VCSE Built Environment
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Built Environment asks learners to read a Welsh case study and technical documents such as briefs and risk assessments, to justify choices of sites, methods and materials in writing, and to evaluate their own practical work using accurate trade terms. Its numeracy is mostly practical and sits in the 60% Unit 3, with accurate measuring to tolerances, reading plans and drawings, mixing to ratios and estimating quantities, alongside cost, time and carbon comparisons and project timelines in Unit 2. The single biggest thing KS3 should build is accurate measuring and marking out in millimetres from a drawing, checked against a stated tolerance.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Built Environment, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Built Environment Sector: Examination (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
- Unit 2: The Built Environment in Focus: NEA 6 hours 30 minutes, 50 marks, 20%, set and marked by WJEC, tasks based on a case study released each year on Portal
- Unit 3: Skills Development and Demonstration: NEA 14 hours, 90 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC, practical tasks in three chosen trades plus an evaluation
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Using construction terminology accurately
Unit 1 tests a large technical vocabulary, from substructure and superstructure to retrofit, SIPS and portal frames. In the Unit 3 evaluation learners must describe the quality of their work using accurate trade terms such as bonding, cut-in, flush, plumb and setting out.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa, Datblygu geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils build a picture glossary of ten parts of a house, such as foundation, lintel and ridge, and label a photo of a local terraced house with the correct terms.
- Blwyddyn 8
- Pupils describe a finished practical piece in five sentences using at least four trade terms such as flush, square, level and plumb, then check spellings against a word bank.
- Blwyddyn 9
- Pupils write a peer review of a classmate's practical work that uses accurate trade terms and refers to a stated tolerance, such as joints within 2 mm.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.4.3, page 39; Unit 1, Sections 1.1.2 and 1.2.4, pages 13 to 16
“describing the quality of their work using accurate trade-specific terms”
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 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'r maes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
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.
Cam cynnydd 5
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
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Reading a case study and a brief to pick out what matters
Unit 2 tasks are based on a case study of a Welsh building project with a variety of information, and AO3, interpreting and evaluating information, is 20% of the qualification. In Unit 3 learners interpret the brief, identify key requirements and spot missing information, knowing how to ask for clarification.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils skim a one page brief for a bird box and highlight the dimensions, materials and finish in three different colours.
- Blwyddyn 8
- Pupils read a short planning notice for a local development and list what it tells them, what it leaves out, and two questions they would ask the council.
- Blwyddyn 9
- Pupils work through a three page case study on a new school building in their county, pick out the facts needed for two tasks, and note any missing information they would need to ask about.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, Unit 2, page 42; Section 3.1, AO3, page 41; Unit 3, Section 3.2.1, page 35
“identifying missing information and knowing how to request clarification or additional detail”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
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, gan ddethol a gwneud sylwadau aeddfed ar y syniadau a’r themâu allweddol.
Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.
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Reading and applying risk assessments and method statements
Learners must know risk assessments and method statements (RAMS), interpret a simple risk assessment and identify suitable control measures. Unit 1 covers method statements as step by step procedures for demolition, and Unit 3 planning asks learners to identify risks and the correct PPE.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the risk assessment for a practical room, find three hazards and the control measure for each, and explain one aloud to a partner.
- Blwyddyn 8
- Pupils follow a written step by step method statement to make a simple model, then rewrite one unclear step so a younger pupil could follow it.
- Blwyddyn 9
- Pupils complete a simple risk assessment table for a practical task, then write a numbered method statement that names the hazard and control measure at each step.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.3.3, page 25; Unit 1, Section 1.2.7, page 18; Unit 3, Section 3.2.1, page 35
“how to interpret a simple risk assessment and identify suitable control measures”
Cam cynnydd 3
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.
Cam cynnydd 4
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am sut mae gwahanol destunau wedi'u strwythuro, eu trefnu a'u cysylltu er mwyn cefnogi fy nealltwriaeth o bwnc, e.e. defnyddio hyperddolenni mewn testun a argraffwyd/testun digidol i ymestyn fy ymchwil a'm dealltwriaeth.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Evaluating and justifying choices for building projects
Unit 2 asks learners to evaluate Welsh urban and rural developments, suggest and justify construction methods and materials, and explain how stakeholder priorities can align or conflict. These answers are written under supervision across 6 hours 30 minutes.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a paragraph on whether brick or timber would be better for a new school shed, giving one reason for, one against using "however", and a final choice.
