DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

GCSE Integrated Science

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

Integrated Science (Single Award) encourages learners to use digital tools but names very little explicit digital work: an optional pH probe and modelling the spread of disease, with assessment by written examination and a supervised practical enquiry. Its digital value lies in the data work behind scientific enquiry: recording, graphing and evaluating primary and secondary data, and judging reliable sources on health and climate. The single biggest thing KS3 should build is routine use of Excel to record, graph and question practical results.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2026
Faint o waith digidol
Isel
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Living on Earth: Written examination (tiered), 1 hour 30 minutes, 72 marks, includes pre-release Resource Folder, 45%
  • Unit 2: Science in a Changing World: Written examination (tiered), 1 hour 30 minutes, 72 marks, 45%
  • Unit 3: Scientific Enquiry: One enquiry from a choice of two: practical task (1 hour) and written task (1 hour), 28 marks, externally marked by WJEC, 10%

Sgiliau sy'n defnyddio Llythrennedd gwybodaeth a data

  1. Recording and presenting practical results in tables and graphs using a spreadsheet

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Learners must collect, record and present primary data and judge its quality, and plot two variables from experimental data. This is assessed in every unit and in the Unit 3 practical enquiry.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    In a cooling cups practical, pupils type their temperature readings into an Excel table set up by the teacher and insert a line graph with axis titles and units.
    Blwyddyn 8
    Pupils design their own Excel results table for a reaction time investigation, use AVERAGE to find the mean of repeats, and justify their choice of chart type.
    Blwyddyn 9
    For an enzyme or photosynthesis investigation, pupils build a spreadsheet with a data entry area, mean formulae and a scatter graph with a trendline, then share it in Teams for another group to check.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 2, Scientific Enquiry Skills, SE5, page 9

    “Collect, record and present primary data, while evaluating and improving data quality”
    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 defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

    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.

  2. Plotting and analysing motion and rate graphs, including motion captured on video

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Learners use distance-time and speed-time graphs, calculate speed and acceleration from gradients, and interpret the slope of rate of reaction graphs. The specification notes that sport scientists analyse the motion of athletes to measure performance.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils time a partner walking and running over 10 m intervals, enter the distances and times in Excel and produce a distance-time graph to compare the two speeds.
    Blwyddyn 8
    Pupils film a toy car rolling down a ramp next to a metre rule on an iPad in slow motion, read its position frame by frame into Excel and plot a distance-time graph.
    Blwyddyn 9
    Pupils film a sprint on the field with a phone, extract times at 10 m markers into Excel, plot a speed-time graph and use the gradient to compare acceleration, as a sport scientist would.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.1.1e, page 13

    “use distance-time graphs and speed-time graphs to represent motion”
    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 syml gan gynnwys grwpio data fel sy’n briodol.

    • Rwy'n gallu dadansoddi setiau data mawr a nodi tueddiadau lle bo hynny’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.

  3. Taking measurements with digital probes and sensors

    Asesu: Yn yr arholiad

    Learners find the pH of solutions with a pH probe or indicator and carry out physiological measurements of heart rate and recovery time after exercise. Digital probes are named as one option alongside non-digital methods.

    DCF: Llythrennedd gwybodaeth a data, Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils test household solutions with universal indicator and then a digital pH probe, record both in a table and discuss which gives the more precise reading.
    Blwyddyn 8
    Pupils measure resting and post-exercise heart rate with a phone heart rate app and by counting their pulse, then compare the two methods in a shared Excel sheet.
    Blwyddyn 9
    Pupils log temperature or pH with a probe during a neutralisation, export the readings to Excel, and write two sentences on the benefits and limits of the sensor compared with indicator paper.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.1.2c, page 15

    “use a pH probe or universal indicator to find the pH of a solution”
    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.

    • 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.

  4. Using spreadsheet calculations for payback time and carbon footprints

    Asesu: Yn yr arholiad

    Learners use data to work out the payback time of appliances and electric vehicles, and calculate carbon footprints in kgCO2eq. These repeated calculations suit a spreadsheet model.

    DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use Excel formulae and SUM to work out the energy used in a day by classroom appliances from their power ratings and hours of use.
    Blwyddyn 8
    Pupils build a spreadsheet that calculates their household's weekly carbon footprint from travel and energy use, using given emission factors and cell references.
    Blwyddyn 9
    Pupils create an Excel model comparing the running costs of a petrol car and an electric car over ten years and use a line graph to find the payback year.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.3.1b, page 22; Unit 2, Section 2.1.2, page 26

    “use data to determine the payback time of electrical appliances, including electric vehicles.”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

    Cam cynnydd 4

    • Rwy'n gallu creu model syml neu algorithm annibynnol.

    • Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.

    Cam cynnydd 5

    • Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.

    • 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.

  5. Using data to judge accuracy and precision and to justify conclusions

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Learners evaluate data for accuracy, precision, repeatability and reproducibility, identify random and systematic error, and relate data to hypotheses. This is central to the Unit 3 written task.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils pool class results for a falling paper cone investigation in a shared Excel sheet and highlight any anomalies before writing a conclusion.
    Blwyddyn 8
    Pupils use conditional formatting in Excel to flag repeat readings that differ by more than a set amount, then decide which ones to retake.
    Blwyddyn 9
    Pupils compare their group's results with whole-class data in a shared spreadsheet, calculate the range of repeats, and write a conclusion stating how far the data supports their hypothesis.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Appendix B, Experimental skills and strategies, page 43

    “be objective and evaluate data in terms of accuracy, precision, repeatability and reproducibility and identify potential sources of random and systematic error”
    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 syml gan gynnwys grwpio data fel sy’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.

Da gwybod

Cysylltiadau â chymwysterau eraill

Graph skills in Appendix D overlap with Mathematics, and the climate change and carbon footprint data work overlaps with Geography.

Ffynhonnell: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.