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

1. Extended critical essay on a whole text

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   Learners write sustained essays on a whole prose text (Unit 2 Task A, suggested 750 to 1000 words) and, for the Double Award, on a whole Shakespeare play (Unit 5 Task A, suggested 1000 to 1500 words), supporting interpretations with selected evidence and context.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils write a four paragraph response on how a character changes across their class novel, each paragraph with a quotation from a different part of the book.

   Blwyddyn 8

   Pupils write a 500 word essay on how the setting of their class novel makes a character feel they do or do not belong, linking paragraphs with topic sentences.

   Blwyddyn 9

   Pupils write a 750 word essay on a theme across a whole play or novel, such as power in Macbeth, including a paragraph on how the context of the time shapes the reading.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 2, Section 2.2, page 17 (also Section 3.2, pages 34 and 36)

   “use a range of linguistic and literary approaches to demonstrate their knowledge and understanding of the whole text”

   Cam cynnydd 3

   • Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.

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

   Cam cynnydd 4

   • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

   • Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.

   Cam cynnydd 5

   • 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.

   • 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. Writing for different audiences, purposes and forms

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   Every award includes creative literary writing and non-fiction writing in forms such as articles, speeches, blogs, reviews, letters and short stories, with register, vocabulary and techniques adapted to engage and influence the reader.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils write a short description of a place that matters to them, then rewrite two sentences of it as a formal tourist leaflet for Aberdare Park.

   Blwyddyn 8

   Pupils write a monologue in the voice of a character from their class play and a letter to a newspaper on the same issue, noting in the margin one choice of register in each.

   Blwyddyn 9

   Pupils write a speech for a school assembly on a human rights issue from the non-fiction texts studied, using rhetorical questions, direct address and a counter argument.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: AO2 ii, Section 3.1, page 32 (also Unit 1, Section 1.3, pages 14 to 15; Unit 4a, Section 4.3, page 22; Unit 6, Section 6.3, page 29)

   “Adapt communication by selecting register, vocabulary and techniques appropriate to different contexts and audiences.”

   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 ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

   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 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 iaith idiomatig soffistigedig a chywair priodol mewn ystod o gyd-destunau.

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

3. Planning, drafting and refining work

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   The NEA units expect extended responses developed over time through planning, drafting, evaluating and refining, and Unit 5 requires learners to plan and organise their work and prepare for discussion.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils plan a story opening with a five box plan, draft it, then redraft one paragraph after a partner marks two strong words and one unclear sentence.

   Blwyddyn 8

   Pupils draft a review of a class text, proofread it aloud to a partner, and submit the first and final drafts with the changes highlighted.

   Blwyddyn 9

   Pupils complete a 400 to 500 word speech over three lessons, planning, drafting and refining it from written teacher feedback, as practice for Unit 3 Task B conditions.

   Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

   Ble mae yn y fanyleb: Unit 2, Section 2.2, page 17 (also Unit 3, Section 3.3, page 19; Unit 5, Sections 5.3 and 5.4, page 27)

   “develop extended responses over a period of time, through planning, drafting, evaluating and refining work”

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

Ffynhonnell: WJEC GCSE English Language and Literature (Single and Double Award) specification, Version 5, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024.