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 Gwerthuso a gwella cynnwys digidol
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Keeping track of research and referencing it, without AI
Both NEA units have a research phase, and the assessment pack sets out the research approach and how learners reference sources. The use of AI is not permitted in Unit 2 or Unit 3, so learners must show their work is their own.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- While making a fact sheet about a Welsh beach, pupils add the web address and date viewed under every fact or photo they borrow, and discuss why copying text is plagiarism.
- Blwyddyn 8
- Pupils keep a short research log in OneNote for a project on a UK city, noting each source, what they took from it and whether they reworded it in their own words.
- Blwyddyn 9
- Pupils complete a timed research task on a destination, keep a reference list in a set format, and discuss why AI tools are banned in some assessed work and what counts as their own work.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, page 33; Unit 2, Resources required for assessment, page 20; Unit 3, Resources required for assessment, page 25
“information about the research phase including research approach and referencing, can be found in the assessment pack”
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 gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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.
Cam cynnydd 5
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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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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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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.
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Creating an online survey or feedback tool and collating responses
In Unit 3 learners create a feedback tool, such as a survey, questionnaire or forum, with relevant questions to gather views on their marketing materials, itinerary and communication. They then collate the responses and use the tool when presenting their trip.
DCF: Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a four-question Microsoft Forms survey asking classmates where they would like to go on a school trip, and read the summary chart Forms produces.
- Blwyddyn 8
- Pupils design a Forms questionnaire with rating and open questions to get feedback on a poster they made, test it on another group and rewrite any unclear question.
- Blwyddyn 9
- Pupils create a feedback form for a trip plan, collect responses from another class, export them to Excel and sort and chart the results to find the main points to act on.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 3, Section 3.3.3, page 29; Unit 3, Section 3.3.4, page 29
“create a feedback tool (such as comment boxes, forums, surveys and questionnaires)”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
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 creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
Cam cynnydd 5
Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.
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).