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 Datrys problemau a modelu
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Modelling the spread of infectious disease with a simulation or spreadsheet
Learners must be able to model how infectious diseases are transmitted. A spreadsheet or online simulation lets them change factors such as contact rate or vaccination and see the effect.
DCF: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils play a class handshake infection game, record how many people are infected each round in Excel and graph how the disease spreads.
- Blwyddyn 8
- Pupils build a simple Excel model in which each infected person infects a set number of others each day, fill the formula down, and change that number to see how fast cases rise.
- Blwyddyn 9
- Pupils add a vaccinated percentage cell to their disease model, compare graphs for different vaccination rates, and explain one way the model is simpler than real life.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.1.2a, page 14
“model transmission of infectious diseases.”
Cam cynnydd 3
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
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.
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Using spreadsheet calculations for payback time and carbon footprints
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.
Da gwybod
- Digital probes are optional: learners should 'use a pH probe or universal indicator to find the pH of a solution' (Unit 1, Section 1.1.2c, page 15).
- The Unit 3 written task is supervised: 'Learners must work independently in high controlled conditions' (page 33). The specification does not say whether this task is handwritten or completed on screen.
- Detailed Unit 3 rules sit outside the specification: 'The Assessment Arrangement Pack for Unit 3 will include all detailed information relating to this assessment' (page 35).
- Pre-release preparation cannot be taken into the Unit 1 examination: 'candidates will be given a ‘clean’ copy of the pre-release Resource Folder along with the examination question paper' (page 11).
- Digital visits and on-screen contact with scientists are learning experiences that 'will not be directly assessed' (page 34).
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.