VCSE Travel and Tourism
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Travel and Tourism asks learners to research destinations and attractions online, judge their sources, and use digital tools to build a destination fact file, a trip proposal, an itinerary, marketing materials such as a social media post or leaflet, and a feedback survey. Most of this sits in the two NEA units (80% of the qualification), which need IT, software and the internet but ban AI and allow scanned handwritten work, while the Unit 1 sector test (paper or onscreen) checks understanding of technology in the industry and of Welsh tourism data. The single biggest thing KS3 should build is purposeful digital publishing for an audience: researching from reliable sources, then designing clear, persuasive documents with maps, photos and charts.
- 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 Travel and Tourism, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Travel and Tourism Industry: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or onscreen
- Unit 2: Tourist Destinations: External non-examination assessment 6 hours (plus 2 hours of research beforehand), three tasks based on an assignment brief that changes every year, 50 marks, 20%, set and marked by WJEC
- Unit 3: Travel and Tourism in Action: Non-examination assessment 15 hours, five tasks based on an assignment brief, 90 marks, 60%, set by WJEC, marked by the centre and externally moderated by WJEC
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Using digital tools to build a destination fact file for an audience
In Unit 2 learners produce a fact file on a destination chosen from a country set in the brief, using presentation, desktop publishing, word processing or other software. They must present accurate information, including maps and climate data, and consider design, persuasive language and tailoring to the audience.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one-page fact sheet in Word about a Welsh town, with a heading, a cropped photo, a map screenshot and three short facts, and format the text so it is easy to read.
- Blwyddyn 8
- Pupils build a three-slide PowerPoint about a European city aimed at families, choosing fonts, colours and images to suit that audience, and explain two of their design choices.
- Blwyddyn 9
- Pupils produce a two-page fact file in Publisher or Word on a destination of their choice for a named tourist group, including a map, a climate graph and persuasive text, and justify why the layout suits that group.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Sections 2.4.1 to 2.4.3, page 24; Section 3.2, Unit 2 overview, page 32
“word processing or other relevant software and platforms) to present information on a destination”
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.
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.
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.
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Creating marketing materials such as social media posts, posters and leaflets
In Unit 3 learners create marketing materials to promote their trip, choosing a method that suits the visitor group, such as a social media post, a poster, a leaflet or online media. The material must be engaging and include key information such as date, time, location and purpose.
DCF: Creu cynnwys digidol, Iechyd a lles, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at three real tourism adverts for Welsh attractions, label the features designed to catch their eye, then make a simple poster for a school trip with the date, time and place.
- Blwyddyn 8
- Pupils design a mock social media post on paper or in PowerPoint to promote a local event such as an Eisteddfod, using only images they have taken or are allowed to use.
- Blwyddyn 9
- Pupils create a leaflet and a mock email for the same day trip aimed at two different groups, such as older visitors and young families, and explain how and why they changed each version.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.3.1, page 29
“a social media post, a poster, a leaflet, online media marketing (website/emails)”
Cam cynnydd 3
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
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 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 deall hawliau a chyfrifoldebau unigolion fel crewyr a defnyddwyr cynnwys, ac rwy'n gallu meddwl yn feirniadol a gwneud penderfyniadau moesegol am y defnydd o waith creadigol mewn perthynas â defnydd teg a chyfeirio gan ddefnyddio systemau cyfeirnodi ffurfiol, e.e. Harvard a Rhydychen.
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Producing a trip proposal and itinerary with maps, photos and charts
Learners develop a proposal for a trip and produce an itinerary that covers accommodation, activities, contact details, costing, schedule and transport. Both must use a clear structure and layout with visuals such as maps, photos and charts.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a timetable for a school day out to a local park in a Word table, with times, activities and a screenshot of the route.
- Blwyddyn 8
- Pupils produce a one-day itinerary for a class visit to Cardiff in Word, using headings, a table for the schedule, a map and photos, and check it would make sense to a parent.
- Blwyddyn 9
- Pupils write a short proposal for a weekend trip in Wales with sections for destination, objectives, target visitors, transport, budget and safety, adding a map, photos and a cost chart, laid out as a professional document.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.2.1, page 28; Unit 3, Section 3.3.2, page 29
“visuals (such as maps, photos, charts)”
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 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 creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.
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
- IT access is required for both NEA units: learners must have access to 'IT, appropriate software and the internet to undertake research.' (Unit 2, page 20; Unit 3, page 25).
- AI is banned in both NEA units: 'The use of AI is not permitted.' (pages 20 and 25).
- Typing is optional but submission is digital: for Unit 2, 'The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally.' (page 32), and Unit 3 moderation evidence is the same (page 33).
- No software is required by name: the digital tools are listed only as examples, 'such as presentation, desktop publishing, word processing or other relevant software and platforms' (Unit 2, Section 2.4.2, page 24).
- The Unit 1 sector test can be taken on screen: 'Available in two formats: paper-based or onscreen' (page 12), with question types including 'drag-and-drop, and hot spot questions' (page 32).
- Teachers cannot help with the digital work during NEA: 'Teachers may clarify task requirements but must not provide feedback on the evidence being produced.' (page 34).
Cysylltiadau â chymwysterau eraill
Researching places, reading climate graphs and judging the impacts of tourism overlap closely with GCSE Geography, while marketing materials, feedback surveys and budgets mirror the research and promotion work in GCSE Business, so a shared KS3 routine of reliable online research followed by a designed Word or Publisher product would serve all three.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Travel and Tourism specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).