GCSE Spanish
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
GCSE Spanish is almost entirely a literacy qualification: learners listen to and read Spanish, answer in English or Welsh, translate into English or Welsh, write in Spanish about a studied work and to a stimulus, and speak for 7 to 10 minutes, with 20.5% of marks for grammar, vocabulary and sound-spelling accuracy and no dictionary in any unit. Numeracy is light and incidental: numbers 1 to 100, simple fractions, the 12 and 24 hour clock, dates, and graphs among the reading texts. The biggest thing Key Stage 3 should build is secure, dictionary-free recall of core vocabulary and grammar, used every week in short translations and independent writing and speaking.
- 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: Oracy: Non-examination assessment, speaking test 7 to 10 minutes plus 10 minutes preparation, 60 marks, 30%
- Unit 2: Reading and Writing: Non-examination assessment 1 hour, 45 marks, 15%
- Unit 3: Listening: Written examination 45 minutes including 5 minutes reading time, 45 marks, 20%
- Unit 4: Reading and Writing: Written examination 1 hour 30 minutes, 70 marks, 35%
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Reading a range of text types for meaning
In Unit 4 learners read notices, signs, e-mails, web pages, articles, adverts and extracts from stories in Spanish and show understanding by answering questions in Cymraeg or English, without a dictionary.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils skim a short Spanish web page about a town for gist, then scan it for five named facts, circling cognates as they go.
- Blwyddyn 8
- Pupils read a Spanish e-mail from a penfriend and answer English questions, using word families and verb endings to work out words they have not been taught.
- Blwyddyn 9
- Pupils read a Spanish magazine article about social media and write English answers that pick out each person's opinion and the reason given, without a dictionary.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 4 Reading and Writing, Areas of content, page 18
“demonstrate understanding of the texts by responding to a range of questions in Cymraeg/English”
Cam cynnydd 3
Rwy’n gallu defnyddio ystod o strategaethau i bennu ystyr geiriau a brawddegau, gan gynnwys:
- yr hyn rwy'n ei wybod am ffoneg
- gwreiddiau geiriau
- teuluoedd geiriau
- cystrawen
- trefn testunau
- gwybodaeth flaenorol am gyd-destun.
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
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 defnyddio'r hyn rwy'n ei wybod am:
- wreiddiau geiriau a'u teuluoedd
- gramadeg, strwythur brawddegau a thestunau cyfan
- cynnwys a chyd-destun
i wneud synnwyr o eiriau, brawddegau a thestunau cyfan.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl, gan ddethol a gwneud sylwadau aeddfed ar y syniadau a’r themâu allweddol.
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am wahanol strategaethau darllen er mwyn deall synnwyr geiriau anghyfarwydd mewn cyd-destunau a brawddegau newydd mewn testunau cymhleth, a defnyddio'r rhain wrth i mi gyfathrebu.
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Reading and writing about a Spanish literary work
For the Unit 2 NEA learners study a graphic novel, short story, film script or novel in Spanish, then answer a task set in Cymraeg or English by writing in Spanish. They are not expected to understand every word but must give their understanding, ideas and opinions, with no dictionary or reference materials.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short Spanish comic strip together and write three Spanish sentences about their favourite character using 'es' and 'me gusta'.
- Blwyddyn 8
- Pupils read a short graded Spanish story over several lessons and write a Spanish paragraph saying what happens and what they think of the ending, with a reason.
- Blwyddyn 9
- Pupils study an extract from a Spanish graphic novel or film script and answer an English-language question in Spanish in 30 minutes, using only the vocabulary they know.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2 Reading and Writing, Areas of content, page 14
“for learners to engage with a Spanish work and write about it in Spanish.”
Cam cynnydd 3
Rwy'n gallu darllen testunau cymhleth yn annibynnol am gyfnodau estynedig.
Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain yn effeithiol wrth i mi gyfathrebu.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Cam cynnydd 5
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
Rwy'n gallu ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.
