LNF Cymru Llythrennedd a rhifedd i Gymru

← Pob cymhwyster

Foundation Digital Technology

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

Foundation Digital Technology is a two year Entry Level and Level 1 qualification for learners aged 14 to 16, leading on to GCSE Digital Technology. Literacy sits mainly in the Unit 1 topic tests, where learners read multiple choice, objective and short answer questions and use technical terms such as CPU, RAM, MFA and phishing, and in the NEA units, where they write goals, success criteria and annotations, write text and narration for their product and reflect on their work. Numeracy sits in Unit 2: learners collect audience data, enter it in a spreadsheet, total and filter it and present it in pictograms, bar, pie and line charts. Coordinates, scores, timings and time plans add smaller numeracy demands in the games, quizzes and videos.

Corff dyfarnu
CBAC
Lefel
Entry Level and Level 1
Addysgu gyntaf
Medi 2027
Faint o waith llythrennedd
Canolig
Faint o waith rhifedd
Canolig
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: The Digital World: Three digital topic tests of 20 minutes each (1 hour in total), 30%, 60 marks, set and marked by WJEC, taken in digital or paper format within a four week window under invigilated conditions
  • Unit 2: Designing Digital Solutions: Non-examination assessment, suggested timing of approximately 16 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal
  • Unit 3: Creating and Communicating with Digital Media: Non-examination assessment, suggested timing of approximately 14 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Reading test questions and technical content

    Asesu: Yn yr arholiad

    Unit 1 is three 20 minute topic tests made up of multiple choice, objective and short answer questions. Learners read questions closely about digital systems, online safety and digital working practices and pick out what each one asks.

    Llythrennedd: Strategaethau darllen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils answer ten multiple choice questions on parts of a computer, underlining the key word in each question before choosing.
    Blwyddyn 8
    Pupils read a short article on cloud storage and answer short questions, skimming for the main idea and scanning for two named benefits.
    Blwyddyn 9
    Pupils sit a timed 20 minute practice test on online safety with multiple choice and short answer questions, then check which questions they misread.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 3.2, Unit 1, page 28; Unit 1, pages 11 to 18

    “objective test questions (OTQ) and short answer questions”
    Cam cynnydd 3

    • Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.

    • 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.

    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.

  2. Using technical vocabulary for digital systems and online safety

    Asesu: Yn yr arholiad

    Unit 1 is full of technical terms and abbreviations, such as CPU, GPU, RAM, NIC, firmware, PII, MFA, VPN and phishing. Learners must know and spell them and use them correctly in short answers.

    Llythrennedd: Geirfa, sillafu, gramadeg

    Paratoi disgyblion

    Blwyddyn 7
    Pupils match ten abbreviations such as CPU and RAM to their full names and purposes, then learn the spellings in a weekly word check.
    Blwyddyn 8
    Pupils build a glossary in OneNote of online safety terms such as phishing, MFA and VPN, each with their own definition and an example.
    Blwyddyn 9
    Pupils explain the difference between pairs of terms that are often confused, such as cloud computing and cloud storage, in two or three sentences each.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.1.2, 1.2.1 and 1.2.2, pages 13 to 15

    “Personal Identifiable Information (PII)”
    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.

    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.

  3. Writing short explanations in the topic tests

    Asesu: Yn yr arholiad

    The short answer questions in Unit 1 ask learners to show understanding, for example of the impact of a digital footprint, the impact of cyberbullying or the problems with not using technology safely. Answers need clear sentences that link a point to a reason.

    Llythrennedd: Cysyllteiriau a chystrawen, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write one sentence explaining why a strong password matters, using because to give the reason.
    Blwyddyn 8
    Pupils write a short paragraph on the impact of cyberbullying, giving two effects and linking them with connectives such as also and as a result.
    Blwyddyn 9
    Pupils answer three past style short answer questions on digital footprints and device security, using a point, reason and example structure.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.2.1, 1.2.2 and 1.2.3, pages 14 to 16

    “Learners should understand the problems with not using”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    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.

