GCSE Business
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
GCSE Business asks learners to research a real local business and an entrepreneurial idea, collect data with questionnaires, present it in graphs and charts, and work out costs, profit and a cash flow forecast, with both NEA reports submitted digitally. The examined units test understanding of business technology, digital marketing and intellectual property rather than software skills. The single biggest thing KS3 should build is confident spreadsheet use: turning survey results into charts and building simple financial models with formulae.
- 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: Introduction to the Business World: Examination 1 hour 15 minutes, 30%
- Unit 2: Key Business Considerations: NEA 5 hours, 15%, set and marked by WJEC
- Unit 3: Business Strategies for Success: Examination 1 hour 15 minutes, 30%
- Unit 4: Business Creation: NEA 8 hours, 25%, set by WJEC, marked by the centre and moderated by WJEC
Sgiliau sy'n defnyddio Llythrennedd gwybodaeth a data
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Designing an online questionnaire to collect market research data
For Unit 4 learners must design and use their own market research tools, such as questionnaires and interview questions, with an appropriate sample. An online form is the natural way to build and send these.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils design a five-question Microsoft Forms survey on which snacks the school tuck shop should sell, using multiple choice and rating questions.
- Blwyddyn 8
- Pupils build a Forms questionnaire for a class enterprise idea, test it on another group and rewrite any unclear questions before sending it to the year group.
- Blwyddyn 9
- Pupils design a market research questionnaire in Forms with closed, open and rating questions for a new product idea, decide who to sample, then export the responses to Excel.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 4, Section 4.2.3, page 37
“design and use appropriate market research tools to collect data for entrepreneurial opportunities”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
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.
Cam cynnydd 5
Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
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Presenting market research data in graphs and charts
Learners must present qualitative and quantitative data in appropriate formats in Unit 2, and present their own market research data, including graphs and charts, in Unit 4.
DCF: Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils enter class survey results on favourite brands into Excel and create a bar chart with a title and axis labels.
- Blwyddyn 8
- Pupils choose between a pie chart and a bar chart in Excel for the same survey results and write one sentence explaining their choice.
- Blwyddyn 9
- Pupils turn their Forms survey responses into Excel charts with titles, labels and percentages and paste them into a report with a caption under each chart.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.2.2, page 22; Unit 4, Section 4.2.3, page 37
“present data from market research data, including graphs and charts”
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 sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Cam cynnydd 5
Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
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Analysing and evaluating business data to reach judgements
Learners must analyse and interpret business data, think critically about it and make reasoned judgements based on it. This carries AO3 and AO4 marks in both NEA units.
DCF: Llythrennedd gwybodaeth a data, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use SUM and AVERAGE in Excel to find the most popular item in a tuck shop survey and write one sentence on what the result shows.
- Blwyddyn 8
- Pupils sort and filter a spreadsheet of monthly sales for a local business to find the best and worst months and suggest a reason for each.
- Blwyddyn 9
- Pupils analyse their own survey data in Excel, state a conclusion for their business idea and write one limitation of the data, such as a small sample.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Sections 2.2.2 and 2.2.3, page 22
“make reasoned judgements based on analysed business data”
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.
Cam cynnydd 5
Rwy'n gallu defnyddio fy nata i esbonio ac ychwanegu dilysrwydd at gasgliadau a, lle y bo’n bosibl, addasu casgliadau a/neu ragdybiaeth.
Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.
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Modelling costs, revenue, profit and cash flow in a spreadsheet
The Unit 4 proposal must include calculating costs, revenues and profit and creating a cash flow forecast, and Units 1 and 3 examine break-even, income statements and cash flow. The specification does not name spreadsheets, but a spreadsheet model is the obvious digital tool for the NEA forecast.
DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils use Excel formulae to add up the costs and takings of a class cake sale and work out the profit.
- Blwyddyn 8
- Pupils build an Excel costs and revenue table for a school enterprise stall and change the selling price to see how the profit changes.
- Blwyddyn 9
- Pupils create a six-month cash flow forecast in Excel with formulae for net cash flow and opening and closing balances, then test what happens if sales fall.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 4, Section 4.2.1, page 37; Unit 3, Section 3.3.3, page 30; Unit 1, Section 1.7, page 18
“creating a cash flow forecast”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
Cam cynnydd 5
Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.
Da gwybod
- Typing is optional but submission is digital: for Unit 2 and Unit 4, 'Assessments must be submitted digitally (they may be hand written and scanned, or completed digitally)' (pages 40 and 41).
- The specification names no software, spreadsheets or calculators. Financial skills such as 'calculate and interpret a cashflow forecast' (Unit 3, page 30) are assessed in a written examination, so pupils also need to work these by hand.
- Online contact with businesses is optional and not assessed: 'engage in out of classroom learning (either in person or online)' is listed among learning experiences that 'will not be directly assessed' (page 38).
- Appendix A (page 46) maps Digital Competence Producing and Data and Computational Thinking to Units 2 and 4, Citizenship to Unit 3 only, and Interacting and Collaborating to no unit.
Cysylltiadau â chymwysterau eraill
Questionnaire design, charts and digital NEA submission match the demand in GCSE Social Studies, and the financial calculations overlap with Mathematics, so a shared KS3 routine of Forms to Excel to Word would serve all three.
Ffynhonnell: WJEC GCSE Business specification, Version 4, September 2025 (teaching from 2025, for award from 2027).