LNF Cymru Llythrennedd a rhifedd i Gymru

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GCSE Cymraeg Language and Literature

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

GCSE Cymraeg Language and Literature is a first-language literacy qualification: learners analyse a novel, short stories, poems and a film, read and summarise unseen texts, write in many forms, and are assessed on group discussion and an individual researched presentation. WJEC maps no numeracy to any unit, so there are no numeracy skills here. The single biggest thing Key Stage 3 should build is close, evaluative reading of Cymraeg literature backed by purposeful quotation and accurate Cymraeg, including mutations and verb forms.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2025
Faint o waith llythrennedd
Uchel
Faint o waith rhifedd
Isel
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Narrative: Written examination 1 hour 30 minutes, 30% of the Single Award (15% of the Double Award), 60 marks
  • Unit 2: Identity: Non-examination assessment, group discussion in threes up to 15 minutes on a visual text, 20% of the Single Award (10% of the Double Award), 40 marks, marked by the centre and moderated by WJEC
  • Unit 3: Attitudes: Non-examination assessment, poetry appreciation and comparison (500 to 1,500 words) and individual oral presentation (up to 5 minutes), 20% of the Single Award (10% of the Double Award), 60 marks, marked by the centre and moderated by WJEC
  • Unit 4a: Linguistic Connections (Single Award only): Written examination 1 hour 30 minutes, 30%, 60 marks
  • Unit 4b: Linguistic Connections (Double Award only): Written examination 2 hours, 22.5%, 90 marks
  • Unit 5: Respond and Create (Double Award only): Non-examination assessment, group discussion up to 10 minutes and creative writing task (500 to 1,000 words, maximum 3 hours), 20%, 60 marks, marked by the centre and moderated by WJEC
  • Unit 6: Communicating Meaning (Double Award only): Written examination 1 hour 30 minutes, 22.5%, 60 marks

Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi

  1. Analysing a novel or short story and the author's craft

    Asesu: Yn yr arholiad

    Unit 1 examines one studied novel and Unit 6 (Double Award) an extract from one of three set short stories. Learners recall detail, analyse character, theme, form and atmosphere, and discuss the author's motivation with reference to social, cultural and historical context.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils keep a character log while reading a Cymraeg class novel, noting how the main character reacts to three key events with a quotation for each.
    Blwyddyn 8
    Pupils write a paragraph on how an author creates atmosphere in one chapter of a class novel, commenting on two stylistic features with quotations.
    Blwyddyn 9
    Pupils write a timed answer on how an author presents a theme in a Cymraeg short story, linking it to its social or historical context.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.1, page 12; Unit 6, Sections 6.1.1 and 6.1.2, page 24

    “respond to a novel sensitively and in detail in order to appreciate the author's craft in forming the content, plot, themes and characters”
    Cam cynnydd 3

    • Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.

    • Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.

    Cam cynnydd 4

    • Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.

    • Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.

    Cam cynnydd 5

    • Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.

    • Rwy'n gallu deall testunau'n llawn drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi, gan ddeall cyd-destun y testunau sy'n dylanwadu ar y darllenydd.

  2. Appreciating and comparing poems, including strict metre

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 3 Task 1 is a written appreciation and comparison of at least 4 poems by at least 3 poets on a WJEC theme, covering strict metre, free metre and vers libre. Learners interpret implicit meaning, comment on metre and style and quote purposefully.

    Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read two short poems on the same theme, such as nature, and write a paragraph saying which they prefer, quoting one line from each.
    Blwyddyn 8
    Pupils compare an englyn and a vers libre poem on the same subject and explain in writing how each form suits its message.
    Blwyddyn 9
    Pupils write a 500-word comparison of two poems by different poets on a shared theme, quoting purposefully and commenting on metre and style.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Sections 3.1.1 and 3.1.2, pages 15 to 16

    “appreciate the metre and style which characterise the poems and comment on their suitability for the content and message of the poem”
    Cam cynnydd 3

    • Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.

    • Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.

    Cam cynnydd 4

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.

