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Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

1. Reading and viewing works to identify style, genre and techniques

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   In Unit 1 learners study one work from each of two art forms, one created in or inspired by Wales and one from outside Wales, naming the style or genre and identifying the basic techniques used. They also explore existing bodies of work to inform their Unit 3 pieces.

   Llythrennedd: Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils look at two paintings, one by a Welsh artist, and fill in a card for each with its genre, such as realism or abstract, and two techniques they can see.

   Blwyddyn 8

   Pupils watch two short dance extracts in different styles and complete a table comparing the movement, use of space and dynamics in each.

   Blwyddyn 9

   Pupils study a Welsh song and a piece of film music, writing a short comparison of genre, tempo and dynamics and noting what makes each typical of its style.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 1, Sections 1.1.1 and 1.1.2, pages 10 and 11; Unit 3, Section 3.1.1, page 14; Section 3.2, page 18

   “Learners should know the style/genre of their selected works.”

   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 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 darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.

   • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.

2. Using subject specific vocabulary

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners use the vocabulary of each art form when reflecting on creative choices, such as composition and texture in art, dynamics and tempo in music, or shot types and editing in film. Appendix A gives the terms for each art form, and they are needed in Unit 1 and the Unit 2 log.

   Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa

   Paratoi disgyblion

   Blwyddyn 7

   Pupils build a word wall of six terms for one art form, such as tempo, dynamics and pitch, and use two of them to describe a piece they hear.

   Blwyddyn 8

   Pupils label a still from a film with shot type and camera angle terms, then use them in two sentences explaining the effect.

   Blwyddyn 9

   Pupils write or record a short review of a performance using at least five correct terms from two art forms, spelling them accurately.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 1, Section 1.1.3, page 11; Appendix A, pages 26 to 28

   “Learners should be able to use subject specific vocabulary when reflecting on creative choices.”

   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 mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.

   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.

   • 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.

3. Evaluating works and justifying opinions with evidence

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners evaluate and reflect on the creative choices in their selected works: the mood, what they like and dislike and how the work makes them feel. They justify their opinions using evidence from the work, which is the core of the Unit 1 marks.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils say whether they like a short piece of music and give one reason that points to something they heard, such as a fast tempo.

   Blwyddyn 8

   Pupils write a paragraph on how a painting makes them feel, using a point, evidence and explanation frame.

   Blwyddyn 9

   Pupils evaluate a professional performance in a short piece of writing or a recording, giving what worked and what did not, each backed by a specific moment from the work.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 1, Section 1.1.3, page 11; Summary of assessment, page 5; Section 3.1, page 17

   “Learners should be able to justify their opinion using evidence from the expressive arts work.”

   Cam cynnydd 3

   • Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.

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

   Cam cynnydd 4

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

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

   • 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.

4. Interpreting a stimulus from another art form

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   In Unit 2 learners select one stimulus from a range set by WJEC and must respond in a different art form, for example making music or dance from an image or text. They have to read the stimulus for meaning and mood and turn it into their own artistic intentions.

   Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read a short poem and list three images and one feeling in it that they could show in a drawing.

   Blwyddyn 8

   Pupils read a newspaper headline and photograph, discuss what is not said directly, and plan a short freeze frame sequence showing it.

   Blwyddyn 9

   Pupils choose from three stimuli, a poem, a painting and a piece of music, explain in a few sentences what each suggests and which they will respond to in a different art form.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.1.2, pages 12 and 13; Section 3.2, page 18

   “Learners are required to select one stimulus from a range set by WJEC.”

   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 adnabod gwahanol ddehongliadau o destun a gwybodaeth a gwerthuso eu rhinweddau cymharol.

5. Keeping a reflective log on their own work

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners produce a Unit 2 reflective log on their response to the stimulus, how appropriate and well applied their techniques were, and whether they achieved their aims, including what went well and what they could improve. The log can be written prose or an audio, audio-visual or PowerPoint presentation.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils write two sentences at the end of each practical lesson: what they did and one thing they would change.

