Foundation Retail and Customer Service
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Foundation Retail and Customer Service is a two-year, 120 hour work-related qualification for learners aged 14 to 16 working at Entry Level or Level 1, leading on to the VCSE in Retail and Customer Service. Both units are centre-marked portfolios built from teacher-set tasks. Literacy runs through everything: learners read short scenarios and case studies, describe and explain in writing or orally, give presentations, speak and listen to customers, follow and give instructions, use some Welsh greetings and reflect on their own performance. Entry learners can show much of this through talk, pictures and structured templates. Numeracy is light and practical, centred on a simple event budget and prices, handling money and counting stock, scheduling, and reading feedback such as rating scales and surveys.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
- Y cam nesaf i fyny
- VCSE Retail and Customer Service, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Retail and Customer Service Sector: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points, teacher-set activities assessed in the centre and moderated by WJEC, available for moderation from summer 2028
- Unit 2: Retail and Customer Service in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 60 points, teacher-set activities around planning and running a retail-related event, assessed in the centre and moderated by WJEC, available for moderation from summer 2029
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading retail scenarios and case studies
Across Unit 1 learners read short retail scenarios, job descriptions and case studies to pick out good and poor customer service, job roles and skills. At Level 1 the example tasks ask learners to read a short case study and explain the impact of the service on the business.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read three short shop scenarios and highlight one example of good service and one of poor service in each.
- Blwyddyn 8
- Pupils read a half page account of a customer's visit to a phone shop and list what went well, what went badly and the evidence for each.
- Blwyddyn 9
- Pupils read a one page case study of a struggling local shop, pick out the customer service problems and explain in a paragraph how each one could hurt the business.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Examples of tasks LO1.3 and LO1.4, pages 22 and 23
“read a short retail case study and identify examples of good and poor service”
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.
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 darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
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Describing and explaining retail topics in writing
The assessment criteria step up from naming and stating at Entry 1 and 2 to describing and explaining at Entry 3 and Level 1, for example explaining a range of job roles, customer service impacts and location factors. Evidence can be structured written responses, so learners need to write clear explanations using retail terms such as footfall, omni-channel and target market.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences describing a shop they know, using the words customer, staff and stock correctly.
- Blwyddyn 8
- Pupils write a paragraph explaining why a new shop might choose a retail park over the high street, using because and so to link reasons.
- Blwyddyn 9
- Pupils write a short structured piece explaining three factors that affect where a shop locates, with a paragraph and a local example for each and key terms such as footfall and demographics.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Assessment criteria, pages 18 to 20; Section 3.3, page 40
“structured written responses to set tasks, appropriate to”
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 geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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.
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Giving short presentations about retail
Many of the Level 1 example tasks are spoken, such as preparing and delivering a presentation on retail models or retail locations, walking the class through a gallery of retail businesses, or presenting a promotion idea or event plan to a group. Presentations and discussions can be captured by observation records or video as evidence.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils talk for one minute to a small group about their favourite shop, using a picture and three prompt words.
- Blwyddyn 8
- Pupils give a two minute talk comparing shopping online and in store, using a simple slide and answering one question from the class.
- Blwyddyn 9
- Pupils present a plan for a school stall to the class for three minutes, explaining why customers would come and adapting their explanation when listeners look unsure.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Examples of tasks LO1.1 and LO1.2, pages 21 and 22; Unit 2, Examples of tasks LO2.1 and LO2.2, pages 34 and 35; Section 3.6, page 42
“prepare and deliver a presentation describing the features of retail”
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 mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
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 trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Speaking and listening to customers
In Unit 2 learners demonstrate positive customer service at their event or in a role play, from basic greetings at Entry 1 to clear verbal explanations at Entry 3 and communicating professionally at Level 1. They follow problem-solving steps such as listening carefully, apologising, checking facts and offering solutions.
Llythrennedd: Gwrando am ystyr, Eglurder a geirfa, Gofyn cwestiynau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils role play greeting a customer and answering a simple question about where an item is, using polite phrases.
- Blwyddyn 8
- Pupils role play a customer who cannot find a product, listening carefully, asking one question to check what they need and explaining clearly where to go.
- Blwyddyn 9
- Pupils role play handling a customer complaint about a faulty item, listening, apologising, checking the facts and offering two solutions in a calm, professional tone.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.4, page 29; Unit 2, Assessment criteria 2.4.1 to 2.4.3, pages 32 and 33; Unit 2, Examples of tasks LO2.4, pages 36 and 37
“show professional body language, clear explanations, and polite tone”
Cam cynnydd 3
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
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 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 deall a dadansoddi ystyr gyffredinol a syniadau sydd ymhlyg.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Using Welsh with customers
Welsh language skills are listed in Unit 1 among the skills retail and customer service jobs need, from conversing bilingually to incidental Welsh such as greetings, farewells and polite phrases. Learners describe these skills with examples at LO1.4, and the event in Unit 2 gives a natural place to use them with customers.
