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 Gwerthuso a gwella cynnwys digidol
-
Answering an on-screen sector test
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.
-
Researching for the NEA and referencing sources
The NEA includes a research phase, and the assessment pack sets out the research approach and how learners should reference their sources. Learners research participation, barriers and organisations such as Sport Wales and local clubs to support their tasks.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for three facts about a sport in Wales, such as who runs it and where it is played locally, bookmark the pages and write the web address under each fact.
- Blwyddyn 8
- Pupils compare a governing body website (for example Wales Netball) with a fan forum on the same topic and rate each for who wrote it, when, and how far it can be trusted.
- Blwyddyn 9
- Pupils research what their local authority leisure service offers young people, using refined searches such as site:gov.wales, and finish with a reference list of every source used.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, Task Taking, page 46
“information about research phase including research approach and referencing, can be found in the assessment pack.”
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.
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.
-
Using video footage and feedback to review a coaching session
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.
Da gwybod
- The sector test can be taken either way: "Centres may enter candidates for either a paper-based or an onscreen version of the test." (Section 3.2, page 45)
- AI is banned in both optional NEA units: "The use of AI is not permitted." (Unit 3, page 33; Unit 4, page 39)
- Submission for moderation is digital but typing is optional: "Evidence submitted for external moderation must be submitted digitally, either as scanned handwritten responses or completed electronically." (pages 45 and 46)
- Centres must provide "A method of capturing visual evidence, such as a camera or mobile device" for Units 3 and 4 (pages 32 and 39). No software is named anywhere in the specification.
- Social media appears in Unit 2 content, but the front cover warns: "The UK Government has announced plans to restrict social media use by children under 16, which may impact some of our qualifications."
- Appendix A maps Digital Competence Citizenship, Interacting and Collaborating, Producing, and Data and Computational Thinking to all four units (page 53).
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).