LNF Cymru Llythrennedd a rhifedd i Gymru

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Foundation Humanities

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

WJEC Entry Level/Level 1 Foundation Humanities is a two year, 120 hour course for learners aged 14 to 16, assessed entirely by portfolio across two of five subject units (Business, Geography, History, Religious Studies and Social Studies) and the mandatory Unit 6 on sustainable communities in Wales. Literacy carries the course: learners read different types of evidence, compare perspectives, use key terms, explain causes and impacts, and write informed viewpoints, with discussion and presentations where tasks ask for them. Numeracy is light and depends on the units chosen: revenue, costs, profit and loss and pricing in Business, temperature and rainfall data in Geography, and measuring a campaign's success in Social Studies.

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: Business (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 2: Geography (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 3: History (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 4: Religious Studies (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 5: Social Studies (optional): Portfolio of six tasks (non-examination assessment), suggested timing approximately 8 hours, 35%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 6: Creating sustainable communities in Wales (mandatory): Portfolio of six tasks (non-examination assessment), suggested timing approximately 7 hours, 30%, 50 marks, set by WJEC, marked by the centre and moderated by WJEC. Learners take two of Units 1 to 5 plus Unit 6, ideally in the final year

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Reading sources and using them as evidence

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Each subject unit asks learners to use evidence to assess impact, for example the Geography unit says learners will use different types of evidence, and the History unit uses evidence about evacuees and the Black Death. Learners pick out the main points from several sources and use them to draw conclusions.

    Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read two short accounts by evacuees and highlight one positive and one negative experience in each.
    Blwyddyn 8
    Pupils use a letter, a photograph and a textbook extract about evacuation to answer whether evacuation was a good experience, picking one detail from each.
    Blwyddyn 9
    Pupils use four different types of source about the Black Death to explain its impact on a community, saying which source was most useful and why.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 1.1, page 8; Unit 2 overview, page 15; Unit 3 overview, page 17; Unit 4 overview, page 19

    “will use different types of evidence to assess their impact”
    Cam cynnydd 3

    • 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 coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.

    • 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 crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.

    • Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.

  2. Comparing perspectives and viewpoints

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    The aims ask learners to consider different perspectives and interpretations of issues. Unit 4 compares beliefs from two religions and one non-religious perspective, and Unit 6 looks at sustainability through five subject perspectives, so learners read and compare what different people think and why.

    Llythrennedd: Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read short statements by a Christian, a Muslim and a Humanist on what makes a good life and note one similarity and one difference.
    Blwyddyn 8
    Pupils read two opinions on tourism in a Welsh seaside town, one from a business owner and one from a local resident, and separate the facts from the opinions.
    Blwyddyn 9
    Pupils compare three viewpoints on a local wind farm or housing plan, explain why each person holds their view and decide whose argument is strongest.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 1.1, page 8; Unit 4 overview and Section 4.1, pages 19 and 20; Unit 6 overview, page 23

    “consider different perspectives and interpretations of contemporary and/or historical”
    Cam cynnydd 3

    • Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.

    • Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.

    Cam cynnydd 4

    • Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.

    • Rwy'n gallu cymharu safbwynt gwahanol awduron ar yr un pwnc, e.e. mae llygod mawr yn hynod ddiddorol neu'n bla.

  3. Writing an informed viewpoint backed by evidence

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    The aims ask learners to develop informed viewpoints based on evidence while recognising the views of others, and AO3 asks them to explore issues, events or ideas. Portfolio tasks on topics such as forgiveness in Unit 4 or ethical reasons to protect the environment in Unit 6 need a clear view, supported by evidence and set against other views.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a short paragraph saying whether school uniform should stay, giving one reason and one piece of evidence.
    Blwyddyn 8
    Pupils write a balanced answer on whether tourism has been good for a Welsh town, with a paragraph for each side and a conclusion.
    Blwyddyn 9
    Pupils write a short argued response to the statement that everyone has a duty to look after the planet, using evidence, an ethical or religious view and an opposing view before reaching a judgement.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 1.1, page 8; Section 3.1, page 27; Unit 4, Section 4.2.3, page 20; Unit 6, Section 6.2.2, page 24

    “develop informed viewpoints based on relevant evidence and recognise the viewpoints”
    Cam cynnydd 3

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

    • Rwy'n gallu ysgrifennu cyflwyniad effeithiol sy'n nodi'r cyd-destun a'r diben, gan gynnwys cydbwysedd addas rhwng ffeithiau a safbwyntiau, a chasgliad penodol.

    Cam cynnydd 4

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

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

  4. Using key humanities terms accurately

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Every unit asks learners to know the meaning of key terms, such as revenue, profit and loss, urbanisation, plague, belief, rights, responsibilities, social issue and ethical. Learners use these terms correctly and spell them accurately in their portfolio tasks.