Llythrennedd: Trawsieithu, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils learn and use five Welsh phrases for a shop counter, such as bore da, diolch and hwyl fawr, in a short role play.
- Blwyddyn 8
- Pupils make a bilingual price list and sign for a classroom shop and greet and thank customers in Welsh during a role play.
- Blwyddyn 9
- Pupils serve customers at a school stall bilingually, greeting in Welsh, switching to English where needed, and explaining why bilingual service matters to shops in Wales.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.4, page 16; Unit 1, Assessment criteria 1.4.2, page 19
“conversing bilingually, incidental Welsh such as Welsh greetings, farewells and polite phrases”
Cam cynnydd 3
Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwy’n gallu cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
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Following and giving instructions in a team
In Unit 2 learners follow demonstrations, policies, verbal instructions and written instructions such as task sheets, emails and notices, by listening carefully, asking questions, taking notes and reporting back. Level 1 learners also give clear instructions to others and show effective relationships with customers and colleagues.
Llythrennedd: Gwrando i ddeall, Siarad cydweithredol, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a three step spoken instruction for setting up a display, carry it out and say back what they did.
- Blwyddyn 8
- Pupils follow a written task sheet to set up a classroom stall, note any step they are unsure of and ask a clarifying question before starting.
- Blwyddyn 9
- Pupils lead a small group setting up a stall, giving clear spoken instructions, checking each person understands and agreeing changes when a problem comes up.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.5, page 29; Unit 2, Assessment criteria 2.5.1 and 2.5.2, page 33
“verbal instructions (spoken by a manager or colleague)”
Cam cynnydd 3
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Cam cynnydd 4
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Rwy'n gallu ymgymryd ag ystod o gyfrifoldebau i strwythuro a datblygu siarad mewn grŵp, gan gynnwys mewn sefyllfaoedd mwy ffurfiol.
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
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Writing promotional materials with key information
In Unit 2 learners promote their event with an advert, poster, flyer or digital advert that must show the event name, date and time and location. Level 1 learners also need a clear structure, layout and branding, and explain how the promotion will attract customers.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a poster for a class sale that includes what, when and where, checking that nothing is missing.
- Blwyddyn 8
- Pupils write two versions of an advert for a school stall, one for pupils and one for parents, and change the words and tone to suit each.
- Blwyddyn 9
- Pupils plan, draft and improve a flyer for a school event with a catchy headline, short persuasive lines and all key details, and explain why it will attract customers.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.2, page 28; Unit 2, Assessment criteria 2.2.1 and 2.2.2, pages 31 and 32; Unit 2, Examples of tasks LO2.2, page 35
“produce a clear and organised promotional visual including all key information”
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.
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Reflecting on the event and own performance
In Unit 2 learners review the event and their own part in it, identifying strengths and weaknesses and how to improve. At Level 1 they explain strengths and weaknesses in planning, running the event, customer service, teamwork and following instructions, for example in a written reflection or table.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a two column table after a group task, writing one thing they did well and one thing to improve.
- Blwyddyn 8
- Pupils write a short paragraph reflecting on a class project, giving a strength and a weakness with an example of each.
- Blwyddyn 9
- Pupils write a structured reflection after running a school stall, explaining strengths and weaknesses in planning, customer service and teamwork and a clear action for next time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1 and 2.6.2, page 33; Unit 2, Examples of tasks LO2.6, page 38
“complete a table or paragraph explaining each strength and weakness”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
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.
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Budgeting and pricing for a simple event
In Unit 2 learners plan a simple retail event, and budgeting and pricing are listed among the planning considerations alongside timing, staffing and layout. Level 1 learners explain all the different considerations for their event.
Rhifedd: Llythrennedd ariannol, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plan a class snack stall with a £20 budget, choosing items from a price list and adding up the total.
- Blwyddyn 8
- Pupils set prices for a bake sale by working out the cost of each cake from ingredient prices and adding a profit, then check the total stays within budget.
- Blwyddyn 9
- Pupils draw up a budget for a school market stall, compare supplier prices, set selling prices and calculate the profit if half or all the stock sells.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 28; Unit 2, Assessment criteria 2.1.2, page 31
“Planning considerations for a simple retail related event”
Cam cynnydd 3
Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.
Rwy'n gallu defnyddio elw a cholled mewn cyfrifiadau prynu a gwerthu.
Rwy'n gallu sylweddoli bod cyllidebu yn bwysig.
Cam cynnydd 4
Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Handling money and counting stock accurately
Unit 1 lists numeracy and accuracy among the skills retail jobs need, and in Unit 2 learners support sales, check stock and equipment before the event and count stock afterwards if required. Point-of-sale systems and handling money are part of the bricks and mortar retail model they study.
Rhifedd: Llythrennedd ariannol, Cyfrifiad, Rhuglder
Paratoi disgyblion
- Blwyddyn 7
- Pupils play shopkeeper with coins and notes, adding up two or three items and giving the right change from £5.
