LNF Cymru Literacy and numeracy for Wales

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VCSE Built Environment

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.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the specification
How this qualification is assessed
  • 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

The literacy and numeracy skills in this qualification

  1. Using construction terminology accurately

    Assessed: In the exam and in coursework (NEA)

    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.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary, Developing vocabulary

    Getting pupils ready

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

    Where it is in the specification: 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”
    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 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 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.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  2. Reading a case study and a brief to pick out what matters

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

    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.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils skim a one page brief for a bird box and highlight the dimensions, materials and finish in three different colours.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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 read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

    • 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.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • 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, extracting and commenting maturely on key ideas and themes.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  3. Reading and applying risk assessments and method statements

    Assessed: In the exam and in coursework (NEA)

    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.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

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

    • I can read words and sentences from different texts using a range of strategies to make meaning.

    Progression step 4

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

    • I can use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

  4. Evaluating and justifying choices for building projects

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

    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.

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

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

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

    • I can use paragraphs and make links between them.

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

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

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  5. Short written answers to industry scenarios

    Assessed: In the exam

    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.

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

    Getting pupils ready

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

    Where it is in the specification: 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.”
    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 simple, compound and complex sentence structures for emphasis and effect.

    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.

    Progression step 5

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

  6. Planning a sequence of work and setting success criteria

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write a numbered list of steps, tools and materials before a simple making task, then tick off each step as they go.
    Year 8
    Pupils write three success criteria for a practical task, such as "joints are flush", and use them to check their work afterwards.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 35

    “set clear success criteria for each trade activity to ensure they can effectively review their performance.”
    Progression step 3

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

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

    Progression step 4

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

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    Progression step 5

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

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  7. Writing or recording a structured evaluation of own work

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write three sentences after a practical task: one thing that went well, one mistake, and one thing to do differently next time.
    Year 8
    Pupils write a short evaluation under the headings planning, accuracy and finish, giving evidence from their own work for each.
    Year 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.
    Show the specification wording and the LNF statements

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

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

    • I can use paragraphs and make links between them.

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

    Progression step 4

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

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

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

    Progression step 5

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

    • I can present ideas and issues to meet the demands of different audiences.

  8. Asking questions of industry visitors

    Assessed: Taught, but not assessed

    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.

    Literacy: Questioning, Listening to understand, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils prepare two questions for the school site manager about how the building is kept safe and working, and note the answers.
    Year 8
    Pupils interview a local tradesperson in small groups, take notes, and report back the three most useful things they learned about the job.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

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

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 5

    • I can make informed choices to enhance my communication skills.

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

    • I have experienced speaking with different people in a variety of authentic contexts.

  9. Measuring, marking out and working to tolerances

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

    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.

    Numeracy: Measurement, Angle, The number system, Strategic competence, Communicating with symbols

    Getting pupils ready

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

    Where it is in the specification: 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”
    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 convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    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 measure and draw angles.

    Progression step 5

    • I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

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

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

  10. Reading plans, drawings and diagrams to set out work

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

    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.

    Numeracy: Position, Shape and space, Calculation, Angle, Conceptual understanding, Strategic competence

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

    • I can use coordinates to find position.

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

    • I can use ratio and proportion to calculate quantities.

    Progression step 4

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

    • I can use ratio and proportion including map scales.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

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

  11. Mixing materials to the correct ratio

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

    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.

    Numeracy: Calculation, Relationships within the number system, Conceptual understanding, Strategic competence

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

    • I can use ratio and proportion to calculate quantities.

    • I can use equivalence of fractions, decimals and percentages to compare proportions.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

    Progression step 5

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

  12. Estimating quantities and ordering accurately to cut waste

    Assessed: In the exam and in coursework (NEA)

    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.

    Numeracy: Shape and space, The number system, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils measure a noticeboard, calculate its area and work out how many A4 sheets would cover it.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

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

    Progression step 4

    • I can calculate the areas of two-dimensional simple and compound shapes, including circles.

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

    Progression step 5

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

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

  13. Comparing costs and working within a budget

    Assessed: In the exam and in coursework (NEA)

    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.

    Numeracy: Financial literacy, Calculation, Conceptual understanding, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils price the materials for a bird box from a builders' merchant website and check that the total stays within a £10 budget.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can make comparisons between prices and understand which is best value for money.

    Progression step 4

    • I can make informed decisions relating to discounts and special offers.

    • I can carry out calculations relating to VAT, saving and borrowing.

    • I can express one quantity as a percentage of another.

    Progression step 5

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

    • I can justify my procedures, predictions and conjectures.

  14. Planning time, order of work and critical paths

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

    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.

    Numeracy: Measurement, Strategic competence, Logical reasoning

    Getting pupils ready

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

    Where it is in the specification: 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”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    Progression step 5

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can justify my procedures, predictions and conjectures.

  15. Interpreting information about places and developments

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

    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.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of average house prices in four Welsh towns and write two sentences comparing them.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.2.2, page 24; Appendix A, page 50

    “population density and housing needs”
    Progression step 3

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

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

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

    Progression step 5

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

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

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.

Source: 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).