Foundation Engineering
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Foundation Engineering is a two-year Entry Level to Level 1 work-related qualification for learners in Years 10 and 11 who want a practical introduction to engineering, with a route on to VCSE Engineering. Unit 1 covers the engineering sector, tools, processes and safety, and Unit 2 is hands-on workshop making by hand: marking out, sawing, filing, drilling and thread cutting to set tolerances. Both units are portfolios marked in the centre. Digital demand is low because there is no CAD, CAM or computer controlled machining. Digital work sits in recording measurements in tables or inspection sheets, planning the steps of a task, reading technical charts, and optional Unit 1 tasks such as web quests, blogs, vlogs and presentations. All portfolio evidence must be submitted digitally.
- 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 Engineering, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to Engineering: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points of the 112 qualification points, teacher-set tasks assessed in centre and moderated by WJEC, first available summer 2028
- Unit 2: Producing a Product: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 64 points of the 112 qualification points, teacher-set practical workshop tasks assessed in centre and moderated by WJEC, first available summer 2029
Y sgiliau digidol yn y cymhwyster hwn
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Recording measurement results in tables and inspection sheets
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: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu, mireinio a dadansoddi setiau data mewn tablau, siartiau, taenlenni a chronfeydd data i brofi neu gefnogi ymchwiliad.
Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.
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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Planning the steps, tools and timings for a making task
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: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Rwy'n gallu creu model syml neu algorithm annibynnol.
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Reading technical data from charts and drawings
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: Llythrennedd gwybodaeth a data
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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 dadansoddi setiau data syml gan gynnwys grwpio data fel sy’n briodol.
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Searching online for examples of engineering
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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
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Presenting engineering knowledge with digital tools
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a three slide PowerPoint on workshop safety signs, with an image and a one line caption for each sign.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, example tasks, pages 23, 25 and 27
“the learner creates a blog with the main different types of impacts of engineering”
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.
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Understanding the technology engineers create and its impact
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: Iechyd a lles
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils list how smartphones and the internet help them each day and one problem each causes for people or the environment.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Cam cynnydd 4
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Capturing and organising digital portfolio evidence
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: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their work at three stages on an iPad and save the photos with clear names in a project folder on OneDrive.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, portfolio evidence, pages 44 and 45; Section 3.3, page 47
“annotated photographs showing measurements being carried out”
Cam cynnydd 3
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.
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.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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.
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Choosing the right tool or process for a task
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: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
Da gwybod
- There is no examination. Both units are a "Portfolio of evidence" that is "Assessed in centre and moderated by WJEC" (Summary of assessment, page 5), and the tasks are teacher-set, with example tasks that "are not mandatory" (Section 2.1, page 9).
- All evidence goes to WJEC digitally: "All evidence must be submitted digitally." Paper work or physical evidence "should be scanned, photographed or filmed" (Section 3.3, page 47).
- The making is all by hand. Unit 2 asks learners to "Use a range of hand fitting methods to cut and shape" materials (Section 2.3.3, page 32), and the specification names no CAD, CAM, laser cutter, 3D printer or software package. Unit 1 has "no specific requirements for assessment" (page 12).
- Every digital Unit 1 activity, such as the web quest, blog, vlog, drag-and-drop games and interactive timeline, appears only in the example tasks (pages 23 to 27), so a centre can evidence the same outcomes on paper or orally.
- Evidence can be digital media: the list of evidence types includes "photographic evidence" and "video/audio recordings" (Section 3.3, page 47), and Entry 1 learners may need "use of symbols, or assistive technology" (Section 3.4, page 48).
- AI use is not mentioned. Work is supervised, "Learners must be supervised by a teacher while completing assessment activities." (Section 3.5, page 48), and malpractice rules apply (Section 3.8, page 50).
- Appendix A (page 57) maps nothing to Citizenship, maps Interacting and collaborating and Producing to Unit 2 planning (2.2.1) and recording outcomes (2.4.3), and maps Data and computational thinking to 1.3.1, 1.3.2 and every section of Unit 2.
Cysylltiadau â chymwysterau eraill
Foundation Engineering is the step below VCSE Engineering, which the specification names as a progression route. Both share marking out, hand fitting, measuring with vernier callipers and micrometers, planning a task with a risk assessment, checking work against tolerances and recording the results. VCSE Engineering steps these up digitally: CAD and CAM, laser cutting, 3D printing and CNC machining with machine settings, a scored risk assessment that suits a spreadsheet, inspection records judged against drawing tolerances, research into the engineering sector in Wales, and digital submission of every NEA unit. Measurement tables and reading technical charts also link with GCSE Design and Technology and GCSE Mathematics and Numeracy.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Engineering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).