- Blwyddyn 8
- Pupils run a pretend till for ten customers, recording each sale and checking the cash total against the sales list.
- Blwyddyn 9
- Pupils count stock before and after a school stall, work out how many of each item sold and check this against the takings.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.4, page 16; Unit 1, LO1.1, page 14; Unit 2, LO2.3, pages 28 and 29
“handling money, stock, or data correctly”
Cam cynnydd 3
Rwy'n gallu adio a thynnu cyfansymiau llai na £100 gan ddefnyddio nodiant cywir, e.e. £28.18 + £33.45.
Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.
Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.
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 dewis a chymhwyso strategaethau gwirio priodol.
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Scheduling the event and its tasks
Timing and scheduling and staffing are planning considerations for the Unit 2 event, and learners prepare and tidy up using checklists. A Level 1 example task asks learners to fill in a structured template of everything needed before and during the event.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils put the set-up tasks for a class stall in order and give each a start time on a simple timeline.
- Blwyddyn 8
- Pupils make a rota for a lunchtime stall, sharing four 15 minute shifts between six people so each works the same time.
- Blwyddyn 9
- Pupils plan a timed schedule for a school event, from set-up to tidy-up, with staffing for each slot, and adjust it when one task takes twice as long.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1 and LO2.3, page 28; Unit 2, Examples of tasks LO2.1, page 34
“fill in a structured template detailing all operational requirements”
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.
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Collecting and reading feedback with rating scales and surveys
In Unit 1 learners use self-reflection methods such as checklists and rating scales to judge their suitability for a job role. In Unit 2 they review the event using feedback forms and surveys, and Appendix A maps statistics to LO2.6.
Rhifedd: Casglu data, Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils rate a school lunch from 1 to 5, collect the class ratings in a tally chart and say which score was most common.
- Blwyddyn 8
- Pupils design a five question feedback form with rating scales for a class event, collect answers and draw a bar chart of the results.
- Blwyddyn 9
- Pupils survey customers at a school stall with rating and comment questions, summarise the scores and comments, and say what the data does and does not show.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.5, page 17; Unit 1, Examples of tasks LO1.5, page 24; Unit 2, LO2.6, page 30; Appendix A, page 49
“using rating scales, reflect on personal qualities and working”
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 casglu data meintiol ac ansoddol.
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Reading maps to judge retail locations
In Unit 1 learners study the factors behind where shops locate, such as footfall, accessibility, proximity to competitors and cost of location. Example tasks include labelling locations on a simple map and, at Level 1, creating a map of the local area that highlights where businesses are.
Rhifedd: Safle, Casglu data, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use grid references on a town map to find the post office, a supermarket and the bus station.
- Blwyddyn 8
- Pupils count people passing two shop doors for five minutes each and compare the footfall in a simple table.
- Blwyddyn 9
- Pupils mark local shops on a map of the area, add footfall counts and distances to the nearest car park, and use them to recommend a site for a new shop.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.2, pages 14 and 15; Unit 1, Examples of tasks LO1.2, pages 21 and 22
“create a map of the local area, highlight where businesses are”
Cam cynnydd 3
Rwy'n gallu defnyddio cyfeirnodau grid i nodi lleoliad.
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Cam cynnydd 4
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Da gwybod
- Literacy runs through the whole qualification: Appendix A maps Listening, Reading, Speaking and Writing to "All sections" of both units (page 48).
- Numeracy is mapped narrowly: "Developing Mathematical Proficiency" to LO1.4, LO1.5, LO2.1, LO2.3, LO2.4 and LO2.5, statistics to LO2.6 only, and nothing to number or to geometry and measurement (Appendix A, pages 48 and 49).
- Evidence does not have to be written. It can include teacher observation, "video/audio recordings" and teacher questioning with responses "either written or oral" (Section 3.3, pages 40 and 41).
- Support depends on level: Entry 1 learners "will require a high level of support, including verbal, visual and practical assistance", while Level 1 learners "should work independently" (Section 3.4, pages 41 and 42).
- Where a real event is not possible, "learners will be able to be assessed via role-play" (Unit 2, page 27), so customer service talk can be assessed in a simulated setting.
- The qualification can be taken in Welsh, with separate Welsh medium entry codes such as "6100N1" for Unit 1 (Section 4.1, page 45).
Cysylltiadau â chymwysterau eraill
This qualification leads directly to the WJEC VCSE in Retail and Customer Service, which the specification names as a progression route. Both ask learners to understand good and poor customer service, deal with complaints by listening and responding, use Welsh with customers and write promotional material. The VCSE steps this up: learners read a full case study with reviews and live chat transcripts, write an analytical report, staff guidance and customer replies in the right tone, and deliver a pitch with questions, and its numeracy moves from a simple event budget to customer service data, pricing strategies and costs. Budgeting and promotion also link with GCSE Business, and the event budget with GCSE Mathematics and Numeracy.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Retail and Customer Service specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).