VCSE Performing Arts
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Performing Arts makes heavy literacy demands: learners read and interpret a job brief and a creative brief, write a CV and cover letter, present and justify their ideas, give and take feedback, and evaluate their own work in accurate performing arts terms, with drama learners also scripting and learning lines. Numeracy is light and sits mostly on the production pathways, covering budgeting, measuring for costume and models, and scheduling rehearsals and cues, plus awareness of ticket pricing, seating capacity and funding for the Unit 1 sector test. The single biggest thing KS3 should build is the habit of reading a brief closely and then explaining, in speech and in writing, how their own work meets it.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Performing Arts Industry: External sector test 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
- Unit 2: Getting Work: Non-examination assessment 4 hours (plus up to two hours of research), 50 marks, 20%, set and marked by WJEC, tasks based on a job brief that changes each year
- Unit 3: Creative Showcase: Non-examination assessment, 60 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC, choice of six creative briefs; page 5 gives 72 hours but Section 3.2 says the assessment takes 12 hours
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading and interpreting a job brief and a creative brief
Unit 2 is built on a job brief that WJEC sets each year, and Unit 3 on a choice of six creative briefs, each with a set audience, location or venue and theme. Learners must follow the brief, pick out its key elements and consider any limits or challenges it sets.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short brief for a class assembly piece and highlight the audience, theme, time limit and venue before they start planning.
- Blwyddyn 8
- Pupils compare two briefs, one for a performance at a local care home and one for a primary school, and list how the audience changes what they would make.
- Blwyddyn 9
- Pupils annotate a full mock brief for a performance at Aberystwyth Arts Centre, list its key elements and limits, and explain which one will be hardest to meet.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.1, page 30; Section 3.2, pages 40 and 41
“pick out key elements of a creative brief and respond to these appropriately”
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 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 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, gan ddethol a gwneud sylwadau aeddfed ar y syniadau a’r themâu allweddol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Writing a CV and cover letter for a specific job
Learners must show how to create a CV and cover letter for a specific job opportunity in their chosen discipline and respond to it appropriately and professionally. This is part of the Unit 2 job brief, where AO4 includes the ability to engage in self-promotion.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short paragraph introducing themselves for a cast list, using formal language rather than chat.
- Blwyddyn 8
- Pupils write a short letter applying to be a runner for the school show, with a clear opening, two reasons and a polite close.
- Blwyddyn 9
- Pupils write a cover letter for a mock dancer or set designer job at Wales Millennium Centre, matching each paragraph to a point in the advert and redrafting after peer feedback.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.1.2, page 21; Section 3.1, AO4, page 39
“how to create a CV and cover letter for a specific job opportunity”
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 gwneud dewisiadau priodol am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl ac yn eglur ar gyfer cynulleidfaoedd gwahanol ac at ddibenion gwahanol.
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 dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu cyflwyno fy ngwaith yn briodol mewn cyd-destunau digidol gan ddefnyddio confensiynau digidol priodol, e.e. cryno-luniau, dewis iaith.
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 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.
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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Presenting and justifying ideas and choices
In Unit 3 learners present their creative ideas to others and explain and justify them before choosing one to develop. In Unit 2 they select work that suits the job opportunity and justify that choice.
Llythrennedd: Diben, Eglurder a geirfa, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils pitch an idea for a short scene to their group in one minute, giving one reason it suits the theme.
- Blwyddyn 8
- Pupils present two ideas for a piece on a theme such as cynefin, explain the strengths of each and answer two questions from the class.
- Blwyddyn 9
- Pupils pitch their chosen idea for a brief to a panel of classmates, justify it against the audience and venue, and answer challenge questions.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 30; Unit 2, Section 2.1.2, page 21
“presenting creative idea to others and explaining and justifying them”
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 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 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 cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
Cam cynnydd 5
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
Rwy'n gallu siarad yn rhugl ac yn hyderus, gan ddefnyddio ystod o dechnegau, edrychiadau ac ystumiau.
Rwy’n gallu gwneud dewisiadau gwybodus i wella fy sgiliau cyfathrebu.
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Giving and responding to feedback and direction
Every performance discipline lists rehearsal skills that include giving and responding to direction and feedback, and Unit 3 asks learners to give and receive constructive feedback and respond to it. Production learners give and respond to feedback with the director and performers, and stage managers give briefings.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch a partner's short movement sequence and give one thing that went well and one thing to try, then try the suggestion.
