Foundation Cymraeg
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Entry Level Foundation Cymraeg is a 120 guided learning hour qualification for learners aged 14 to 16 who are working towards GCSE Cymraeg Language and Literature or need a coherent Welsh course in its own right. Almost all of it is literacy in Welsh. Unit 1 tests reading for meaning, simple sequencing and one extended piece of writing for an audience. Unit 2 asks for a creative response to a printed short story, novel or play and a Welsh piece based on an English source. Unit 3 assesses an individual talk and a pair or group discussion of a Welsh TV programme or film. Accuracy in grammar, spelling, punctuation and mutations runs through every unit. There is no numeracy content.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Reading and Writing: Two written subject tests, 60 minutes in total (2 x 30 minutes, plus 10 minutes reading time before Subject Test 1), 30%, 30 marks (15 per test), set and marked by WJEC, taken on screen or on paper within a four week summer window
- Unit 2: Responding to Texts: Non-examination assessment, two written tasks (up to 6 hours), 40%, 40 marks (25 for Task 1, 15 for Task 2), set by WJEC, marked by the centre and moderated by WJEC
- Unit 3: Oral: Non-examination assessment, two oral tasks (individual task 2 to 5 minutes, pair or group task about 5 minutes), 30%, 30 marks (10 for Task 1, 20 for Task 2), set by WJEC, marked by the centre and moderated by WJEC
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Reading short and extended texts for meaning
In Unit 1 Subject Test 1 learners read two short texts and one extended text in paragraphs from everyday and work-related contexts. They answer short and multiple choice questions that ask them to recall information, pick out and summarise main points, interpret information and draw simple conclusions.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short Welsh notice about a school club and answer five questions on who, what, when and where.
- Blwyddyn 8
- Pupils read a Welsh advert for a summer job and a short email about it, then choose the three main points and write one sentence on whether the job suits them.
- Blwyddyn 9
- Pupils read a three paragraph Welsh article about a local festival in 10 minutes, answer short and multiple choice questions, and draw a simple conclusion about who the festival is for.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 12; Summary of assessment, page 5
“identify and summarize main points”
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 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 dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
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 crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
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Putting events and information in order
Subject Test 1 includes simple sequencing tasks on the reading texts. Learners use the order of ideas, time words and paragraph links to rebuild the sequence of a text.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils put six Welsh picture captions from a short story in the right order and underline the time words that helped.
- Blwyddyn 8
- Pupils reorder the jumbled steps of a Welsh recipe and explain which words, such as yn gyntaf and wedyn, gave the order away.
- Blwyddyn 9
- Pupils rebuild a jumbled Welsh news report of five paragraphs and explain how the opening and linking phrases show the sequence.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 12; Section 3.2, page 19
“complete simple sequencing tasks”
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 adeiladwaith iaith a threfn testunau i gefnogi fy nealltwriaeth.
Cam cynnydd 4
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am sut mae gwahanol destunau wedi'u strwythuro, eu trefnu a'u cysylltu er mwyn cefnogi fy nealltwriaeth o bwnc, e.e. defnyddio hyperddolenni mewn testun a argraffwyd/testun digidol i ymestyn fy ymchwil a'm dealltwriaeth.
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Reading and interpreting a short story, novel or play
For Unit 2 Task 1 learners read a printed short story, novel or play suited to their interests and language ability. They understand and interpret characters, show awareness of mood and atmosphere, and show they understand the events.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short Welsh story and choose three adjectives for the main character, finding a sentence in the text for each.
- Blwyddyn 8
- Pupils read a chapter of a Welsh novel for teenagers and highlight words that create a frightening or happy mood.
- Blwyddyn 9
- Pupils read a short Welsh play and explain how one character changes from the start to the end, using two short quotations.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 14
“demonstrate an awareness of mood and atmosphere”
Cam cynnydd 3
Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Cam cynnydd 4
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.
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
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Translanguaging from English into Welsh
In Unit 2 Task 2 learners use information from an English source and express it in Welsh in another form, such as a review, interview, dialogue, article, poster or information leaflet. They show understanding of the content, give the work a clear structure and pay attention to accuracy.