- Blwyddyn 8
- Pupils write a structured answer on whether new houses near their town should go on a brownfield or a greenfield site, with a paragraph for each and a conclusion.
- Blwyddyn 9
- Pupils compare two Welsh developments, such as Cardiff Bay and Lammas Ecovillage, on cost, transport and environmental impact, and write a justified judgement that also explains where residents and developers might disagree.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.1.2, 2.2.2 and 2.3.1, pages 22 to 25
“suggest and justify different construction methods and materials, recognising where each is most suitable”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
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 trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
Cam cynnydd 5
Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.
Rwy'n gallu cyfleu safbwynt gwrthrychol a diduedd ar bynciau cymhleth, gan ddefnyddio ystod o ddyfeisiau ieithyddol.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Short written answers to industry scenarios
Section B of the Unit 1 sector test is 25 marks of short answer questions, some based on short industry scenarios, which assess how learners apply knowledge (AO2). Answers must be precise and to the point within a one hour test.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils answer three short questions about a photo of a building site, such as naming a job role and saying what that person does, in one or two sentences each.
- Blwyddyn 8
- Pupils read a three line scenario about a leaking pipe in a school and write a two sentence answer saying which trade is needed and why.
- Blwyddyn 9
- Pupils answer a set of timed short answer questions on scenarios, such as a client who wants an extension, and mark each other's answers against a simple mark scheme.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 3.2, Unit 1, page 42
“Section B covers AO2 and includes short answer questions some of which could be based on short industry scenarios.”
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 strwythurau brawddeg syml, cyfansawdd a chymhleth er pwyslais ac effaith.
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.
Cam cynnydd 5
Rwy'n gallu crynhoi gyda hyder, gan addasu arddull a ffurf yn ôl y darllenydd neu'r gynulleidfa fwriadedig a diben y gwaith ysgrifennu.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.
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Planning a sequence of work and setting success criteria
Before each trade activity learners plan a logical sequence of work and resources, identify risks and the correct PPE, and set clear success criteria so they can review their performance later. This planning is part of the Unit 3 assessment.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a numbered list of steps, tools and materials before a simple making task, then tick off each step as they go.
- Blwyddyn 8
- Pupils write three success criteria for a practical task, such as "joints are flush", and use them to check their work afterwards.
- Blwyddyn 9
- Pupils write a one page plan for a practical task with the sequence of work, resources, risks, PPE and measurable success criteria, then redraft it after a peer check.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.2.1, page 35
“set clear success criteria for each trade activity to ensure they can effectively review their performance.”
Cam cynnydd 3
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
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 dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.
Cam cynnydd 5
Rwy'n gallu dewis a defnyddio strategaethau priodol i gynllunio a datblygu fy ngwaith ysgrifennu ar gyfer amrywiaeth heriol o wahanol ddibenion a chynulleidfaoedd.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Writing or recording a structured evaluation of own work
Learners review their performance in all three trades: how well they planned, the accuracy and quality of the work, whether they met their success criteria, and realistic changes for the future. The evaluation must be logical and professional and may be handwritten, typed, or an audio or audio-visual response.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben, Eglurder a geirfa, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences after a practical task: one thing that went well, one mistake, and one thing to do differently next time.
- Blwyddyn 8
- Pupils write a short evaluation under the headings planning, accuracy and finish, giving evidence from their own work for each.
- Blwyddyn 9
- Pupils evaluate a practical task against their own success criteria in a structured written or recorded piece, explain why they chose their tools and techniques, and set one realistic target.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Sections 3.4.1 to 3.4.3, pages 38 to 39; Section 3.2, Unit 3, page 43
“presenting their evaluation logically and professionally so it would be understood in a real workplace setting.”
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 paragraffau a gwneud cysylltiadau rhyngddyn nhw.
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.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.
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.
