GCSE Art and Design
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The whole GCSE is NEA, and every pathway expects learners to experiment with digital technologies alongside traditional media, which is assessed through AO2. Digital demand is pathway dependent: it is high in Photography and Graphic communication (camera work, image editing, moving image, motion graphics, typography) and in Three-dimensional design (computer-aided design), and lighter in Fine art. The single biggest thing KS3 should build is confident, purposeful digital image making and editing, with pupils saving and annotating their development so it can become a digital portfolio.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Portfolio: Non-examination assessment, internally set, marked by centres and moderated by WJEC, 60%, 120 marks
- Unit 2: Externally Set Assignment: Non-examination assessment, preparatory study plus 10 hours sustained focus, 40%, 80 marks
Sgiliau sy'n defnyddio Cyrchu, chwilio a chynllunio cynnwys digidol
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Using computer-aided design and digital making in 3D and textile design
Three-dimensional design names computer-aided design as a process alongside model making and prototyping, and Textile design lists digital textiles and new technologies as areas of study.
DCF: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sketch a simple tile or pendant design, then redraw it accurately in a CAD package using basic shapes and dimensions.
- Blwyddyn 8
- Pupils design a repeat pattern for fabric on screen, test scale and colourways, then print or transfer one version.
- Blwyddyn 9
- Pupils model a small product or architectural form in CAD, compare it with a card model, and justify which method suited the brief.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Three-dimensional design pathway, page 10; Textile design pathway, page 9
“appropriate to the chosen area of study such as: computer-aided design; model making; prototyping; constructing and assembling.”
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 creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
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 dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
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Researching artists and viewing work on-screen, then judging the sources
AO1 requires critical and contextual understanding of sources, including diverse Welsh and global artists. The spec expects some galleries, exhibitions and museums to be experienced on-screen.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a museum's online collection, such as Amgueddfa Cymru, to find one artwork on a theme, bookmark it and record the artist, title and date.
- Blwyddyn 8
- Pupils compare two websites about the same artist, decide which is more reliable, and note each web address and date accessed.
- Blwyddyn 9
- Pupils use refined searches to find a Welsh artist or an artist from a Black, Asian or minority ethnic background linked to their project, and write a referenced contextual note.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 17; AO1, page 18
“experience a variety of professional works through workshops and gallery/exhibitions/museum visits either in person or on-screen”
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.
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.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Cam cynnydd 5
Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
Da gwybod
- Digital work is pathway dependent, not compulsory: the spec lists use of digital technology "as appropriate to the chosen pathway" (page 17) and marks Data and Computational Thinking as "Pathway dependent" (page 23).
- Fine art "offers a choice of traditional and digital media and processes" (page 8), so a learner can complete it with little digital work.
- Presentation format is open: "There is no restriction on content, format or scale of work" and a digital portfolio is one option among sketchbooks, display sheets and exhibitions (page 19).
- Unit 2 Part 2, the 10-hour sustained focus period, "must be undertaken with direct supervision" and learners can use "resources and/preparatory notes produced in Part 1 only" (page 20), so digital files and devices must be controlled.
- "Only work produced during the preparatory period can be used and taken forward to Part 2" (page 20).
- Submitted work must be the learner's own and "should be stored securely after submission" (page 19), which applies to digital portfolios as well as physical work.
Cysylltiadau â chymwysterau eraill
CAD and digital textiles overlap with Design and Technology, and photography, moving image and sound layering overlap with Film and Digital Media and Digital Technology.
Ffynhonnell: WJEC GCSE Art and Design specification, teaching from 2025, for award from 2027 (© WJEC CBAC Ltd 2024).