DCF Cymru Digital competence for Wales

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VCSE Built Environment

VCSE Built Environment asks learners to know how apps, digital mapping, GIS, photography and drones support site analysis, to research a Welsh building project, and to plan projects and compare options, but most marks come from hands-on trade work. Unit 1 can be sat on screen, Unit 2 responses must be submitted digitally, and Unit 3 practical work reaches the moderator only as photographs or recordings, with no software named anywhere. The single biggest thing KS3 should build is clear photo and video recording of practical work, saved and named so it can stand as evidence, alongside simple spreadsheet planning.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
Step before
Foundation Built Environment, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Built Environment Sector: Examination (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
  • Unit 2: The Built Environment in Focus: NEA 6 hours 30 minutes, 50 marks, 20%, set and marked by WJEC, tasks based on a case study released each year on Portal
  • Unit 3: Skills Development and Demonstration: NEA 14 hours, 90 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC, practical tasks in three chosen trades plus an evaluation

Skills that use Storing and sharing

  1. 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.

  2. 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.

Good to know

Links with other qualifications

Site analysis, land use and flood risk overlap with GCSE Geography, and choosing materials and planning a sequence of work overlap with GCSE Design and Technology, so shared KS3 work on digital maps and spreadsheet comparisons would serve all three.

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).