GCSE History
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The one compulsory digital demand is Unit 2, a 3 hour historical enquiry completed on screen through the WJEC e-assessment platform, where learners read the question, timeline and sources on screen and plan, write and refine an extended answer. Evaluating sources and interpretations runs through every unit, and accessing sources digitally is encouraged but not assessed. The biggest thing KS3 should build is fluent on-screen reading and typing of structured, source-based extended answers under time.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2026
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: An in-depth study on Welsh history: Written examination 1 hour, 30%
- Unit 2: An in-depth study on European and/or World history: On-screen non-examination assessment 3 hours, 20%, marked by WJEC
- Unit 3: A study of a period in world history: Written examination 1 hour, 30%
- Unit 4: A changing society: Non-examination assessment 4 hours 15 minutes, 20%, marked by the centre and moderated by WJEC
Y sgiliau digidol yn y cymhwyster hwn
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Reading sources on screen and typing an extended answer
Unit 2 is taken entirely on WJEC's e-assessment platform, where the question, narrative, timeline and items are provided on screen and learners type a focused response in up to 3 hours, in one or several sessions.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a short paragraph answer to a History question in Word each half term, using spellcheck and keyboard shortcuts to edit it.
- Blwyddyn 8
- Pupils read a set of sources on screen beside a Word document and type a timed 20 minute answer without printed copies.
- Blwyddyn 9
- Pupils sit a 45 minute on-screen mock enquiry in which the question, timeline and sources are only available on screen and the answer is typed.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.2, Unit 2 overview, page 57; Summary of assessment, page 6
“Learners will complete the assessment of Unit 2 digitally through WJEC’s e-assessment platform.”
Cam cynnydd 3
Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.
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.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
Cam cynnydd 5
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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Planning, drafting, refining and reflecting on screen
The Unit 2 on-screen enquiry follows set stages: form a hypothesis, analyse the items, plan, develop the response, then critically reflect on the process and conclusion. Unit 4 uses the same stages.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plan a paragraph in a Word table with columns for point, evidence and explanation before typing it up as prose.
- Blwyddyn 8
- Pupils draft an answer on why the Normans built castles in Wales, improve it against a checklist, and use OneDrive version history to compare drafts.
- Blwyddyn 9
- Pupils plan, draft and refine an enquiry answer on screen over two lessons, then type a short reflection on how their hypothesis changed.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.2, Unit 2 overview, page 57; Unit 4, Section 4.1, page 54
“Stage 3: Plan the response Stage 4: Develop the response Stage 5: Critically reflect on the process they have undertaken and the conclusion”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
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.
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.
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Evaluating the reliability of sources and interpretations, including online ones
Every unit assesses analysis and evaluation of sources and interpretations. Many interpretations pupils meet are websites, documentaries and digitised items, so judging provenance and reliability online is the digital form of this core skill.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare two websites about Owain Glyndŵr, one from a museum and one from an open wiki, and decide which is more reliable and why.
- Blwyddyn 8
- Pupils treat a clip from a TV documentary on the Tudors as an interpretation, noting who made it, when, and for what audience.
- Blwyddyn 9
- Pupils check the provenance of a digitised photograph from People's Collection Wales, using its catalogue record to find the creator, date and purpose.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.1, Assessment objective AO3, page 56; Unit 2 areas of content, page 26
“Analyse, evaluate, or make judgements on source material, historical interpretations and historical debates, synthesising these strands where appropriate”
Cam cynnydd 3
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.
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.
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Searching digitised archives and making virtual visits
The spec encourages learners to access historical source material digitally and to take part in educational visits in person or digitally. This is a learning experience only and is not directly assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search the National Library of Wales online collections with given keywords to find a picture of their town before 1900 and bookmark it.
- Blwyddyn 8
- Pupils take a virtual tour of a Welsh castle using Cadw resources or Google Street View and collect three pieces of evidence about its design.
- Blwyddyn 9
- Pupils use advanced search and date filters on Welsh Newspapers Online to find reports of a local event and save them in a shared class folder.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 55
“make appropriate use of digital technology when completing the qualification, for example through accessing historical source material digitally”
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 defnyddio ystod o chwiliadau cymhleth yn annibynnol, e.e. a/neu/+/-/ddim.
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.
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Analysing media representation, propaganda and edited images
Depending on the options a centre chooses, learners study media representation after 9/11, Nazi propaganda and censorship, or the role of film and television in shaping attitudes. This is option dependent, not universal.
DCF: Iechyd a lles, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils analyse a Second World War propaganda poster, then design their own in PowerPoint and label the persuasive techniques they used.
- Blwyddyn 8
- Pupils compare an original and an edited version of a historical photograph, such as Soviet images with figures removed, and explain why it was changed.
- Blwyddyn 9
- Pupils examine how news websites and TV news presented a recent event, identifying stereotypes and how they could shape public attitudes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Option 2.6.5, page 39; Option 2.5, page 36; Unit 3, Option 3.6.5, page 52
“media representation and the impact on racial perceptions in the US”
Cam cynnydd 3
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Rwy'n gallu deall y gellir golygu delweddau'n ddigidol ac yn gallu trafod yr hawliau a'r caniatadau sydd ynghlwm wrth hyn.
Cam cynnydd 4
Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
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.
Da gwybod
- Unit 1 and Unit 3 are each a "Written examination: 1 hour" (Summary of assessment, pages 5 and 6), with no on-screen element.
- Only Unit 2 is described as "On-screen non-examination assessment: 3 hours" (page 5). Unit 4 is listed as "Non-examination assessment: 4 hours 15 minutes" (page 6) and the specification does not state whether it is completed on screen or on paper.
- Accessing sources digitally and visits "in person or digitally" are learning experiences where "the experiences will not be directly assessed" (page 55).
- The Unit 2 question is only released "within WJEC’s e-assessment platform from the start of the assessment window" (page 57), so learners first meet it on screen.
- Appendix A ticks the Digital Competence strands of Citizenship, Interacting and Collaborating, and Producing for Units 2 and 4 only, and Data and Computational Thinking for no unit (page 63).
Cysylltiadau â chymwysterau eraill
Evaluating the reliability of online sources overlaps with Geography Unit 4 research, and on-screen extended writing overlaps with other subjects using WJEC e-assessment.
Ffynhonnell: WJEC GCSE History specification, Teaching from 2026, For award from 2028, Version 6, June 2026.