GCSE Music
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The literacy load sits in the Unit 3 listening paper, where learners give short and extended typed answers on set works and unseen extracts using a long glossary of musical terms, and in the Unit 2 reflective log, which asks them to evaluate their own composing. Numeracy is built into reading and writing music: note values as fractions of a beat, simple and compound time signatures, counting intervals, numbering chords and working to set timings and tempos in BPM. The biggest thing Key Stage 3 should build is the habit of listening closely and then writing precise, well-organised sentences that use the correct musical term, backed by secure rhythm notation.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Performing: Non-examination assessment, performance of 4-6 minutes (at least two pieces), marked by the centre and moderated by WJEC, 32.5%, 78 marks
- Unit 2: Composing: Non-examination assessment, 2 compositions (3-6 minutes total recommended) and a reflective log, marked by the centre and moderated by WJEC, 32.5%, 78 marks
- Unit 3: Appraising: Digital only examination 1 hour 30 minutes, marked by WJEC, 35%, 84 marks
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Using the glossary of musical terms accurately
Learners must know and use every term in the Appendix B glossary, covering all the elements of music, in their Unit 3 answers. Terms must be used precisely, and many are Italian or technical words that are hard to spell.
Llythrennedd: Geirfa, sillafu, gramadeg, Datblygu geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils keep a Music word bank for dynamics, tempo, texture and timbre and use three of the terms, spelt correctly, to describe a short extract of a Welsh folk song.
- Blwyddyn 8
- Pupils label a listening map of a film music extract with glossary terms such as ostinato, crescendo and pizzicato, then write two sentences that use them precisely.
- Blwyddyn 9
- Pupils write a 100-word description of an unseen extract using at least six glossary terms from different elements, then check each spelling against the class word wall.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix B, Glossary of Musical Terminology, page 25
“know and understand the musical terms listed in the glossary below and use them in their responses within the Unit 3 examination”
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 defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
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 defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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 strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio'n fanwl gywir mewn gwahanol gyd-destunau.
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Listening closely to familiar and unseen music
The Unit 3 paper is built on listening to set works and unseen extracts. Learners must hear, remember and record detail about how the elements of music and music technology are used, then respond to it.
Llythrennedd: Gwrando am ystyr, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a 30-second extract twice and jot one detail each for dynamics, tempo and instruments on a simple grid.
- Blwyddyn 8
- Pupils listen to an unfamiliar extract three times, adding more detail to a grid of the elements after each hearing, then compare notes with a partner.
- Blwyddyn 9
- Pupils answer timed questions on an unseen extract played a set number of times, using a note-taking shorthand such as f, cresc. and arrows for pitch.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3: Appraising, overview, page 14
“demonstrate aural skills in relation to familiar and unfamiliar music”
Cam cynnydd 3
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Cam cynnydd 4
Rwy’n gallu deall a dadansoddi ystyr gyffredinol a syniadau sydd ymhlyg.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Cam cynnydd 5
Rwy’n gallu defnyddio ystod o strategaethau i ddeall, rhagfynegi a gwerthuso ystyr a syniadau sydd ymhlyg mewn ystod eang o sefyllfaoedd.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Writing extended answers about music
Unit 3 mixes objective and short answers with extended answers on the chosen set works and unseen extracts. AO3, reflecting on, analysing and evaluating the work of others, carries 15% of the qualification in this unit, so learners must build a structured, evaluative argument.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short paragraph explaining how a composer creates a mood, using a point, evidence and explanation frame, for example how Karl Jenkins makes Palladio sound energetic.
- Blwyddyn 8
- Pupils write a three-paragraph answer comparing two versions of the same song, using connectives such as whereas and however to link their points.
- Blwyddyn 9
- Pupils write a timed extended answer evaluating how effectively the elements of music create a mood in a film cue, ending with a justified judgement.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Summary of assessment, Unit 3, page 4
“Questions requiring objective responses, short and extended answers, in response to the chosen set works and unseen extracts.”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
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 defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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 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.
