Foundation Creative and Media Production, and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Foundation Creative and Media Production, and Technology is a two-year Entry Level and Level 1 course for learners in Years 10 and 11 who learn best through practical work. Literacy runs through both portfolio units: in Unit 1 learners read about Welsh media companies and explain job roles, regulators and ethics, and in Unit 2 they write scripts and text for an audience, pitch ideas, listen to feedback and write short evaluations. Evidence can be written, spoken, recorded or visual, so Entry Level learners can show speaking and listening as well as writing. Numeracy is light: scheduling a production with deadlines, sorting audiences into groups, timing and trimming clips, and resizing images. Key Stage 3 should build writing and speaking for a named audience and purpose.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
- Y cam nesaf i fyny
- VCSE Creative and Media Production, and Technology, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to Welsh creative media industries: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 9 hours (typically 7 to 9 hours), 40 of the 112 qualification points, assessed in centre and moderated by WJEC; 36 guided learning hours, intended to be taught first and available from summer 2028
- Unit 2: Creative and media production tools and processes: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time of 38 hours (typically 25 to 38 hours), 72 of the 112 qualification points, assessed in centre and moderated by WJEC; 84 guided learning hours, available from summer 2029
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading about Welsh media companies and picking out key information
In Unit 1 learners find out about Welsh creative media companies such as S4C, ITV Cymru, Boom Cymru and Wales Interactive, their products and the purpose of those products. Example tasks ask learners to read factsheets and highlight key information, or to read company websites and annotate screenshots.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a one page factsheet about S4C and highlight what the company makes, who it is for and why, then fill in a three column table.
- Blwyddyn 8
- Pupils skim the websites of two Welsh media companies for their main products and scan for one fact about each, then write a short summary.
- Blwyddyn 9
- Pupils research a Welsh games or TV company from its website and a news article, note the key facts in their own words and say which source was more useful.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.1, page 13; Examples of tasks, page 17
“highlight key information about the company, purpose and products”
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 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 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 ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
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Analysing how media texts appeal to their target audience
In Unit 1 learners learn how audiences are categorised and how products appeal through visuals, audio, text, interactivity, layout and design. Level 1 learners identify the different ways two named Welsh creative media products appeal to their target audiences, and example tasks include a simple case study of two Welsh products.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils label a film poster with its title, tagline, images and colours, and write one sentence on who it is aimed at.
- Blwyddyn 8
- Pupils watch a short Welsh language advert and read its web page, then note three features in each that are chosen to appeal to the audience.
- Blwyddyn 9
- Pupils compare two Welsh media products, such as a children's programme page and a game trailer, in a short written case study of how each targets its audience.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.2, page 13; Assessment criterion 1.2.2, page 15; Examples of tasks, page 18
“create a simple case study looking at two Welsh creative media products”
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 defnyddio'r hyn rwy'n ei wybod am wahanol fathau o destunau i ystyried a yw testun yn effeithiol o ran cyfleu gwybodaeth, syniadau a safbwyntiau.
Cam cynnydd 4
Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.
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Explaining job roles, skills and regulators using subject vocabulary
In Unit 1 learners describe or explain key job roles such as producer, editor and camera operator, the skills each role needs, post-16 routes, regulatory bodies and ethical considerations. Level 1 learners explain three job roles and the roles of at least two regulators, and example tasks include researching roles and explaining findings, or making a careers infographic or advice leaflet.
Llythrennedd: Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils match ten media job titles, such as editor and sound engineer, to their definitions and use three of them correctly in sentences.
- Blwyddyn 8
- Pupils write a short job advert for a camera operator, listing the duties and skills in clear subject vocabulary.
- Blwyddyn 9
- Pupils write an explanation of two media careers and the routes into them, and a paragraph on what Ofcom and the ASA do, using correct terms throughout.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.3 and LO1.4, pages 13 and 14; Assessment criteria, page 16; Examples of tasks, page 19
“research the qualifications and skills required for roles within the creative media industries and explain their findings”
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 ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
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 crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Writing scripts and text for an audience and purpose
In Unit 2 learners plan what will be said or written in a script or text outline, produce text with suitable language for interactive or graphic products, and use language style, tone of voice and slogans to appeal to the audience in adverts and posters.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a slogan and three lines of text for a poster advertising a school club to Year 6 pupils.
- Blwyddyn 8
- Pupils write a 30 second radio advert script with a slogan, choosing words and tone to persuade teenagers to visit a local attraction.
