VCSE Hospitality and Catering
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Hospitality and Catering asks learners to read annual assignment briefs closely, answer 30 multiple-choice questions on food safety on screen, and write justifications, proposals, production or event plans and evaluations in the 70% unit, while speaking and listening to customers, in Welsh where possible, at a Unit 4 event. Its numeracy is practical and applied: exact food safety temperatures and time limits, weighing, measuring and scaling quantities and portions, costing and budgeting, timing a plan, and using customer feedback. The single biggest thing Key Stage 3 should build is the habit of turning a brief into a clear, timed and costed plan, then writing an honest evaluation against it.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Hospitality and Catering, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Hospitality and Catering Industry: Mandatory external non-examination assessment 2 hours, 15%, 45 marks, set and marked by WJEC, tasks based on an assignment brief that changes annually
- Unit 2: Food Safety, Hygiene, and Allergens: Mandatory digital examination 1 hour, 15%, 30 marks, 30 multiple-choice questions, on screen only via Surpass, auto-marked and graded pass or fail
- Unit 3: Catering in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4
- Unit 4: Hospitality in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading an assignment brief and applying knowledge to a scenario
Every non-examination assessment is based on an externally set brief that changes each year. Unit 1 gives a hospitality scenario and a set of tasks, and Units 3 and 4 ask learners to plan and deliver dishes or an event in response to a brief, so learners must pick out the customer, constraints and requirements before they start.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short brief for a children's party menu, highlight the customers, budget and dietary needs, and list three things their dish must do.
- Blwyddyn 8
- Pupils read a café scenario with a vegan customer and a customer with coeliac disease and write down what each dish must avoid and include.
- Blwyddyn 9
- Pupils read a full mock brief for an afternoon tea stall at the Royal Welsh Show, annotate every requirement, and turn it into a checklist they tick off while planning.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, pages 53 and 54; Summary of assessment, page 5
“The brief will include a scenario based on a hospitality and catering provision and a set of tasks”
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 dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
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 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.
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Reading multiple-choice questions precisely in the food safety examination
Unit 2 is a one hour on-screen examination of 30 multiple-choice questions on food safety, hygiene and allergens, and the standalone Level 2 certificate needs about 75%. Learners must read short questions precisely, tell apart options that look alike, and know exact terms such as use-by and best before.
Llythrennedd: Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read real food packaging and find the use-by or best before date, the storage instructions and any of the 14 allergens shown in bold.
- Blwyddyn 8
- Pupils answer multiple-choice questions on bacteria and food storage, and for each one write a sentence on why the nearly right option is wrong.
- Blwyddyn 9
- Pupils write their own multiple-choice questions on the 4Cs with one right answer and three believable wrong ones, then swap and answer a partner's set.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Summary of assessment, page 5; Section 3.2, page 53; Unit 3, Section 3.3.1, page 39
“The examination will include 30 questions and will have an approximate pass mark of 75%”
Cam cynnydd 3
Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.
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 sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
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 sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
Cam cynnydd 5
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 deall testunau'n llawn drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi, gan ddeall cyd-destun y testunau sy'n dylanwadu ar y darllenydd.
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Justifying dish choices and writing an event proposal
Unit 3 learners select dishes for a menu and justify their choices against factors such as dietary needs, Welsh produce, seasonality, type of customer and outlet. Unit 4 learners write an event proposal covering the type of event, date and time with a rationale, venue, target customers, health and safety, and food and drink, and outline the resources needed.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils choose a sandwich filling for a primary school picnic and write two sentences explaining why it suits young children, using "because".
- Blwyddyn 8
- Pupils write a one page proposal for a charity bake sale for Tŷ Hafan, with headings for date and time, venue, customers, food and safety, and a reason under each.
- Blwyddyn 9
- Pupils plan a three course menu for an older adults' lunch club and justify each dish in a short written rationale covering dietary needs, Welsh produce, cost and appeal.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 37; Unit 4, Sections 4.1.1 and 4.1.2, page 45
“Learners should be able to select dishes for a menu, and justify their choices, taking into account factors such as:”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
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.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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.
Rwy'n gallu dangos ymwybyddiaeth estynedig o ddarllenwyr gwahanol drwy ddewis o blith amrywiaeth o arddulliau a strwythurau, ac addasu'r ffordd rwy'n defnyddio iaith yn hyderus.
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Writing and following a production plan or event plan
Unit 3 learners write a production plan covering equipment, ingredients and quantities, mise en place, quality points, sequencing and timings, and then cook from it. Unit 4 learners write an event plan that shows timing, sequence, who does each task and why, with contingency plans.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils rewrite a recipe as numbered steps starting with command verbs and add one safety point in a different colour.
- Blwyddyn 8
- Pupils write a plan for two dishes in columns for time, task and quality point, and highlight where the work on the two dishes overlaps.
