GCSE Integrated Science
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Integrated Science (Single Award) asks learners to read a pre-release Resource Folder worth a third of the Unit 1 paper, judge how reliable health and climate information is, write balanced evaluations, and write up a scientific enquiry alone under high control using precise scientific terms. Its numeracy load is heavy: Appendix D lists units, percentages, significant figures, substituting into equations, plotting graphs and, at higher tier, standard form, rearranging equations and gradients, all applied to energy costs, efficiency, density, motion and practical data. The single biggest thing Key Stage 3 should build is routine, confident handling of practical data: measuring with units, calculating means and values from equations, and plotting and explaining graphs.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2026
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Living on Earth: Written examination (tiered), 1 hour 30 minutes, 72 marks, includes pre-release Resource Folder, 45%
- Unit 2: Science in a Changing World: Written examination (tiered), 1 hour 30 minutes, 72 marks, 45%
- Unit 3: Scientific Enquiry: One enquiry from a choice of two: practical task (1 hour) and written task (1 hour), 28 marks, externally marked by WJEC, 10%
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading and using the pre-release Resource Folder
A third of the Unit 1 paper (24 of 72 marks) is based on a Resource Folder released one month before the examination. Learners must study unseen scientific texts and data in advance and answer questions on them using a clean copy in the examination.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- A week before the end of the healthy living topic, pupils get a one-page leaflet on energy drinks, highlight key words and write three questions they think a test could ask about it.
- Blwyddyn 8
- Pupils receive a two-page pack on air quality in the Cynon Valley a lesson ahead, annotate the text and graph, then answer unseen questions on it in a timed lesson.
- Blwyddyn 9
- Pupils work through a mock pre-release folder on electric vehicles over two weeks, building a glossary and a one-line summary of each source, then answer a short question paper using a clean copy.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, page 11
“72 marks (24 marks will be allocated to questions linked to the pre-release material)”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
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 darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl, gan ddethol a gwneud sylwadau aeddfed ar y syniadau a’r themâu allweddol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Judging reliable sources of health and climate information
Learners must understand why reliable sources matter when making health decisions, such as on vaccination. In Unit 2 they must recognise that climate change is often over-simplified, with opinions based on only part of the evidence (Section 2.1.2, page 26).
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort ten statements about germs and vaccines into fact, theory or opinion, and say where each one came from.
- Blwyddyn 8
- Pupils compare an NHS Wales web page and a social media post about sugar in fizzy drinks, and list three reasons why one is more reliable than the other.
- Blwyddyn 9
- Pupils read two news reports of the same climate study, pick out where each one over-simplifies the evidence, and rate each for reliability with reasons.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.2c, page 15
“that staying informed of health risks from reliable sources is crucial for making informed decisions about health and well-being”
Cam cynnydd 3
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.
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Cam cynnydd 4
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
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 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 gwerthuso diben, effaith a dibynadwyedd testunau yn hyderus.
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Writing balanced evaluations that reach a decision
Analysing, interpreting and evaluating (AO3) is 25% of the qualification. The content repeatedly asks learners to weigh advantages and disadvantages, for example alternative fuels, farming methods, recycling and space-based telescopes, and reach a justified decision in written answers.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write one paragraph deciding whether the school should switch to LED lighting, linking an advantage, a disadvantage and a conclusion with 'however' and 'therefore'.
- Blwyddyn 8
- Pupils write a balanced answer on whether farmers should use pesticides, with a paragraph for each side and a final judgement that refers back to the evidence.
- Blwyddyn 9
- Pupils write an extended answer comparing hydrogen and bioethanol as fuels for local buses, then check it against a success criteria grid and redraft it.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix B, Scientific Enquiry Skills Framework, page 43
“evaluate personal, social, economic and environmental implications of science and make decisions based on the evaluation of evidence and arguments”
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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Writing up a scientific enquiry independently
In Unit 3 Task 2 (22 of 28 marks) learners work alone under high control, using their Task 1 results to analyse data, conclude and evaluate. Appendix B expects them to communicate the scientific rationale for the investigation and method (page 43).
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Prawfddarllen, golygu a gwella
Paratoi disgyblion
- Blwyddyn 7
- After a dissolving sugar practical, pupils write their method as numbered steps with a labelled diagram, and a partner tries to follow it and suggests one fix.
