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
Skills that use Understanding, response and analysis
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Analysing and comparing sources and challenging others' views
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.
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Reading for main message, detail and inference in varied texts
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.
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Responding to literature and the writer's style
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.
Good to know
- Units 1 and 2: 'The use of dictionaries or any other resource is not permitted during the preparation.' (page 5). Preparation lasts 10 minutes.
- Units 3 and 4: 'Learners are not permitted to use dictionaries or any other resources in any part of the assessment.' (page 6).
- Unit 1: learners complete a sheet while watching the clip and may use notes made in preparation, but the sheet 'will not be assessed because there are only marks for listening and speaking in this unit.' (page 24).
- Unit 2: 'Candidates can make notes and discuss with a partner/group of three during the 10 minutes preparation time.' (page 24).
- Accuracy: AO2, 'Expression and communication', is 50% of the qualification and includes 'accurate grammar and, in written communication, accurate punctuation and spelling' (page 23). There is no separate SPaG mark.
- Speaking and listening NEA is 50% of the qualification, and 'All non-examination assessments must take place during the final year of the course.' (pages 5 and 6).
- Unit 4: 'One set text will be assessed each series.' The text is announced in the first week of March of the exam year (pages 6 and 19).
- The specification makes no reference to calculators.
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.