DCF Cymru Cymhwysedd digidol i Gymru

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VCSE Performing Arts

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

VCSE Performing Arts asks learners to show how performers and designers promote themselves through images, social media and websites, write a CV and cover letter for a job brief and research professional work, and on the music technology, sound design and lighting design pathways to create, edit, mix and programme sound and light. Unit 1 is a one-hour sector test that centres may sit on screen or on paper, and Units 2 and 3 are practical NEA tasks whose performances must be recorded and sent as digital files, with no software named anywhere in the specification. The single biggest thing KS3 should build is presenting themselves and their creative work well for an employer, in a CV and online, with a clear sense of their digital reputation.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Canolig
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to the Performing Arts Industry: External sector test 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
  • Unit 2: Getting Work: Non-examination assessment 4 hours (plus up to two hours of research), 50 marks, 20%, set and marked by WJEC, tasks based on a job brief that changes each year
  • Unit 3: Creative Showcase: Non-examination assessment, 60 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC, choice of six creative briefs; page 5 gives 72 hours but Section 3.2 says the assessment takes 12 hours

Y sgiliau digidol yn y cymhwyster hwn

  1. Answering a sector test on screen

    Asesu: Yn yr arholiad

    Unit 1 is a one-hour sector test that centres may sit on screen, with multiple choice, multiple response, fill-in-the-blank, drag-and-drop and hot spot questions in Section A and short answers on industry scenarios in Section B. Learners taking the on-screen version need to be at ease with these question types and with typing short answers.

    DCF: Creu cynnwys digidol, Iechyd a lles

    Paratoi disgyblion

    Blwyddyn 7
    Pupils complete a ten-question Microsoft Forms quiz on the jobs in a theatre, with multiple choice questions and two short typed answers, and check their score at the end.
    Blwyddyn 8
    Pupils answer a timed Forms quiz on Welsh venues such as the Sherman Theatre and Venue Cymru, with ranking and image-based questions, then talk about which question type they found hardest.
    Blwyddyn 9
    Pupils sit a 20-minute practice sector test on screen with drag-and-drop style questions and two typed short answers on an industry scenario, then review their mistakes.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Summary of assessment, page 5; Unit 1, Summary of assessment, page 11; Section 3.2, page 40

    “Available in two formats: paper-based or onscreen”
    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 defnyddio gorchmynion bysellfwrdd fel llwybrau byr.

    Cam cynnydd 4

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

    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. Presenting their skills and work online for employers

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners must show how professionals share their experience and skills through images, social media and websites, and show effective self-promotion for their chosen discipline in response to a job brief. AO4 includes the ability to engage in self-promotion.

    DCF: Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein, Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils look at the website of a Welsh company such as National Dance Company Wales and list the photos, videos and words it uses to show its dancers at their best.
    Blwyddyn 8
    Pupils design a mock social media post in PowerPoint promoting a class performance, and decide which personal details must never appear in it.
    Blwyddyn 9
    Pupils build a one-page mock performer or designer profile in Sway with a photo, a short biography and a clip of their work, then check it against a list of what an employer would and would not want to see.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.2, page 21; Section 3.1, AO4, page 39

    “how professionals share their experience and skills through various methods such as images, social media, websites”
    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 nodi manteision a risgiau dyfeisiau symudol sy'n cyhoeddi lleoliad y defnyddiwr/dyfais.

    • 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.

    Cam cynnydd 4

    • 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.

    • Rwy'n gallu trafod manteision a risgiau cyflwyno fy hun mewn gwahanol ffyrdd ar-lein.

    • Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.

    Cam cynnydd 5

    • Rwy'n gallu datblygu enw da cadarnhaol o ran rhagolygon cyflogaeth, e.e. defnyddio cyfryngau cymdeithasol yn gyfrifol.

    • Rwy'n gallu defnyddio gwasanaethau ar-lein i rannu cynnwys priodol â chynulleidfa fyd-eang, e.e. lanlwytho cynnwys i wefannau cyhoeddus i’w rannu â chynulleidfaoedd penodol.

