital skills retail jobs need

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 1 learners study retail job roles, including online and contact centre roles such as live chat agent and web content assistant and specialist roles such as social media manager. They describe the skills these jobs need, including IT and digital skills such as using tills, databases, websites and digital communication tools.

    DCF: Cyfathrebu, Iechyd a lles, Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch a short clip of a shop till and a stock database in use and list the digital tasks a sales assistant does in one shift.
    Blwyddyn 8
    Pupils match job titles such as live chat agent, stock controller and social media manager to the software and devices each one uses, and explain one task for each.
    Blwyddyn 9
    Pupils write a short profile of a contact centre agent, describing the digital tools they use, from email and live chat to a customer database, and why accuracy with each matters.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, LO1.4, pages 15 and 16; Unit 1, Assessment criteria 1.4.1 and 1.4.2, page 19

    “using tills, databases, websites, or digital communication tools”
    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 adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.

    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 creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.

  3. Creating presentations, infographics and videos as evidence

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    The example tasks for Unit 1 suggest Level 1 learners prepare a presentation on retail models, create a video walking through their features or produce an infographic on retail locations. These tasks are not mandatory, but the evidence list allows digital media, and they give learners a chance to combine text, images and video for an audience.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a three slide presentation about their favourite shop with a title, a photo and three bullet points, and present it to a partner.
    Blwyddyn 8
    Pupils create a one page infographic comparing a high street, a retail park and an online shop using icons, short labels and a clear colour scheme.
    Blwyddyn 9
    Pupils film and edit a one minute video tour of a school shop or classroom stall, adding captions that explain each feature, and say why they chose that layout.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Examples of tasks LO1.1 and LO1.2, pages 21 and 22; Section 3.3, page 40

    “create a video walking through the features of the different retail models”
    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 cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

  4. Using digital maps to investigate retail locations

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 1 learners study where retail businesses locate and the factors behind it, such as footfall, accessibility, competitors and demographics. The example tasks suggest touring locations using digital maps and, at Level 1, creating a map of the local area showing where businesses are.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use an online map to find the supermarket nearest the school and save its location, then name one thing that makes it easy to get to.
    Blwyddyn 8
    Pupils use street view to compare a town centre shop and a retail park store, noting parking, bus stops and nearby competitors.
    Blwyddyn 9
    Pupils search an online map for every café within a mile of school, mark them on a shared map and explain which location probably gets the most footfall and why.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, LO1.2, pages 14 and 15; Unit 1, Examples of tasks LO1.2, pages 21 and 22

    “using digital maps or by foot, take learners to a retail business location”
    Cam cynnydd 3

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.

    Cam cynnydd 4

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

  5. Researching retail jobs and job adverts online

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Unit 1 suggests learners explore current job adverts to understand entry requirements, working hours and employer expectations, alongside learning about pay, shift work and staff benefits. This research supports LO1.5, where learners decide whether a chosen retail or customer service role suits them.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils search a jobs website for a weekend shop assistant role and copy down the hours, the pay and one skill the employer asks for.
    Blwyddyn 8
    Pupils compare two retail job adverts found online, one from a large chain and one from a local shop, and record the differences in a simple table.
    Blwyddyn 9
    Pupils find three retail adverts using filters for location and hours, check each one comes from a genuine employer site, and say which job would suit them best and why.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Opportunities for integration of learning experiences, page 24; Unit 1, LO1.5, page 16

    “explore current job adverts to understand entry requirements, working hours and employer expectations”
    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.

  6. Designing promotional materials, including digital adverts

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners promote their retail event, choosing a method such as a poster or flyer or a digital advert such as an influencer post, social media advert or email campaign, which can be a script or storyboard. Every promotion must show the event name, date, time and location, and Level 1 learners must also use a clear structure, layout and branding that will attract customers.

    DCF: Creu cynnwys digidol, Iechyd a lles, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils design a poster for a class bake sale in a word processor, including the name, date, time and place in a large clear font with one picture.
    Blwyddyn 8
    Pupils storyboard a social media advert for a school stall in four frames, choosing an image, a short slogan and colours that match a simple logo they design.
    Blwyddyn 9
    Pupils produce a branded flyer and a matching email advert for a school event, ask classmates for feedback on layout and clarity, and improve both before printing or sending.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.2, page 28; Unit 2, Assessment criteria 2.2.1 and 2.2.2, pages 31 and 32; Unit 2, Examples of tasks LO2.2, pages 34 and 35

    “digital adverts for example influencer post, social media advert”
    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 adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.

    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.

  7. Planning the event with checklists, budgets and stock lists

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners plan a simple retail event, covering budgeting, pricing, timing, staffing and layout, then prepare by checking stock and equipment and creating checklists. Level 1 learners create and follow their own checklists before and after the event, and the planning, budget and stock lists can be kept as simple digital tables or spreadsheets.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a tick list in a table for setting up a classroom stall, with columns for task, person and done.
    Blwyddyn 8
    Pupils build a spreadsheet budget for a bake sale, listing ingredient costs and using SUM to find the total cost.
    Blwyddyn 9
    Pupils set up a stock and sales spreadsheet for a school stall that records items in, items sold and items left with formulae, and use it to say what to reorder.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.1 and LO2.3, pages 28 and 29; Unit 2, Assessment criteria 2.3.2 and 2.3.3, page 32

    “Planning considerations for a simple retail related event”
    Cam cynnydd 3

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

    • 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 dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

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

  8. Gathering customer feedback with forms and surveys

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners review the success of their event using methods such as feedback forms, surveys, observations and asking customers directly, then explain strengths, weaknesses and improvements. A simple online form is one way to collect and sort this feedback, and Unit 1 also uses checklists and rating scales for self-reflection.

    DCF: Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils answer a three question online quiz about a school trip and look at the class results shown as a chart.
    Blwyddyn 8
    Pupils build a short online feedback form with a rating scale and one comment box for a class event, and share the link with another class.
    Blwyddyn 9
    Pupils collect feedback on a school stall with an online form, export the responses to a spreadsheet, group the comments into themes and pick one change to make next time.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1, page 33; Unit 1, LO1.5, page 17

    “Reviewing the success of the event using methods”
    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 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 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. Capturing and submitting evidence digitally

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    All evidence for both units must be submitted digitally, so paper work and practical activity are scanned, photographed or filmed. Example tasks include learners taking photos of completed preparation tasks alongside their checklist, and the evidence list includes video and audio recordings and digital media.

    DCF: Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils photograph a finished poster with a tablet, name the file clearly and save it into a class folder.
    Blwyddyn 8
    Pupils keep a digital folder for a project, uploading photos, a scanned worksheet and a short audio reflection, each named by date and task.
    Blwyddyn 9
    Pupils film a short role play of serving a customer, trim it, save it in the right format and upload it with their written evidence to the school's online platform.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 3.3, pages 40 and 41; Unit 2, Examples of tasks LO2.3, page 36

    “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.

    Cam cynnydd 4

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

Da gwybod

Cysylltiadau â chymwysterau eraill

This qualification leads directly to the WJEC VCSE in Retail and Customer Service, which the specification names as a progression route. Both cover retail technology and online customer service, promotional materials including digital adverts, and researching real retail businesses. The VCSE steps these up: its Unit 1 sector test can be taken on screen, its Unit 2 case study tasks ask learners to judge customer service data such as online reviews, live chat transcripts and response times, and its Unit 3 asks for a brand mood board, mock-up digital adverts and pitch slides rather than a single poster or advert. Promotion and branding work also links with GCSE Business.

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