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GCSE Digital Media and Film

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

Digital Media and Film is a high literacy GCSE: learners analyse film, game and news texts including an unseen extract, write comparative and evaluative answers, research and write a Welsh industry case study, script productions and keep a reflective log. Numeracy is light and never calculated in the examination, limited to reading audience and success figures and handling timings for editing, trailers and release schedules. The single biggest thing Key Stage 3 should build is analytical writing about moving image, where pupils name a technique precisely and explain its effect on an audience.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2026
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: Exploring key concepts and issues: On-screen examination 1 hour 30 minutes, 60 marks, 30%
  • Unit 2: Distribution and exhibition strategies of digital media and film industries in Wales: Non-examination assessment, portfolio based, 18 hours, 72 marks, 30%
  • Unit 3: Creating digital media and film content: Non-examination assessment, assignment based, no time restriction, 96 marks, 40%

Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

  1. Comparing and evaluating films in extended answers

    Asesu: Yn yr arholiad

    Learners compare their pair of set films, one Welsh and one global, and analyse and evaluate how contexts, representations and narrative devices shape meaning. The examination includes extended answers, so learners need to organise a sustained, evaluative argument.

    Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils complete a Venn diagram comparing the openings of two animated films, then turn it into one paragraph using comparative connectives such as whereas and similarly.
    Blwyddyn 8
    Pupils write a two-paragraph comparison of how a Welsh setting and a non-Welsh setting are represented in two film clips, linking each point to a named shot.
    Blwyddyn 9
    Pupils plan and write a 30-minute comparative essay on how two short films use binary oppositions and endings, reaching a judgement about which is more effective.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.1.5, page 13

    “Learners should be able to compare the pair of films selected from the list of films set for study”
    Cam cynnydd 3

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

    • Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.

    • Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.

    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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.

    • Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.

    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 trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.

  2. Researching a Welsh production company case study

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 2 requires independent research into two products from a company based in Wales, examining genre, production, finance, distribution and exhibition, and evaluating their success. Learners must select, synthesise and reference information from industry sources in a written portfolio.

    Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use S4C's website to find three facts about one Welsh children's programme and record each with its source in a simple research table.
    Blwyddyn 8
    Pupils research how one Welsh-made television series was produced and write a short fact file under the headings producer, finance and where it was shown.
    Blwyddyn 9
    Pupils write a one-page mini case study on a product from a Welsh company such as Bad Wolf, using at least three referenced sources to judge why it succeeded.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Section 3.2, Unit 2: Overview, page 27

    “producing a case study exploring the success of two products produced by a company in Wales”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.

    • 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 ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.

    • Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.

    Cam cynnydd 5

    • Rwy'n gallu ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.

    • 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.

    • Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.

  3. Writing for a target audience: mission statement, tagline and justification

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners propose a new production company with a mission statement, tagline and target audience, then write distribution and exhibition strategies and justify their choices and intended impact. This needs concise persuasive writing alongside clear reasoned justification.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg

    Paratoi disgyblion

    Blwyddyn 7
    Pupils invent a tagline of no more than eight words for a class film and explain in one sentence who it is aimed at.
    Blwyddyn 8
    Pupils write a three-sentence mission statement for an imaginary Aberdare film company and swap with a partner to check it states purpose, goals and values.
    Blwyddyn 9
    Pupils plan a local screening event for a short film and write a paragraph justifying the venue, date and poster design for their chosen audience.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.1.3, page 21

    “justify the chosen strategies, including the intended impact of the strategies”
    Cam cynnydd 3

    • Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.

    • Rwy’n gallu gwneud dewisiadau priodol am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl ac yn eglur ar gyfer cynulleidfaoedd gwahanol ac at ddibenion gwahanol.

    Cam cynnydd 4

    • Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.

    • Rwy'n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau, e.e. iaith emosiynol, gor-ddweud, dewis rhagenwau (chi, ni), i ddangos effaith.

    Cam cynnydd 5

    • Rwy'n gallu crynhoi gyda hyder, gan addasu arddull a ffurf yn ôl y darllenydd neu'r gynulleidfa fwriadedig a diben y gwaith ysgrifennu.

    • Rwy'n gallu dewis a defnyddio strategaethau priodol i gynllunio a datblygu fy ngwaith ysgrifennu ar gyfer amrywiaeth heriol o wahanol ddibenion a chynulleidfaoedd.

  4. Scripting screenplays and cutscenes

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 3 options include an extract from a screenplay or a script for a cutscene, and all learners plan through scripts and storyboards. Learners must write in script conventions, with dialogue and stage directions that embed genre, representation and narrative devices.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Atalnodi, Cysyllteiriau a chystrawen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils rewrite a short scene from a class novel as a one-page screenplay, setting out scene headings, character names and dialogue correctly.
    Blwyddyn 8
    Pupils script a 60-second video game cutscene that introduces a hero and a villain, using punctuation such as ellipses and dashes in dialogue to control pace.
    Blwyddyn 9
    Pupils write a two-page screenplay opening in a set genre, including an inciting incident, then storyboard six key shots from it.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 23

    “extract from a screenplay”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    • Rwy'n gallu defnyddio ystod o atalnodau'n gywir (gan gynnwys collnod) i egluro ac ehangu ar ystyr.

    Cam cynnydd 4

    • Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.

    • Rwy'n defnyddio'r ystod lawn o atalnodau'n gywir (gan gynnwys colonau, hanner colonau a chromfachau) i egluro, trefnu ac ehangu ar ystyr.

    Cam cynnydd 5

    • Rwy'n gallu dangos ymwybyddiaeth estynedig o ddarllenwyr gwahanol drwy ddewis o blith amrywiaeth o arddulliau a strwythurau, ac addasu'r ffordd rwy'n defnyddio iaith yn hyderus.

    • Rwy'n gallu defnyddio'r ystod lawn o atalnodau er mwyn amrywio cyflymder, egluro ystyr, osgoi amwysedd a chreu effeithiau bwriadol.

  5. Keeping a reflective log

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners produce a reflective log that analyses and evaluates their own work across pre-production, production and post-production, including refinements and appeal to the target audience. Assessment Objective 3 (reflect, analyse and evaluate) carries 30% of the qualification.

    Llythrennedd: Prawfddarllen, golygu a gwella, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    After filming a short sequence, pupils write three sentences on what worked, what did not and what they would change next time.
    Blwyddyn 8
    Pupils keep a dated log across a poster project, recording each design change and the feedback that led to it.
    Blwyddyn 9
    Pupils write a 300-word evaluation of their group teaser, judging how well it meets genre conventions and appeals to its audience, then redraft it after peer feedback.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 3, Section 3.1.3, page 24

    “reflect on, analyse and evaluate their own work throughout the production process”
    Cam cynnydd 3

    • Rwy’n gallu myfyrio ar safon fy mynegiant, ei olygu a'i ailddrafftio i wella'r ansawdd, a defnyddio ystod o strategaethau i sicrhau mwy o eglurder.

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    Cam cynnydd 4

    • Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.

    • Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

    Cam cynnydd 5

    • Rwy'n gallu gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.

    • Rwy'n gallu ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.

Da gwybod

Cysylltiadau â chymwysterau eraill

At Key Stage 3 this reading and writing work overlaps closely with English film and media units, and the news reliability work links to Humanities and Digital Technology, so a shared analytical paragraph frame across departments would help.

Ffynhonnell: WJEC GCSE Digital Media and Film specification, teaching from 2026, for award from 2028, Version 2, September 2026.