GCSE French
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
GCSE French makes few direct digital demands. The oracy NEA is audio recorded by the teacher, and the exams use texts in digital formats such as podcasts, e-mails and web pages, but dictionaries and reference materials are banned in every unit. The biggest thing KS3 can build is confident, regular recording and self-review of spoken French.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Oracy: Non-examination assessment, speaking test 7 to 10 minutes plus 10 minutes preparation, 30%
- Unit 2: Reading and Writing: Non-examination assessment 1 hour, 15%
- Unit 3: Listening: Examination 45 minutes, 20%
- Unit 4: Reading and Writing: Examination 1 hour 30 minutes, 35%
Sgiliau sy'n defnyddio Cyfathrebu
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Understanding recorded and online audio in French, such as podcasts, adverts and messages
The Unit 3 listening examination uses recorded extracts in digital formats, including podcasts, adverts and messages. Learners must identify messages and draw conclusions, which is easier for pupils who regularly find and listen to authentic online audio and notice how format, purpose and audience shape the language.
DCF: Cyfathrebu, Iechyd a lles, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a short French radio or online advert and note the product, the price and the tricks used to grab attention.
- Blwyddyn 8
- Pupils bookmark a teacher-approved French podcast or video channel for young people and log three key points from an episode each fortnight.
- Blwyddyn 9
- Pupils compare a podcast extract with a recorded phone message on the same topic, note how format and audience change the language, then answer GCSE-style questions in English or Welsh.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3 Listening, Areas of content, page 17
“listen to extracts including the following formats: adverts, messages, podcasts, announcements, conversations and interviews”
Cam cynnydd 3
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 adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
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 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 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.
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Reading and writing digital text types, such as e-mails and web pages, for formal and informal audiences
The Unit 4 examination includes factual texts such as an e-mail, a web page and a graph, and asks learners to write in French for formal and informal contexts. Knowing the conventions of digital text types, and when each suits the purpose and audience, supports both reading and writing.
DCF: Cyfathrebu, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils send a short French e-mail through school Outlook to a classmate describing their family, with a photo attached.
- Blwyddyn 8
- Pupils write a formal French e-mail to a campsite asking about prices and facilities, then compare its layout and greetings with an informal message to a friend.
- Blwyddyn 9
- Pupils read a French tourist web page on screen, answer questions in English or Welsh, then build a short Sway page about Aberdare for French-speaking visitors.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 4 Reading and Writing, Areas of content, page 19
“factual texts such as an e-mail, poster, web page, letter, newspaper article, flyer, graph, advert”
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.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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 creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.
Da gwybod
- Dictionaries are banned in every unit: "Learners are not permitted to use a dictionary in any part of the assessment." (Summary of assessment, page 5).
- Unit 1 oracy NEA allows only the learner's own notes: "or any other reference materials excluding the learner’s own notes." (Section 3.2, Unit 1, page 21).
- Unit 2 reading and writing NEA allows no reference materials, digital or otherwise. The spec does not say whether the response is handwritten or typed: "Learners are not permitted to use dictionaries in any part of the assessment, or any other reference materials." (Section 3.2, Unit 2, page 22).
- The oracy recording is made by the teacher, so learners do not handle recording technology in the assessment: "audio recorded and marked by external examiners" (Section 3.2, Unit 1, page 22).
- Use of digital technology is a learning experience only and is optional in delivery: "experiences will not be directly assessed" (Section 2, Opportunities for integration of learning experiences, page 20).
- The spec does not mention AI or translation tools, but the general malpractice rule applies: "Candidates must not take part in any unfair practice in the preparation of work for GCSE French." (Section 4 Malpractice, page 23).
Cysylltiadau â chymwysterau eraill
WJEC's Appendix C (page 96) ticks Digital Competence Citizenship for Unit 2, Interacting and Collaborating for Units 1, 3 and 4, Producing for Units 2 and 4, and nothing for Data and Computational Thinking. The same digital demands appear in GCSE French, German and Spanish, so one KS3 languages plan can serve all three.
Ffynhonnell: WJEC GCSE French specification, Teaching from 2025, For award from 2027, Version 3, June 2026.