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Skills that use Vocabulary, spelling, grammar

1. Writing accurate sentences in paragraphs

   Assessed: In the exam and in coursework (NEA)

   Across Units 1 and 2 learners write in sentences with appropriate grammar, correct spelling and punctuation, and organise their work into paragraphs. In the translanguaging task they also vary how sentences begin and how long they are.

   Literacy: Vocabulary, spelling, grammar, Punctuation, Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils write five Welsh sentences about their family in the present tense, checking capital letters, full stops and verb endings against a checklist.

   Year 8

   Pupils write two Welsh paragraphs about a weekend, one in the past tense, using connectives such as achos and ond, and check spellings in a dictionary.

   Year 9

   Pupils proofread and redraft a Welsh paragraph with planted errors in tense, spelling and punctuation, then rewrite it so sentences start in different ways.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.1.2, page 12; Unit 2, Section 2.1.2, page 14; Section 3.1, page 18

   “use sentences, appropriate grammar, correct spelling”

   Progression step 3

   • I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses.

   • I can use a range of punctuation accurately (including apostrophe for possession) to clarify and expand meaning.

   • I can use paragraphs and make links between them.

   • I can use simple, compound and complex sentence structures for emphasis and effect.

   Progression step 4

   • Welsh-medium statement: I can write grammatically accurate sentences with attention to conjugated verbs, verb tense, and person correspondence and gender agreement.

   • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

2. Using mutations and Welsh grammar accurately

   Assessed: In the exam and in coursework (NEA)

   Accuracy in Welsh is assessed in writing and speech. In both Unit 3 tasks learners vary sentences and show awareness of mutations, and the written tasks reward correct grammar, spelling and punctuation.

   Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

   Getting pupils ready

   Year 7

   Pupils practise the soft mutation after dy and i by labelling items in a picture, such as dy gath and i Gaerdydd, and saying them aloud.

   Year 8

   Pupils find and correct missing mutations in a short Welsh postcard, then use three of the corrected phrases in their own reply.

   Year 9

   Pupils record a one minute Welsh talk, listen back for missed mutations and plural forms, and correct them before giving the talk again.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Sections 3.1.1 and 3.1.2, pages 15 and 16; Unit 2, Section 2.1.2, page 14

   “vary sentences and show awareness of mutations”

   Progression step 3

   • Welsh-medium statement: I can apply mutations in many obligatory contexts, including:

     • soft mutation after ‘ei’ masculine, e.g. ei goes ef, and when nouns and adjectives follow ‘yn’, e.g. yn gyflym
     • nasal mutation after ‘fy’, e.g. fy nghoes i, or special preposition ‘yn’, e.g. yng Nghaerffili
     • aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.

   • Welsh-medium statement: I can form plurals, e.g. by adding a suffix (merch>merched), changing the stem (bachgen>bechgyn), a combination of both (braich>breichiau) and removing a suffix (coeden>coed).

   • Welsh-medium statement: I can identify when a word has undergone mutation, and can apply those same changes in many obligatory contexts, including:

     • soft mutation after ‘ei’ masculine, e.g. ei goes ef, and after numerous prepositions
     • soft mutation (but not ll or rh) when a noun or an adjective follows ‘yn’, e.g. yn gyflym
     • nasal mutation after ‘fy’, e.g. fy nghoes i, and after the spatial preposition ‘yn’, e.g. yng Nghaerffili
     • aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.

   Progression step 4

   • Welsh-medium statement: I can identify the use of mutations, and recognise omissions in obligatory contexts, and/or the use of the inappropriate mutation type when another type is expected.

   • Welsh-medium statement: I can identify the use of mutations, and recognise omissions and/or the use of the inappropriate mutation type when another type is expected.

Source: WJEC Entry Level Foundation Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).