LNF Cymru Literacy and numeracy for Wales

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GCSE Core Cymraeg

GCSE Core Cymraeg is almost entirely a literacy qualification in a second language. Half the marks come from spontaneous paired or group discussion after listening to a video or reading a source sheet, and the other half from reading, writing, translation and translanguaging exams taken with no dictionary. Numeracy is limited to reading and talking about graphs, charts and statistics in Cymraeg, so the single biggest thing Key Stage 3 should build is pupils' confidence to speak spontaneously in Cymraeg, giving and justifying opinions in several tenses without notes.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Responding to a Visual Stimulus: Non-examination assessment, pair (6 to 8 minutes) or group of three (8 to 10 minutes) after 10 minutes preparation, 25%, 50 marks (Listening 15%, Speaking 10%), marked by the centre and moderated by WJEC
  • Unit 2: Responding to Various Sources: Non-examination assessment, pair (6 to 8 minutes) or group of three (8 to 10 minutes) after 10 minutes preparation, 25%, 50 marks (Speaking 20%, Listening 5%), marked by the centre and moderated by WJEC
  • Unit 3: Preparing for the Future: Written examination 1 hour 30 minutes, 25%, 100 marks
  • Unit 4: Literature and Creative: Written examination 1 hour 30 minutes, 25%, 100 marks

The literacy and numeracy skills in this qualification

  1. Listening to a video clip and noting main points and viewpoints

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 1 learners watch a WJEC clip of about 2 minutes in which three speakers discuss cynefin, identity or culture, take notes on an aide-memoire sheet, then use them in discussion. Listening is worth 15% of the qualification in this unit and 5% in Unit 2.

    Literacy: Listening to understand, Listening for meaning

    Getting pupils ready

    Year 7
    Pupils watch a one-minute Cymraeg clip of teenagers talking about hobbies and tick the activities and opinions they hear on a simple grid.
    Year 8
    Pupils watch a two-minute clip of three young people talking about their cynefin, note each speaker's main point and one detail, then compare notes with a partner.
    Year 9
    Pupils watch a two-minute clip under Unit 1 style conditions, make notes on an aide-memoire sheet, then summarise in Cymraeg where two of the speakers agree and disagree.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1 Listening, page 11

    “Learners should be able to note what they hear and share the information with others in an intelligent manner.”
    Progression step 3

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    • I can listen to and understand information about a variety of topics, summarising the main points.

    Progression step 4

    • I can use different techniques to help me remember, record and respond to what I hear.

    • I can understand and analyse general meaning and implied ideas.

    Progression step 5

    • I can listen to a range of information and ideas from different perspectives, analysing and evaluating how different speakers present specific points of view.

    • I can use different techniques to help me remember, record and respond to what I hear.

    • I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations.

  2. Spontaneous discussion, asking and answering questions and justifying opinions

    Assessed: In coursework (non-examination assessment, NEA)

    Units 1 and 2 assess unscripted paired or group discussion in which learners convey information, ask and answer questions, and express and justify opinions using a variety of sentence patterns, verb tenses and an appropriate register. Speaking is worth 30% of the qualification across the two units.

    Literacy: Questioning, Collaborative talk, Clarity and vocabulary

    Getting pupils ready

    Year 7
    In pairs, pupils ask and answer three questions about their family and hobbies in Cymraeg, adding a reason with 'achos' or 'oherwydd' to each answer.
    Year 8
    In threes, pupils hold a three-minute discussion on school uniform, each asking one follow-up question and giving an opinion with a reason in two different tenses.
    Year 9
    Pupils hold a recorded six-minute group discussion on a picture about life in the Cynon Valley, then listen back and count the questions, opinions and verb tenses each person used.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.2 Speaking, page 12; Unit 2, Section 2.1.1 Speaking, page 14

    “Learners should be able to communicate and interact spontaneously, clearly and effectively for different purposes, including conveying information and asking and answering questions.”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

    Progression step 4

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.

    Progression step 5

    • I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

    • I can respond to others' points of view using a range of techniques, e.g. rhetorical questions, gestures.

    • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

  3. Analysing and comparing sources and challenging others' views

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners read a WJEC stimulus sheet of mixed sources, then respond critically, compare the sources, support opinions with details from the text and challenge what others say confidently and sensitively.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two short Cymraeg adverts for local attractions and say in Cymraeg which one they prefer, using one detail from the text as a reason.
    Year 8
    Pupils compare a short Cymraeg article and a photograph about Welsh food, then write two sentences in Cymraeg on how the two sources agree or differ.
    Year 9
    Pupils study a Unit 2 style stimulus sheet on identity for 10 minutes without a dictionary, then discuss in threes which source is most convincing, backing each view with a detail.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.3 Analysing sources, page 15

    “Learners should be able to make comparisons and explain simple links within and between both written texts and oral communication”
    Progression step 3

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    • I can read to identify different people’s viewpoints on various subjects and develop empathy.

    Progression step 4

    • I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.

    • I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

    Progression step 5

    • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

    • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

  4. Reading for main message, detail and inference in varied texts

    Assessed: In the exam

    Units 3 and 4 test understanding of the main message, main points and specific details in long and short Cymraeg texts, including continuous, non-continuous, mixed and multiple texts, and ask learners to draw conclusions and evaluate perspectives.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils skim a short Cymraeg blog about a day out and answer questions on its main message and three specific details.
    Year 8
    Pupils read a Cymraeg email and a timetable for a trip to Cardiff Bay and answer questions that need information from both texts.
    Year 9
    Pupils read a longer Cymraeg article about a job in tourism, infer the writer's opinion from word choices and write a short answer explaining how they know.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2 Reading, page 18; Unit 4, Section 4.1.1 Reading, page 20

    “Learners should understand the main message, the main points and specific details in a variety of long and short, simple and extended reading texts”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    Progression step 5

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

    • I can use my knowledge of different reading strategies to make sense of unfamiliar words in new contexts and sentences in complex texts, and apply these in my own communication.

  5. Responding to literature and the writer's style

    Assessed: In the exam

    Unit 4 examines one of four set texts (two short stories and two poems), announced in March of the exam year. Learners respond to literary and non-literary texts and comment on styles such as dialect, lists, comparisons, idioms, adjectives, the senses, dialogue and verb tenses.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short Cymraeg poem aloud as a class, highlight adjectives and senses words, and draw the picture the poem creates.
    Year 8
    Pupils read an extract from a Cymraeg short story, find an idiom, a simile and a line of dialogue, and explain in simple Cymraeg what each shows about a character.
    Year 9
    Pupils study a short modern Welsh poem and write a paragraph in Cymraeg on how the poet uses a list or dialect words to create an effect.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.1.3 Responding to literature and creative thinking, page 21

    “Learners should understand different styles that enrich literature within the set texts, including dialects, lists, comparisons, idioms, use of adjectives”
    Progression step 3

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    Progression step 4

    • I can gain a full understanding of texts using inference, deduction and analysis.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

    Progression step 5

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

    • I can analyse and respond to texts and sub-texts, confidently understanding, interpreting and evaluating meaning.

  6. Extended writing in different forms and for different purposes

    Assessed: In the exam

    Units 3 and 4 require extended, coherent writing in forms such as reports, blogs, emails, articles, formal and informal letters, speeches, diaries and stories, for descriptive, narrative, persuasive, informative, creative, analytical and opinion purposes.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a short Cymraeg blog post about their weekend in the past tense, including at least three opinions with reasons.
    Year 8
    Pupils write a formal email in Cymraeg to a local leisure centre asking about a summer job, using paragraphs and a correct formal opening and ending.
    Year 9
    Pupils plan and write a 150-word persuasive article in Cymraeg for the school website on why pupils should use Cymraeg outside school.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1 Writing, page 17; Unit 4, Section 4.1.2 Writing, pages 20 to 21

    “Learners should be able to write in an extended and coherent manner in order to convey facts, ideas and opinions for different audiences”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can use paragraphs and make links between them.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

  7. Accurate grammar, verb tenses and mutations

    Assessed: In the exam and in coursework (NEA)

    Assessment objective AO2 (50% of the qualification) rewards a range of sentence structures with accurate grammar, punctuation and spelling. Appendix A lists the language elements learners must use, including a variety of verb tenses, conjugated prepositions and the common soft, nasal and aspirate mutations.

    Literacy: Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils sort Cymraeg sentences into present, past and future tense and spot the soft mutations after 'dy' and 'ei' in a short text about their family.
    Year 8
    Pupils rewrite a short Cymraeg diary entry from the present into the past and conditional tenses, checking mutations after prepositions such as 'i', 'o' and 'am'.
    Year 9
    Pupils write a paragraph using five tenses listed in Appendix A, then swap with a partner who checks each verb and mutation against a class grammar mat.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.1 Assessment objectives, page 23; Appendix A: Language elements, page 27

    “use a range of sentence structures for clarity, purpose and effect, with accurate grammar and, in written communication, accurate punctuation and spelling.”
    Progression step 3

    • Welsh-medium statement: I can apply mutations in many obligatory contexts, including:

      • soft mutation after ‘ei’ masculine, e.g. ei goes ef, and when nouns and adjectives follow ‘yn’, e.g. yn gyflym
      • nasal mutation after ‘fy’, e.g. fy nghoes i, or special preposition ‘yn’, e.g. yng Nghaerffili
      • aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.

