GCSE Music
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The Unit 3 Appraising paper is a digital only examination, so every learner must listen to extracts and answer on screen, including spotting how music technology creates aural effects. In the composing and performing NEA, technology is a choice rather than a requirement: learners may realise compositions as output from computer software, notate them digitally and perform with technology or backing tracks. The biggest thing KS3 should build is confident, regular use of a DAW such as GarageBand, alongside critical listening that names the effects it produces.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Performing: Non-examination assessment, performance of 4-6 minutes (at least two pieces), marked by the centre and moderated by WJEC, 32.5%, 78 marks
- Unit 2: Composing: Non-examination assessment, 2 compositions (3-6 minutes total recommended) and a reflective log, marked by the centre and moderated by WJEC, 32.5%, 78 marks
- Unit 3: Appraising: Digital only examination 1 hour 30 minutes, marked by WJEC, 35%, 84 marks
Sgiliau sy'n defnyddio Cyrchu, chwilio a chynllunio cynnwys digidol
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Recognising and describing music technology effects by ear
Learners must identify and describe how music technology creates aural effects in extracts. The glossary lists technology terms such as panning, sampling, reverb, autotune, multitrack recording, DAW, sequencer and equalisation.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add echo and reverb in Audacity to a recording of the class singing, then describe in words how each effect changes the sound.
- Blwyddyn 8
- Pupils listen on headphones to pop and film music extracts and identify panning, drum machine, sampling and autotune on a glossary checklist.
- Blwyddyn 9
- Pupils switch equalisation, delay and panning on and off on a single track in GarageBand, then use the same terms to explain the effects they hear in unseen extracts.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 1.3.1, page 14 (Technology terms in Appendix B, page 29)
“identify and describe how music technology has been used to create aural effects.”
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 esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
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 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 amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
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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Researching musical context online and judging sources
Learners must know the social, cultural and historical context of their two set works, and the spec suggests experiencing professional performance through digital resources. This needs efficient searching, judging reliability and noting sources.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils research a Welsh folk song or hymn online using keywords the class agrees, then list the two websites they used.
- Blwyddyn 8
- Pupils compare two online sources about a composer such as Karl Jenkins, decide which is more reliable and say why.
- Blwyddyn 9
- Pupils make a one-page digital fact file on the context of a piece they are studying, using advanced search and a referenced source list.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 1.3.2, page 15 (digital resources in Opportunities for integration, page 16)
“the social, cultural and historical context of the chosen set works.”
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 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 cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
Da gwybod
- Software is one option, not a requirement, for realising compositions, page 13: the examples given for the audio version are "live performance" and "output from computer software".
- Notation need not be digital, page 13: formats listed include "staff notation", "lead sheet", "graphic notation" and "written commentary", so handwritten or written formats are allowed.
- Technology in performance is a choice, page 18: learners can "choose to perform on any instrument or voice, or use technology, or a combination of these".
- Backing tracks are limited, page 18: they must not "include the learner’s part" and "Audible click tracks should be avoided".
- The Unit 3 examination is on screen only, pages 4 and 14: "Digital only examination: 1 hour 30 minutes". No paper version is described in the specification.
- Recording and producing experience is not assessed, page 16: "the experiences will not be directly assessed".
Cysylltiadau â chymwysterau eraill
Digital audio editing, notation and effect recognition overlap with Dance (editing accompaniment) and with Digital Media and Film sound work, so shared Audacity and GarageBand routines in KS3 serve all three.
Ffynhonnell: WJEC GCSE Music specification, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024 (no version number printed).