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Grammar, vocabulary and sound-spelling accuracy
AO3, knowledge of grammar, vocabulary and sound-spelling correspondence, carries 20.5% of the qualification across Units 1, 2 and 4. Learners must learn the Appendix A grammar and sound-spelling list and the Appendix B vocabulary lists, and read aloud accurately enough to be understood.
Llythrennedd: Geirfa, sillafu, gramadeg, Deall, ymateb a dadansoddi, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils play a weekly Spanish sound bingo, focusing on 'j', 'll' or the rolled 'rr', where they hear a word, write it from its sounds, and check written accents and the letter ñ against the sound-spelling list.
- Blwyddyn 8
- Pupils read an unseen five-line Spanish text aloud to a partner, who ticks each 'j', 'll', 'ñ' and written accent said correctly, then swap and repeat.
- Blwyddyn 9
- Pupils proofread a Spanish paragraph seeded with ten errors in adjective agreement, verb endings and written accents, correct them, and explain two of the rules in English.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.1 Assessment objectives and weightings, page 20
“Demonstrate knowledge of grammar, vocabulary and sound-spelling correspondence.”
Cam cynnydd 3
Rwy'n gallu defnyddio iaith briodol ar gyfer ysgrifennu, gan gynnwys ffurfiau safonol, e.e. enwau, rhagenwau, ansoddeiriau, adferfau, arddodiaid, cysyllteiriau ac amseroedd y ferf.
Rwy’n gallu defnyddio’r hyn rwy’n ei wybod am seiniau a phatrymau llythrennau'n gywir wrth i mi sillafu, gan gynnwys:
- gwreiddiau, e.e. uwch, rhag
- ôl-ddodiaid, e.e. -ydd, -ant
- terfyniadau lluosog yn gywir yn eu cyd-destun, e.e. -au, -iau, -od.
Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.
Cam cynnydd 4
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.
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Cam cynnydd 5
Rwy'n gallu defnyddio strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwy'n gallu amrywio strwythurau brawddegau i ennyn a chadw diddordeb y darllenydd ac ysgrifennu gyda chywirdeb gramadegol.
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Da gwybod
- Dictionaries are banned in every unit: "Learners are not permitted to use a dictionary in any part of the assessment." (Summary of assessment, page 4).
- Unit 1 oracy allows only the learner's own notes: "or any other reference materials excluding the learner's own notes." (Section 3.2, Unit 1, page 21). Presentation preparation is time-limited: "The preparation period for the presentation may begin two weeks prior to the first timetabled assessment." (page 21).
- Unit 2 reading and writing NEA allows no reference materials at all: "Learners are not permitted to use dictionaries in any part of the assessment, or any other reference materials." (Section 3.2, Unit 2, page 21).
- Accuracy of language is assessed directly through AO3, "Demonstrate knowledge of grammar, vocabulary and sound-spelling correspondence.", weighted 8% in Unit 1, 5% in Unit 2 and 7.5% in Unit 4, 20.5% overall (Section 3.1, page 20). There is no separate SPaG mark for English or Welsh answers.
- Productive vocabulary is tied to the Appendix B lists: "Equal but no additional credit will be given for learners who use vocabulary outside the specified list in productive tasks." (Section 2, page 9).
- Unit 3 and Unit 4 questions are answered in English or Welsh, so learners' English or Welsh must be clear enough to show understanding: "respond to a range of questions in Cymraeg/English." (Unit 3, page 16).
- Unit 3 includes reading time before listening: "Written examination: 45 minutes (including 5 minutes' reading time)" (Unit 3, page 15).
- Number knowledge is limited to a stated range: learners "are expected to know the numbers" 1 to 100 (Appendix B, Numbers, page 40). The spec sets no calculation, mentions no calculator, and states no word limits for the writing tasks or whether responses are handwritten or typed.
Cysylltiadau â chymwysterau eraill
WJEC's Appendix C ticks literacy listening for Units 1 and 3, reading and writing for Units 2 and 4, and speaking for Unit 1 (page 93), and ticks only the number system strand of numeracy, for all four units (page 94).
Ffynhonnell: WJEC GCSE Spanish specification, Teaching from 2025, For award from 2027 (no version number printed).