- Blwyddyn 8
- Pupils take turns as director in a rehearsal, giving clear notes and checking the performers understood by asking them to repeat them back.
- Blwyddyn 9
- Pupils run a structured feedback round on a devised piece, summarise the notes they received, agree which to act on and explain why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.2, page 30; Unit 2, Sections 2.3.1 to 2.3.5, pages 22 and 23; Unit 3, Section 3.3.7, page 35
“giving and receiving constructive feedback”
Cam cynnydd 3
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
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 gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
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 ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.
Rwy'n gallu defnyddio ystod o opsiynau a strategaethau i alluogi’r grŵp i wneud cynnydd a dod i gonsensws.
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Writing an evaluation of the response to a brief
Unit 3 asks learners to evaluate how well they understood and met the brief and planned for the audience, venue and purpose, and to set out strengths, weaknesses, mistakes and practical goals for the future. AO3, evaluating skills, is worth 20% of the qualification and sits wholly in Unit 3.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Prawfddarllen, golygu a gwella
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences after a performance: what they did, what worked and one thing to change.
- Blwyddyn 8
- Pupils write a paragraph evaluating their piece against the brief, using "because" and "however" to explain a strength and a weakness.
- Blwyddyn 9
- Pupils write a structured evaluation of a devised piece with sections on the brief, the process and their own skills, ending with two practical goals and how they would reach them.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.4.1 and 3.4.2, page 36; Section 3.1, page 39
“Learners should understand how to review the effectiveness of their response to a creative brief.”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
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.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.
Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.
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 gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.
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Using performing arts terminology accurately
Learners must describe the quality of their work using accurate subject-specific terms and refer to industry standards such as health and safety. The Unit 1 sector test also expects them to know named disciplines, styles and job roles, from naturalistic lighting to foley sound.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa, Datblygu geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a word wall of ten terms such as motif, cue and blocking, and use three of them in a spoken comment on a scene.
- Blwyddyn 8
- Pupils match job roles such as dramaturg, choreographer and stage manager to their duties, then spell and define each one in a class glossary.
- Blwyddyn 9
- Pupils rewrite a vague evaluation, replacing words such as "good" and "nice" with precise terms from dance, drama, music or design, and explain what each term means.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.3, page 37; Unit 1, Sections 1.1.2 and 1.1.3, pages 14 and 15
“describing the quality of their work using accurate subject-specific terms”
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 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.
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 ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio'n fanwl gywir mewn gwahanol gyd-destunau.
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Scripting, learning lines and using the voice in performance
Drama learners must show structuring and scripting and learning lines, and drama and physical theatre learners show character development and vocal skills in performance. This applies only to learners who choose those pathways in Units 2 and 3.
Llythrennedd: Deall, ymateb a dadansoddi, Eglurder a geirfa, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short scene from a Welsh play aloud in pairs, varying pace and volume for each character.
- Blwyddyn 8
- Groups script a two-minute scene from an improvisation, set out with character names and stage directions, and learn their lines for the next lesson.
- Blwyddyn 9
- Pupils script, learn and perform a three-minute devised scene, using vocal skills such as pause, pitch and emphasis to show character.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.2.2 and 3.2.5, pages 31 and 32; Unit 2, Section 2.3.2, page 22
“development of ideas, scene selection and refinement, structuring and scripting”
Cam cynnydd 3
Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.
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 ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Cam cynnydd 4
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.
Cam cynnydd 5
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Rwy'n gallu siarad yn rhugl ac yn hyderus, gan ddefnyddio ystod o dechnegau, edrychiadau ac ystumiau.
Rwy'n gallu ystyried materion heriol neu ddadleuol yn hyderus ac yn gyson drwy gynnal rolau mewn sefyllfaoedd, cyd-destunau a dibenion ffurfiol.
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Reading industry scenarios and writing short answers
Section B of the Unit 1 sector test is worth 25 marks and asks short answer questions, some based on short industry scenarios. Learners must read each scenario and apply what they know about the industry in Wales, such as audience development, funding cuts and the cost of producing work in English and Welsh.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short paragraph about a youth theatre group in a rural village and answer two questions on the problems it faces.
- Blwyddyn 8
- Pupils read a scenario about a show touring Wales and write three short answers, each using a fact from the text.
