VCSE Retail and Customer Service
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Retail and Customer Service asks learners to research a real retail business online, use customer service data such as online reviews, live chat transcripts and response times, and produce a report, staff guidance, customer replies for digital platforms, a brand mood board, mock-up digital adverts and pitch slides. Unit 1 tests knowledge of retail technology such as AI chatbots, RFID and self-checkout in a one-hour sector test taken on paper or on screen, while Units 2 and 3 (80% together) are NEA tasks that need IT and software and are submitted digitally. The single biggest thing KS3 should build is confidence turning research and customer data into clear, branded documents, adverts and slides for a real audience using everyday Office tools.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Retail and Customer Service, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Retail and Customer Service Sector: External assessment (sector test) 1 hour, 20%, 50 marks, set and marked by WJEC, available on paper or on screen
- Unit 2: Developing Customer Service Skills: External non-examination assessment 6 hours 30 minutes, 20%, 60 marks, set and marked by WJEC, tasks based on a case study released on the WJEC Portal and changed every year
- Unit 3: Retail Marketing and Promotion: Non-examination assessment 19 hours, 60%, 90 marks, set by WJEC, marked by the centre and externally moderated by WJEC, five tasks based on an assignment brief
Sgiliau sy'n defnyddio Gwerthuso a gwella cynnwys digidol
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Creating a visual mood board for a brand personality
In Unit 3 learners create a visual mood board for their own retail business concept, including the business name, logo or visual identity, strapline, colour scheme, fonts and images that reflect the brand personality. The specification does not say the mood board must be digital, but Unit 3 requires suitable hardware and software to produce the evidence.
DCF: Creu cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a mood board in PowerPoint for a made-up café, choosing a name, three colours, two fonts and copyright-free images.
- Blwyddyn 8
- Pupils design a logo and strapline for a pop-up stall at a local market in PowerPoint and explain how the colours and font suit the customers.
- Blwyddyn 9
- Pupils build a brand mood board for a retail idea with a logo, colour codes, fonts and licensed images, then justify each choice to a partner acting as the target customer.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2.2, page 39
“create a suitable visual mood board to represent the brand personality for a retail business concept”
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 offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
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.
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 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.
Rwy'n gallu deall a myfyrio ar y gwahaniaethau rhwng cael ysbrydoliaeth o waith creadigol pobl eraill a meddiannu'r gwaith hwnnw heb ganiatâd.
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Designing mock-up promotional materials, including digital adverts
Learners plan promotional materials with success criteria, time planning and resources, then design or mock up materials such as posters, flyers, a TV or radio advert as a script or storyboard, and digital adverts such as an influencer post, social media advert or email marketing campaign. They also develop a strategy covering distribution, placement, timing and sequencing.
DCF: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils design a poster in Publisher or PowerPoint to advertise the school tuck shop, with a clear headline, an image and the price.
- Blwyddyn 8
- Pupils create a mock-up Instagram post and a printed flyer for the same school event and say how each one is changed to suit where it will be seen.
- Blwyddyn 9
- Pupils plan and storyboard a short social media advert for a local business with success criteria and a timeline, make a mock-up and improve it after peer feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2.3, page 39
“digital adverts, for example influencer post, social media advert (could be a script or storyboard), email marketing campaign”
Cam cynnydd 3
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
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 amrywiaeth o dechnegau cynllunio yn effeithiol.
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 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 cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
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Creating presentation slides and visual aids for a pitch
Learners plan and deliver a professional pitch for their retail business concept and create visual resources to support it, such as presentation slides, handouts and cue cards, notes or a script. Performance evidence such as presentations is recorded by the teacher on observation records.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol, Cydweithredu
Paratoi disgyblion
- Blwyddyn 7
- Pupils make three PowerPoint slides about a favourite local shop, using large images and few words, and present them to a small group.
- Blwyddyn 8
- Pupils create slides and cue cards for a two-minute pitch for a new tuck shop product, keeping their prompts in the speaker notes rather than on the slides.
- Blwyddyn 9
- Pupils pitch a retail business idea to a 'dragons' panel using slides with a consistent brand theme and a one-page handout, then answer unplanned questions.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Sections 3.3.1 and 3.3.2, page 40; Section 3.3, page 45
“create appropriate visual resources to support the delivery of a pitch”
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.
Rwy'n gallu dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.
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.
Da gwybod
- Unit 2 needs a computer but bans AI: 'Learners must have access to IT and appropriate software. The use of AI is not permitted.' (page 24).
- Unit 3 learners must have access to 'suitable hardware and software to produce the non-examination assessment evidence' and 'the internet to produce research materials and specified section of the assessment where the internet is permitted' (page 34). No software is named anywhere.
- The Unit 1 sector test is 'Available in two formats: paper or onscreen' (pages 5 and 12), with objective question types such as 'drag-and-drop, hot spot questions' (page 42). The centre chooses the format, so on-screen testing is not required.
- Typing is optional but submission is digital: Unit 2 'must be submitted digitally, either as scanned handwritten responses or completed electronically', and Unit 3 evidence for moderation follows the same rule (page 43).
- Appendix A (page 51) maps Digital Competence to Units 2 and 3 only, with Citizenship mapped just to '2.1.1' and nothing mapped to Unit 1, even though Unit 1 teaches retail technology.
- The front cover warns that 'The UK Government has announced plans to restrict social media use by children under 16', which may affect content on social media marketing and digital customer service.
Cysylltiadau â chymwysterau eraill
Researching a local business, writing a report from data and the digital marketing content overlap closely with GCSE Business, and the customer service content is shared with the VCSE in Hospitality and Catering. The mood board, mock-up adverts and pitch slides use the same groundwork as GCSE Digital Media and Film and the VCSE in Creative and Media Production, and Technology.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Retail and Customer Service specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).