- Blwyddyn 9
- Pupils write a voice-over script and on-screen text for a short promotional video about a Welsh event, adapting the style for a young audience and redrafting it to time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 23; LO2.4, pages 25 and 26; LO2.6, page 27
“to plan what will be said or written”
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 gwneud dewisiadau priodol am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl ac yn eglur ar gyfer cynulleidfaoedd gwahanol ac at ddibenion gwahanol.
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 ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau, e.e. iaith emosiynol, gor-ddweud, dewis rhagenwau (chi, ni), i ddangos effaith.
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Pitching ideas and explaining creative choices aloud
In Unit 2 learners present their ideas to others using spoken or visual methods and give reasons why the idea suits the brief. Example tasks include roleplay pitches to peers or clients and, for LO2.6, explaining to a client how the finished product meets the brief, with questions and answers.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils present their idea for a class poster to a small group in one minute, saying what it shows and who it is for.
- Blwyddyn 8
- Pupils pitch a short film idea to the class from a storyboard, giving two reasons it suits the audience and answering one question.
- Blwyddyn 9
- Pupils pitch a promotional campaign idea to a teacher acting as client, explain how it meets the brief and adapt their answers to the client's questions.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Assessment criterion 2.1.4, page 28; Examples of tasks, pages 34 and 37
“roleplay pitching an idea for a creative media product to peers”
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 trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
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 trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Listening to feedback and noting key points
In Unit 2 learners listen carefully to feedback from teachers, classmates and others, focus on the key points to improve and record them. Example tasks include listening to comments and making notes, paired discussion about the work, and question and answer sessions after a pitch.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a partner's comments on their poster and write down one thing that works and one thing to change.
- Blwyddyn 8
- Pupils take notes while two classmates give feedback on a storyboard, then ask one follow-up question to check what they meant.
- Blwyddyn 9
- Pupils run a short feedback session on a draft video, record the main points from three people and agree which changes to make first.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.3, page 24; Examples of tasks, pages 34 and 35
“listening carefully to feedback from others”
Cam cynnydd 3
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Cam cynnydd 4
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Writing self-evaluations and explaining changes
In Unit 2 learners outline strengths and areas for improvement, say what was changed and why, and Level 1 learners evaluate how well their final plan or product meets its purpose and audience. Example tasks include annotating work to explain changes and writing a self-evaluation.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a sentence starter sheet saying what went well in their poster and what they would change next time.
- Blwyddyn 8
- Pupils annotate before and after versions of a storyboard, explaining each change with because and so that.
- Blwyddyn 9
- Pupils write a short evaluation of a finished video with a paragraph on strengths, a paragraph on weaknesses and a conclusion on how well it suits its audience.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.3, pages 24 and 25; Assessment criteria 2.3.3 and 2.3.4, page 30; Examples of tasks, page 35
“write a self-evaluation explaining the strengths of their work and areas for improvement”
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 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 defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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Correcting and redrafting text in the product
In Unit 2 learners improve their work by adding missing content and correcting errors, and post-production includes editing text with review tools, redrafting, and cutting down or expanding it. Interactive media is tested and fixed, including correcting typographical errors.
Llythrennedd: Prawfddarllen, golygu a gwella, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils proofread the text on a classmate's poster and circle spelling and punctuation errors, then correct their own.
- Blwyddyn 8
- Pupils cut a 100 word web page introduction down to 50 words without losing the key information.
- Blwyddyn 9
- Pupils use review tools to check and redraft all the text in their leaflet or website, fixing errors and tightening wording for the audience.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.3, page 25; LO2.5, page 26
“adding missing content or correcting errors”
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 defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
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.
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Scheduling a production with deadlines and timelines
In Unit 2 learners plan the steps of a production, schedule tasks by setting short deadlines or ordering them in a timeline, and identify resources. Entry 3 learners plan with short deadlines, checklists or simple timelines, and Level 1 learners create and follow a plan with realistic timescales, resources and responsibilities.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils put the steps of making a poster in order and give each step a lesson number on a simple timeline.
- Blwyddyn 8
- Pupils plan a two week filming project on a calendar, working out how many lessons each task needs and when to film.
