DCF Cymru Cymhwysedd digidol i Gymru

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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 Cyrchu, chwilio a chynllunio cynnwys digidol

  1. Researching existing media products and audiences to develop ideas

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners research existing creative and media products to see how they target audiences and achieve their purpose, then use that research to generate ideas in response to the Unit 2 client brief. Research takes place in a research phase, and the assessment pack sets out the research approach and referencing.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch three trailers on S4C Clic aimed at different ages, note who each one is for and how they can tell, and bookmark the pages in a shared OneNote page.
    Blwyddyn 8
    Pupils compare the websites of two Welsh attractions, such as Zip World and St Fagans, record who each is aimed at and how, and list the web addresses they used.
    Blwyddyn 9
    Pupils use refined searches to research three promotional campaigns for Welsh events, rate each source for reliability, and turn their findings into three ideas for promoting a school event, with a short reference list.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 26; Section 3.3, page 43

    “research creative and media products to analyse how they target audiences and achieve their purpose.”
    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 storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.

    Cam cynnydd 4

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

    • 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.

  2. Creating pre-production documents with digital planning tools

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners create and use pre-production tools such as production schedules, call sheets, budget sheets, scripts, storyboards, shot lists, mood boards, mock-ups and wireframes for one media product chosen from eleven in the Unit 2 client brief. The specification gives Storyboarder, Canva or Miro, Audacity, Soundtrap or Adobe Audition, Google Docs or Microsoft Word, and Google Slides or PowerPoint as examples, not requirements.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a six-frame storyboard for a 30-second advert for their school in a PowerPoint table, with a shot type and a line of narration under each frame.
    Blwyddyn 8
    Pupils build a digital mood board in PowerPoint for a poster about a local event, and a shot list in Word for the photographs it needs.
    Blwyddyn 9
    Pupils produce a pre-production pack for a short promotional video: a script in screenplay layout, a storyboard, a wireframe of a web page and a production schedule in Excel, all saved in one named Teams folder.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 26; Section 2.2.1, page 29

    “select and use appropriate tools to plan for and organise a creative and media product”
    Cam cynnydd 3

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

    • 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.
    Cam cynnydd 4

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

    • 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.
    Cam cynnydd 5

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

    • 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.

  3. Understanding ethics and regulation in digital media

    Asesu: Yn yr arholiad

    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.

  4. Understanding how digital technology, AI and online platforms are changing media

    Asesu: Yn yr arholiad

    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.

  5. Keeping a production journal and managing digital resources

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners keep a production journal recording creative decisions, how they found, organised and managed resources including hardware and software, and how they managed time and deadlines. They follow production processes with documents and evidence such as production schedules, call sheets, recce logs, risk assessments, audio and video recordings and test shots.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils keep a OneNote page for a short project with dated entries, a photo of their plan and one screenshot of their work in progress.
    Blwyddyn 8
    Pupils add test shots and a short audio test to a OneNote production log, explaining what they changed after each test.
    Blwyddyn 9
    Pupils run a two-week mini production with a call sheet, a risk assessment and a log of every file, device and app used, using version history to show how the work changed.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Section 3.1.1, page 34

    “keep a production journal to record”
    Cam cynnydd 3

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

    • 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 dechnegau cynllunio yn effeithiol.

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

    Cam cynnydd 5

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

    • 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.

Da gwybod

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).