GCSE Digital Media and Film
Mae disgrifiadau'r TGAU yn Saesneg yn unig, gan eu bod wedi eu cymryd o fanyleb Saesneg CBAC.
Digital Media and Film is a high literacy GCSE: learners analyse film, game and news texts including an unseen extract, write comparative and evaluative answers, research and write a Welsh industry case study, script productions and keep a reflective log. Numeracy is light and never calculated in the examination, limited to reading audience and success figures and handling timings for editing, trailers and release schedules. The single biggest thing Key Stage 3 should build is analytical writing about moving image, where pupils name a technique precisely and explain its effect on an audience.
- Addysgu gyntaf
- Medi 2026
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor manyleb CBAC (PDF)
Sut mae'r TGAU hwn yn cael ei asesu
- Unit 1: Exploring key concepts and issues: On-screen examination 1 hour 30 minutes, 60 marks, 30%
- Unit 2: Distribution and exhibition strategies of digital media and film industries in Wales: Non-examination assessment, portfolio based, 18 hours, 72 marks, 30%
- Unit 3: Creating digital media and film content: Non-examination assessment, assignment based, no time restriction, 96 marks, 40%
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Analysing film and video game language
Learners must identify and analyse how mise-en-scène, editing, sound and cinematography construct meaning in set films, a studied video game and an unseen extract in the on-screen examination. This is close reading of moving image texts, using inference to explain effect on audiences.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen, Gwrando am ystyr
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch the first two minutes of a family film twice and annotate three stills, writing one sentence each on what the costume, colour or lighting tells us about a character.
- Blwyddyn 8
- Pupils analyse a one-minute unseen clip from a Welsh film, explaining in a point, evidence, explain paragraph how one camera angle and one sound choice create tension.
- Blwyddyn 9
- Pupils answer a timed, exam-style question on an unseen trailer, analysing how editing pace, diegetic and non-diegetic sound and mise-en-scène build meaning for the audience.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 12
“how to identify and analyse various aspects of film language and how they help construct meaning”
Cam cynnydd 3
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
Rwy’n gallu deall a dadansoddi ystyr gyffredinol a syniadau sydd ymhlyg.
Cam cynnydd 5
Rwy'n gallu dadansoddi ac ymateb i destunau ac is-destunau, gan ddeall, dehongli a gwerthuso ystyr yn hyderus.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
Rwy’n gallu defnyddio ystod o strategaethau i ddeall, rhagfynegi a gwerthuso ystyr a syniadau sydd ymhlyg mewn ystod eang o sefyllfaoedd.
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Comparing and evaluating films in extended answers
Learners compare their pair of set films, one Welsh and one global, and analyse and evaluate how contexts, representations and narrative devices shape meaning. The examination includes extended answers, so learners need to organise a sustained, evaluative argument.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a Venn diagram comparing the openings of two animated films, then turn it into one paragraph using comparative connectives such as whereas and similarly.
- Blwyddyn 8
- Pupils write a two-paragraph comparison of how a Welsh setting and a non-Welsh setting are represented in two film clips, linking each point to a named shot.
- Blwyddyn 9
- Pupils plan and write a 30-minute comparative essay on how two short films use binary oppositions and endings, reaching a judgement about which is more effective.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.5, page 13
“Learners should be able to compare the pair of films selected from the list of films set for study”
Cam cynnydd 3
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
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 cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.
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 cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.
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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Judging reliability in online news and social media
Learners study fake news, misinformation, citizen journalism and how the same news event is represented across digital platforms. They must read digital texts critically, separating fact and evidence from bias and judging reliability.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort statements from a mocked-up post about a local event into fact, opinion and rumour and explain which clue gave each away.
- Blwyddyn 8
- Pupils compare how a BBC Cymru Wales article and a user post report the same news story, highlighting loaded words and listing what each leaves out.
- Blwyddyn 9
- Pupils track one current news event across a news website, a broadcast clip and a citizen journalist post, and write a short verdict on which is most reliable and why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3.2, page 16
“what misinformation is and how it spreads on social media”
Cam cynnydd 3
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Cam cynnydd 4
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Cam cynnydd 5
Rwy'n gallu deall ac ystyried yn fanwl sut y gellir dehongli testunau, gan wahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso diben, effaith a dibynadwyedd testunau yn hyderus.
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Researching a Welsh production company case study
Unit 2 requires independent research into two products from a company based in Wales, examining genre, production, finance, distribution and exhibition, and evaluating their success. Learners must select, synthesise and reference information from industry sources in a written portfolio.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils use S4C's website to find three facts about one Welsh children's programme and record each with its source in a simple research table.
- Blwyddyn 8
- Pupils research how one Welsh-made television series was produced and write a short fact file under the headings producer, finance and where it was shown.
- Blwyddyn 9
- Pupils write a one-page mini case study on a product from a Welsh company such as Bad Wolf, using at least three referenced sources to judge why it succeeded.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, Unit 2: Overview, page 27
“producing a case study exploring the success of two products produced by a company in Wales”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Cam cynnydd 5
Rwy'n gallu ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.
Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.
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.
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Performing voiceovers, adverts and presenter pieces
The audio-visual or audio production options include an influencer extract and a radio or podcast audio advert, which need scripted speech delivered with clear expression for a target audience. Collaboration and giving and receiving feedback are also named learning experiences.
Llythrennedd: Eglurder a geirfa, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a film trailer voiceover script aloud in pairs, marking where to pause and which words to stress, then record it.
- Blwyddyn 8
- Pupils record a 30-second podcast advert for a school film club, adapting tone and vocabulary for Year 6 listeners.
- Blwyddyn 9
- Pupils present a one-minute pitch for a new streaming series in role as a presenter, then take two questions from the class.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 23
“radio/podcast audio advert”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.
Cam cynnydd 5
Rwy'n gallu siarad yn rhugl ac yn hyderus, gan ddefnyddio ystod o dechnegau, edrychiadau ac ystumiau.
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
Da gwybod
- Unit 1 is an 'On-screen examination: 1 hour 30 minutes' worth 60 marks, with 'objective responses, short and extended answers' including 'unseen media works' (Summary of assessment, page 5), so pupils type their extended answers.
- The specification awards no separate marks for spelling, punctuation and grammar or accuracy of language, and says nothing about calculators, dictionaries or word limits (checked across the whole specification).
- Unit 2 is a portfolio under time control: 'Learners will have 18 hours to complete the assessment' (Section 3.2, page 27), so research and writing must be efficient.
- Unit 3 has 'no restriction on the amount of time candidates spend on the assessment' and requires learners to 'Produce a reflective log' alongside two production pieces (Section 3.2, pages 27 and 28).
- Assessment Objective 3, 'Reflect on, analyse and evaluate own work and the work of others', carries 30% of the qualification, split 15% Unit 1, 10% Unit 2 and 5% Unit 3 (Section 3.1, page 26).
- Pre-production planning such as 'storyboards, scripts, hand drawn or digital mock-ups' may be handwritten or digital (Unit 3, Section 3.1.1, page 23).
- Appendix A (page 32) flags literacy (listening, reading, speaking, writing) in all three units but flags numeracy only against the non-examination units.
Cysylltiadau â TGAU eraill
At Key Stage 3 this reading and writing work overlaps closely with English film and media units, and the news reliability work links to Humanities and Digital Technology, so a shared analytical paragraph frame across departments would help.
Ffynhonnell: WJEC GCSE Digital Media and Film specification, teaching from 2026, for award from 2028, Version 2, September 2026.