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The digital skills in this qualification

1. Producing components with CAD and CAM (laser cutter, 3D printer, CNC)

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

   In Unit 2 learners produce components using machine tool operations and other engineering processes, and CAD and CAM, CNC turning, milling and routing, laser cutting and 3D printing are listed among those processes. Centres must have at least one item such as a laser cutter, 3D printer, CNC machine or CAD/CAM software and hardware, but these sit alongside non-digital options such as brazing, welding and sheet metal work.

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

   Getting pupils ready

   Year 7

   Pupils draw a 2D keyring in the department's CAD package using shapes, text and exact dimensions in millimetres, then laser cut it.

   Year 8

   Pupils model a simple bracket in Tinkercad with a hole of a stated diameter, 3D print it and measure the printed hole with digital callipers to compare it with the CAD size.

   Year 9

   Pupils draw a component in CAD from a dimensioned orthographic drawing, including a chamfer and holes, choose laser cutting or 3D printing for it, and check the finished part against the drawing.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.4, pages 23 and 24; Unit 2, Section 2.2.2, page 21; Unit 2, Resources required for assessment, page 17

   “Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM)”

   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 independently create and plan work before beginning a digital task.

   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 create a simple model or self-contained algorithm.

   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 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.

2. Choosing and setting machine settings for 3D printing, laser cutting and CNC work

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

   The 3D printing content names slicing, infill density, layer height, nozzle and bed temperature, build plate adhesion and support structures. Learners must also show correct laser power and speed settings and correct spindle speed, surface speed and feed rate, understanding that different materials need different parameters. This is assessed through the Unit 2 practical work.

   DCF: Data and information literacy, Evaluating and improving digital content, Problem-solving and modelling, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils cut a laser test card from scrap card at three power settings and record in a table which setting cuts cleanly, which scorches and which only engraves.

   Year 8

   Pupils slice the same small test part at two layer heights and two infill densities, record the print time and filament estimate shown by the slicer, and choose the best balance of speed and strength.

   Year 9

   Pupils prepare the slicer or laser file for their own part, choosing layer height, infill, supports and power or speed, justify each setting on a short settings sheet, then change one setting after a rough first attempt.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.4, page 24; Unit 2, Section 2.3.6, pages 24 and 25

   “Learners should be able to demonstrate setting the correct speeds and feeds”

   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 ensure my output is appropriate for specific purposes.

   Progression step 4

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

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

3. Planning and sequencing engineering operations

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

   Learners plan their engineering operations, detailing technical information, setting time frames, prioritising stages and sequencing the main processes, then safely follow that operations plan in the workshop. In Unit 2, Section 2.4.3 they judge whether their chosen processes let them finish within the planned timeframe. The specification does not say the plan must be digital, but it is a step by step sequence much like an algorithm.

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

   Getting pupils ready

   Year 7

   Pupils put photos of the steps for making a simple keyring into order as a PowerPoint flowchart and explain why marking out has to come before cutting.

   Year 8

   Pupils write an operations plan in a Word table (step, tool, safety point, time allowed) for a small project, then record the real time for each step and compare.

   Year 9

   Pupils draw a flowchart for making a component that includes decision boxes for quality checks, such as whether a hole is within size, follow it in the workshop and revise it where the order did not work.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2.1, page 20; Unit 2, Section 2.3.6, page 24; Unit 2, Section 2.4.3, page 26

   “sequencing the main processes.”

   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 select and effectively use a variety of planning techniques.

   • I can identify the different parts of an algorithm to determine their purpose.

   Progression step 5

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

   • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

4. Building a scored risk assessment

   Assessed: In the exam and in coursework (NEA)

   Learners produce a risk assessment for every key engineering process in Unit 2, with a ranked or scored method for the likelihood of harm, control measures and a revised risk level after the controls. Unit 3 also examines risk assessments under the Health and Safety at Work Act. The specification does not name spreadsheets, but a scored risk table is a simple spreadsheet model.

   DCF: Data and information literacy, Problem-solving and modelling, Creating digital content

   Getting pupils ready

   Year 7

   Pupils complete a simple risk table in a Word template for using a coping saw: hazard, who could be hurt and how to control it.

   Year 8

   Pupils build a risk matrix in Excel for the pillar drill where likelihood times severity gives a score, with red, amber and green conditional formatting.

   Year 9

   Pupils produce an Excel risk assessment for every process in their project, scoring each risk before and after control measures, with a formula that flags any risk still rated high.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2.3, page 21; Unit 3, Section 3.1.4, page 30

   “a ranked or scored method to show the likelihood of potential harm”

   Progression step 3

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

   • 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.

