Foundation Travel and Tourism
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Foundation Travel and Tourism is a two unit portfolio qualification for learners in Years 10 and 11 working at Entry Level or Level 1, with the VCSE Travel and Tourism as a natural next step. Unit 1 explores the travel and tourism industry in Wales and Unit 2 has learners research, design, present and review a new tourist attraction. Nothing requires a computer, so digital work is mostly the teacher's choice. It sits most naturally in Unit 2: researching attractions on sites such as Visit Wales and Tripadvisor, running a survey and charting the results, and making slides or pitch materials. Unit 1 also asks Level 1 learners to explain how technology such as virtual tours, e-tickets and travel apps can make tourism easier and more sustainable.
- 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 Travel and Tourism, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Exploring travel and tourism in Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 12 hours (typically 9 to 12 hours), 48 points (48 of the 116 qualification points), 48 guided learning hours, assessed in centre and moderated by WJEC; taught first and available from summer 2028
- Unit 2: Designing a tourist attraction for Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 18 hours (typically 14 to 18 hours), 68 points (68 of the 116 qualification points), 72 guided learning hours, assessed in centre and moderated by WJEC; available from summer 2029
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Making fact files, posters and infographics about tourism in Wales
The Unit 1 example tasks include fact files on travel and tourism in Wales, an introductory page of a Wales tourism guide, sector posters, job cards and, at Level 1, an infographic on Future Tourism in Wales covering accessible paths, eco transport and technology use. Digital tools are optional, but these products suit simple publishing or presentation software.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one page fact file about their home town in a word processor, adding a heading, two photos with captions and three bullet points.
- Blwyddyn 8
- Pupils design a poster in presentation or publishing software about a Welsh attraction, choosing fonts and colours to suit a family audience.
- Blwyddyn 9
- Pupils produce an infographic on the positive and negative impacts of tourism in one Welsh place, using icons, a simple chart and short text, and explain their layout choices.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, example tasks for LO1.1, LO1.2, LO1.4 and LO1.5, pages 21, 22 and 24; Appendix A, page 50
“learners create short fact files explaining travel and tourism using examples from Wales”
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.
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Creating slides and pitch materials for an attraction idea
In Unit 2 learners make materials to communicate their attraction design, including the name, location, who it is for, key activities, key facilities and costs or special offers. At Level 1 the materials need a clear structure, layout and use of visuals. Example tasks include a simple slide at Entry 2, a digital presentation at Entry 3 and pitch materials for a Dragon's Den style pitch at Level 1.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make three slides about a place they have visited, with one image and no more than three short points on each slide.
- Blwyddyn 8
- Pupils build a short slideshow advertising a school event, using a consistent design, a map image and a slide with prices.
- Blwyddyn 9
- Pupils create pitch slides for an imaginary attraction, with a title slide, location map, target visitors, activities and ticket prices, and rehearse presenting them to a group.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, LO2.5, pages 30 and 31; assessment criterion 2.5.1, page 34; example tasks, pages 38 and 39
“learners create a digital presentation of attraction ideas”
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 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.
Da gwybod
- Every piece of evidence goes in digitally: "All evidence must be submitted digitally." Paper work and physical evidence "should be scanned, photographed or filmed so that a clear digital version can be submitted" (Section 3.3, page 42).
- No equipment or software is required: both units state "There are no specific requirements for assessment." (pages 13 and 28).
- There are no tests, on screen or on paper. The qualification "is assessed through a portfolio of evidence that is internally assessed" and moderated by WJEC (Section 3, page 41).
- Teachers choose the tasks, so whether work is digital is the centre's choice: "Teachers have the flexibility to design assessment tasks and activities that best meet the needs of their learners." (Section 3.1, page 41).
- Digital products count as evidence. The list includes "artwork, models, digital media, or other creative products" and video or audio recordings of a learner "giving a presentation" (Section 3.3, page 42).
- Entry 1 learners may use technology for support: "verbal, visual and practical assistance, use of symbols, or assistive technology" (Section 3.4, page 43).
- The specification gives no rules on learners using AI. AI appears only as content, "the potential for the use of AI in the industry" (Unit 1, page 16), and the general malpractice rule applies: "Candidates must not take part in any unfair practice" (Section 3.8, page 45).
- Appendix A (page 50) maps Digital Competence: Citizenship to LO1.3, LO1.4, LO2.1 and LO2.2; Interacting and collaborating to LO1.2 to LO1.5 and LO2.1 to LO2.5; Producing to LO1.3, LO1.4 and "LO2.2 to LO2.6"; and Data and computational thinking to LO1.4, LO2.1 and LO2.2.
Cysylltiadau â chymwysterau eraill
The Foundation course is a stepping stone to VCSE Travel and Tourism and shares four of its digital skills. Researching attractions on sites such as Visit Wales becomes, in the VCSE, researching a destination for a fact file and judging and referencing sources with AI not allowed. The Foundation survey and charted results become a VCSE feedback tool whose responses are collated and used to improve a trip. Foundation slides, posters and pitch materials become VCSE marketing materials such as social media posts and leaflets aimed at a set visitor group, and knowing how virtual tours, e-tickets and travel apps help tourism grows into the VCSE Unit 1 sector test on booking, airport and accommodation technology. Maps, places and the impacts of tourism also link with GCSE Geography.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Travel and Tourism specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).