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 Gwerthuso a gwella cynnwys digidol
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Choosing and setting machine settings for 3D printing, laser cutting and CNC work
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.
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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.
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Researching the engineering sector in Wales and referencing sources
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.
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).