Cam cynnydd 5
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
Rwy'n gallu dangos ymwybyddiaeth estynedig o ddarllenwyr gwahanol drwy ddewis o blith amrywiaeth o arddulliau a strwythurau, ac addasu'r ffordd rwy'n defnyddio iaith yn hyderus.
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
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Asking questions of industry visitors
Each unit suggests guest speakers, site visits and discussions with industry professionals about trends, challenges, careers and training routes. These experiences will not be directly assessed, but Appendix A maps speaking and listening to all three units.
Llythrennedd: Gofyn cwestiynau, Gwrando i ddeall, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils prepare two questions for the school site manager about how the building is kept safe and working, and note the answers.
- Blwyddyn 8
- Pupils interview a local tradesperson in small groups, take notes, and report back the three most useful things they learned about the job.
- Blwyddyn 9
- Pupils plan open questions for a visiting architect or apprentice about training routes and new building methods, ask follow-up questions, and summarise the talk for the class.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Opportunities for integration of learning experiences, page 20; Appendix A, pages 49 to 50
“asking questions and discussing current trends, challenges and innovations in the sector”
Cam cynnydd 3
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 5
Rwy’n gallu gwneud dewisiadau gwybodus i wella fy sgiliau cyfathrebu.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
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Measuring, marking out and working to tolerances
Learners must measure and mark out accurately with tools such as a tape measure, spirit level, chalk line or laser level, and follow dimensions and tolerances in every trade activity. Work must be level, plumb and square, and is checked at each stage to find and correct errors.
Rhifedd: Mesur, Ongl, Y system rif, Cymhwysedd strategol, Cyfathrebu â symbolau
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure and mark a piece of card or timber to the nearest millimetre with a steel rule, then check a partner's marks.
- Blwyddyn 8
- Pupils use a spirit level and tape measure to check whether shelves and window sills around school are level, recording readings in millimetres and converting them to centimetres and metres.
- Blwyddyn 9
- Pupils make a simple frame from a drawing with a tolerance of plus or minus 2 mm, measure the finished piece, and record whether each dimension is within the upper and lower limits.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.3.1, page 37; Section 3.2.2, page 36
“follow instructions, dimensions, and tolerances accurately in all practical trade activities”
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 trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.
Cam cynnydd 4
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Rwy'n gallu defnyddio'r unedau mesur cyffredin, trosi rhwng unedau cysylltiedig y system fetrig a chwblhau cyfrifiadau.
Rwy'n gallu mesur a lluniadu onglau.
Cam cynnydd 5
Rwy'n gallu adnabod a diffinio cyfyngiadau ar gywirdeb mesuriadau, e.e. ffiniau uchaf ac isaf.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
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Reading plans, drawings and diagrams to set out work
In every trade learners interpret drawings to set out work, such as wall plans for course height and openings, roof setting-out plans for batten gauge, tiling plans, plumbing schematics and cutting lists. These are applied in the Unit 3 practical tasks.
Rhifedd: Safle, Siâp a gofod, Cyfrifiad, Ongl, Dealltwriaeth gysyniadol, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a simple plan of the classroom drawn on squared paper and work out the real length of each wall when one square stands for 50 cm.
- Blwyddyn 8
- Pupils draw a scale plan of a bedroom at 1:50, marking the door and window, and swap with a partner to check the measurements.
- Blwyddyn 9
- Pupils use a tiling plan for a wall with a window to decide where to start, how many whole tiles fit, and the size of the cut tiles at the edges.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1, pages 28 to 34
“interpreting drawings and wall plans to identify correct bond pattern, course height, and location of openings”
Cam cynnydd 3
Rwy'n gallu defnyddio cyfesurynnau i ddod o hyd i safle.
Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.
Rwy'n gallu defnyddio cymhareb a chyfran i gyfrifo meintiau.
Cam cynnydd 4
Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Cam cynnydd 5
Rwy'n gallu cymhwyso newid cyfrannol i ddyluniadau dau ddimensiwn.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Mixing materials to the correct ratio
Brickwork, heritage construction and plastering ask learners to gauge and prepare mortar, mix lime mortar to correct ratios and mix plaster to the correct consistency. This applies only to learners whose three chosen trades include these.