    • 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.

  3. Writing a CV and cover letter for a specific job

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners must show how to create a CV and cover letter for a specific job opportunity in their chosen discipline, as part of responding professionally to the Unit 2 job brief. The written parts of Unit 2 must be submitted digitally, either scanned or completed digitally.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a short Word profile of themselves as a performer or backstage helper for the school show, using headings and bullet points.
    Blwyddyn 8
    Pupils use a Word template to write a one-page CV for a role in a school production, then check spelling, layout and font choices with a partner.
    Blwyddyn 9
    Pupils read a mock job advert for an assistant stage manager at Theatr Clwyd and write a matching CV and cover letter in Word, changing the wording so it fits the advert.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.1.2, page 21; Section 3.2, page 40

    “how to create a CV and cover letter for a specific job opportunity”
    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 sicrhau bod yr allbwn yn briodol at ddiben penodol.

    Cam cynnydd 4

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

    • Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

    Cam cynnydd 5

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

    • Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

  4. Researching professional repertoire and practitioners

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    For Unit 2 learners explore a range of existing professional work, practitioners, styles and themes in their chosen discipline, and production pathways in Unit 3 list research as a planning skill. Up to two extra hours of research can be scheduled before the Unit 2 tasks, and the assessment pack sets out the research approach and referencing. The specification does not say the research must be online.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use a set website, such as the Urdd Eisteddfod site, to find three facts about a past winning performance and note the web address for each.
    Blwyddyn 8
    Pupils search for clips and articles on one practitioner or choreographer, rate two sources for reliability, and record the title, link and date for each.
    Blwyddyn 9
    Pupils research three professional versions of the same song, scene or dance using refined searches, and write a short referenced note on which one best suits a given theme and why.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 21; Unit 3, Section 3.3.1, page 33; Section 3.2, page 40; Section 3.3, page 41

    “a range of existing professional work covering a broad scope”
    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 chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    • 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.

  5. Creating, editing and mixing sound and music

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners who choose music technology must show editing, live playback, mixing and sound creation or selection, and sound designers must create and edit sounds, set up equipment, plan cues and mix. These skills are only assessed for learners on those pathways in Units 2 and 3.

    DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils record sound effects such as footsteps and door slams on iPads and trim each clip in GarageBand for a short radio story.
    Blwyddyn 8
    Pupils layer music and sound effects in GarageBand or Audacity to build a soundscape for a scene set on a Welsh beach, adjusting volume and fades.
    Blwyddyn 9
    Pupils create a cue list and edited sound files for a two-minute scene, mixing diegetic and non-diegetic sound, and run the playback live for another group.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Sections 2.3.4 and 2.4.6, pages 23 and 25; Unit 3, Sections 3.2.4 and 3.3.6, pages 32 and 35

    “creating and editing sounds, setup of equipment, playback, mixing.”
    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 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 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 defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

    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.

  6. Programming lighting and planning cues

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Lighting designers must show rigging and/or programming of equipment and adjusting focus, intensity, colours and effects, and in Unit 3 must identify equipment needs and plan cues. Appendix C lists a lighting console, either manual or programmable, so programming is possible but not required. This applies only to learners on the lighting design pathway.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a numbered list of lighting changes for a short scene in order, saying what each light does and the line that triggers it.
    Blwyddyn 8
    Pupils plan a cue sheet in Excel for a two-minute scene with cue number, trigger line, colour and intensity, then test it with a partner calling the cues.
    Blwyddyn 9
    Pupils programme five cues on the school lighting desk, test them in a run-through and fix any cue that fires in the wrong order or at the wrong level.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2, Section 2.4.2, page 24; Unit 3, Section 3.3.2, page 33; Appendix C, page 53

    “rigging and/or programming of equipment, adjusting focus”
    Cam cynnydd 3

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

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

    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.

