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Skills that use Connectives and syntax

1. 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.

2. 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.

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