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Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

1. Reading and breaking down a design brief

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   In Unit 2 learners break down and understand the design brief, then create a simple summary of its key requirements, limitations and opportunities and decide whether the goals are realistic. Criterion 1.1 requires this, and VTCT Skills sets a new brief with a contextualised scenario each year, so learners read an unseen brief.

   Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read a short brief for a school event poster and highlight the audience, the deadline and two things the design must include.

   Blwyddyn 8

   Pupils read a one page brief for a themed face paint design and write a three point summary of its requirements and limits.

   Blwyddyn 9

   Pupils read an unseen design brief with a scenario, list its requirements, limitations and opportunities in a table, and say whether the goal is realistic in the time given.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.1 Review the requirements of a design concept, page 56; Appendix 1, A1.2 Task setting, page 77

   “Create a simple summary of the key requirements, limitations, and opportunities”

   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 darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.

   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 darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.

   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 darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.

2. Researching trends, competitors and cultural meanings

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners look at current trends, competitors and examples of good practice, consider cultural meanings, symbols and sensitivities, and draw on Welsh influences such as Celtic motifs and Welsh textiles. Their findings must then support the rationale for their concepts under criteria 1.1 and 1.2.

   Llythrennedd: Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read two short texts about the meaning of Celtic knot patterns and note three facts they could use in a design.

   Blwyddyn 8

   Pupils read about hairstyles from two different cultures and write a short paragraph on why a designer should treat them with respect.

   Blwyddyn 9

   Pupils compare a magazine trend report with a salon website on the same look, summarise the key ideas and judge which source is more reliable.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1 Welsh context, page 56; criteria 1.1 and 1.2, pages 56 and 57

   “Consider cultural meanings, symbols, and sensitivities that may affect design”

   Cam cynnydd 3

   • Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.

   • 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 ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.

   • 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 ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.

   • Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.

3. Using specialist hair and beauty vocabulary

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   Unit 1 is built on specialist terms, such as cuticle, cortex and medulla, the layers of the epidermis, the Fitzpatrick scale, contra-indications, patch tests, COSHH and RIDDOR, and the multiple choice examination tests them across all five learning outcomes. In the Unit 2 NEA learners are asked to use professional language in their reflections and evaluations.

   Llythrennedd: Deall, ymateb a dadansoddi, Geirfa, sillafu, gramadeg

   Paratoi disgyblion

   Blwyddyn 7

   Pupils label a diagram of a hair or skin cross section in Science and match each word, such as epidermis or follicle, to a one line definition.

   Blwyddyn 8

   Pupils build a glossary of ten salon safety terms, such as hazard, risk, PPE and contra-indication, and use five of them correctly in a short safety notice.

   Blwyddyn 9

   Pupils answer a set of multiple choice questions on skin and nail structure, then explain in writing why each wrong option is wrong using the correct terms.

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

   Ble mae yn y fanyleb: Unit 1 (UWCO1), LO2 to LO4, pages 39 to 49; Unit 1 assessment requirements, page 53; Unit 2 (UWCO2), criterion 1.4, page 59; Section 11.1 unit mapping, page 74

   “Carry out consultations and patch tests (allergy alert/skin test)”

   Cam cynnydd 3

   • Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.

   • 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.

   Cam cynnydd 4

   • Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain yn effeithiol 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.

   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'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.

4. Reading safety guidance and manufacturer's instructions

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   Unit 1 teaches learners to read and follow COSHH guidance for mixing, storing and disposing of products and to follow manufacturers' instructions, which the examination can test. In the Unit 2 NEA learners apply make-up and nail art in line with manufacturer's instructions, under criteria 2.6 and 2.8.

   Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

   Paratoi disgyblion

   Blwyddyn 7

   Pupils read the label on a cleaning product used in school and find the hazard symbol, the storage advice and the first aid instruction.

   Blwyddyn 8

   Pupils read a simple safety data sheet for a nail polish remover in Science and answer questions on how to store it and what to do if it is spilt.

   Blwyddyn 9

   Pupils read the manufacturer's instructions for a hair styling product and a COSHH sheet, then write a five step safe use guide for a classmate.

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

   Ble mae yn y fanyleb: Unit 1 (UWCO1), LO2, criteria 2.1 and 2.2, pages 39 and 41; Unit 2 (UWCO2), LO2, criteria 2.6 and 2.8, pages 65 and 68

   “Read and follow COSHH guidelines for mixing, storing and disposing”

   Cam cynnydd 3

   • Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.

   • Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.

   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 yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.

   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 darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.

5. Writing a justified rationale for design and product choices

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners justify their selected concepts with investigation findings, user needs and design principles, explain why ideas were prioritised or discarded, and give a rationale for tools, products and techniques linked to the theme and model consultation. Criteria 1.2 and 1.3 require this written justification, and brief written summaries of each concept are part of presenting it.

