LNF Cymru Llythrennedd a rhifedd i Gymru

← Pob cymhwyster

Skills for Work: Working in Wales

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

Working in Wales is an Agored Cymru Skills for Work unit about why Wales is a good place to work, how Wales earns its living in an international economy through exports, tourism, trade routes, infrastructure, geography and culture, and which sectors, jobs, skills and qualifications are found across Wales and in the learner's own area. It is one 20 hour unit, offered at Entry 1, Entry 2, Entry 3, Level 1 and Level 2, that learners combine with others into an Agored Cymru Skills for Work or Skills for Life and Work Award, Certificate or Diploma, assessed through one centre-devised task under direct supervision. Literacy demand is medium. Every criterion is answered in words, rising from naming and listing at Entry level to outlining at Level 1 and describing at Level 2, and each needs a fixed minimum number of answers. Evidence can be written or spoken, because audio and video are allowed. Learners must also read sources and write their own reference notes before the task, with no AI and no redrafting. Numeracy demand is low: no criterion asks for figures or calculation. The unit's own cross curricular table lists Literacy but not Numeracy, and numeracy appears only in the mapping's mention of business growth in a financial context.

Corff dyfarnu
Agored Cymru
Lefel
Entry Level 1 to Level 2
Oriau dysgu dan arweiniad
20
Addysgu gyntaf
Medi 2027
Faint o waith llythrennedd
Canolig
Faint o waith rhifedd
Isel
Manyleb
Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
  • Entry Level (Entry 1 CDS113 RF4E1CY002, Entry 2 CDS112 RF4E2CY002, Entry 3 CDS111 RF4E3CY005): Three learning outcomes at every Entry level: the benefits or advantages of working in Wales, Wales as an international economy, and job opportunities in Wales. Entry 1 has 6 criteria: name a benefit of working in Wales, name at least 3 things from Wales sold in other countries, name a place tourists like to visit, name a way people travel to Wales from a different country, and list at least 2 jobs in own area and 2 in another part of Wales. Entry 2 has 8 criteria: list at least 2 benefits, at least 3 goods and services sold abroad, 3 places tourists visit, 3 ways people travel to Wales, 3 ways to get Welsh goods to other countries, at least 2 job sectors in own area, 2 jobs in a sector, and name 2 skills and 1 qualification for those jobs. Entry 3 has 9 criteria: list at least 3 advantages, 4 goods or services sold abroad, 3 attractions, 3 ways to travel to Wales and 3 ways to send goods overseas, identify 2 job sectors in own area and 2 in another part of Wales, list 2 jobs in a sector, and identify 3 skills and 1 qualification. There are no prescribed assessment methods. One centre-devised summative task in the mandatory Summative Assessment Package, completed under direct supervision in no more than 60 minutes, with evidence as digital or written documents, audio, video or an e-portfolio. Internally assessed by the centre and moderated by Agored Cymru, graded Pass or Fail. 20 guided learning hours and 2 credits at each level.
  • Level 1 and Level 2 (Level 1 CDS110 RF41CY011, Level 2 CDS109 RF42CY034): Three learning outcomes, each with 9 criteria in total: the advantages of working in Wales, Wales as an international economy, and career opportunities in Wales. Level 1 learners know these topics: they outline at least 3 advantages, identify at least 2 sectors that contribute to the international economy, outline how infrastructure, geography and Welsh culture support economic activity, outline at least 3 employment sectors across Wales, identify 2 in own area and 2 jobs in a specified sector, and identify at least 4 skills and 1 qualification for those jobs. Level 2 learners understand them: they describe at least 4 advantages and 3 international sectors, describe how infrastructure, geography and culture support economic activity, describe at least 4 sectors across Wales and 3 in own area, describe 2 jobs, and describe at least 5 skills and 1 qualification. There are no prescribed assessment methods. One centre-devised summative task in the mandatory Summative Assessment Package, completed under direct supervision in no more than 60 minutes, with no AI and no drafting, and evidence as digital or written documents, audio, video or an e-portfolio. Internally assessed by the centre and moderated by Agored Cymru, graded Pass or Fail. 20 guided learning hours and 2 credits at each level.