    Llythrennedd: Geirfa, sillafu, gramadeg

    Paratoi disgyblion

    Blwyddyn 7
    Pupils build a word wall for a humanities topic with each key term, a definition and a picture, and practise spelling five of the words each week.
    Blwyddyn 8
    Pupils use given key terms such as push factor, pull factor and urbanisation correctly in a paragraph about why people move to cities.
    Blwyddyn 9
    Pupils explain the difference between pairs of terms that are often confused, such as weather and climate or revenue and profit, and use both correctly in their written answers.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.2, page 12; Unit 2, Section 2.1.1, page 15; Unit 3, Section 3.2.1, page 18; Unit 5, Section 5.1.2, page 21; Unit 6, Section 6.2.2, page 24

    “the meaning of the terms rights, responsibilities and equality”
    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.

  5. Explaining causes, impacts and responses

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Geography asks for the causes, social, economic and environmental impacts and responses to two extreme weather events and the impacts of urbanisation, and History asks for the short-term and longer-term impact of the Black Death. Learners organise explanations so that causes link clearly to effects.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use because and so to write three sentences on why people moved from the countryside to towns.
    Blwyddyn 8
    Pupils write a paragraph each on the causes, impacts and responses to a storm that hit Wales, using connectives such as as a result and therefore.
    Blwyddyn 9
    Pupils write an explanation of the short-term and longer-term impacts of the Black Death, grouping impacts as social or economic and linking their paragraphs.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.1.3 and 2.2.3, page 16; Unit 3, Section 3.2.3, page 18

    “the social, economic and environmental impact of urbanisation”
    Cam cynnydd 3

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

    • 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 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.

  6. Judging how effective a campaign or initiative is

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 5 learners evaluate one campaign in Wales, such as Keep Wales Tidy or Show Racism the Red Card, including its effectiveness, impact and reach. In Unit 6 they study a local sustainability initiative, its strengths and weaknesses, its impact and how it could be improved, which means reading campaign materials and reports critically.

    Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read a Keep Wales Tidy poster and leaflet and say what message each gives and who it is for.
    Blwyddyn 8
    Pupils read a charity web page and a news report about a foodbank appeal and list what the campaign did well and what it could improve.
    Blwyddyn 9
    Pupils read reports on a local beach clean or tree planting scheme, judge its strengths, weaknesses and impact, and recommend a next step.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 5, Section 5.2.2, page 22; Unit 6, Section 6.3.3, page 25

    “the strengths and weaknesses of the initiative”
    Cam cynnydd 3

    • 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.

    • 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 gwerthuso defnyddioldeb a dibynadwyedd testunau.

    • 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.

  7. Planning a campaign for an audience

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 5 asks learners to plan a campaign on a specific social issue, selecting the issue and appropriate campaign methods and explaining how they would measure its success. Their writing needs to suit a chosen audience and purpose and to persuade.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a short slogan and poster text persuading pupils to recycle, choosing words that suit a Year 7 audience.
    Blwyddyn 8
    Pupils plan a leaflet on an issue such as bullying, drafting a headline, key facts and a call to action, then improve it after peer feedback.
    Blwyddyn 9
    Pupils write a campaign plan on a local social issue that explains their choice of issue, audience and methods, and how they would know it had worked.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 5, Section 5.2.3, page 22

    “Learners should be able to plan a campaign in relation to a”
    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 ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

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

  8. Discussing and presenting ideas

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Appendix A maps speaking and listening to all six units, and the learning experiences include collaborative working and developing empathy through different perspectives. Where a task asks for a presentation or other spoken evidence, the teacher records it on an observation record.

    Llythrennedd: Eglurder a geirfa, Diben, Gwrando i ddeall, Siarad cydweithredol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils take turns in a small group to share one fact about their topic, listening carefully and asking another member one question.
    Blwyddyn 8
    Pupils give a two minute talk to the class on a social campaign in Wales, using prompt cards and key terms.
    Blwyddyn 9
    Pupils hold a structured discussion on whether tourism helps Welsh communities, responding respectfully to views they disagree with before presenting a group conclusion.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 3.4, page 29; Opportunities for integration of learning experiences, page 26; Appendix A, page 35

    “Where required, performance evidence (e.g. presentations) must be documented”
    Cam cynnydd 3

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

    • Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.

    • Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.

  9. Calculating revenue, costs, profit and loss

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 asks learners to understand revenue, costs, profit and loss and to know that revenue minus cost gives profit or loss. They also understand why maximising revenue and controlling costs matter for making a profit.

