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The digital skills in this qualification

1. Using digital tools for site analysis

   Assessed: In the exam

   Unit 1 asks learners to know the planning and feasibility steps in a building project, including site analysis with apps, digital mapping, Geographic Information Systems (GIS), photography and drones. This is tested as knowledge in the sector test, and Unit 2 also expects learners to judge site issues such as flood zones, access and slope, which these tools show.

   DCF: Data and information literacy, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils use the satellite view in Bing Maps or Google Maps to find the school site, measure its boundary with the distance tool and label the entrances, car park and nearby houses.

   Year 8

   Pupils photograph one corner of the school grounds on iPads, place the photos on a map in PowerPoint or OneNote, and annotate drainage, access and ground conditions.

   Year 9

   Pupils use DataMapWales and the Natural Resources Wales flood map to check a local plot for flood risk and protected sites, then write a short site analysis note with screenshots and the source of each.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.2.3, page 15; Unit 2, Section 2.1.3, page 23

   “use of digital tools: apps, digital mapping, Geographic Information Systems (GIS), photography and drones”

   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 adjust keywords and search techniques to find relevant information.

   Progression step 4

   • I can analyse large data sets and identify trends where appropriate.

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

   Progression step 5

   • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

   • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

2. Answering the sector test on screen

   Assessed: In the exam

   Centres may enter learners for a paper-based or an onscreen version of the one hour Unit 1 sector test. Section A uses objective question types such as multiple response, drag-and-drop and hot spot questions, and Section B asks short answer questions, some based on industry scenarios.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils answer a short Microsoft Forms quiz on types of buildings at the end of a topic, including a ranking question and one typed answer.

   Year 8

   Pupils label the parts of a house, such as foundations, walls and roof, by dragging labels onto a picture in PowerPoint, then type two short answers on what each part does.

   Year 9

   Pupils sit a timed 20 minute on-screen practice test in Microsoft Forms on job roles and the building lifecycle, mixing objective questions with short typed answers to a scenario, and check their answers before submitting.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 1, page 42; Summary of assessment, page 5

   “multiple choice, multiple response, fill-in-the-blank, drag-and-drop, and hot spot questions”

   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 keyboard commands such as shortcuts.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

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

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

3. Researching a Welsh building project and referencing sources

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

   Unit 2 is based on a case study of a Welsh building project, and up to two hours can be scheduled for research before the assessment tasks. The assessment pack sets out the research approach and referencing, and the content asks learners to evaluate real Welsh developments such as Cardiff Bay regeneration.

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

   Getting pupils ready

   Year 7

   Pupils search for three facts about a well-known Welsh building, such as the Senedd or the Wales Millennium Centre, and list the web pages they used with titles.

   Year 8

   Pupils compare a council web page and a news article about a local regeneration scheme, note who wrote each and when, and say which is more reliable for facts about cost.

   Year 9

   Pupils research a Welsh development such as the Queen's Market redevelopment in Rhyl within a one hour limit, keep notes in OneNote with a link and reliability rating for each source, and finish with a reference list.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 2, page 42; Section 3.3, page 43; Unit 2, Section 2.2.2, page 24

   “a further two hours can be scheduled for research prior to the completion of the assessment tasks”

   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.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

   • I can refer appropriately to sources of information used in my digital work.

4. Sequencing a project plan and finding the critical path

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

   Learners must evaluate how projects are planned, including the structure of a project plan, planning tools, order of operations, and critical paths and bottlenecks. The specification names no software, but a Gantt chart or flowchart built digitally is a natural way to model this, and Appendix A maps Data and Computational Thinking to this section.

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

   Getting pupils ready

   Year 7

   Pupils put cards for building a garden shed (base, walls, roof, paint) in order, then draw the sequence as a simple flowchart in PowerPoint.

   Year 8

   Pupils plan a classroom makeover as a simple Gantt chart in Excel, shading cells for each task over two weeks and marking which tasks cannot start until another ends.

   Year 9

   Pupils build a Gantt chart in Excel for a small house extension, using formulae for start and end dates, then find the critical path and explain what happens if the roof delivery is two days late.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.2, page 25; Appendix A, page 51

   “purpose and structure of a project plan and use of planning tools”

   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.

   Progression step 4

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

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

   Progression step 5

   • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

   • I can plan my digital work effectively and with increasing complexity.

5. Comparing materials and building options using data

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

   Learners must suggest and justify construction methods and materials by comparing cost, thermal performance, maintenance needs, strength and suitability, and understand cost, time and carbon comparisons between newbuild and refurbishment. A spreadsheet table is a sensible way to organise this, though the specification does not name one.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils record the price per square metre of three floor coverings from a DIY website in an Excel table and use simple formulae to price covering a 12 square metre room.

   Year 8

   Pupils build an Excel table comparing timber, steel and concrete for cost, strength and maintenance, score each from 1 to 5 and chart the totals.

   Year 9

   Pupils use a spreadsheet to compare converting an old chapel with building new on the same site for cost, time and carbon, total weighted scores with formulae, and write a justified recommendation.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Sections 2.2.3 and 2.3.1, pages 24 to 25

   “cost, time and carbon comparisons”

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

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

   Progression step 5

   • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

   • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

6. Photographing and recording practical work as evidence

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

   Unit 3 evidence for moderation must be submitted digitally as photographs or recordings of the construction tasks in all three chosen trades. Clear images or video that show accuracy, level, joints and finish are all the moderator sees of the practical work, so they need to be well framed and well organised.

   DCF: Creating digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils photograph a finished practical piece on an iPad from three angles, crop the images and save them in a clearly named folder.

   Year 8

   Pupils take a sequence of progress photos during a making task, with a ruler or spirit level in shot, and add a one-line caption to each in PowerPoint.

   Year 9

   Pupils film a 60 second clip showing how they checked a piece of work for level and square, trim it in Clipchamp, and save it with a clear file name in a file type that others can open.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 3, page 43

   “either as scanned photographs or recordings of the construction tasks completed”

   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.

   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.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

7. Producing and submitting written or recorded responses digitally

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

   Unit 2 responses must be submitted digitally, typed or as scanned handwriting, and the case study and tasks are available on Portal. The Unit 3 evaluation may be scanned handwriting, completed electronically, or an audio or audio-visual response, and it must be presented logically and professionally.

   DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils type a short report on a building visit in Word with a heading and a photo, save it with a clear name and upload it to Teams.

   Year 8

   Pupils scan a handwritten answer with the iPad camera, check it is readable, and submit it as a PDF to Teams alongside a typed version.

   Year 9

   Pupils record a two minute spoken evaluation of a practical task on an iPad using trade terms, then type a structured written version and submit both to Teams.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Units 2 and 3, pages 42 to 43; Unit 3, Section 3.4.3, page 39

   “The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally.”

   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 explore and develop a range of formal text document structures for different audiences and purposes.

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

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

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

Source: WJEC Level 1/Level 2 VCSE Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).