- Blwyddyn 8
- Pupils write a conclusion and evaluation for a pendulum investigation using a frame: what the results show, the science that explains it, and one improvement.
- Blwyddyn 9
- Pupils complete a timed, independent write-up of a reaction time investigation they carried out in groups the week before, then redraft one section after teacher feedback.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, page 33
“Learners must work independently in high controlled conditions.”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
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.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
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 gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
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 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.
Rwy'n gallu gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.
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Using scientific vocabulary and terminology precisely
Learners must use the terms defined in Appendix C, such as independent variable, validity, resolution, precision, repeatability and systematic error, accurately in examinations and in the enquiry. Word equations also need precise chemical names.
Llythrennedd: Geirfa, sillafu, gramadeg, Strategaethau darllen, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a glossary page for variable, hypothesis and fair test, and use each word correctly in a sentence about their own practical.
- Blwyddyn 8
- Pupils play a 'define it without saying it' game with accuracy, precision and anomaly, then label a set of class results using the right terms.
- Blwyddyn 9
- Pupils take a weekly spelling and definition quiz on the Appendix C terms, then rewrite a weak evaluation so it uses resolution, random error and repeatability correctly.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, page 33
“Learners should also demonstrate their use of scientific terminology (Appendix C) and mathematical skills (Appendix D).”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Rwy’n gallu defnyddio ystod o strategaethau i bennu ystyr geiriau a brawddegau, gan gynnwys:
- yr hyn rwy'n ei wybod am ffoneg
- gwreiddiau geiriau
- teuluoedd geiriau
- cystrawen
- trefn testunau
- gwybodaeth flaenorol am gyd-destun.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
Cam cynnydd 5
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
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Substituting into and rearranging equations
Learners substitute values into equations for speed, acceleration, weight, resultant force, wave speed, density, efficiency and electrical cost, using correct units. Changing the subject of an equation is assessed at higher tier only.
Rhifedd: Cyfathrebu â symbolau, Cymhwysedd strategol, Mesur, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils time a toy car over a measured distance and use speed = distance ÷ time, setting out the equation, the substitution and the answer in m/s on three lines.
- Blwyddyn 8
- Pupils measure the mass of classroom objects and calculate their weight on Earth, the Moon and Mars from given gravitational field strengths, writing units at each step.
- Blwyddyn 9
- Pupils find the density of rock samples, then rearrange density = mass ÷ volume to predict the mass of a larger block of the same rock.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix D, Mathematical Skills, page 46
“Substitute numerical values into algebraic equations and solve them using appropriate units for physical quantities”
Cam cynnydd 3
Rwy'n gallu cyfleu fy atebion gan ddefnyddio ffurf fathemategol gywir.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
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 defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Cam cynnydd 5
Rwy'n gallu cyfleu fy atebion gan ddefnyddio ffurf fathemategol gywir.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
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Measuring accurately and working with SI units
Learners measure mass and volume, including by displacement for irregular objects, to find density, and must recognise and use SI units, prefixes and unit conversions (Appendix D, page 46). Appendix C expects them to understand the resolution of measuring instruments.
Rhifedd: Mesur, Siâp a gofod, Y system rif, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read thermometers, measuring cylinders and top-pan balances at practical stations, record each reading with its unit and say what the smallest division is.
- Blwyddyn 8
- Pupils find the volume of irregular stones by displacement in a measuring cylinder, and convert between cm³ and ml and between g and kg.
- Blwyddyn 9
- Pupils find the density of regular blocks by measuring and calculating their volume and of irregular objects by displacement, and state the resolution of each instrument.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.3.1c, page 32
“carry out experiments to determine the density of both regular and irregular shaped objects to identify the material they are made from.”
Cam cynnydd 3
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Rwy'n gallu trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.
Rwy'n gallu dod o hyd i gyfeintiau drwy gyfrif a dulliau ymarferol eraill.
Cam cynnydd 4
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Rwy'n gallu cymhwyso'r fformiwlâu ar gyfer cyfaint prismau syml.
Cam cynnydd 5
Rwy'n gallu adnabod a diffinio cyfyngiadau ar gywirdeb mesuriadau, e.e. ffiniau uchaf ac isaf.