Rhifedd: Cyfrifiad, Perthnasoedd yn y system rif, Dealltwriaeth gysyniadol, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils mix coloured water in a 3:1 ratio with measuring jugs and work out how much of each they need to make 2 litres.
- Blwyddyn 8
- Pupils scale a mortar mix of 1 part lime to 3 parts sand to find the sand needed for 2, 5 and 8 buckets of lime.
- Blwyddyn 9
- Pupils work out how many 25 kg bags of lime and sand to order for a garden wall from an estimate of the mortar needed and a 1:3 ratio, then check the answer by rough estimation.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.1.3, page 30; Sections 3.1.1 and 3.1.5, pages 28 and 31
“mixing lime mortar to correct ratios”
Cam cynnydd 3
Rwy'n gallu defnyddio cymhareb a chyfran i gyfrifo meintiau.
Rwy'n gallu defnyddio cywerth ffracsiynau, degolion a chanrannau er mwyn cymharu cyfrannau.
Cam cynnydd 4
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
Rwy'n gallu defnyddio fy nealltwriaeth o strwythurau sylfaenol mathemateg a'u cymhwyso mewn cyd-destunau gwahanol.
Cam cynnydd 5
Rwy'n gallu adnabod, modelu a chymhwyso'r strwythurau a syniadau mathemategol wrth wraidd problemau, er mwyn eu fformiwleiddio a'u datrys.
Rwy'n gallu defnyddio fy nealltwriaeth o strwythurau sylfaenol mathemateg a'u cymhwyso mewn cyd-destunau gwahanol.
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Estimating quantities and ordering accurately to cut waste
Unit 1 covers the need to reduce waste through accurate ordering and reusing unused materials, and Unit 3 asks learners to minimise waste and plan layouts, such as marking out tiles to minimise cuts. This rests on area, quantity and rounding up to whole units.
Rhifedd: Siâp a gofod, Y system rif, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure a noticeboard, calculate its area and work out how many A4 sheets would cover it.
- Blwyddyn 8
- Pupils calculate the area of a classroom wall less the door and window, and work out how many 2.5 litre tins of paint are needed for two coats, rounding up.
- Blwyddyn 9
- Pupils plan the tiles for a kitchen splashback, add 10% for cuts and breakages, and compare the cost of ordering the exact number with ordering whole boxes.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.2.2, page 15; Unit 3, Sections 3.1.8 and 3.3.2, pages 33 and 37
“the need to reduce the amount of waste produced through accurate ordering”
Cam cynnydd 3
Rwy'n gallu dod o hyd i arwynebedd drwy gyfrif sgwariau, gan ddatblygu i gyfrifo arwynebedd sgwariau a phetryalau drwy ddefnyddio fformiwlâu.
Rwy'n gallu amcangyfrif drwy dalgrynnu i'r 10, 100, 1000 neu'r rhif cyfan agosaf.
Cam cynnydd 4
Rwy'n gallu cyfrifo arwynebedd siapiau dau ddimensiwn syml a chyfansawdd, gan gynnwys cylchoedd.
Rwy'n gallu gwneud a chyfiawnhau amcangyfrifon a brasamcanion cyfrifiadau.
Cam cynnydd 5
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
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Comparing costs and working within a budget
Unit 1 includes budget and funding as a design consideration, and Unit 2 asks learners to understand cost, time and carbon comparisons between newbuild and refurbishment and to compare materials on cost. In Unit 3 learners recognise budget restrictions when planning a trade activity.
Rhifedd: Llythrennedd ariannol, Cyfrifiad, Dealltwriaeth gysyniadol, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils price the materials for a bird box from a builders' merchant website and check that the total stays within a £10 budget.
- Blwyddyn 8
- Pupils compare the cost per square metre of three flooring options, one of them on special offer, and choose the best value for a room.
- Blwyddyn 9
- Pupils compare repairing or replacing the windows of an old terraced house using given prices with and without VAT and the time each takes, and write which option they would choose and why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Sections 2.2.3 and 2.3.1, pages 24 to 25; Unit 1, Section 1.2.3, page 15; Unit 3, Section 3.2.1, page 35
“cost, time and carbon comparisons”
Cam cynnydd 3
Rwy'n gallu rheoli arian, cymharu costau siopau gwahanol a phenderfynu beth y gellir ei brynu o fewn cyllideb benodol.
