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Sgiliau sy'n defnyddio Eglurder a geirfa

1. Using subject vocabulary to describe and evaluate

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners name and describe elements, techniques and styles such as rhythm, tempo, dynamics, gesture and levels, from naming basic elements at Entry 1 to explaining how techniques communicate mood at Level 2. Level 2 learners must use appropriate subject terminology when evaluating. This is required by the assessment criteria.

   Llythrennedd: Eglurder a geirfa, Datblygu geirfa

   Paratoi disgyblion

   Blwyddyn 7

   Pupils listen to two short pieces of music and label each with words from a word bank such as fast, slow, loud and quiet.

   Blwyddyn 8

   Pupils watch a dance clip and describe it to a partner using the terms levels, space, speed and gesture.

   Blwyddyn 9

   Pupils write a short review of a recorded drama scene that explains how voice, facial expression and body language created the mood.

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

   Ble mae yn y fanyleb: Entry Level, learning outcome 1, page 5; Level 1 and Level 2, learning outcomes 1 and 4, assessment criteria 1.1 to 1.4 and 4.4, pages 7 and 8; amplification, pages 9 to 11

   “Use appropriate subject terminology when evaluating performances”

   Cam cynnydd 3

   • Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.

   • Rwy’n gallu gwrando er mwyn adeiladu fy ngeirfa, datblygu fy ynganiad, goslef/acenion a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.

   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.

   • Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i'r maes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.

2. Using voice to communicate character and ideas

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners show ideas, feelings or character through voice or instrument, movement or action, and at Level 2 communicate them effectively and consistently and engage the audience. For drama and singing this includes speaking clearly, changing volume and using tone, which the amplification lists. Communicating through performance is required by the assessment criteria.

   Llythrennedd: Eglurder a geirfa, Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read a short poem aloud twice, once happy and once sad, changing volume and pace.

   Blwyddyn 8

   Pupils perform a short scripted scene, varying tone and volume to show how their character feels.

   Blwyddyn 9

   Pupils perform a monologue to the class, projecting their voice for the space and holding the audience's attention throughout.

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

   Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.2, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2 and 3.4, page 8; amplification, page 11

   “Engage the audience through expressive and confident performance”

   Cam cynnydd 3

   • Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.

   • Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.

   Cam cynnydd 4

   • Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.

   • Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.

3. Reflecting on and evaluating performances

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners reflect on their own and others' performances, from saying what went well at Entry 1 to evaluating strengths and weaknesses in detail, explaining how creative choices affected the performance and suggesting realistic improvements at Level 2. Reflection can be spoken or written. This is required by the assessment criteria.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils fill in a two star and a wish sheet for a partner's short performance.

   Blwyddyn 8

   Pupils write a paragraph on their own performance giving one strength, one weakness and a reason for each.

   Blwyddyn 9

   Pupils write an evaluation of their group performance explaining how their creative choices affected it and setting two realistic targets.

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

   Ble mae yn y fanyleb: Entry Level, learning outcome 4, assessment criteria 4.1 to 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; amplification, page 13

   “Evaluate strengths and weaknesses of performances in detail”

   Cam cynnydd 3

   • Rwy’n gallu myfyrio ar safon fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.

   • Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

   Cam cynnydd 4

   • Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.

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

Ffynhonnell: WJEC Music, dance and drama unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).