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

   Paratoi disgyblion

   Blwyddyn 7

   Pupils write three sentences explaining why they chose one colour scheme for an art piece instead of another, using because and so.

   Blwyddyn 8

   Pupils write a paragraph justifying their choice of materials for a design project, linking each choice to the user and the brief.

   Blwyddyn 9

   Pupils write a short rationale for a final design concept that explains why two other ideas were discarded, citing their research and a design principle such as balance or contrast.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criteria 1.2 and 1.3, pages 57 and 58

   “Explain why certain ideas were prioritised or discarded, showing”

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

   • 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.

   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.

6. Consulting with a model in a welcoming, clear way

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Before each service learners greet the model, agree expectations, summarise the agreed style, explain limitations, outline steps and risks to obtain informed consent, and use active listening, then communicate clearly during the service and give aftercare advice. Criterion 2.2 requires the consultation and criteria 2.4, 2.6 and 2.8 require communication during the services, so this spoken work is part of the NEA.

   Llythrennedd: Eglurder a geirfa, Gwrando i ddeall, Gofyn cwestiynau, Diben, Siarad cydweithredol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils role play a shop assistant greeting a customer, asking two questions about what they want and repeating the answers back.

   Blwyddyn 8

   Pupils hold a paired interview to find out a partner's preferences for a face paint design, then summarise what was agreed before starting.

   Blwyddyn 9

   Pupils role play a full salon consultation in which they explain the steps, a possible risk and the aftercare, check the client understands, and record consent.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO2, criterion 2.2 Provide consultation techniques, pages 61 and 62; criteria 2.4, 2.6 and 2.8, pages 63 to 68

   “Active listening: show attentiveness and repeat back key points”

   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 gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.

   • 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.

   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'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.

   • 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.

   Cam cynnydd 5

   • Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.

   • Rwy'n gallu ymateb yn hyderus i'r ffordd y mae gwrandawyr yn ymateb, gan addasu fy iaith mewn amrywiaeth eang o gyd-destunau ac at ddibenion gwahanol.

7. Using Welsh greetings and the client's preferred language

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners use basic Welsh greetings where appropriate, such as Shwmae and Bore da, identify whether the model prefers Welsh or English, and communicate in that language during the services. This sits under criteria 2.2, 2.4, 2.6 and 2.8 of the NEA, and Unit 1 teaches the value of bilingual service in Welsh salons.

   Llythrennedd: Trawsieithu

   Paratoi disgyblion

   Blwyddyn 7

   Pupils learn six Welsh greetings for different times of day and use them to welcome visitors at a class event.

   Blwyddyn 8

   Pupils turn an English aftercare leaflet into three short spoken Welsh phrases and practise using them with a partner.

   Blwyddyn 9

   Pupils role play a bilingual welcome in which they ask the client's preferred language and switch smoothly between Welsh and English to explain the service.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO2, criterion 2.2, page 61; criterion 2.6, page 66; Unit 1 (UWCO1), criterion 1.4, page 37; Section 3.6, page 11

   “Identify preferences of language use for communication”

   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.

   Cam cynnydd 5

   • Rwy’n gallu adnabod, yn annibynnol, gyfleoedd i roi fy sgiliau trawsieithu ar waith er mwyn cyfoethogi’r modd rwy’n dysgu a chyfathrebu yn fy ieithoedd.

8. Writing a reflective journal and structured evaluations

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   Learners write reflective commentary at each stage of the project covering what was done and why, challenges and solutions, and areas for improvement, then use these notes to evaluate the accuracy and finish of their techniques and compare the final look with the plan. Criteria 1.4, 3.1 and 3.2 of the NEA require this writing, ending with an action plan.

   Llythrennedd: Prawfddarllen, golygu a gwella, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

   Paratoi disgyblion

   Blwyddyn 7

   Pupils write a short diary entry after each lesson of a practical project saying what they did, what went wrong and what they will try next.

   Blwyddyn 8

   Pupils use a writing frame to evaluate a finished design against three points from the brief, giving evidence for each judgement.

   Blwyddyn 9

   Pupils write a structured evaluation comparing their finished practical outcome with the original plan, explaining each change and redrafting one paragraph after peer comments.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.4, page 59; LO3, criteria 3.1 and 3.2, pages 69 and 70

   “Provide reflective commentary at each stage, using a reflective journal”

   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 ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

   Cam cynnydd 4

   • Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.

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

   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 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.

9. Budgeting for materials and tools

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   When identifying resources in Unit 2, learners take budget considerations for materials and tools into account as part of criterion 1.3. The unit mapping names this as the numeracy opportunity, but the specification sets no calculation or format, so the amount of number work depends on the brief.

