LNF Cymru Llythrennedd a rhifedd i Gymru

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Foundation Engineering

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

Foundation Engineering is a two-year Entry Level to Level 1 work-related qualification for learners in Years 10 and 11, leading on to VCSE Engineering. Literacy sits mostly in Unit 1, where learners name, outline, describe and explain engineering roles, tools, processes and safety rules through talks, presentations, short reports and matching tasks, and in Unit 2, where they read risk assessments, write a task plan, record results and report faults. Numeracy sits in the Unit 2 workshop: reading dimensions and angles on drawings, marking out, measuring with steel rules, vernier callipers and micrometers, and working to tolerances that tighten from plus or minus 2 mm at Entry 1 to plus or minus 0.8 mm at Level 1. There are no formulae or written tests.

Corff dyfarnu
CBAC
Lefel
Entry Level and Level 1
Addysgu gyntaf
Medi 2027
Faint o waith llythrennedd
Canolig
Faint o waith rhifedd
Canolig
Manyleb
Agor y fanyleb
Y cam nesaf i fyny
VCSE Engineering, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1: Introduction to Engineering: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points of the 112 qualification points, teacher-set tasks assessed in centre and moderated by WJEC, first available summer 2028
  • Unit 2: Producing a Product: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 64 points of the 112 qualification points, teacher-set practical workshop tasks assessed in centre and moderated by WJEC, first available summer 2029

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Reading risk assessments, safety signs and workshop rules

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners read and interpret risk assessments, follow workshop safety rules and regulations, and understand the purpose and required action of mandatory, hazard and warning signs. At Entry 2 they read a short, simplified risk assessment and pick out hazards with a checklist, and at Level 1 they interpret a risk assessment on their own and apply its control measures.

    Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read the safety rules for the pillar drill and match each rule to the hazard it prevents.
    Blwyddyn 8
    Pupils scan a one page risk assessment for the disc sander and highlight every hazard and its control measure in two colours.
    Blwyddyn 9
    Pupils read a full risk assessment for a making task, then explain to a partner which control measures they will apply and which safety signs in the workshop link to it.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.2.2, page 31; Unit 2, LO2.2 example tasks, page 40; Unit 1, Section 1.4.3, page 16

    “the learner reads a short, simplified risk assessment and identifies hazards and risks using a checklist”
    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 darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.

    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 darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.

  2. Using engineering vocabulary for tools, processes and safety

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 is full of technical terms: centre punch, scriber, tap and die, vernier calliper, pop rivets, anodising, metal inert gas welding, and legislation such as COSHH and the Health and Safety at Work Act. Learners use these names to state, outline and explain purposes in their portfolio, including cloze tasks at Entry 3.

    Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa

    Paratoi disgyblion

    Blwyddyn 7
    Pupils label photos of workshop tools such as a scriber, centre punch, engineer's square and file, and learn the spellings in a weekly word check.
    Blwyddyn 8
    Pupils complete cloze sentences about measuring tools, such as a micrometer is used to measure small sizes accurately, using a word bank.
    Blwyddyn 9
    Pupils write their own one sentence definitions of COSHH, PPE, anodising and pop riveting and use each term correctly in a short safety talk.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Sections 1.3.1, 1.3.2 and 1.4.4, pages 15 and 17; Unit 1, LO1.3 example tasks, page 25

    “the learner completes cloze statements describing the purpose”
    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.

  3. Writing to outline and explain engineering roles, tools and safety

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Unit 1 assessment criteria move from naming and matching at Entry 1 to outlining, describing and explaining at Level 1. Level 1 example tasks include a short report on engineering roles, a time capsule letter, a case study report on an accident and a written safety briefing.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write three sentences describing what a maintenance engineer does, using because to give a reason for each job.
    Blwyddyn 8
    Pupils write a paragraph explaining why safety goggles are needed for drilling, using the connectives so that and as a result.
    Blwyddyn 9
    Pupils write a short report on a workshop accident case study, explaining the hazard, the PPE and sign that could have prevented it and the law that applies.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, assessment criteria, pages 18 to 22; Unit 1, example tasks, pages 23, 25 and 27

    “the learner writes a short report outlining the main responsibilities of different”
    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.

