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 Cyrchu, chwilio a chynllunio cynnwys digidol
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Researching online and judging the reliability of sources
Unit 2 Task B is an individually researched oral presentation linked to the studied prose text. Learners are assessed on how they research a topic and comment on how reliable and valid their sources are.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- While reading a class novel, pupils use two set websites and a library book to find three facts about the novel's setting, and say which source they trust most and why.
- Blwyddyn 8
- Pupils research a real issue raised in a class text, such as evacuation in a wartime novel, refining their search keywords and rating each source with a simple checklist of who wrote it, when and why.
- Blwyddyn 9
- Pupils prepare a three minute researched talk on a theme from their class novel, using at least three online sources and explaining to the class why one source is more reliable than another.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Task B, Section 3.2, page 35 (also Unit 2, Section 2.3, page 17)
“conduct research to inform understanding of a topic and consider and comment on the reliability and validity of sources and evidence”
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.
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.
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Acknowledging sources and avoiding plagiarism in researched work
The specification does not set a referencing format, but the researched presentation and the malpractice rules mean learners must present their own work and be clear about where ideas and evidence came from.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a simple source list, with website title, link and date viewed, to the end of a Word fact file about a poet, and discuss why copying text without credit is plagiarism.
- Blwyddyn 8
- Pupils compare a copied paragraph with their own paraphrase of a web article about an author, then quote one line in speech marks with the source named.
- Blwyddyn 9
- Pupils build a reference list with the Word References tool for their researched talk, then decide in pairs whether short scenarios count as fair use, inspiration or plagiarism.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 4, Malpractice, page 38
“Candidates must not take part in any unfair practice in the preparation of work for GCSE English Language and Literature”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
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 deall hawliau a chyfrifoldebau unigolion fel crewyr a defnyddwyr cynnwys, ac rwy'n gallu meddwl yn feirniadol a gwneud penderfyniadau moesegol am y defnydd o waith creadigol mewn perthynas â defnydd teg a chyfeirio gan ddefnyddio systemau cyfeirnodi ffurfiol, e.e. Harvard a Rhydychen.
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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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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Reading persuasive and media texts critically, including non-continuous texts
Units 3 and 6 are built on a non-fiction anthology whose themes each include two non-continuous texts and a transcript of a spoken text, and learners explore how writers and speakers influence audiences. The specification does not require online texts, but this is where pupils meet most persuasion, bias and stereotyping.
DCF: Iechyd a lles, Hunaniaeth, delwedd ac enw da, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils annotate a screenshot of a charity webpage or online advert, labelling the persuasive language and design features meant to catch their attention.
- Blwyddyn 8
- Pupils compare how one news story is told in a newspaper article, a social media post and an infographic, identifying bias and stereotypes in each.
- Blwyddyn 9
- Pupils analyse the transcript of a widely shared speech alongside an edited image or clip of the same event, and discuss how editing and word choice shape the audience's view.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2, page 35 (anthology structure in Unit 3, Section 3.1, page 18)
“explore how writers and speakers attempt to influence their audiences”
Cam cynnydd 3
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
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 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 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 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.
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.