DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

GCSE The Sciences

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

The Sciences (Double Award) names digital tools in a few places: digital technology for rates of reaction, digital simulations of radioactive decay and pH probes, each offered as one option among non-digital methods. Its real digital load is data: collecting, graphing, analysing and evaluating primary and secondary data across six examinations and two externally marked practical enquiries, plus judging how the media reports science. The single biggest thing KS3 should build is confident spreadsheet use to record, graph, calculate and model from practical data.

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: Biology, Basis of Life: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 2: Chemistry, Chemical Substances and How They Behave: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 3: Physics, Forces, Motion and the Universe: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 4: Biology, Continuity of Life: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 5: Chemistry, Chemical Bonding, Reactions and Resources: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 6: Physics, Waves, Electricity and Energy: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 7: Scientific Enquiry: Two enquiries from a choice of three, each a practical task (1 hour) and a written task (1 hour), 28 marks each (56 marks), externally marked by WJEC, 10%

Y sgiliau digidol yn y cymhwyster hwn

  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 while judging and improving its quality, and plot two variables from experimental data. This is assessed in all units and in both Unit 7 enquiries.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    During a melting ice practical, pupils enter their temperature readings into a prepared Excel table and insert a line graph with axis titles and units.
    Blwyddyn 8
    Pupils plan their own Excel results table for an osmosis investigation with potato chips, including units and repeats, and choose a suitable chart.
    Blwyddyn 9
    Pupils record results for a resistance of a wire investigation in Excel, calculate means and resistance with formulae, and plot a scatter graph with a trendline.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 2, Scientific Enquiry Skills, SE5, page 10

    “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. Logging data with digital sensors and probes

    Asesu: Yn yr arholiad

    Learners investigate rates of reaction by gas collection, loss of mass and precipitation, using digital technology where appropriate, and use a pH probe or indicator to find pH (Unit 5, Section 5.2.1, page 49).

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils record the temperature of cooling water every 30 seconds with a digital thermometer and a liquid thermometer and compare how easy each is to read.
    Blwyddyn 8
    Pupils record the mass of a flask of marble chips and acid on a digital balance every 30 seconds, typing readings straight into Excel to produce a mass loss graph.
    Blwyddyn 9
    Pupils run a rate of reaction practical with a data logger and temperature or light sensor, export the data to Excel, and compare it with manual readings, noting benefits and limitations.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 25

    “investigate the rate of reaction using gas collection, loss of mass and precipitation (including use of digital technology, where appropriate)”
    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.

  3. Analysing graphs: gradients, rates and decay curves

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Learners calculate speed and acceleration from motion graphs (Unit 3, Section 3.1.3, page 30), interpret the slope of rate graphs, and find half-life from decay curves. Appendix D lists plotting two variables and finding gradients and intercepts.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils plot a distance-time graph in Excel from timings of a trolley rolling along the bench and describe what a steeper line shows.
    Blwyddyn 8
    Pupils plot a cooling curve in Excel, read values between the plotted points, and add a trendline to help spot anomalous readings.
    Blwyddyn 9
    Pupils plot mass loss against time for a reaction in Excel, add a linear trendline to the early section, and compare the gradients for two acid concentrations.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 6, Section 6.1.3, page 57; Appendix D, page 78

    “determine the half-life of a radioisotope from a decay curve or data”
    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 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.

  4. Modelling with digital simulations and spreadsheets

    Asesu: Yn yr arholiad

    Learners model radioactive decay using dice, coins or digital simulations and must understand the importance of sample size in the model.

    DCF: Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils model bacteria doubling with counters, then repeat it in a prepared Excel sheet with a doubling formula to see the pattern on a graph.
    Blwyddyn 8
    Pupils use an online particle simulation to change the temperature of a gas, record what happens, and discuss how the model differs from real particles.
    Blwyddyn 9
    Pupils build an Excel dice decay model using RANDBETWEEN, compare runs with 20 dice and 1000 dice, and explain why sample size matters.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 6, Section 6.1.2, page 57

    “model radioactive decay using dice, coins or with digital simulations.”
    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.

  5. Using spreadsheet calculations to compare costs and payback time

    Asesu: Yn yr arholiad

    Learners calculate payback time for insulation from data and compare cost-effectiveness over different time periods. Repeating the calculation for several options and years suits a spreadsheet model.

    DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use Excel formulae to work out the weekly running cost of school appliances from their power, hours of use and a unit price.
    Blwyddyn 8
    Pupils build a spreadsheet comparing the yearly cost of boiling a full kettle and a half-full kettle, using cell references so the price can be changed.
    Blwyddyn 9
    Pupils model loft, cavity wall and double glazing payback in Excel over 20 years, filling formulae down and using a line graph to show which pays back first.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Section 3.2.2, page 32

    “calculate the payback time for different types of insulation from data and compare cost-effectiveness over different time periods.”
    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.

  6. Gathering, presenting and interpreting secondary data sets

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Learners gather and present secondary data while evaluating it, for example drawing conclusions about Solar System objects from given data (Unit 3, Section 3.5.1, page 37) and interpreting data on factors affecting population size (Unit 1, Section 1.4.2, page 20).

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils sort and filter a teacher-provided Excel table of planet data to answer questions such as which planets are colder than Earth.
    Blwyddyn 8
    Pupils download Met Office historic data for a Welsh weather station and graph monthly rainfall and temperature to describe seasonal patterns.
    Blwyddyn 9
    Pupils compare a large data set, such as UK carbon dioxide emissions by year, from two websites, spot differences and judge which source is more trustworthy.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 2, Scientific Enquiry Skills, SE6, page 10

    “Gather and present secondary data, while evaluating data”
    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 addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    Cam cynnydd 4

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

    • Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    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.

  7. Evaluating media and online information about science and referencing sources

    Asesu: Yn yr arholiad

    Learners should be aware of how media influence and trust shape public views of stem cell technology and of lifestyle and disease (Unit 4, Section 4.5.1, page 45). The subject content also offers opportunities for independent research (page 9).

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils compare a news headline about a superfood with the NHS web page on the same food and list what makes one source more reliable.
    Blwyddyn 8
    Pupils research how vaccines work using refined keywords, bookmark three sources and write a simple reference list with site name and date.
    Blwyddyn 9
    Pupils follow a stem cell news story back to the original research summary using advanced search and write a referenced paragraph on how accurately the media reported it.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 4, Section 4.2.2, page 40

    “how the public perception of stem cell technology and its application is affected by a lack of scientific understanding, media influence, trust levels”
    Cam cynnydd 3

    • Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.

    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.

    • Rwy'n gallu defnyddio ystod o chwiliadau cymhleth yn annibynnol, e.e. a/neu/+/-/ddim.

    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 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.

    • Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.

  8. 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 underpins the Unit 7 written tasks.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils share results for the same experiment in a class Excel sheet and discuss why different groups got different values.
    Blwyddyn 8
    Pupils calculate the mean and range of repeat readings with Excel formulae and use the range to say how precise their results are.
    Blwyddyn 9
    Pupils compare their data with whole-class data in a shared spreadsheet, identify likely random and systematic errors, and write a conclusion on whether 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 75

    “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.

  9. Engaging online with scientists and places of scientific interest

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The learning experiences include meeting scientists on screen or remotely and visiting sites digitally. The specification also notes that astronomers, including those in Wales, work on collaborative research (Unit 3, Section 3.5.2, page 37).

    DCF: Cyfathrebu, Cydweithredu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use Google Earth to visit a Welsh science site, such as Dinorwig power station, and record three observations in a shared PowerPoint.
    Blwyddyn 8
    Pupils co-write questions in a shared Teams document for a video call with a STEM ambassador and summarise the answers afterwards.
    Blwyddyn 9
    Pupils research a Welsh astronomy or medical research team online and present its work in a collaborative PowerPoint built and shared in Teams.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 2, Opportunities for integration of learning experiences, page 65

    “engage with the work of diverse scientists or professionals working in related areas, either in person or on-screen and/or remotely”
    Cam cynnydd 3

    • Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.

    • Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).

    • Rwy'n gallu dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.

    Cam cynnydd 5

    • Rwy'n gallu gwneud defnydd o wahanol wasanaethau cyfathrebu ar-lein at ddibenion penodol, a myfyrio arnyn nhw, gan gyfiawnhau'r dewisiadau a wneir yn seiliedig ar ba mor briodol ydyn nhw i drosglwyddo'r wybodaeth.

    • Rwy'n gallu myfyrio ar y dewis o ddatrysiadau cydweithio, eu defnyddio’n briodol a sôn am sut y gellid gwella hyn i gyflawni amcanion tasgau.

Da gwybod

Cysylltiadau â chymwysterau eraill

Graph skills in Appendix D overlap with Mathematics, the scientific enquiry demands match GCSE Integrated Science, and the climate and weather data work overlaps with Geography.

Ffynhonnell: WJEC GCSE The Sciences (Double Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.