GCSE German
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
GCSE German 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 German.
- 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 Cyrchu, chwilio a chynllunio cynnwys digidol
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Preparing, recording and improving spoken German
The Unit 1 oracy NEA (read aloud and role play, a presentation on the learner's own interest, and a conversation) is audio recorded by the teacher and marked externally from the recording. Learners prepare the presentation in advance, so regular practice at planning, recording and self-reviewing spoken German builds confidence in front of a recorder.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a 30-second self-introduction in German on an iPad, listen back, and re-record after fixing two pronunciation points a partner has flagged.
- Blwyddyn 8
- Pupils record a café role play in pairs in Audacity, trim the start and end, and upload it to a Teams assignment for peer comments.
- Blwyddyn 9
- Pupils plan a one-minute presentation on a personal interest in OneNote, record it, then use the teacher's audio feedback to make a second, improved recording.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1 Oracy, Section 3.2 Overview for arrangements for NEA, page 22
“The assessment will be carried out by teachers at the centre, audio recorded and marked by external examiners.”
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.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
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.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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.
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
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Understanding recorded and online audio in German, 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 German radio or online advert and note the product, the price and the tricks used to grab attention.
- Blwyddyn 8
- Pupils bookmark a teacher-approved German 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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Using online dictionaries and translation tools critically
The spec lists the use of dictionaries as a language learning skill to develop, but dictionaries are banned in every assessed unit. Pupils therefore need to use online dictionaries and translators well, judge their limits, and never pass off machine-translated work as their own.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils look up five new words in an online bilingual dictionary such as WordReference, checking the gender and picking the right meaning from the list.
- Blwyddyn 8
- Pupils put a short English paragraph through an online translator, then find and correct its German errors using the grammar they have been taught.
- Blwyddyn 9
- Pupils discuss why handing in machine-translated or AI-written German counts as malpractice, then write a paragraph from memory and check it without a dictionary, as in the NEA.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 2, Opportunities for integration of learning experiences, page 20
“demonstrate language strategies and language learning skills, including the use of dictionaries”
Cam cynnydd 3
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
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 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 deall a myfyrio ar y gwahaniaethau rhwng cael ysbrydoliaeth o waith creadigol pobl eraill a meddiannu'r gwaith hwnnw heb ganiatâd.
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 German." (Section 4 Malpractice, page 23).
Cysylltiadau â chymwysterau eraill
WJEC's Appendix C (page 93) ticks Digital Competence Citizenship and Producing for Unit 2, Producing for Unit 4, Interacting and Collaborating for all four units, and nothing for Data and Computational Thinking. Unlike French and Spanish, German also ticks Interacting and Collaborating for Unit 2. Translation into Cymraeg or English overlaps with Welsh and English departments.
Ffynhonnell: WJEC GCSE German specification, Teaching from 2025, For award from 2027, Version 2, February 2025.