DCF Cymru Cymhwysedd digidol i Gymru

← Pob cymhwyster

VCSE Hospitality and Catering

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

VCSE Hospitality and Catering asks learners to sit Unit 2 as a 30 question multiple-choice test on screen, to submit every non-examination assessment digitally with photographs of practical outcomes, and, in the Unit 4 option, to choose and create digital and social media to promote a hospitality event. Written evidence may be handwritten and scanned, no software is named, and WJEC's own mapping links digital competence only to section 4.2.1, so most of the digital demand sits in whichever 70% unit a centre chooses. The single biggest thing KS3 should build is the routine of photographing, saving and organising practical work in clear digital files, alongside simple spreadsheets for temperature logs and costing.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Isel
Manyleb
Agor y fanyleb
Y cam cyn hyn
Foundation Hospitality and Catering, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to the Hospitality and Catering Industry: Mandatory external non-examination assessment 2 hours, 15%, 45 marks, set and marked by WJEC, tasks based on an assignment brief that changes annually
  • Unit 2: Food Safety, Hygiene, and Allergens: Mandatory digital examination 1 hour, 15%, 30 marks, 30 multiple-choice questions, on screen only via Surpass, auto-marked and graded pass or fail
  • Unit 3: Catering in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4
  • Unit 4: Hospitality in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4

Y sgiliau digidol yn y cymhwyster hwn

  1. Answering multiple-choice questions in an on-screen examination

    Asesu: Yn yr arholiad

    Unit 2 is a one hour digital examination of 30 multiple-choice questions on food safety, hygiene and allergens, taken on screen only through WJEC's e-assessment platform under invigilated conditions and auto-marked. Learners need to read each question on screen, select and review answers, and manage their time in the test.

    DCF: Creu cynnwys digidol, Iechyd a lles

    Paratoi disgyblion

    Blwyddyn 7
    In a lesson on kitchen safety, pupils complete a ten question Microsoft Forms quiz on hand washing and the 4Cs, then look at their score and the correct answers on screen.
    Blwyddyn 8
    Pupils take a timed 20 question on-screen quiz in Forms on the 14 allergens and safe food storage, noting any question they are unsure of and checking it again before they submit.
    Blwyddyn 9
    Pupils sit a 30 question, 30 minute on-screen multiple-choice test on food safety under exam conditions, then use the results breakdown to pick two topics to revise.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Summary of assessment, page 5; Unit 2, Summary of assessment and Resources required for assessment, page 23; Section 3.2, page 53

    “The assessment will be available onscreen only, via Surpass.”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio gorchmynion bysellfwrdd fel llwybrau byr.

    • Rwy'n gallu deall pwysigrwydd cael cydbwysedd rhwng amser yn chwarae gemau neu amser sgrin a rhannau eraill o’m bywyd, e.e. ystyried y rhesymau posibl pam rwy'n cael fy nhemtio i dreulio mwy o amser yn chwarae gemau neu'n ei chael hi'n anodd stopio chwarae a’r effaith a gaiff hyn ar fy lles.

    Cam cynnydd 4

    • Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.

    • 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 cymryd camau rhesymol i osgoi problemau iechyd a achosir gan y defnydd o dechnoleg ac awgrymu strategaethau i atal neu leihau’r problemau corfforol a seicolegol.

  2. Saving, organising and submitting NEA work as digital files

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    All three non-examination assessments must be submitted digitally, either typed or as scanned handwritten work, and Unit 3 centres must give learners IT access to document, store and present their work digitally. Learners need to keep work organised across several supervised sessions and hand in complete, readable files.

    DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils save a recipe worksheet in a Food folder in OneDrive with a clear file name (name, dish, date) and hand it in as a Teams assignment.
    Blwyddyn 8
    Pupils scan a handwritten time plan with the Office Lens or Teams camera on an iPad, check it is straight and readable, and submit it as a PDF.
    Blwyddyn 9
    Over three lessons pupils build one Word document for a practical task (dish choice, plan, photographs, evaluation), saving a new version each lesson and submitting it as a single PDF.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Resources required for assessment, page 35; Section 3.2, pages 53 and 54

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

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

    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.

