VCSE Engineering
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Engineering is a hands-on workshop qualification whose digital content sits mainly in Unit 2, where CAD and CAM, CNC machining, laser cutting and 3D printing, with their slicing and machine settings, are listed among the processes learners can use to produce components, and where planning, risk assessment and inspection evidence suit spreadsheets. Both NEA units must be submitted digitally and Unit 2 evidence can include annotated photographs, tables and charts, while Unit 1 involves research into the engineering sector in Wales and the Unit 3 written test is on paper only. The single biggest thing KS3 should build is confident use of CAD and CAM, from an accurately dimensioned drawing to a laser cut or 3D printed part made with sensible machine settings and checked against the drawing.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Engineering, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Engineering Sector: Non-examination assessment 8 hours, 20%, 40 marks, set and marked by WJEC, available via Portal
- Unit 2: Applying Engineering Processes: Non-examination assessment 26 hours, 60%, 145 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 3: Engineering Principles: Written test 1 hour, 20%, 60 marks, set and marked by WJEC, paper format only
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Producing components with CAD and CAM (laser cutter, 3D printer, CNC)
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.
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Building a scored risk assessment
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.
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Recording practical work with annotated photographs
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.
Da gwybod
- CAD and CAM are not compulsory. Centres need "At least one of the following pieces of equipment for other engineering processes" (Unit 2, page 17), and that list puts a brazing hearth and welding equipment alongside a laser cutter, 3D printer, CNC machines and "CAD/CAM Software and Hardware." No software package is named.
- Both NEA units are submitted digitally: "The non-examination assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Unit 1, page 38), and Unit 2 evidence "must be submitted digitally" (page 38).
- The Unit 1 tasks are released online: "The assessment will be available via Portal." (Summary of assessment, page 5).
- The Unit 3 test is not on screen: "Unit 3 is a written test, available in paper format only." (page 5).
- AI rules apply to all NEA, which must follow "the JCQ Artificial Intelligence (AI) Use in Assessments" guidance (Section 3.3, page 39), and during supervised tasks teachers "must not provide feedback on the evidence being produced." (page 39).
- Appendix A (pages 46 and 47) maps Digital Competence Citizenship, Interacting and Collaborating and Producing to Unit 1 only, and Data and Computational Thinking to all three units, including planning (2.2.1), risk assessment (2.2.3), other engineering processes (2.3.4), machine settings (2.3.6) and the technical drawing sections of Unit 3.
Cysylltiadau â chymwysterau eraill
CAD, laser cutting, 3D printing and risk assessment overlap closely with GCSE Design and Technology, and the spreadsheet inspection and risk tables build the same data skills as Mathematics and Numeracy. Researching a sector in Wales and digital NEA submission are shared with the other VCSEs, such as Built Environment.
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).