VCSE Creative and Media Production, and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Creative and Media Production, and Technology is digital almost throughout: learners plan a media product with pre-production tools such as storyboards, mock-ups and wireframes, then film, record, edit and design a multi-modal promotional campaign with an audio-visual or audio element and either an interactive or a graphic design element, keeping a production journal as they go. Units 2 and 3 are NEAs worth 80% and must be submitted digitally, while the Unit 1 sector test, sat on paper or on screen, tests knowledge of digital platforms, the prosumer cycle, regulation, technology and AI. The single biggest thing KS3 should build is confident filming, audio recording and editing with clear choices for a named audience, so pupils arrive able to plan, shoot, cut and export a short promotional piece.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Creative and Media Production, and Technology, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the creative and media production, and technology industries: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
- Unit 2: Pre-production tools, processes and skills: External non-examination assessment 14 hours, 58 marks, 20%, set and marked by WJEC; a set client brief and five tasks, creating pre-production materials for one media product chosen from eleven
- Unit 3: Production and post-production tools, processes and skills: Non-examination assessment, recommended time of 32 hours, 90 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC; a set production brief and three tasks, producing a multi-modal promotional campaign for one event chosen from three
Sgiliau sy'n defnyddio Hunaniaeth, delwedd ac enw da
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Understanding ethics and regulation in digital media
Learners must understand ethical issues such as respecting privacy, avoiding harm, fair representation and preventing misinformation, and know how Ofcom, the ASA, the BBFC, PEGI and IPSO regulate creative and media products. They must also be aware of the challenges that new digital technologies bring for regulation, and this is tested in the Unit 1 sector test.
DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort pictures of game covers, film posters and adverts by the PEGI or BBFC rating shown and say what each rating is there to protect.
- Blwyddyn 8
- Pupils read an ASA ruling on a misleading online advert and explain in a short PowerPoint what the advert did wrong and what happened next.
- Blwyddyn 9
- Pupils debate whether video-sharing apps should be regulated like television, using one Ofcom rule and one real example of misinformation spread online.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Sections 1.3.1 and 1.3.2, page 21
“Learners should be aware of the challenges for creative and media regulation presented by 'new' digital technologies.”
Cam cynnydd 3
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 arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
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 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 gwerthuso ymddygiad ar-lein yn barhaus, gan ystyried canlyniadau gweithredoedd; cymryd camau i leihau risgiau i ddiogelwch; ystyried safbwyntiau byd-eang a diwylliannol ac addasu ymddygiad yn unol â hynny.
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Understanding how digital technology, AI and online platforms are changing media
Learners must understand the prosumer cycle on platforms such as YouTube, TikTok and Instagram, trends such as streaming, immersive media, mobile-first content and personalised advertising, and how smartphones, editing software, drones, websites and apps change production and distribution. They must know how AI is used for automated editing, content generation, recommendation systems and audience data analysis, and weigh its advantages, disadvantages and ethical issues in the sector test.
DCF: Iechyd a lles, Hunaniaeth, delwedd ac enw da, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a one-week diary of the media they watch and the media they make or share, then discuss what it means to be both an audience and a producer.
- Blwyddyn 8
- Pupils look at teacher-prepared screenshots of the recommendations on a streaming service and discuss what viewing data was used to make them and whether that is fair.
- Blwyddyn 9
- Pupils try a school-approved AI image or text tool on a short creative task, then write a balanced paragraph on its benefits, its risks for jobs and privacy, and whether the result should be labelled as made with AI.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section 1.1.2, pages 16 to 17; Section 1.4.1, page 22; Section 1.4.2, pages 22 to 23
“how AI is being used in the creative and media industries”
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.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
Rwy'n gallu gwneud dewisiadau deallus wrth wneud dewisiadau ar-lein, gan gynnwys prynu pethau ar apiau a chlicio ar hysbysebion.
Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
Cam cynnydd 5
Rwy'n gallu adnabod y risgiau a'r defnydd o ddata/gwasanaethau ar ddyfeisiau personol, o fewn telerau ac amodau ystod o wasanaethau meddalwedd a gwe, a nodi sut y mae sefydliadau yn sicrhau eu bod yn cydymffurfio â rheolau data wrth ddefnyddio cynhyrchion amlwladol.
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.
Da gwybod
- Unit 1 can be sat on paper or on screen: "Centres may enter candidates for either a paper-based or an on-screen version of the test." (Section 3.2, page 42). Section A uses objective question types including drag-and-drop and hot spot questions (page 42).
- Unit 2 work "must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 42). Unit 3 evidence for external moderation must also be submitted digitally (page 43).
- Software is not prescribed. Units 2 and 3 need "appropriate software for production of documentation, for example, Adobe Creative Suite, Microsoft Office" (pages 25 and 32), and the planning tools in Section 2.2.1, such as Storyboarder and Canva, follow "such as", so they are examples only (page 29).
- All NEA follows "the JCQ Artificial Intelligence (AI) Use in Assessments: Protecting the Integrity of Qualifications" (Section 3.3, page 43), with further detail in WJEC's guides to conducting NEA in National 14 to 16 qualifications.
- Teachers "must not provide feedback on the evidence being produced" during NEA (Section 3.3, page 43), so pupils need to arrive able to review and refine their own digital work.
- Social media may be affected: "The UK Government has announced plans to restrict social media use by children under 16, which may impact some of our qualifications." (front cover).
Cysylltiadau â chymwysterau eraill
Filming, editing, regulation and the Welsh media industry overlap closely with GCSE Digital Media and Film, and graphics, websites and file handling overlap with GCSE Digital Technology. At KS3 this work usually sits across English, Art and Design, Drama and Digital Technology lessons.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Creative and Media Production, and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).