    • Rwy'n gallu cymharu safbwynt gwahanol awduron ar yr un pwnc, e.e. mae llygod mawr yn hynod ddiddorol neu'n bla.

    Cam cynnydd 5

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.

    • Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.

  3. Using literary and linguistic terminology and quotation

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Across Units 1, 3, 5 and 6 learners must use the terms of literary criticism, poetic metre and film appreciation confidently, and quote or reference purposefully to support points.

    Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils build a class wall of Cymraeg literary terms such as 'cyffelybiaeth', 'trosiad' and 'cyflythrennu' and label an example of each in a poem.
    Blwyddyn 8
    Pupils write a point, evidence and explanation paragraph on a poem that uses two literary terms correctly and embeds one short quotation.
    Blwyddyn 9
    Pupils annotate an unseen poem using terms for cynghanedd, metre and imagery, then use at least four of them in a timed written response.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Section 3.1.1, page 15; Unit 5, Section 5.1.1, page 21

    “understand and use linguistic and literary terminology.”
    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 darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain yn effeithiol wrth i mi gyfathrebu.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.

    • Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.

  4. Group discussion analysing a film and identity

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 2 is a group discussion of up to 15 minutes in threes on how a visual text of at least an hour creates identity, analysing plot, character, theme, dialogue and film techniques such as camera work, music, lighting and costume.

    Llythrennedd: Siarad cydweithredol, Gofyn cwestiynau, Deall, ymateb a dadansoddi, Diben

    Paratoi disgyblion

    Blwyddyn 7
    In threes, pupils watch a short clip of an S4C drama and discuss how the music and lighting change the mood.
    Blwyddyn 8
    Pupils hold a ten-minute group discussion on how a character in a Cymraeg film shows their identity, each bringing one scene reference to the group.
    Blwyddyn 9
    Pupils hold a recorded 15-minute discussion in threes on identity in a full-length Cymraeg film, using one side of A4 bullet points and film terms.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 to 2.1.3, page 14

    “demonstrate that they are able to engage in spoken activities with others in order to appreciate visual text and confirm a viewpoint”
    Cam cynnydd 3

    • 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.

    • Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.

    Cam cynnydd 4

    • Rwy'n gallu ymgymryd ag ystod o gyfrifoldebau i strwythuro a datblygu siarad mewn grŵp, gan gynnwys mewn sefyllfaoedd mwy ffurfiol.

    • Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio ystod o opsiynau a strategaethau i alluogi’r grŵp i wneud cynnydd a dod i gonsensws.

    • Rwy’n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn gwerthuso'n feirniadol ac ymateb i’r hyn rwyf wedi’i glywed, ei ddarllen neu ei weld.

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.

  5. Researching and giving an individual presentation

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 3 Task 2 is a researched individual presentation of up to 5 minutes including questions. Learners research independently, judge the reliability of sources, and present from brief notes using intonation, rhetorical techniques, pace, body language and eye contact.

    Llythrennedd: Eglurder a geirfa, Diben, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils give a two-minute talk in Cymraeg about a Welsh person who inspires them, using a picture and cue cards rather than a script.
    Blwyddyn 8
    Pupils give a three-minute presentation on a local issue in the Cynon Valley, using one rhetorical question and answering one question from the class.
    Blwyddyn 9
    Pupils research a theme from their poetry unit using at least three sources, judge which is most reliable, and present for five minutes from bullet points only.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Section 3.1.4, page 16

    “present in a confident and natural way, making subtle use of notes and concise bullet points”
    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 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 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.

    • Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.

    Cam cynnydd 5

    • Rwy'n gallu siarad yn rhugl ac yn hyderus, gan ddefnyddio ystod o dechnegau, edrychiadau ac ystumiau.

    • Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.

    • Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.

Da gwybod

Cysylltiadau â chymwysterau eraill

The only number work is optional use of statistics in the Unit 3 presentation, so numeracy support is best left to other subjects.

Ffynhonnell: WJEC GCSE Cymraeg Language and Literature (Single and Double Award) specification, Version 6, for Year 10 cohort starting September 2026 onwards, first award from 2028.