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
Sgiliau sy'n defnyddio Cyfathrebu
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Choosing and creating digital and social media to promote an event
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.
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Choosing the right form of written communication, including email and messaging
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.
Da gwybod
- Unit 2 is taken on screen only: "The assessment will be available onscreen only, via Surpass." (Summary of assessment, page 5). It is 30 questions, auto-marked, with an approximate pass mark of 75% (Section 3.2, page 53), and candidates "must have access to a device that matches or exceeds the minimum requirements" (Unit 2, page 23).
- Typing is optional but submission is digital: "The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Unit 1, page 53), and Units 3 and 4 may be "completed electronically" or scanned (page 54).
- Unit 3 centres must provide "IT access, including devices or systems for learners to document, store, and present their work digitally" and a camera or mobile device for visual evidence (Resources required for assessment, page 35).
- Unit 4 centres must provide "ICT resources (computers, design software, internet access)" (page 44), but no software is named anywhere in the specification.
- The front cover warns that "The UK Government has announced plans to restrict social media use by children under 16, which may impact some of our qualifications." This matters for the Instagram, WhatsApp and YouTube examples in Unit 4, section 4.2.1 (page 46).
- NEA tasks are supervised: "Learners must be supervised by a teacher while completing assessment tasks." (Section 3.3, page 55). Appendix C (page 66) maps digital competence only to Unit 4, section 4.2.1, for Interacting and Collaborating and Producing, with nothing for Citizenship or Data and Computational Thinking.
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).