- Blwyddyn 9
- Pupils write an event plan for a school open evening refreshment stall, setting out each task in order, who does it and when, and what they will do if three named things go wrong.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.2.2, page 38; Unit 4, Section 4.2.3, page 47
“Learners should be able to produce and follow a production plan, including:”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.
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 dewis a defnyddio strategaethau priodol i gynllunio a datblygu fy ngwaith ysgrifennu ar gyfer amrywiaeth heriol o wahanol ddibenion a chynulleidfaoedd.
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.
Rwy'n gallu deall a defnyddio confensiynau ffurfiol iaith at ddibenion amrywiol, gan wneud defnydd effeithiol o adnoddau cyfeirio a chymhorthion cywirdeb.
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Evaluating performance and outcomes and setting improvements
Unit 3 learners evaluate the strengths and weaknesses of their planning, decision making, dish production, hygiene, organoleptic properties, presentation and time management. Unit 4 learners review whether procedures were followed and the event met customer needs, identify their own strengths and weaknesses, and use customer feedback to suggest improvements.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- After a practical, pupils write a "What went well" and an "Even better if" sentence about the taste, appearance and hygiene of their dish.
- Blwyddyn 8
- Pupils write a paragraph evaluating their dish with sensory words, giving one strength, one weakness and a specific change for next time.
- Blwyddyn 9
- Pupils write a structured evaluation of a class event under headings for planning, organisation, time management and customer feedback, and set two targets for next time.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.1, page 41; Unit 4, Section 4.4.1, page 50; Section 3.1, AO3, page 52
“Learners should be able to evaluate their performance and food outcomes based on the strengths and weaknesses of:”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu ysgrifennu cyflwyniad effeithiol sy'n nodi'r cyd-destun a'r diben, gan gynnwys cydbwysedd addas rhwng ffeithiau a safbwyntiau, a chasgliad penodol.
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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
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 ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.
Rwy'n gallu cyfleu safbwynt gwrthrychol a diduedd ar bynciau cymhleth, gan ddefnyddio ystod o ddyfeisiau ieithyddol.
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Using hospitality, food safety and culinary terms precisely
The specification uses a large specialist vocabulary, from HACCP, cross-contamination and pathogenic bacteria in Unit 2 to mise en place, organoleptic properties and named knife cuts such as brunoise and julienne in Unit 3 and Appendix A. Learners need these terms to answer the Unit 2 questions and to write precise plans and evaluations.
Llythrennedd: Geirfa, sillafu, gramadeg, Deall, ymateb a dadansoddi, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a word wall of kitchen terms (dice, slice, grate, simmer) and use each one correctly in a spoken sentence during a practical.
- Blwyddyn 8
- Pupils describe a tasting of three breads using a bank of sensory words for appearance, taste and texture, spelling each word correctly.
- Blwyddyn 9
- Pupils write a glossary of 15 food safety and culinary terms, such as cross-contamination, HACCP, mise en place and julienne, with a definition and an example sentence for each.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 and 2.2.2, pages 24 and 31; Unit 3, Section 3.3.4, page 41; Appendix A, pages 60 to 62
“Learners should understand the following organoleptic properties of food outcomes:”
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 defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa 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.
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.
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 strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
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Speaking and listening to customers and colleagues, including complaints
Unit 1 learners must understand verbal communication, including tone, pace and clarity, listening skills such as asking appropriate questions and repeating back information, and how to deal with complaints. In Unit 4 learners demonstrate this at their event by welcoming guests, identifying their requirements, giving information about food and drink and working with their team, with performance evidence recorded on observation records.
Llythrennedd: Eglurder a geirfa, Diben, Gwrando i ddeall, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils take a spoken order for a drink and a snack from a partner in a café role-play, write it down and read it back politely to check it is right.
- Blwyddyn 8
- In pairs, pupils role-play a customer complaining about a cold meal, using a calm tone, an apology and an offer to put it right, then swap roles.
- Blwyddyn 9
- At a class tasting event pupils serve visitors, describe each dish and its allergens, and ask follow-up questions when a guest mentions a dietary need, while a partner notes their tone and clarity on a checklist.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.2.2, page 20; Unit 4, Sections 4.3.1 and 4.3.3, pages 48 and 49; Section 3.3, page 55
“communicating effectively with customers/guests and team members”
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 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 technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
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 defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Serving customers bilingually and using Welsh language skills
Welsh language provision is listed as a customer need and Welsh language skills as a work skill in Unit 1, and bilingual requirements are a factor when planning a Unit 4 event. In Unit 4 learners demonstrate effective communication using the customer's preferred language where possible.
Llythrennedd: Trawsieithu, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils learn and use Welsh phrases to greet a customer and take a simple order, such as "Bore da" and "Beth hoffech chi?", in a café role-play.
