DCF Cymru Cymhwysedd digidol i Gymru

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GCSE Physical Education and Health

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

The Unit 1 examination is taken on screen, off-site performances need audio-visual evidence, and the personal training project depends on measuring, comparing and analysing fitness data over 8 to 10 weeks. The biggest thing KS3 can build is routine use of Excel to log, chart and interpret fitness data, alongside filming and reviewing performance.

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: Principles of Physical Education and Health: Digital examination 1 hour 30 minutes, 40%
  • Unit 2: Performance and Personal Training: Practical non-examination assessment (two performances, or one performance and coaching, plus an 8 to 10 week personal training activity), 60%

Y sgiliau digidol yn y cymhwyster hwn

  1. Answering questions in an on-screen examination

    Asesu: Yn yr arholiad

    Unit 1 is a digital examination with objective, quick-response, short and extended answers, so learners must read, navigate and type answers on screen under timed conditions.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils answer a short Microsoft Forms quiz on the skeleton or muscles at the end of a topic, including one typed extended answer.
    Blwyddyn 8
    Pupils complete a timed Forms quiz on the effects of exercise with multiple choice and typed paragraph answers, using keyboard shortcuts to edit and check their writing.
    Blwyddyn 9
    Pupils sit a full-length on-screen practice test on a topic such as energy systems and training zones, typing extended answers and reviewing them before submitting.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Summary of assessment, page 4; Unit 1, page 10

    “Digital examination: 1 hour 30 minutes”
    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 defnyddio gorchmynion bysellfwrdd fel llwybrau byr.

    Cam cynnydd 4

    • Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.

    • 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 gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

  2. Filming and reviewing performance

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Off-site activities that cannot be seen live on moderation day need audio-visual evidence, and in Unit 2 learners must analyse and evaluate their own and others' performance. The spec does not require learners to do the filming, but recording and reviewing footage is the usual way to evidence and analyse performance.

    DCF: Creu cynnwys digidol, Hunaniaeth, delwedd ac enw da, Cyfnewid a rhannu gwybodaeth, Ymddygiad ar-lein a bwlio ar-lein

    Paratoi disgyblion

    Blwyddyn 7
    Pupils ask permission, then film a partner's chest pass or forward roll on an iPad, play it back in slow motion and name one strength and one fix.
    Blwyddyn 8
    Pupils record a short passage of play in a team game, trim the clip and add text labels to highlight one decision a player made.
    Blwyddyn 9
    Pupils film their own performance in a conditioned game, write a coach-style analysis of key moments, and store the clip in a named Teams folder with the right sharing permissions.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 3.2, page 24; Unit 2, Section 2.1.5, pages 18 to 19

    “Appropriate audio-visual evidence must be available for the performance of any candidate that cannot be seen ‘live’ on moderation day.”
    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 meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.

    • Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

    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 deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.

    • Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

    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 roi strategaethau priodol ar waith i ddiogelu fy hawliau, fy hunaniaeth, fy mhreifatrwydd a’m diogelwch emosiynol fy hun ac eraill mewn cymunedau ar-lein.

    • Rwy'n gallu gwneud penderfyniadau deallus am fathau o ffeiliau a deall materion yn ymwneud â chydweddoldeb, e.e. anawsterau golygu ffeiliau PDF, y gwahaniaethau rhwng ffeiliau sain.

  3. Recording and analysing fitness test data

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    For the personal training part of Unit 2, learners must measure and interpret their fitness through fitness testing and health screening, compare results to normative data, and analyse results to find strengths and areas for improvement.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils enter class bleep test or sit-and-reach scores into a shared Excel table and use MAX, MIN and AVERAGE to compare results.
    Blwyddyn 8
    Pupils set up an Excel sheet of their own fitness test scores, compare each to a normative data table with a colour-coded column, and chart the results.
    Blwyddyn 9
    Pupils test themselves at the start and end of a half term, chart both sets of results in Excel against normative data, and write a conclusion on whether and why they improved.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Sections 2.2.1 and 2.2.3, pages 20 to 21

    “analyse fitness test results to identify strengths and areas for improvement”
    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.

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

    • Rwy'n gallu defnyddio fy nata i esbonio ac ychwanegu dilysrwydd at gasgliadau a, lle y bo’n bosibl, addasu casgliadau a/neu ragdybiaeth.

  4. Planning and monitoring a personal training programme

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners plan, implement and evaluate an 8 to 10 week personal training activity, setting goals, applying the principles of training and monitoring progress. The spec does not require a digital format, but a spreadsheet training log is the most practical way to plan and track it.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils plan a four-station circuit in a Word table before the lesson, then follow it and note one change for next time.
    Blwyddyn 8
    Pupils keep a three-week Excel log of a simple exercise routine, recording reps, times and progress towards a SMART goal.
    Blwyddyn 9
    Pupils build a six-week training plan in Excel that uses formulae to increase the load each week and records heart rate to check they are in the right training zone.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, overview, page 17; Section 2.2.2, page 21

    “Plan, implement and evaluate a personal training activity (of self) over 8-10 weeks for a sport or physical activity from the approved list”
    Cam cynnydd 3

    • Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

    • 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 dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

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

    Cam cynnydd 5

    • Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

    • 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.

  5. Evaluating sports media and technology

    Asesu: Yn yr arholiad

    Unit 1 covers media influence on participation, including promotion, coverage and education, along with body image and innovation such as personalised audience experiences and developments in performance, officiating and coaching. The spec names no specific technologies, so examples such as video referee systems, wearables and social media coverage can be used.

    DCF: Iechyd a lles, Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils compare how a sports website covers a men's and a women's fixture and discuss what the images and headlines suggest.
    Blwyddyn 8
    Pupils discuss how edited images of athletes and influencers on social media can affect body image and willingness to take part in sport.
    Blwyddyn 9
    Pupils research one technology used in sport, such as video referee systems or GPS vests, and present its benefits and drawbacks for performers, officials and spectators.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Sections 1.1.1 and 1.1.2, pages 11 to 12

    “innovation and contemporary developments including: • personalised audience experiences • health and wellbeing awareness • performance, officiating and coaching”
    Cam cynnydd 3

    • Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.

    • Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.

    Cam cynnydd 4

    • Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.

    • Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.

    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.

    • 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.

  6. Researching local sports opportunities online

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The spec encourages learners to research sports participation initiatives in their local community, watch recordings of sportspeople and officials, and make appropriate use of digital technology. These learning experiences are not directly assessed.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils search for clubs in their area for a sport they enjoy and bookmark the club websites to build a class list.
    Blwyddyn 8
    Pupils use refined searches to find local council or Sport Wales initiatives for girls or disabled participants and check which sources are current and reliable.
    Blwyddyn 9
    Pupils create a shared PowerPoint guide to local sports opportunities for younger pupils, with checked and referenced links.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 22

    “research sports participation initiatives and opportunities in Learners’ local communities”
    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 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.

Da gwybod

Cysylltiadau â chymwysterau eraill

Fitness data work overlaps with physiological measurements in Health and Social Care, and Childcare and with statistics in Mathematics.

Ffynhonnell: WJEC GCSE Physical Education and Health specification, Version 2, December 2025, teaching from 2026, for award from 2028.