  4. Reading critically to spot phishing, scams and fake websites

    Asesu: Yn yr arholiad

    Learners know how to recognise and respond to online threats such as phishing emails, scams and unsafe or fake websites, and safe downloading practices such as checking the web address and reviews. This depends on reading digital texts for clues about their reliability.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read two emails, one real and one fake, and highlight three clues that show which one is a scam.
    Blwyddyn 8
    Pupils compare a real shopping website with a fake one, checking the web address, spelling and reviews, and write which they would trust and why.
    Blwyddyn 9
    Pupils rate five messages and download pages for reliability, explaining the language tricks scammers use, such as urgency and threats.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.2.2, page 15

    “how to recognise and respond to online threats, such as:”
    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.

    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 gwerthuso defnyddioldeb a dibynadwyedd testunau.

  5. Writing goals, success criteria and design annotations

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners write realistic project goals for their interactive product, a project plan with success criteria for their video, and annotations on their initial designs showing the visual, sound and technical aspects they intend to use.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils label a sketch of a game start screen with three short notes on colour, font and sound.
    Blwyddyn 8
    Pupils write three success criteria for a video advert, each starting with The video will, and annotate a storyboard frame.
    Blwyddyn 9
    Pupils write goals for a quiz that refer to their survey findings and annotate a full design sheet explaining each choice for the audience.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 21; Unit 3, Sections 3.1.1 and 3.1.3, pages 24 and 25

    “Learners should understand how to annotate initial designs”
    Cam cynnydd 3

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    Cam cynnydd 4

    • 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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.

  6. Writing and narrating content for an audience

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners create a product and a video that meet audience needs, which includes writing quiz questions, story dialogue and text on screen, and recording voiceovers or narration. Appendix A lists simple text narration and speech bubbles, and Appendix B lists text overlays and recorded voiceover.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Eglurder a geirfa

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write five clear true or false questions for a quiz for Year 6 pupils and check each one has only one right answer.
    Blwyddyn 8
    Pupils write speech bubble dialogue for a three page interactive story, keeping each line short enough for younger readers.
    Blwyddyn 9
    Pupils script and record a 30 second voiceover for a video advert, then rerecord it after listening back for clarity and pace.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.2.2 and 2.3.1, pages 21 to 23; Unit 3, Section 3.2.1, page 25; Appendices A and B, pages 36 and 39

    “create a digital video which meets audience needs,”
    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 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.

    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 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.

  7. Reflecting on how well a project met its goals

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners reflect on whether their interactive product met audience needs and what could be improved, and on how well their video met its purpose, audience needs, success criteria and time plan.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Prawfddarllen, golygu a gwella

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write two sentences on their Scratch project: one thing that worked well and one thing to change.
    Blwyddyn 8
    Pupils write a reflection on a short video against three success criteria, giving evidence for each and redrafting after peer comments.
    Blwyddyn 9
    Pupils write a structured reflection covering purpose, audience, each success criterion and their time plan, with a specific improvement for each weakness.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.4.2, page 23; Unit 3, Section 3.3.2, page 26

    “reflect on how well the project”
    Cam cynnydd 3

    • Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

    • 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 defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.

  8. Collecting data about audience needs

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners collect suitable data about their audience through data collection forms, surveys or observations, covering topic, style, accessibility and usability needs, and draw out data that is suitable for analysis.

    Rhifedd: Casglu data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils run a tally survey of favourite game types in their class and record the totals in a table.
    Blwyddyn 8
    Pupils design a Microsoft Forms questionnaire with tick box and rating questions about what a younger audience likes in a quiz.
    Blwyddyn 9
    Pupils design a survey that collects both rating scale and written answers about style and accessibility needs, and check that every question gives data they can analyse.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 19

    “Learners should be aware of methods to collect suitable”
    Cam cynnydd 3

    • Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.

    Cam cynnydd 4

    • Rwy'n gallu casglu fy nata fy hun ar gyfer arolwg, e.e. drwy lunio holiadur.

    • Rwy'n gallu casglu data meintiol ac ansoddol.

