DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

GCSE Computer Science

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

Both units are sat on screen. Unit 1 tests theory (algorithms, data representation, networks, cybersecurity, logic, the systems development life cycle) and Unit 2 asks learners to design, write, test and refine Python 3 programs with a Tkinter interface in IDLE against a pre-released scenario. The single biggest thing KS3 should build is confident algorithm design and debugging: pupils who can decompose a problem, write it as a flowchart or pseudocode, then code, test and fix it arrive ready for Unit 2.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2025
Faint o waith digidol
Uchel
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Understanding Computer Science: Digital examination 1 hour 30 minutes, 50%, 80 marks
  • Unit 2: Computer Programming: On-screen examination based on a pre-released brief, 2 hours, 50%, 80 marks, set and marked by WJEC

Sgiliau sy'n defnyddio Datrys problemau a modelu

  1. Designing and interpreting algorithms with flowcharts and pseudocode

    Asesu: Yn yr arholiad

    Learners create, interpret, correct and test algorithms for real-life problems using sequence, selection, iteration, subroutines and arrays, and perform standard search and sort algorithms. Flowchart symbols and a pseudocode convention are fixed in Appendix B.

    DCF: Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils draw a flowchart for a daily routine using the start, decision and input/output symbols, then swap with a partner who follows it exactly to spot wrongly ordered steps.
    Blwyddyn 8
    Pupils play an unplugged card sort to act out linear search and bubble sort, then write the bubble sort steps as a numbered algorithm with a loop.
    Blwyddyn 9
    Pupils write pseudocode for a quiz marker using IF, a FOR loop and a counter, then trace it with a trace table before coding it.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.4.1 Algorithms, page 17

    “methods of defining algorithms, including pseudocode and flowcharts.”
    Cam cynnydd 3

    • Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.

    • Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.

    Cam cynnydd 4

    • Rwy'n gallu creu model syml neu algorithm annibynnol.

    • Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

    • Rwy'n gallu nodi patrymau sy’n ailadrodd mewn algorithm a defnyddio iteriadau i wneud yr algorithm yn fwy effeithlon.

    Cam cynnydd 5

    • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

    • 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.

  2. Decomposing problems and using abstraction to plan modular solutions

    Asesu: Yn yr arholiad

    Learners analyse a scenario's requirements, break it into modular parts and model only the relevant aspects of the real world before designing a program.

    DCF: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils break a Scratch maze game into separate jobs (move the sprite, detect walls, keep score) on a planning sheet before building each part as its own script.
    Blwyddyn 8
    Pupils use Scratch custom blocks to turn repeated drawing code into a reusable 'draw shape' block with a size input.
    Blwyddyn 9
    Pupils are given a short written brief for a cinema booking system, list its requirements, and draw a structure diagram splitting it into named Python functions.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.1 Investigation, page 23

    “use abstraction effectively to appropriately structure programs into modular parts with clear, well-documented interfaces”
    Cam cynnydd 3

    • Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.

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

    Cam cynnydd 4

    • Rwy'n gallu creu model syml neu algorithm annibynnol.

    • Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

    • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

    Cam cynnydd 5

    • Rwy'n gallu dangos manteision rhannu gwahanol rannau o broblem yn gydrannau (gan ddefnyddio swyddogaethau/gweithdrefnau).

    • 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.

    • Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

  3. Writing Python programs that use data types, lists, records and file handling

    Asesu: Yn yr arholiad

    Learners design, write and refine Python 3 code using variables, data types, selection, iteration, string handling, lists, dictionaries, subroutines and reading from and writing to files, with self-documenting identifiers and comments.

    DCF: Datrys problemau a modelu, Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils build a Scratch quiz that stores the score in a variable and uses a repeat loop and IF blocks to check answers.
    Blwyddyn 8
    Pupils move from Scratch to Python by writing a short text adventure that uses input, variables and IF, ELIF and ELSE.
    Blwyddyn 9
    Pupils write a Python high score program that stores names and scores in a list, sorts them and saves them to a text file.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.3.1 Implementation, page 25

    “use basic file handling, including:”
    Cam cynnydd 3

    • Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.

    • 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 model syml neu algorithm annibynnol.

    • Rwy'n gallu nodi patrymau sy’n ailadrodd mewn algorithm a defnyddio iteriadau i wneud yr algorithm yn fwy effeithlon.

    • 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 dangos manteision rhannu gwahanol rannau o broblem yn gydrannau (gan ddefnyddio swyddogaethau/gweithdrefnau).

    • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

  4. Testing and debugging with typical, extreme and erroneous data, and validating input

    Asesu: Yn yr arholiad

    Learners design and carry out a test plan, present test outcomes with commentary, and create and modify validation and verification routines, refining code in response to testing or changed requirements.

    DCF: Datrys problemau a modelu, Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils are given a Scratch program with three planted bugs, find and fix them, and record each fix in a simple table.
    Blwyddyn 8
    Pupils add Excel data validation to an age entry column (whole numbers 11 to 16) and test it with a typical, a boundary and an invalid value.
    Blwyddyn 9
    Pupils write a test plan for their Python high score program with typical, extreme and erroneous inputs, run it, and screenshot each result with a comment.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.4.1 Testing, page 26

    “design test data to include examples of typical, extreme and erroneous content”
    Cam cynnydd 3

    • Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.

    • 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 canfod a chywiro camgymeriadau mewn algorithmau.

    • 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 awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

    Cam cynnydd 5

    • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

    • Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

  5. Using Boolean logic and truth tables

    Asesu: Yn yr arholiad

    Learners use AND, OR, NOT and XOR in truth tables to solve problems, and use relational operators in conditions.

    DCF: Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use Scratch 'and', 'or' and 'not' blocks so a sprite only moves when two keys are pressed together, then fill in a two-input truth table.
    Blwyddyn 8
    Pupils build an Excel sheet using IF with AND and OR to decide which pupils qualify for a school trip, and check it against a truth table.
    Blwyddyn 9
    Pupils complete AND, OR, NOT and XOR truth tables, then write Python conditions that match each table and test every row.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.6.1 Logical operators, page 19

    “the use of logical operators in truth tables to solve problems, including:”
    Cam cynnydd 3

    • 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 nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

    Cam cynnydd 5

    • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

Da gwybod

Cysylltiadau â chymwysterau eraill

GCSE Digital Technology shares the binary data representation, compression calculation, cyber threats (phishing, social engineering, man-in-the-middle attacks), data validation and legal and ethical content, and its practical work also involves coding (JavaScript arrays, string methods and form validation), so Years 7 to 9 work on these skills serves both GCSEs; the binary, logic and storage calculations also draw on Mathematics number skills.

Ffynhonnell: WJEC GCSE Computer Science specification, teaching from 2025, for award from 2027, Version 3, September 2025.