Rwy'n gallu amrywio strwythurau brawddegau i ennyn a chadw diddordeb y darllenydd ac ysgrifennu gyda chywirdeb gramadegol.
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Comparing pieces and researching their context
Learners must make links between pieces in different styles and genres and judge how effective the elements are. For the two set works they must also know the social, cultural and historical context, which means reading and summarising background sources.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short fact sheet about cerdd dant, highlight three facts and write one sentence on how the performance style links to Welsh tradition.
- Blwyddyn 8
- Pupils use a programme note and a music website to find out when and why Stevie Wonder wrote Sir Duke, noting which source they trust more and why.
- Blwyddyn 9
- Pupils compare a Baroque concerto with a Welsh pop song in a table of the elements of music and write a conclusion on their links and differences.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3: Appraising, overview, page 14; Section 1.3.2, page 15
“identify links between different pieces of music in terms of the use of the elements of music”
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 ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
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 ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
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 ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.
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Writing a reflective log on composing
Learners present a reflective log on the process behind one of their two compositions. They must critically evaluate the effectiveness of their response to the brief, their creative choices and how they developed their initial ideas.
Llythrennedd: Prawfddarllen, golygu a gwella, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- After each composing lesson pupils write two sentences in a composing diary saying what they changed in their melody and why.
- Blwyddyn 8
- Pupils keep a dated log for a riff-based composition, recording one teacher or peer comment each lesson and the change they made in response.
- Blwyddyn 9
- Pupils write a 300-word reflective log for a short composition to a set brief, then redraft it after feedback so it evaluates how well their choices met the brief.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, Unit 2 overview, page 18; Section 1.2.3, page 13
“present a reflective log based on the compositional 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 dewis a defnyddio strategaethau priodol i gynllunio a datblygu fy ngwaith ysgrifennu ar gyfer amrywiaeth heriol o wahanol ddibenion a chynulleidfaoedd.
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Giving and receiving spoken feedback
The specification expects learners to grow in confidence giving and receiving feedback, and ensemble performers work without a conductor, so they must talk through rehearsal decisions. This is a learning experience and is not directly assessed.
Llythrennedd: Gofyn cwestiynau, Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils give a partner one what went well and one even better if comment on a keyboard performance, using at least one music term.
- Blwyddyn 8
- Small groups rehearse a class band piece without the teacher conducting, taking turns to lead a short discussion about balance and tempo.
- Blwyddyn 9
- Pupils give a two-minute spoken introduction to their own composition, then answer questions from the class about their choices.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 16
“develop confidence in giving and receiving feedback, promoting independent thinking, originality and creative resilience”
Cam cynnydd 3
Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Cam cynnydd 4
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Cam cynnydd 5
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 ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.
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Note values, rhythm and time signatures
Learners must read and notate rhythms in simple and compound time, which depends on note values as fractions of a beat, dotted notes adding half their value and bars that add up to the time signature. The glossary also lists structures counted in bars, such as the 32 bar song and 12 bar blues.
Rhifedd: Perthnasoedd yn y system rif, Dealltwriaeth gysyniadol, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils clap and write four-beat rhythms using semibreves, minims, crotchets and quavers, checking that each bar adds up to four beats.
- Blwyddyn 8
- Pupils fill incomplete bars in 3/4 and 4/4, including dotted notes worth one and a half times their value, then compose a rhythm ostinato.
- Blwyddyn 9
- Pupils group quavers in 2/4 and 6/8, work out how many quavers fill each beat and bar, then notate a Welsh jig rhythm in compound time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 1.3.4, page 15
“notate rhythms in simple time and compound time.”
Cam cynnydd 3
Rwy'n gallu ddefnyddio dealltwriaeth o gywerthoedd ffracsiynau, degolion a chanrannau syml, e.e. dod o hyd i 25% o 60cm a gwybod bod hyn yn cyfateb i ¼ o 60cm.
