DCF Cymru Cymhwysedd digidol i Gymru

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GCSE Drama

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

Every learner sits Unit 3 as a digital only, 2-hour on-screen examination, and learners who choose sound or lighting design in Units 1 and 2 work with recorded sound, cues and projection. Learners also use recorded and live-streamed theatre as influences and keep a Reflective Log in any format. The single biggest thing KS3 should build is fluent on-screen analytical writing about performances, with sound and lighting cueing as the main practical digital strand.

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: Devising Theatre: Practical non-examination assessment and Reflective Log, marked by centre and moderated by WJEC, 40%, 96 marks
  • Unit 2: Performance from a Text: Practical non-examination assessment, marked by visiting examiner, 30%, 72 marks
  • Unit 3: Interpreting Theatre: On-screen examination, 2 hours, 30%, 72 marks

Sgiliau sy'n defnyddio Cyrchu, chwilio a chynllunio cynnwys digidol

  1. Planning and running lighting and projection cues in sequence

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Lighting design is a design option in Units 1 and 2, and the glossary includes lighting cues, cue sheets and projections. A cue sheet is an ordered sequence of instructions that must run correctly in a live performance.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils put a set of lighting states for a short scene in order on a cue sheet, then test the sequence with torches.
    Blwyddyn 8
    Pupils plan lighting cues in a shared Excel cue sheet and check the order as a group, fixing any cue that is out of sequence.
    Blwyddyn 9
    Pupils program and run a short lighting sequence on the school lighting desk, including a projected image from PowerPoint, and explain the purpose of each cue.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1 and Unit 2 design options, pages 11 and 13; Appendix B glossary, page 28

    “Lighting cue Projections Lanterns Cold wash Warm wash Gobos Specials Strobe Cue sheets”
    Cam cynnydd 3

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

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

    Cam cynnydd 4

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

    • Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.

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

    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 cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

  2. Researching practitioners and analysing recorded and streamed theatre

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Unit 1 and Unit 2 allow exploration through digital theatre as a source of ideas, and Unit 3 links responding and reflecting to recorded or live-streamed performances. Learners must evaluate what they watch and form a critique.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch a short clip from a filmed production and note one acting choice and one design choice, bookmarking the source.
    Blwyddyn 8
    Pupils research a theatre practitioner or company using refined searches and compare two websites for reliability.
    Blwyddyn 9
    Pupils watch a recorded or streamed production, such as a National Theatre or Theatr Genedlaethol Cymru recording, and write a referenced evaluation of how design communicates meaning.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1 overview, page 11; Unit 3 overview, page 15

    “Exploration could also be through the means of live and/or digital theatre, as possible sources of influence for performance or design ideas.”
    Cam cynnydd 3

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.

    • Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.

    Cam cynnydd 4

    • Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

    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 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.

Da gwybod

Cysylltiadau â chymwysterau eraill

Sound editing and cue sequencing overlap with Music and Digital Technology, and set, costume and projection design overlap with Art and Design.

Ffynhonnell: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026.