Rwy'n gallu deall a defnyddio amrywiaeth o fesurau cyfansawdd.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Percentages, efficiency and significant figures
Learners calculate efficiency from Sankey diagrams, energy transfer between trophic levels, Rf values and carbon footprints, and use ratios, fractions, percentages and a sensible number of significant figures. Standard form is higher tier only (Appendix D, page 46).
Rhifedd: Cyfrifiad, Y system rif, Perthnasoedd yn y system rif, Rhuglder, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a calculator to work out what percentage of the energy in a packet of crisps comes from fat, and round the answer to the nearest whole number.
- Blwyddyn 8
- Pupils draw a Sankey diagram for a filament bulb from given energy values and calculate its efficiency as a percentage.
- Blwyddyn 9
- Pupils calculate the percentage of energy passed along a food chain from given data, round to 2 significant figures, and write the largest energy values in standard form.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3.2a, page 23
“determine the efficiency of a device or process from a Sankey diagram.”
Cam cynnydd 3
Rwy'n gallu cyfrifo canran, ffracsiwn a degolyn o unrhyw faint gyda chyfrifiannell lle y bo'n briodol.
Rwy'n gallu amcangyfrif drwy dalgrynnu i'r 10, 100, 1000 neu'r rhif cyfan agosaf.
Rwy'n gallu ddefnyddio dealltwriaeth o gywerthoedd ffracsiynau, degolion a chanrannau syml, e.e. dod o hyd i 25% o 60cm a gwybod bod hyn yn cyfateb i ¼ o 60cm.
Cam cynnydd 4
Rwy'n gallu mynegi un maint fel canran maint arall.
Rwy'n gallu defnyddio a dehongli rhifau mewn ffurf safonol mewn cyfrifiadau.
Rwy'n gallu cyflwyno atebion i nifer penodol o leoedd degol neu ffigurau ystyrlon.
Cam cynnydd 5
Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.
Rwy'n gallu defnyddio cyfrifiannell wyddonol yn effeithiol ac yn effeithlon i gwblhau cyfrifiadau gan ddefnyddio'r amrywiaeth o fysellau swyddogaeth sydd ar gael.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
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Calculating the cost of electricity and payback time
Learners calculate the cost of using appliances, including electric vehicles, with units used (kWh) = power (kW) x time (hours) and cost = units used x cost per unit, then use data to find payback times.
Rhifedd: Llythrennedd ariannol, Cyfrifiad, Cymhwysedd strategol, Dealltwriaeth gysyniadol, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the power rating on classroom appliances and work out which one costs most to run for an hour, given a price per kWh.
- Blwyddyn 8
- Pupils calculate the weekly cost of running a kettle, a games console and a phone charger at home, using kWh = kW x hours and a current price per unit.
- Blwyddyn 9
- Pupils compare the yearly running costs of a petrol car and an electric car from given data and work out how many years the electric car takes to pay back its extra cost.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3.1b, page 22
“use data to determine the payback time of electrical appliances, including electric vehicles.”
Cam cynnydd 3
Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.
Rwy'n gallu cymharu prisiau a deall pa un yw'r gwerth gorau am arian.
Rwy'n gallu lluosi rhifau a degolion â lluosrif o 10, e.e. 15 x 30, 1.4cm x 20.
Cam cynnydd 4
Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.
Rwy'n gallu defnyddio dulliau effeithlon i luosi a rhannu rhifau cyfan a degolion, gan gynnwys degolion megis 0.6 neu 0.06.
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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau, fy rhagfynegiadau a'm dyfaliadau.
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Plotting and interpreting graphs
Learners plot two variables from experimental data, use distance-time and speed-time graphs, and interpret the slope of rate graphs. Finding the gradient, slope and intercept of a linear graph is higher tier only.
Rhifedd: Cynrychioli data, Dehongli data, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plot a line graph of temperature against time for cooling water, choosing a scale that fills the grid and labelling both axes with units.
- Blwyddyn 8
- Pupils plot a distance-time graph from timings of a classmate walking across the school field and use it to calculate their speed.
- Blwyddyn 9
- Pupils plot volume of gas against time for marble chips and acid, draw a line of best fit, and calculate the rate from the gradient of the straight section.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix D, Mathematical Skills, page 46
“Plot two variables from experimental or other data”
Cam cynnydd 3
Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).
