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The digital skills in this qualification

1. Recording measurement results in tables and inspection sheets

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

   In Unit 2 learners measure their finished work, check it against set tolerances and document the results, then identify improvements. Example tasks build from tick sheets at Entry 1 to a provided measurement table at Entry 2 and clear tables or inspection sheets at Level 1, and portfolio evidence includes tolerance check sheets comparing actual and required dimensions.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils measure the length and width of their cut acrylic keyring with a steel rule and type the drawing size and the measured size into a simple Word table.

   Year 8

   Pupils enter five measurements of their project piece into an Excel sheet next to the drawing sizes and use a subtraction formula to show how far out each one is.

   Year 9

   Pupils build an Excel inspection sheet with the drawing size, a tolerance such as plus or minus 1 mm, the measured size and an IF formula that shows in or out of tolerance, then write one improvement for the worst feature.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Sections 2.4.2 and 2.4.3, page 32; Unit 2, LO2.4 example tasks, page 42; Unit 2, portfolio evidence, page 44

   “the learner presents clear accurate measurement records using tables or inspection sheets”

   Progression step 3

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

   • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

   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.

2. Planning the steps, tools and timings for a making task

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

   Learners plan a practical task by listing the tools and equipment needed, working out the individual steps with risk and control measures, and considering the time each stage will take. At Entry 1 this can be two picture cards in order, while at Level 1 learners produce a full plan with a step-by-step method and estimated timeframes, which is an ordered sequence much like an algorithm.

   DCF: Problem-solving and modelling, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils drag photos of the steps for making a keyring into the right order on a PowerPoint slide and explain why marking out comes before cutting.

   Year 8

   Pupils draw a flowchart in PowerPoint or Word for making a small project, with a step, tool and safety point in each box and a time for each step.

   Year 9

   Pupils write a full plan in a Word table with tools, steps, control measures and estimated times, then add a decision box to their flowchart for a size check and compare their planned times with the real ones.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2.1, page 31; Unit 2, LO2.2 example tasks, page 40; Appendix A, page 57

   “working out the individual steps for making and considering risk and control measures”

   Progression step 3

   • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

   • I can understand the importance of the order of statements within algorithms.

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

   Progression step 4

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

   • I can create a simple model or self-contained algorithm.

3. Reading technical data from charts and drawings

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

   Learners interpret technical information such as cutting speeds, thread sizes and tolerances from engineering drawings and charts, and use it to complete making tasks. At Entry 3 they use information from a drawing or chart to carry out a guided task, and at Level 1 they use thread specifications and tolerances to make a decision.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils read a simple table of drill sizes to find the right drill for a 6 mm hole and the right speed for drilling acrylic or wood.

   Year 8

   Pupils use a tapping drill chart on screen to find the drill size for an M6 and an M8 thread and record which column and row they used.

   Year 9

   Pupils use a cutting speed chart sorted by material to choose the speed for drilling mild steel and aluminium, then explain why the two values are different.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Sections 2.1.2 and 2.1.3, page 30; Unit 2, LO2.1 example tasks, page 39

   “the learner uses information from a drawing or chart”

   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 perform analysis on simple data sets including grouping data as appropriate.

4. Searching online for examples of engineering

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

   One suggested Unit 1 task is a web quest, where learners use a search engine and set search criteria to find examples of products, systems and technologies that engineering helps to create, and record them in software of their choice. Example tasks are not mandatory, so this is one way of evidencing Learning outcome 1.1.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils search for pictures of three things engineers have made, such as a bridge, a smartphone and a bicycle, and bookmark the pages they used.

   Year 8

   Pupils change their keywords to find one example each of an energy system, a technology and a form of transport made by engineers, and save the links in a OneNote page.

   Year 9

   Pupils run a web quest on engineering sectors in Wales such as aerospace or marine, record each find with its link in a table and say which sites were most useful.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, LO1.1 example tasks, page 23; Unit 1, Section 1.1.2, page 13

   “the learner uses a search engine and specific search criteria to find examples”

   Progression step 3

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

   • I can store search results for future use, e.g. bookmark, add to favourites.

