DCF Cymru Digital competence for Wales

← All qualifications

GCSE Cymraeg Language and Literature

The digital demand sits almost entirely in the NEA units: analysing film techniques in a visual text, preparing a word-processed one-page notes sheet, researching a theme and judging the reliability of sources, and presenting with images. Typing the Double Award creative piece is allowed but optional, and all examinations are written. The biggest thing KS3 should build is independent research in Cymraeg with clear judgements about source reliability and proper citation.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Narrative: Written examination 1 hour 30 minutes, 30% of Single Award (15% of Double Award), 60 marks
  • Unit 2: Identity: Non-examination assessment, group discussion of up to 15 minutes on a visual text, set by WJEC, marked by the centre and moderated by WJEC, 20% of Single Award (10% of Double Award), 40 marks
  • Unit 3: Attitudes: Non-examination assessment, written poetry task (500 to 1,500 words) and individual researched presentation (up to 5 minutes), set by WJEC, marked by the centre and moderated by WJEC, 20% of Single Award (10% of Double Award), 60 marks
  • Unit 4a: Linguistic Connections (Single Award only): Written examination 1 hour 30 minutes, 30%, 60 marks
  • Unit 4b: Linguistic Connections (Double Award only): Written examination 2 hours, 22.5%, 90 marks
  • Unit 5: Respond and Create (Double Award only): Non-examination assessment, group discussion (up to 10 minutes) and creative writing task (500 to 1,000 words, up to 3 hours), set by WJEC, marked by the centre and moderated by WJEC, 20%, 60 marks
  • Unit 6: Communicating Meaning (Double Award only): Written examination 1 hour 30 minutes, 22.5%, 60 marks

Skills that use Sourcing, searching and planning digital content

  1. Preparing a one-page word-processed notes sheet with citations

    Assessed: In coursework (non-examination assessment, NEA)

    For the Unit 2 discussion and the Unit 3 written task, learners may bring one side of A4 of short bullet points in size 11 font or above, prepared in advance. Unit 2 notes may contain citations and are submitted with the recording.

    DCF: Sourcing, searching and planning digital content, Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils type five bullet points about a character in their class novel in Word, set the font to size 12 and put key quotes in bold.
    Year 8
    Pupils cut a full page of notes on a poem down to eight bullet points that fit on one side of A4, using headings and print preview to check the limit.
    Year 9
    Pupils prepare a one-side A4 bullet sheet in size 11 font for a group discussion on a film, with short quotes and a citation for each source, and save it with a clear file name in OneDrive.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2, page 28; Section 3.2, Unit 3, page 30

    “up to one side of an A4 page containing short bullet points (size 11 font or above) that they have prepared in advance.”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can select and effectively use a variety of planning techniques.

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can plan my digital work effectively and with increasing complexity.

    • I can refer appropriately to sources of information used in my digital work.

  2. Researching a theme online, judging the reliability of sources and citing them

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 3 Task 2 is an individual researched presentation on the WJEC theme, and learners must research independently and discuss the reliability and validity of sources. Unit 5 asks for research with the same judgement.

    DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils search in Cymraeg for three facts about a Welsh poet, bookmark the two most useful sites, and write the web address under each fact they use.
    Year 8
    Pupils research a local tradition using Welsh-language sites, then rank three sources by how reliable they are and explain why in Cymraeg.
    Year 9
    Pupils use search operators to research a theme such as cynefin or the Welsh language, check each source's author and date, and finish their notes with a simple reference list.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1.4, page 16; Unit 5, Section 5.1.2, page 22

    “consider and discuss the reliability and validity of sources and evidence”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can independently use a range of complex searches, e.g. and/or/+/-/not.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

  3. Using digital tools for Cymraeg critically, including spellcheckers, online dictionaries and translation tools

    Assessed: Taught, but not assessed

    The specification lists using digital technology, and translanguaging or mediating between languages, as learning experiences that are not directly assessed. A dictionary or thesaurus is allowed for the Unit 3 written task, so learners should know how to use such tools well.

    DCF: Creating digital content, Evaluating and improving digital content, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils look up five new words for a description in an online Welsh dictionary, checking gender and mutation before using them.
    Year 8
    Pupils run a paragraph through an online translator, compare it with their own translation, and list three errors the tool made with idiom or mutation.
    Year 9
    Pupils improve a poetry response using a Welsh spellchecker and an online thesaurus, noting each change and whether the tool's suggestion was right.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 25; Section 3.2, Unit 3, page 30

    “use digital technology whilst completing the qualification”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    Progression step 5

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

Good to know

Links with other qualifications

WJEC's Appendix A (page 39) ticks Digital Competence Citizenship for every unit and Interacting and Collaborating for Units 2, 3 and 5, but not Producing or Data and Computational Thinking; the film analysis overlaps with Digital Media and Film, and the researched presentation and source checking overlap with History.

Source: WJEC GCSE Cymraeg Language and Literature (Single and Double Award) specification, Version 6, for Year 10 cohort starting September 2026 onwards, first award from 2028.