LNF Cymru Llythrennedd a rhifedd i Gymru

← Pob cymhwyster

Foundation Built Environment

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

WJEC Foundation Built Environment is a two year, 120 hour Entry Level and Level 1 course for learners in Years 10 and 11 who want a practical route into construction, leading on to VCSE Built Environment. Both units are teacher-set portfolios, marked in school and moderated by WJEC. Literacy runs through Unit 1, where learners name, describe and explain buildings, land, stakeholders and job roles through reading, discussion, role-play, posters and short written pieces, and through Unit 2, where they write safety guidance, set success criteria and review their own hand skills. Numeracy is practical and narrow: measuring in metric units, reading scales, checking angles and level, and marking out accurately before cutting. No calculations are set.

Corff dyfarnu
CBAC
Lefel
Entry Level and Level 1
Addysgu gyntaf
Medi 2027
Faint o waith llythrennedd
Canolig
Faint o waith rhifedd
Isel
Manyleb
Agor y fanyleb
Y cam nesaf i fyny
VCSE Built Environment, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Getting to Know the Built Environment: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 60 of the qualification's 132 points, tasks set by the teacher, marked by the centre and moderated by WJEC, available from summer 2028
  • Unit 2: Practical Hand Skills: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 72 of the qualification's 132 points, tasks set by the teacher, marked by the centre and moderated by WJEC, available from summer 2029

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Using building and trade vocabulary

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 asks learners to name and then explain types of building, structural parts such as foundations and cladding, infrastructure, utilities and services, and trade and professional job roles. In Unit 2 they learn the names and uses of hand tools, materials and fixing methods, from bolster and coping saw to grout float and epoxy resin.

    Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa

    Paratoi disgyblion

    Blwyddyn 7
    Pupils label a cross section drawing of a house with foundations, walls, roof structure and roof finishes, and learn the spellings in a weekly word check.
    Blwyddyn 8
    Pupils match photos of ten hand tools to their names and uses, then write one sentence for each saying which material it is used on.
    Blwyddyn 9
    Pupils write a short glossary of construction terms for a younger class, including substructure, superstructure and infrastructure, each with a definition and a local example.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.1.1 to 1.1.3, pages 13 and 14; Unit 1, Section 1.4, page 17; Unit 2, Sections 2.2.1 and 2.4.1, pages 31 and 33

    “Different structural parts of a building”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.

    • Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.

    • Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.

    Cam cynnydd 4

    • Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.

    • Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.

    • Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.

  2. Reading case studies about building projects in Wales

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 tasks give learners building project case studies, descriptions of Welsh developments and information about planned or completed projects to read, so they can pick out environmental concerns, lifecycle stages, stakeholders and challenges. Level 1 learners compare two Welsh projects, one brownfield and one greenfield, in a small case study of their own.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read a one page fact sheet about a new school building and highlight what it is made of, who uses it and one problem the builders faced.
    Blwyddyn 8
    Pupils read two short articles about a housing estate on a former factory site and list the advantages and problems each one mentions in a two column table.
    Blwyddyn 9
    Pupils read case studies of a brownfield and a greenfield development in Wales, such as Cardiff Bay and a new rural estate, and write a summary comparing the challenges of each.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.3.3, page 16; Unit 1, Examples of tasks, LO1.1 to LO1.3, pages 23 to 26

    “give the learner a series of building project case studies”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.

    • Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.

    • Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.

    • Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.

  3. Explaining and comparing ideas in writing

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    The Unit 1 criteria move from naming and selecting at Entry 1 to outlining, explaining and describing at Entry 3 and Level 1, for example explaining the advantages and disadvantages of brownfield and greenfield land and describing the challenges of developing in Wales, using Welsh examples. Level 1 learners could write a report on building projects and their environmental concerns.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write three sentences explaining why a park and a playground are both public spaces, using because and so to link their ideas.
    Blwyddyn 8
    Pupils write a paragraph explaining one advantage and one disadvantage of building on a field near their school, using however and on the other hand.
    Blwyddyn 9
    Pupils write a short report comparing a brownfield and a greenfield site in their area, with an introduction, a paragraph on each and a conclusion saying which they would choose.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.3.1, page 16; Unit 1, Assessment criteria LO1.3, page 21; Unit 1, Examples of tasks, LO1.1, page 23

    “Explain the two types of land classification using Welsh examples”
    Cam cynnydd 3

    • Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    • Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.

    Cam cynnydd 4

    • Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.

    • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.

  4. Writing job descriptions and information sheets

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    For the job roles outcome, Entry 3 learners could write a job description or job advert for trade and professional roles such as a plasterer or quantity surveyor, and Level 1 learners produce information sheets on what each role involves. At Level 1 the criteria ask learners to describe the roles and responsibilities of all the listed jobs.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils fill in a job card for an electrician with headings for what they do, where they work and one tool they use.
    Blwyddyn 8
    Pupils write a job advert for an apprentice bricklayer, using a real advert as a model, with duties, skills needed and how to apply.
    Blwyddyn 9
    Pupils write a one page information sheet comparing a site manager and an architect, using subheadings and bullet points for responsibilities and skills.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.4.1 and 1.4.2, page 17; Unit 1, Assessment criteria LO1.4, page 22; Unit 1, Examples of tasks, LO1.4, page 26

    “writes a job description or job advert for the different job roles”
    Cam cynnydd 3

    • Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    Cam cynnydd 4

    • Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.

    • Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

  5. Writing safety guidance and risk assessments

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In the health and safety outcome of Unit 2, Entry 3 learners could write a handbook giving advice on working safely with reasons, and Level 1 learners create a good practice guide on hazards, risks and PPE or write a risk assessment with recommendations. Level 1 learners also read an accident report and recommend how to stop it happening again.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write five workshop safety rules for a poster, each starting with a command verb and followed by a reason.
    Blwyddyn 8
    Pupils complete a simple risk assessment table for a sawing task, listing each hazard, who it could harm and how to reduce the risk.
    Blwyddyn 9
    Pupils read a short accident report from a school workshop and write a set of recommendations, with reasons, covering PPE, work area and tool use.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.1.1 to 2.1.3, page 30; Unit 2, Examples of tasks, LO2.1, page 44

    “writes a risk assessment on specified areas and includes recommendations”
    Cam cynnydd 3

    • Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.

    • Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.

  6. Discussing, debating and presenting ideas aloud

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Many Unit 1 tasks are spoken: pair interviews about building types, a role-played community or stakeholder meeting, a brownfield versus greenfield debate with a class vote, and job interview role-play. In Unit 2 learners act out tasks and must verbalise why they chose their PPE, and they can present their success criteria and how well tasks went. Spoken work is recorded through observation records.

    Llythrennedd: Siarad cydweithredol, Diben, Gofyn cwestiynau, Eglurder a geirfa

    Paratoi disgyblion

    Blwyddyn 7
    Pupils take turns in pairs to interview each other about their favourite local building, asking three prepared questions and reporting one answer back to the class.
    Blwyddyn 8
    Pupils role-play a council meeting about a new supermarket, each speaking for one stakeholder such as a resident, a shop owner or a planning officer.
    Blwyddyn 9
    Pupils hold a timed debate on whether a new housing estate should be built on a brownfield or a greenfield site, answering points from the other side, before a class vote.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Examples of tasks, pages 23 to 26; Unit 2, Examples of tasks, LO2.1 and LO2.7, pages 44 and 46; Section 3.6, page 49

    “One learner argues the case that developing brownfield land is better”
    Cam cynnydd 3

    • Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.

    • Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.

    • Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.

    • Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.

    Cam cynnydd 4

    • Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.

    • Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.

    • Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.

  7. Setting success criteria and reviewing own work

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learning outcome 2.7 asks learners to set specific, realistic goals for each practical task step and then review every task, covering planning, safety, accuracy, quality, strengths and how to improve. Entry 3 and Level 1 learners give reasons for their criteria, and the review can be written on a form, recorded or given as a presentation.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils tick a three point checklist before a making task, such as safe grip and a clean cut, and write one sentence afterwards on which point they met.
    Blwyddyn 8
    Pupils write their own three success criteria for a practical task, then review the finished piece against each one, saying what went well and one thing to improve.
    Blwyddyn 9
    Pupils set and justify success criteria for each step of a small project, then write a structured review using set questions on planning, safety, accuracy and finish.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.7.1 and 2.7.2, page 38; Unit 2, Assessment criteria LO2.7, page 43; Unit 2, Examples of tasks, LO2.7, page 46

    “Set specific and realistic goals for each task step.”
    Cam cynnydd 3

    • Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

  8. Listening to and questioning guest speakers

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Both units suggest learners meet guest speakers, employers and training providers from the built environment sector, asking questions about trends, challenges, careers and training routes. These experiences are not directly assessed, but Appendix A maps listening to almost every content section of both units.

    Llythrennedd: Gwrando i ddeall, Gwrando fel rhan o siarad cydweithredol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch a short video of a tradesperson talking about their job and note three things they do in a typical day.
    Blwyddyn 8
    Pupils prepare two questions in advance for a visiting tradesperson, ask them during the visit and write down the answers.
    Blwyddyn 9
    Pupils listen to a site manager or apprentice talk about their career route, take notes under headings and ask a follow up question that builds on what was said.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Opportunities for integrating learning experiences, page 27; Unit 2, Opportunities for integrating learning experiences, page 46; Appendix A, page 54

    “asking questions and discussing current trends, challenges and innovations in the sector”
    Cam cynnydd 3

    • Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.

    • Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.

    • Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.

    Cam cynnydd 4

    • Rwy'n gallu gwrando ar ac ystyried perthnasedd ac arwyddocâd gwybodaeth a syniadau a gyflwynir i mi.

    • Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.

    • Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.

  9. Measuring in metric units and reading scales

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learning outcome 2.3 asks learners to measure materials safely and accurately using the metric system, reading scales on a tape measure or a digital measure. The Unit 2 criteria rise from measuring that may not always be accurate at Entry 1 to measuring any material safely and accurately at Level 1.