    Rhifedd: Llythrennedd ariannol, Cyfrifiad, Dealltwriaeth gysyniadol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils run a pretend tuck shop, adding up the cost of items bought and the money taken, and work out the profit.
    Blwyddyn 8
    Pupils work out the profit or loss for each school fair stall from a table of costs and sales, including one stall that makes a loss.
    Blwyddyn 9
    Pupils use a small business's weekly figures to show how cutting a cost or raising sales would change profit, and explain which change is more realistic.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.2, page 12

    “Learners should know that Revenue - Cost = Profit or Loss.”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio elw a cholled mewn cyfrifiadau prynu a gwerthu.

    • Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio dulliau ysgrifenedig effeithlon i adio a thynnu rhifau a degolion o unrhyw faint, gan gynnwys cymysgedd o rifau mawr a bach â niferoedd gwahanol o leoedd degol.

    • Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.

  10. Understanding pricing strategies and promotions

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In the Unit 1 marketing mix, learners understand pricing strategies, including cost-plus, competitive and psychological pricing, and sales promotion. The specification does not ask for pricing calculations, but understanding these strategies means comparing prices and judging value.

    Rhifedd: Llythrennedd ariannol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils compare the prices of the same snack in different pack sizes and decide which is best value.
    Blwyddyn 8
    Pupils explain why many prices end in 99p and work out a selling price by adding a set amount of profit to the cost.
    Blwyddyn 9
    Pupils compare a buy one get one free offer with a percentage discount on the same product, decide which saves more and name the pricing strategy each shop is using.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.2.3, page 14

    “cost-plus pricing, competitive pricing and psychological”
    Cam cynnydd 3

    • Rwy'n gallu cymharu prisiau a deall pa un yw'r gwerth gorau am arian.

    Cam cynnydd 4

    • Rwy'n gallu gwneud penderfyniadau ar sail gwybodaeth yn ymwneud â gostyngiadau a chynigion arbennig.

  11. Comparing temperature and rainfall data

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 2 asks learners to understand how temperature and precipitation vary between two contrasting locations in Wales, between places and over time. Learners read and compare climate figures and graphs for places such as a coastal and a mountainous area.

    Rhifedd: Cynrychioli data, Dehongli data, Mesur

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read the highest and lowest temperatures from a climate graph of their town and say which month is wettest.
    Blwyddyn 8
    Pupils draw a climate graph for a coastal and a mountain location in Wales, with bars for rainfall and a line for temperature.
    Blwyddyn 9
    Pupils calculate the mean and range of monthly temperature and the total yearly rainfall for two Welsh locations and use them to explain the difference.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 16

    “how temperature and precipitation vary across two contrasting locations in Wales”
    Cam cynnydd 3

    • 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.

    • Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).

    • Rwy'n gallu mesur a chofnodi tymereddau sy'n cynnwys darlleniadau positif a negatif.

    Cam cynnydd 4

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

    • Rwy'n gallu defnyddio cymedr, canolrif, modd ac ystod i gymharu data (parhaus ac arwahanol), ac rwy'n gallu dewis y cyfartaledd mwyaf priodol.

  12. Planning how to measure a campaign's success

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 5 learners judge a campaign in Wales on its effectiveness, impact and reach, and when planning their own campaign they explain how they would measure its success. This means deciding what data to collect and what the numbers could and could not show.

    Rhifedd: Casglu data, Dehongli data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils count how many pupils use the school recycling bins in one break before and after a poster campaign and compare the totals.
    Blwyddyn 8
    Pupils design a short questionnaire to find out whether pupils noticed an Anti-bullying Week campaign and present the results in a bar chart.
    Blwyddyn 9
    Pupils plan how to measure a campaign's success, choosing what data to collect, such as sign ups, survey answers or litter counts, and explain why the results might be misleading.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 5, Sections 5.2.2 and 5.2.3, page 22

    “explaining how they would measure the success of the”
    Cam cynnydd 3

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

    • 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 casglu fy nata fy hun ar gyfer arolwg, e.e. drwy lunio holiadur.

    • Rwy'n gallu cynllunio sut i gasglu data er mwyn profi rhagdybiaeth syml.

Da gwybod

Cysylltiadau â chymwysterau eraill

Each optional unit leads towards the matching GCSE, Business, Geography, History, Religious Studies or Social Studies, which the specification calls "a broad basis for progression onto GCSEs in the Humanities area" (page 9). Those GCSEs step up the same literacy, from reading a few sources to judging bias and reliability, and from short viewpoints to extended evaluative writing. GCSE Business extends profit and loss to break-even, cash flow and income statements, and GCSE Geography and GCSE Social Studies extend climate and campaign data to averages, percentages and graphs. The reading, writing and speaking here also support GCSE English Language and Literature.

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