Foundation English
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Entry Level/Level 1 Foundation English is a two year, 120 guided learning hour course for learners aged 14 to 16 working at entry level, graded Entry 1 to Level 1 Pass, with a route on to GCSE English Language and Literature. Literacy is the whole qualification. Unit 1 tests reading short texts and functional writing, Unit 2 asks for a reading response, a functional piece and a short creative piece under high control, and Unit 3 assesses a researched presentation and a group discussion of a literary extract. Accuracy in spelling, punctuation and grammar is marked throughout. Numeracy is light: learners read tables, charts, infographics, times and prices in everyday texts and may use statistics as evidence in their presentation.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- 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 for Practical Purposes: Two topic tests of 40 minutes each (plus 10 minutes reading time), 30%, 60 marks (2 x 30), set and marked by WJEC, taken on screen or on paper within a four week assessment window under invigilated examination conditions
- Unit 2: Reading and Writing for Real-World and Creative Contexts: Written assessment of two tasks of 40 minutes each (plus 10 minutes reading and planning time), 40%, 40 marks (2 x 20), outline set by WJEC and tailored by the centre, sat under high control conditions, marked by the centre and moderated by WJEC
- Unit 3: Speaking and Listening for Real-World and Literary Contexts: Speaking and listening assessment of approximately 12 minutes: an Individual Researched Presentation of 3 to 5 minutes and a group discussion of a literary extract of 5 to 7 minutes, 30%, 40 marks (2 x 20), WJEC set tasks, marked by the centre and moderated by WJEC
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
-
Finding and sequencing information in short texts
Learners read short continuous and non-continuous texts such as instructions, recipes, leaflets and adverts, and retrieve, select and sequence relevant information. Unit 1 tests this with find and copy, matching, multiple choice and sequencing questions.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils scan a recipe to find the cooking time and three ingredients, then put six jumbled method steps back in order.
- Blwyddyn 8
- Pupils skim a leisure centre leaflet for its main purpose, then scan it to answer five find and copy questions against the clock.
- Blwyddyn 9
- Pupils read an unseen set of instructions and a related poster, answer retrieval, matching and sequencing questions, and highlight where in each text they found every answer.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Sections 1.1 and 1.2, page 11
“retrieve, select, and sequence relevant information”
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 dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
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 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.
-
Inferring meaning, tone and purpose
Learners identify explicit information and infer implicit meaning in Unit 1, and in Unit 2 they explain impressions and viewpoints and infer tone and purpose from contextual and linguistic clues. Inference and deduction is a named question type.
Llythrennedd: Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short letter of complaint and say how the writer feels, pointing to two words that show it.
- Blwyddyn 8
- Pupils read a job advertisement and work out what kind of person the employer wants, even where it is not stated, giving a clue from the text for each idea.
- Blwyddyn 9
- Pupils read two short texts on the same event, one formal and one chatty, and explain the purpose and tone of each with quoted evidence.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Sections 1.1 and 1.2, page 11; Unit 2, Section 2.2, page 14
“infer tone and purpose using contextual and linguistic”
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 dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.
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.
-
Explaining how language, layout and presentation create meaning
Unit 1 questions cover vocabulary in context and analysis of language. In Unit 2 learners recognise and analyse how layout, structure and presentational features such as headings, images and organisation influence meaning in functional texts.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils label the headline, subheadings, bullet points and picture on a health and safety poster and say what job each does.
- Blwyddyn 8
- Pupils pick three words from an event poster and explain what each makes the reader think or feel, then explain why the most important information is in the biggest print.
- Blwyddyn 9
- Pupils write a short paragraph on how a promotional leaflet uses language and layout to persuade, using at least two quotations and one comment on presentation.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.2, page 11; Unit 2, Sections 2.1 and 2.2, page 14
“recognise how layout, structure, and presentational”
Cam cynnydd 3
Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am adeiladwaith iaith a threfn testunau i gefnogi fy nealltwriaeth.
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 defnyddio'r hyn rwy'n ei wybod am:
- wreiddiau geiriau a'u teuluoedd
- gramadeg, strwythur brawddegau a thestunau cyfan
- cynnwys a chyd-destun
i wneud synnwyr o eiriau, brawddegau a thestunau cyfan.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
-
Comparing ideas across texts and backing points with evidence
Learners compare ideas across different text formats and support their points with evidence drawn directly from the texts. In Unit 2 they support ideas with appropriate textual evidence or examples.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short reviews of the same film and fill in a table showing what each reviewer liked and disliked.
