VCSE Creative and Media Production, and Technology
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Creative and Media Production, and Technology asks learners to analyse existing media products, write a proposal that explains their creative choices, evaluate ideas against a brief, write scripts and copy in a suitable style and tone, keep a production journal and act on focus group and peer feedback, while the Unit 1 sector test needs precise subject vocabulary in objective and short answer questions rather than extended writing. Numeracy is light and practical: planning a production budget and schedule, reading audience data and viewing figures, collecting feedback through surveys, and working with layout measurements and image resolution, with no calculations named for the sector test. The single biggest thing Key Stage 3 should build is writing that explains and justifies a creative choice for a named audience and purpose.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Creative and Media Production, and Technology, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the creative and media production, and technology industries: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
- Unit 2: Pre-production tools, processes and skills: External non-examination assessment 14 hours, 58 marks, 20%, set and marked by WJEC; a set client brief and five tasks, creating pre-production materials for one media product chosen from eleven
- Unit 3: Production and post-production tools, processes and skills: Non-examination assessment, recommended time of 32 hours, 90 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC; a set production brief and three tasks, producing a multi-modal promotional campaign for one event chosen from three
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Researching and analysing media products for audience and purpose
Learners research existing creative and media products to analyse how they target audiences and achieve their purpose, and use the findings to develop ideas for the Unit 2 brief. In Unit 3 they compare their work in progress with media products of a similar purpose, context, audience or technique.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare two film posters aimed at different ages and note how the words, images and colours show who each one is for.
- Blwyddyn 8
- Pupils analyse a Visit Wales advert and a leaflet for the same place, writing how each uses language and images to persuade a different audience.
- Blwyddyn 9
- Pupils analyse a trailer, a website and a poster for a Welsh event and write a short report on how each achieves its purpose, naming specific techniques.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 26; Unit 3, Section 3.1.2, page 35
“research creative and media products to analyse how they target audiences and achieve their purpose.”
Cam cynnydd 3
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am wahanol fathau o destunau i ystyried a yw testun yn effeithiol o ran cyfleu gwybodaeth, syniadau a safbwyntiau.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
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 crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
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 darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Recognising misinformation and checking content is accurate
Learners must understand preventing misinformation as an ethical consideration for the sector test. When planning their own project they must also consider the accuracy of content alongside other legal and ethical issues.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort sentences from a short news story into facts and opinions and say how they could check one of the facts.
- Blwyddyn 8
- Pupils check a viral claim against two reliable news sources and write a short explanation of whether it is true.
- Blwyddyn 9
- Pupils fact check their own promotional text for a local event, including dates, prices and claims, against official sources and explain why accuracy matters to the client.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.3.1, page 21; Unit 2, Section 2.2.3, page 29
“preventing misinformation”
Cam cynnydd 3
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Cam cynnydd 4
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Cam cynnydd 5
Rwy'n gallu deall ac ystyried yn fanwl sut y gellir dehongli testunau, gan wahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso diben, effaith a dibynadwyedd testunau yn hyderus.
Da gwybod
- No marks for spelling, punctuation and grammar are stated. The assessment objectives cover knowledge, application, evaluation and practical skills, with AO3 "Interpret and evaluate outcomes of own and/or others work to explore and/or refine creative ideas or media products" worth 21% (Section 3.1, page 41).
- The sector test has no extended writing: Section A uses "multiple choice, multiple response, fill-in-the-blank, drag-and-drop, and hot spot questions" and Section B "includes short answer questions some of which could be based on short industry scenarios" (Section 3.2, page 42).
- Calculator use is not stated in the specification; "The Assessment Pack will include all detailed information relating to assessment." (Section 3, page 41).
- Written NEA work may be handwritten: Unit 2 "must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 42), and the same applies to Unit 3 evidence (page 43).
- Teachers "must not provide feedback on the evidence being produced" (Section 3.3, page 43), so feedback during NEA must come from focus groups, peers and audiences rather than the teacher.
- Appendix A maps all four literacy strands to "All sections" of every unit (page 49) and numeracy to many sections (page 50), but the only number work the content itself names is budgeting, scheduling, viewing figures and survey feedback.
Cysylltiadau â chymwysterau eraill
Writing for an audience and purpose overlaps with English Language and Literature, and analysing media products overlaps with GCSE Digital Media and Film. Budgeting and scheduling overlap with Business and with Mathematics and Numeracy.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Creative and Media Production, and Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).