DCF Cymru Digital competence for Wales

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Foundation Built Environment

WJEC Foundation Built Environment is a two year, 120 hour Entry Level and Level 1 course for learners in Years 10 and 11 who want a practical route into construction, leading on to VCSE Built Environment. Both units are teacher-set portfolios, marked in school and moderated by WJEC. No software is required and no digital skill is assessed for its own sake. The digital work sits in how evidence is gathered and shown: every portfolio must be submitted digitally, so practical work is photographed, filmed or scanned, and the example tasks suggest Google Street View walks, Canva posters and presentations, interactive quizzes, short videos and small case studies of Welsh developments. The most useful thing KS3 can build is clear photo and video recording of practical work, saved and named sensibly.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
Next step up
VCSE Built Environment, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Getting to Know the Built Environment: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 60 of the qualification's 132 points, tasks set by the teacher, marked by the centre and moderated by WJEC, available from summer 2028
  • Unit 2: Practical Hand Skills: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 72 of the qualification's 132 points, tasks set by the teacher, marked by the centre and moderated by WJEC, available from summer 2029

The digital skills in this qualification

  1. Photographing, filming and scanning work for a digital portfolio

    Assessed: In coursework (non-examination assessment, NEA)

    All evidence for both units must reach WJEC in digital form, so learners' paper work, practical pieces and demonstrations are scanned, photographed or filmed. In Unit 2 this is the main way a moderator sees the hand skills work, such as cutting, joining and finishing. Video and audio recordings and photographic evidence are named as acceptable evidence types.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils photograph a finished practical piece from the front, side and close up on a school tablet, crop the best two photos and save them in a named class folder.
    Year 8
    Pupils take a sequence of photos showing the stages of a making task, from marking out to finishing, and arrange them in order on a slide with a one line caption under each.
    Year 9
    Pupils film a 30 second clip of themselves using a hand tool safely, trim it, name the file with their name and task, and upload it with their photos to a shared evidence folder.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, page 48

    “these should be scanned, photographed or filmed so that a clear digital version can be submitted”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

  2. Exploring buildings and land with Google Street View

    Assessed: In coursework (non-examination assessment, NEA)

    The Unit 1 example tasks use Google Street View to walk a local area, name types of buildings, infrastructure and services, and spot brownfield and greenfield land. At Level 1 learners could plan a short walking tour of a local area in Street View with their own commentary about the buildings. These tasks are suggestions, so centres may choose other approaches.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for their school's street in Google Street View and screenshot three different types of building, labelling each as residential, commercial or communal.
    Year 8
    Pupils follow a route through their town centre in Street View and record in a table the infrastructure they pass, such as bus stops, bike lanes and EV charging points.
    Year 9
    Pupils plan a five stop virtual walking tour in Street View, saving a link or screenshot for each stop and writing a short spoken commentary about each building's use and age.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Examples of tasks, LO1.1, page 23; Unit 1, Examples of tasks, LO1.3, page 25

    “devise a short walking tour of a local area using Google Street View”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can adjust keywords and search techniques to find relevant information.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

    • I can search a variety of sources using relevant search techniques with increased complexity.

  3. Making digital posters, presentations and displays

    Assessed: In coursework (non-examination assessment, NEA)

    Across Unit 1 and the health and safety part of Unit 2, the example tasks for Entry 3 learners ask them to create a presentation, poster or wall display, for instance with Canva for Education, about building types, the lifecycle, land classification, job roles or hazards and PPE. Level 1 tasks include information sheets, a good practice guide and presentations of findings.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one page poster in Canva or PowerPoint showing four types of building, with a photo, a heading and one fact for each.
    Year 8
    Pupils create a short slide presentation on the PPE needed for three workshop tasks, using a consistent layout, images they have cropped and a clear title on every slide.
    Year 9
    Pupils design a safety display for younger pupils on hazards in a workshop, choose fonts and colours for that audience, ask a partner for feedback and make two changes before printing.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Examples of tasks, pages 23 to 26; Unit 2, Examples of tasks, LO2.1, page 44; Unit 2, Examples of tasks, LO2.2 to 2.6, page 45

