GCSE English Language and Literature
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The examinations are traditional reading and writing papers, but the NEA units are digital by design: all NEA work is submitted digitally and every oracy task is audio or video recorded. Unit 2 also asks learners to research a topic for an oral presentation and judge the reliability of their sources. The biggest thing KS3 should build is researched, well sourced speaking that pupils are used to recording, reviewing and submitting themselves.
- 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: Context and Meaning (Single and Double Award): Written examination 1 hour 30 minutes, 30% of the Single Award, 15% of the Double Award
- Unit 2: Belonging (Single and Double Award): NEA approximately 7 hours, 20% of the Single Award, 10% of the Double Award
- Unit 3: Influence and Power (Single and Double Award): NEA approximately 5 hours 55 minutes, 20% of the Single Award, 10% of the Double Award
- Unit 4a: Motivations (Single Award only): Written examination 1 hour 30 minutes, 30% of the Single Award
- Unit 4b: Motivations (Double Award only): Written examination 1 hour 30 minutes, 20% of the Double Award
- Unit 5: Continuity and Change (Double Award only): NEA approximately 8 hours, 20% of the Double Award
- Unit 6: Connections (Double Award only): Written examination 1 hour 30 minutes, 25% of the Double Award
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Speaking for an audio or video recording and improving from playback
Every oracy assessment is recorded: the Unit 2 individual presentation, the Unit 3 group discussion of 6 to 10 minutes and the Double Award Unit 5 paired discussion of 5 to 8 minutes. Learners need to be at ease speaking to a recording device and using playback to improve.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a one minute reading of a poem on an iPad, listen back, and set themselves one target for pace or clarity.
- Blwyddyn 8
- In pairs, pupils film a short discussion about a class text, trim it in Clipchamp or the Photos app, and use the playback to give each other feedback against speaking criteria.
- Blwyddyn 9
- Pupils record a mock presentation or group discussion using a single page of notes, review the recording, and make two specific improvements before a second take.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.2, Overview of arrangements for non-examination assessment, page 34 (also Unit 5, Task B, page 37)
“oracy assessments must be audio recorded or audio-visually recorded.”
Cam cynnydd 3
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.
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 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.
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 defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
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Planning, drafting and refining extended writing on screen
NEA written tasks are extended responses built up over time: 750 to 1000 words for Unit 2 Task A, 400 to 500 words for Unit 3 Task B and 1000 to 1500 words for Unit 5 Task A (Double Award). Learners may complete them digitally, so word processing, editing tools and version control help them plan, draft and refine.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils draft a descriptive paragraph in Word, then use spellcheck, find and replace and highlighting to edit it, keeping the first draft to compare.
- Blwyddyn 8
- Pupils plan a literary essay as a table or mind map in OneNote, draft it in Word, and revise one paragraph in response to a peer's comments.
- Blwyddyn 9
- Pupils write a 750 word essay over several lessons in a Word document on OneDrive, using version history and teacher comments to show how they planned, drafted and refined it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.2, page 17 (also Unit 3, Section 3.3, page 19)
“develop extended responses over a period of time, through planning, drafting, evaluating and refining work.”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
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.
Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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 defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Cam cynnydd 5
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
Rwy'n gallu creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.
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Writing in digital text forms such as webpages, blogs, emails and audio guides
The writing sections of Unit 1 and the Double Award Unit 6 examination can set tasks in any listed form, including webpages, blogs, emails and audio guides. Learners write these on paper, so the demand is knowing the layout, language and audience conventions of digital forms.
DCF: Cyfathrebu, Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare a real webpage and a printed leaflet on the same topic, then write a short blog post about a class novel with headings and a hyperlink in Word or Sway.
- Blwyddyn 8
- Pupils write a formal email to a local author or theatre with a clear subject line and an attachment, and discuss when an email works better than a letter or a message.
- Blwyddyn 9
- Pupils write a webpage and an audio guide script about the same place in Wales, then justify how the layout and language of each suit its audience.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.3, pages 14 to 15 (repeated for Unit 6, Section 6.3, pages 29 to 30)
“Writing tasks could take the form of, but are not limited to: • newspaper/magazine articles • reports • brochures • instructional guides • webpages • blogs”
Cam cynnydd 3
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Rwy'n gallu sôn am y rhesymau dros y cynllun a'r cynnwys.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Cam cynnydd 5
Rwy'n gallu gwneud defnydd o wahanol wasanaethau cyfathrebu ar-lein at ddibenion penodol, a myfyrio arnyn nhw, gan gyfiawnhau'r dewisiadau a wneir yn seiliedig ar ba mor briodol ydyn nhw i drosglwyddo'r wybodaeth.
Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
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Scripting for spoken digital media such as vlogs and podcasts
Unit 3 Task B is 400 to 500 words of creative non-fiction written to be spoken, and WJEC names vlogs and podcasts as possible forms. Only the written script is assessed, but pupils who have scripted and recorded for these media understand the form better.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Cyfathrebu
Paratoi disgyblion
- Blwyddyn 7
- Pupils write and record a 60 second podcast review of a class book in Audacity, trimming the silence at the start and end.
- Blwyddyn 8
- Pupils script a vlog style persuasive talk on a school issue, film it on an iPad, and discuss how the script changes when the audience can see the speaker.
- Blwyddyn 9
- Pupils write a 400 word podcast script on a theme such as human rights, record it, and revise the lines that did not work when heard aloud.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Task B, Section 3.2, page 36
“The work must be a written text designed to be spoken (e.g. a speech, talk, vlog, podcast, advice piece, oral guidance).”
Cam cynnydd 3
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.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
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.
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 defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
Rwy'n gallu gwneud defnydd o wahanol wasanaethau cyfathrebu ar-lein at ddibenion penodol, a myfyrio arnyn nhw, gan gyfiawnhau'r dewisiadau a wneir yn seiliedig ar ba mor briodol ydyn nhw i drosglwyddo'r wybodaeth.
Da gwybod
- Digital writing is optional for NEA: page 34 says "written assessments may be handwritten and scanned, or completed digitally".
- Units 1, 4a, 4b and 6 are each described as a "Written Examination" (pages 5 to 6). The specification mentions no digital tools for them.
- Recorded performances support study of the Shakespeare play but cannot replace it: "this must not be a substitute for studying the whole text" (Unit 5, page 37; the same point is made in Section 5.1, page 26).
- Unit 3 Task B names vlogs and podcasts as forms, but "The work must be a written text designed to be spoken" (page 36). Only the script is assessed, not a produced recording.
- For Unit 5 paired discussions the recording is the centre's job: "Centres must make an audio recording or an audio-visual recording of all paired discussions" (page 37).
- If a recording is audio only, "the candidates’ page of notes must also be uploaded" (page 34).
- The specification does not mention AI tools. Page 38 says "Candidates must not take part in any unfair practice" and points centres to the JCQ booklet Suspected Malpractice: Policies and Procedures.
Cysylltiadau â chymwysterau eraill
Checking and citing sources, and recording and reviewing speech, are habits any KS3 department can reinforce, so English does not have to build them alone.
Ffynhonnell: WJEC GCSE English Language and Literature (Single and Double Award) specification, Version 5, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024.