Foundation Sport and Leisure
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Entry Level/Level 1 Foundation Sport and Leisure is a practical two-unit qualification for learners aged 14 to 16 working at Entry Level, with a Level 1 Pass as the top grade. Literacy runs through both units. In Unit 1 learners identify, state, describe and explain ideas about the sector, participant needs, safety, inclusion and job roles. In Unit 2 they listen to instructions, speak to participants, create information about an activity, work as a team and reflect on their own performance, with much of the evidence observed or spoken rather than written. Numeracy is light and practical, limited to timings, space, group sizes and equipment when planning an activity in LO2.1.
- 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 Sport and Leisure, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Sport and Leisure Sector: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 7 hours (typically 5 to 7 hours), 52 of the 128 qualification points, assessed in the centre and moderated by WJEC, 36 guided learning hours, first moderated in summer 2028
- Unit 2: Sport and Leisure in Action: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 17 hours (typically 14 to 17 hours), 76 of the 128 qualification points, assessed in the centre and moderated by WJEC, 84 guided learning hours, first moderated in summer 2029
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Listening to and following instructions
When supporting an activity learners listen carefully to staff or activity leaders, follow instructions accurately and in the correct sequence, and seek clarification where instructions are unclear. At Level 1 criterion 2.4.2 asks for accurate and responsible adherence to instructions, seeking clarification where needed.
Llythrennedd: Gwrando am ystyr, Gofyn cwestiynau, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a three step instruction for setting out a relay course, carry it out without notes, and repeat the steps back to a partner.
- Blwyddyn 8
- Pupils listen to a spoken briefing for a fitness circuit, jot key words on a mini whiteboard, and ask one question to clear up anything unclear.
- Blwyddyn 9
- Pupils take spoken instructions for setting up the sports hall for a younger class, follow them in the right order, and check back with the teacher when a step is unclear.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.4, page 30; Unit 2, assessment criterion 2.4.2, page 34; Appendix A, page 49
“listening carefully to instructions from staff or activity leaders”
Cam cynnydd 3
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
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 gwrando ar ac ystyried perthnasedd ac arwyddocâd gwybodaeth a syniadau a gyflwynir i mi.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Speaking to participants and answering their questions
Learners communicate with participants during an activity by speaking clearly and confidently, using body language and eye contact, responding to questions and checking understanding. The criteria build from showing basic eye contact and simple responses at Entry 1 to adapting responses to questions and the needs of the audience at Level 1.
Llythrennedd: Eglurder a geirfa, Gofyn cwestiynau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils explain the rules of a simple tag game to their group, using eye contact and a clear voice, and answer one question.
- Blwyddyn 8
- Pupils give a two minute spoken briefing on the safety rules for a gymnastics lesson and check the group has understood by asking questions back.
- Blwyddyn 9
- Pupils lead a warm up for a younger class, change their explanation when someone looks confused, and answer participants' questions politely.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.3, page 29; Unit 2, assessment criteria 2.3.3 and 2.3.4, page 33
“responding appropriately to questions or queries”
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 gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
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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Writing clear information about an activity
Learners create information about an activity or attraction, such as a local Welsh leisure centre or sports club, covering details such as location, date and time, who it is for, attire, equipment and safety instructions. Presenting information effectively means a clear and logical structure, organised content and suitable visuals, and at Level 1 it must suit the intended audience.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a notice for a lunchtime club giving its name, place, day and time in short, clear sentences.
- Blwyddyn 8
- Pupils write an information sheet for a taster session with headings for who it is for, what to wear, what to bring and the safety rules.
- Blwyddyn 9
- Pupils write and redraft a leaflet for a local leisure centre activity aimed at a chosen audience, such as parents or older adults, checking that the order and wording suit them.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.3, page 29; Unit 2, assessment criterion 2.3.1, page 33; Unit 2, LO2.3 example tasks, page 38
“using a clear and logical structure”
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 cyflwyno fy ngwaith yn briodol mewn cyd-destunau digidol.
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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Reading scenarios, case studies and safety information
The Unit 1 example tasks ask learners to read short scenarios and case studies and pick out examples of sport and leisure, participant needs, hazards, barriers and inclusive practice. Appendix A maps Reading to LO1.3 and LO2.2, and Entry 1 versions of these tasks use pictures and cards instead of text.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short paragraph about a family day at a swimming pool and underline every hazard they can find.
- Blwyddyn 8
- Pupils read a case study about a disabled teenager joining a club and list the barriers they faced and what the club changed.
- Blwyddyn 9
- Pupils skim a leisure centre's safety rules and scan a short incident report, then explain which rule was broken and how the risk could be reduced.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, example tasks, pages 21 to 23; Appendix A, page 49
“learners read short scenarios and identify factors that make the activity positive and inclusive”
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 darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
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Using sport and leisure terms in definitions and descriptions
Learners learn the meaning of terms such as sport, leisure, participant needs, hazard, inclusion and barriers to participation. The Unit 1 criteria step up from identify and state at Entry 1 and 2 to describe at Entry 3 and describe or explain at Level 1, and a Level 1 example task is writing definitions with examples.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils match key words such as hazard, participant and inclusion to their meanings and use two of them in a sentence.