   Rhifedd: Llythrennedd ariannol, Cyfrifiad, Cymhwysedd strategol

   Paratoi disgyblion

   Blwyddyn 7

   Pupils add up the cost of five art materials from a price list and check whether they stay within a £10 budget.

   Blwyddyn 8

   Pupils compare the price of a nail polish in two sizes from different retailers and work out which is better value per millilitre.

   Blwyddyn 9

   Pupils build a costed resource list for a design project, compare two suppliers and adjust their choices to stay within a set budget.

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

   Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.3 Plan and organise the design plan, page 57; Section 11.1 unit mapping, page 74

   “Budget considerations for materials and tools”

   Cam cynnydd 3

   • Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.

   • Rwy'n gallu sylweddoli bod cyllidebu yn bwysig.

   • Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.

   Cam cynnydd 4

   • Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.

   • Rwy'n gallu defnyddio dulliau ysgrifenedig effeithlon i adio a thynnu rhifau a degolion o unrhyw faint, gan gynnwys cymysgedd o rifau mawr a bach â niferoedd gwahanol o leoedd degol.

   Cam cynnydd 5

   • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

   • Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.

10. Allocating time and working within a timeframe

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners set a time allocation for each task in their project plan, with deadlines and contingency, and later analyse whether their hair, make-up and nail techniques were completed within the expected timeframe. This is required by criteria 1.3 and 3.1, and the whole NEA must be completed in a maximum of 12 hours.

    Rhifedd: Mesur, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7

    Pupils time how long it takes to complete each step of a three step practical task and record the times in minutes and seconds.

    Blwyddyn 8

    Pupils plan a 60 minute practical lesson into timed stages, then compare their planned and actual times and work out the difference.

    Blwyddyn 9

    Pupils plan a six lesson project with a time allowance for each stage and a contingency, then calculate how far ahead or behind they are at each checkpoint.

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

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.3, page 57; LO3, criterion 3.1, page 70; Section 5.1, page 16

    “Time allocation for each task to ensure efficiency”

    Cam cynnydd 3

    • Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.

    • Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.

    Cam cynnydd 4

    • Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.

    • Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.

    Cam cynnydd 5

    • Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.

11. Setting measurable SMART targets

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    At the end of the NEA learners create an action plan with SMART targets for skill improvement, outlining steps, resources and timelines. Criterion 3.2 requires this, and the unit mapping gives the measurable part of SMART targets as a numeracy opportunity, although the number work involved is small.

    Rhifedd: Cymhwysedd strategol, Mesur

    Paratoi disgyblion

    Blwyddyn 7

    Pupils set a target to improve a practical skill, such as finishing a plait in under five minutes, and record their time over three lessons.

    Blwyddyn 8

    Pupils rewrite a vague target, such as get better at blending, as a SMART target with a number to measure and a date.

    Blwyddyn 9

    Pupils write three SMART targets after a practical assessment, each with a measure, a deadline and the resources needed, and plot their progress on a simple chart.

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

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO3, criterion 3.2 Evaluate the design concept, page 70; Section 11.1 unit mapping, page 74

    “Outline steps, resources, and timelines for achieving these goals”

    Cam cynnydd 3

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

    • Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.

    Cam cynnydd 4

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

    Cam cynnydd 5

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

12. Reading temperature settings and using correct product amounts

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    When selecting tools for hair styling, learners make sure heated tools are working correctly and set to safe temperatures, and they apply products evenly and in correct amounts. This is part of criterion 2.3 of the NEA, but the specification gives no temperatures or quantities.

    Rhifedd: Mesur, Dealltwriaeth gysyniadol

    Paratoi disgyblion

    Blwyddyn 7

    Pupils read the temperature on a thermometer and a digital display in Science and record both readings with the correct units.

    Blwyddyn 8

    Pupils measure out set amounts of a hand cream or gel with a measuring spoon and compare how far each amount spreads.

    Blwyddyn 9

    Pupils compare the recommended temperature ranges for fine and coarse hair on two hair straightener instructions and explain which setting they would choose for a model with fine hair.

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

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO2, criterion 2.3 Select and use products, tools and equipment for basic hair styling, page 63

    “Ensure heated tools (if used) are functioning correctly and set to safe”

    Cam cynnydd 3

    • Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.

    • Rwy'n gallu mesur a chofnodi tymereddau sy'n cynnwys darlleniadau positif a negatif.

    Cam cynnydd 4

    • Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.

    Cam cynnydd 5

    • Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.

Ffynhonnell: VTCT Skills Level 1/2 VCSE Hair and Beauty Qualification Specification (product code CO2W1, qualification number C00/5368/8), version P2, 18/09/2026, approved by Qualifications Wales for first teaching September 2027 and first award summer 2029.