  4. Giving talks and presentations about engineering

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Appendix A maps speaking to every section of Unit 1, and the example tasks include spoken role and sector tasks at Entry 3 and presentations, question time interviews and safety briefings at Level 1. Spoken work is evidenced through observation records or video and audio recordings.

    Llythrennedd: Eglurder a geirfa, Diben, Gofyn cwestiynau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils hold up a tool and tell the class its name and one job it is used for.
    Blwyddyn 8
    Pupils give a one minute talk to a small group about an engineering product they use every day, then answer two questions from the group.
    Blwyddyn 9
    Pupils give a three minute presentation on an engineering sector in Wales, such as aerospace or marine, using key words and examples, and answer questions from the class.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, example tasks, pages 24 to 27; Section 3.3, page 47; Appendix A, page 55

    “the learner prepares and delivers a presentation outlining the main different”
    Cam cynnydd 3

    • Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.

    • 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 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.

    • Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.

  5. Writing a task plan for a practical activity

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners plan a practical task by listing tools and equipment, working out the steps with risk and control measures, and considering timeframes. At Level 1 they produce a detailed plan with a tools, equipment and PPE list, a step-by-step method and estimated timings, written as clear procedural text.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write four numbered instructions for marking out and cutting a piece of acrylic, starting each one with a command verb.
    Blwyddyn 8
    Pupils write a plan in a table with a column for each step, the tool, the PPE and a safety point.
    Blwyddyn 9
    Pupils write a full plan for a small metal project, then a partner follows it step by step and marks anything unclear for them to redraft.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 31; Unit 2, LO2.2 example tasks, page 40

    “the learner produces a detailed plan for a practical engineering activity”
    Cam cynnydd 3

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

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

    Cam cynnydd 4

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

    • 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. Recording outcomes and suggesting improvements

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners document the outcomes of their accuracy checks and identify opportunities for future improvement. At Entry 3 they record measurements with notes and suggest realistic improvements to tools, marking out or methods, and at Level 1 they evaluate results and plan specific improvements such as technique, tool choice or sequence.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write one thing that went well with their project, one that did not, and what they would change next time.
    Blwyddyn 8
    Pupils write a paragraph on how accurate their part is, using their measurements as evidence and connectives such as because and however.
    Blwyddyn 9
    Pupils write a short evaluation of their finished part covering accuracy, finish and time, ending with two realistic improvements that each name a tool, a technique or a change of order.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.4.3, page 32; Unit 2, LO2.4 example tasks, page 42; Unit 2, portfolio evidence, page 44

    “identifying opportunities for future improvement”
    Cam cynnydd 3

    • 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 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.

  7. Reporting faults and damage clearly

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    When closing down learners inspect tools, equipment and PPE for wear or damage and report any issues. At Level 1 they present a clear written report of faults or defects found with recommended actions, and fault or defect reports are part of the portfolio evidence.

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

    Paratoi disgyblion

    Blwyddyn 7
    At the end of a practical lesson pupils tell the technician about any blunt or damaged tool, using its correct name and saying what is wrong.
    Blwyddyn 8
    Pupils check a tray of hand tools against a checklist and write a one line note for each faulty tool saying what is wrong.
    Blwyddyn 9
    Pupils inspect a workbench with planted faults, such as a loose hammer head and a split glove, and write a short fault report saying where each fault is, what is wrong and what should be done.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.5.1 and 2.5.3, page 33; Unit 2, LO2.5 example tasks, page 43; Unit 2, portfolio evidence, page 45

    “present a clear written report of faults or defects found”
    Cam cynnydd 3

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

    • 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

    • 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 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.

  8. Listening to and questioning people from the engineering sector

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    Both units suggest guest speakers, site visits and discussions with industry professionals about trends, careers and innovations. These experiences are not directly assessed, though Appendix A maps listening to every Unit 1 section and Entry 2 learners may watch clips and then give examples.