  9. Entering and analysing audience data

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners enter their data with correct data types such as numbers, currency and dates, then sort, filter, search and use conditional formatting to find patterns. Appendix A includes COUNT and SUM formulas, and learners extract key findings to inform their product.

    Rhifedd: Dehongli data, Cyfrifiad

    Paratoi disgyblion

    Blwyddyn 7
    Pupils sort a table of survey results from most to least popular and say which answer won and by how many.
    Blwyddyn 8
    Pupils use COUNTIF and SUM in Excel to total survey answers and filter the results to compare two year groups.
    Blwyddyn 9
    Pupils analyse their own survey with filters and conditional formatting, and write three findings, noting where the sample is too small to be sure.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.1.2 and 2.1.3, page 20; Appendix A, pages 37 and 38

    “analyse data to find patterns and results, such as:”
    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 adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.

    Cam cynnydd 4

    • 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.

  10. Presenting audience data in charts

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners create suitable charts to show audience needs, such as line, pie, bar and pictogram. Appendix A moves from a pictogram and a basic chart without labels to a bar chart with suitable labels, and pie or line charts with labels and a title at Level 1.

    Rhifedd: Cynrychioli data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils draw a pictogram of class favourite apps by hand, then make the same data into a bar chart in Excel.
    Blwyddyn 8
    Pupils make a bar chart with a title and axis labels from survey data and explain what it shows.
    Blwyddyn 9
    Pupils choose between a bar, pie or line chart for three different data sets from their survey, add titles and labels and justify each choice.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 20; Appendix A, pages 37 and 38

    “Pie or Line Charts with suitable labels and title”
    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.
    Cam cynnydd 4

    • Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.

    • Rwy'n gallu llunio a dehongli graffiau a diagramau (gan gynnwys siartiau cylch) i gynrychioli data arwahanol neu barhaus, gan ddewis graddfa briodol.

  11. Using coordinates, variables and timing in a game or quiz

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Appendix A includes number work inside the product: scoring systems that add one to a variable, lives or health variables, random spawning at an X and Y position and timed events. Learners use these to control game, quiz or story behaviour.

    Rhifedd: Safle, Dealltwriaeth gysyniadol, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils move a Scratch sprite to given x and y coordinates and plot where it ends up on a grid of the stage.
    Blwyddyn 8
    Pupils add a score variable that goes up by one for each coin and a timer that waits two seconds before showing a message.
    Blwyddyn 9
    Pupils make an enemy appear at a random x position between set limits and a lives variable that ends the game at zero, then explain the numbers they chose.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.3.1, pages 22 and 23; Appendix A, pages 36 and 37

    “Scoring system (Variable: Score = Score + 1)”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio cyfesurynnau i ddod o hyd i safle.

    • Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.

    Cam cynnydd 4

    • Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.

    • Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.

  12. Planning and managing time for a project

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners plan time and resources for their video, including tasks, deadlines and contingencies, and reflect on how well they followed their time plan. Video editing also uses timing, such as how long text stays on screen and trimming clips.

    Rhifedd: Mesur, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils plan four tasks for a short project on a calendar and record how many lessons each one really took.
    Blwyddyn 8
    Pupils build a 30 second video where each title stays on screen for a set number of seconds, then add up the clip lengths to check the total.
    Blwyddyn 9
    Pupils make a time plan with dates and a contingency week, track actual against planned time in Excel and adjust the remaining tasks.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Sections 3.1.1 and 3.3.2, pages 24 and 26; Appendix B, page 39

    “how well you followed your time plan”
    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 amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.

    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 dehongli ffracsiynau o eiliadau yn briodol.

Da gwybod

Cysylltiadau â chymwysterau eraill

The qualification leads on to GCSE Digital Technology, where the same survey, spreadsheet and chart work grows into cleaning and analysing a larger WJEC data set with formulas and pivot tables, and the written planning and evaluation become longer. Survey design, frequency totals and bar, pie and line charts support the statistics work in Mathematics and Numeracy, and reading and writing about online safety links with English and Personal and Social Education.

Ffynhonnell: WJEC Entry Level/Level 1 Foundation Digital Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).