GCSE Digital Media and Film
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Digital Media and Film is digital throughout: an on-screen examination on films, a video game and online news and social media, a researched portfolio with digitally produced promotional elements, and two digital productions edited in editing software. The single biggest thing KS3 should build is confident filming, audio recording and editing, so pupils arrive able to plan, shoot, cut and export a short piece with control.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2026
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Exploring key concepts and issues: On-screen examination 1 hour 30 minutes, 30%
- Unit 2: Distribution and exhibition strategies of digital media and film industries in Wales: Non-examination assessment, portfolio based, 18 hours, 30%
- Unit 3: Creating digital media and film content: Non-examination assessment, assignment based, no time restriction, 40%
Sgiliau sy'n defnyddio Iechyd a lles
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Evaluating online news and recognising misinformation
Unit 1 requires learners to understand how news spreads online, including virality, citizen journalism and fake news, and how one news event is represented across different digital platforms.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hunaniaeth, delwedd ac enw da, Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare a headline about the same event on two news websites and say which gives more reliable detail.
- Blwyddyn 8
- Pupils check a viral image or claim using a reverse image search and a fact-checking site, and explain how they decided if it was true.
- Blwyddyn 9
- Pupils track one current news story across a news website, a broadcaster and a video platform, noting how the representation changes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.3.1, page 16
“the impact of fake news and misinformation”
Cam cynnydd 3
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
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 gwerthuso ymddygiad ar-lein yn barhaus, gan ystyried canlyniadau gweithredoedd; cymryd camau i leihau risgiau i ddiogelwch; ystyried safbwyntiau byd-eang a diwylliannol ac addasu ymddygiad yn unol â hynny.
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Analysing how social media and influencers shape opinions, behaviour and wellbeing
Learners must understand the role of influencers and content creators, how social media influences opinions and consumer behaviour, the use of AI and bots, and the impact on audiences' mental wellbeing.
DCF: Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils annotate a screenshot of an online advert to show the colours, images and words designed to grab attention.
- Blwyddyn 8
- Pupils compare an edited influencer image with an unedited one and discuss how the editing might affect viewers.
- Blwyddyn 9
- Pupils analyse a sponsored influencer video, identify how it sells a product and suggest how young viewers can protect their wellbeing.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Sections 1.3.3 and 1.3.4, page 17
“the impact that social media can have on audiences including their mental wellbeing.”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
Cam cynnydd 5
Rwy'n gallu cymryd camau rhesymol i osgoi problemau iechyd a achosir gan y defnydd o dechnoleg ac awgrymu strategaethau i atal neu leihau’r problemau corfforol a seicolegol.
Rwy'n gallu meddwl yn feirniadol am wahanol ddibenion a chyd-destunau golygu delweddau digidol, e.e. archwilio manteision a phwyntiau negyddol trin ffotograffau, gwerthuso delweddau sydd wedi'u golygu'n ddigidol o ran eu cyd-destun a'u diben.
Rwy'n gallu gwerthuso ymddygiad ar-lein yn barhaus, gan ystyried canlyniadau gweithredoedd; cymryd camau i leihau risgiau i ddiogelwch; ystyried safbwyntiau byd-eang a diwylliannol ac addasu ymddygiad yn unol â hynny.
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Understanding how gamers interact in online communities
Learners study a video game created from 2010 onwards and must understand how gamers interact through personalisation and online social connection, and the positive and negative impacts of games.
DCF: Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a one-week screen time diary and discuss why some games are hard to stop playing.
- Blwyddyn 8
- Pupils examine the chat and reporting settings of a popular multiplayer game and list ways to block or report bad behaviour.
- Blwyddyn 9
- Pupils analyse how a game cut scene represents a character, then discuss how online communities can include or exclude players.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.2.4, page 15
“social connection (such as multiplayer interactions, online communities)”
Cam cynnydd 3
Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
Cam cynnydd 4
Rwy'n gallu arfer ymddygiadau ar-lein iach ac adnabod ymddygiad annerbyniol.
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy'n gallu nodi ffyrdd o roi gwybod am ymddygiad ar-lein annerbyniol.
Cam cynnydd 5
Rwy'n gallu roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.
Rwy'n gallu cymryd camau rhesymol i osgoi problemau iechyd a achosir gan y defnydd o dechnoleg ac awgrymu strategaethau i atal neu leihau’r problemau corfforol a seicolegol.
Da gwybod
- Social media is deliberately kept out of production work for under 16s: 'Social media accounts' was removed from the Unit 2 examples and 'planning a social media campaign' became 'planning a promotional campaign' (Summary of amendments, page 3).
- In Unit 3 the 'social media campaign' option was changed to 'trailer' (Summary of amendments, page 3), so pupils are not required to post publicly online.
- Pre-production planning may be digital or not: 'hand drawn or digital mock-ups' are both accepted (Unit 3, Section 3.1.1, page 23).
- Post-production editing must be digital: learners edit 'using editing software' (Unit 3, Section 3.1.2, page 23).
- Unit 1 is sat on screen: 'On-screen examination: 1 hour 30 minutes' (Summary of assessment, page 5).
- The specification gives no specific rule on AI tools in NEA; it says only 'Candidates must not take part in any unfair practice in the preparation of work' (Malpractice, page 29).
Cysylltiadau â chymwysterau eraill
At KS3 this work usually sits in English, Drama or Art within Expressive Arts, and the website and research skills overlap with Digital Technology while the news and misinformation work overlaps with English.
Ffynhonnell: WJEC GCSE Digital Media and Film specification, teaching from 2026, for award from 2028, Version 2, September 2026.