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Y sgiliau digidol yn y cymhwyster hwn

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

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Creu cynnwys digidol, Cyrchu, chwilio a chynllunio cynnwys digidol, Datrys problemau a modelu

   Paratoi disgyblion

   Blwyddyn 7

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

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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)”

   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 creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

   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.

   • Rwy'n gallu creu model syml neu algorithm annibynnol.

   Cam cynnydd 5

   • Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.

   • Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.

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

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Llythrennedd gwybodaeth a data, Gwerthuso a gwella cynnwys digidol, Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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”

   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 sicrhau bod yr allbwn yn briodol at ddiben penodol.

   Cam cynnydd 4

   • Rwy'n gallu creu model syml neu algorithm annibynnol.

   • Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

   Cam cynnydd 5

   • Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.

   • Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.

   • Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

3. Planning and sequencing engineering operations

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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.”

   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.

   Cam cynnydd 4

   • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

   • Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.

   Cam cynnydd 5

   • Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

   • Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.

4. Building a scored risk assessment

   Asesu: Yn yr arholiad ac mewn gwaith cwrs

   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: Llythrennedd gwybodaeth a data, Datrys problemau a modelu, Creu cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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”

   Cam cynnydd 3

   • Rwy'n gallu defnyddio ystod o fformiwlâu taenlenni, e.e. + - / x, swm, cyfartaledd, uchafswm, lleiafswm.

   • 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.

   • Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.

   Cam cynnydd 5

   • Rwy'n gallu creu a dylunio modelau'n annibynnol, ac esbonio sut y maen nhw'n cynrychioli problemau yn y byd go iawn, e.e. dewis dull i gyfleu problem, megis siart lif neu daenlen, a'i ddefnyddio'n gywir.

   • Rwy'n gallu creu dogfennau testun ffurfiol ar gyfer cynulleidfa broffesiynol, gan gynnwys defnyddio offer adolygu cydweithredol fel rhan o’r gweithgareddau hyn.

5. Recording inspection measurements and judging them against tolerances

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Llythrennedd gwybodaeth a data

   Paratoi disgyblion

   Blwyddyn 7

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

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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”

   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.

   Cam cynnydd 5

   • Rwy'n gallu defnyddio rhaglenni priodol i greu tystiolaeth ystadegol yn seiliedig ar ddata a gasglwyd gen i/senario a nodwyd a chyfiawnhau’r rhesymeg.

   • Rwy'n gallu defnyddio fy nata i esbonio ac ychwanegu dilysrwydd at gasgliadau a, lle y bo’n bosibl, addasu casgliadau a/neu ragdybiaeth.

6. Recording practical work with annotated photographs

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Section 3.2, Unit 2, page 38

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

   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 esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

   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.

   • Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

   Cam cynnydd 5

   • Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.

   • Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.

7. Preparing and submitting NEA evidence as digital files

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Cyfnewid a rhannu gwybodaeth

   Paratoi disgyblion

   Blwyddyn 7

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

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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.”

   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.

   Cam cynnydd 4

   • Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

   Cam cynnydd 5

   • Rwy'n gallu gwneud penderfyniadau deallus am fathau o ffeiliau a deall materion yn ymwneud â chydweddoldeb, e.e. anawsterau golygu ffeiliau PDF, y gwahaniaethau rhwng ffeiliau sain.

8. Researching the engineering sector in Wales and referencing sources

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: 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”

   Cam cynnydd 3

   • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

   • Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.

   Cam cynnydd 4

   • Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

   • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

   Cam cynnydd 5

   • Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.

   • Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.

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

   Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

   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: Iechyd a lles, Cyrchu, chwilio a chynllunio cynnwys digidol

   Paratoi disgyblion

   Blwyddyn 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.

   Blwyddyn 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.

   Blwyddyn 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.

   Dangos geiriad y fanyleb a datganiadau'r FCD

   Ble mae yn y fanyleb: Unit 1, Sections 1.1.2 and 1.1.3, pages 13 and 14

   “adding to technological progress”

   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 gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

   • Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.

   Cam cynnydd 5

   • Rwy'n gallu deall y cyfrifoldebau cyfreithiol o ran cael gwared ar dechnoleg a’r effaith amgylcheddol sydd ynghlwm wrth hynny.

   • Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.

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