- Blwyddyn 8
- Pupils compare a leaflet and a webpage about the same attraction, writing three sentences on a similarity and a difference, each with a short quotation.
- Blwyddyn 9
- Pupils write an extended answer comparing the views in two texts on school uniform, using a point, evidence and explanation structure for each idea.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Sections 1.1 and 1.2, page 11; Unit 2, Section 2.2, page 14
“support points with evidence drawn directly from texts”
Cam cynnydd 3
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Cam cynnydd 4
Rwy'n gallu cymharu safbwynt gwahanol awduron ar yr un pwnc, e.e. mae llygod mawr yn hynod ddiddorol neu'n bla.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.
-
Writing functional texts for a clear purpose and audience
Learners write short and extended functional pieces in Unit 1 and, in Unit 2, a functional response linked directly to the reading stimulus, such as a job application, leaflet, review or blog. They adapt tone, register and format and organise ideas clearly and logically.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short email to a teacher asking to join a club, using a greeting, a clear request and a polite sign off.
- Blwyddyn 8
- Pupils write a leaflet section for Year 6 pupils about their school, then rewrite the same information as a formal letter to parents and compare the tone.
- Blwyddyn 9
- Pupils read a job advertisement and write a letter of application in response, organising paragraphs logically and matching the formal register the advert expects.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3, page 12; Unit 2, Section 2.3, pages 14 and 15
“adapt tone, register and format to suit audience and”
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 ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
-
Writing creatively to describe or narrate
In Unit 2 learners produce a short creative response, either descriptive or narrative. They write descriptively using sensory detail, write narratively about a sequence of events, and select vocabulary to create tone and a particular effect.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils describe a busy market using one detail for each of the five senses.
- Blwyddyn 8
- Pupils write a short story opening about a first day somewhere new, varying sentence length and choosing words to build a nervous mood.
- Blwyddyn 9
- Pupils write a full short narrative with a clear sequence of events and a descriptive paragraph, then underline three word choices and explain the effect they wanted.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.4, page 15
“write descriptively using sensory detail”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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 strwythurau brawddeg syml, cyfansawdd a chymhleth er pwyslais ac effaith.
Cam cynnydd 4
Rwy’n gallu gwneud dewisiadau gwybodus am eirfa, iaith idiomatig a ffigurol, a chystrawen er mwyn mynegi fy hun yn rhugl, yn gywir ac yn eglur.
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.
-
Writing accurately with correct spelling, punctuation and grammar
Accurate spelling, punctuation and grammar is required in Unit 1 functional writing and in both Unit 2 writing tasks, alongside clear organisation of ideas. It is assessed under AO2, which carries half of the qualification's weighting.
Llythrennedd: Atalnodi, Geirfa, sillafu, gramadeg, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils learn ten commonly misspelt words each week and practise full stops, capital letters and commas in lists in their own sentences.
- Blwyddyn 8
- Pupils use apostrophes for possession and contraction correctly and join ideas with connectives such as however and because in paragraphed writing.
- Blwyddyn 9
- Pupils write a timed piece of around 250 words, then check every sentence for punctuation, tense and spelling using a short checklist.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3, page 12; Unit 2, Sections 2.3 and 2.4, pages 14 and 15; Section 3.1, page 19
“Write with general accuracy, including grammar, punctuation and spelling”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o atalnodau'n gywir (gan gynnwys collnod) i egluro ac ehangu ar ystyr.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
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 defnyddio'r ystod lawn o atalnodau'n gywir (gan gynnwys colonau, hanner colonau a chromfachau) i egluro, trefnu ac ehangu ar ystyr.
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
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.
-
Proofreading and editing short texts
Unit 1 asks learners to write short responses that show understanding, with editing, ordering and proofreading given as examples. Learners spot and correct errors and improve short pieces of text.
Llythrennedd: Prawfddarllen, golygu a gwella, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils find and correct five spelling and punctuation mistakes planted in a short notice.
- Blwyddyn 8
- Pupils reorder the jumbled sentences of a short set of instructions and correct the errors in tense and punctuation.
