GCSE Geography
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Geography asks learners to interpret GIS data, find and judge secondary data, process and present data in graphs and maps, reference their sources, research an issue independently, and submit both NEA units digitally. The spec does not force software use, but spreadsheets and GIS make this work far easier and 40% of the grade is NEA. The biggest thing KS3 should build is confident handling of real data sets in Excel, from collection form to graph to written conclusion.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Our Physical and Human World: Written examination 1 hour 30 minutes, 30%
- Unit 2: Developing Fieldwork Skills: Non-examination assessment 7 hours (not including the fieldwork), 25%, set and marked by WJEC
- Unit 3: Our Dynamic and Diverse World: Written examination 1 hour 30 minutes, 30%
- Unit 4: Sustainable Solutions: Non-examination assessment 6 hours (3 hours research, 3 hours tasks), 15%, set by WJEC, marked by the centre and moderated by WJEC
Y sgiliau digidol yn y cymhwyster hwn
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Interpreting GIS data, satellite images and digital maps
Learners use OS maps and interpret GIS data to locate and plan fieldwork sites, and in the examinations describe spatial patterns shown on a digital image or a GIS screenshot, for example ONS or Natural Resources Wales flood maps.
DCF: Llythrennedd gwybodaeth a data, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use Google Earth with a map layer to find the school, give four figure grid references for nearby features, and compare the satellite image with an OS map.
- Blwyddyn 8
- Pupils use the Natural Resources Wales interactive flood map to find areas at risk along a local river and describe the pattern on an annotated screenshot.
- Blwyddyn 9
- Pupils plan a mini fieldwork route using an online GIS such as ONS census maps, choosing and justifying study sites with six figure grid references.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 19; Appendix B, 3.4, page 46
“interpreting available and relevant Geographical Information Systems (GIS) data.”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data mawr a nodi tueddiadau lle bo hynny’n briodol.
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Cam cynnydd 5
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.
Rwy'n gallu defnyddio fy nata i esbonio ac ychwanegu dilysrwydd at gasgliadau a, lle y bo’n bosibl, addasu casgliadau a/neu ragdybiaeth.
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Designing data collection sheets and capturing fieldwork data
Learners design their own primary data collection sheets and select quantitative and qualitative techniques. Sheets can be paper, but digital forms and spreadsheets are the natural modern tool.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a school grounds litter or microclimate survey straight into a shared Excel table on iPads, with one row for each site.
- Blwyddyn 8
- Pupils build a Microsoft Forms questionnaire about a local street and export the responses to Excel.
- Blwyddyn 9
- Pupils design their own digital data capture form for a river or town centre survey, test it with a partner and fix unclear questions before fieldwork.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.2.2, page 20
“design primary data collection sheets”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
Cam cynnydd 5
Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
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Finding and judging secondary data online
Learners find, select and use secondary data that adds context and comparison to their fieldwork, and judge its reliability and validity. Appendix B names census data from the Office for National Statistics as an example.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils find climate data for a Welsh town and a holiday destination on the Met Office website and bookmark the pages they used.
- Blwyddyn 8
- Pupils download population figures for their local authority from StatsWales or ONS and compare them with a neighbouring area.
- Blwyddyn 9
- Pupils find two secondary data sets that could support a fieldwork question, then judge each for date, publisher and how well it compares with their own data.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.2.3, page 20; Appendix B, 1.4, page 45
“find, select and use relevant secondary data”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
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.
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Processing data with averages, range and percentages
Learners calculate mean, median, mode, range and percentages to process fieldwork evidence, and Appendix B adds quartiles, inter-quartile range and percentage change for all units. The spec does not require software, but spreadsheet formulae make this quick and accurate.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils enter a week of school weather readings into Excel and use AVERAGE, MAX and MIN to find the mean, highest and lowest temperatures.
- Blwyddyn 8
- Pupils use MEDIAN, MODE and simple percentage formulae in Excel to process traffic count or questionnaire results from a local survey.
- Blwyddyn 9
- Pupils calculate percentage change in population from census tables and quartiles for pebble size data in Excel, then check one answer by hand.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.3.1, page 21; Appendix B, 2.1 and 2.2, page 45
“median, mean, range and mode”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
Cam cynnydd 5
Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
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Presenting data in graphs, charts and maps
Learners select and construct appropriate maps and graphs, including climate graphs, hydrographs, pie charts, dispersion graphs, scatter graphs and infographics, and weigh up the strengths and weaknesses of each form. These can be hand drawn or produced digitally.
DCF: Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils turn monthly rainfall and temperature data for Cardiff into a climate graph in Excel, with rainfall as bars and temperature as a line.
- Blwyddyn 8
- Pupils make a one page infographic in PowerPoint on their local area's population, choosing a chart type for each statistic and saying why.
- Blwyddyn 9
- Pupils present the same fieldwork data as a bar chart, a pie chart and a dispersion graph, then explain which shows the pattern best.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 21; Appendix B, 4.1, page 46
“select and use appropriate graphs”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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 defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
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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Analysing data to find trends and justify conclusions
Learners analyse primary and secondary data to identify patterns and trends and use the data to justify them. Appendix B adds scatter plots, lines of best fit and spotting weaknesses in how statistics are presented.
DCF: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils describe the trend on an Excel line graph of Welsh population since 1900, quoting figures from the table to support each point.