- Blwyddyn 8
- Pupils make a bilingual menu card for a class café, translating dish names and allergen warnings with help from a dictionary and a Welsh-speaking pupil or teacher.
- Blwyddyn 9
- Pupils plan the bilingual signs, menu and spoken welcome for a school event and practise switching between Welsh and English when serving guests.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Sections 1.1.2 and 1.2.1, pages 16 and 20; Unit 4, Sections 4.2.1 and 4.3.1, pages 46 and 48
“effective communication and using the preferred language where possible”
Cam cynnydd 3
Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.
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.
Cam cynnydd 4
Rwy’n gallu cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.
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.
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.
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
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Reading and applying food safety temperatures
Unit 2 sets exact temperatures: fridges at 5°C or below, freezers below minus 18°C, cooking at 70°C for two minutes, reheating to 75°C for 30 seconds, hot holding at 63°C or above, and chilling to 8°C or below. Learners must know these for the examination, read probe thermometers, and apply correct temperature control in their Unit 3 or Unit 4 practical work.
Rhifedd: Mesur, Cyfathrebu â symbolau, Dealltwriaeth gysyniadol, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a probe thermometer to take the temperature of chilled, room temperature and hot water, record each reading in °C, and decide which would be safe for storing chilled food.
- Blwyddyn 8
- Pupils mark the fridge, freezer, cooking, reheating and hot-holding temperatures on a vertical number line from minus 20°C to 80°C and work out the gaps between them.
- Blwyddyn 9
- Pupils check reheated soup and a cooked chicken portion with a probe, record the reading and time, and decide in writing whether each meets the 75°C or 70°C rule.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.2, pages 27 and 28; Unit 2, Section 2.2.2, page 31; Unit 3, Section 3.3.1, page 39
“ensuring reheated food reaches a temperature of 75 °C for a minimum of 30 seconds”
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.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Cam cynnydd 4
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
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.
Cam cynnydd 5
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
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Working with times, dates and stock rotation
Unit 2 learners apply time rules such as the two hour limit for food held below 63°C, 48 hours free of symptoms before staff return to work, registering a business at least 28 days before trading, and stock rotation using date marks, use-by and best before dates. Unit 3 learners must also know the difference between use-by and best before dates in their practical work.
Rhifedd: Mesur, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort a box of empty food packets by their use-by and best before dates and decide which should be used first, first in, first out.
- Blwyddyn 8
- Given the time each dish was put out on a buffet, pupils work out on a timeline the latest time it can stay out under the two hour rule.
- Blwyddyn 9
- Pupils keep a stock list in a table with delivery and use-by dates, calculate how many days each item has left, and plan which dishes should use them this week.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.1.2, 2.1.3 and 2.2.2, pages 26, 28, 29 and 31; Unit 3, Section 3.3.1, page 39
“If food has been out for more than two hours, it must be thrown away.”
Cam cynnydd 3
Rwy'n gallu darllen a defnyddio clociau analog a digidol.
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 cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Cam cynnydd 4
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.
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.
Cam cynnydd 5
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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.
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Weighing, measuring and scaling quantities and portions
Unit 3 production plans must list ingredients and quantities, measuring and weighing are listed preparation techniques in Appendix A, and learners must show portion control when presenting food. Unit 4 learners plan food for a number of guests and must plan for fluctuating numbers of attendees.
Rhifedd: Cyfrifiad, Mesur, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils weigh flour, butter and sugar on digital scales for a batch of Welsh cakes and record each mass in grams.
- Blwyddyn 8
- Pupils scale a soup recipe for 4 people up to 10 people and convert the liquid from millilitres to litres.
- Blwyddyn 9
- Pupils work out quantities and portion sizes for a breakfast event for 60 guests, then recalculate for 45 and 80 guests to show how they would cope with changing numbers.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.2.2 and 3.3.4, pages 38 and 41; Appendix A, pages 60 and 61; Unit 4, Section 4.2.3, page 47
“attendees, including fluctuating numbers”
Cam cynnydd 3
Rwy'n gallu defnyddio cymhareb a chyfran i gyfrifo meintiau.
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Rwy'n gallu cofnodi mesuriadau mewn ffyrdd gwahanol, e.e. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.
Cam cynnydd 4
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Cam cynnydd 5
Rwy'n gallu defnyddio lluosyddion fel dull effeithlon wrth weithio gyda chanrannau, e.e. lluosi ag 1.2 i gynyddu swm 20%.
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
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.
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Costing dishes and budgeting for an event
Unit 4 builds awareness of budgeting, and learners must consider the budget when planning a hospitality event. Cost is a stated factor in Unit 3 menu planning, and cost and good value are customer needs in Unit 1, so learners need to cost ingredients and resources and keep within a budget.