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

  3. Photographing practical outcomes as assessment evidence

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 3 centres must provide a camera or mobile device so that practical outcomes can be captured as visual evidence for marking and moderation. Learners need clear photographs that show presentation, portion control and garnishes, which they then place in their digital work.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    After each practical, pupils take one photograph of their dish on an iPad, on a clean plate against a plain background, and add it to their OneNote page.
    Blwyddyn 8
    Pupils photograph a plated dish from three angles, choose the best one, crop it and write a caption that points out the garnish and portion size.
    Blwyddyn 9
    Pupils photograph each stage of a dish (mise en place, cooking, final plate) and set the photographs out in Word with short notes on presentation and safety.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Resources required for assessment, page 35; Unit 3, Section 3.3.4, page 41

    “a method of capturing visual evidence, such as a camera or mobile device, to document practical outcomes for assessment purposes.”
    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 esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

    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 cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

    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.

  4. Choosing and creating digital and social media to promote an event

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 4 learners must tell print media apart from digital and social media, choose suitable media to promote their hospitality event, and be aware of the cost and environmental impact of each. Websites, email campaigns, podcasts, blogs, videos, Instagram, WhatsApp and YouTube are given as examples, and centres must provide computers, design software and internet access.

    DCF: Creu cynnwys digidol, Cyfathrebu, Iechyd a lles, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils design a bilingual poster in PowerPoint or Canva for a class bake sale, with a photograph, a clear title, and the date, time and prices.
    Blwyddyn 8
    Pupils compare a printed flyer with the Instagram page of a local café, then make a mock social media post in PowerPoint for a school smoothie stall aimed at Year 7 pupils.
    Blwyddyn 9
    Pupils plan the promotion of a school coffee morning, choosing between a printed leaflet, an email to parents and a short video, and justify their choice on cost, reach and environmental impact.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 4, Section 4.2.1, page 46; Unit 4, Resources required for assessment, page 44; Appendix C, page 66

    “Learners should be able to choose suitable media to promote hospitality events such as:”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    • Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.

    • Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.

    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 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 cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

    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 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 cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.

  5. Choosing the right form of written communication, including email and messaging

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 asks learners to understand formal and informal workplace communication, with letters, text or WhatsApp messages, emails, leaflets and questionnaires listed as written communication. This is assessed in the Unit 1 externally set assignment, where learners apply it to a hospitality scenario.

    DCF: Cyfathrebu, Ymddygiad ar-lein a bwlio ar-lein, Hunaniaeth, delwedd ac enw da

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a short, polite Outlook email to their teacher asking to change an ingredient because of an allergy, with a clear subject line.
    Blwyddyn 8
    Pupils sort example messages from a hotel (a WhatsApp message to a colleague, an email to a guest, a leaflet) into formal and informal, and rewrite one for a different reader.
    Blwyddyn 9
    Pupils reply by email to a mock customer complaint about a late room service order, using a formal tone, an apology and a clear next step, and attach a booking confirmation.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.2.2, page 20; Section 3.2, page 53

    “written communication, letter, text or WhatsApp message, email, leaflets, questionnaires.”
    Cam cynnydd 3

    • Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.

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

    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 ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.

    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 datblygu enw da cadarnhaol o ran rhagolygon cyflogaeth, e.e. defnyddio cyfryngau cymdeithasol yn gyfrifol.

  6. Sequencing a production plan and an event plan (computational thinking)

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 3 learners produce and follow a production plan with an equipment list, ingredients, mise en place, quality points, sequencing and timings. Unit 4 learners create an event plan that sets out timings, the correct order of tasks, who handles each task, and contingency plans for problems such as equipment failure.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils put jumbled step cards for making a fruit crumble into the right order on a digital whiteboard and mark which steps can happen at the same time.
    Blwyddyn 8
    Pupils draw a flowchart in PowerPoint for cooking chicken goujons, with a decision box asking if the core temperature has reached 70°C for two minutes and a loop back if not.
    Blwyddyn 9
    Pupils build a timed production plan for two dishes as an Excel table (time, task, equipment, quality point), then find and fix a deliberate error in a partner's plan before cooking.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Section 3.2.2, page 38; Unit 4, Section 4.2.3, page 47

    “sequencing: the required tasks and their correct order”
    Cam cynnydd 3

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

    • 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 nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

    • Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.