- Blwyddyn 9
- Pupils proofread and edit a paragraph from an unseen letter, explaining each change they make and why it improves clarity.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Overview of unit, page 10
“writing short responses to demonstrate understanding (for example, editing, ordering,”
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 deall sut y gall atalnodi amrywio, gan effeithio ar strwythur brawddegau ac ystyr, e.e. Ces i afal, cracer a chaws i de.
Cam cynnydd 4
Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
-
Giving an individual researched presentation
Learners prepare and deliver a 3 to 5 minute presentation on a topic from one of four set themes. It must describe the topic, explain some advantages and disadvantages and give a view with reasons, using evidence and language adapted to the audience.
Llythrennedd: Eglurder a geirfa, Diben, Deall, ymateb a dadansoddi, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils give a one minute talk to a small group about a hobby, speaking clearly and looking at the audience.
- Blwyddyn 8
- Pupils give a two minute talk on a local issue using cue cards, including one fact they researched and their own opinion with a reason.
- Blwyddyn 9
- Pupils give a three minute researched talk on a sustainability topic, explaining advantages and disadvantages, justifying their view with evidence, and answering a question from the audience.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.1 and 3.2, page 17; Section 3.2, page 21
“express and justify a personal viewpoint using evidence”
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.
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 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 cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
-
Discussing a literary extract
In a 5 to 7 minute group discussion learners talk about an extract from a text they have studied, chosen by the teacher. They explain what is happening, what the writer wants the reader to think or feel, which words stand out and why, and link the extract to the rest of the text and the real world.
Llythrennedd: Strategaethau darllen, Eglurder a geirfa, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short poem in pairs and each choose one line they like, saying what it makes them picture.
- Blwyddyn 8
- Pupils discuss a short story extract in a group, saying how a character feels and pointing to words that show it.
- Blwyddyn 9
- Pupils prepare annotations on an extract from a class novel, then lead part of a group discussion on the writer's word choices and how the extract links to another moment in the book.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.3, page 17; Section 3.2, page 21
“explain how language and structure create effect”
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 mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
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.
-
Listening and responding in group discussion
Learners demonstrate active listening, respond to others respectfully and constructively, ask relevant questions and support, challenge or build on others' ideas. This is assessed through the group discussion in Unit 3.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Siarad cydweithredol, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils take turns in a small group discussion about a class rule, repeating back what the last speaker said before adding their own point.
- Blwyddyn 8
- Pupils discuss a question about a story in a group, using sentence starters to agree, disagree politely and ask a follow up question.
- Blwyddyn 9
- Pupils take part in a group discussion on a text where the teacher notes how well they build on, challenge and question other speakers, not only their own points.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4, page 17; Section 3.2, page 21
“respond to others respectfully and constructively”
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 gwrando er mwyn dangos cytundeb ac anghytundeb mewn trafodaeth a sefyllfaoedd cydweithredol.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
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 gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.
Rwy'n gallu ymgymryd ag ystod o gyfrifoldebau i strwythuro a datblygu siarad mewn grŵp, gan gynnwys mewn sefyllfaoedd mwy ffurfiol.
-
Reading information in tables, charts and infographics
Non-continuous texts such as tables, charts, forms and infographics are used in both Unit 1 and Unit 2, and learners interpret key information and ideas from these formats. Appendix A maps the statistics strand of Developing Mathematical Proficiency to Units 1 and 2.
Rhifedd: Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a simple bar chart on an infographic about pets and answer three questions such as which pet is most popular.
- Blwyddyn 8
- Pupils read an infographic about young people's screen time and write two sentences on what the figures show.
- Blwyddyn 9
- Pupils read a charity infographic with a pie chart and a table, answer questions on it, and say whether one claim in the text is fully supported by the figures.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1, page 11; Unit 2, Section 2.1, page 14; Appendix A, page 29
“tables, charts, forms, or mixed layouts”
Cam cynnydd 3
Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Cam cynnydd 4
Rwy'n gallu dehongli graffiau sy'n disgrifio sefyllfaoedd go iawn, gan gynnwys y rhai a ddefnyddir yn y cyfryngau, a chan gydnabod y gall rhai graffiau fod yn gamarweiniol.