Rhifedd: Llythrennedd ariannol, Cyfrifiad, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use supermarket price lists to find the cost of the ingredients for a fruit salad and check that it fits a £5 budget.
- Blwyddyn 8
- Pupils work out the cost per portion of a homemade pizza and set a selling price that makes a profit at a school stall.
- Blwyddyn 9
- Pupils plan a charity coffee morning budget, comparing prices and offers from two shops, and show how much they would raise if 50 people attend.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 4, Overview, page 43; Unit 4, Section 4.2.1, page 46; Unit 3, Section 3.2.1, page 38; Unit 1, Section 1.1.2, page 16
“awareness of sustainability, budgeting, and Welsh cultural considerations in hospitality events”
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 cymharu prisiau a deall pa un yw'r gwerth gorau am arian.
Rwy'n gallu defnyddio elw a cholled mewn cyfrifiadau prynu a gwerthu.
Cam cynnydd 4
Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.
Rwy'n gallu gwneud penderfyniadau ar sail gwybodaeth yn ymwneud â gostyngiadau a chynigion arbennig.
Rwy'n gallu defnyddio dulliau effeithlon i luosi a rhannu rhifau cyfan a degolion, gan gynnwys degolion megis 0.6 neu 0.06.
Cam cynnydd 5
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
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Timing and scheduling a production or event plan
Unit 3 production plans need timings and sequencing so that dishes are ready on time, and Unit 4 event plans must give each step a duration and a deadline. Learners then evaluate their own time management in both units.
Rhifedd: Mesur, Cymhwysedd strategol, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils time each stage of making a simple dish with a stopwatch and add the times to their recipe card.
- Blwyddyn 8
- Pupils work back from a 12:30 serving time to write a timed plan for a two course lunch, showing when each task must start.
- Blwyddyn 9
- Pupils build a schedule for a one hour school event with start times, durations and deadlines for each team member, and add spare time for two things that might go wrong.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.2.2 and 3.4.1, pages 38 and 41; Unit 4, Sections 4.2.3 and 4.4.1, pages 47 and 50
“timing: specific steps, durations, and deadlines”
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 cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
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.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau, fy rhagfynegiadau a'm dyfaliadau.
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.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau, fy rhagfynegiadau a'm dyfaliadau.
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Collecting and using customer feedback data
Unit 4 learners judge whether their event met customer needs and expectations and must use customer feedback to set out improvements, which means asking simple questions, collecting responses and drawing fair conclusions. Appendix C does not map the statistics strand to any unit, so the depth of analysis is not set.
Rhifedd: Casglu data, Cynrychioli data, Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils run a tally chart of favourite flavours at a class smoothie tasting and say which flavour to make more of.
- Blwyddyn 8
- Pupils give tasters a rating scale from 1 to 5 for a bake sale, draw a bar chart of the results and pick the best and worst sellers.
- Blwyddyn 9
- Pupils collect rating and comment feedback from guests at a class event, work out the mean rating for each dish, and write three improvements that quote the figures.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 4, Section 4.4.1, page 50; Appendix C, page 66
“address areas for improvement for future hospitality events using customer feedback.”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
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 casglu fy nata fy hun ar gyfer arolwg, e.e. drwy lunio holiadur.
Rwy'n gallu casglu data meintiol ac ansoddol.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Cam cynnydd 5
Rwy'n gallu casglu data mewn ffordd addas yn unol â'm rhagdybiaeth.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Da gwybod
- No marks for spelling, punctuation and grammar are mentioned. AO3, "Interpret and evaluate information/ideas/evidence of the hospitality and catering industry", is 15% of the qualification (Section 3.1, page 52).
- Calculator use is not stated. Section 3 says "The Assessment Pack will include all detailed information relating to assessment." (page 52), so check the Assessment Pack for each unit.
- Unit 2 can be awarded as a standalone Level 2 Certificate, for which "candidates are required to achieve a minimum score of approximately 75%" (Summary of assessment, page 5), and "Special consideration cannot be applied for the awarding of Unit 2" (Section 3.2, page 53).
- Written evidence may be handwritten: "The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 53).
- Speaking can be credited through observation: "performance evidence (for example, presentations) must be documented using observation records that include descriptive and summative comments" (Section 3.3, page 55). Teachers "must not provide feedback on the evidence being produced" (page 55).
- Appendix C (pages 65 and 66) maps reading and writing to all sections of every unit, speaking only to section 1.2.2 and parts of Unit 4, numeracy to no section of Unit 1, and the statistics strand to no unit at all.
Cysylltiadau â chymwysterau eraill
Food safety temperatures, recipe scaling, timed plans and evaluating practical outcomes overlap with GCSE Food and Nutrition, and costing, budgeting and customer feedback overlap with GCSE Business, so shared KS3 routines for scaling recipes and writing evaluations would serve all three.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Hospitality and Catering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).