Llythrennedd: Trawsieithu, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short English leaflet about a local park and make a Welsh poster with three of its facts.
- Blwyddyn 8
- Pupils read an English film review and turn its main points into a short Welsh interview with the director.
- Blwyddyn 9
- Pupils use an English news article to write a Welsh information leaflet for younger pupils, choosing what to include and changing the order to suit the new form.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.2, page 14; Summary of assessment, page 5
“use information from an English source and express it in”
Cam cynnydd 3
Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.
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 cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.
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Discussing a Welsh TV programme or film in a group
In Unit 3 Task 2 learners join a natural discussion of about 5 minutes in a pair or group of three about a Welsh language TV programme or film. They listen and respond to others, express opinions on events and characters, and discuss filming techniques.
Llythrennedd: Siarad cydweithredol, Gofyn cwestiynau, Gwrando fel rhan o siarad cydweithredol, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch a short Welsh cartoon and, in pairs, take turns to say which character they liked and why, using cytuno and anghytuno phrases.
- Blwyddyn 8
- Pupils discuss an episode of a Welsh soap in threes, each asking one question and responding to a partner's opinion before giving their own.
- Blwyddyn 9
- Pupils hold a five minute Welsh discussion in threes about a Welsh film, building on each other's points about characters, music and camera shots.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 16; Summary of assessment, page 6
“listen and respond to contributions from others”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
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 gwrando er mwyn dangos cytundeb ac anghytundeb mewn trafodaeth a sefyllfaoedd cydweithredol.
Cam cynnydd 4
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
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 cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.
Da gwybod
- Unit 1 can be taken on screen or on paper: "Centres will have the option to complete the test digitally or on paper." (Section 3.2, page 19), and there are separate entry codes for "Unit 1 (on screen)" and "Unit 1 (paper-based)" (Section 5.1, page 23).
- The Unit 2 creative task uses books, not screen texts: learners respond to a short story, novel or play, "printed texts only" (Unit 2, Section 2.1.1, page 14).
- The specification calls all three units non-examination assessment and follows the JCQ rules for vocational qualifications: "All non-examined assessment (NEA) must adhere to the instructions included in JCQ's Instructions for Conducting Non-Examination Assessments" (Section 3.3, page 20). No separate rule on AI use is given.
- Teachers supervise the NEA tasks and "must not give feedback on the evidence that is produced." (Section 3.3, page 20). Units 2 and 3 allow one resubmission before moderation (Section 3.4, page 21).
- Oral work is evidenced by the teacher rather than by a recording requirement: "evidence of performance (e.g. presentations) must be recorded using observation records" (Section 3.3, page 20).
- Results are reported at Entry Level 1, 2 or 3 only: the qualification "is reported on a three-point scale" (Section 5.3, page 24). There is no Level 1 grade.
- Accuracy carries marks in its own right: AO2 asks learners to "write and convey information and communicate opinions clearly and accurately, including grammar, punctuation and spelling" (Section 3.1, page 18).
- The specification asks for no numeracy. Appendix A (pages 26 and 27) ticks Listening, Reading, Speaking and Writing for all three units but places only a single numeracy tick, in the Unit 3 column against the statistics strand, which no content section supports.
Cysylltiadau â chymwysterau eraill
The qualification is designed as a route to GCSE Cymraeg Language and Literature: the specification says it "provides a broad foundation for progression to GCSE Iaith a Llenyddiaeth Gymraeg" (page 8). The same strands appear in both, but the GCSE steps them up. Foundation learners discuss one Welsh language TV programme or film in a pair or group of three, while GCSE learners analyse film and identity in a group discussion; the Foundation individual oral is a 2 to 5 minute talk on a topic of the learner's choice, while the GCSE presentation is researched and supported with sources; Foundation creative writing responds to one printed short story, novel or play, while the GCSE adds poetry, comparison and literary terminology; and both qualifications ask learners to take information from an English text and express it in Welsh. The translanguaging task and the writing forms (email, article, letter, leaflet) also link with English at Foundation level.
Ffynhonnell: WJEC Entry Level Foundation Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).