LNF Cymru Literacy and numeracy for Wales

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Foundation Engineering

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.

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

The literacy and numeracy skills in this qualification

  1. Reading risk assessments, safety signs and workshop rules

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

    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.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read the safety rules for the pillar drill and match each rule to the hazard it prevents.
    Year 8
    Pupils scan a one page risk assessment for the disc sander and highlight every hazard and its control measure in two colours.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    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 read closely, follow up and use additional material in texts to extend my understanding.

  2. Using engineering vocabulary for tools, processes and safety

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

    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.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 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.
    Year 8
    Pupils complete cloze sentences about measuring tools, such as a micrometer is used to measure small sizes accurately, using a word bank.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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.

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

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write three sentences describing what a maintenance engineer does, using because to give a reason for each job.
    Year 8
    Pupils write a paragraph explaining why safety goggles are needed for drilling, using the connectives so that and as a result.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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.

  4. Giving talks and presentations about engineering

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

    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.

    Literacy: Clarity and vocabulary, Purpose, Questioning

    Getting pupils ready

    Year 7
    Pupils hold up a tool and tell the class its name and one job it is used for.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

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

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  5. Writing a task plan for a practical activity

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write four numbered instructions for marking out and cutting a piece of acrylic, starting each one with a command verb.
    Year 8
    Pupils write a plan in a table with a column for each step, the tool, the PPE and a safety point.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    Progression step 4

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

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

  6. Recording outcomes and suggesting improvements

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write one thing that went well with their project, one that did not, and what they would change next time.
    Year 8
    Pupils write a paragraph on how accurate their part is, using their measurements as evidence and connectives such as because and however.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • 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 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.

  7. Reporting faults and damage clearly

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

    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.

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

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

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

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

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

  8. Listening to and questioning people from the engineering sector

    Assessed: Taught, but not assessed

    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.

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

    Getting pupils ready

    Year 7
    Pupils watch a short video of a technician at work and note three things the technician does.
    Year 8
    Pupils prepare two questions before a visiting apprentice talks to the class, then write down the answers they heard.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

  9. Reading dimensions and angles on engineering drawings

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

    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.

    Numeracy: Angle, Shape and space, The number system

    Getting pupils ready

    Year 7
    Pupils find the length, width and hole diameter on a simple dimensioned drawing of a keyring and circle each one.
    Year 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.
    Year 9
    Pupils draw a small bracket in orthographic and isometric views to scale, adding linear dimensions, a diameter and a radius.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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.

    • I can read and write numbers to 1 million and numbers to 3 decimal places.

    Progression step 4

    • I can measure and draw angles.

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

  10. Marking out accurately with rules, squares and protractors

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

    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.

    Numeracy: Measurement, Angle, Strategic competence

    Getting pupils ready

    Year 7
    Pupils mark out a 60 mm by 40 mm rectangle on card with a steel rule and try square and check each side.
    Year 8
    Pupils mark out a plate with a 30 degree corner using a protractor and a 20 mm radius curve using dividers.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 31; Unit 2, LO2.3 example tasks, page 41

    “Use a range of marking out equipment including:”
    Progression step 3

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

    • I can use angle as a measure of rotation.

    Progression step 4

    • I can measure and draw angles.

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

  11. Measuring with steel rules, vernier callipers and micrometers

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

    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.

    Numeracy: Measurement, The number system

    Getting pupils ready

    Year 7
    Pupils measure five classroom objects in millimetres with a steel rule and write each length in mm and in cm and mm.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

    • I can read and write numbers to 1 million and numbers to 3 decimal places.

    Progression step 4

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

    • I can choose the appropriate degree of accuracy to present answers.

  12. Working to tolerances and recording the results

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

    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.

    Numeracy: Calculation, Logical reasoning, Communicating with symbols

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

    • I can add and subtract numbers using whole numbers and decimals.

    • I can verify results and solutions.

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

    Progression step 4

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

    • I can verify and prove results and solutions.

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

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

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

    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.

    Numeracy: Interpreting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils read a drill size chart to find which drill makes a 5 mm hole and which makes a 6.5 mm hole.
    Year 8
    Pupils use a tapping drill table to find the drill size needed before cutting an M6 thread and an M8 thread.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

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

    Progression step 4

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

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

Good to know

Links with other qualifications

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.

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