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Y sgiliau digidol yn y cymhwyster hwn

1. Using digital tools for site analysis

   Asesu: Yn yr arholiad

   Unit 1 asks learners to know the planning and feasibility steps in a building project, including site analysis with apps, digital mapping, Geographic Information Systems (GIS), photography and drones. This is tested as knowledge in the sector test, and Unit 2 also expects learners to judge site issues such as flood zones, access and slope, which these tools show.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils use the satellite view in Bing Maps or Google Maps to find the school site, measure its boundary with the distance tool and label the entrances, car park and nearby houses.

   Blwyddyn 8

   Pupils photograph one corner of the school grounds on iPads, place the photos on a map in PowerPoint or OneNote, and annotate drainage, access and ground conditions.

   Blwyddyn 9

   Pupils use DataMapWales and the Natural Resources Wales flood map to check a local plot for flood risk and protected sites, then write a short site analysis note with screenshots and the source of each.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 1, Section 1.2.3, page 15; Unit 2, Section 2.1.3, page 23

   “use of digital tools: apps, digital mapping, Geographic Information Systems (GIS), photography and drones”

   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 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 defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.

2. Answering the sector test on screen

   Asesu: Yn yr arholiad

   Centres may enter learners for a paper-based or an onscreen version of the one hour Unit 1 sector test. Section A uses objective question types such as multiple response, drag-and-drop and hot spot questions, and Section B asks short answer questions, some based on industry scenarios.

   DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils answer a short Microsoft Forms quiz on types of buildings at the end of a topic, including a ranking question and one typed answer.

   Blwyddyn 8

   Pupils label the parts of a house, such as foundations, walls and roof, by dragging labels onto a picture in PowerPoint, then type two short answers on what each part does.

   Blwyddyn 9

   Pupils sit a timed 20 minute on-screen practice test in Microsoft Forms on job roles and the building lifecycle, mixing objective questions with short typed answers to a scenario, and check their answers before submitting.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.2, Unit 1, page 42; Summary of assessment, page 5

   “multiple choice, multiple response, fill-in-the-blank, drag-and-drop, and hot spot questions”

   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 creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.

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

3. Researching a Welsh building project and referencing sources

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Unit 2 is based on a case study of a Welsh building project, and up to two hours can be scheduled for research before the assessment tasks. The assessment pack sets out the research approach and referencing, and the content asks learners to evaluate real Welsh developments such as Cardiff Bay regeneration.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils search for three facts about a well-known Welsh building, such as the Senedd or the Wales Millennium Centre, and list the web pages they used with titles.

   Blwyddyn 8

   Pupils compare a council web page and a news article about a local regeneration scheme, note who wrote each and when, and say which is more reliable for facts about cost.

   Blwyddyn 9

   Pupils research a Welsh development such as the Queen's Market redevelopment in Rhyl within a one hour limit, keep notes in OneNote with a link and reliability rating for each source, and finish with a reference list.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.2, Unit 2, page 42; Section 3.3, page 43; Unit 2, Section 2.2.2, page 24

   “a further two hours can be scheduled for research prior to the completion of the assessment tasks”

   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.

   • 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 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.

4. Sequencing a project plan and finding the critical path

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners must evaluate how projects are planned, including the structure of a project plan, planning tools, order of operations, and critical paths and bottlenecks. The specification names no software, but a Gantt chart or flowchart built digitally is a natural way to model this, and Appendix A maps Data and Computational Thinking to this section.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils put cards for building a garden shed (base, walls, roof, paint) in order, then draw the sequence as a simple flowchart in PowerPoint.

   Blwyddyn 8

   Pupils plan a classroom makeover as a simple Gantt chart in Excel, shading cells for each task over two weeks and marking which tasks cannot start until another ends.

   Blwyddyn 9

   Pupils build a Gantt chart in Excel for a small house extension, using formulae for start and end dates, then find the critical path and explain what happens if the roof delivery is two days late.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 25; Appendix A, page 51

   “purpose and structure of a project plan and use of planning tools”

   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.

   • Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.

   Cam cynnydd 4

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

   • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

   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 cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

5. Comparing materials and building options using data

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners must suggest and justify construction methods and materials by comparing cost, thermal performance, maintenance needs, strength and suitability, and understand cost, time and carbon comparisons between newbuild and refurbishment. A spreadsheet table is a sensible way to organise this, though the specification does not name one.

   DCF: Llythrennedd gwybodaeth a data

   Paratoi disgyblion

   Blwyddyn 7

   Pupils record the price per square metre of three floor coverings from a DIY website in an Excel table and use simple formulae to price covering a 12 square metre room.

   Blwyddyn 8

   Pupils build an Excel table comparing timber, steel and concrete for cost, strength and maintenance, score each from 1 to 5 and chart the totals.

   Blwyddyn 9

   Pupils use a spreadsheet to compare converting an old chapel with building new on the same site for cost, time and carbon, total weighted scores with formulae, and write a justified recommendation.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 2, Sections 2.2.3 and 2.3.1, pages 24 to 25

   “cost, time and carbon comparisons”

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

   • 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. Photographing and recording practical work as evidence

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Unit 3 evidence for moderation must be submitted digitally as photographs or recordings of the construction tasks in all three chosen trades. Clear images or video that show accuracy, level, joints and finish are all the moderator sees of the practical work, so they need to be well framed and well organised.

   DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth

   Paratoi disgyblion

   Blwyddyn 7

   Pupils photograph a finished practical piece on an iPad from three angles, crop the images and save them in a clearly named folder.

   Blwyddyn 8

   Pupils take a sequence of progress photos during a making task, with a ruler or spirit level in shot, and add a one-line caption to each in PowerPoint.

   Blwyddyn 9

   Pupils film a 60 second clip showing how they checked a piece of work for level and square, trim it in Clipchamp, and save it with a clear file name in a file type that others can open.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.2, Unit 3, page 43

   “either as scanned photographs or recordings of the construction tasks completed”

   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 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 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 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.

7. Producing and submitting written or recorded responses digitally

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Unit 2 responses must be submitted digitally, typed or as scanned handwriting, and the case study and tasks are available on Portal. The Unit 3 evaluation may be scanned handwriting, completed electronically, or an audio or audio-visual response, and it must be presented logically and professionally.

   DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils type a short report on a building visit in Word with a heading and a photo, save it with a clear name and upload it to Teams.

   Blwyddyn 8

   Pupils scan a handwritten answer with the iPad camera, check it is readable, and submit it as a PDF to Teams alongside a typed version.

   Blwyddyn 9

   Pupils record a two minute spoken evaluation of a practical task on an iPad using trade terms, then type a structured written version and submit both to Teams.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.2, Units 2 and 3, pages 42 to 43; Unit 3, Section 3.4.3, page 39

   “The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally.”

   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 rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

   • Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.

   Cam cynnydd 4

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

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

   • 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 creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.

   • 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.

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

Ffynhonnell: WJEC Level 1/Level 2 VCSE Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).