- Blwyddyn 8
- Pupils plot GDP against life expectancy for ten countries in Excel, add a trendline and explain the relationship and any country that breaks it.
- Blwyddyn 9
- Pupils test a hypothesis from a school grounds survey with a scatter graph in Excel and write a short conclusion saying whether the data supports it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.4.2, page 22; Appendix B, 2.4 and 2.5, page 45
“use data to interpret and justify trends described.”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu dadansoddi setiau data mawr a nodi tueddiadau lle bo hynny’n briodol.
Cam cynnydd 5
Rwy'n gallu defnyddio fy nata i esbonio ac ychwanegu dilysrwydd at gasgliadau a, lle y bo’n bosibl, addasu casgliadau a/neu ragdybiaeth.
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Using photographs and other qualitative evidence ethically
Learners select and use qualitative data such as photographs, field sketches and focus group transcripts, and must recognise ethical considerations when investigating people and places.
DCF: Creu cynnwys digidol, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph land use around the school on iPads and annotate the images in PowerPoint with labels and arrows.
- Blwyddyn 8
- Pupils photograph a local street for an environmental quality survey, avoiding identifiable faces and removing location data before sharing on Teams.
- Blwyddyn 9
- Pupils record a short group interview about a local issue, transcribe it with Word dictation, and present chosen quotes beside annotated photographs.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 21; Section 2.1.4, page 19
“select and use appropriate qualitative data such as focus group transcripts, field sketches or photographs.”
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 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 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 deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
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 roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.
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Referencing secondary sources
Learners must reference all secondary data with citations and a bibliography or resource list, and referencing is also a named decision making skill in Unit 4.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a simple resource list to a country fact file, recording the website name, page title and date visited for each source.
- Blwyddyn 8
- Pupils use the References tool in Word to cite the websites and maps used in a report on a Welsh national park.
- Blwyddyn 9
- Pupils reference every secondary data set and image in a fieldwork write up in one consistent style and label each graph with its data source.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Section 2.3.3, page 21; Unit 4, Section 4.2.1, page 34
“accurately reference all sources of secondary data by citing sources, using a bibliography/resource list.”
Cam cynnydd 3
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.
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 gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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.
Cam cynnydd 5
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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 defnyddio offer cyfeirnodi a mynegeio priodol i wella dogfennau.
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Researching an issue online and spotting bias and vested interest
In Unit 4 learners research a sustainability issue beyond the Resource Pack, reference what they find, and recognise misleading information, bias and vested interest. In Unit 2 they also consider whether stakeholders behind secondary data have a vested interest.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils research a proposed wind farm in Wales online and sort what they find into facts and opinions, noting who published each page.
- Blwyddyn 8
- Pupils use advanced search, such as quotation marks, site:gov.wales and minus words, to find evidence on a local flood defence scheme and compare a council page with a campaign group page.
- Blwyddyn 9
- Pupils research a sustainability decision beyond a teacher resource pack, produce two sides of referenced notes, and flag any source with a vested interest.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 4, Section 4.2.2, page 34; Section 3.2, page 37
“recognising misleading or invalid information, including bias and vested interest.”
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 defnyddio ystod o chwiliadau cymhleth yn annibynnol, e.e. a/neu/+/-/ddim.
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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Producing and submitting NEA work digitally
Both NEA units must be submitted digitally, either completed on a computer or handwritten and scanned. Learners need to organise, save and hand in files reliably, including scanned sketches and maps.
DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils save a geography project in a named OneDrive folder and hand it in through a Teams assignment.
- Blwyddyn 8
- Pupils scan a hand-drawn annotated sketch map with a phone or iPad scanning app and insert it into a Word report as a clear, cropped image.
- Blwyddyn 9
- Pupils write up a fieldwork enquiry in Word under a heading for each enquiry stage, use version history to recover an earlier draft, and submit it as a PDF.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.2, Unit 2 overview, page 37; Unit 4 overview, page 38
“Assessments must be submitted digitally (they may be handwritten and scanned, or completed digitally).”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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 penderfyniadau deallus am fathau o ffeiliau a deall materion yn ymwneud â chydweddoldeb, e.e. anawsterau golygu ffeiliau PDF, y gwahaniaethau rhwng ffeiliau sain.
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.
Da gwybod
- Typing is optional for both NEA units: work may be "handwritten and scanned, or completed digitally" (Section 3.2, pages 37 and 38).
- Unit 1 and Unit 3 are each a "Written examination: 1 hour 30 minutes" (Summary of assessment, page 5), so GIS and graph skills are tested on paper, for example from "a screen shot from a GIS" (Appendix B, page 46).
- Using digital technology "through accessing satellite images and digital maps" is a learning experience that "will not be directly assessed" (page 35).
- Unit 4 research is limited to "a maximum of two sides of A4 notes to be used during the assessment" (page 37), and learners "should not have access to the Resource Pack until the start of the assessment" (page 37).
- The online fieldwork statement is a centre task, not a learner skill: it is "submitted online, signed by the Head of Centre" (page 37).
Cysylltiadau â chymwysterau eraill
Data processing and graph work overlaps with Mathematics and Numeracy, and source evaluation and referencing overlap with History.
Ffynhonnell: WJEC GCSE Geography specification, Teaching from 2025, For award from 2027, Version 6, September 2026.