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

    Paratoi disgyblion

    Blwyddyn 7
    Pupils watch a short video of a technician at work and note three things the technician does.
    Blwyddyn 8
    Pupils prepare two questions before a visiting apprentice talks to the class, then write down the answers they heard.
    Blwyddyn 9
    Pupils listen to a local engineer talk about their career, ask a follow-up question about training routes and summarise the main points for a careers display.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, learning experiences, page 27; Unit 2, learning experiences, page 45; Unit 1, LO1.1 example tasks, page 23

    “interacting with guest speakers from the engineering sector to gain first-hand insight into”
    Cam cynnydd 3

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

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

  9. Reading dimensions and angles on engineering drawings

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners interpret dimensional information on drawings and charts, including angles, chamfers, diameters, linear dimensions and radii. Example tasks run from measuring a feature and matching it to the drawing at Entry 1 to producing an isometric or orthographic view with key dimensions at Entry 3 and a full engineering drawing at Level 1.

    Rhifedd: Ongl, Siâp a gofod, Y system rif

    Paratoi disgyblion

    Blwyddyn 7
    Pupils find the length, width and hole diameter on a simple dimensioned drawing of a keyring and circle each one.
    Blwyddyn 8
    Pupils read the radius of a rounded corner and the size of a 45 degree chamfer from a drawing and mark them out on card.
    Blwyddyn 9
    Pupils draw a small bracket in orthographic and isometric views to scale, adding linear dimensions, a diameter and a radius.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.1.1, page 30; Unit 2, LO2.1 example tasks, page 39

    “the learner interprets angles, chamfers and radii from an engineering”
    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.

    • Rwy'n gallu darllen ac ysgrifennu rhifau hyd at 1 filiwn a rhifau hyd at 3 lle degol.

    Cam cynnydd 4

    • Rwy'n gallu mesur a lluniadu onglau.

    • Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.

  10. Marking out accurately with rules, squares and protractors

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners mark out bar stock, flat or sheet materials and round sections, by direct marking with instruments and with templates. They use dividers or trammels, protractors, punches, scribers, squares and steel rules or tape measures.

    Rhifedd: Mesur, Ongl, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils mark out a 60 mm by 40 mm rectangle on card with a steel rule and try square and check each side.
    Blwyddyn 8
    Pupils mark out a plate with a 30 degree corner using a protractor and a 20 mm radius curve using dividers.
    Blwyddyn 9
    Pupils mark out a metal plate from a drawing with hole centres, a chamfer and a radius, punching the hole centres and checking every size before cutting.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 31; Unit 2, LO2.3 example tasks, page 41

    “Use a range of marking out equipment including:”
    Cam cynnydd 3

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

    • Rwy'n gallu defnyddio ongl fel mesur cylchdro.

    Cam cynnydd 4

    • Rwy'n gallu mesur a lluniadu onglau.

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

  11. Measuring with steel rules, vernier callipers and micrometers

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners know the purpose of the digital calliper, micrometer, steel rule and vernier calliper, and use measuring equipment such as an engineer's square, feeler gauges, micrometer, steel rule and vernier calliper to check the accuracy of their work. Level 1 learners measure accurately with micrometers and vernier callipers and check squareness, flatness and gaps.

    Rhifedd: Mesur, Y system rif

    Paratoi disgyblion

    Blwyddyn 7
    Pupils measure five classroom objects in millimetres with a steel rule and write each length in mm and in cm and mm.
    Blwyddyn 8
    Pupils measure the same rod with a steel rule and with digital callipers, record both readings to the right number of decimal places and explain the difference.
    Blwyddyn 9
    Pupils read a vernier calliper scale and a micrometer to 0.01 mm on prepared test pieces, then check their answers against a digital calliper.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 1, Section 1.3.1, page 15; Unit 2, Section 2.4.1, page 32; Unit 2, LO2.4 example tasks, page 42

    “the learner accurately measures components using micrometers and vernier callipers”
    Cam cynnydd 3

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

    • Rwy'n gallu cofnodi mesuriadau mewn ffyrdd gwahanol, e.e. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

    • Rwy'n gallu darllen ac ysgrifennu rhifau hyd at 1 filiwn a rhifau hyd at 3 lle degol.