- Blwyddyn 8
- Pupils write their own definitions of sport and leisure, each with an example, spelling the key words correctly from a class word bank.
- Blwyddyn 9
- Pupils write a short paragraph explaining one physical, one emotional and one social need of a participant, using the correct terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.1 to LO1.4, pages 13 to 16; Unit 1, assessment criteria, pages 18 to 20; Unit 1, LO1.1 example tasks, page 21
“learners write clear definitions of sport and leisure with examples”
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.
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.
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Writing a job profile for a sport and leisure role
Learners learn about roles from activity assistants and coaches to reception staff, facility staff and centre managers, and the organisations in Wales they work with. At Level 1 they describe at least two types of role and a responsibility of each, and the example task is writing a job profile.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three facts about a lifeguard's job after watching a short video about the role.
- Blwyddyn 8
- Pupils use a template to write a job profile for a leisure centre receptionist, with headings for duties and skills.
- Blwyddyn 9
- Pupils research two sport and leisure jobs and write a profile of each, covering duties, skills and qualities in their own words.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, LO1.5, pages 16 and 17; Unit 1, assessment criterion 1.5.1, page 20; Unit 1, LO1.5 example tasks, page 24
“learners write a clear job profile including duties, skills and qualities”
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 ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Cam cynnydd 4
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
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Writing a simple session plan and risk assessment
Learners plan a simple activity by identifying its purpose, target participants and intended outcomes, the planning considerations, the equipment and the safety requirements, including a basic risk assessment. Criteria move from naming and listing at Entry 1 and 2 to describing at Entry 3 and explaining why planning considerations are necessary at Level 1.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in a simple plan for a playground game with headings for who, what, where and equipment.
- Blwyddyn 8
- Pupils complete a hazard table for the school field, writing each hazard and one way to make it safer.
- Blwyddyn 9
- Pupils write a session plan with a purpose, intended outcomes and a short risk assessment, then explain in writing why two of their planning choices were needed.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, pages 27 and 28; Unit 2, assessment criteria 2.1.1 to 2.1.4, page 32
“carrying out a basic risk assessment to identify potential hazards associated with the activity”
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 ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
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.
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Talking with staff and peers while working as a team
When supporting an activity learners share tasks, communicate clearly with staff and peers, tell others when tasks are done and report problems or concerns to the right person. Appendix A maps Speaking to LO1.2 and LO2.4, and at Level 1 criterion 2.2.2 asks for effective teamwork and communication when assisting delivery.
Llythrennedd: Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils work in a group of four to set out a mini obstacle course, sharing the jobs and telling the teacher when it is ready.
- Blwyddyn 8
- Pupils take a role such as equipment manager in a group setting up a lesson, and report any damaged equipment to the teacher.
- Blwyddyn 9
- Pupils agree how to split the tasks for setting up and packing away a session for younger pupils, check in with each other during it, and report problems to the member of staff in charge.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.2 and LO2.4, pages 28 to 30; Unit 2, assessment criteria 2.2.2 and 2.4.1, pages 32 and 34; Appendix A, page 49
“informing others when tasks have been completed”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
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Reflecting on own performance and setting targets
Learners present their role and responsibilities, what went well, what they found difficult and the feedback they received, then plan targets to improve. At Level 1 they design clear and realistic personal targets and show how reflection supports improvement and employability; the account can be written or recorded.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils write two sentences after a PE lesson about one thing they did well and one thing they found hard.
- Blwyddyn 8
- Pupils complete a reflection sheet after helping at sports day, noting their tasks, who they worked with and one target for next time.
- Blwyddyn 9
- Pupils give a short spoken or written review of their part in leading a warm up, use a partner's feedback, and set two realistic targets for communication or teamwork.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.5, pages 30 and 31; Unit 2, assessment criteria 2.5.1 to 2.5.4, pages 34 and 35
“setting realistic and achievable personal targets”
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 rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
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Working out timings and dates for an activity
Basic planning includes allocating appropriate time for the activity, and the information learners give participants includes the date and time of the activity. Appendix A maps Developing mathematical proficiency and the number system strand to LO2.1, but the specification sets no calculations.
Rhifedd: Mesur
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the PE timetable and work out how long each lesson and break lasts.
- Blwyddyn 8
- Pupils split a 40 minute session into warm up, main activity and cool down, checking that the parts add up to 40 minutes.
- Blwyddyn 9
- Pupils plan a session for a given date and start time, schedule each part in minutes including set-up and pack away, and work out the finish time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 27; Unit 2, LO2.3, page 29; Appendix A, page 50
“date and time of activity”
Cam cynnydd 3
Rwy'n gallu darllen a defnyddio clociau analog a digidol.
