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Skills that use Evaluating and improving digital content

1. 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.

2. 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.

3. 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.

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).