    • I can use the standard form of a variety of words, e.g. present, past and negative forms.

    • I can use simple, compound and complex sentence structures for emphasis and effect.

    Progression step 4

    • Welsh-medium statement: I can identify the use of mutations, and recognise omissions in obligatory contexts, and/or the use of the inappropriate mutation type when another type is expected.

    • Welsh-medium statement: I can write grammatically accurate sentences with attention to conjugated verbs, verb tense, and person correspondence and gender agreement.

    • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

    Progression step 5

    • Welsh-medium statement: I can identify the various uses of mutation and apply all three processes (soft mutation, nasal mutation and aspirate mutation) in a wide range of mutatable contexts. 

    • Welsh-medium statement: I can write grammatically accurate sentences conjugating prepositions, and ensuring verb tense and person correspondence and gender agreement.

    • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

  8. Translating and translanguaging from English into Cymraeg

    Assessed: In the exam

    The Unit 3 examination includes translation and translanguaging tasks, such as translating short simple texts from English to Cymraeg and using information read in one language to write in the other. AO1 requires learners to use translation skills to enhance communication.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils read a short English poster about a school event and make a Cymraeg version with a word bank, adapting it rather than translating word for word.
    Year 8
    Pupils read an English leaflet about a Welsh castle and write a Cymraeg text message to a friend giving the three key facts.
    Year 9
    Pupils translate five short English sentences into Cymraeg without a dictionary, then summarise an English article about a local festival in Cymraeg for a Welsh-speaking reader.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, Unit 3, page 6; Unit 3, Section 3.1.1 Writing, page 18

    “appreciate the rules of grammar, the importance of correct language as well as developing the ability to correct, translate and translanguage.”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

    Progression step 5

    • I can independently identify translanguaging opportunities to enhance my learning and communication in my languages.

  9. Proofreading and correcting written Cymraeg

    Assessed: In the exam

    Unit 3 expects learners to refine work through proofreading and editing, and to correct errors, with no dictionary or other resource allowed in the examination.

    Literacy: Proofreading, editing and improving, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils swap short Cymraeg paragraphs with a partner, circle missing capital letters, accents or full stops, then correct their own work.
    Year 8
    Pupils redraft a Cymraeg postcard after peer feedback, adding one extra tense and correcting two spelling or mutation errors.
    Year 9
    Pupils proofread a Cymraeg text with ten planted errors in mutation, verb form and spelling, then check their own last piece of writing the same way.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1 Writing, page 17

    “Learners should be able to translate short and simple texts from English to Cymraeg as well as refining work through proofreading and editing text.”
    Progression step 3

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I can improve writing through independent review and redrafting.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  10. Reading and discussing graphs, charts and statistics in Cymraeg

    Assessed: In the exam and in coursework (NEA)

    Unit 2 stimulus sheets may include a graph or chart, facts and statistics that learners must interpret and discuss, and Unit 3 reading includes non-continuous texts such as tables and graphs. Appendix A also expects numerals, ordinals, time and dates in Cymraeg.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of the class's favourite sports and say in Cymraeg, using Cymraeg numbers, which is most and least popular.
    Year 8
    Pupils read a simple pie chart about how young people in Wales spend their free time and describe it in Cymraeg using phrases such as 'mwy na hanner'.
    Year 9
    Pupils discuss a chart of the percentage of Welsh speakers in different counties, including Rhondda Cynon Taf, and give an opinion in Cymraeg on what the figures show and what they leave out.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 overview, page 13; Unit 3, Section 3.1.2 Reading, page 18

    “The stimuli will include a variety of sources which may include a graph/chart, facts and/or statistics and image(s).”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    Progression step 5

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

Appendix B maps the statistics numeracy strand to Units 1, 2 and 3, so other departments can support Core Cymraeg by labelling simple charts and data displays with Cymraeg numbers and phrases.

Source: WJEC GCSE Core Cymraeg specification, Version 3, September 2026, teaching from 2025, for award from 2027.