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

    Cam cynnydd 5

    • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

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

  7. Recording temperatures with probes and monitoring systems

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Unit 2 learners must know how temperature is measured with in-place devices, air temperature monitoring systems and electronic probe thermometers, how probes are calibrated, and how readings are recorded and out of range readings reported. Unit 3 learners then show correct storage and temperature control in their own practical work.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use a digital probe thermometer to check the core temperature of reheated soup and record the reading, the time and their initials on a shared class log.
    Blwyddyn 8
    Pupils record the classroom fridge temperature every lesson for a half term through a Microsoft Forms log, then look at the results in Excel to see whether it ever rose above 5°C.
    Blwyddyn 9
    Pupils set up an Excel temperature log with conditional formatting that turns a cell red when a fridge reading is above 5°C or a hot-holding reading is below 63°C, and write the action staff should take.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.2.2, page 31; Unit 2, Section 2.1.2, page 27; Unit 3, Section 3.3.1, page 39

    “recording all routine and product sampling temperatures”
    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.

    • Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’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.

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

  8. Costing dishes and budgeting for an event with a spreadsheet

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 4 builds awareness of budgeting, and learners must consider the budget when planning a hospitality event alongside staffing, size of event and resources. Cost is also a stated factor in Unit 3 menu planning. No software is named, but a spreadsheet is the natural way to cost dishes and keep an event within budget.

    DCF: Llythrennedd gwybodaeth a data, Datrys problemau a modelu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils type the prices of the ingredients for a batch of Welsh cakes into Excel and use SUM to find the total cost.
    Blwyddyn 8
    Pupils build a recipe costing sheet that divides the total cost by the number of portions, and compare the cost per portion of two versions of a pasta dish.
    Blwyddyn 9
    Pupils model a school breakfast event budget in Excel, with formulae linking guest numbers to food costs and ticket income, and test what happens if 20 fewer guests come.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 4, Overview, page 43; Unit 4, Section 4.2.1, page 46; Unit 3, Section 3.2.1, page 38

    “awareness of sustainability, budgeting, and Welsh cultural considerations in hospitality events”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

    • 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 model syml neu algorithm annibynnol.

    • 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 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.

  9. Collecting and summarising customer feedback

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 4 learners review whether their hospitality event met customer needs and expectations and must use customer feedback to set out improvements for future events. Unit 1 lists questionnaires as a form of written workplace communication. A digital form is not required, but it is a quick way to collect and summarise feedback.

    DCF: Llythrennedd gwybodaeth a data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a three question Microsoft Forms feedback survey with star ratings for a class smoothie tasting and share it with a QR code.
    Blwyddyn 8
    Pupils collect feedback on a class bake sale through Forms, open the results in Excel and make a bar chart of the most and least popular products.
    Blwyddyn 9
    Pupils design a feedback questionnaire for a parents' evening refreshment stall with rating and open questions, summarise the results in Excel and write three improvements backed by the data.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 4, Section 4.4.1, page 50; Unit 1, Section 1.2.2, page 20

    “address areas for improvement for future hospitality events using customer feedback.”
    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.

    • Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’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.

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

  10. Learning from online cooking demonstrations

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Unit 3 suggests cooking tutorials and practical demonstrations from teachers or professional chefs, either in person or online, as a world of work learning experience. These experiences are not directly assessed.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch a short teacher-chosen video of a chef making Welsh cakes and list the equipment and three tips before making them in class.
    Blwyddyn 8
    Pupils compare two online videos of the same knife skill, such as dicing an onion, and decide which is safer and clearer, giving reasons.
    Blwyddyn 9
    Pupils find a video demonstration of a new technique from a reliable source such as a further education college or a professional chef, check who made it, and note the key steps for their own practical.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Opportunities for integration of learning experiences relating to the world of work, page 42

    “practical demonstrations from teachers or professional chefs, either in person or online”
    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.

    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 chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    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.

Da gwybod

Cysylltiadau â chymwysterau eraill

Digital NEA submission, photographing practical outcomes, temperature records and timed production plans match the demand in GCSE Food and Nutrition, and the Unit 4 event promotion, budgeting and customer feedback overlap with GCSE Business, so a shared KS3 routine of Forms, Excel and photo evidence would serve all three.

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