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
-
Reading times, dates and prices in everyday texts
The everyday texts learners read include leisure centre activity leaflets, posters for an event, recipes and job advertisements, which carry times, dates, prices and quantities. Appendix A maps the number system strand to Units 1 and 2, although the specification does not set out number questions.
Rhifedd: Mesur, Llythrennedd ariannol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a cinema poster and find the start time, the price for a child and the day the film ends.
- Blwyddyn 8
- Pupils use a leisure centre timetable and price list to plan a Saturday visit, working out which sessions fit and the total cost.
- Blwyddyn 9
- Pupils compare two event leaflets with different prices, offers and times, and write a short reply to a friend recommending one with reasons drawn from the figures.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.1, page 11; Unit 2, Section 2.1, page 14; Appendix A, page 29
“leisure centre activity leaflet”
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 cymharu prisiau a deall pa un yw'r gwerth gorau am arian.
Cam cynnydd 4
Rwy'n gallu defnyddio amserlenni a chylchfaoedd amser i gyfrifo amser teithio.
Rwy'n gallu gwneud penderfyniadau ar sail gwybodaeth yn ymwneud â gostyngiadau a chynigion arbennig.
-
Using statistics and facts as evidence in a presentation
When preparing the Individual Researched Presentation, learners may annotate texts and make brief notes, which may focus on statistics, facts, examples or quotations. They use relevant evidence to support their view.
Rhifedd: Dehongli data, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils find one number fact about their local area, such as its population, and say it aloud in a sentence.
- Blwyddyn 8
- Pupils find two statistics about a health topic, write them on a cue card with the source, and explain what each number means in plain words.
- Blwyddyn 9
- Pupils choose the most convincing statistic for a short talk, round it sensibly for listeners, and explain whether it really supports their view.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, page 21; Unit 3, Section 3.2, page 17
“Annotations may focus on, for example, statistics, facts, examples or relevant quotations”
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 nodi pa wybodaeth bellach allai fod yn ofynnol a dewis pa wybodaeth sydd fwyaf priodol.
Cam cynnydd 4
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 nodi pa wybodaeth bellach allai fod yn ofynnol a dewis pa wybodaeth sydd fwyaf priodol.
Da gwybod
- Both kinds of text appear in the tests: continuous and non-continuous texts are defined and "Both types will be used in assessment." (Unit 1, page 11).
- Each Unit 1 test and Unit 2 task is 40 minutes "(plus 10 minutes reading time)" (Summary of assessment, page 5), so short timed reading practice matters.
- Unit 2 texts are chosen by the teacher: "Teachers must select short functional texts that reflect the real-world, learning and work in Wales" (Section 3.2, page 20).
- Accuracy is half the marks: AO2 includes "Write with general accuracy, including grammar, punctuation and spelling." and carries 50% of the overall weighting (Section 3.1, page 19).
- Notes are allowed for speaking: "Candidates are permitted to produce annotated texts and brief notes during the preparatory stages" (Section 3.2, page 21).
- Units 2 and 3 allow one resubmission: "teachers may allow a learner one opportunity to improve their evidence and resubmit it" (Section 3.4, page 22), but any feedback must "avoid directing learners on how to improve their mark" (page 23).
- Appendix A ticks Listening, Reading, Speaking and Writing for all three units, and maps the number system and statistics strands of Developing Mathematical Proficiency to Units 1 and 2 only (Appendix A, pages 28 and 29).
- The Unit 3 weighting is inconsistent: the summary gives "30% of qualification" (page 5) but the overview says "The two tasks contribute to 40% of the overall qualification grade." (page 20). The 30% figure matches the grading table on page 26. The Unit 3 content headings are also numbered 3.1, 3.2, 3.4 and 3.5 on page 17 while the amplification uses 3.1 to 3.4.
Cysylltiadau â chymwysterau eraill
Foundation English builds directly towards GCSE English Language and Literature, which the specification names as a progression route. The skills are the same in kind: reading for explicit and implicit meaning, analysing language and layout, writing for purpose and audience, creative writing, a researched individual presentation and group discussion of literature. The GCSE steps these up with longer and more complex texts, comparison of poems and whole literary texts, extended critical essays and more sustained, accurate writing. Reading functional texts about work and leisure in Wales also supports the vocational Foundation qualifications, and reading charts and infographics links with Mathematics and Numeracy.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation English specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).