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

5. Recording inspection measurements and judging them against tolerances

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

   Learners evaluate their finished components against the tolerances on the engineering drawings, checking the accuracy of dimensions and geometric features, using instruments that include digital callipers and micrometers. Unit 2 evidence may include tables and charts, so an inspection record is a natural digital data task.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils measure their cut piece with a steel rule and record the drawing size, the actual size and the difference in a table.

   Year 8

   Pupils measure five dimensions of their part with digital callipers, enter them in Excel and use a formula to work out the difference from each drawing size.

   Year 9

   Pupils build an Excel inspection sheet with the drawing size, tolerance, measured size and an IF formula that marks each feature pass or fail, then write which feature needs better technique.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.4.2, page 26; Unit 2, Section 2.2.2, page 20; Section 3.2, page 38

   “Learners understand the quality of the engineering outcomes against tolerances stated in the engineering drawings”

   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.

   Progression step 5

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

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

6. Recording practical work with annotated photographs

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

   Unit 2 evidence for moderation may include reports, tables, charts, teacher observations and annotated photographic evidence. Learners need to photograph set-up, making and finished components clearly and annotate them to show the processes and features they produced.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils photograph each stage of making on an iPad and add the three clearest photos to a PowerPoint making diary with a one line label each.

   Year 8

   Pupils photograph their finished part next to a steel rule and annotate features such as a chamfer, a drilled hole and a filed edge with arrows and labels.

   Year 9

   Pupils build a photo log of set-up, making and inspection, annotating each photo with the tool, setting and safety measure used and adding close-ups that show accuracy.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 2, page 38

   “This may include reports, tables, charts, teacher observations and annotated photographic evidence.”

   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 explain reasons for layout and content of my own work and the work of others.

   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 justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   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 justify reasoning to critical audiences in terms of layout and content of my digital work.

7. Preparing and submitting NEA evidence as digital files

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

   Both NEA units must be submitted digitally, either typed or handwritten and scanned. Learners need to save, name, scan, combine and upload plans, risk assessments, tables and photographs reliably.

   DCF: Storing and sharing

   Getting pupils ready

   Year 7

   Pupils save their project work in a named OneDrive folder with clear file names and hand it in through a Teams assignment.

   Year 8

   Pupils scan a handwritten risk assessment with the Teams or Office Lens camera, save it as a PDF and attach it to their assignment.

   Year 9

   Pupils combine a typed operations plan, scanned sketches and annotated photos into one PDF, check it opens and reads correctly, and use version history to recover an earlier draft.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 1 and Unit 2, page 38

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

   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.

   Progression step 4

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

   Progression step 5

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

8. Researching the engineering sector in Wales and referencing sources

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

   Unit 1 asks learners about the importance of engineering in Wales, key employers, recent trends and why sectors are located where they are, and the NEA has a research phase with guidance on research approach and referencing. This is assessed in the Unit 1 tasks, set and marked by WJEC.

   DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils use keyword searches to find three engineering employers in Wales, such as Airbus at Broughton or Tata Steel at Port Talbot, and bookmark the pages in a shared OneNote page.

   Year 8

   Pupils compare an engineering company's own website with a news article about the same company and rate each one for author, date and possible bias.

   Year 9

   Pupils research one engineering sector in Wales, keep a source log (link, date accessed, author, reliability rating) and reference every source in a short report on why the sector is located where it is.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.3, page 39; Unit 1, Sections 1.1.1 and 1.1.2, page 13

   “Learners may be asked to conduct research as part of the research phase”

   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.

   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.

9. Weighing the benefits and challenges of technology in engineering projects

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

   Learners must understand the benefits and challenges of engineering projects in Wales, including adding to technological progress, technological limitations and environmental impact, and the sectors listed include semi-conductor and space engineering. This is understanding of technology's wider impact rather than a software skill, assessed in the Unit 1 tasks.

   DCF: Health and well-being, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils sort photos of a robot arm, a 3D printer, a wind turbine and an electric car by how each helps people and what problems each could cause.

   Year 8

   Pupils investigate how robots are used in a car or aircraft factory and give one benefit and one challenge for workers and one for the environment.

   Year 9

   Pupils research a technology-led engineering project in Wales, such as semi-conductor manufacturing, and write a balanced paragraph on its benefits, technological limits and environmental impact, including what happens to the equipment at end of life.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Sections 1.1.2 and 1.1.3, pages 13 and 14

   “adding to technological progress”

   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 evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

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

   Progression step 5

   • I can understand the legal responsibilities for disposal of technology and the environmental impact of doing so.

   • 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.

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