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
Sgiliau sy'n defnyddio Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
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Explaining and comparing ideas in writing
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.
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Writing job descriptions and information sheets
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.
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Writing safety guidance and risk assessments
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.
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Setting success criteria and reviewing own work
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.
Da gwybod
- Appendix A (pages 54 and 55) maps listening, reading, speaking and writing to almost every content section of both units, and numeracy only to measuring and marking (2.3.2, 2.3.3), securing and shaping (2.4.2, 2.4.4) and the cost and waste sections of Unit 1 (1.2.2, 1.2.3, 1.3.3). The statistics strand is left blank.
- There are no marks for spelling, punctuation and grammar, but the review criteria note at Entry 1 that "Communication may not always be effective." (Unit 2, LO2.7, page 43).
- Learners do not have to write everything: evidence can include "responses to structured questions, either written or oral" (Section 3.3, page 48), and presentations and practical demonstrations are recorded on observation records (Section 3.6, page 49).
- Support depends on level. For Level 1, "Teachers and tutors can provide advice on planning and structuring their answers" (Section 3.4, page 49), while Entry 1 learners may use symbols or assistive technology.
- Discussion and debate tasks need care with group work: "group work is permitted only where specified" (Section 3.5, page 49), and each learner's contribution must be identifiable.
- Measuring is metric only: learners are taught the "use of metric system" (Unit 2, Section 2.3.2, page 32). Calculator use is not mentioned.
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).