   Blwyddyn 8

   Pupils keep a log across a four week project with headings for ideas, techniques and progress, and redraft one entry after teacher comments.

   Blwyddyn 9

   Pupils write a final reflection on a piece they made, organised under response to the brief, use of techniques and what they would improve, checking spelling and paragraphing.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 2, Overview, page 12; Unit 2, Section 2.1.3, page 13; Section 3.2, page 18

   “Learners will produce a Reflective Log in which they consider their response to the stimulus”

   Cam cynnydd 3

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

   • 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 dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

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

6. Speaking to present a response

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Because there is no prescribed format, many learners present Unit 1 and Unit 2 as an audio presentation, vlog or narrated slides. They need to speak clearly, organise what they say for the listener and explain their views on the works and their own choices.

   Llythrennedd: Eglurder a geirfa, Diben

   Paratoi disgyblion

   Blwyddyn 7

   Pupils talk for one minute to a partner about an artwork they chose, using a prompt card with three headings.

   Blwyddyn 8

   Pupils record a two minute audio talk about a song, then listen back and re-record one section more clearly.

   Blwyddyn 9

   Pupils give a three minute presentation to the class on two contrasting works, organised with an introduction, a section on each work and a conclusion.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Section 3.2, Units 1 and 2, page 18; Appendix B, page 29

   “There is no prescribed format for this work.”

   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 myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.

7. Using voice and character in drama

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Drama is described as telling stories through performance using voice, movement, character and staging, and Appendix A lists vocal skills and characterisation as basic techniques. Learners who choose Drama apply these in their Unit 2 piece or Unit 3 performances.

   Llythrennedd: Deall, ymateb a dadansoddi, Siarad cydweithredol, Eglurder a geirfa

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read a short scene aloud in pairs, changing volume and pace to show whether their character is angry or calm.

   Blwyddyn 8

   Pupils perform a monologue extract, marking the script beforehand with pauses, emphasis and changes of tone.

   Blwyddyn 9

   Pupils rehearse and perform a scripted scene in a group, sustaining a character's voice throughout and adapting delivery after feedback.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 11; Appendix A, page 26; Unit 3, Section 3.1.2, page 15

   “It uses voice, movement, character, and staging to explore emotions, ideas, and situations.”

   Cam cynnydd 3

   • Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.

   • Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.

   Cam cynnydd 4

   • Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.

   • Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.

8. Giving and receiving feedback

   Asesu: Yn cael ei addysgu, ond nid ei asesu

   The specification encourages confidence in giving and receiving feedback as a learning experience, and in Units 2 and 3 learners often develop work with others. Listening to and responding to feedback supports the reflection on improvement that the Unit 2 log asks for.

   Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gwrando i ddeall

   Paratoi disgyblion

   Blwyddyn 7

   Pupils watch a partner's short performance and give one strength and one tip, then the partner repeats the tip back in their own words.

   Blwyddyn 8

   Pupils take part in a gallery walk, leaving sticky note questions on others' work and answering the questions left on their own.

   Blwyddyn 9

   Pupils run a short peer review of a group piece, listening to all views, asking follow up questions and agreeing two changes to make.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 16; Unit 2, Section 2.1.3, page 13

   “develop confidence in giving and receiving feedback, promoting independent thinking”

   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 ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.

   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.

9. Counting rhythm, tempo and timing in music and dance

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Appendix A lists rhythm and tempo as basic techniques in music and timing in dance. Learners who choose these art forms count beats, keep to a tempo and fit movement or sound to set lengths of time in their Unit 2 and Unit 3 pieces.

   Rhifedd: Mesur

   Paratoi disgyblion

   Blwyddyn 7

   Pupils clap and count a four beat rhythm, then time with a stopwatch how long eight bars take at a slow and a fast speed.