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Cam cynnydd 4
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
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Measuring space and setting out equipment
Planning includes ensuring sufficient space, and setting up includes placing and positioning equipment safely and appropriately in the activity area. Appendix A maps the geometry and measurement strand to LO2.1 and LO2.3; the specification does not name any measuring task, so this is the practical maths inside setting up.
Rhifedd: Mesur, Siâp a gofod, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure a 20 metre sprint lane with a tape measure and place a cone every 5 metres.
- Blwyddyn 8
- Pupils measure the perimeter of a grid for a small-sided game and work out how many cones they need at 2 metre spacing.
- Blwyddyn 9
- Pupils draw a simple plan of the sports hall showing each station of a circuit, measure the gaps between stations and check there is enough safe space for the group.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 27; Unit 2, LO2.2, page 28; Appendix A, page 50
“placing and positioning equipment safely and appropriately”
Cam cynnydd 3
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Rwy'n gallu mesur a chyfrifo perimedr.
Cam cynnydd 4
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Matching equipment and groups to the number of participants
When planning, learners consider the number of participants and identify the equipment and resources the activity needs, then check and set them out. This calls for simple counting, grouping and division, though the specification does not ask for written calculations.
Rhifedd: Cyfrifiad, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils count the class and work out how many bibs and balls are needed for teams of five.
- Blwyddyn 8
- Pupils work out how many groups of four fit a class of 27, decide what to do with the pupils left over, and count the equipment each group needs.
- Blwyddyn 9
- Pupils plan equipment for 32 participants on 6 stations, work out how many go to each station and how many items to take out, and check the total.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 27; Unit 2, assessment criterion 2.1.3, page 32
“identifying the equipment and resources required”
Cam cynnydd 3
Rwy'n gallu defnyddio strategaethau ymenyddol i gofio tablau lluosi hyd at 10 x 10 a'u defnyddio i ddatrys problemau rhannu.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Cam cynnydd 4
Rwy'n gallu defnyddio'r pedwar gweithrediad a'r cysylltiadau rhyngddyn nhw, e.e. cymhwyso swm rhannu fel gwrthdro i swm lluosi.
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Finding out about participants to choose an activity
Learners choose an activity that suits the intended participants, considering their stage of development, ability, fitness and experience levels and individual needs, and at Level 1 explain why it is suitable. Appendix A maps the statistics strand to LO2.1, but the specification does not ask for surveys or charts, so simple data collection is a teaching choice.
Rhifedd: Casglu data, Cynrychioli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a show of hands and a tally chart to find which of three games the class would most like to play.
- Blwyddyn 8
- Pupils ask a group about their age, experience and favourite activities with a short questionnaire and show the results in a bar chart.
- Blwyddyn 9
- Pupils design a short questionnaire for a younger class about their experience and confidence, collect the answers and use them to choose and adapt an activity.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, LO2.1, page 27; Unit 2, assessment criterion 2.1.1, page 32; Appendix A, page 50
“ability, fitness and experience levels”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
Cam cynnydd 4
Rwy'n gallu casglu fy nata fy hun ar gyfer arolwg, e.e. drwy lunio holiadur.
Da gwybod
- Literacy can be shown orally. Evidence types include questioning with "responses to structured questions, either written or oral, to confirm understanding" and observed practical work (Section 3.3, pages 41 and 42).
- Practical and spoken work is recorded by the teacher: "performance evidence (for example, presentations or practical demonstrations) is documented using observation records" (Section 3.6, page 43).
- Each criterion has four bands: "Four different bands of assessment criteria are provided, reflecting differing levels of learner ability." (Section 2.1, page 9). The command words rise from identify and state at Entry 1 and 2 to describe and explain at Entry 3 and Level 1.
- Support depends on level. Entry 1 support includes "use of symbols, or assistive technology", and Entry 2 learners may use "scaffolded templates to plan, organise and reflect on their work" (Section 3.4, page 42).
- The qualification can be taken in Welsh: separate "Welsh medium" entry codes are listed for both units (Section 4.1, page 46).
- Appendix A (pages 49 and 50) maps Listening to LO1.3 and LO2.5, Reading to LO1.3 and LO2.2, Speaking to LO1.2 and LO2.4 and Writing to LO2.2. All four Numeracy strands are mapped only to LO2.1, with geometry and measurement also mapped to LO2.3.
Cysylltiadau â chymwysterau eraill
The specification names the WJEC VCSE Sport and Leisure as the next step from a Level 1 Pass. Both ask learners to plan and support sessions, communicate with participants and reflect on their own performance. The VCSE steps up the literacy to written evaluations of initiatives and sessions, session plans with aims, objectives and risk assessments, and interviewing participants, and it adds real numeracy: collecting and charting participation data, measuring fitness and heart rate, comparing results with normative tables and working out energy balance. The Foundation's spoken briefings, simple plans, timings and group sizes are the base for that. The communication and teamwork also link with GCSE Physical Education and Health.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Sport and Leisure specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).