    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 performances and submitting work as digital files

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Performances in Units 2 and 3 must be recorded and sent as digital files, with each learner introducing themselves to camera with their name, candidate number and role. Recordings must be complete and unedited, saved with the centre number, qualification title and unit number, backed up and kept secure.

    DCF: Cyfnewid a rhannu gwybodaeth, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein

    Paratoi disgyblion

    Blwyddyn 7
    Pupils film a 30-second group scene on an iPad from a fixed position and check that every pupil can be seen and heard.
    Blwyddyn 8
    Pupils film a rehearsal, introduce themselves to camera first, then save the file to a shared Teams folder using an agreed file name.
    Blwyddyn 9
    Pupils plan and run the filming of a class showcase: they check battery, storage and sound levels, record a test clip, then save, back up and name the final file correctly.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Section 3.2, pages 40 and 41; Appendix B, pages 51 and 52

    “The performance part of the assessment must be recorded and sent as a digital file.”
    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.

    • 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.

    Cam cynnydd 4

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

    • Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.

    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 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.

  8. Evaluating their work in written, audio or video form

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 3 learners evaluate how well their work met the creative brief and review their own skills and techniques. Written evidence can be scanned, completed electronically or given as an audio or audio/visual response, so learners can choose to record a spoken evaluation.

    DCF: Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils record a one-minute voice note on an iPad saying one thing that went well in their scene and one thing to improve.
    Blwyddyn 8
    Pupils watch a recording of their performance and record a two-minute video review that uses drama or dance terms and sets one goal.
    Blwyddyn 9
    Pupils produce a short audio or video evaluation of a devised piece against its brief, pointing to moments in the recording, and keep it under three minutes by planning bullet points first.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Sections 3.4.1 and 3.4.2, page 36; Section 3.2, page 41

    “completed as an audio or audio/visual response”
    Cam cynnydd 3

    • Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

    • Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.

    Cam cynnydd 4

    • Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

    • 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 gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

    • 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.

  9. Understanding copyright when using other people's work

    Asesu: Yn yr arholiad

    Unit 1 asks learners to understand copyright, and licensing and insurance, as part of organising a performing arts event, and this is tested in the sector test. Appendix B adds that performances of repertoire in copyright outside the Unit 2 assessment need copyright permission.

    DCF: Hawliau digidol, trwyddedu a pherchenogaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils find out who wrote a song used in a class dance and credit the writer and performer on the programme slide.
    Blwyddyn 8
    Pupils compare a copyright-free music library with a chart song and explain which they could use in a filmed school performance and why.
    Blwyddyn 9
    Pupils plan a school showcase and list every script, song and image it uses, with the owner and whether permission or a licence is needed.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1, Section 1.1.4, page 15; Appendix B, page 51

    “must seek copyright permission for works in copyright”
    Cam cynnydd 3

    • Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.

    • Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.

    Cam cynnydd 4

    • Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.

    • Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.

    Cam cynnydd 5

    • Rwy'n gallu nodi'r pwyntiau allweddol sydd eu hangen i ddefnydd o waith creadigol gael ei ystyried yn ddefnydd teg ac i gydymffurfio â deddfau diogelu data drwy archwilio'r ystyriaethau cyfreithiol a moesegol sydd ynghlwm wrth ddefnyddio gwaith creadigol pobl eraill.

    • Rwy'n gallu deall y dadleuon cyfreithiol a moesegol sy'n gysylltiedig â defnyddio gwaith creadigol pobl eraill; ac rwy'n ystyried safbwyntiau’r crëwr gwreiddiol, cynulleidfaoedd posibl, a'r gymuned ehangach wrth ddefnyddio deunyddiau sy'n perthyn i eraill.

Da gwybod

Cysylltiadau â chymwysterau eraill

Recording and editing sound and video overlaps with GCSE Digital Media and Film and GCSE Music, and researching practitioners and respecting copyright overlap with GCSE Drama and GCSE Dance.

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