- Blwyddyn 9
- Pupils answer timed short answer questions on scenarios about venues such as Venue Cymru, explaining the impact of funding cuts or bilingual performance in two or three sentences.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, page 40; Unit 1, Section 1.2.1, page 16
“short answer questions some of each could be based on short industry scenarios”
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 dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
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.
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 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 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.
Rwy'n gallu crynhoi gyda hyder, gan addasu arddull a ffurf yn ôl y darllenydd neu'r gynulleidfa fwriadedig a diben y gwaith ysgrifennu.
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Budgeting, ticket pricing and funding
Costume designers in Unit 3 must show budgeting as a planning skill. Unit 1 also asks learners to be aware of grants, self-funding, tickets and pricing, and venue types and seating capacities when organising a performing arts event.
Rhifedd: Llythrennedd ariannol, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils cost a simple costume from a price list and check that it stays under a £20 budget.
- Blwyddyn 8
- Pupils work out how much a school show would take if 120 of the 150 seats sell at £3 each, and what is left after £150 of costs.
- Blwyddyn 9
- Pupils build a simple Excel budget for a school production with costume, set and licence costs, ticket income and a small grant, then change the ticket price to break even.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.3.1, page 33; Unit 1, Section 1.1.4, page 15
“research, understanding stylistic context, sketching, budgeting”
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 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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
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 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.
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Measuring and making to size
Costume designers must measure, cut patterns, construct and alter garments, and set and puppetry designers show model creation and construction skills. These apply only to learners on those production pathways in Units 2 and 3.
Rhifedd: Mesur, Siâp a gofod, Ongl, Cymhwysedd strategol, Cyfathrebu â symbolau
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure a partner's waist, arm length and height in centimetres for a simple costume and record them in a table.
- Blwyddyn 8
- Pupils draw a ground plan of the drama studio to scale on squared paper and mark where the set pieces will go.
- Blwyddyn 9
- Pupils make a 1:25 scale model box of a set for a scene, converting real measurements and checking that actors can move between the pieces.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.4.1, page 23; Unit 3, Section 3.3.1, page 33; Unit 3, Section 3.3.5, page 35
“measuring, pattern cutting, garment construction, altering.”
Cam cynnydd 3
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Rwy'n gallu trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.
Rwy'n gallu mesur a chyfrifo perimedr.
Cam cynnydd 4
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Cam cynnydd 5
Rwy'n gallu cymhwyso newid cyfrannol i ddyluniadau dau ddimensiwn.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
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Scheduling rehearsals, cues and deadlines
Performance learners and stage managers in Unit 3 must plan rehearsal schedules and work to a deadline, set designers plan a set construction timeline, and lighting and sound designers plan cues. The Unit 3 assessment itself takes 12 hours, which centres may split across shorter sessions.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils time each section of a short performance with a stopwatch and check the total fits a three-minute limit.
- Blwyddyn 8
- Pupils plan a four-week rehearsal calendar for a class piece, counting back from the performance date.
- Blwyddyn 9
- Pupils draw up a rehearsal and technical schedule for a showcase, with cue timings and a deadline for each department, and adjust it when one session is lost.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.2.1, page 31; Unit 3, Section 3.3.2, page 33; Unit 3, Sections 3.3.5 and 3.3.7, page 35; Section 3.2, page 41
“planning skills: rehearsal schedules, production meetings, working to a deadline”
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.
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.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Da gwybod
- No marks for spelling, punctuation and grammar are mentioned. All marks sit under AO1 to AO4, and AO3 "Evaluate skills relevant to the performing arts industry." is worth 20%, all in Unit 3 (Section 3.1, page 39).
- Unit 2 written work may be handwritten: "The written parts of the assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 40).
- Unit 3 written evidence can be spoken instead, "completed as an audio or audio/visual response" (Section 3.2, page 41).
- Unit 2 allows research time before the tasks: "a further two hours can be scheduled for research prior to the completion of the assessment tasks" (Section 3.2, page 40).
- Calculator use is not stated. Section 3 says "The Assessment Pack will include all detailed information relating to assessment." (page 39).
- Each learner must introduce themselves on the recording "using a clear pace and audible volume", with name, candidate number and role (Appendix B, page 52).
Cysylltiadau â chymwysterau eraill
Reading a brief, evaluating against it and using subject terms overlap with GCSE Drama, GCSE Dance and GCSE Music, and costume measuring and budgeting overlap with Mathematics and Numeracy and GCSE Design and Technology.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Performing Arts specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).