GCSE Computer Science
Mae disgrifiadau'r TGAU yn Saesneg yn unig, gan eu bod wedi eu cymryd o fanyleb Saesneg CBAC.
Numeracy is heavy and specific: learners convert between denary, binary and hexadecimal, add in binary, work with base 2 storage units, calculate image, sound and compressed file sizes and routing costs, and reason with truth tables and DIV and MOD. Literacy centres on close reading of the Unit 2 scenario and requirements, precise technical vocabulary, short and extended judgement answers in Unit 1, and code annotation and test commentaries. The single biggest thing Key Stage 3 should build is fluent place value in base 2 and base 16, so that storage and file size calculations become routine.
- Addysgu gyntaf
- Medi 2025
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Uchel
- Manyleb
- Agor manyleb CBAC (PDF)
Sut mae'r TGAU hwn yn cael ei asesu
- Unit 1: Understanding Computer Science: Digital examination 1 hour 30 minutes, 50%, 80 marks
- Unit 2: Computer Programming: On-screen examination based on a pre-released brief, 2 hours, 50%, 80 marks, set and marked by WJEC
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
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Extended answers on legal, ethical, social and environmental impact
Unit 1 includes short and extended answers, and the legal, social, ethical, environmental and professional dimensions run through every topic. AO3 asks learners to make reasoned judgements, for example on e-waste, privacy or AI.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write one paragraph on whether old mobile phones should be recycled rather than thrown away, using the connectives because, however and therefore.
- Blwyddyn 8
- Pupils write two linked paragraphs giving one advantage and one disadvantage of facial recognition cameras in shops, each backed by an example.
- Blwyddyn 9
- Pupils plan and write a 300 word balanced answer on whether AI chatbots should be allowed for homework, ending with a reasoned judgement.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Overview of unit, page 9; Section 3.1, page 28
“consider the broad legal, social, ethical, environmental and professional consequences relevant to the use of technology”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
Cam cynnydd 5
Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.
Rwy'n gallu cyfleu safbwynt gwrthrychol a diduedd ar bynciau cymhleth, gan ddefnyddio ystod o ddyfeisiau ieithyddol.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Annotating code, writing test commentaries and refining
Learners annotate code so a competent third party can follow it, present test outcomes with commentaries, and explain and evaluate the changes they make when refining a solution. Test plans must use typical, extreme and erroneous data.
Llythrennedd: Prawfddarllen, golygu a gwella, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils add comments to their Scratch or Python game explaining what each part does, then swap with a partner who checks the comments make sense without running the code.
- Blwyddyn 8
- Pupils complete a test table for a number-guessing program using typical, extreme and wrong inputs and write one sentence explaining each result.
- Blwyddyn 9
- Pupils fix a bug in a given Python program and write a short commentary saying what went wrong, what they changed and how they retested it.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.3.1 and 2.4.1, pages 25 to 26
“present test outcomes with detailed and informed commentaries”
Cam cynnydd 3
Rwy’n gallu myfyrio ar safon fy mynegiant, ei olygu a'i ailddrafftio i wella'r ansawdd, a defnyddio ystod o strategaethau i sicrhau mwy o eglurder.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Rwy'n gallu cyflwyno fy ngwaith yn briodol mewn cyd-destunau digidol.
Cam cynnydd 4
Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu cyflwyno fy ngwaith yn briodol mewn cyd-destunau digidol gan ddefnyddio confensiynau digidol priodol, e.e. cryno-luniau, dewis iaith.
Cam cynnydd 5
Rwy'n gallu gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.
Rwy'n gallu crynhoi gyda hyder, gan addasu arddull a ffurf yn ôl y darllenydd neu'r gynulleidfa fwriadedig a diben y gwaith ysgrifennu.
Rwy'n gallu deall a defnyddio confensiynau ffurfiol iaith at ddibenion amrywiol, gan wneud defnydd effeithiol o adnoddau cyfeirio a chymhorthion cywirdeb.
Da gwybod
- No marks are set aside for spelling, punctuation and grammar. The assessment objectives on page 28 cover only knowledge (AO1), application (AO2) and analysis (AO3), so accuracy of language is not separately credited.
- Both units are answered on screen, page 5: Unit 1 is a "Digital examination: 1 hour 30 minutes" and Unit 2 is an "On-screen examination based on a pre-released brief: 2 hours". Pupils need to type extended answers and calculations.
- The specification does not say whether a calculator is allowed in either unit, so centres should check the WJEC instructions for each series. Pupils should be able to do binary, hexadecimal and storage calculations by hand.
- No notes are allowed into the Unit 2 examination, page 28: "learners are not permitted to take any prompts or notes into the examination." A clean copy of the pre-release is provided.
- Unit 1 mixes question types, page 5: "Questions requiring objective responses, short and extended answers."
- Storage units use 1,024, not 1,000, page 13: "kilobyte (i.e. 1,024 bytes)". Pupils who learn 1,000 in Science or Mathematics need the difference made explicit.
- Appendix B, pages 34 to 36, fixes the operators and pseudocode conventions used in questions: "Logical operators AND OR NOT XOR will be in upper case." DIV and MOD are defined with worked examples such as "11 MOD 2 = 1".
- Appendix A, page 32, marks the numeracy strands for geometry and measurement and for statistics and probability as N/A for both units, so there is no graphing or statistics demand.
Cysylltiadau â TGAU eraill
Place value, powers, ratio and percentage reduction are taught in Mathematics, so agreeing shared language (for example 'column value' and 'simplest form') with the Mathematics department in Years 7 to 9 will help pupils transfer these skills to binary and file size work.
Ffynhonnell: WJEC GCSE Computer Science specification, teaching from 2025, for award from 2027, Version 3, September 2025.