LNF Cymru Literacy and numeracy for Wales

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GCSE Cymraeg Language and Literature

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.

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: 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

Skills that use Understanding, response and analysis

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

    Assessed: In the exam

    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.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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 gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  2. Appreciating and comparing poems, including strict metre

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

    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.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 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.
    Year 8
    Pupils compare an englyn and a vers libre poem on the same subject and explain in writing how each form suits its message.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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 infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    Progression step 4

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

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

    Progression step 5

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

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

  3. Using literary and linguistic terminology and quotation

    Assessed: In the exam and in coursework (NEA)

    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.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary, Understanding, response and analysis

    Getting pupils ready

    Year 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.
    Year 8
    Pupils write a point, evidence and explanation paragraph on a poem that uses two literary terms correctly and embeds one short quotation.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 15; Unit 5, Section 5.1.1, page 21

    “understand and use linguistic and literary terminology.”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can read to build my vocabulary and develop sentence structures, and use these effectively in my own communication.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  4. Group discussion analysing a film and identity

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

    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.

    Literacy: Collaborative talk, Questioning, Understanding, response and analysis, Purpose

    Getting pupils ready

    Year 7
    In threes, pupils watch a short clip of an S4C drama and discuss how the music and lighting change the mood.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

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

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

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    Progression step 5

    • I can use a range of options and strategies to enable the group to progress and reach consensus.

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

  5. Researching and giving an individual presentation

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

    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.

    Literacy: Clarity and vocabulary, Purpose, Understanding, response and analysis

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.4, page 16

    “present in a confident and natural way, making subtle use of notes and concise bullet points”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

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

    • I can present ideas and issues to meet the demands of different audiences.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

Good to know

Links with other qualifications

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

Source: 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.