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 Cymhwysedd strategol
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Calculating file sizes for images and sound
Learners calculate the storage needed for graphics from dimensions and colour depth, and for sound from sampling rate, bit depth and length, then convert the result into suitable units.
Rhifedd: Siâp a gofod, Cyfrifiad, Cymhwysedd strategol, Mesur, Cyfathrebu â symbolau
Paratoi disgyblion
- Blwyddyn 7
- Pupils draw an 8 by 8 pixel icon on squared paper using four colours, find the number of pixels as an area and work out that each pixel needs 2 bits.
- Blwyddyn 8
- Pupils use width times height times colour depth to calculate the file size of their pixel art in bits and bytes, then predict what doubling the colour depth does.
- Blwyddyn 9
- Pupils record a 10 second sound clip in Audacity, calculate its size from sample rate, bit depth and length, and compare their answer with the saved file size.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.2.1, page 13
“how to calculate the storage requirements for graphics using different dimensions, bit depths and colour depths.”
Cam cynnydd 3
Rwy'n gallu dod o hyd i arwynebedd drwy gyfrif sgwariau, gan ddatblygu i gyfrifo arwynebedd sgwariau a phetryalau drwy ddefnyddio fformiwlâu.
Rwy'n gallu lluosi rhifau 2- a 3-digid â rhif 2-ddigid.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth o'r berthynas rhwng fformiwla sy'n cynrychioli mesuriad a'r unedau a ddefnyddir.
Rwy'n gallu defnyddio trefn gweithrediadau gan gynnwys cromfachau a phwerau.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 5
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
Rwy'n gallu mireinio dulliau o gofnodi cyfrifiadau.
Rwy'n gallu deall a defnyddio amrywiaeth o fesurau cyfansawdd.
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Calculating the cost of routing data
Learners calculate the cost of routing data across a network by adding link costs along possible routes and comparing the totals to find the cheapest.
Rhifedd: Cymhwysedd strategol, Cyfrifiad, Rhuglder
Paratoi disgyblion
- Blwyddyn 7
- Pupils find the cheapest route for a message between rooms on a school map where each corridor has a cost, adding the totals for three routes.
- Blwyddyn 8
- Pupils list every route between two routers on a six-node network diagram with decimal link costs, add each total and circle the lowest.
- Blwyddyn 9
- Pupils recalculate the cheapest route when one link on a network diagram fails and write a sentence justifying their new choice with the totals.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3.1, page 15
“cost calculation of routing data on a network.”
Cam cynnydd 3
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau yn gyfres o dasgau.
Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.
Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.
Cam cynnydd 4
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu defnyddio dulliau ysgrifenedig effeithlon i adio a thynnu rhifau a degolion o unrhyw faint, gan gynnwys cymysgedd o rifau mawr a bach â niferoedd gwahanol o leoedd degol.
Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.
Cam cynnydd 5
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.
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.