Rwy'n gallu defnyddio a dehongli cynrychioliadau gwahanol o ffracsiynau, e.e. rhifau cymysg a ffracsiynau pendrwm.
Cam cynnydd 4
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Rwy'n gallu defnyddio'r pedwar gweithrediad a'r cysylltiadau rhyngddyn nhw, e.e. cymhwyso swm rhannu fel gwrthdro i swm lluosi.
Cam cynnydd 5
Rwy'n gallu defnyddio fy nealltwriaeth o strwythurau sylfaenol mathemateg a'u cymhwyso mewn cyd-destunau gwahanol.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
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Counting intervals and numbering chords
Learners must understand roman numerals for chords I to vi and contemporary chord symbols, read keys with up to four sharps or flats, and name intervals from a semitone to a major 7th. All of these rely on counting steps and working with a numbered symbol system.
Rhifedd: Cyfathrebu â symbolau, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils count letter names on a keyboard to find a 3rd and a 5th above a note, then build C, F and G chords by missing out every other note.
- Blwyddyn 8
- Pupils number the notes of the C major scale 1 to 8, label chords I, IV and V in roman numerals and play a 12 bar blues from a numbered chord chart.
- Blwyddyn 9
- Pupils count semitones to tell a major 3rd from a minor 3rd, then convert a chord sequence between roman numerals and chord symbols such as C, F, G7 and Am.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 1.3.4, page 15; Appendix B, page 27
“roman numerals for chords I, ii, iii, IV, V and vi in a major key”
Cam cynnydd 3
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Cam cynnydd 4
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu gwneud cysylltiadau fel y gellir adeiladu ar gysyniadau mathemategol a'u dyfnhau.
Cam cynnydd 5
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu gwneud cysylltiadau fel y gellir adeiladu ar gysyniadau mathemategol a'u dyfnhau.
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Tempo, BPM and working to set timings
Performances must total 4 to 6 minutes with each piece at least 1 minute, and compositions are recommended to total 3 to 6 minutes. Tempo is measured in BPM, a compound measure that links beats, bars and the length of a piece.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a stopwatch to time their group performance in minutes and seconds and check it against a target length of one minute.
- Blwyddyn 8
- Pupils set a metronome to different BPM values and match each one to an Italian tempo term such as andante, moderato or allegro.
- Blwyddyn 9
- Pupils calculate how long a 32 bar song in 4/4 lasts at 120 BPM, then check the answer by playing it back in a DAW.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Summary of assessment, page 4; Section 3.2, page 18; Appendix B, page 29
“giving a total performance time of 4-6 minutes (each piece should be a minimum of 1 minute)”
Cam cynnydd 3
Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.
Cam cynnydd 4
Rwy'n gallu cynrychioli a defnyddio mesurau cyfansawdd, gan ddefnyddio unedau safonol.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Cam cynnydd 5
Rwy'n gallu deall a defnyddio amrywiaeth o fesurau cyfansawdd.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Da gwybod
- No marks for spelling, punctuation and grammar or accuracy of language are mentioned anywhere in the specification.
- Unit 3 is a digital only examination of 1 hour 30 minutes, 84 marks and 35% of the qualification, so written answers are typed on screen, not handwritten (page 4).
- Learners must use the glossary terms in their Unit 3 answers, plus any extra terms that relate to their chosen set works (page 25).
- The Unit 2 reflective log covers the compositional process of one of the two compositions; no word limit or format is printed, and Unit 2 AO3 is worth 2.5% of the qualification (pages 17 and 18).
- Performance time is 4-6 minutes with each piece a minimum of 1 minute and up to 4 pieces allowed; the recommended total composition time is 3-6 minutes (page 18).
- The specification says nothing about calculators or dictionaries.
Cysylltiadau â chymwysterau eraill
Appendix A ticks all four literacy strands and three numeracy strands (all except statistics and probability) across Units 1 to 3, pages 22 and 23.
Ffynhonnell: WJEC GCSE Music specification, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024 (no version number printed).