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Naming and listing facts about working in Wales

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Entry 1 learners name a benefit of working in Wales, things sold abroad, a tourist place and a way to travel to Wales, and list jobs. Entry 2 and Entry 3 learners list benefits, goods and services, attractions, ways to travel and ways to send goods overseas, and list or identify job sectors, jobs, skills and a qualification. Each list needs a set number of items, so learners need the vocabulary of work and trade, such as sector, export and qualification. This is required by the assessment criteria.

    Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a list of 4 things made in Wales that are sold in other countries, using the words export and goods correctly.
    Blwyddyn 8
    Pupils make a word bank for a topic on work in Wales, with sector, employer, export, tourism and qualification, and use 5 of the words in sentences.
    Blwyddyn 9
    Pupils list 3 ways goods leave Wales, such as by ship from a port, and 3 ways visitors arrive, giving one short sentence for each.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Entry Level 2, criteria 2.1 to 3.3, pages 63 and 64; Entry Level 3, criteria 1.1 to 3.4, pages 61 and 62; Entry Level 1, criteria 1.1 to 3.2, pages 65 and 66

    “List ways to get Welsh goods to other countries.”
    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 mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.

    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 faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.

  2. Outlining and describing how Wales earns its living

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Level 1 learners outline the advantages of working in Wales and how infrastructure, geography and Welsh culture support economic activity. Level 2 learners describe at least 4 advantages, at least 3 sectors in the international economy, and how transport, a strategic location for trade and cultural branding support the economy. Describing means giving detailed, factual information in a logical way. This is required by the assessment criteria.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write 3 sentences about why a port or main road near them helps local businesses.
    Blwyddyn 8
    Pupils write a paragraph describing how Welsh culture, such as the Eisteddfod or rugby, brings visitors and money to Wales.
    Blwyddyn 9
    Pupils write a short report describing how the geography of Wales helps 2 sectors, such as wind for renewable energy and coastline for tourism, using connectives to link each cause and effect.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Level 2, criteria 1.1 to 2.4, pages 57 and 58; Level 1, criteria 1.1 to 2.4, pages 59 and 60; Command Word Definitions, page 93

    “Describe how Wales’ infrastructure supports economic activity.”
    Cam cynnydd 3

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

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

    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 defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

  3. Describing jobs and the skills and qualifications they need

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners name, list, identify or describe jobs in a sector in Wales and the skills and qualifications those jobs need, with the minimum rising from 2 skills and 1 qualification at Entry 2 to 5 skills and 1 qualification at Level 2. Level 2 learners also describe employment sectors across Wales and in their own area. Evidence can be written or recorded as audio or video, so learners may speak their answers. This is required by the assessment criteria.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils tell a partner about 2 jobs in a local business and one skill each job needs.
    Blwyddyn 8
    Pupils write a job profile for a role in the creative industries in Wales, with headings for duties, skills and qualifications.
    Blwyddyn 9
    Pupils record a 2 minute talk describing 2 jobs in a Welsh sector and the skills and qualifications each needs, organised so a listener can follow it.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Level 2, criteria 3.1 to 3.4, page 58; Level 1, criteria 3.1 to 3.4, page 60; Appendix A, Permitted evidence types, page 106

    “At least five skills and one qualification, six responses in total.”
    Cam cynnydd 3

    • Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.

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

    Cam cynnydd 4

    • Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.

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

  4. Reading sources and writing own reference notes

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Before the supervised task, learners must prepare their own reference materials. They read websites, leaflets and library sources about Welsh sectors, exports and tourism, pick out the facts that match each criterion and summarise them in their own words, without AI. The Summative Assessment Package requires this at every level.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils scan a leaflet about a Welsh tourist attraction to find 3 facts and write them as bullet points in their own words.
    Blwyddyn 8
    Pupils skim 3 short articles about Welsh employers and fill in a table of the sector, the location and one job in each.
    Blwyddyn 9
    Pupils read 2 sources on a growing Welsh sector and write a one page summary in their own words, with the facts grouped under headings.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Appendix A, section 4, Resources and AI, page 106; Resource Requirements, page 7

    “Learners must produce their own reference materials, in preparation for completing their summative assessment.”
    Cam cynnydd 3

    • 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 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 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.