   Progression step 4

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

5. Presenting engineering knowledge with digital tools

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

   Unit 1 example tasks include drag-and-drop matching games, a blog on the impacts of engineering, a presentation, a vlog interview and an interactive timeline of health and safety legislation. Learners choose and use software to present what they know about engineering, its job roles and safe working.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make a three slide PowerPoint on workshop safety signs, with an image and a one line caption for each sign.

   Year 8

   Pupils build a drag and drop matching activity in PowerPoint or Forms that matches workshop tools to their uses, and test it on a partner.

   Year 9

   Pupils create a short blog post or recorded vlog explaining how one engineering product has changed daily life, with images, headings and a short video clip.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, example tasks, pages 23, 25 and 27

   “the learner creates a blog with the main different types of impacts of engineering”

   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.

6. Understanding the technology engineers create and its impact

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

   Unit 1 asks learners to know that engineering creates technology such as Bluetooth, computers, the internet, smartphones and Wi-Fi, and how engineering improves quality of life, saves energy, reduces environmental impact and supports jobs. This is knowledge of technology's wider effects rather than a software skill.

   DCF: Health and well-being

   Getting pupils ready

   Year 7

   Pupils sort pictures of a smartphone, a Wi-Fi router, a wind turbine and a car into energy, technology and transport, saying who designed each kind of product.

   Year 8

   Pupils list how smartphones and the internet help them each day and one problem each causes for people or the environment.

   Year 9

   Pupils write a short paragraph on how one engineered technology, such as Bluetooth or electric cars, has changed people's lives, giving one benefit and one environmental cost.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Sections 1.1.2 and 1.1.3, page 13

   “Engineering helps to create products, systems and technologies that we see and use every day”

   Progression step 3

   • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

   Progression step 4

   • I can reflect on the role of digital media in my life and habits.

7. Capturing and organising digital portfolio evidence

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

   All evidence must be submitted digitally, so paper work and practical work are scanned, photographed or filmed. Unit 2 portfolio evidence includes photographs of each making stage, annotated photographs of measuring and photographs of restored workspaces, all referenced to the assessment criteria.

   DCF: Storing and sharing, Creating digital content

   Getting pupils ready

   Year 7

   Pupils photograph their work at three stages on an iPad and save the photos with clear names in a project folder on OneDrive.

   Year 8

   Pupils add arrows and labels to a photo of themselves measuring with a steel rule, and scan a paper plan into the same folder as a PDF.

   Year 9

   Pupils build a photo log of marking out, cutting, measuring and tidying up, annotate each photo with what it shows and combine it with their scanned plan into one file.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, portfolio evidence, pages 44 and 45; Section 3.3, page 47

   “annotated photographs showing measurements being carried out”

   Progression step 3

   • 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.

   • 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.

   Progression step 4

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

   • 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.

8. Choosing the right tool or process for a task

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

   Unit 1 asks learners to understand the purpose of general tools, measuring instruments and processes, and to choose the most suitable ones for engineering tasks, explaining why at Level 1. Appendix A maps data and computational thinking to these sections, so a simple decision flowchart is one way to show the reasoning.

   DCF: Problem-solving and modelling

   Getting pupils ready

   Year 7

   Pupils answer yes or no questions on a printed decision tree, such as whether the material is metal, to choose between a hacksaw and a coping saw.

   Year 8

   Pupils draw a flowchart in PowerPoint that chooses a measuring tool, steel rule, vernier calliper or micrometer, from how accurate the measurement needs to be.

   Year 9

   Pupils design a decision flowchart that chooses a joining method, such as pop rivets, bolts or adhesive, for a set of task cards, and test it on a partner's cards.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Sections 1.3.1 and 1.3.2, page 15; Appendix A, page 57

   “The most suitable engineering tools and instruments for engineering tasks.”

   Progression step 3

   • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

   Progression step 4

   • I can create a simple model or self-contained algorithm.

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