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VCSE Sport and Leisure

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

The VCSE in Sport and Leisure asks learners to collect, chart and interpret participation and fitness data, film and analyse performance or coaching, research using sources they reference, and know how social media and digital tools are used across the sector. Unit 1 is a short sector test that centres may run on screen, while the digital work is concentrated in the Unit 2 NEA and in whichever of Unit 3 or Unit 4 a centre chooses, with evidence documented and submitted digitally and no use of AI. The single biggest thing KS3 should build is the habit of recording sport and activity data in a spreadsheet, charting it and saying what it shows, alongside filming practical work and reviewing it honestly.

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 Sport and Leisure, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to the Sport and Leisure Sector: Sector test 1 hour, paper-based or on screen, 20%, 50 marks, set and marked by WJEC
  • Unit 2: Promoting Health and Wellbeing through Sport and Leisure: NEA 5 hours plus one hour reading time, 20%, 50 marks, set and marked by WJEC, brief changes every year
  • Unit 3: Developing Personal Performance in Sport and Leisure (optional, alternative to Unit 4): NEA 7 hours, 60%, 90 marks, set by WJEC, marked by the centre and moderated by WJEC; the six-week training programme can be carried out outside the supervised time
  • Unit 4: Leadership and Coaching in Sport and Leisure (optional, alternative to Unit 3): NEA 7 hours, 60%, 90 marks, set by WJEC, marked by the centre and moderated by WJEC

Sgiliau sy'n defnyddio Creu cynnwys digidol

  1. Answering an on-screen sector test

    Asesu: Yn yr arholiad

    Unit 1 is a one-hour sector test that centres can choose to take on paper or on screen. Section A uses objective question types such as multiple choice, drag-and-drop and hot spot questions, and Section B adds short answers about short applied scenarios.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    At the end of a fitness topic, pupils take a ten-question Microsoft Forms quiz on an iPad, with multiple choice and matching questions, and check their score straight away.
    Blwyddyn 8
    Pupils sit a short on-screen quiz on the components of fitness that mixes drag-and-drop, multiple response and one typed short answer, then compare it with a paper version of the same quiz.
    Blwyddyn 9
    Pupils complete a timed 20-minute on-screen test on sport and leisure provision in their local area, including short scenario questions with typed answers, and review which question types slowed them down.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Summary of assessment, page 5; Section 3.2, Unit 1, pages 44 and 45

    “multiple choice, multiple response, fill-in-the blank, drag-and-drop and hot spot questions”
    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.

    • 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.

  2. Filming performance and using video and notational analysis

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 3 learners carry out tests and monitoring to measure factors affecting performance, including video observation of technique and tactics, then analyse performance using video analysis and notational analysis methods. Centres must provide a camera or mobile device to capture visual evidence.

    DCF: Creu cynnwys digidol, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein

    Paratoi disgyblion

    Blwyddyn 7
    Pupils film a partner's standing broad jump on an iPad, play it back in slow motion and point out one teaching point that was met and one that was missed.
    Blwyddyn 8
    Pupils film a short small-sided game and use a simple tally sheet in Excel to record passes, shots and turnovers for one player, agreeing first who may be filmed and where the clips are stored.
    Blwyddyn 9
    Pupils use slow-motion and side-by-side playback to compare their technique in a skill such as a netball shot with a model video, and write two targets based on what they see.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Section 3.2.1, page 35; Unit 3, Section 3.2.2, page 35; Unit 3, Resources required for assessment, page 32

    “visual or video observations to assess level of techniques of performance”
    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 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 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 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 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 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. Using video footage and feedback to review a coaching session

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 4 learners plan and deliver activity sessions, then review them using different sources of feedback, including assessor and participant feedback, personal reflection and video footage. Centres must provide a way to capture visual evidence of the practical work.

    DCF: Gwerthuso a gwella cynnwys digidol, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    In small groups, one pupil leads a two-minute warm-up while another films it on an iPad, and the group watches it back to say whether the instructions were clear.
    Blwyddyn 8
    Pupils lead a short skill practice for younger pupils, film it, and use a shared Forms feedback sheet from participants alongside the video to pick one thing to change next time.
    Blwyddyn 9
    Pupils deliver a ten-minute coaching activity, review the footage with a checklist of coaching points, and add timed comments to the clip in a shared OneNote page before writing a short development plan.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 4, Section 4.4.1, page 42; Unit 4, Resources required for assessment, page 39

    “using different sources of feedback to inform the review”
    Cam cynnydd 3

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

    • 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 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.

  4. Storing, presenting and submitting evidence digitally

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    For Units 3 and 4 centres must give learners IT access to document, store and present their work digitally, and evidence for moderation must be submitted digitally, either typed or as scanned handwritten work. Photographs and video of practical outcomes form part of this evidence.

    DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils save a photo of their team's warm-up plan into a named folder in OneDrive and give the file a clear name with their name and date.
    Blwyddyn 8
    Pupils build a short Word or PowerPoint portfolio of a PE unit with photos of their practical work, captions, and a heading on each page, then save it as a PDF.
    Blwyddyn 9
    Pupils keep a digital folder of evidence for a training or coaching project across several lessons, using version history to recover earlier drafts and compressing a video so it can be shared.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 3, Resources required for assessment, page 32; Unit 4, Resources required for assessment, page 39; Section 3.2, Units 3 and 4, pages 45 and 46

    “IT access, including devices or systems for learners to document, store, and present their work 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.

Da gwybod

Cysylltiadau â chymwysterau eraill

Fitness testing, training logs and filming performance overlap closely with GCSE Physical Education and Health, and the participation survey and charting work matches the data demand in GCSE Social Studies and GCSE Health and Social Care, and Childcare, so one shared KS3 routine of Forms to Excel to a written conclusion would serve all of them.

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