    “could use tools like Canva for Education”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use software tools to enhance the outcomes for specific audiences.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  4. Recording short videos to show skills and job roles

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 2 suggests an overarching scenario in which learners record a series of training videos showing construction skills and techniques, and Entry 3 and Level 1 learners could create a video about tools, materials, cutting, joining or finishing. In Unit 1 a Level 1 learner could make a short video of themselves, in role, explaining a built environment job.

    DCF: Creating digital content, Sourcing, searching and planning digital content, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils film a partner showing how to hold a tenon saw safely, in one take of under a minute, and watch it back together to check the grip and stance can be seen.
    Year 8
    Pupils plan a three shot video on a simple storyboard, film how to mark out a piece of wood with a try square, then trim the clips and add a title.
    Year 9
    Pupils script and film a two minute how to video on a skill such as tiling a small board, add captions for each step, and talk about what is safe to share before it goes on the class site.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Examples of tasks, LO1.4, page 26; Unit 2, Examples of tasks, LO2.2 to 2.6, pages 44 and 45

    “record a series of training videos to show various skills and techniques”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can independently create and plan work before beginning a digital task.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can select and effectively use a variety of planning techniques.

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

  5. Sorting and comparing developments in tables

    Assessed: In coursework (non-examination assessment, NEA)

    Land classification in Unit 1 is the one section that Appendix A links to data and computational thinking. Entry level learners sort images of land into brownfield and greenfield, and Level 1 learners could fill in a Top Trump style record for each Welsh development, scoring features such as community value and cost effectiveness, then decide a rank order. Entry 1 tasks may be done digitally.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils drag photos of local sites into two columns of a shared table, brownfield and greenfield, and add one reason for each choice.
    Year 8
    Pupils enter scores out of five for four local buildings on a spreadsheet, under headings such as cost, appearance and usefulness, and sort the sheet to find the highest total.
    Year 9
    Pupils design a Top Trump style card template in a spreadsheet or form, fill it in for three Welsh developments, then sort and filter the results to justify a final ranking.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.1, page 16; Unit 1, Examples of tasks, LO1.3, pages 25 and 26; Appendix A, page 56

    “decide the rank order of each development”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

  6. Researching Welsh developments and job roles

    Assessed: In coursework (non-examination assessment, NEA)

    Level 1 learners could choose and complete a small case study of two Welsh building projects, one brownfield and one greenfield, covering pros and cons, features and stakeholders, and others produce information sheets on job roles. The specification does not say this research is online, but Level 1 learners may get advice on sourcing information and presenting evidence.

    DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils search for three facts about a Welsh landmark building, such as the Senedd, and write down the website each fact came from.
    Year 8
    Pupils find two sources about a Welsh development, such as Cardiff Bay, note which one is more reliable and why, and list both sources at the end of their notes.
    Year 9
    Pupils research a local housing development using the council website and a news report, compare what each says, and build a one page case study with a short reference list.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.3, page 16; Unit 1, Examples of tasks, LO1.3 and LO1.4, page 26; Section 3.4, page 49

    “chooses and completes a small case study on two Welsh building projects”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

Good to know

Links with other qualifications

The specification names VCSE Built Environment as the next step. Both qualifications rely on photographing and recording practical work as evidence, submitting it digitally and finding out about building projects in Wales. The VCSE steps these up: learners study how apps, digital mapping, GIS, photography and drones support site analysis, may sit an on-screen sector test, work from a case study released on the WJEC Portal, and compare materials and options using data and a project plan with a critical path. Street View walks and land classification also link with GCSE Geography, and tool and material choices with GCSE Design and Technology.

Source: WJEC Entry Level/Level 1 Foundation Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).