Cam cynnydd 4
Rwy'n gallu llunio a dehongli graffiau a diagramau (gan gynnwys siartiau cylch) i gynrychioli data arwahanol neu barhaus, gan ddewis graddfa briodol.
Rwy'n gallu llunio graffiau i gynrychioli data gan gynnwys diagramau gwasgariad er mwyn ymchwilio i gydberthyniad.
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
Cam cynnydd 5
Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
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Collecting reliable primary data
In Unit 3 Task 1 (6 marks) learners work in groups of no more than three to follow a given method and collect reliable data. Across all units SE5 asks them to collect, record and present primary data while improving its quality (page 9).
Rhifedd: Casglu data, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure their pulse before and after a minute of star jumps, recording three repeats in a results table with headings and units.
- Blwyddyn 8
- Pupils plan a results table for a ruler-drop investigation into how distraction affects thinking time, including repeats, before they collect any data.
- Blwyddyn 9
- In groups of three, pupils follow a given method to investigate enzyme activity at different temperatures, record repeat readings and decide which ones need repeating.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, page 33
“practical investigation using a given method including observation, measurement, and the collection of reliable data through hands-on experimentation.”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Cam cynnydd 4
Rwy'n gallu cynllunio sut i gasglu data er mwyn profi rhagdybiaeth syml.
Rwy'n gallu casglu data meintiol ac ansoddol.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Cam cynnydd 5
Rwy'n gallu casglu data mewn ffordd addas yn unol â'm rhagdybiaeth.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Analysing data, anomalies and uncertainty
Learners find means, identify anomalies, patterns and trends, and comment on uncertainty and on random and systematic error (Appendix C). The formula for uncertainty is given in the examination (page 44).
Rhifedd: Dehongli data, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils calculate the mean of three repeat heart rate readings, circle any anomaly and write one sentence on what the results show.
- Blwyddyn 8
- Pupils compare class ruler-drop results, find the range and any outliers, and explain whether the pattern supports their prediction.
- Blwyddyn 9
- Pupils pool class results from a pondweed photosynthesis practical, calculate means and the uncertainty for each light level, and judge how far the data support the conclusion.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix B, Scientific Enquiry Skills Framework, page 43
“interpret primary and secondary data, including identifying patterns and trends, make inferences and draw conclusions”
Cam cynnydd 3
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu defnyddio cymedr i ddehongli set data syml.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau a'm rhagfynegiadau.
Cam cynnydd 4
Rwy'n gallu defnyddio cymedr, canolrif, modd ac ystod i gymharu data (parhaus ac arwahanol), ac rwy'n gallu dewis y cyfartaledd mwyaf priodol.
Rwy'n gallu archwilio tueddiadau a gwerthoedd eithaf (allanolynnau) ar gyfer setiau data.
Rwy'n gallu archwilio canlyniadau yn feirniadol, a dethol a chyfiawnhau dewis o ystadegau, gan gydnabod cyfyngiadau unrhyw ragdybiaethau a'u heffaith ar y casgliadau.
Cam cynnydd 5
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu llunio a datblygu dadl fathemategol.
Da gwybod
- Unit 1 includes a pre-release Resource Folder released one month before the examination: '24 marks will be allocated to questions linked to the pre-release material', and candidates receive a clean copy of the folder with the question paper (page 11).
- Unit 3 Task 2 (22 marks) is written alone: 'Learners must work independently in high controlled conditions' (page 33). In Task 1 (6 marks) learners 'may work in groups of no more than three' (page 33).
- Higher tier only mathematics is shown in bold in Appendix D (page 46): standard form, changing the subject of an equation, and determining and interpreting the gradient, slope and intercept of a linear graph. Calculating acceleration from the gradient of a speed-time graph (page 13) and calculating rate from a straight line (page 20) are also higher tier content.
- The uncertainty formula is provided: 'There is a formula to calculate this which you will be given in an exam' (Appendix C, page 44).
- AO3, 'Analyse, interpret and evaluate scientific information, processes, techniques and procedures', carries 25% of the qualification (page 35).
- The specification awards no separate marks for spelling, punctuation and grammar and makes no statement about calculator use.
Cysylltiadau â chymwysterau eraill
The Appendix D mathematics overlaps closely with GCSE Mathematics and Numeracy, and the carbon footprint, air quality and energy cost work overlaps with Geography.
Ffynhonnell: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.