LNF Cymru Literacy and numeracy for Wales

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Foundation Built Environment

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.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
Next step up
VCSE Built Environment, Level 1 and Level 2
How this qualification is assessed
  • 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

The literacy and numeracy skills in this qualification

  1. Using building and trade vocabulary

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  2. Reading case studies about building projects in Wales

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

  3. Explaining and comparing ideas in writing

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write three sentences explaining why a park and a playground are both public spaces, using because and so to link their ideas.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  4. Writing job descriptions and information sheets

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils fill in a job card for an electrician with headings for what they do, where they work and one tool they use.
    Year 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.
    Year 9
    Pupils write a one page information sheet comparing a site manager and an architect, using subheadings and bullet points for responsibilities and skills.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  5. Writing safety guidance and risk assessments

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write five workshop safety rules for a poster, each starting with a command verb and followed by a reason.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  6. Discussing, debating and presenting ideas aloud

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Collaborative talk, Purpose, Questioning, Clarity and vocabulary

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  7. Setting success criteria and reviewing own work

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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.”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  8. Listening to and questioning guest speakers

    Assessed: Taught, but not assessed

    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.

    Literacy: Listening to understand, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils watch a short video of a tradesperson talking about their job and note three things they do in a typical day.
    Year 8
    Pupils prepare two questions in advance for a visiting tradesperson, ask them during the visit and write down the answers.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can listen to and understand information about a variety of topics, summarising the main points.

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    Progression step 4

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • I can use different techniques to help me remember, record and respond to what I hear.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

  9. Measuring in metric units and reading scales

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Numeracy: Measurement, Communicating with symbols, Conceptual understanding

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can use appropriate notation, symbols and units of measurement.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

    Progression step 4

    • I can read and interpret scales on a range of measuring instruments.

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  10. Checking angles, level and plumb

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Numeracy: Angle, Shape and space

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use angle as a measure of rotation.

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    Progression step 4

    • I can measure and draw angles.

  11. Marking out accurately and double-checking

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Numeracy: Fluency, Logical reasoning, Strategic competence

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can select and apply appropriate checking strategies.

    • I can verify results and solutions.

    • I can identify, measure or obtain required information to complete the task.

    Progression step 4

    • I can select and apply appropriate checking strategies.

    • I can verify and prove results and solutions.

    • I can identify, measure or obtain required information to complete the task.

  12. Thinking about quantities and costs on building projects

    Assessed: In coursework (non-examination assessment, NEA)

    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.

    Numeracy: The number system, Financial literacy, Strategic competence

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    Progression step 4

    • I can make and justify estimates and approximations of calculations.

    • I can identify, measure or obtain required information to complete the task.

Good to know

Links with other qualifications

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.

Source: 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).