    Cam cynnydd 4

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

    • Rwy'n gallu dewis y radd briodol o gywirdeb i gyflwyno atebion.

  12. Working to tolerances and recording the results

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners cut and shape materials within set tolerances, then check and record the results. The criteria tighten from plus or minus 2 mm at Entry 1 to plus or minus 0.8 mm at Level 1 for hand fitting, and from plus or minus 7 mm to 4 mm for sheet metal. Entry 3 learners compare measurements with tolerances and record them with units, and Level 1 learners present measurement records in tables or inspection sheets.

    Rhifedd: Cyfrifiad, Rhesymu rhesymegol, Cyfathrebu â symbolau

    Paratoi disgyblion

    Blwyddyn 7
    Pupils cut a strip to 100 mm and check whether it is within 2 mm, writing down the smallest and largest sizes that would pass.
    Blwyddyn 8
    Pupils work out the upper and lower limits for sizes such as 50 mm plus or minus 1.5 mm and decide which of a set of measured parts pass.
    Blwyddyn 9
    Pupils file a part to 40 mm plus or minus 0.8 mm, measure it with a vernier calliper and record the drawing size, limits, measured size in mm and a pass or fail on an inspection sheet.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.3.4, 2.4.2 and 2.4.3, page 32; Unit 2, assessment criteria, page 36; Unit 2, LO2.4 example tasks, page 42; Unit 2, portfolio evidence, page 44

    “the learner compares measured dimensions to given tolerances”
    Cam cynnydd 3

    • Rwy'n gallu adio a thynnu rhifau gan ddefnyddio rhifau cyfan a degolion.

    • Rwy'n gallu dilysu canlyniadau a datrysiadau.

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

    Cam cynnydd 4

    • Rwy'n gallu defnyddio dulliau ysgrifenedig effeithlon i adio a thynnu rhifau a degolion o unrhyw faint, gan gynnwys cymysgedd o rifau mawr a bach â niferoedd gwahanol o leoedd degol.

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

    • Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.

  13. Using technical data such as thread sizes and cutting speeds

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners interpret technical information including cutting speeds, thread sizes and tolerances from drawings and charts, and use it to complete making tasks. At Level 1 they use technical data such as thread specifications and tolerances to carry out a task or make a decision.

    Rhifedd: Dehongli data, Cymhwysedd strategol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils read a drill size chart to find which drill makes a 5 mm hole and which makes a 6.5 mm hole.
    Blwyddyn 8
    Pupils use a tapping drill table to find the drill size needed before cutting an M6 thread and an M8 thread.
    Blwyddyn 9
    Pupils use a cutting speed chart to choose drill speeds for mild steel and aluminium at two hole sizes, and explain the pattern they see in the chart.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Unit 2, Sections 2.1.2 and 2.1.3, page 30; Unit 2, LO2.1 example tasks, page 39

    “the learner uses technical data, such as thread specifications and tolerances”
    Cam cynnydd 3

    • Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).

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

    Cam cynnydd 4

    • Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.

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

Da gwybod

Cysylltiadau â chymwysterau eraill

Foundation Engineering is the step below VCSE Engineering, which the specification names as a progression route. Both ask learners to read drawings, measure with vernier callipers and micrometers, work to tolerances, write a plan and risk assessment, record results and suggest improvements. VCSE Engineering steps these up with closer tolerances judged against full engineering drawings, unit conversions, area, volume and waste, spindle speed and Ohm's law calculations in a one hour written test, and reading a case study on an engineering project in Wales. The measuring and recording work also links with GCSE Mathematics and Numeracy and GCSE Design and Technology, and the talks and reports build on GCSE English Language and Literature skills.

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