   Blwyddyn 8

   Pupils set a metronome to 60 and then 120 beats per minute and work out how many beats fit into a 30 second dance phrase at each tempo.

   Blwyddyn 9

   Pupils plan a one minute piece of music or dance, choosing a tempo in beats per minute and calculating how many counts or bars they need to fill the time.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 11; Appendix A, pages 26 and 28; Unit 3, Section 3.1.2, page 15

   “It uses elements such as rhythm, melody, harmony, and dynamics”

   Cam cynnydd 3

   • Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.

   • Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.

   Cam cynnydd 4

   • Rwy'n gallu cynrychioli a defnyddio mesurau cyfansawdd, gan ddefnyddio unedau safonol.

   • Rwy'n gallu dehongli ffracsiynau o eiliadau yn briodol.

10. Using space, position and direction in dance and staging

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Dance uses actions, dynamics, space and relationships, and Appendix A lists space for dance and sight lines, stage left and stage right, entrances and exits for set design. Learners position performers and set within a performance area, which Appendix B links to geometry and measurement in Units 2 and 3.

    Rhifedd: Safle, Ongl

    Paratoi disgyblion

    Blwyddyn 7

    Pupils use a nine square stage grid, such as downstage left and centre stage, to place themselves in a freeze frame from written instructions.

    Blwyddyn 8

    Pupils create a dance phrase with quarter and half turns and mark each turn's direction on a floor plan.

    Blwyddyn 9

    Pupils draw a ground plan of a set to scale on squared paper, marking entrances, furniture and the sight lines from the front corners of the audience.

    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 11; Appendix A, pages 26 and 27; Appendix B, page 30

    “It uses actions, dynamics, space, and relationships to create meaning”

    Cam cynnydd 3

    • Rwy'n gallu defnyddio cyfeirnodau grid i nodi lleoliad.

    • Rwy'n gallu defnyddio ongl fel mesur cylchdro.

    Cam cynnydd 4

    • Rwy'n gallu mesur a lluniadu onglau.

    • Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.

11. Using shape, form and composition in art and design

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Appendix A lists shape, form and composition as basic techniques in Art and Design, which includes drawing, painting, sculpture, photography, crafts and design. Learners who choose this art form arrange shapes, judge proportion and scale up ideas in their Unit 2 and Unit 3 pieces.

    Rhifedd: Siâp a gofod, Cyfrifiad, Mesur

    Paratoi disgyblion

    Blwyddyn 7

    Pupils make a collage from cut paper shapes and name each two dimensional shape and the three dimensional forms they draw from a still life.

    Blwyddyn 8

    Pupils divide a picture into a grid of 2 cm squares and copy it onto a 4 cm grid to double its size.

    Blwyddyn 9

    Pupils plan a sculpture or poster at a scale of 1 to 5, measure the sketch in millimetres and work out the finished sizes in centimetres.

    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 10; Appendix A, page 26; Appendix B, page 30

    “It includes drawing, painting, sculpture, photography, crafts, and design”

    Cam cynnydd 3

    • Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.

    • Rwy'n gallu defnyddio cymhareb a chyfran i gyfrifo meintiau.

    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.

12. Planning time for the assessment tasks

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 has a maximum of 6 hours across three tasks, and each assessment pack gives a suggested time per task that learners may allocate as they choose. Learners plan how to share the time and the stages of their work so they finish within the limit.

    Rhifedd: Mesur, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7

    Pupils split a 50 minute lesson into planning, making and tidying time and check against the clock how close they kept to the plan.

    Blwyddyn 8

    Pupils make a timetable for a three lesson art project, giving minutes to each stage and adjusting it after the first lesson.

    Blwyddyn 9

    Pupils are given 6 hours for a mini project in three tasks, decide how many minutes each task gets and record the time actually used.

    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 3.2, Unit 1, page 18; Section 3.3, page 19

    “has a maximum time of 6 hours to complete the work”

    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.

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