Foundation Built Environment
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
- Y cam nesaf i fyny
- VCSE Built Environment, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Y sgiliau digidol yn y cymhwyster hwn
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Photographing, filming and scanning work for a digital portfolio
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: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, page 48
“these should be scanned, photographed or filmed so that a clear digital version can be submitted”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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Exploring buildings and land with Google Street View
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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
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Making digital posters, presentations and displays
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Recording short videos to show skills and job roles
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: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
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Sorting and comparing developments in tables
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: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 7
- Pupils drag photos of local sites into two columns of a shared table, brownfield and greenfield, and add one reason for each choice.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Cam cynnydd 4
Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.
Rwy'n gallu dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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Researching Welsh developments and job roles
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: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for three facts about a Welsh landmark building, such as the Senedd, and write down the website each fact came from.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Da gwybod
- Every portfolio goes to WJEC electronically: "All evidence must be submitted digitally." (Section 3.3, page 48), with paper and practical work scanned, photographed or filmed and uploaded through IAMIS. Each portfolio also needs the Learner Assessment Record from the WJEC website.
- No software or device is required. Canva for Education and Google Street View appear only in the example tasks, and the specification states "These tasks are not mandatory." (Section 2.1, page 9).
- Several Entry 1 and Entry 2 task lists end with "NB: these tasks could be done digitally." (Unit 1, pages 23 to 25), so card sorts, matching and quizzes can be on screen or on paper.
- Recorded work counts as evidence: the list includes "recordings of the learner performing a task, giving a presentation, or participating in a discussion" (Section 3.3, page 48).
- Entry 1 learners may use technology for access: support can include "use of symbols, or assistive technology" (Section 3.4, page 49).
- The specification says nothing about artificial intelligence. It does state "Learners must be supervised by a teacher while completing assessment activities." (Section 3.5, page 49), and learners and teachers sign authenticity declarations.
- Appendix A (page 56) maps Interacting and collaborating and Producing to almost every section of both units, Data and computational thinking only to land classification (1.3.1), and leaves Citizenship blank.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).