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 Cyfnewid a rhannu gwybodaeth
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Recording and editing audio
Learners record live sound, sound effects and dialogue, choosing the type and position of microphone and checking sound levels and quality. They then edit the audio by cutting, trimming and layering, and audio can form the required audio-visual or audio element of the Unit 3 campaign.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a 30-second announcement about a school club in Audacity or GarageBand, then trim the silence from the start and end.
- Blwyddyn 8
- Pupils record the same line of dialogue with the microphone at two distances, compare the sound levels, then layer the better take with a sound effect and background music.
- Blwyddyn 9
- Pupils produce a 60-second radio advert for a local event in Audacity, with dialogue, sound effects they recorded themselves and music, balancing the levels so the voice stays clear.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2.3, page 37
“use a range of technical skills and creative techniques in audio post-production”
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.
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.
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.
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Building interactive media with menus, navigation and multimedia
Learners choosing the interactive element combine images and moving images with interactive features such as menus, a navigation bar and scrolling. They also use photography, text and grid layouts, and manipulate images before exporting them.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a four-slide PowerPoint about a Welsh place with hyperlinked buttons that act as a home menu.
- Blwyddyn 8
- Pupils make a Sway page about a school trip with scrolling sections, a contents menu, photographs and a short video clip.
- Blwyddyn 9
- Pupils sketch a wireframe, then build a three-page website for a local festival in SharePoint or Google Sites with consistent navigation, a grid layout and images resized for the web, and test every link.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2.5, page 38
“creative techniques in interactive media production”
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 creu a rhannu hyperddolenni i ffeiliau lleol, rhwydwaith ac ar-lein.
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 rheoli dolenni i ffeiliau, gan roi ystyriaeth i ganiatâd a lleoliadau ffeiliau, e.e. mae rhai systemau storio ffeiliau'n defnyddio hyperddolenni deinameg felly os newidir lleoliad ffeil mae'r ddolen yn aros yr un peth, yn wahanol i systemau eraill sy'n golygu bod hyperddolenni'n torri o ganlyniad i newid lleoliad ffeil.
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 cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
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Choosing file types, resolution and formats and exporting work
For both graphic design and interactive elements, learners must handle file types, resolution and formats and export material correctly. All Unit 3 evidence is then submitted digitally for external moderation, so files must open and play reliably.
DCF: Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils save the same poster as a PNG and a PDF, compare the file sizes, and upload both to a named class folder in OneDrive.
- Blwyddyn 8
- Pupils export one photograph at a low and a high resolution, compare them on screen and in print, and decide which suits a web page and which suits a printed flyer.
- Blwyddyn 9
- Pupils export a finished video, audio clip and poster in formats that open on any school device, name and version them clearly, and hand them in as one Teams assignment.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Sections 3.2.4 and 3.2.5, pages 37 and 38; Section 3.2, page 43
“exporting material”
Cam cynnydd 3
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 defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Cam cynnydd 5
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.
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Keeping a production journal and managing digital resources
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
- 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).