GCSE Digital Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
GCSE Digital Technology is digital from start to finish: an on-screen examination, then two NEAs in which learners clean and analyse a spreadsheet data set, plan, build and test a multi-page website plus a game or 2D animation, and edit photos, graphics and footage into a marketing video. The single biggest thing KS3 should build is confident spreadsheet data handling (formulas, sorting, filtering and charts), because Unit 2 starts from a WJEC data set and every later product must reflect what learners find in it.
- 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: The Digital World: Digital examination 1 hour 30 minutes, 80 marks, 40%
- Unit 2: Digital Practices: Non-examination assessment 20 hours, 80 marks, 40%, set by WJEC, marked by the centre, moderated by WJEC
- Unit 3: Communicating in the Digital World: Non-examination assessment 10 hours, 60 marks, 20%, set by WJEC, marked by the centre, moderated by WJEC
Sgiliau sy'n defnyddio Datrys problemau a modelu
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Scripting a computer game or producing a 2D animation
Learners either build a multi-level game, writing scripts for player movement, enemies, scoring and lives, or a 2D animation using timeline, tweening, onion skinning and masking skills. Both must include sound and be exported as a standalone application or embeddable file.
DCF: Datrys problemau a modelu, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a Scratch maze game in which arrow keys move a sprite and a score variable goes up when a coin is collected.
- Blwyddyn 8
- Pupils add a lives variable, a moving enemy controlled by a loop and a second level to their game, or make a short frame-by-frame animation using onion skinning.
- Blwyddyn 9
- Pupils plan a game with a flowchart, then use custom blocks in Scratch for repeated actions such as enemy movement, and add sound effects and a start menu.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Sections 2.3.2a and 2.3.2b, pages 26 to 27, and Appendix A, pages 44 to 46
“writing scripts using scripting-based languages to control game behaviour”
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.
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.
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 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.
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 dangos manteision rhannu gwahanol rannau o broblem yn gydrannau (gan ddefnyddio swyddogaethau/gweithdrefnau).
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.
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Testing, debugging and evaluating digital products against success criteria
Learners must test functionality throughout development, identify and remove errors, and evaluate the finished products, the development process and their application of skills against their success criteria.
DCF: Gwerthuso a gwella cynnwys digidol, Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils swap Scratch games with a partner, post a Teams comment naming one bug and one strength, then fix the bug they were given.
- Blwyddyn 8
- Pupils keep a simple test table (what I tested, expected result, actual result, fix) while building their web page or game.
- Blwyddyn 9
- Pupils write an evaluation of a finished product that checks each success criterion, uses peer feedback and explains the changes they made.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Sections 2.4.1 and 2.4.2, page 28, and Section 3.2, page 36
“They must also test the functionality of their digital products throughout the development process.”
Cam cynnydd 3
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
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.
Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.
Cam cynnydd 5
Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
Da gwybod
- Unit 1 is sat on screen, not on paper: "Assessment type: Digital-only examination" (Unit 1, page 10).
- Software with AI features cannot be used for NEA products. Each Decision Guide for website, animation, game, photo and graphics software begins: "Can the software be used without internet access or without access to artificial intelligence features (which are not permitted)?" (Appendices D to H, pages 54 to 58).
- Internet access is limited to research time outside the NEA hours: "This research time does not form part of their non-examination assessment time, and during this period they will have access to the internet." (Section 3.2, page 36).
- Software choice is controlled: "Centres must refer to the Decision Guide provided in Appendix G, H and I to support the choice of software." (Unit 3, page 29). For Unit 2 centres should refer to Appendices D, E and F (page 23).
- The website is compulsory but the second product is a choice: "All learners must produce a multi-page website, and they may choose to create either a computer game or a 2D animation." (Section 3.2, page 36).
- Work must be submitted digitally: animation software that cannot export embeddable content is "not suitable for digital submission" (Appendix E, page 55).
Cysylltiadau â chymwysterau eraill
Spreadsheet cleaning and charting overlaps with data handling in Mathematics, Science and Geography, and source reliability and copyright overlap with any subject that asks pupils to research online.
Ffynhonnell: WJEC GCSE Digital Technology Specification, teaching from 2026, for award from 2028, Version 2, February 2026.