- Blwyddyn 9
- Pupils build a production schedule for a five lesson project with dates, times, people and equipment, and adjust it when one filming day is lost.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.2, page 24; Assessment criterion 2.2.3, page 29
“setting short deadlines or ordering tasks in a timeline”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
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Sorting audiences into categories in tables and diagrams
In Unit 1 learners learn how audiences are categorised, for example by age, gender, income, location and media consumption habits. Example tasks ask learners to show audience categories in a table, mind map or diagram and to complete a table matching products to their target audience.
Rhifedd: Cynrychioli data, Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort ten media products into a table by the age group they are aimed at and count how many fall in each group.
- Blwyddyn 8
- Pupils survey the class on their favourite media and show the results in a bar chart grouped by type of media.
- Blwyddyn 9
- Pupils read a chart of viewing figures by age group for two channels and use it to decide which age group to target with an advert.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.2, page 13; Examples of tasks, page 18
“complete a table identifying products and their target audience”
Cam cynnydd 3
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 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.
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Timing and trimming audio and video clips
In Unit 2 post-production learners trim and cut audio and video clips, adjust levels and layer audio, and the pace of editing is one of the creative techniques for a TV advert. Example tasks ask learners to make changes such as trimming clips or adding filters.
Paratoi disgyblion
- Blwyddyn 7
- Pupils time three video clips in seconds, put them in order and add the times to check the total is under 30 seconds.
- Blwyddyn 8
- Pupils trim clips on an editing timeline so that a sequence of five shots lasts exactly 20 seconds, recording each clip length.
- Blwyddyn 9
- Pupils edit an advert to 30 seconds using clip lengths in seconds and tenths of a second, and timing music and voice-over to start at set points.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.5, page 26; LO2.6, page 27; Examples of tasks, page 36
“Examples include changing colours, layout or text, trimming clips or adding filters”
Cam cynnydd 3
Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.
Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.
Cam cynnydd 4
Rwy'n gallu dehongli ffracsiynau o eiliadau yn briodol.
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.
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Cropping, resizing and positioning images in a layout
In Unit 2 learners frame and compose shots and photographs, crop and resize still images, and create layouts with colour and graphics. Example tasks ask learners to experiment with typography, layout and design features.
Rhifedd: Cyfrifiad, Siâp a gofod, Mesur
Paratoi disgyblion
- Blwyddyn 7
- Pupils crop a photograph to a square and place it on an A4 poster template using the ruler and guides.
- Blwyddyn 8
- Pupils resize an image to half its width with the aspect ratio locked and check the new height in the image size box.
- Blwyddyn 9
- Pupils lay out a leaflet on a grid with set margins in millimetres, scaling images in proportion so they fit the columns without stretching.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.4, pages 25 and 26; LO2.5, page 26; Examples of tasks, pages 35 and 36
“experiment with typography, layout and design features”
Cam cynnydd 3
Rwy'n gallu defnyddio cymhareb a chyfran i gyfrifo meintiau.
Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.
Cam cynnydd 4
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Da gwybod
- Evidence can take many forms, including a learner statement, "a written or recorded account by the learner reflecting on what they did and what they learned", and video or audio recordings (Section 3.3, page 40), so spoken work can count.
- Spoken and observed work needs records: "performance evidence (for example, presentations or practical demonstrations) is documented using observation records" (Section 3.6, page 41).
- Support is graded by level: "Entry 1 learners will require a high level of support, including verbal, visual and practical assistance, use of symbols, or assistive technology." while Level 1 learners work independently (Section 3.4, page 41).
- All evidence is submitted online: "All evidence must be submitted digitally." (Section 3.3, page 40).
- Appendix A (page 47) maps Literacy speaking and writing to every learning outcome in Unit 1 and Unit 2, reading to all but LO2.1, and listening to all of Unit 1 and LO2.3 to LO2.5.
- Appendix A (page 48) maps Numeracy "Developing mathematical proficiency" to LO1.2 and LO2.1 to LO2.5, number and geometry and measurement to parts of Unit 2, and statistics to LO1.2 only.
Cysylltiadau â chymwysterau eraill
The specification names the WJEC VCSE Creative and Media Production, and Technology as the next step after a Level 1 Pass. The VCSE shares the same literacy and numeracy: writing scripts and text for an audience, explaining creative choices, acting on feedback, evaluating work, scheduling a production and reading audience information. It steps them up to a written proposal against a WJEC-set brief, a production journal, a sector test that needs precise subject vocabulary, focus group feedback and a production budget. Writing for an audience and purpose also links with GCSE English Language and Literature, and analysing media products with GCSE Digital Media and Film.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Creative and Media Production, and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).