Rwy'n gallu cymharu prisiau a deall pa un yw'r gwerth gorau am arian.
Cam cynnydd 4
Rwy'n gallu gwneud penderfyniadau ar sail gwybodaeth yn ymwneud â gostyngiadau a chynigion arbennig.
Rwy'n gallu cwblhau cyfrifiadau sy'n ymwneud â TAW, cynilo a benthyca.
Rwy'n gallu mynegi un maint fel canran maint arall.
Cam cynnydd 5
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau, fy rhagfynegiadau a'm dyfaliadau.
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Planning time, order of work and critical paths
Learners must evaluate project plans, including order of operations, critical paths and bottlenecks, and a project timeline is a design consideration in Unit 1. In Unit 3 they sequence activities logically and recognise time limits when planning trade tasks.
Rhifedd: Mesur, Cymhwysedd strategol, Rhesymu rhesymegol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a calendar to plan a two week class project with five tasks and work out the new finish date if one task takes two extra days.
- Blwyddyn 8
- Pupils draw a timeline for building a garden wall that shows which tasks can happen at the same time, and calculate the shortest total time.
- Blwyddyn 9
- Pupils are given task times and dependencies for a small extension, find the critical path and total duration, and work out the effect of a three day delay to the roof.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.3.2, page 25; Unit 1, Section 1.2.3, page 15; Unit 3, Section 3.2.1, page 35
“critical paths and bottlenecks”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Cam cynnydd 5
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu cyfiawnhau fy ngweithdrefnau, fy rhagfynegiadau a'm dyfaliadau.
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Interpreting information about places and developments
Unit 2 asks learners to evaluate the characteristics of urban and rural settings in Wales against factors such as land availability, population density, housing needs and transport links, using the information in the case study. Appendix A maps the statistics strand to Unit 2, but the specification names no particular graphs or statistics.
Rhifedd: Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a bar chart of average house prices in four Welsh towns and write two sentences comparing them.
- Blwyddyn 8
- Pupils compare the population and number of homes in an urban and a rural county in Wales, work out people per home, and say what that suggests about housing need.
- Blwyddyn 9
- Pupils use census figures for their local area to judge whether new housing is needed, draw a suitable graph, and note one limitation of the data.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.2.2, page 24; Appendix A, page 50
“population density and housing needs”
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 dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Cam cynnydd 4
Rwy'n gallu dehongli graffiau sy'n disgrifio sefyllfaoedd go iawn, gan gynnwys y rhai a ddefnyddir yn y cyfryngau, a chan gydnabod y gall rhai graffiau fod yn gamarweiniol.
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
Cam cynnydd 5
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Da gwybod
- No marks for spelling, punctuation and grammar are named. All marks sit under AO1 to AO4, and AO4, "Demonstrate and apply skills relevant to the built environment sector", is 60% of the qualification (Section 3.1, page 41).
- Calculator use is not stated. Section 3 says "The Assessment Pack will include all detailed information relating to assessment" (page 41), so check the Assessment Pack for Unit 1 and Unit 2.
- The Unit 3 evaluation can be spoken: it may be submitted "either as scanned handwritten responses, completed electronically or completed as an audio or audio/visual response" (Section 3.2, page 43).
- Unit 2 gives reading and research time: "Learners are allowed time to read the case study and tasks prior to the assessment time starting" and up to two further hours can be scheduled for research (Section 3.2, page 42).
- During NEA "Teachers may clarify task requirements but must not provide feedback on the evidence being produced" (Section 3.3, page 43).
- Appendix A maps writing in Unit 3 only to topic 3.4, and maps the statistics strand to Unit 1 (1.2.3) and Unit 2 but not to Unit 3 (pages 49 to 50).
Cysylltiadau â chymwysterau eraill
Measuring to tolerances, reading scale plans and working out quantities overlap with GCSE Design and Technology and Mathematics and Numeracy, and land use, population and housing need overlap with GCSE Geography.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Built Environment specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).