DCF Cymru Digital competence for Wales

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VCSE Engineering

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.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Medium
Specification
Open the specification
Step before
Foundation Engineering, Entry Level and Level 1
How this qualification is assessed
  • 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

Skills that use Problem-solving and modelling

  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.

Good to know

Links with other qualifications

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.

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).