    Rhifedd: Mesur, Cyfathrebu â symbolau, Dealltwriaeth gysyniadol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils measure the length and width of five classroom objects with a steel rule and a tape measure, recording each in millimetres and centimetres.
    Blwyddyn 8
    Pupils measure a room with a tape measure and a laser measure, record both readings in metres to two decimal places and explain any difference.
    Blwyddyn 9
    Pupils measure and record the sizes of timber pieces for a small frame from a dimensioned sketch, converting between metres and millimetres where needed.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 32; Unit 2, Assessment criteria LO2.3, page 40; Appendix A, page 55

    “measuring distances using a tape measure or digital measure”
    Cam cynnydd 3

    • Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.

    • Rwy'n gallu trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.

    • Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.

    • Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.

    Cam cynnydd 4

    • Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.

    • Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.

    • Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.

  10. Checking angles, level and plumb

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners measure angles with a square or protractor and check levels with a spirit level when measuring and marking materials. In brick and block work they use a plumb line and spirit level to keep courses straight and accurate, and they shape materials to a marked outline.

    Rhifedd: Ongl, Siâp a gofod

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use a try square to check whether the corners of boxes and books are right angles, sorting them into square and not square.
    Blwyddyn 8
    Pupils measure and draw angles of 45, 60 and 90 degrees on card with a protractor, then use a sliding bevel to transfer one onto a piece of wood.
    Blwyddyn 9
    Pupils build a short run of dry laid blocks, checking it with a spirit level and square, and record where it is off level and how they corrected it.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 32; Unit 2, Section 2.4.1, page 33; Unit 2, Section 2.4.4, page 35

    “measuring angles using a square/protractor”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ongl fel mesur cylchdro.

    • Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.

    Cam cynnydd 4

    • Rwy'n gallu mesur a lluniadu onglau.

  11. Marking out accurately and double-checking

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners mark materials for cutting or assembly with chalk, pencil or a scriber, double-check measurements before marking and follow the rule measure twice, cut once. Appendix A links this marking work, with measuring, to developing mathematical proficiency.

    Rhifedd: Rhuglder, Rhesymu rhesymegol, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils mark a 150 mm line on a strip of wood, swap with a partner who checks it with a rule, and correct any mark that is out.
    Blwyddyn 8
    Pupils mark out three pieces of a given length from one board, measuring each from the same end, and check the total against the board length before cutting.
    Blwyddyn 9
    Pupils mark out the parts of a small planter from a cutting list, check every measurement a second time, and record any mark they had to change before cutting.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.3.3, page 32; Unit 2, Assessment criteria LO2.3, page 40; Appendix A, page 55

    “double-checking measurements before marking”
    Cam cynnydd 3

    • Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.

    • Rwy'n gallu dilysu canlyniadau a datrysiadau.

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

    Cam cynnydd 4

    • Rwy'n gallu dewis a chymhwyso strategaethau gwirio priodol.

    • Rwy'n gallu dilysu a phrofi canlyniadau a datrysiadau.

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

  12. Thinking about quantities and costs on building projects

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 teaches that accurate ordering reduces waste, that the lifecycle brings cost savings, and that cost and delivery of materials are a challenge for developments in Wales. Appendix A links these sections to the number system strand, but the specification sets no calculations, so this is about weighing up quantity and cost in explanations.

    Rhifedd: Y system rif, Llythrennedd ariannol, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils estimate how many bricks are in a short garden wall by counting one course and the number of courses, then check by counting.
    Blwyddyn 8
    Pupils compare the prices of a pack of screws from two suppliers and decide which order fits a small budget with the least left over.
    Blwyddyn 9
    Pupils work out how many tiles are needed for a small wall from its measurements, add a little extra for breakages, and explain how ordering accurately cuts cost and waste.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.2.2 and 1.2.3, page 15; Unit 1, Section 1.3.3, page 16; Appendix A, page 55

    “reducing the amount of waste produced through accurate ordering”
    Cam cynnydd 3

    • Rwy'n gallu amcangyfrif drwy dalgrynnu i'r 10, 100, 1000 neu'r rhif cyfan agosaf.

    • Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.

    Cam cynnydd 4

    • Rwy'n gallu gwneud a chyfiawnhau amcangyfrifon a brasamcanion cyfrifiadau.

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

Da gwybod

Cysylltiadau â chymwysterau eraill

The specification names VCSE Built Environment as the next step. Both qualifications build construction vocabulary, safe practical work, measuring and marking out, and reviewing one's own practical work. The VCSE steps these up: learners read a case study and technical documents such as briefs and method statements, justify choices of sites, methods and materials in writing, and write a structured evaluation, while its numeracy adds measuring to tolerances, reading plans, mixing to ratios, estimating quantities, costing within a budget and planning a critical path. Measuring and marking link with Mathematics and Numeracy, and land classification and development in Wales with GCSE Geography.

Ffynhonnell: WJEC Entry Level/Level 1 Foundation Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).