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

  5. Communicating bilingually at work

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    The aim of the unit gives the skills to communicate bilingually as an example of the skills needed in Welsh workplaces, bilingualism is the example skill in the amplification at every level, and the mapping says the unit strengthens communication in English and Welsh. No criterion asks learners to use Welsh, so this is taught, not assessed, though learners may name bilingualism as one of their skills.

    Llythrennedd: Trawsieithu

    Paratoi disgyblion

    Blwyddyn 7
    Pupils practise greeting a customer and answering a simple question in Welsh and in English, as staff in a café or shop.
    Blwyddyn 8
    Pupils read a job advert in Welsh and explain its main points in English to a partner.
    Blwyddyn 9
    Pupils find 2 job adverts in Wales that ask for Welsh language skills and explain to the class why bilingualism helps in those jobs.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Purpose and Aim of the Unit, page 57; Level 2 criterion 3.4, page 58; Literacy mapping, page 67

    “the skills to communicate bilingually”
    Cam cynnydd 3

    • Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.

    Cam cynnydd 4

    • Rwy’n gallu cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.

  6. Reading figures about growing sectors

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Growing sectors of business is the example advantage of working in Wales at every level, and the mapping says the unit develops understanding of business growth in a financial context. Comparing which sectors are growing means reading simple charts and figures, but no criterion asks for data, numbers or calculation, so this is taught, not assessed.

    Rhifedd: Dehongli data

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read a bar chart of the number of people working in 5 Welsh sectors and say which sector is largest.
    Blwyddyn 8
    Pupils compare 2 years of jobs figures for a Welsh sector, such as renewable energy, and say whether it is growing.
    Blwyddyn 9
    Pupils interpret a line graph of jobs in 3 Welsh sectors over 10 years, describe the trend in each and say which conclusions might be misleading.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Criterion 1.1 amplification, pages 57, 59, 61, 63 and 65; Numeracy mapping, page 67

    “for example, growing sectors of business”
    Cam cynnydd 3

    • Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).

    • Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.

    Cam cynnydd 4

    • Rwy'n gallu dehongli graffiau sy'n disgrifio sefyllfaoedd go iawn, gan gynnwys y rhai a ddefnyddir yn y cyfryngau, a chan gydnabod y gall rhai graffiau fod yn gamarweiniol.

    • Rwy'n gallu archwilio tueddiadau a gwerthoedd eithaf (allanolynnau) ar gyfer setiau data.

Da gwybod

Cysylltiadau â chymwysterau eraill

Describing how infrastructure, geography and trade support the Welsh economy uses the extended writing of GCSE Geography, and describing growing sectors, exports and cultural branding uses the writing of GCSE Business. Listing, outlining and describing jobs, skills and qualifications, in writing or on audio or video, uses the writing and speaking skills of GCSE English Language and Literature. Bilingualism as a workplace skill and the What Matters statement "Languages connect us" link with Core Cymraeg and Cymraeg Language and Literature. Within the Skills Suite, Rights and Responsibilities in the Workplace and Business Finance are in the same Agored Cymru specification, and Exploring Career Pathways, Understanding the Changing Labour Market and Jobs of the Future use similar reading about jobs. Compared with the WJEC and Pearson Working in Wales units, both 10 hours, the Agored Cymru unit is 20 hours with 6 to 9 criteria per level, so learners write or say more, though each answer can be short. Like Pearson, it has no Welsh language outcome, unlike WJEC, and bilingualism appears only as an example of a skill. It is stricter than both on preparation, because learners must write their own notes, may not use AI and may not redraft.

Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Working in Wales.